Building the BIKE: Development and Testing of the Biotechnology Instrument for Knowledge Elicitation (BIKE)     

Stephen B. Witzig  Carina M. Rebello  Marcelle A. Siegel  Sharyn K. Freyermuth  Kemal Izci  Bruce McClure 《Research in Science Education》2014,44(5):675-698

Identifying students’ conceptual scientific understanding is difficult if the appropriate tools are not available for educators. Concept inventories have become a popular tool to assess student understanding; however, traditionally, they are multiple choice tests. International science education standard documents advocate that assessments should be reform based, contain diverse question types, and should align with instructional approaches. To date, no instrument of this type targeting student conceptions in biotechnology has been developed. We report here the development, testing, and validation of a 35-item Biotechnology Instrument for Knowledge Elicitation (BIKE) that includes a mix of question types. The BIKE was designed to elicit student thinking and a variety of conceptual understandings, as opposed to testing closed-ended responses. The design phase contained nine steps including a literature search for content, student interviews, a pilot test, as well as expert review. Data from 175 students over two semesters, including 16 student interviews and six expert reviewers (professors from six different institutions), were used to validate the instrument. Cronbach’s alpha on the pre/posttest was 0.664 and 0.668, respectively, indicating the BIKE has internal consistency. Cohen’s kappa for inter-rater reliability among the 6,525 total items was 0.684 indicating substantial agreement among scorers. Item analysis demonstrated that the items were challenging, there was discrimination among the individual items, and there was alignment with research-based design principles for construct validity. This study provides a reliable and valid conceptual understanding instrument in the understudied area of biotechnology.  相似文献   

A theoretical analysis of the role of social networks in entrepreneurship     

Dennis P. Leyden  Albert N. Link  Donald S. Siegel 《Research Policy》2014

Entrepreneurship involves innovation and uncertainty. We outline a theory of entrepreneurship, which highlights the importance of social networks in promoting innovation and reducing uncertainty. Our findings suggest that this “social” aspect of entrepreneurship increases the probability of entrepreneurial success. The results also lend credence to theories of entrepreneurship that suggest that entrepreneurial opportunities are formed endogenously by the entrepreneurs who create them. We also consider the public policy implications of our findings.  相似文献   

Factors associated with employment success among youths with learning disabilities     

S Siegel  R Gaylord-Ross 《Journal of learning disabilities》1991,24(1):40-47

This follow-up study examines the employment success of young adults with learning and other mild disabilities. The study questioned the employee with disabilities, his or her parents, and the employer on a number of vocationally related items. A four-factor model is advanced to explain job success. The factors include job match and accommodation, social acceptance, work attitude, and special services. Participants in a total of 41 job situations were queried with 38 completed triads (employee with mild disability, employer, family). The method of constant comparative analysis was used to analyze the data. Although an aggregate of the four factors correlated significantly (p less than .01), job match proved to have the most significant (p less than .01) relationship with the outcome variable. The results are interpreted in light of the need to deliver and understand the types of supported employment services for adults with mild disabilities.  相似文献   

Filling in the Distance Between Us: Group Metacognition During Problem Solving in a Secondary Education Course     

Marcelle A. Siegel 《Journal of Science Education and Technology》2012,21(3):325-341

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Retrospective analyses of the reading development of grade 4 students with reading disabilities: risk status and profiles over 5 years     

Lipka O  Lesaux NK  Siegel LS 《Journal of learning disabilities》2006,39(4):364-378

This study presents a longitudinal examination of the development of reading and reading-related skills of 22 Grade 4 children identified as having reading disabilities (RD) who had been followed since kindergarten. The analyses were conducted to investigate the patterns of emergence of RD as well as reading ability and risk status across the 5 years. The findings of the study are presented with an examination of the trajectories of the children with RD as compared to Grade 4 typical readers (matched for grade, gender, language status, and school) with a similar profile on literacy skills in kindergarten. The results demonstrate the heterogeneous nature of the trajectory of RD in school-age children; although many of the children with RD were at risk in kindergarten, there was a subsample who did not demonstrate reading and phonological difficulties until the third and fourth grades.  相似文献   

Capital Culture: J. Carter Brown,the National Gallery of Art,and the Reinvention of the Museum Experience Neil Harris. Chicago: University of Chicago Press, 2013.          下载免费PDF全文

Andrea Siegel 《Journal of American culture (Malden, Mass. : 2003)》2015,38(2):155-155

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