Measuring Knowledge Integration Learning of Energy Topics: A Two-Year Longitudinal Study

Autor/inn/en	Liu, Ou Lydia; Ryoo, Kihyun; Linn, Marcia C.; Sato, Elissa; Svihla, Vanessa
Titel	Measuring Knowledge Integration Learning of Energy Topics: A Two-Year Longitudinal Study
Quelle	In: International Journal of Science Education, 37 (2015) 7, S.1044-1066 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1016470
Schlagwörter	Energy; Science Education; Psychometrics; Case Studies; Longitudinal Studies; Concept Formation; Gender Differences; Native Language; Correlation; Academic Achievement; Predictor Variables; Middle School Students; Item Response Theory; Science Tests; Test Validity; Test Reliability; Achievement Gains; Test Items; Statistical Analysis; English (Second Language); Second Language Learning; Science Teachers; Grade 6; Grade 7; Grade 8; California; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Energie; Naturwissenschaftliche Bildung; Psychometry; Psychometrie; Case study; Fallstudie; Case Study; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Concept learning; Begriffsbildung; Geschlechterkonflikt; Korrelation; Schulleistung; Prädiktor; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Item-Response-Theorie; Testvalidität; Testreliabilität; Achievement gain; Leistungssteigerung; Test content; Testaufgabe; Statistische Analyse; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Kalifornien
Abstract	Although researchers call for inquiry learning in science, science assessments rarely capture the impact of inquiry instruction. This paper reports on the development and validation of assessments designed to measure middle-school students' progress in gaining integrated understanding of energy while studying an inquiry-oriented curriculum. The assessment development was guided by the knowledge integration framework. Over 2 years of implementation, more than 4,000 students from 4 schools participated in the study, including a cross-sectional and a longitudinal cohort. Results from item response modeling analyses revealed that: (a) the assessments demonstrated satisfactory psychometric properties in terms of reliability and validity; (b) both the cross-sectional and longitudinal cohorts made progress on integrating their understanding energy concepts; and (c) among many factors (e.g. gender, grade, school, and home language) associated with students' science performance, unit implementation was the strongest predictor. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01