Examining the Learning Progression of Undergraduate Students' Scientific Imagination: A Measurement Perspective

Autor/inn/en	Wang, Chia-Chi; Ho, Hsiao-Chi; Cheng, Chih-Ling
Titel	Examining the Learning Progression of Undergraduate Students' Scientific Imagination: A Measurement Perspective
Quelle	In: SAGE Open, 12 (2022) 4, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ho, Hsiao-Chi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/21582440221144981
Schlagwörter	Learning Trajectories; Undergraduate Students; Sex; Age; Discipline; Foreign Countries; Scientific Principles; Science Education; Imagination; Imagery; Learning Strategies; Taiwan + Suchen Sie Ihr Suchwort? Geschlecht; Geschlechtsverkehr; Alter; Lebensalter; Disziplin; Ausland; Naturwissenschaftliche Bildung; Metaphorik; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	This study aimed to examine the learning progression (LP) model of scientific imagination among undergraduate students using the Scientific Imagination Test-Verbal (SIT-Verbal) and investigated the influence of students' demographic characteristics including gender, age, and discipline on their scientific imagination. Six hundred and sixteen undergraduates from a university in southern Taiwan participated in this study. The SIT-Verbal covered four key components of the scientific imagination process: brainstorming, association, transformation/elaboration, and conceptualization/organization/formation. The multiple validities of SIT-Verbal were assessed via a Rasch partial credit model. The results indicated that the SIT-Verbal had good model-data fit, supporting that undergraduate students' scientific imagination in four stages from brainstorming, association and transformation/elaboration to conceptualization/organization/formation. Additionally, the results showed that the SIT-Verbal was suitable for measuring students' scientific imagination at the university level. The study also provided abundant evidence verifying the SIT-Verbal and supported the learning progression for undergraduate students' scientific imagination. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01