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首页> 外文期刊>Journal of applied measurement >With Hiccups and Bumps: The Development of a Rasch-based Instrument to Measure Elementary Students' Understanding of the Nature of Science
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With Hiccups and Bumps: The Development of a Rasch-based Instrument to Measure Elementary Students' Understanding of the Nature of Science

机译：H不休：基于Rasch的仪器的开发，用于测量基础学生对科学本质的理解

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This research describes the development process, psychometric analyses and part validation study of a theoretically-grounded Rasch-based instrument, the Nature of Science Instrument-Elementary (NOS1-E). The NOSI-E was designed to measure elementary students' understanding of the Nature of Science (NOS). Evidence is provided for three of the six validity aspects (content, substantive and generalizability) needed to support the construct validity of the NOSI-E. A future article will examine the structural and external validity aspects. Rasch modeling proved especially productive in scale improvement efforts. The instrument, designed for large-scale assessment use, is conceptualized using five construct domains. Data from 741 elementary students were used to pilot the Rasch scale, with continuous improvements made over three successive administrations. The psychometric properties of the NOSI-E instrument are consistent with the basic assumptions of Rasch measurement, namely that the items are well-fitting and invariant. Items from each of the five domains (Empirical, Theory-Laden, Certainty, Inventive, and Socially and Culturally Embedded) are spread along the scale's continuum and appear to overlap well. Most importantly, the scale seems appropriately calibrated and responsive for elementary school-aged children, the target age group. As a result, the NOSI-E should prove beneficial for science education research. As the United States' science education reform efforts move toward students' learning science through engaging in authentic scientific practices (NRC, 2011), it will be important to assess whether this new approach to teaching science is effective. The NOSI-E can be used as one measure of whether this reform effort has an impact.
机译：这项研究描述了基于理论的基于Rasch的仪器（自然科学仪器的基本性质（NOS1-E））的开发过程，心理分析和零件验证研究。 NOSI-E旨在衡量基础学生对科学本质（NOS）的理解。提供了支持NOSI-E的结构有效性所需的六个有效性方面（内容，实质性和可概括性）中的三个方面的证据。以后的文章将研究结构和外部有效性方面。 Rasch建模证明在规模改进方面特别有效。该工具专为大规模评估而设计，使用五个构造域进行概念化。来自741个小学学生的数据被用来测试Rasch量表，并在三个连续的行政部门中进行了持续改进。 NOSI-E仪器的心理测量特性与Rasch测量的基本假设是一致的，即这些项目非常合适且不变。五个领域（经验性，理论性，确定性，发明性以及社会和文化内涵）中的每个领域都沿着规模的连续范围散布，并且似乎重叠得很好。最重要的是，该量表似乎已针对目标年龄组的小学适龄儿童进行了适当的校准和响应。结果，NOSI-E应该被证明对科学教育研究有益。随着美国科学教育改革的努力通过采用真实的科学实践向学生学习科学迈进（NRC，2011年），评估这种新的科学教学方法是否有效非常重要。 NOSI-E可以用作衡量这一改革努力是否产生影响的一种方法。

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