ERIC Number: EJ998887
Record Type: Journal
Publication Date: 2013-Feb
Abstractor: As Provided
Measuring Model-Based High School Science Instruction: Development and Application of a Student Survey
Fulmer, Gavin W.; Liang, Ling L.
Journal of Science Education and Technology, v22 n1 p37-46 Feb 2013
This study tested a student survey to detect differences in instruction between teachers in a modeling-based science program and comparison group teachers. The Instructional Activities Survey measured teachers' frequency of modeling, inquiry, and lecture instruction. Factor analysis and Rasch modeling identified three subscales, Modeling and Reflecting, Communicating and Relating, and Investigative Inquiry. As predicted, treatment group teachers engaged in modeling and inquiry instruction more than comparison teachers, with effect sizes between 0.55 and 1.25. This study demonstrates the utility of student report data in measuring teachers' classroom practices and in evaluating outcomes of a professional development program.
Descriptors: Comparative Analysis, Factor Analysis, Science Instruction, Effect Size, Student Surveys, Science Programs, Test Construction, Measurement, Models, Item Response Theory, High School Students, Secondary School Teachers, Outcome Measures, Control Groups, Experimental Groups, Scientific Concepts, Science Teachers, Science Education, Student Evaluation of Teacher Performance, Inservice Teacher Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Elementary Secondary Education; Postsecondary Education; Secondary Education
Authoring Institution: N/A