중등 과학교육에서 학생의 인식적 행위주체성 측정 문항 개발

초록

This study aimed to develop and validate a questionnaire to assess students’ epistemic agency in the context of secondary science education. To develop and validtate the questionnaire, we used the standards for educational and psychological testing framework suggested by AERA et al. (2014). In achieving content validity, 10 items were developed―five items for “setting goals for and designing knowledge construction” and five for “participation in the knowledge construction.” To statistically validate the items, they were used in an analysis of the effectiveness of a scientific inquiry-based program for secondary school students, based on a before-and-after design. A Rasch analysis using 2-dimensional rating scale model confirmed the validity based on response processes and internal structure, and convergent validity was found with questionnaires for related constructs. No statistically significant differential item functioning in the student responses was found before or after the program. These results indicate that the questionnaire is valid for assessing students’ epistemic agency in the context of secondary science education. We believe that the questionnaire can contribute to research in educational policy and to designing teaching and learning for students’ epistemic agency in the science classroom.

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