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Validity evidence for a learning progression of scientific explanation
Author(s) -
Yao JianXin,
Guo YuYing
Publication year - 2018
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.21420
Subject(s) - rasch model , scientific misconceptions , science education , mathematics education , scientific reasoning , psychology , nature of science , phenomenon , epistemology , computer science , developmental psychology , philosophy
Providing scientific explanations for natural phenomena is a fundamental aim of science; therefore, scientific explanation has been selected as one of the key practices in science education policy documents around the world. To further elaborate on existing educational frameworks of scientific explanation in K–12, we propose a learning progression of scientific explanation based on the Phenomenon‐Theory‐Data‐Reasoning (PTDR) framework. To examine the validation of the PTDR framework for scientific explanation and the learning progression based on it, we developed the Scientific Explanation Progression Assessment to investigate students’ performance (Grades 8–12 students, N = 4,554) on scientific explanations. A Rasch analysis and other statistical tests together indicated the validity of the PTDR framework for scientific explanation and the learning progression derived from this framework. We end with a discussion of the implications for future design of instruction and assessment. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 55: 299–317, 2018