The Development of Scientific Strategy Knowledge Across Grades | Zendy

Ronny Scherer | Zendy; Rüdiger Tiemann | Zendy

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The Development of Scientific Strategy Knowledge Across Grades

Author(s) -

Ronny Scherer,

Rüdiger Tiemann

Publication year - 2014

Publication title -

sage open

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.357

H-Index - 32

ISSN - 2158-2440

DOI - 10.1177/2158244014522076

Subject(s) - generalizability theory , measurement invariance , psychology , discriminant validity , confirmatory factor analysis , construct validity , fluid and crystallized intelligence , german , test (biology) , convergent validity , content validity , construct (python library) , achievement test , external validity , social psychology , developmental psychology , mathematics education , structural equation modeling , mathematics , psychometrics , statistics , fluid intelligence , computer science , cognition , standardized test , internal consistency , archaeology , biology , paleontology , working memory , programming language , neuroscience , history

In this study, we developed a new test on scientific strategyknowledge and investigated the construct validity of the resulting test scores.Moreover, measurement invariance across grade levels has been analyzed to ensure thegeneralizability of the assessment. Furthermore, convergent and discriminant validitywere investigated. A total of N = 1,182 German high school students of Grade Levels 8,10, and 12 completed tasks on strategy knowledge, fluid intelligence, content knowledge,interest in science, and scientific self-concept within a cross-sectional study.Multigroup confirmatory factor analysis was used to check for measurement invariance.Our results show that scalar invariance holds across grades and that there aresignificant differences in performance favoring students of higher grade levels.Furthermore, fluid intelligence and content knowledge are relevant predictors ofstrategy knowledge, whereas gender and motivational constructs do not show significanteffects. Implications for developmental studies on strategy knowledge and assessmentpractice are discussed

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