Assessing 11th Graders' Ability to Make Causal Explanations in Solving Chemistry Problems (Poster 19)

• In Event: AERA Poster Session One
  In Poster Session: Division C Science Poster Session One

Abstract

Developing students’ ability to make causal explanations is an important goal of chemistry education. This study evaluated eleventh graders’ ability to make causal explanations in solving chemistry problems through two rounds of tests involving 83 (pilot test) and 240 eleventh graders (field test) from Jiangsu and Henan, China. A partial credit Rasch model analysis was employed to inform instrument development and evaluation. Results provided multiple evidence of reliability and validity of measures of the instrument. The results showed that half of the students in this sample were already proficient in causal identification, and a few were proficient in causal explanation. Most students had difficulties transferring causal relationships for application in a new context or reconstructing existing cause-effect relationships or models.

Authors

• Zuhao Wang, East China Normal University
  Presenting Author

• Shaohui Chi, East China Normal University
  Presenting Author

• Shasha Chen, East China Normal University
  Presenting Author