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How to Measure Scientific Reasoning in Primary School: A Comparison of Different Test Modalities

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Title: How to Measure Scientific Reasoning in Primary School: A Comparison of Different Test Modalities
Language: English
Authors: Nyberg, Kristin, Koerber, Susanne, Osterhaus, Christopher
Source: European Journal of Science and Mathematics Education. 2020 8(3):137-144.
Availability: European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Peer Reviewed: Y
Page Count: 9
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 3
Primary Education
Descriptors: Elementary School Students, Scientific Literacy, Thinking Skills, Young Children, Grade 3, Test Format, Group Testing, Measures (Individuals), Measurement Techniques, Interviews, Foreign Countries, Science Process Skills, Scientific Principles
Geographic Terms: Germany
ISSN: 2301-251X
Abstract: Investigating scientific reasoning comprehensively with large sample sizes is a challenge, especially in young children where there is little evidence showing that paper-and-pencil instruments can be used to reliably measure competencies. The present study with 122 third graders compares three test modalities: an established interview (Science-K Interview), a novel group test (Science-K Group Test), and an established paper-and-pencil test (Science-P Reasoning Inventory), asking how scientific reasoning can be reliably measured in primary school. The children were presented with 15 items from the Science-K Interview, 15 parallel items from the Science-K Group Test, and 5 items from the Science-P Reasoning Inventory. The interview was presented first, followed by the group test and Science-P items. The Rasch model revealed a good fit of 23 items to the unidimensional model indicating that there is a single underlying ability involved in primary-school scientific reasoning that can be measured with both interview and group test. Although students performed significantly better in the group test than in the interview, the difference was not substantial and might partially be explained by the sequence of the tests. As expected, children solved more Science-K items correctly compared to the Science-P items, which assesses more advanced aspects of scientific reasoning. The important finding of the study is that group tests can reliably capture scientific reasoning in third graders. The use of group tests in primary school can facilitate conducting studies with large sample sizes and can be used for diagnostic purposes, especially in the context of science education in schools.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1261751
Database: ERIC
FullText Text:
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  Data: How to Measure Scientific Reasoning in Primary School: A Comparison of Different Test Modalities
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Science+and+Mathematics+Education%22"><i>European Journal of Science and Mathematics Education</i></searchLink>. 2020 8(3):137-144.
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  Data: European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
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  Data: 2301-251X
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  Data: Investigating scientific reasoning comprehensively with large sample sizes is a challenge, especially in young children where there is little evidence showing that paper-and-pencil instruments can be used to reliably measure competencies. The present study with 122 third graders compares three test modalities: an established interview (Science-K Interview), a novel group test (Science-K Group Test), and an established paper-and-pencil test (Science-P Reasoning Inventory), asking how scientific reasoning can be reliably measured in primary school. The children were presented with 15 items from the Science-K Interview, 15 parallel items from the Science-K Group Test, and 5 items from the Science-P Reasoning Inventory. The interview was presented first, followed by the group test and Science-P items. The Rasch model revealed a good fit of 23 items to the unidimensional model indicating that there is a single underlying ability involved in primary-school scientific reasoning that can be measured with both interview and group test. Although students performed significantly better in the group test than in the interview, the difference was not substantial and might partially be explained by the sequence of the tests. As expected, children solved more Science-K items correctly compared to the Science-P items, which assesses more advanced aspects of scientific reasoning. The important finding of the study is that group tests can reliably capture scientific reasoning in third graders. The use of group tests in primary school can facilitate conducting studies with large sample sizes and can be used for diagnostic purposes, especially in the context of science education in schools.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 137
    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Scientific Literacy
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Test Format
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      – SubjectFull: Group Testing
        Type: general
      – SubjectFull: Measures (Individuals)
        Type: general
      – SubjectFull: Measurement Techniques
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      – SubjectFull: Interviews
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Science Process Skills
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      – SubjectFull: Scientific Principles
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      – SubjectFull: Germany
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      – TitleFull: How to Measure Scientific Reasoning in Primary School: A Comparison of Different Test Modalities
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