Assessing scientific reasoning competencies of pre-service science teachers: translating a German multiple-choice instrument into English and Spanish
Assessing scientific reasoning competencies of pre-service science teachers: translating a German multiple-choice instrument into English and Spanish
复制标题
评估职前科学教师的科学推理能力：将德语多项选择题翻译成英语和西班牙语
DOI：
--
复制
发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Dirk Krüger
中科院分区：
文献类型：
--
作者：
Moritz Krell;Sabrina Mathesius;J. V. van Driel;Claudia Vergara;Dirk Krüger
摘要 科学推理能力是相关的科学能力，因此科学推理能力评估工具的开发已成为科学教育研究的重要组成部分。然而，一些作者质疑迄今为止可用的工具的有效性，因为它们的心理测量质量尚未得到令人满意的评估。在这项研究中，一种用于评估科学推理能力的德国多项选择工具已被翻译成英语和西班牙语，并根据翻译、审查、裁决、预测试和文档 (TRAPD) 方法对翻译版本进行评估。基于德国 (N = 497)、澳大利亚 (N = 103) 和智利 (N = 135) 职前科学教师的样本，统计分析（例如维度和 DIF 分析）为德语版本和翻译版本之间的测试等效性提供了心理测量证据。已知群体的比较为将测试分数有效解释为科学推理能力的衡量标准提供了证据。据讨论，进一步的研究可能会评估该文书翻译版本的有效性证据的其他来源，特别是关注文化特性。与进一步研究的需要无关，建议这三个版本可用于评估母语为英语、德语或西班牙语的职前科学教师的科学推理能力。
ABSTRACT Scientific reasoning competencies are relevant science competencies and therefore the development of assessment instruments for scientific reasoning competencies has become an integral part of science education research. However, some authors have questioned the validity of the instruments available so far, since their psychometric quality has not been evaluated satisfactorily. In this study, an established German multiple-choice instrument to assess scientific reasoning competencies has been translated into English and Spanish and the translated versions were evaluated based on the translation, review, adjudication, pretesting and documentation (TRAPD) approach. Based on samples of German (N = 497), Australian (N = 103), and Chilean (N = 135) pre-service science teachers, statistical analyses (e.g. dimensionality and DIF analyses) provide psychometric evidence for test equivalence between the German and the translated versions of the instrument. Known groups comparisons provide evidence for the valid interpretation of the test scores as measures of scientific reasoning competencies. It is discussed that further studies might evaluate additional sources of validity evidence for the translated versions of the instrument, particularly focusing on cultural specificities. Independent of this need for further research, it is suggested that the three versions can be used to assess the scientific reasoning competencies of pre-service science teachers whose first language is English, German, or Spanish.