共查询到20条相似文献，搜索用时 31 毫秒
1.
D. I. Hanauer J. Frederick B. Fotinakes S. A. Strobel 《CBE life sciences education》2012,11(4):378-385
We used computational linguistic and content analyses to explore the concept of project ownership for undergraduate research. We used linguistic analysis of student interview data to develop a quantitative methodology for assessing project ownership and applied this method to measure degrees of project ownership expressed by students in relation to different types of educational research experiences. The results of the study suggest that the design of a research experience significantly influences the degree of project ownership expressed by students when they describe those experiences. The analysis identified both positive and negative aspects of project ownership and provided a working definition for how a student experiences his or her research opportunity. These elements suggest several features that could be incorporated into an undergraduate research experience to foster a student''s sense of project ownership. 相似文献
2.
Joost Meijer Peter Sleegers Marianne Elshout-Mohr Maartje van Daalen-Kapteijns Wil Meeus Dirk Tempelaar 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):31-52
Interest in the role of metacognition has been steadily rising in most forms of education. This study focuses on the construction of a questionnaire for measuring metacognitive knowledge, metacognitive regulation and metacognitive responsiveness among students in higher education and the subsequent process of testing to determine its validity. Purpose The aim of the study was to construct an original instrument for measuring features of metacognition, henceforth referred to as the Awareness of Independent Learning Inventory (AILI), and further to establish the similarities and differences between this model and existing instruments for measuring metacognition. Sample The AILI questionnaire was distributed to 1058 students in various types of Teacher Training Institutes in the Netherlands and Belgium. The abridged English version of the questionnaire was administered to another sample of 729 students reading Economics and Business Administration at the University of Maastricht in the south of the Netherlands. Design and methods The AILI instrument was constructed on the basis of a facet design along two dimensions: components of metacognition and topics of concern to students in higher education. The data gathered with the instrument was analyzed by means of a generalisability study and a decision study, respectively. The validity of the instrument was investigated by using confirmatory factor analysis. Results The generalisability study showed that the reliability of the instrument was satisfactory. The decision study revealed that the number of items included in the questionnaire could be reduced substantially by leaving out two components of one of the dimensions in the facet design, without losing too much generalisability. The validity study showed that there was a considerable level of congruity between parts of the AILI questionnaire and the relevant parts of the Motivated Strategies for Learning Questionnaire (MSLQ). Conclusions The AILI questionnaire is a reliable and valid instrument for measuring metacognitive knowledge, regulation and responsiveness. It is suitable for use in the evaluation of the effects of interventions that purport to increase metacognitive knowledge, regulation and responsiveness of students in higher education. 相似文献
3.
Chien-Liang Lin 《Journal of Science Education and Technology》2018,27(1):57-69
This study sought to develop a self-report instrument to be used in the assessment of the project competences of college students engaged in online project-based learning. Three scales of the KIPSSE instrument developed for this study, namely, the knowledge integration, project skills, and self-efficacy scales, were based on related theories and the analysis results of three project advisor interviews. Those items of knowledge integration and project skill scales focused on the integration of different disciplines and technological skills separately. Two samples of data were collected from information technology-related courses taught with an online project-based learning strategy over different semesters at a college in southern Taiwan. The validity and reliability of the KIPSSE instrument were confirmed through item analysis and confirmatory factor analysis using structural equation modeling of two samples of students’ online response sets separately. The Cronbach’s alpha reliability coefficient for the entire instrument was 0.931; for each scale, the alpha ranged from 0.832 to 0.907. There was also a significant correlation (r = 0.55, p < 0.01) between the KIPSSE instrument results and the students’ product evaluation scores. The findings of this study confirmed the validity and reliability of the KIPSSE instrument. The confirmation process and related implications are also discussed. 相似文献
4.
Pasen Robert M. Frey Peter W. Menges Robert J. Rath Gustave J. 《Research in higher education》1978,9(2):161-167
A manipulation of the instructions students received prior to completing the 7-item Endeavor Instructional Rating card differentially affected their ratings on two types of items. Specifically, when students were led to believe their ratings would have a strong impact on the instructor's career, they tended to be more lenient on items measuring rapport (i.e., the affective domain); this same effect was not observed for items measuring pedagogical skill (i.e., the cognitive domain). The different items on our instructional rating instrument appear to be measuring different things. One implication of this observation is that the inconsistent findings reported in past research on student ratings of instruction may be due to the differential mix of items from one instrument to another. When instructors are compared on ratings given them by students, unbiased interpretation requires that the multidimensional nature of teaching (and of the rating instrument) be considered. 相似文献
5.
