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Crawford April Vaughn Kelly A. Guttentag Cathy L. Varghese Cheryl Oh Yoonkyung Zucker Tricia A. 《Early Childhood Education Journal》2021,49(5):829-840
Early Childhood Education Journal - The COVID-19 pandemic impacted early childhood programs serving infants, toddlers, and preschoolers in dramatic ways. After temporarily closing, many educators... 相似文献
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Cathy P. Lachapelle Christine M. Cunningham Yoonkyung Oh 《International Journal of Science Education》2019,41(2):188-209
Technology is important to all aspects of our lives, so helping students develop an accurate understanding of technology should be an educational goal at the K-12 level. Assessments are important tools in reaching this goal. We developed an instrument to measure the technology conceptions of children ages 8–11, the ‘What is Technology’ (WT) instrument. We gathered evidence for the validity of using the WT instrument to measure children's conceptions of technology, including changes due to an intervention, and we describe those changes. We used exploratory factor analysis (EFA) to establish scales, and confirmatory factor analysis (CFA) with new samples of subjects to confirm our hypothesised model of children's conceptions. For further evidence, we analyzed and coded the written responses children gave to open-ended questions asking them to explain their understanding of technology, then calculated correlations between these codes and the CFA-confirmed scale measures. We found that children tend to think of technology as artifacts that are powered by electrical energy; however, after instruction most children's conceptions become more consistent with definitions given in educational standards. The instrument is shown to be valid and reliable for its intended use, to assess preadolescent children's conceptions of technology, and evaluate the impact of an intervention. 相似文献
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