Comparing Two Tests of Formal Reasoning in a College Chemistry Context
作者： Bo Jiang , Xiaoying Xu , Alicia Garcia , Jennifer E. Lewis
DOI: 10.1021/ED100222V
关键词:
摘要: The Test of Logical Thinking (TOLT) and the Group Assessment (GALT) are two instruments most widely used by science educators researchers to measure students’ formal reasoning abilities. Based on Piaget’s cognitive development theory, thinking ability has been shown be essential for student achievement in chemistry courses. major difference between TOLT GALT is concrete items relating conservation mass volume, which contains over above TOLT. first intent this study was determine whether represent an advantage general population terms test reliability, discriminatory power, item bias. Accordingly, “TOLT + 2” (TOLT with extra items) were each administered a sample 900 students enrolled first-semester chemistry. not observed provide any advantage, DIF analysis suggests that te...
acs.org
unirioja.es
harvard.edu
sci-hub.se 参考文章(44)
Saouma BouJaoude, Sara Salloum, Fouad Abd-El-Khalick, Relationships between selective cognitive variables and students' ability to solve chemistry problems International Journal of Science Education. ,vol. 26, pp. 63- 84 ,(2004) , 10.1080/0950069032000070315
Kim H. Knight, Morton H. Elfenbein, Matthew B. Martin, Relationship of Connected and Separate Knowing to the Learning Styles of Kolb, Formal Reasoning, and Intelligence Sex Roles. ,vol. 37, pp. 401- 414 ,(1997) , 10.1023/A:1025605523940
George M. Bodner, Statistical analysis of multiple-choice exams Journal of Chemical Education. ,vol. 57, pp. 188- ,(1980) , 10.1021/ED057P188
Nicolaos C. Valanides, Formal Reasoning and Science Teaching School Science and Mathematics. ,vol. 96, pp. 99- 107 ,(1996) , 10.1111/J.1949-8594.1996.TB15818.X
Wade A. Freeman, Relative Long-Term Benefits of a PSI and a Traditional-Style Remedial Chemistry Course. Journal of Chemical Education. ,vol. 61, pp. 617- ,(1984) , 10.1021/ED061P617
Lorna C. Endler, Trevor G. Bond, Changing Science Outcomes: Cognitive Acceleration in a US Setting Research in Science Education. ,vol. 38, pp. 149- 166 ,(2008) , 10.1007/S11165-007-9042-0
Eugene P. Wagner, Howell Sasser, Warren J. DiBiase, Predicting Students at Risk in General Chemistry Using Pre-semester Assessments and Demographic Information Journal of Chemical Education. ,vol. 79, pp. 749- 755 ,(2002) , 10.1021/ED079P749
Kathryn Verzoni, Karen Swan, On the nature and development of conditional reasoning in early adolescence Applied Cognitive Psychology. ,vol. 9, pp. 213- 234 ,(1995) , 10.1002/ACP.2350090304
Ann M.L. Cavallo, Meaningful learning, reasoning ability, and students' understanding and problem solving of topics in genetics Journal of Research in Science Teaching. ,vol. 33, pp. 625- 656 ,(1996) , 10.1002/(SICI)1098-2736(199608)33:6<625::AID-TEA3>3.0.CO;2-Q
Brian E. Clauser, Kathleen M. Mazor, Using Statistical Procedures to Identify Differentially Functioning Test Items Educational Measurement: Issues and Practice. ,vol. 17, pp. 31- 44 ,(2005) , 10.1111/J.1745-3992.1998.TB00619.X