Towards an Assessment of Students' Interdisciplinary Competence in Middle School Science

Autor/inn/en	Wang, Zuhao; Song, Ge
Titel	Towards an Assessment of Students' Interdisciplinary Competence in Middle School Science
Quelle	In: International Journal of Science Education, 43 (2021) 5, S.693-716 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Zuhao) ORCID (Song, Ge)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1877849
Schlagwörter	Interdisciplinary Approach; Middle School Students; Science Instruction; Competence; Foreign Countries; Secondary School Science; Problem Solving; Cognitive Ability; Planning; Persuasive Discourse; Test Validity; Test Reliability; Test Construction; China + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kompetenz; Ausland; Problemlösen; Denkfähigkeit; Ablaufplanung; Planungsprozess; Persuasion; Persuasive Kommunikation; Testvalidität; Testreliabilität; Testaufbau
Abstract	Interdisciplinary approach is viewed as the best way to learn about and perceive complex scientific phenomena in the real world; therefore, students need to develop interdisciplinary habits of mind in K-12 science education. This article provided a framework for understanding middle school students' interdisciplinary competence that included four dimensions, each with three performance levels. Science educators have claimed that the current assessment system is still oriented towards single discipline-based science learning. Therefore, this study presented a validated instrument based on our multidimensional construct to explore students' interdisciplinary competence. The participants in this study were 385 9th graders in Henan Province in China. Multidimensional Rasch analysis suggested that this measure had satisfactory reliability and validity. All the students demonstrated the basic level of ability for each dimension. More competent science learners were found to achieve higher ability levels. In addition, students with different scientific proficiencies underperformed in different dimensions. Implications and suggestions for interdisciplinary science teaching and assessment were also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01