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Journal of Science Education and Technology

Erschienen in:

01.02.2013

Measuring Model-Based High School Science Instruction: Development and Application of a Student Survey

verfasst von: Gavin W. Fulmer, Ling L. Liang

Erschienen in: Journal of Science Education and Technology | Ausgabe 1/2013

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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 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.

Vorheriger Artikel The Impact of a Geospatial Technology-Supported Energy Curriculum on Middle School Students’ Science Achievement

Nächster Artikel Science Teacher Efficacy and Extrinsic Factors Toward Professional Development Using Video Games in a Design-Based Research Model: The Next Generation of STEM Learning

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Titel: Measuring Model-Based High School Science Instruction: Development and Application of a Student Survey
verfasst von: Gavin W. Fulmer
Ling L. Liang
Publikationsdatum: 01.02.2013
Verlag: Springer Netherlands
Erschienen in: Journal of Science Education and Technology / Ausgabe 1/2013
Print ISSN: 1059-0145
Elektronische ISSN: 1573-1839
DOI: https://doi.org/10.1007/s10956-012-9374-z

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