Teacher Prediction of Student Difficulties While Solving a Science Inquiry Task: Example of PISA Science Items

Autor/inn/en	Le Hebel, Florence; Tiberghien, Andrée; Montpied, Pascale; Fontanieu, Valérie
Titel	Teacher Prediction of Student Difficulties While Solving a Science Inquiry Task: Example of PISA Science Items
Quelle	In: International Journal of Science Education, 41 (2019) 11, S.1517-1540 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1615150
Schlagwörter	Teacher Attitudes; Teacher Expectations of Students; Prediction; Scientific Literacy; Science Process Skills; Inquiry; Problem Solving; Science Tests; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Science Achievement; Science Teachers; Difficulty Level; Test Items; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Lehrerverhalten; Vorhersage; Problemlösen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Schwierigkeitsgrad; Test content; Testaufgabe
Abstract	This study focuses on the teachers' predictions of the students' performances -- in particular the middle-low achievers -- while solving tasks testing inquiry competencies. The tasks come from PISA science. More specifically we study science teachers' predictions for several aspects: levels of difficulty of the tasks, the potential sources of difficulty and the potential difficulty in solving it for medium-low achievers. We also study what assessed competencies are identified by science teachers in the tasks. Our approach is a questionnaire-based study. A sample of French teachers in science and technology (125) responded to the questionnaire. The teachers show a rather good ability to predict inquiry task levels of difficulty for medium-low achievers and are able to identify relevant potential sources of difficulty or easiness in the items. However, they are not aware of some essential difficulties that medium-low students encounter while solving science inquiry tasks. Moreover, the teachers have difficulty identifying the competencies that are tested by an item. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01