Journal article
Measuring Model-Based High School Science Instruction: Development and Application of a Student Survey
Journal of Science Education and Technology, Vol.22(1), pp.37-46
02/2013
DOI: 10.1007/s10956-012-9374-z
Abstract
This study tested a student survey to detect differences in instruction between teachers in a modeling-based science program and comparison group teachers. The Instructional Activities Survey measured teachers’ frequency of modeling, inquiry, and lecture instruction. Factor analysis and Rasch modeling identified three subscales, Modeling and Reflecting, Communicating and Relating, and Investigative Inquiry. As predicted, treatment group teachers engaged in modeling and inquiry instruction more than comparison teachers, with effect sizes between 0.55 and 1.25. This study demonstrates the utility of student report data in measuring teachers’ classroom practices and in evaluating outcomes of a professional development program.
Details
- Title: Subtitle
- Measuring Model-Based High School Science Instruction: Development and Application of a Student Survey
- Creators
- Gavin Fulmer - Curriculum, Teaching and Learning Academic Group National Institute of Education 1 Nanyang Walk Singapore 637616 SingaporeLing Liang - La Salle University 1900 W. Olney Ave. Philadelphia PA 19141 USA
- Resource Type
- Journal article
- Publication Details
- Journal of Science Education and Technology, Vol.22(1), pp.37-46
- DOI
- 10.1007/s10956-012-9374-z
- ISSN
- 1059-0145
- eISSN
- 1573-1839
- Publisher
- Springer Netherlands; Dordrecht
- Language
- English
- Date published
- 02/2013
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9983993324402771
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