Identifying High School Physics Students' Factors of Epistemological Cognition in Electricity Through Online Inquiry Simulations (Poster 4)

• In Event: AERA Poster Session 8
  In Poster Session: Assessment and Learning: Review and Applications (San Diego)

Abstract

Previous research has noted the need to model the interaction of students' epistemological beliefs, framing, and games with content knowledge and achievement in physics. This study developed and validated the Epistemological Cognition Rubric (ECR) to measure regular-level high school physics students' epistemological cognition within the context of electricity inquiry simulations. Interrater reliability of the ECR was established through an interclass correlation. During the COVID-19 pandemic, 218 students completed a pretest, demographic survey, posttest, and either five inquiry, traditional or mixed simulations. The mixed group performed better than the other groups. Performance on the ECR was weakly correlated with exam scores; however, Item Response Theory analysis demonstrated that the exam did not distinguish latent trait levels for high achieving students.

Authors

• Sheri Caine, Community High School District 218

• Mihwa Park, Texas Tech University