Examination of Longitudinal Invariance on a Framework for Observing and Categorizing Instructional Strategies

Autor/inn/en	Ryoo, Ji Hoon; Tai, Robert H.; Skeeles-Worley, Angela D.
Titel	Examination of Longitudinal Invariance on a Framework for Observing and Categorizing Instructional Strategies
Quelle	In: Research in Science Education, 50 (2020) 2, S.489-504 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ryoo, Ji Hoon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-018-9698-7
Schlagwörter	Guidelines; Longitudinal Studies; Comparative Analysis; Error of Measurement; Student Attitudes; Preferences; Teaching Methods; Cooperative Learning; Science Instruction; Competition; Discovery Learning; Instructional Design; Career Choice; Correlation; Academic Persistence; STEM Education; Measures (Individuals); Grade 6; Grade 7; Creative Activities + Suchen Sie Ihr Suchwort? Richtlinien; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Messfehler; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Wettkampf; Entdeckendes Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Korrelation; STEM; Messdaten; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07
Abstract	In longitudinal studies, measurement invariance is required to conduct substantive comparisons over time or across groups. In this study, we examined measurement invariance on a recently developed instrument capturing student preferences for seven instructional strategies related to science learning and career interest. We have labeled these seven instructional strategies as Collaborating, Competing, Caretaking, Creating/Making, Discovering, Performing, and Teaching. A better understanding of student preferences for particular instructional strategies can help educators, researchers, and policy makers deliberately tailor programmatic instructional structure to increase student persistence in the STEM pipeline. However, simply confirming the relationship between student preferences for science instructional strategies and their future career choices at a single time point is not sufficient to clarify our understanding of the relationship between instructional strategies and student persistence in the STEM pipeline, especially since preferences for instructional strategies are understood to vary over time. As such, we sought to develop a measure that invariantly captures student preference over a period of time: the Framework for Observing and Categorizing Instructional Strategies (FOCIS). We administered the FOCIS instrument over four semesters over two middle school grades to 1009 6th graders and 1021 7th graders and confirmed the longitudinal invariance of the FOCIS measure. This confirmation of longitudinal invariance will allow researchers to examine the relationship between student preference for certain instructional strategies and student persistence in the STEM pipeline. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01