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首页> 外文期刊>CBE Life Sciences Education >From Theory to Practice: Gathering Evidence for the Validity of Data Collected with the Interdisciplinary Science Rubric (IDSR)
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From Theory to Practice: Gathering Evidence for the Validity of Data Collected with the Interdisciplinary Science Rubric (IDSR)

机译：从理论到实践：收集与跨学科科学专栏（IDSR）收集的数据有效性的证据

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摘要

In a world of burgeoning societal issues, future scientists must be equipped to work interdisciplinarily to address real-world problems. To train undergraduate students toward this end, practitioners must also have quality assessment tools to measure students’ ability to think within an interdisciplinary system. There is, however, a dearth of instruments that accurately measure this competency. Using a theoretically and empirically based model, we developed an instrument, the Interdisciplinary Science Rubric (IDSR), to measure undergraduate students’ interdisciplinary science thinking. An essay assignment was administered to 102 students across five courses at three different institutions. Students’ work was scored with the newly developed rubric. Evidence of construct validity was established through novice and expert response processes via semistructured, think-aloud interviews with 29 students and four instructors to ensure the constructs and criteria within the instrument were operating as intended. Interrater reliability of essay scores was collected with the instructors of record (κ = 0.67). An expert panel of discipline-based education researchers ( n = 11) were consulted to further refine the scoring metric of the rubric. Results indicate that the IDSR produces valid data to measure undergraduate students’ ability to think interdisciplinarily in science.
机译：在蓬勃发展的社会问题的世界中，未来的科学家必须具备跨学科的工作以解决现实世界问题。为了培训本科生朝向这个目的，从业者还必须有质量评估工具来衡量学生在跨学科系统内思考的能力。然而，有一种准确地衡量这种能力的乐趣。我们使用理论和经验为基础的模型，我们开发了一种乐器，跨学科科学专栏（IDSR），以衡量本科生的跨学科科学思维。在三个不同机构的五个课程中向102名学生进行了一篇文章转让。学生的工作得到了新开发的标题。构建有效性的证据是通过新手和专家响应过程通过Semistrucey建立，思考与29名学生和四名教师进行面试，以确保仪器内的构建和标准按预期运行。随着记录教师（κ= 0.67）收集了论文分数的Interray Actionives。咨询了一个基于学科教育研究人员的专家小组（n = 11），以进一步完善标题的评分指标。结果表明，IDSR产生了有效数据，以衡量本科生在科学中思考跨学科的能力。

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