The Development of a Competence Scale for Learning Science: Inquiry and Communication

Autor/inn/en	Chang, Huey-Por; Chen, Chin-Chang; Guo, Gwo-Jen; Cheng, Yeong-Jin; Lin, Chen-Yung; Jen, Tsung-Hau
Titel	The Development of a Competence Scale for Learning Science: Inquiry and Communication
Quelle	In: International Journal of Science and Mathematics Education, 9 (2011) 5, S.1213-1233 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-010-9256-x
Schlagwörter	High Schools; Leadership Qualities; Measures (Individuals); Foreign Countries; Competence; Science Instruction; Science Education; Elementary Secondary Education; Validity; Reliability; Likert Scales; Homogeneous Grouping; Taiwan + Suchen Sie Ihr Suchwort? High school; Oberschule; Führungseigenschaft; Messdaten; Ausland; Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Gültigkeit; Reliabilität; Likert-Skala; Homogene Gruppierung; Niveaugruppierung; Streaming
Abstract	The objective of this study was to develop an instrument to measure school students' competence in learning science as part of a large research project in Taiwan. The instrument consisted of 29 self-report, Likert-type items divided into 2 scales: Competence in Scientific Inquiry and Competence in Communication. The Competence in Scientific Inquiry scale contained 4 subscales: presenting questions and hypothesis, planning, experimenting and data gathering, and data analyzing, interpreting, and concluding. The Competence in Communication scale contained 4 subscales: expressing, evaluating, responding, and negotiating. Students were recruited randomly from primary, junior, and senior high schools in different regions of Taiwan to validate the instrument and establish its reliability and validity. The results of the analyses indicate that the instrument, scales, and subscales have reasonable internal consistency; that the theoretical structure was supported by empirical data; and that the subscales are homogeneous. These results indicate that it is an appropriate tool for measuring students' competence in learning science. Implications and suggestions for further studies are included. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10