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首页> 外文期刊>Journal of Geoscience Education >Development and Validation of an Assessment Instrument for Course Experience in a General Education Integrated Science Course
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Development and Validation of an Assessment Instrument for Course Experience in a General Education Integrated Science Course

机译：一般教育综合科学课程课程经验的发展与验证

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Identifying instruments and surveys to address geoscience education research (GER) questions is among the high-ranked needs in a 2016 survey of the GER community (St. John et al., 2016). The pυrpose of this study was to develop and validate a student-centered assessment instrument to measure course experience in a general education integrated science course. A one-shot case study of pre-experimental design (Creswell, 2009, 2014) was used to understand student experiences in a large-enrollment course with digital content integration, including out-of-class video, online presentations, and warm-up questions, as well as inclass video paired with discussion and small group activities. In two sections taught by the same geoscientist, 209 students accessed course content in an online learning management system prior to classroom instruction. We adapted the 36-item Course Experience Questionnaire (CEQ; Wilson et al., 1997) to a Web-based survey. We conducted statistical analysis on the CEQ responses, including item factor analysis, examination of commυnalities and measures of association, confirmatory factor analysis, and reliability and stability testing through bootstrap resampling. The statistical analyses indicate that the results in this study are comparable to those from other cultural contexts and subject areas. Given the moderate fit of the model and reasonably stable results, we propose that the core indicators of the CEQ constructs, including Appropriate Workload, Clear Goals and Standards, Generic Skills, Good Teaching, and Emphasis on Independence are sufficient to assess students' course experiences in general education science settings. These results provided moderately to strongly valid information that can help instructors in designing their technology-integrated classes, although further study with a larger sample population would be beneficial. From this study we conclude that students' perceptions of their course experiences are closely related to their development of problem-solving and analytical skills, clear course expectations to direct their own study plans, their preference for a motivating instructor, the opportunity to have a variety of learning choices, and their workload. We propose the use of a 25-item version of the CEQ that is appropriate for formative assessment in discipline-specific STEM introductory classes, including geoscience classes.
机译：确定地球科学教育研究（GER）问题的识别仪器和调查是2016年GER社区调查中的高级需求（圣约翰等，2016）。本研究的Přrose是发展和验证学生为中心的评估工具，以衡量一般教育综合科学课程的课程经验。对实验前设计的单次案例研究（Creswell，2009,2014）用于了解具有数字内容集成的大型入学课程中的学生经验，包括超类视频，在线演示和预热问题，以及与讨论和小组活动配对的录像。在由同一个地球科学家教授的两部分中，209名学生在课堂教学之前在在线学习管理系统中访问课程内容。我们调整了36件课程体验调查问卷（CEQ; Wilson等，1997）以网络为基础的调查。我们对CEQ响应进行了统计分析，包括项目因子分析，审查的结合和协会措施，通过自举重采样通过自举重采样进行可靠性和可靠性和稳定性测试。统计分析表明该研究的结果与来自其他文化背景和主题领域的结果相当。鉴于模型的中等拟合和相当稳定的结果，我们建议CEQ构建的核心指标，包括适当的工作量，明确的目标和标准，通用技能，良好的教学，并强调独立性足以评估学生的课程体验。在一般教育科学环境中。这些结果适度地提供了强烈的有效信息，可以帮助指导讲师设计其技术综合课程，尽管进一步研究了更大的样本人口将是有益的。从这项研究来看，我们得出结论，学生对他们的课程经验的看法与他们的问题解决和分析技能的发展密切相关，明确课程对指导自己的学习计划，他们对激励教练的偏好，有机会拥有各种各样的课程学习选择，以及他们的工作量。我们建议使用25项版本的CEQ，适用于在包括地球科学课程的特定纪律干预课程中的形成性评估。

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