A Latent Transition Analysis of Pathways in Learning Science

• In Event: 30.081 - Poster Session 5
  In Poster Session: 30.081-3 - Science Learning and Teaching Posters I

Abstract

This study examines four questions related to student learner types in science through latent profile and transition analyses. Profile stability is considered in the context of a learning intervention within a framework of inquiry-based teaching. Outcomes included students’ critical thinking skills and science achievement. Five science learner profiles were derived from these outcomes based on previous work. This study examines if these profiles are stable over time and how the intervention influences a developmental pathway between profiles based on critical thinking and science achievement. Specifically, we assessed if skills at time 1 can be used to predict skill development at time 2. Preliminary results suggest students move between profiles and that profiles are related to reading and mathematics achievement.

Authors

• Brian F. French, Washington State University

• Andrew Eldon Furman Iverson, Washington State University - Pullman

• Brian Hand, University of Iowa