Development and Validation of the Star Properties Concept Inventory

Autor/inn/en	Bailey, Janelle M.; Johnson, Bruce; Prather, Edward E.; Slater, Timothy F.
Titel	Development and Validation of the Star Properties Concept Inventory
Quelle	In: International Journal of Science Education, 34 (2012) 14, S.2257-2286 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2011.589869
Schlagwörter	Educational Strategies; Validity; Testing; Astronomy; Misconceptions; Content Validity; Scores; Science Education; Comparative Analysis; Pretests Posttests; Test Theory; Interviews; Reliability + Suchen Sie Ihr Suchwort? Lehrstrategie; Gültigkeit; Testdurchführung; Testen; Astronomie; Missverständnis; Naturwissenschaftliche Bildung; Testtheorie; Interviewing; Interviewtechnik; Reliabilität
Abstract	Concept inventories (CIs)--typically multiple-choice instruments that focus on a single or small subset of closely related topics--have been used in science education for more than a decade. This paper describes the development and validation of a new CI for astronomy, the "Star Properties Concept Inventory" (SPCI). Questions cover the areas of stellar properties (focussing primarily on mass, temperature, luminosity, and lifetime), nuclear fusion, and star formation. Distracters were developed from known alternative conceptions and reasoning difficulties commonly held by students. The SPCI was tested through an iterative process where different testing formats (open-ended, multiple-choice + explain, and multiple-choice) were compared to ensure that the distracters were in fact the most common among the testing population. Content validity was established through expert reviews by 26 astronomy instructors. The SPCI Version 3 was then tested in multiple introductory undergraduate astronomy courses for non-science majors. Post-test scores (out of 23 possible) were significantly greater (M = 11.8, SD = 3.87) than the pre-test scores (M = 7.09, SD = 2.73). The low post-test score--only 51.3%--could indicate a need for changing instructional strategies on the topics of stars and star formation. (Contains 7 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10