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Journal of Science Teacher Education

Erschienen in:

01.02.2010

Development of Instruments to Assess Teacher and Student Perceptions of Inquiry Experiences in Science Classrooms

verfasst von: Todd Campbell, Nor Hashidah Abd-Hamid, Heather Chapman

Erschienen in: Journal of Science Teacher Education | Ausgabe 1/2010

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Abstract

This study describes the development of two instruments to investigate the extent to which students are engaged in scientific inquiry. As a result of the instrument development process employed, each finalized instrument consisted of 20-items separated into five categories. Both instruments were found to be internally consistent, with high reliability estimates. Factor analysis showed two factors for each instrument that, while not clustering the items into the five categories, did show item clustering that is consistent with research literature about students’ engagement in inquiry experiences. Based on the analyses completed, the instruments appear to be useful instruments for use in comprehensive assessment packages for assessing the extent to which students are experiencing inquiry in science classrooms.

Vorheriger Artikel Pedagogical Content Knowledge and the 2003 Science Teacher Preparation Standards for NCATE Accreditation or State Approval

Nächster Artikel Recognizing Students’ Scientific Reasoning: A Tool for Categorizing Complexity of Reasoning During Teaching by Inquiry

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Titel: Development of Instruments to Assess Teacher and Student Perceptions of Inquiry Experiences in Science Classrooms
verfasst von: Todd Campbell
Nor Hashidah Abd-Hamid
Heather Chapman
Publikationsdatum: 01.02.2010
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 1/2010
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-009-9151-x

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