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Measuring model-based high school science instruction: Development and application of a student survey

URI
https://hdl.handle.net/10497/15233
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Type
Article
Files
 JSET-22-1-37.pdf (123.83 KB)
Citation
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
Author
Fulmer, Gavin William
•
Liang, Ling L.
Abstract
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.
Keywords
  • Measures of instructi...

  • Modeling instruction

  • Rasch modeling

  • Student survey

Date Issued
2013
Publisher
Springer
Journal
Journal of Science Education and Technology
DOI
10.1007/s10956-012-9374-z
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