國立虎尾科技大學 |

The Nature of Science Instrument-Elementary (NOSI-E) : = Using Rasch principles to develop a theoretically grounded scale to measure elementary student understanding of the nature of science.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Nature of Science Instrument-Elementary (NOSI-E) :/
其他題名:	Using Rasch principles to develop a theoretically grounded scale to measure elementary student understanding of the nature of science.
作者:	Peoples, Shelagh.
面頁冊數:	1 online resource (318 pages)
附註:	Source: Dissertations Abstracts International, Volume: 74-08, Section: A.
Contained By:	Dissertations Abstracts International74-08A.
標題:	Science education. -
電子資源:	click for full text (PQDT)
ISBN:	9781267844323

The Nature of Science Instrument-Elementary (NOSI-E) : = Using Rasch principles to develop a theoretically grounded scale to measure elementary student understanding of the nature of science.
Peoples, Shelagh.

The Nature of Science Instrument-Elementary (NOSI-E) :Using Rasch principles to develop a theoretically grounded scale to measure elementary student understanding of the nature of science. - 1 online resource (318 pages)

Source: Dissertations Abstracts International, Volume: 74-08, Section: A.

Thesis (Ph.D.)--Boston College, 2012.

Includes bibliographical references

The purpose of this study was to determine which of three competing models will provide, reliable, interpretable, and responsive measures of elementary students' understanding of the nature of science (NOS). The Nature of Science Instrument-Elementary (NOSI-E), a 28-item Rasch-based instrument, was used to assess students' NOS understanding. The NOS construct was conceptualized using five construct dimensions (Empirical, Inventive, Theory-laden, Certainty and Socially & Culturally Embedded). The competing models represent three internal models for the NOS construct. One postulate is that the NOS construct is unidimensional where one latent construct explains the relationship between the 28 items of the NOSI-E. Alternatively, the NOS construct is composed of five independent unidimensional constructs (the consecutive approach). Lastly, the NOS construct is multidimensional and composed of five inter-related but separate dimensions. A validity argument was developed that hypothesized that the internal structure of the NOS construct is best represented by the multidimensional Rasch model. Four sets of analyses were performed in which the three representations were compared. These analyses addressed five validity aspects (content, substantive, generalizability, structural and external) of construct validity. The vast body of evidence supported the claim that the NOS construct is composed of five separate but inter-related dimensions that is best represented by the multidimensional Rasch model. The results of the multidimensional analyses indicated that the items of the five subscales were of excellent technical quality, exhibited no differential item functioning (based on gender), had an item hierarchy that conformed to theoretical expectations; and together formed subscales of reasonable reliability (> 0.7 on each subscale) that were responsive to change in the construct Theory-laden scores from the multidimensional model predicted students' science achievement with scores from all five NOS dimensions significantly predicting students' perceptions of the constructivist nature of their classroom learning environment. The NOSI-E instrument is a theoretically grounded scale that can measure elementary students' NOS understanding and appears suitable for use in science education research.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781267844323Subjects--Topical Terms:

1151737
Science education.
Subjects--Index Terms:

Elementary studentsIndex Terms--Genre/Form:

554714
Electronic books.

The Nature of Science Instrument-Elementary (NOSI-E) : = Using Rasch principles to develop a theoretically grounded scale to measure elementary student understanding of the nature of science.
LDR:03907ntm a22004097 4500 001 1150047
005 20241023120628.5
006 m o d
007 cr bn ---uuuuu
008 250605s2012 xx obm 000 0 eng d
020 $a 9781267844323
035 $a (MiAaPQ)AAI3548729
035 $a (MiAaPQ)bc:10677
035 $a AAI3548729
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Peoples, Shelagh. $3 1476461
245 1 4 $a The Nature of Science Instrument-Elementary (NOSI-E) : $b Using Rasch principles to develop a theoretically grounded scale to measure elementary student understanding of the nature of science.
264 0 $c 2012
300 $a 1 online resource (318 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 74-08, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: O'Dwyer, Laura M.
502 $a Thesis (Ph.D.)--Boston College, 2012.
504 $a Includes bibliographical references
520 $a The purpose of this study was to determine which of three competing models will provide, reliable, interpretable, and responsive measures of elementary students' understanding of the nature of science (NOS). The Nature of Science Instrument-Elementary (NOSI-E), a 28-item Rasch-based instrument, was used to assess students' NOS understanding. The NOS construct was conceptualized using five construct dimensions (Empirical, Inventive, Theory-laden, Certainty and Socially & Culturally Embedded). The competing models represent three internal models for the NOS construct. One postulate is that the NOS construct is unidimensional where one latent construct explains the relationship between the 28 items of the NOSI-E. Alternatively, the NOS construct is composed of five independent unidimensional constructs (the consecutive approach). Lastly, the NOS construct is multidimensional and composed of five inter-related but separate dimensions. A validity argument was developed that hypothesized that the internal structure of the NOS construct is best represented by the multidimensional Rasch model. Four sets of analyses were performed in which the three representations were compared. These analyses addressed five validity aspects (content, substantive, generalizability, structural and external) of construct validity. The vast body of evidence supported the claim that the NOS construct is composed of five separate but inter-related dimensions that is best represented by the multidimensional Rasch model. The results of the multidimensional analyses indicated that the items of the five subscales were of excellent technical quality, exhibited no differential item functioning (based on gender), had an item hierarchy that conformed to theoretical expectations; and together formed subscales of reasonable reliability (> 0.7 on each subscale) that were responsive to change in the construct Theory-laden scores from the multidimensional model predicted students' science achievement with scores from all five NOS dimensions significantly predicting students' perceptions of the constructivist nature of their classroom learning environment. The NOSI-E instrument is a theoretically grounded scale that can measure elementary students' NOS understanding and appears suitable for use in science education research.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Science education. $3 1151737
650 4 $a Educational tests & measurements. $3 1180442
653 $a Elementary students
653 $a Multidimensional Rasch
653 $a Nature of Science Instrument-Elementary (NOSI-E)
653 $a Rasch measurement
653 $a Validity study
655 7 $a Electronic books. $2 local $3 554714
690 $a 0288
690 $a 0714
710 2 $a Boston College. $b LSOE - Educational Research, Measurement and Evaluation. $3 1195074
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 74-08A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3548729 $z click for full text (PQDT)