중등 과학교육에서 학생의 인식적 행위주체성 측정 문항 개발
Development of Items to Measure Secondary School Students’ Epistemic Agency in Science Education
0
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
This study aimed to develop and validate a questionnaire to assess students’ epistemic agency in the context of secondary science education. To develop and validtate the questionnaire, we used the standards for educational and psychological testing framework suggested by AERA et al. (2014). In achieving content validity, 10 items were developed―five items for “setting goals for and designing knowledge construction” and five for “participation in the knowledge construction.” To statistically validate the items, they were used in an analysis of the effectiveness of a scientific inquiry-based program for secondary school students, based on a before-and-after design. A Rasch analysis using 2-dimensional rating scale model confirmed the validity based on response processes and internal structure, and convergent validity was found with questionnaires for related constructs. No statistically significant differential item functioning in the student responses was found before or after the program. These results indicate that the questionnaire is valid for assessing students’ epistemic agency in the context of secondary science education. We believe that the questionnaire can contribute to research in educational policy and to designing teaching and learning for students’ epistemic agency in the science classroom.
Abstract
This study aimed to develop and validate a questionnaire to assess students’ epistemic agency in the context of secondary science education. To develop and validtate the questionnaire, we used the standards for educational and psychological testing framework suggested by AERA et al. (2014). In achieving content validity, 10 items were developed―five items for “setting goals for and designing knowledge construction” and five for “participation in the knowledge construction.” To statistically validate the items, they were used in an analysis of the effectiveness of a scientific inquiry-based program for secondary school students, based on a before-and-after design. A Rasch analysis using 2-dimensional rating scale model confirmed the validity based on response processes and internal structure, and convergent validity was found with questionnaires for related constructs. No statistically significant differential item functioning in the student responses was found before or after the program. These results indicate that the questionnaire is valid for assessing students’ epistemic agency in the context of secondary science education. We believe that the questionnaire can contribute to research in educational policy and to designing teaching and learning for students’ epistemic agency in the science classroom.
참고문헌 (27)
- American Educational Research Association, "The Standards for Educational and Psychological Testing" (2014), American Educational Research Association
- Arnold, J., "What is ‘agency’? perspectives in science education research", International Journal of Science Education, 36(5), pp.735~754 (2014)
- Bandura, A., "Human agency in social cognitive theory", American Psychologist, 44, pp.1175~1184 (1989)
- Barnes, M. E., "A new measure of students’perceived conflict between evolution and religion (PCoRE)is a stronger predictor of evolution acceptance than understanding or religiosity", CBE—Life Sciences Education, 20(3), pp.42~ (2021)
- Barton, A. C., "We be burnin’! Agency, identity, and science learning", The Journal of the Learning Sciences, 19(2), pp.187~229 (2010)
- Berland, L. K., "Classroom communities’adaptations of the practice of scientific argumentation", Science Education, 95(2), pp.191~216 (2011)
- Carlson, M., "The precalculus concept assessment : A tool for assessing students’ reasoning abilities and understandings", Cognition and Instruction, 28(2), pp.113~145 (2010)
- A Study on the OECD Education 2030 Project: Implementation Strategies of Future-Oriented Competency-Based Education, "Choi, S. J.", Korean Educational Development Institute, ~ (2019)
- Code, J. R., "Assessing agency for learning: Agency for learning and measuring agency for learning:Validating the agency for learning questionnaire (AFLQ)and agency as a mediator of academic achievement", doctor, pp.2010
- Damʂa, C. I., "Shared epistemic agency:An empirical study of an emergent construct", The Journal of the Learning Sciences, 19(2), pp.143~186 (2010)
- Emirbayer, M., "What is agency", American Journal of Sociology, 103, pp.962~1023 (1998)
- Giddens, A., "Central Problems in Social Theory:Action, Structure and Contradiction in Social Analysis" (1979), University of California Press
- González-Howard, M., "Acting with epistemic agency: Characterizing student critique during argumentation discussions", Science Education, 104(6), pp.953~982 (2020)
- Gresalfi, M., "Constructing competence : An analysis of student participation in the activity systems of mathematics classrooms", Educational Studies in Mathematics, 70(1), pp.49~70 (2009)
- 하희수, "청중의 도출을 통한 예비교사의 인식적 행위주체성 촉진 지식 구성 활동의 개발", 생물교육, 49(1), pp.29~41 (2021), 한국생물교육학회[DOI]
- 하민수, "2015 개정 과학과 교육과정에 기초한 과학과 핵심역량 조사 문항의 개발 및 적용", 한국과학교육학회지, 38(4), pp.495~504 (2018), 한국과학교육학회[DOI]
- 하희수, "소집단 논변 활동 후 전체 논의에서 이루어진 교사의 반응적 교수 실행과 인식론적 프레이밍 탐색", 한국과학교육학회지, 38(1), pp.11~26 (2018), 한국과학교육학회[DOI]
- Ko, M. M., "Opening up curricula to redistribute epistemic agency: A framework for supporting science teaching", Science Education, 103, pp.979~1010 (2019)
- Mantel, N., "Chi-square tests with one degree of freedom, extension of the Mantel-Haenszel procedure", American Statistical Association Journal, 58, pp.690~700 (1963)
- Miller, E., "Addressing the epistemic elephant in the room : Epistemic agency and the next generation science standards", Journal of Research in Science Teaching, 55, pp.1053~1075 (2018)
- Ministry of Education, "Announcement of the Main Points of the 2022 Reformed Curriculum: For the Better Future and Education for Everyone", Ministry of Education, ~ (2021)
- National Research Council, "A Framework for K-12Science Education: Practices, Crosscutting Concepts, and Core ideas" (2012), National Academies Press
- The Future of Education and Skills: Education 2030, "OECD", OECD, ~ (2018)
- OECD, "OECD Future of Education and Skills 2030:OECD Learning Compass 2030", OECD, ~ (2019)
- Reiser, B. J., "Storyline units : An instructional model to support coherence from the students’ perspective", Journal of Science Teacher Education, 32(7), pp.805~829 (2021)
- Shanahan, M. C., "Identity in science learning : Exploring the attention given to agency and structure in studies of identity", Studies in Science Education, 45(1), pp.43~64 (2009)
- Stroupe, D., "Fostering students’ epistemic agency through the co-configuration of moth research", Science Education, 102, pp.1176~1200 (2018)