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ERIC Number: EJ1031473
Record Type: Journal
Publication Date: 2014
Pages: 21
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-0950-0693
Designing Interdisciplinary Assessments in Sciences for College Students: An Example on Osmosis
Shen, Ji; Liu, Ou Lydia; Sung, Shannon
International Journal of Science Education, v36 n11 p1773-1793 2014
College science education needs to foster students' habit of mind beyond disciplinary constraints. However, little research has been devoted to assessing students' interdisciplinary understanding. To address this problem, we formed a team of experts from different disciplines to develop interdisciplinary assessments that target introductory college-level science. We started our project by focusing on osmosis, a topic that involves knowledge from multiple science disciplines. We developed an instrument focusing on this topic and administered it to 3 classes of college students. A Rasch partial credit analysis showed that the items demonstrated satisfactory psychometric properties. The findings also revealed the differences between student's disciplinary and interdisciplinary understanding. The educational implications of the study were discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A