Evaluation of the students’ understanding of models in science (SUMS) for use in undergraduate chemistry
Autor: | Katherine Lazenby, Nicole M. Becker |
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Rok vydání: | 2021 |
Předmět: |
Structure (mathematical logic)
Chemistry education 05 social sciences Students understanding Psychological intervention 050401 social sciences methods 050301 education Context (language use) Scientific modelling Science education Education 0504 sociology Chemistry (miscellaneous) ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education Chemistry (relationship) Psychology 0503 education |
Zdroj: | Chemistry Education Research and Practice. 22:62-76 |
ISSN: | 1756-1108 1109-4028 |
Popis: | As chemistry education, and science education more broadly, have shifted to emphasize realistic scientific practices as an important component of education, a number of researchers have used the Students’ Understanding of Models in Science (SUMS) instrument to assess students’ knowledge about scientific models and modelling. SUMS has also been used in a number of studies to assess the efficacy of models- and modelling-focused curricular interventions on students’ epistemic knowledge of models and modelling in several contexts. In this study, we examine the functioning of the SUMS instrument in an introductory university-level chemistry context and present evidence regarding the validity of data produced using SUMS in this context. Data collected from university chemistry students were used to examine students’ response patterns. We also present results from factor analyses, which were used to investigate the internal structure of the SUMS. The results suggest that SUMS cannot be used to support claims about undergraduate chemistry students’ epistemic knowledge of scientific models and modelling. |
Databáze: | OpenAIRE |
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