ERIC Number: EJ1145769
Record Type: Journal
Publication Date: 2017-Aug
Abstractor: As Provided
Reference Count: 52
A Resource for Eliciting Student Alternative Conceptions: Examining the Adaptability of a Concept Inventory for Natural Selection at the Secondary School Level
Lucero, Margaret M.; Petrosino, Anthony J.
Research in Science Education, v47 n4 p705-730 Aug 2017
The Conceptual Inventory of Natural Selection (CINS) is an example of a research-based instrument that assesses conceptual understanding in an area that contains well-documented alternative conceptions. Much of the CINS's use and original validation has been relegated to undergraduate settings, but the information learned from student responses on the CINS can also potentially be a useful resource for teachers at the secondary level. Because of its structure, the CINS can have a role in eliciting alternative conceptions and induce deeper conceptual understanding by having student ideas leveraged during instruction. In a first step toward this goal, the present study further investigated the CINS's internal properties by having it administered to a group (n = 339) of students among four different biology teachers at a predominantly Latino, economically disadvantaged high school. In addition, incidences of the concept inventory's use among the teachers' practices were collected for support of its adaptability at the secondary level. Despite the teachers' initial enthusiasm for the CINS's use as an assessment tool in the present study, results from a principal components analysis demonstrate inconsistencies between the original and present validations. Results also reveal how the teachers think CINS items may be revised for future use among secondary student populations.
Descriptors: Science Instruction, Evolution, Biology, Factor Analysis, Secondary School Students, Secondary School Teachers, Science Teachers, Secondary School Science, Teaching Methods
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL0833726|MSP0831811