Development and Validation of an Instrument for Evaluating Inquiry-Based Tasks in Science Textbooks

Autor/inn/en	Yang, Wenyuan; Liu, Enshan
Titel	Development and Validation of an Instrument for Evaluating Inquiry-Based Tasks in Science Textbooks
Quelle	In: International Journal of Science Education, 38 (2016) 18, S.2688-2711 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1258499
Schlagwörter	Textbooks; Content Analysis; Inquiry; Foreign Countries; Active Learning; Scientific Concepts; Thinking Skills; Biology; Correlation; Science Education; Elementary Secondary Education; Elementary School Science; Secondary School Science; Pilot Projects; Science Teachers; Elementary School Students; Secondary School Students; Qualitative Research; Statistical Analysis; China + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Inhaltsanalyse; Ausland; Aktives Lernen; Denkfähigkeit; Biologie; Korrelation; Naturwissenschaftliche Bildung; Pilot project; Modellversuch; Pilotprojekt; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sekundarschüler; Qualitative Forschung; Statistische Analyse
Abstract	This article describes the development and validation of an instrument that can be used for content analysis of inquiry-based tasks. According to the theories of educational evaluation and qualities of inquiry, four essential functions that inquiry-based tasks should serve are defined: (1) assisting in the construction of understandings about scientific concepts, (2) providing students opportunities to use inquiry process skills, (3) being conducive to establishing understandings about scientific inquiry, and (4) giving students opportunities to develop higher order thinking skills. An instrument--the Inquiry-Based Tasks Analysis Inventory (ITAI)--was developed to judge whether inquiry-based tasks perform these functions well. To test the reliability and validity of the ITAI, 4 faculty members were invited to use the ITAI to collect data from 53 inquiry-based tasks in the 3 most widely adopted senior secondary biology textbooks in Mainland China. The results indicate that (1) the inter-rater reliability reached 87.7%, (2) the grading criteria have high discriminant validity, (3) the items possess high convergent validity, and (4) the Cronbach's alpha reliability coefficient reached 0.792. The study concludes that the ITAI is valid and reliable. Because of its solid foundations in theoretical and empirical argumentation, the ITAI is trustworthy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01