Research on Students' Learning Progression of Interdisciplinary Science Concept of Stability and Change

• In Event: AERA Virtual Poster Session 6
  In Poster Session: Division C Section 1d: Science Poster Session 2

Abstract

This study explored students’ learning progression of interdisciplinary science concept of stability and change. After two rounds of testing involving 49 seventh graders, 47 eighth graders, and 48 ninth graders (pilot testing) and 133 seventh graders, 139 eighth graders, and 67 ninth graders (field testing) from Jiangsu, China, multiple empirical evidence generated from Rasch analysis supported the validity and reliability of the measurement instruments. The results revealed that interpretation was the easiest competency for students, followed by identification, inference, and design. The results also showed that higher grade students had better overall performance than lower grade students, and their perceptions of “stability and change” were significantly related to specific subject matter knowledge.

Authors

• Shaohui Chi, East China Normal University

• Zuhao Wang, East China Normal University

• Yue Zhang, East China Normal University

• Ya Zhu, East China Normal University