Development of scientific reasoning test measuring control of variables strategy in physics for high school students: evidence of validity and latent predictors of item difficulty

Vo, De Van; Csapó, Benő

doi:10.1080/09500693.2021.1957515

Cited by 12 publications

(10 citation statements)

References 39 publications

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“…The articles on the branch of physics and physics education at the high school education level include: an examination of variations in scientific content knowledge competence and individual rhetorical argumentation skills to shape the dynamics of class social argumentation (Wang, 2020); students' conceptual understanding varies based on cognitive thinking and treatment of dualism Particle waves (Balabanoff et al., 2020); transfer of argumentation procedures and knowledge for pre‐service teacher lesson plans show psychological features and formations consistent with abstraction and attention to students' argumentation (Quinlan, 2020); empowering teacher evaluations to practice changing toward an inquiry‐based approach (Quinlan, 2021); students' epistemic cognition in physics problem‐solving environments (Lindfors et al., 2020), ethno dance (cultural dance) and identity of Black students as a place of expression of the brilliance, competence and creativity of the Black body of Black people (Chappell & Varelas, 2020); students' adherence to understanding epistemic knowledge in evaluating claims (Leung, 2020); negotiation in scientific argumentation among members of the group ‘Simple Machines: Pulleys and Levers’ (Kanlı & Yavaş, 2021); the role of emotions induced by direct feedback in physics problem‐solving activities (Lee, Jeon, et al., 2021); use of knowledge chunks and context features during the transfer process in physics assignments (Gysin et al., 2021); and development of control measures for scientific reasoning tests (Van Vo & Csapó, 2021).…”

Section: Resultsmentioning

confidence: 99%

The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

Susilayati,

Hardyanto,

Supriyadi

et al. 2024

Review of Education

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The COVID‐19 global pandemic was a socio‐scientific issue (SSI) that had an impact on various aspects of life including education. Educational institutions adapted to new learning, teaching and assessment approaches to be effective in responding to the pandemic. This study aims to determine the research trends and contributions of science education during the COVID‐19 pandemic in order to follow up on possible impacts and other crises in the future. The study involved a narrative systematic literature review of 898 articles published in three selected journals from 2018 to 2021. The analysis was divided into two stages. First, to compare research trends between 2018 and 2019 as the baseline with research trends for 2020–2021 during COVID‐19. Second, to systematically analyse the content of articles published between 2020 and 2021 to explore the contribution of science education amidst COVID‐19 descriptively. The results show that the empirical type of research during the COVID‐19 pandemic has increased compared to the baseline. Research topics on learning contexts dominate the baseline and amidst the pandemic, but ‘teaching’ topics are current and future trends in science education research. The three selected journals contributed many publications related to understanding and resolving the crisis during the COVID‐19 pandemic directly and indirectly. In addition, science education amidst COVID‐19 contributes to preparing the younger generation to become resilient citizens capable of dealing with crises. Direct evidence of preparing resilient citizens amidst the COVID‐19 pandemic is contributed by technological and pedagogical knowledge, content and context knowledge, futurising education, and student mobility programmes in science education. Furthermore, indirect evidence is contributed by science education publications published in the three selected journals between 2020 and 2021. Most publications are carried out at the high school level. More articles in the integrated sciences are published than in separate disciplines such as physics, chemistry, biology and earth/space science. Furthermore, the details of research trends and contributions of science education amidst the COVID‐19 pandemic are discussed.

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Section: Resultsmentioning

confidence: 99%

The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

Susilayati,

Hardyanto,

Supriyadi

et al. 2024

Review of Education

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“…It appears that both, planning a conclusive experiment and understanding the indeterminacy of confounded experiments, which are the more difficult CVS skills (Schwichow et al, 2020), need guided instruction to develop even for children in fifth and sixth grades. De Van and Csapó (2021) and Schwichow et al (2020) claimed that many students struggle to understand the indeterminacy of confounded experiments before entering higher secondary school. In our study, we could show that already 12-year-old students can learn to neglect drawing conclusions from confounded designs in items that are not related to the training contents.…”

Section: Discussionmentioning

confidence: 99%

What skills related to the control-of-variables strategy need to be taught, and who gains most? Differential effects of a training intervention.