Hsiao-Lin Tuan Huey-Por Chang Kuo-Hua Wang David F. Treagust 《International Journal of Science Education》2013,35(4):385-398
The purpose of this study was to describe the development and validation of an instrument on Student Perceptions of Teachers' Knowledge (SPOTK) in relation to their pedagogy. Features of teachers' knowledge from the research literature related to instruction, representation, subject matter knowledge, and knowledge of how to assess students' understanding were used to generate categories in the SPOTK. The result of a pilot study with 634 Taiwanese junior high school students showed high reliability of the scales, a good factor structure, and provided suggestions to delete weak items. In the main study, for which nine to ten items under each category were generated making a total of 37 items in the SPOTK, the instrument was administered to 1879 Taiwanese and 1081 Australian junior high school students varying in grades, sex and ability levels. Reliability and validity measures of the instrument were established based on Cronbach alpha and factor analysis. After the validating process, 28 items remained in the final instrument and reliabilities of the scales ranged from 0.97 to 0.82. Comment is made about the differences between Australian and Taiwanese students' responses and suggestions for using the instrument in future research. 相似文献
6.
This paper reviews the means by which teacher quality has been measured. It considers data sources such as students, peers, experts, and examines the psychometrics and scale properties of teacher quality assessment instruments with respect to reliability and validity. A list of items for possible inclusion in an elementary student focussed instrument is considered, together with the potential use of such an instrument in measuring teacher quality. 相似文献
7.
The purpose of this project was to develop a valid and reliable science process skill test for middle and high school students. Multiple-choice items were generated for each of five objectives. Following pilot testing and revision, the test was administered to middle and high school students in the northeastern United States. The 36-item test can be completed in a normal class period. Results yielded a mean score of 19.14 and a total test reliability of 0.86. Mean difficulty and discrimination indices were 0.53 and 0.35, respectively. Split-test correlations coefficients between TIPS II and the original TIPS items were 0.86 and 0.90. TIPS II provides another reliable instrument for measuring process skill achievement. Additionally, it increases the available item pool for measuring these skills. 相似文献
8.
Susan J. Hillman Stephan I. Zeeman Charles E. Tilburg Henrietta E. List 《Learning Environments Research》2016,19(2):203-219
The number of students in the United States choosing science, technology, engineering or mathematics careers is declining at a time when demand for these occupations is rapidly increasing. Numerous efforts have been undertaken to reverse this trend, yet results are uncertain. One’s attitude is key to many choices one makes, and this includes, for many, what career is pursued. Hence, teachers, informal science educators and researchers often wish to measure children’s attitudes towards science using a pretest and a posttest to determine the effects of a curriculum, an activity or an intervention. However, measuring children’s attitudes toward science has been problematic because of both the limited use of basic psychometrics in checking reliability and validity of instruments and the lack of a single construct of students’ attitudes towards science being surveyed. This article reports the development and testing of an instrument for measuring students’ science attitudes across several dimensions. Thirty-two scientists and teachers from the northeastern and south central United States participated in content validity trials. The instrument was field tested with 549 children (92 elementary-school students, 327 middle-school students and 130 high-school students) from 6 rural and suburban school systems located in the northeastern United States to determine inter-item reliability for each dimension. The resulting instrument, entitled My Attitudes Toward Science (MATS), has 40 items that measure four dimensions: (1) Attitude towards the subject of science; (2) Desire to become a scientist; (3) Value of science to society; and (4) Perception of scientists. The MATS, as a multidimensional instrument, can measure several facets of students’ attitude toward science and is designed to be used across grades levels and to be scored easily. 相似文献
9.
The objective of this project was to develop a multiple choice test of graphing skills appropriate for science students from grades seven through twelve. Skills associated with the construction and interpretation of line graphs were delineated, and nine objectives encompassing these skills were developed. Twenty-six items were then constructed to measure these objectives. To establish content validity, items and objectives were submitted to a panel of reviewers. The experts agreed over 94% of the time on assignment of items to objectives and 98% on the scoring of items. TOGS was first administered to 119 7th, 9th, and 11th graders. The reliability (KR-20) was 0.81. Poorly functioning items were rewritten based on the item difficulty and discrimination data. The revised version of the test was given to 377 7th through 12th grade students. Total scores ranged from 2 to 26 correct (X = 13.3, S.D. = 5.3). The reliability (KR-20) was 0.83 for all subjects and ranged from 0.71 for eighth graders to 0.88 for ninth graders. Point biserial correlations showed 24 of the 26 items above 0.30 with an average value of 0.43. It was concluded from this and other data that TOGS was a valid and reliable instrument for measuring graphing abilities. 相似文献
10.
Huey-Por Chang Chin-Chang Chen Gwo-Jen Guo Yeong-Jin Cheng Chen-Yung Lin Tsung-Hau Jen 《International Journal of Science and Mathematics Education》2011,9(5):1213-1233
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. 相似文献
11.
