Assessing Upper-Secondary School Students' Interdisciplinary Understanding of Environmental Issues

Autor/inn/en	Lan, Yu; Chi, Shaohui; Wang, Zuhao
Titel	Assessing Upper-Secondary School Students' Interdisciplinary Understanding of Environmental Issues
Quelle	In: Journal of Baltic Science Education, 20 (2021) 5, S.811-826 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lan, Yu) ORCID (Chi, Shaohui) ORCID (Wang, Zuhao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-3898
Schlagwörter	High School Students; Grade 11; Adolescents; Interdisciplinary Approach; Science Education; Scientific Concepts; Concept Formation; Knowledge Level; Environmental Education; Measures (Individuals); Test Validity; Test Reliability; World Problems; Public Schools; Foreign Countries; China + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Naturwissenschaftliche Bildung; Concept learning; Begriffsbildung; Wissensbasis; Umweltbildung; Umwelterziehung; Umweltpädagogik; Messdaten; Testvalidität; Testreliabilität; Weltproblem; Public school; Öffentliche Schule; Ausland
Abstract	Science educators have highlighted the need to develop students to integrate knowledge across science disciplines to address real-world issues. However, there has been little research about the development of interdisciplinary assessment instruments. In this research, the instrument that measures the level of upper-secondary school students' interdisciplinary understanding of environmental issues was developed and validated based upon Wilson's Construct Modeling framework. After a pilot testing, the revised assessment instrument of interdisciplinary understanding covering five typical environmental problems comprised 14 multiple-choice questions and four constructed-response questions. Five hundred twenty-three eleventh graders, including 279 boys and 244 girls from mainland China, made up the research sample. The partial credit Rasch analysis has verified the reliability and validity of the interdisciplinary understanding instrument. In addition, the results of cluster analysis revealed that over half of the students could use some partially accurate scientific concepts and principles from two or more disciplinary perspectives to deal with a specific environmental issue. The validated instrument can provide insights for assessing and developing upper-secondary school students' interdisciplinary understanding in science education. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01