Measuring Graph Comprehension, Critique, and Construction in Science

Autor/inn/en	Lai, Kevin; Cabrera, Julio; Vitale, Jonathan M.; Madhok, Jacquie; Tinker, Robert; Linn, Marcia C.
Titel	Measuring Graph Comprehension, Critique, and Construction in Science
Quelle	In: Journal of Science Education and Technology, 25 (2016) 4, S.665-681 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-016-9621-9
Schlagwörter	Middle School Students; Secondary School Science; Science Instruction; Graphs; Measures (Individuals); Science Process Skills; Comprehension; Test Construction; Reliability; Item Response Theory; Test Theory; Scoring Rubrics; Scientific Concepts; Access to Computers; Second Languages; Native Language; Student Evaluation; Elementary Secondary Education; Academic Standards + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Grafische Darstellung; Messdaten; Verstehen; Verständnis; Testaufbau; Reliabilität; Item-Response-Theorie; Testtheorie; Scoring formulas; Auswertungsbogen; Second language; Zweitsprache; Schulnote; Studentische Bewertung
Abstract	Interpreting and creating graphs plays a critical role in scientific practice. The K-12 Next Generation Science Standards call for students to use graphs for scientific modeling, reasoning, and communication. To measure progress on this dimension, we need valid and reliable measures of graph understanding in science. In this research, we designed items to measure graph comprehension, critique, and construction and developed scoring rubrics based on the knowledge integration (KI) framework. We administered the items to over 460 middle school students. We found that the items formed a coherent scale and had good reliability using both item response theory and classical test theory. The KI scoring rubric showed that most students had difficulty linking graphs features to science concepts, especially when asked to critique or construct graphs. In addition, students with limited access to computers as well as those who speak a language other than English at home have less integrated understanding than others. These findings point to the need to increase the integration of graphing into science instruction. The results suggest directions for further research leading to comprehensive assessments of graph understanding. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01