An Inventory for Measuring Student Teachers' Knowledge of Chemical Representations: Design, Validation, and Psychometric Analysis

Autor/inn/en	Taskin, V.; Bernholt, S.; Parchmann, I.
Titel	An Inventory for Measuring Student Teachers' Knowledge of Chemical Representations: Design, Validation, and Psychometric Analysis
Quelle	In: Chemistry Education Research and Practice, 16 (2015) 3, S.460-477 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c4rp00214h
Schlagwörter	Student Teachers; Knowledge Level; Science Instruction; Chemistry; Scientific Concepts; Knowledge Base for Teaching; Test Construction; Test Validity; Psychometrics; Test Theory; Qualitative Research; Test Items; Foreign Countries; Statistical Analysis; Test Reliability; Concept Formation; Germany + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Wissensbasis; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Teaching theory; Theory of teaching; Unterrichtstheorie; Testaufbau; Testvalidität; Psychometry; Psychometrie; Testtheorie; Qualitative Forschung; Test content; Testaufgabe; Ausland; Statistische Analyse; Testreliabilität; Concept learning; Begriffsbildung; Deutschland
Abstract	Chemical representations play an important role in helping learners to understand chemical contents. Thus, dealing with chemical representations is a necessity for learning chemistry, but at the same time, it presents a great challenge to learners. Due to this great challenge, it is not surprising that numerous national and international studies have shown that students have remarkable difficulties. Since most of the studies regarding chemical representations have focused on investigating high-school students' knowledge so far, little is known about university students' and especially student teachers' knowledge. The latter group is additionally challenged by the necessity of learning how to transform their own knowledge in order to teach chemical representations to their prospective students. Given this as a starting point, a paper-and-pencil test with 19 items in both semi-open and closed format was developed to investigate the extent of student teachers' knowledge of chemical representations. The present paper describes the design, validation, and psychometric analysis of this test instrument -- the so-called Chemical Representations Inventory (CRI). The CRI includes a variety of chemical representations and chemical contents on both high-school and university level. Both classical test theory and Rasch modelling were used for the analysis. In addition, a qualitative analysis was performed, and factors which possibly influence the item difficulty were identified. Even though the CRI was originally developed for a sample of student teachers, it can also be used to measure chemistry students' knowledge on a basic level. This article contains notes and references. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01