Peteranderl¹,

Edelsbrunner²,

Deiglmayr³

et al. 2023

Journal of Educational Psychology

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Building on rich training literature, we examined which skills constituting the control-of-variables strategy (CVS) benefit from a comprehensive training, and which develop similarly during content-focused inquiry at ages 10-12. In addition, we examined whether prior knowledge, reasoning abilities, and reading comprehension explain variation in intervention effects. In a within-classroom, controlled field-experiment, half of N = 618 children from schools located in the German-speaking part of Switzerland were randomly assigned to a training on the CVS, and the other half to an active control group engaging in content-focused inquiry. Mixed-effects models revealed that the CVS training improved children's skills in planning controlled experiments and understanding the indeterminacy of confounded experiments, whereas it did not show specific effects on children's skills in identifying and interpreting controlled experiments. Children with better reasoning abilities and reading comprehension showed the strongest intervention effects on the more difficult skills. The general and differential effects of training remained mostly stable after a period of 6 months. More basic CVS skills seem to develop without targeted training, whereas more advanced ones benefit most from training that meets learners' preconditions. Educational Impact and Implications StatementChildren's understanding of more difficult aspects of controlled experimentation benefits from training, particularly for those with better reasoning abilities and reading comprehension. These findings encourage teaching more advanced aspects of experimentation already in elementary school, which can have visible developmental impact on children's understanding. Classroom-based trainings should consider heterogeneity in children's cognitive abilities and be designed such that all children's understanding benefits, for example, through providing sufficient guidance and support through structured activities that induce cognitive activation.

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“…The EKSE instrument differs from existing instruments that address scientific experimentation (e.g., Kalinowski & Willoughby, 2019; Van Vo & Csapó, 2021). First, it covers the activities beyond COV and includes data collection/measurement and data analysis/interpretation activities, which have not usually been part of measuring the scientific experimentation practice.…”

Section: Methods: Construct Modelingmentioning

confidence: 99%

“…Lee et al (2014) applied Rasch analysis to add uncertainty attribution to claim, evidence, and warrant associated with scientific argumentation. Measurement of reasoning related to the scientific experimentation practice has been psychometrically carried out using multiple‐choice items (Kalinowski & Willoughby, 2019; Krell et al, 2020; Van Vo & Csapó, 2021) alone or combined with constructed‐response items (Yang et al, 2018). These studies have validated the existence of an underlying construct among the items addressing conceptualization, operationalization, and design of control of variables (COVs) in hypothesis testing.…”

Section: Literature Reviewmentioning

confidence: 99%

Measuring epistemic knowledge development related to scientific experimentation practice: A construct modeling approach

Lee,

Gweon,

Webb

et al. 2023

Science Education

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This study addresses the measurement of high school students' epistemic knowledge associated with scientific experimentation (EKSE) which concerns how scientific experimentation generates knowledge and why that knowledge is justified. Based on philosophical, educational standards, and literature analyses, an EKSE construct is characterized as (1) underlying students' decisions and reasoning elicited during experiment design, data collection/measurement, and data analysis/interpretation and (2) progressing in five levels of sophistication: no information, nascent, dogmatic, contextualized, and reflective. This study psychometrically examined the structure of the EKSE construct using the construct modeling approach. An instrument was designed to ask students decisions and reasoning encountered while carrying out the activities embedded in experimental inquiry. High school students took the instrument as a pretest and a posttest to a physics curriculum where they learned to carry out independent scientific experiments. Results indicate that (1) all decisions and reasoning taking place during experiment design, data collection/measurement, and data analysis/interpretation contribute to the EKSE construct, (2) epistemic knowledge develops in the hypothesized order, (3) scientifically aligned decisions are likely to occur when students' epistemic knowledge is at or higher than the dogmatic level, and (4) students' EKSE can improve after engaging in a curriculum that encourages independent scientific experimentation with materials. Implications of these results and further research are discussed.

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Development of scientific reasoning test measuring control of variables strategy in physics for high school students: evidence of validity and latent predictors of item difficulty

Cited by 12 publications

References 39 publications

The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

What skills related to the control-of-variables strategy need to be taught, and who gains most? Differential effects of a training intervention.

Measuring epistemic knowledge development related to scientific experimentation practice: A construct modeling approach

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