Predicting Students’ Skills in the Context of Scientific Inquiry with Cognitive, Motivational, and Sociodemographic Variables
Predicting Students’ Skills in the Context of Scientific Inquiry with Cognitive, Motivational, and Sociodemographic Variables
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利用认知、动机和社会人口统计学变量预测科学探究背景下学生的技能
DOI：
10.1080/09500693.2015.1035358
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发表时间：
2015
影响因子：
2.3
通讯作者：
R. Tiemann
中科院分区：
文献类型：
--
作者：
Andreas Nehring;Kathrin H. Nowak;Annette Upmeier zu Belzen;R. Tiemann
对科学成绩预测因素的研究往往针对更传统的基于内容的评估和单个学生的特征。与此同时，科学探究领域技能的发展构成了科学教育兴趣的焦点。在此背景下，本研究的目的是调查学生的多种特征在多大程度上有助于科学探究技能。基于描述九种认识论行为的理论框架，我们构建并实施了一项多项选择测试，以评估初中和高中水平的这些技能（n = 780）。测试项目包含在学校化学调查中出现的解决问题的情况，必须通过选择适当的调查程序来解决。我们进一步收集了12项认知、动机和社会人口学变量的数据，如概念知识、对化学的喜爱或在家中使用的语言。得出合理的值来量化学生的探究技能。结果表明，学生的特征在很大程度上预测了他们的探究技能（55%），而12个变量中有9个在多变量水平上有显著贡献。在控制了认知和动机变量后，性别或社会背景等社会人口学特征的影响变得不显著。此外，高中阶段学生的成绩进步可以通过控制认知协变量来解释。我们在课程方面讨论了我们的发现，并提出了探究技能是否可以被视为科学教育研究中的一种自主特质的问题。
Research on predictors of achievement in science is often targeted on more traditional content-based assessments and single student characteristics. At the same time, the development of skills in the field of scientific inquiry constitutes a focal point of interest for science education. Against this background, the purpose of this study was to investigate to which extent multiple student characteristics contribute to skills of scientific inquiry. Based on a theoretical framework describing nine epistemological acts, we constructed and administered a multiple-choice test that assesses these skills in lower and upper secondary school level (n = 780). The test items contained problem-solving situations that occur during chemical investigations in school and had to be solved by choosing an appropriate inquiry procedure. We collected further data on 12 cognitive, motivational, and sociodemographic variables such as conceptual knowledge, enjoyment of chemistry, or language spoken at home. Plausible values were drawn to quantify students’ inquiry skills. The results show that students’ characteristics predict their inquiry skills to a large extent (55%), whereas 9 out of 12 variables contribute significantly on a multivariate level. The influence of sociodemographic traits such as gender or the social background becomes non-significant after controlling for cognitive and motivational variables. Furthermore, the performance advance of students from upper secondary school level can be explained by controlling for cognitive covariates. We discuss our findings with regard to curricular aspects and raise the question whether the inquiry skills can be considered as an autonomous trait in science education research.
影响因子：
4.6
作者：
Chen, Z;Klahr, D
通讯作者：
Klahr, D