This paper describes the development and validation of an item bank designed for students to assess their own achievements across an undergraduate-degree programme in seven generic competences (i.e., problem-solving skills, critical-thinking skills, creative-thinking skills, ethical decision-making skills, effective communication skills, social interaction skills and global perspective). The Rasch modelling approach was adopted for instrument development and validation. A total of 425 items were developed. The content validity of these items was examined via six focus group interviews with target students, and the construct validity was verified against data collected from a large student sample (N?=?1151). A matrix design was adopted to assemble the items in 26 test forms, which were distributed at random in each administration session. The results demonstrated that the item bank had high reliability and good construct validity. Cross-sectional comparisons of Years 1–4 students revealed patterns of changes over the years. Correlation analyses shed light on the relationships between the constructs. Implications are drawn to inform future efforts to develop the instrument, and suggestions are made regarding ways to use the instrument to enhance the teaching and learning of generic skills. 相似文献
12.
Christopher M. Wittich Wojciech Pawlina Richard L. Drake Jason H. Szostek Darcy A. Reed Nirusha Lachman Jennifer M. McBride Jayawant N. Mandrekar Thomas J. Beckman 《Anatomical sciences education》2013,6(4):232-238
Improving professional attitudes and behaviors requires critical self reflection. Research on reflection is necessary to understand professionalism among medical students. The aims of this prospective validation study at the Mayo Medical School and Cleveland Clinic Lerner College of Medicine were: (1) to develop and validate a new instrument for measuring reflection on professionalism, and (2) determine whether learner variables are associated with reflection on the gross anatomy experience. An instrument for assessing reflections on gross anatomy, which was comprised of 12 items structured on five‐point scales, was developed. Factor analysis revealed a three‐dimensional model including low reflection (four items), moderate reflection (five items), and high reflection (three items). Item mean scores ranged from 3.05 to 4.50. The overall mean for all 12 items was 3.91 (SD = 0.52). Internal consistency reliability (Cronbach's α) was satisfactory for individual factors and overall (Factor 1 α = 0.78; Factor 2 α = 0.69; Factor 3 α = 0.70; Overall α = 0.75). Simple linear regression analysis indicated that reflection scores were negatively associated with teamwork peer scores (P = 0.018). The authors report the first validated measurement of medical student reflection on professionalism in gross anatomy. Critical reflection is a recognized component of professionalism and may be important for behavior change. This instrument may be used in future research on professionalism among medical students. Anat Sci Educ 6: 232–238. © 2012 American Association of Anatomists. 相似文献
13.
This article reports on findings from a research project that investigated the experiences and perceptions of final‐year social science undergraduates enrolled on a dissertation module in a post‐1992 UK university. The dissertation was designed to provide students with the opportunity to function autonomously and determine the content and focus of a major part of their study and assessment. Using data from interviews and questionnaires, the article explores the students’ lived experience of the dissertation as a form of independent learning and assessment, the challenges they encountered, and their perceptions of peer and tutor support. While students valued the autonomy, authenticity, and ownership they felt in relation to their dissertation, they also experienced considerable challenges, particularly in relation to ‘time’. 相似文献
14.
Shelagh M. Peoples Laura M. O’Dwyer Yang Wang Jessica J. Brown Camelia V. Rosca 《Learning Environments Research》2014,17(1):49-73
This article describes the development, validation and application of a Rasch-based instrument, the Elementary School Science Classroom Environment Scale (ESSCES), for measuring students’ perceptions of constructivist practices within the elementary science classroom. The instrument, designed to complement the Reformed Teaching Observation Protocol (RTOP), is conceptualised using the RTOP’s three construct domains: Lesson Design and Implementation; Content; and Classroom Culture. Data from 895 elementary students was used to develop the Rasch scale, which was assessed for item fit, invariance and dimensionality. Overall, the data conformed to the assumptions of the Rasch model. In addition, the structural relationships among the retained items of the Rasch model supported and validated the instrument for measuring the reformed science classroom environment theoretical construct. The application of the ESSCES in a research study involving fourth grade students provides evidence that educators and researchers have a reliable instrument for understanding the elementary science classroom environment through the lens of the students. 相似文献
15.
The aim of this study is to validate an instrument measuring students’ academic behavioral skills and engagement—skills identified as vital for student achievement. We inspect the reliability and validity of the survey with respect to item fit, factorial structure, relations with academic performance, and the fairness of the items across student groups. The fairness analyses are critical to making valid comparisons between groups and across countries. Data comprising 8520 grade 10 students from four countries were analysed using item response theory. We found that both scales were multidimensional, acted fairly across students’ gender, country, immigrant-, and socio-economic background (after removing four items), and were positively and significantly correlated with self-reported and performance-based academic performance. 相似文献
16.
