Knowledge-Based Beliefs about Inquiry Methods: Modell Based Definition, Assessment and Investigation on Correlations to Skills in the Field of Scientific Inquiry

正如之前的研究一样，在科学探究的能力领域，很大程度上集中在科学方法或科学本质的部分，本研究项目的目的在于描述、评估和调查关于探究方法特征的基于知识的信念的结构和相关性。本研究中使用的理论框架由一个已经发表的科学方法能力模型组成，该模型已在两个dfg项目中开发。由于该模型将应用于科学方法和科学性质的部分，因此可以对能力领域进行更广泛的描述。此外，目前的项目得益于请愿人的专门知识、出版物和初步工作。为了实施这个为期12个月的项目，我们申请了一名研究生助理（12个月）和一名本科生助理（3个月）的经费，以及在学校收集数据和参加会议的旅行资源。财政手段总额为13 616.40欧元。为了评估基于知识的信念关于查询方法的特点，一个基于模型的问卷将被开发和验证。这个工具包括关于科学中的假设-演绎过程的信念，以及关于观察、比较、安排、实验和建模等探究方法的信念。调查问卷的第一版已被用于初步研究，以评估135名学生的基于知识的信念进行实验。数据显示问卷具有良好的信度（cronbach Alpha = .81），与实验能力呈正相关（r = .35, p < .001）。问卷开发的进一步步骤包括整合充分和不充分的信念，在专家研讨会上研究内容效度，语言学家检查非母语人士的可理解性，以及使用访谈方法调查趋同效度。问卷将在400名9年级和10年级的学生中进行。生成的数据将用于得出关于仪器的心理测量质量和基于知识的信念结构的结论。通过运用已有的测试工具，分析基于知识的信念在不同科学背景下对学生能力的影响。生成的数据将用于申请后续项目。在此基础上，分析具体科学课堂情境下的知识信念及其对学生水平的影响将成为可能。

As previous research, in the competence area of scientific inquiry, focussed to a large extend either on the parts scientific methods or nature of science, the purpose of the present research project consists in describing, assessing and investigating on the structure and the correlations between knowledge based beliefs about the characteristics of inquiry methods. The theoretical framework used in this study consists of an already published competence model for scientific methods, that has been developed in two DFG-projects. As the model will be applied to the parts scientific methods and nature of science both, a broader description of the competence area will be made possible. Moreover, the current project benefits from the expertise, publications and preliminary work of the petitioner. In order to implement this 12 month project, we apply for financial resources for one graduate assistant (twelve months), one undergraduate assistant (three months) as well as for traveling resources for data collections in schools and for conferences. The total financial means amount to 13 616.40 Euro. In order to asses the knowledge based beliefs about the characteristics of inquiry methods, a model based questionnaire will be developed and validated. This instrument includes beliefs about the hypothetico-deductive procedure in science as well as beliefs about inquiry methods such as observing, comparing, arranging, experimenting and modelling. A first version of the questionnaire has been used in a preliminary study to assess the knowledge-based beliefs of 135 students for experimenting. The data show good reliability (Cronbachs Alpha = .81) for the questionnaire and positive correlations to experimenting competences (r = .35, p < .001). The further steps of the questionnaire development consist in integrating adequate and less adequate beliefs, working on content validity in an expert workshop, checking on comprehensibility for non-native speakers by linguists as well as investigating on convergent validity using an interview approach. The questionnaire will be administered in a sample of 400 students in the grade level 9 and 10. The generated data will be used to draw conclusions on the psychometric quality of the instrument and the structure of knowledge based beliefs. By applying existing test instruments derived from prior work, analysis on the influence of the knowledge based beliefs on the student competences in different science contexts will be carried out. The generated data will be used to apply for follow-up projects. Therein, an analysis of knowledge based beliefs in concrete science classroom situations and its influence on student level will be made possible.