Effect of Prior Knowledge on Inquiry in the 2009 NAEP Science Interactive Computer Task

• In Event: Assessing for Learning: Exploring Assessment Strategies for Supporting Conceptual Change

Abstract

Mystery Plants is an Interactive Computer Task (ICT) developed for the 2009 NAEP Science assessment. Analysis of data from this task indicates that many students held the misconception that more sunlight is better for the growth of all plants, and that this misconception had a notable impact on their inquiry. Compared with students without the misconception, students with the misconception were equally likely to correctly conclude the light needs of a sun-tolerant plant, but less likely to conclude the light needs of a shade-tolerant plant. The current results reinforce the significant role of prior knowledge in science inquiry established in previous research and further emphasize the interactive relationship between content-specific knowledge and inquiry skills in scientific investigations.

Authors

• Jung Aa Moon, Educational Testing Service

• Janet Koster van Groos, Educational Testing Service

• Johnny Lin, University of California - Los Angeles