A SEM Model in Assessing the Effect of Convergent, Divergent and Logical Thinking on Students' Understanding of Chemical Phenomena

Autor/inn/en	Stamovlasis, D.; Kypraios, N.; Papageorgiou, G.
Titel	A SEM Model in Assessing the Effect of Convergent, Divergent and Logical Thinking on Students' Understanding of Chemical Phenomena
Quelle	In: Science Education International, 26 (2015) 3, S.284-306 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1450-104X
Schlagwörter	Structural Equation Models; Chemistry; Convergent Thinking; Logical Thinking; Psychometrics; Factor Analysis; Path Analysis; Causal Models; Science Process Skills; Science Achievement; Secondary School Science; Secondary School Students; Foreign Countries; Science Education; Individual Differences; Scores; Greece; Macedonia + Suchen Sie Ihr Suchwort? Chemie; Psychometry; Psychometrie; Faktorenanalyse; Pfadanalyse; Kausalanalyse; Sekundarschüler; Ausland; Naturwissenschaftliche Bildung; Individueller Unterschied; Griechenland
Abstract	In this study, structural equation modeling (SEM) is applied to an instrument assessing students' understanding of chemical change. The instrument comprised items on understanding the structure of substances, chemical changes and their interpretation. The structural relationships among particular groups of items are investigated and analyzed using confirmatory procedures. In addition, three psychometric cognitive variables, namely logical, convergent and divergent thinking are involved in the SEM analysis and their effects on students' performance estimated. Specifically, three models are tested: a confirmatory factor model, a multiple-indicator multiple-cause (MIMIC) model and path analysis. The SEM analysis showed that the cognitive variables, along with students' achievements in understanding the structure of substances and their changes, sufficiently explained students' ability to interpret chemical phenomena, providing additionally their direct and indirect effects. The theoretical analysis and the interpretation of the results contributed significantly to an understanding about the role of the above individual differences in learning secondary school chemistry. Implications for science education are also discussed. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01