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Next generation science classrooms: The development of a questionnaire for examining student experiences in science classrooms
Author(s) -
Campbell Todd,
Lee Hyunju,
Longhurst Max,
McKenna Thomas J.,
Coster Daniel,
Lundgren Lisa
Publication year - 2021
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/ssm.12449
Subject(s) - confirmatory factor analysis , psychology , mathematics education , science education , focus group , pedagogy , medical education , structural equation modeling , sociology , computer science , medicine , machine learning , anthropology
Abstract In the United States and internationally, there has been an increased emphasis on the practice turn or a focus on engaging students in more authentic representations of how science is practiced. In this article, we describe the development of a student questionnaire to investigate the extent to which students report being engaged in learning experiences similar to those explicated through the practice turn. We developed a questionnaire that consisted of 35 questions that were separated into four constructs. The questionnaire was determined to be internally consistent, with a high reliability estimate. Confirmatory factor analysis showed item clustering consistent with the research‐derived constructs indicative of a practice turn focus in science classrooms. Furthermore, early evidence from this pilot study is provided to reveal the ability of the questionnaire to detect student experiences that are differentiated at the teacher‐level. Based on the analyses completed, the questionnaire appears to be a needed and useful measure of student‐reported learning experiences that can provide an indication of students’ opportunity to learn in ways aligned to the most recent reforms in science education.