Assessing Students' Abilities in Processes of Scientific Inquiry in Biology Using a Paper-and-Pencil Test

Autor/inn/en	Nowak, Kathrin Helena; Nehring, Andreas; Tiemann, Rüdiger; Upmeier zu Belzen, Annette
Titel	Assessing Students' Abilities in Processes of Scientific Inquiry in Biology Using a Paper-and-Pencil Test
Quelle	In: Journal of Biological Education, 47 (2013) 3, S.182-188 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2013.822747
Schlagwörter	Student Evaluation; Science Tests; Scientific Literacy; Inquiry; Epistemology; Learning Processes; Multiple Choice Tests; Psychometrics; Problem Solving; Scientific Methodology; Thinking Skills; Academic Ability; Achievement Tests; Foreign Countries; Secondary School Students; Germany + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Erkenntnistheorie; Learning process; Lernprozess; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Psychometry; Psychometrie; Problemlösen; Denkfähigkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Deutschland
Abstract	The aim of the study was to describe, categorise and analyse students' (aged 14-16) processes of scientific inquiry in biology and chemistry education. Therefore, a theoretical structure for scientific inquiry for both biology and chemistry, the VerE model, was developed. This model consists of nine epistemological acts, which combine processes of scientific thinking and inquiry methods. Based on the theoretical structure, a paper-and-pencil test was developed to investigate the students' abilities in the acts of scientific inquiry. Each of the nine acts was operationalised to generate multiple-choice items. For each act, ten items were constructed. In total, ninety items per subject were tested in a field study to evaluate their psychometric quality. The article focuses on the outcomes for testing in biology. In biology, 537 students were tested with a paper-and-pencil test, following a multi-matrix design in which each student solved twenty-seven items. Data from 260 students have been analysed so far. Seventy-five items showed satisfactory item characteristics. The distribution of the items' difficulties fits the students' abilities appropriately. We conclude that theory-driven epistemological acts can be operationalised in tasks that assess students' abilities in scientific inquiry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10