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Development and Validation of an Instrument for Assessing Secondary Students' Transdisciplinary STEM Practices

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Title: Development and Validation of an Instrument for Assessing Secondary Students' Transdisciplinary STEM Practices
Language: English
Authors: Kai-Lin Yang, Su-Chi Fang, Szu-Chun Fan (ORCID 0000-0002-8496-2957)
Source: International Journal of STEM Education. 2025 12.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: STEM Education, Interdisciplinary Approach, Test Construction, Test Reliability, Test Validity, Thinking Skills, Goodness of Fit, Ability Identification, Foreign Countries, Secondary School Students
Geographic Terms: Taiwan
DOI: 10.1186/s40594-025-00529-3
ISSN: 2196-7822
Abstract: Background: Given that limited well-developed instruments are available to assess students' transdisciplinary STEM practices (T-STEMP), this study aims to develop and validate an instrument for examining secondary students' T-STEMP competence. According to the T-STEMP assessment framework proposed in our previous study, we developed items and validated the items using Bayesian structural equation modeling (BSEM) and item response theory (IRT). Results: First, the structure of T-STEMP has been justified, that the four design phases are related to a common third-order factor: knowledge-based reasoning and each design phase is composed of three key design challenges. The goodness of fit indices indicated that a two-parameter logistic (2PL) graded response model could fit the data well. The discrimination parameters indicated that most of the items for different grades performed well in distinguishing between students with various ability levels. The Cronbach's alpha also indicated that the instrument had good reliability in terms of internal consistency. Conclusions: The model of one third-order factor with four second-order factors and 12 first-order factors was justified as the fitted model representing the structure of the T-STEMP instrument. It means that the four design phases are related to knowledge-based reasoning and each design phase is composed of three key design challenges. The IRT findings show that Taiwanese students may have basic T-STEMP competence, but the breadth and depth of their responses to the key design challenges need to be advanced. Implications for further studies and suggestions for STEM teaching are also provided.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1460986
Database: ERIC
FullText Text:
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  Data: Development and Validation of an Instrument for Assessing Secondary Students' Transdisciplinary STEM Practices
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Kai-Lin+Yang%22">Kai-Lin Yang</searchLink><br /><searchLink fieldCode="AR" term="%22Su-Chi+Fang%22">Su-Chi Fang</searchLink><br /><searchLink fieldCode="AR" term="%22Szu-Chun+Fan%22">Szu-Chun Fan</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8496-2957">0000-0002-8496-2957</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+STEM+Education%22"><i>International Journal of STEM Education</i></searchLink>. 2025 12.
– Name: Avail
  Label: Availability
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Y
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  Data: 16
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Goodness+of+Fit%22">Goodness of Fit</searchLink><br /><searchLink fieldCode="DE" term="%22Ability+Identification%22">Ability Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
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  Data: 10.1186/s40594-025-00529-3
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2196-7822
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Given that limited well-developed instruments are available to assess students' transdisciplinary STEM practices (T-STEMP), this study aims to develop and validate an instrument for examining secondary students' T-STEMP competence. According to the T-STEMP assessment framework proposed in our previous study, we developed items and validated the items using Bayesian structural equation modeling (BSEM) and item response theory (IRT). Results: First, the structure of T-STEMP has been justified, that the four design phases are related to a common third-order factor: knowledge-based reasoning and each design phase is composed of three key design challenges. The goodness of fit indices indicated that a two-parameter logistic (2PL) graded response model could fit the data well. The discrimination parameters indicated that most of the items for different grades performed well in distinguishing between students with various ability levels. The Cronbach's alpha also indicated that the instrument had good reliability in terms of internal consistency. Conclusions: The model of one third-order factor with four second-order factors and 12 first-order factors was justified as the fitted model representing the structure of the T-STEMP instrument. It means that the four design phases are related to knowledge-based reasoning and each design phase is composed of three key design challenges. The IRT findings show that Taiwanese students may have basic T-STEMP competence, but the breadth and depth of their responses to the key design challenges need to be advanced. Implications for further studies and suggestions for STEM teaching are also provided.
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  Data: 2025
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      – SubjectFull: Test Construction
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      – SubjectFull: Test Validity
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Goodness of Fit
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Taiwan
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