Assessing Learning Progression of Energy Concepts across Middle School Grades: The Knowledge Integration Perspective

Autor/inn/en	Lee, Hee-Sun; Liu, Ou Lydia
Titel	Assessing Learning Progression of Energy Concepts across Middle School Grades: The Knowledge Integration Perspective
Quelle	In: Science Education, 94 (2010) 4, S.665-688 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20382
Schlagwörter	Middle School Students; Standardized Tests; Earth Science; Energy; Science Curriculum; Student Attitudes; Scientific Concepts; Science Achievement; Student Evaluation; Knowledge Level; Physical Sciences; Science Instruction; Energy Conservation; Age Differences; Comparative Analysis; Biological Sciences; Secondary School Science + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Standadised tests; Standardisierter Test; Earth sciences; Geowissenschaften; Energie; Schülerverhalten; Schulnote; Studentische Bewertung; Wissensbasis; Natural sciences; Naturwissenschaften; Naturwissenschaft; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Energieerhaltung; Energiespeicherung; Age; Difference; Age difference; Altersunterschied; Abwasserbiologie
Abstract	We use a construct-based assessment approach to measure learning progression of energy concepts across physical, life, and earth science contexts in middle school grades. We model the knowledge integration construct in six levels in terms of the numbers of ideas and links used in student-generated explanations. For this study, we selected 10 items addressing energy source, transformation, and conservation from published standardized tests and administered them to a status quo sample of 2688 middle school students taught by 29 teachers in 12 schools across 5 states. Results based on a Rasch partial credit model analysis indicate that conservation items are associated with the highest knowledge integration levels, followed by transformation and source items. Comparisons across three middle school grades and across physical, life, and earth science contexts reveal that the mean knowledge integration level of eighth-grade students is significantly higher than that of sixth- or seventh-grade students, and that the mean knowledge integration level of students who took a physical science course is significantly higher than that of students who took a life or earth science course. We discuss implications for research on learning progressions. (Contains 6 tables and 5 figures.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10