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The psychometric refinement of the Materials Concept Inventory (MCI).

机译：对材料概念清单（MCI）进行心理上的改进。

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摘要

The purpose of this study was to evaluate the psychometric properties of the Materials Concept Inventory (MCI) and then recommend revisions. The MCI was administered to a sample of 303 undergraduate engineering students enrolled in a materials engineering course taught by an instructor unrelated to this study. The MCI demonstrated adequate reliability (Cronbach's alpha was .73) and strong discriminatory power (Ferguson's delta was 0.96). A pretest MCI was given only two days into the course and was able to predict the final course grade (r = .30, p .001). Convergent validity was also established by significantly correlating a post-test version of the MCI with the final course grade (r = .50, p .001). Nineteen of the thirty items on the MCI met the criterion for index of item congruency, demonstrating somewhat mixed reviews by content experts. A confirmatory factor analysis conducted on the initial MCI structure failed to support a six-factor model. A revision was made to the structure of the MCI, whereby an exploratory and subsequent confirmatory factor analysis yielded a refined six-factor structure that did provide a strong fit by the empirical data [chi-squared (194) = 196.03, p = .426; and root mean square error approximation (RMSEA) was .007; and comparative fit index (CFI) was .996]. The Cronbach's alpha of the refined-MCI was 0.75, suggesting 'good' reliability. The six factors could only be interpreted by an integration of cognitive processes with content. Those six factors were labeled: (1) compare and contrast ductile and brittle material, (2) analyze structure and how it changes due to defects arising from stretching, (3) understand and analyze the structure and properties of glass, (4) analyze structure and how it changes due to defects arising from bending, (5) understand and analyze the structure and properties of metals, and (6) synthesize and apply graphs and proportions with relation to various materials engineering concepts. Results related to the psychometrics of the refined version of the Materials Concept Inventory are promising, but based on this study's results, further revision may be required.
机译：这项研究的目的是评估材料概念清单（MCI）的心理计量学特性，然后提出修订建议。对303名本科工程学学生的样本进行了MCI管理，这些学生参加了与本研究无关的讲师指导的材料工程课程。 MCI表现出足够的可靠性（Cronbach的alpha为0.73）和强大的歧视能力（Ferguson的delta为0.96）。在课程开始仅两天就进行了预测试MCI，并且能够预测最终课程成绩（r = .30，p <.001）。还可以通过将MCI的测试后版本与最终课程成绩显着相​​关来建立收敛效度（r = .50，p <.001）。 MCI上的30个项目中有19个满足项目一致性指数的标准，表明内容专家的评论有些混杂。对初始MCI结构进行的验证性因素分析未能支持六因素模型。对MCI的结构进行了修订，通过探索性和随后的验证性因素分析得出了精确的六因素结构，该结构确实通过经验数据提供了很好的拟合[卡方（194）= 196.03，p = .426 ;均方根误差近似（RMSEA）为.007；比较拟合指数（CFI）为.996]。精确MCI的Cronbachα为0.75，表明“良好”可靠性。这六个因素只能通过将认知过程与内容相结合来解释。标记了这六个因素：（1）比较和对比韧性和脆性材料；（2）分析结构以及由于拉伸产生的缺陷而导致的变化；（3）了解和分析玻璃的结构和性能；（4）分析结构以及由于弯曲引起的缺陷而导致的变化；（5）理解和分析金属的结构和特性；（6）结合各种材料工程概念综合并应用图形和比例。与“材料概念清单”的精炼版本的心理计量学相关的结果很有希望，但根据本研究的结果，可能需要进一步修订。

著录项

  • 作者

    Corkins, James.;

  • 作者单位

    Arizona State University.;

  • 授予单位 Arizona State University.;
  • 学科 Education Tests and Measurements.;Education Sciences.
  • 学位 Ed.D.
  • 年度 2009
  • 页码 116 p.
  • 总页数 116
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;自然科学教育与普及;
  • 关键词

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