Development of an Instrument to Evaluate Junior School Students' Chemical Context-Based Thinking Skill

• In Event: Pre-K–8–Focused Science Teaching and Learning

Abstract

The aim of this study is to develop an instrument to evaluate junior school students' chemical context-based thinking skill (CCTS). Based on the current literature, we defined CCTS and constructed a four-element measurement framework validated by expert review. After that, an initial measurement instrument was developed based on the framework. Then, 219 students of Grade 9 were selected from school A to participate in the first round of testing. During the data analysis, Rasch measurement was used to investigate and improve the quality of the instrument. After that, 493 Grade 9 students from school B participated in the second round of testing, and the Rasch analysis results demonstrated good reliability and validity of measures based on the CCTS framework.

Authors

• Shaohui Chi, East China Normal University

• Zuhao Wang, East China Normal University

• Weilei Quan