Publication: Measuring model-based high school science instruction: Development and application of a student survey
This study tested a student survey to detect differences in instruction between teachers in a modeling-based science program and comparison group teachers. The Instructional Activities Survey (IAS) measured teachers’ frequency of modeling, inquiry, and lecture instruction. Factor analysis and Rasch modeling identified three subscales, Modeling and Reflecting, Communicating and Relating, and Investigative Inquiry. As predicted, treatment group teachers engaged in modeling and inquiry instruction more than comparison teachers, with effect sizes between 0.55 and 1.25. This study demonstrates the utility of student report data in measuring teachers' classroom practices and in evaluating outcomes of a professional development program.
This is the final draft, after peer-review, of a manuscript published in the Journal of Science Education and Technology. The published version is available online at http://dx.doi.org/10.1007/s10956-012-9374-z
Measures of instruction, Modeling instruction, Rasch modeling, Student survey
Fulmer, G. W., & Liang, L. L. (2013). Measuring model-based high school science instruction: Development and application of a student survey. Journal of Science Education and Technology, 22(1), 37-46. https://doi.org/10.1007/s10956-012-9374-z