Developing and Assessing Learning Progression for Botanical Literacy Using Rasch Analysis

Autor/inn/en	Pongsophon, Pongprapan; Jituafua, Artitaya
Titel	Developing and Assessing Learning Progression for Botanical Literacy Using Rasch Analysis
Quelle	In: Science Education International, 32 (2021) 2, S.125-130 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2077-2327
Schlagwörter	Botany; Science Instruction; Teaching Methods; Pretests Posttests; Preservice Teachers; Literacy; Science Tests; Multiple Choice Tests; Construct Validity; Goodness of Fit; Outcomes of Education; Biology; Teacher Education Programs; Foreign Countries; Thailand + Suchen Sie Ihr Suchwort? Botanik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Alphabetisierung; Schreib- und Lesefähigkeit; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Lernleistung; Schulerfolg; Biologie; Ausland
Abstract	This study aimed to develop a learning progression (LP) for botanical literacy and assess the impact of a garden-based education course on Thai pre-service science teachers (n = 49). The inquiry- and community-based education course was taught over a 15-week period. To measure botanical literacy, a 50-item multiple-choice test was employed. A hypothetical model of the construct was proposed and validated using a dichotomous Rasch model. Results indicated that the model fits the data well. Thus, the hypothetical model was confirmed. The validated botanical literacy comprised conceptual and procedural domains. Each domain had several core ideas and subordinate concepts located on a linear construct and arranged by increasing difficulty. For example, in the conceptual domain, the core ideas arranged from the easiest to most difficult were plant diversity, plant morphology, and plant eco-physiology. The botanical literacy of the pre-service teachers was measured before and after the instruction. To measure the learning gain, we fixed the pre- and post-item difficulty and estimated the post-instruction person ability. The means of pre- and post-instruction person ability were compared using the Welch t-test. We found that learning gain was statistically significant (p < 0.01). This study discusses implications of LP for botanical literacy in biology education. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01