Assessing scientific literacy over the lifespan - a description of the NEPS science framework and the test development

Hahn, Inga; Schöps, Katrin; Rönnebeck, Silke; Martensen, Maike; Hansen, Sabine; Saß, Steffani; Dalehefte, Inger Marie; Prenzel, Manfred

doi:10.25656/01:8427

Cited by 8 publications

(7 citation statements)

References 23 publications

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“…Despite featuring strengths such as a large and representative dataset and a comprehensive exploration of personality–grade associations, several limitations of the present study should be considered. First, although the competence tests provided in NEPS were designed to meet German national educational standards (e.g., Hahn et al 2013 ; Neumann et al 2013 ), they may not directly correspond to the subject-specific competencies that teachers grade. For example, the mathematics competence tests might be limited to problem-based questions and not cover all math-related competencies graded by teachers, such as proficiency in using mathematical tools such as calculators ( Neumann et al 2013 ).…”

Section: Discussionmentioning

confidence: 99%

“…Subject-specific competencies were assessed using standardized achievement tests. In NEPS, these tests combine the competence framework of the PISA studies ( OECD 2009 ) with German national educational standards (e.g., Hahn et al 2013 ; Neumann et al 2013 ). Competence test items are scaled within an item response theory framework.…”

Section: Methodsmentioning

confidence: 99%

“…Scientific competence was assessed with a scientific literacy test ( Hahn et al 2013 ). This test focuses on the ability to apply content-related scientific knowledge (about physics, chemistry, and biology) and process-related knowledge (e.g., about scientific reasoning) to everyday life problems.…”

Section: Methodsmentioning

confidence: 99%

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Beyond Competencies: Associations between Personality and School Grades Are Largely Independent of Subject-Specific and General Cognitive Competencies

2022

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The Big Five personality traits are established predictors of school grades. However, the mechanisms underlying these associations are not yet well understood. Effects of personality on grades might arise because behavioral tendencies facilitate learning and increase subject-specific competencies. Alternatively, personality effects on grades might be independent of cognitive competencies and reflect otherwise valued behaviors or teachers’ grading practices. In the current study, we drew on large-scale data of 7th and 9th graders in Germany to explore the extent to which personality predicted grades even after accounting for competencies. Controlling for competencies and other key covariates, we cross-sectionally and longitudinally examined personality–grade associations across different school subjects, grade levels, and school types. Results indicate that the predictive power of personality is largely independent of subject-specific and general cognitive competencies. The largest effects emerged for conscientiousness. For openness, associations with grades partly overlapped with competencies, suggesting that openness may operate by fostering competencies. Overall, our results suggest that the associations between personality and grades unfold mostly independently of course mastery. This finding underlines the socioemotional value of personality in the classroom and encourages a more fine-grained view of the interplay between personality, competencies, classroom behavior, and grades.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Beyond Competencies: Associations between Personality and School Grades Are Largely Independent of Subject-Specific and General Cognitive Competencies

2022

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“…The measure assessing children's knowledge about SIA/SIC was developed specifically for this study. The test construction was based on existing instruments on 5-to 6-year-olds' of SCK (Hahn et al, 2013;Steffensky et al, 2012Steffensky et al, , 2018 and 8-to 10-year-olds' science process knowledge (Schiefer et al, 2019) from the German context of early science education. The instrument assessed (a) children's knowledge about the implemented SIA and (b) their knowledge about the sequence of SIC phases and their iterative nature.…”

Section: Knowledge About Sia/sicmentioning

confidence: 99%

Children’s understanding of scientific inquiry: The role of instructional support and comparison making.

Schmerse,

Dominke,

Mohr

et al. 2024

Journal of Educational Psychology

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The objective of the current study was to identify an effective learning environment for kindergarten students as they acquire an initial understanding of scientific inquiry activities (SIA) and a simple (idealized) scientific inquiry cycle (SIC). The study aimed to examine (a) the effects of instructional support and (b) the role of similarity across scientific phenomena illustrating the SIA/SIC in helping children acquire an initial understanding. The study used a randomized group treatment design with children aged 5-6 years (N = 231). Similarity of scientific phenomena and specificity of instructional support related to the SIA/SIC were systematically varied across conditions. Results indicated that SIA/SIC-specific instructional support provided shortterm benefits to children's knowledge about SIA and the SIC. In addition, results suggested that similarity of scientific phenomena interacted differentially with children's prior knowledge. More knowledgeable students benefited from variation in their understanding of the SIA/SIC, while similarity helped less knowledgeable children improve their content knowledge. Educational Impact and Implications StatementThis study highlights the effectiveness of explicit instructional support focused on scientific inquiry activities (SIA) and the science inquiry cycle for children aged 5-6. The findings suggest that such targeted teaching approaches can promote a deeper understanding of the process and objectives of scientific inquiry, without compromising content knowledge. This research invites educators to rethink traditional hands-on pedagogical methods, emphasizing the importance of guiding children toward viewing science as an intentional process of information seeking, characterized by inquiry and iterative question development. Moreover, the findings underscore the potential benefit of early introduction to SIA. This study also notes the interplay between the design of learning environments, the variability of examples used, and children's prior knowledge, factors which should be carefully balanced in early science education.

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“…competence distinguishes between knowledge of scientific concepts (KOS) and knowledge about scientific processes (KAS; see Hahn et al, 2013). In kindergarten (W1), the scientific competence test was administered to 2,955 children.…”

Section: Scientific Competence the Underlying Framework Of The Tests ...mentioning

confidence: 99%

The Longitudinal Relation Between Language Abilities and Metacognitive Monitoring in Native and Non-native Speaking Children

Buehler¹,

Orth²,

Krauss³

et al. 2023

Preprint

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The ability to accurately evaluate one’s task performance (metacognitive monitoring) is crucial for children’s learning and academic achievement. We investigated the role of language abilities for metacognitive monitoring in five to seven years old native and non-native speakers. Data stem from an ongoing German large-scale assessment (National Educational Panel Study) initiated in 2010 (N = 9,167; 49.6 % male). Cross-lagged panel models revealed that earlier language abilities predict later metacognitive monitoring for native (β = -.21) but not for non-native speakers (β = -.07). Conversely, metacognitive monitoring predicted language abilities for non-native (β = .53) but not for native speakers (β = .03). Our results suggest different mechanisms driving native and non-native speakers metacognitive monitoring development.

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Assessing scientific literacy over the lifespan - a description of the NEPS science framework and the test development

Cited by 8 publications

References 23 publications

Beyond Competencies: Associations between Personality and School Grades Are Largely Independent of Subject-Specific and General Cognitive Competencies

Beyond Competencies: Associations between Personality and School Grades Are Largely Independent of Subject-Specific and General Cognitive Competencies

Children’s understanding of scientific inquiry: The role of instructional support and comparison making.

The Longitudinal Relation Between Language Abilities and Metacognitive Monitoring in Native and Non-native Speaking Children

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