Journal article
Applying a Force and Motion Learning Progression over an Extended Time Span using the Force Concept Inventory
International Journal of Science Education, Vol.36(17), pp.2918-2936
11/22/2014
DOI: 10.1080/09500693.2014.939120
Abstract
This exploratory study applied a proposed force and motion learning progression (LP) to high-school and university students and to content involving both one- and two-dimensional force and motion situations. The Force Concept Inventory (FCI) was adapted, based on a previous content analysis and coding of the questions in the FCI in terms of the level descriptors of the LP. Using a Rasch measurement model and latent class analysis, students' responses were tested for fit with the proposed LP. Results indicated that the recoded FCI response options are generally consistent with a progression of difficulties as proposed in the LP, and that the students could be organized into different groups with progressively different levels of ability. However, reliability for the ability estimates was only moderate and response options at lower levels of the LP were not well differentiated. Implications for the assessments with LPs and revisions for both the FCI and the force and motion LP are also discussed.
Details
- Title: Subtitle
- Applying a Force and Motion Learning Progression over an Extended Time Span using the Force Concept Inventory
- Creators
- Gavin W Fulmer - National Institute of Education (Singapore)Ling L Liang - La Salle UniversityXiufeng Liu - University at Buffalo, SUNY
- Resource Type
- Journal article
- Publication Details
- International Journal of Science Education, Vol.36(17), pp.2918-2936
- Publisher
- Routledge
- DOI
- 10.1080/09500693.2014.939120
- ISSN
- 0950-0693
- eISSN
- 1464-5289
- Language
- English
- Date published
- 11/22/2014
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9983993330402771
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