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Measuring Scientific Process Skills with Different Test Formats: A Research from the Perspective of Cognitive Styles

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Title: Measuring Scientific Process Skills with Different Test Formats: A Research from the Perspective of Cognitive Styles
Language: English
Authors: Aydin Ceran, Sema (ORCID 0000-0001-6847-2766), Ates, Salih (ORCID 0000-0003-0425-0982)
Source: Journal of Education in Science, Environment and Health. 2020 6(3):220-230.
Availability: Journal of Education in Science, Environment and Health. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090, Turkey. e-mail: jeseh.info@gmail.com; Web site: http://www.jeseh.net
Peer Reviewed: Y
Page Count: 12
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 7
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Science Process Skills, Test Format, Cognitive Style, Measures (Individuals), Grade 7, Middle School Students, Multiple Choice Tests, Performance Based Assessment, Individual Differences, Public Schools, Comparative Testing, Foreign Countries
Geographic Terms: Turkey (Ankara)
Assessment and Survey Identifiers: Group Embedded Figures Test
ISSN: 2149-214X
Abstract: Considering that each student has a different cognitive structure, in addition to providing students with the perspective of a scientist, evaluating this acquisition; it is an important dimension of science education in the context of measurement and evaluation. In this context, the scientific process skills (SPS) of the students with different cognitive styles were examined and it was aimed to interpret the SPS measured in different test format according to cognitive styles. The study was a causal comparison and the study group consisted of 40 students at the seventh-grade level. Cognitive styles of the students were determined by using Group Embedded Figures Test. Open-ended, performance-based and multiple-choice tests were used to evaluate the scientific process skills. Criteria scales were used in the evaluation of open-ended and performance based SPS tests. The data were analyzed by MANOVA method which is a multivariate analysis of variance. Findings indicated that students with field independent cognitive style are more successful in multiple choice SPS test. However, it was concluded that there was no significant difference between mean scores of students in the field-dependent and field-independent cognitive style in both open-ended and performance-based SPS tests. Within the scope of the research, possible factors causing this result such as the difference of students' cognitive style tendencies, the test format used to measure scientific process skills, or the structure of the measured scientific process skills were discussed.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1259905
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Measuring Scientific Process Skills with Different Test Formats: A Research from the Perspective of Cognitive Styles
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  Data: <searchLink fieldCode="AR" term="%22Aydin+Ceran%2C+Sema%22">Aydin Ceran, Sema</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6847-2766">0000-0001-6847-2766</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ates%2C+Salih%22">Ates, Salih</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0425-0982">0000-0003-0425-0982</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+in+Science%2C+Environment+and+Health%22"><i>Journal of Education in Science, Environment and Health</i></searchLink>. 2020 6(3):220-230.
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  Data: Journal of Education in Science, Environment and Health. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090, Turkey. e-mail: jeseh.info@gmail.com; Web site: http://www.jeseh.net
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  Data: Y
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  Data: 12
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  Data: <searchLink fieldCode="DE" term="%22Science+Process+Skills%22">Science Process Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Format%22">Test Format</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Choice+Tests%22">Multiple Choice Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Based+Assessment%22">Performance Based Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Differences%22">Individual Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Testing%22">Comparative Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Turkey+%28Ankara%29%22">Turkey (Ankara)</searchLink>
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  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Group+Embedded+Figures+Test%22">Group Embedded Figures Test</searchLink>
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  Data: Considering that each student has a different cognitive structure, in addition to providing students with the perspective of a scientist, evaluating this acquisition; it is an important dimension of science education in the context of measurement and evaluation. In this context, the scientific process skills (SPS) of the students with different cognitive styles were examined and it was aimed to interpret the SPS measured in different test format according to cognitive styles. The study was a causal comparison and the study group consisted of 40 students at the seventh-grade level. Cognitive styles of the students were determined by using Group Embedded Figures Test. Open-ended, performance-based and multiple-choice tests were used to evaluate the scientific process skills. Criteria scales were used in the evaluation of open-ended and performance based SPS tests. The data were analyzed by MANOVA method which is a multivariate analysis of variance. Findings indicated that students with field independent cognitive style are more successful in multiple choice SPS test. However, it was concluded that there was no significant difference between mean scores of students in the field-dependent and field-independent cognitive style in both open-ended and performance-based SPS tests. Within the scope of the research, possible factors causing this result such as the difference of students' cognitive style tendencies, the test format used to measure scientific process skills, or the structure of the measured scientific process skills were discussed.
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  Data: As Provided
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  Data: 2020
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  Data: EJ1259905
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 220
    Subjects:
      – SubjectFull: Science Process Skills
        Type: general
      – SubjectFull: Test Format
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Measures (Individuals)
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Multiple Choice Tests
        Type: general
      – SubjectFull: Performance Based Assessment
        Type: general
      – SubjectFull: Individual Differences
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Comparative Testing
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Turkey (Ankara)
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      – SubjectFull: Group Embedded Figures Test
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      – TitleFull: Measuring Scientific Process Skills with Different Test Formats: A Research from the Perspective of Cognitive Styles
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            NameFull: Ates, Salih
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