The main purpose of this study is to develop a valid and reliable instrument for measuring the attitudes toward science class of fourth‐ and fifth‐grade students in an Asian school culture. Specifically, the development focused on three science attitude constructs—science enjoyment, science confidence, and importance of science as related to science class experiences. A total of 265 elementary school students in Taiwan responded to the instrument developed. Data analysis indicated that the instrument exhibited satisfactory validity and reliability with the Taiwan population used. The Cronbach’s alpha coefficient was 0.93 for the entire instrument indicating a satisfactory level of internal consistency. However, both principal component analysis and parallel analysis showed that the three attitude scales were not unique and should be combined and used as a general “attitudes toward science class” scale. The analysis also showed that there were no gender or grade‐level differences in students’ overall attitudes toward science class. 相似文献
17.
This research aims to develop and validate an instrument for measuring primary student teachers’ professional identity tensions. Based on dissonance theory, we transformed existing vignettes (Pillen, Den Brok, & Beijaard, 2013) into to a quantitative Professional Identity Tensions Scale (PITS) and added tensions regarding teaching in urban contexts. We examined the psychometric quality of the PITS by administering this scale to primary student teachers from teacher education institutions in urban areas across the Netherlands. Two studies were conducted in the process of validating the PITS. First, items were tested among a sample of 211 students to explore whether they measure underlying constructs of professional identity tensions. Second, retained items were administered to a new sample of 271 students. Confirmatory factor analysis demonstrated a similar factor structure. The final instrument includes 34 items rated on a 5-point Likert scale measuring nine different professional identity tensions. Implications for future research and practice are discussed. 相似文献
18.
Joost Meijer Marianne Elshout-Mohr Bernadette H.A.M. van Hout-Wolters 《Educational Research and Evaluation》2013,19(1):79-107
An instrument was constructed to assess the level of competence of students (aged 15-16) on eight cross-curricular skills. The instrument, further to be called the cross-curricular skills test (CCST), consisted of 56 multiple-choice items. In the first section cross-curricular skills are defined as general skills which can be taught and practiced in curricula for different disciplines. In the second section we describe how eight cross-curricular skills were selected for testing. We also explain why we decided to compose the test of multiple-choice items, an item-format that is not a customary one for measuring general skills. In the third section we report administration of the test to 465 students in a pilot study and 9,000 students in the main study. Quantitative data are presented concerning p -values, reliability, internal structure, and construct validity of the CCST. Qualitative data were derived from observations, thinking aloud protocols and analysis of the test content. The data warrant the claim that CCST is a valid and reliable test for cross-curricular skills. It is suitable for students of 15-16 years of age and allows administration in large samples. In the final section we discuss some limitations of the test and suggest directions for future research on assessment of cross-curricular skills. 相似文献
19.
Zubeyde Demet Kirbulut Esen Uzuntiryaki-Kondakci Michael Edward Beeth 《International Journal of Science Education》2016,38(13):2152-2173
This study aimed to develop the Metaconceptual Awareness and Regulation Scale (MARS) – a self-report instrument for measuring the extent to which students realise, monitor, and evaluate their ideas. MARS consists of 10 items scored on a six-point Likert scale for two factors: metaconceptual awareness and metaconceptual regulation. A pilot study was conducted with 349 10th grade students while 338 11th grade students participated in the validation study. In order to test the two-factor structure of MARS, confirmatory factor analysis was employed with data from the validation study. Findings supported the two-factor structure of the MARS instrument. For further validity evidence, the relationship between students’ metaconceptual awareness and regulation and their use of learning strategies were examined using canonical correlation analysis. A significant correlation was found between the factors of MARS and learning strategies. Research and practical applications of MARS by science education researchers and teachers are discussed. 相似文献
20.
Max S. Marshall 《College Teaching》2013,61(1):8-14
In this paper, we question how we might disrupt positivist research paradigms that preclude students from engaging and experiencing ownership in the research process. We question what we, as professors, could do to facilitate the transition from traditional research reporting to a disposition of inquiry that allows for ambiguity and discovery in the research process. Evidence presented was gathered over the course of a two-year qualitative research project completed in a capstone education course. Like most capstone courses, we required a summative research paper, but student work suggested they had minimal interest or enthusiasm for the project. However, by redirecting our students' research interest from traditional research reporting to the generation of authentic research questions drawn from their student teaching experience, a solution emerged. The students' questions provided the basis for the ensuing qualitative inquiry project that afforded them a new and authentic type of inquiry. This paper describes the process our students engaged in to complete this qualitative inquiry, including the identification of the research question and analysis of field notes and documents. It concludes by sharing samples of the students' research questions and findings that illustrate the authentic inquiry and ownership they experienced as a result of the project. 相似文献