Exploring the Scientific Reasoning of Elementary School Students: Adaptation of the SPR-I (7) into Turkish

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Research in Science Education Pub Date : 2024-10-09 DOI:10.1007/s11165-024-10204-2

Uğur Orhan, Eda Demirhan

{"title":"Exploring the Scientific Reasoning of Elementary School Students: Adaptation of the SPR-I (7) into Turkish","authors":"Uğur Orhan, Eda Demirhan","doi":"10.1007/s11165-024-10204-2","DOIUrl":null,"url":null,"abstract":"<p>Throughout the world scientific reasoning (SR) is a valuable and desirable ability to gain deeper understanding of science in all grade level. In the current study, we first adapted the SPR-I (7) which consists of seven items with three sub-dimensions as the experimentation, the understanding the nature of science (NOS) and the data interpretation, based on the guidelines of the International Testing Commission. Then, we explored several individual differences in SR scores. We gathered data from 533 elementary students in 4th, 5th, and 6th graders. The Rasch analysis results showed that the model-data fit was acceptable and was exactly the same reliability (EAP/PV = 0.48) as the original SPR-I (7). In addition, the test-retest reliability results (Cronbach’s α = 0.77) showed an acceptable reliability. Furthermore, the results regarding individual differences, it was found that there was no statistically significant difference in terms of gender and region. However, there was a significant difference in the total SR scores and sub-dimension of NOS between 4th and 6th, and 5th and 6th graders in favor of 6th. According to parental education levels, a statistically significant difference was found in favor of those with higher level in the total SPR-I (7) and the sub-dimension of experimentation. In conclusion, the current study shows that the Turkish version of the SPR-I (7) is a valid and reliable measurement instrument that can be used to measure SR in 4th, 5th, and 6th graders and contributes to the literature in terms of addressing the individual differences affecting SR at the elementary education level.</p>","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"2 1","pages":""},"PeriodicalIF":2.2000,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research in Science Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11165-024-10204-2","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Throughout the world scientific reasoning (SR) is a valuable and desirable ability to gain deeper understanding of science in all grade level. In the current study, we first adapted the SPR-I (7) which consists of seven items with three sub-dimensions as the experimentation, the understanding the nature of science (NOS) and the data interpretation, based on the guidelines of the International Testing Commission. Then, we explored several individual differences in SR scores. We gathered data from 533 elementary students in 4th, 5th, and 6th graders. The Rasch analysis results showed that the model-data fit was acceptable and was exactly the same reliability (EAP/PV = 0.48) as the original SPR-I (7). In addition, the test-retest reliability results (Cronbach’s α = 0.77) showed an acceptable reliability. Furthermore, the results regarding individual differences, it was found that there was no statistically significant difference in terms of gender and region. However, there was a significant difference in the total SR scores and sub-dimension of NOS between 4th and 6th, and 5th and 6th graders in favor of 6th. According to parental education levels, a statistically significant difference was found in favor of those with higher level in the total SPR-I (7) and the sub-dimension of experimentation. In conclusion, the current study shows that the Turkish version of the SPR-I (7) is a valid and reliable measurement instrument that can be used to measure SR in 4th, 5th, and 6th graders and contributes to the literature in terms of addressing the individual differences affecting SR at the elementary education level.

Abstract Image

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

探索小学生的科学推理能力：将 SPR-I (7) 改编成土耳其语

在全世界范围内，科学推理（SR）都是各年级学生深入理解科学的一种有价值的、理想的能力。在本研究中，我们首先根据国际测试委员会的指导原则改编了 SPR-I（7），它由七个项目组成，包括实验、理解科学本质（NOS）和数据解释三个子维度。然后，我们探讨了 SR 分数的若干个体差异。我们收集了 533 名四年级、五年级和六年级小学生的数据。Rasch 分析结果表明，模型与数据的拟合是可以接受的，其信度（EAP/PV = 0.48）与最初的 SPR-I 完全相同（7）。此外，测试-再测信度结果（Cronbach's α = 0.77）也显示信度可以接受。此外，关于个体差异的结果显示，在性别和地区方面没有统计学意义上的显著差异。然而，在 SR 总分和 NOS 分维度上，四年级和六年级、五年级和六年级学生之间存在明显差异，六年级学生更优。根据父母的受教育程度，在 SPR-I 总分（7 分）和实验分维度上，受教育程度较高的父母在统计上有显著差异。总之，目前的研究表明，土耳其版 SPR-I（7）是一种有效、可靠的测量工具，可用于测量四、五、六年级学生的性向立场，并为解决影响初等教育阶段性向立场的个体差异问题的文献做出了贡献。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

8.70%

发文量

期刊介绍： 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.