Assessing Secondary and College Students' Implicit Assumptions about the Particulate Nature of Matter: Development and Validation of the Structure and Motion of Matter Survey

Autor/inn/en	Stains, Marilyne; Escriu-Sune, Marta; Alverez de Santizo, Myrna Lisseth Molina; Sevian, Hannah
Titel	Assessing Secondary and College Students' Implicit Assumptions about the Particulate Nature of Matter: Development and Validation of the Structure and Motion of Matter Survey
Quelle	In: Journal of Chemical Education, 88 (2011) 10, S.1359-1365 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed1002509
Schlagwörter	Content Validity; Predictive Validity; Interrater Reliability; Motion; Scoring; Science Teachers; Molecular Structure; College Science; Middle Schools; High Schools; Science Instruction; Test Validity; Test Construction; Student Evaluation; Scientific Concepts; Scientific Principles; Urban Schools; Secondary School Science + Suchen Sie Ihr Suchwort? Interrater-Reliabilität; Bewegungsablauf; Bewertung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Testvalidität; Testaufbau; Schulnote; Studentische Bewertung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Development of learning progressions has been at the forefront of science education for several years. While understanding students' conceptual development toward "big ideas" in science is extremely valuable for researchers, science teachers can also benefit from assessment tools that diagnose their students' trajectories along the learning progressions. In this paper, we describe the development and validation of a teacher-friendly survey, the Structure and Motion of Matter (SAMM) survey, designed to measure students' trajectories along aspects of a research-based learning progression on the particulate nature of matter. Specifically, the survey assesses students' implicit assumptions about four concepts: the structure of solute and solvent substances in a gas solution, the origin of motion of gaseous solute particles, and their trajectories. The process to ensure the translation validity (face and content validity) of the survey is described. Criterion validity study results indicate that the SAMM survey is well grounded in theory, and the test-retest study results indicate that the survey is also reliable. Finally, the development of an Excel-based scoring scheme associated with the SAMM survey is also described. Inter-rater reliability studies indicate that the scoring scheme can be used reliably. (Contains 1 note, 6 tables, and 3 figures.) (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10