A Construct-Modeling Approach to Develop a Learning Progression of How Students Understand the Structure of Matter

Autor/inn/en	Morell, Linda; Collier, Tina; Black, Paul; Wilson, Mark
Titel	A Construct-Modeling Approach to Develop a Learning Progression of How Students Understand the Structure of Matter
Quelle	In: Journal of Research in Science Teaching, 54 (2017) 8, S.1024-1048 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morell, Linda) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21397
Schlagwörter	Scientific Concepts; Middle School Students; Public Schools; Models; Sequential Learning; Cognitive Processes; Science Instruction; Evaluation Methods; Formative Evaluation; Summative Evaluation; Item Response Theory + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Public school; Öffentliche Schule; Analogiemodell; Didaktische Sequenzierung; Lernsequenz; Cognitive process; Kognitiver Prozess; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Item-Response-Theorie
Abstract	This paper builds on the current literature base about learning progressions in science to address the question, "What is the nature of the learning progression in the content domain of the structure of matter?" We introduce a learning progression in response to that question and illustrate a methodology, the Construct Modeling (Wilson, 2005) approach, for investigating the progression through a developmentally based iterative process. This study puts forth a progression of how students understand the structure of matter by empirically inter-relating constructs of different levels of sophistication using a sample of 1,087 middle grade students from a large diverse public school district in the western part of the United States. The study also shows that student thinking can be more complex than hypothesized as in the case of our discovery of a substructure of understanding in a single construct within the larger progression. Data were analyzed using a multidimensional Rasch model. Implications for teaching and learning are discussed--we suggest that the teacher's choice of instructional approach needs to be fashioned in terms of a model, grounded in evidence, of the paths through which learning might best proceed, working toward the desired targets by a pedagogy which also cultivates students' development as effective learners. This research sheds light on the need for assessment methods to be used as guides for formative work and as tools to ensure the learning goals have been achieved at the end of the learning period. The development and investigation of a learning progression of how students understand the structure of matter using the Construct Modeling approach makes an important contribution to the research on learning progressions and serves as a guide to the planning and implementation in the teaching of this topic. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01