The Emergence of a Learning Progression in Middle School Chemistry

Autor/inn/en	Johnson, Philip; Tymms, Peter
Titel	The Emergence of a Learning Progression in Middle School Chemistry
Quelle	In: Journal of Research in Science Teaching, 48 (2011) 8, S.849-877 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20433
Schlagwörter	Computer Assisted Testing; Chemistry; Measures (Individuals); Foreign Countries; Evaluation Methods; Science Instruction; Secondary School Science; Longitudinal Studies; Scientific Concepts; Hypothesis Testing; Learning Processes; Middle School Students; Goodness of Fit; Gender Differences; Difficulty Level; Age Differences; Cognitive Ability; Test Items; United Kingdom (England) + Suchen Sie Ihr Suchwort? Chemie; Messdaten; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Hypothesenprüfung; Hypothesentest; Learning process; Lernprozess; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Geschlechterkonflikt; Schwierigkeitsgrad; Age; Difference; Age difference; Altersunterschied; Denkfähigkeit; Test content; Testaufgabe
Abstract	Previously, a small scale, interview-based, 3-year longitudinal study (ages 11-14) in one school had suggested a learning progression related to the concept of a substance. This article presents the results of a large-scale, cross-sectional study which used Rasch modeling to test the hypothesis of the learning progression. Data were collected from 4,450 students, aged 11-14, across 30 secondary schools in England using a computer-based assessment instrument. The construction of the items was informed by the research literature on students' understanding in chemistry. One hundred seventy-six fixed response items, in three formats, involving the use of video and animation were developed. Scored dichotomously, overall, the data show a good fit to the Rasch model. Item difficulties have a high degree of invariance across ability, schools, gender, and year group. Conceptually, when items are placed in order of difficulty, a coherent progression of ideas emerges which matches the expectations from the longitudinal study. The learning progression is presented. Independent, nationally standardized data allow tentative projection of student performance to the wider population in England. Implications for research and curriculum design are discussed. (Contains 7 figures and 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10