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ERIC Number: EJ957429
Record Type: Journal
Publication Date: 2011-Oct
Pages: 29
Abstractor: As Provided
Reference Count: 95
ISSN: ISSN-0022-4308
The Emergence of a Learning Progression in Middle School Chemistry
Johnson, Philip; Tymms, Peter
Journal of Research in Science Teaching, v48 n8 p849-877 Oct 2011
Previously, a small scale, interview-based, 3-year longitudinal study (ages 11-14) in one school had suggested a learning progression related to the concept of a substance. This article presents the results of a large-scale, cross-sectional study which used Rasch modeling to test the hypothesis of the learning progression. Data were collected from 4,450 students, aged 11-14, across 30 secondary schools in England using a computer-based assessment instrument. The construction of the items was informed by the research literature on students' understanding in chemistry. One hundred seventy-six fixed response items, in three formats, involving the use of video and animation were developed. Scored dichotomously, overall, the data show a good fit to the Rasch model. Item difficulties have a high degree of invariance across ability, schools, gender, and year group. Conceptually, when items are placed in order of difficulty, a coherent progression of ideas emerges which matches the expectations from the longitudinal study. The learning progression is presented. Independent, nationally standardized data allow tentative projection of student performance to the wider population in England. Implications for research and curriculum design are discussed. (Contains 7 figures and 6 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)