Development of a Learning Progression Assessment Tool for Electrostatics Utilizing the Rasch Model

Dehui Sun; Sheiladevi Sukumaran; Song Gao

doi:10.21834/e-bpj.v8i26.5195

Authors

Dehui Sun Department of Fundamental Education, Shandong Jiaotong University, China
Sheiladevi Sukumaran Faculty of Education, Language, and Psychology, SEGi University, Petaling Jaya, Malaysia
Song Gao Faculty of Physics and Electronics, Shandong Normal University, Jinan, China

DOI:

https://doi.org/10.21834/e-bpj.v8i26.5195

Keywords:

Learning Progression, Rasch Model, Physics Teaching, Assessment

Abstract

The Learning Progression (LP) model has gained significant attention in science education due to its successful integration of students' cognitive development with scientific concepts. This study aims to address the challenges of delivering the electrostatic field topic in physics education at the tertiary level, where students often find it abstract and challenging to grasp. To create a tailored electrostatic LP model suitable for this educational level, appropriate teaching tools were developed. The Electrostatic Field Test (EFT) was devised and subjected to validation using Rasch models. The validation results affirm the EFT's reliability and validity.

References

Christina V. Schwarz, Brian J. Reiser, Elizabeth A. Davis, et al. (2009). Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners. Journal of Research in Science Teaching, 46(6). DOI: https://doi.org/10.1002/tea.20311

Chua, Y. (2016). Mastering research methods. McGraw-Hill Education. New York.

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications.

Creswell, J. W. & Creswell, J. D. (2018). Research design: qualitative, quantitative,and mixed methods approaches. California: Sage Publications.

Feynman, R. P., Leighton, R. B., & Sands, M. (2013). The Feynman lectures on physics. Basic Books. New York.

Gao, S. (2020). Research on the Mechanics of Learning Progression Based on Psychological Occurrence. Shandong Normal University Journal (Social Sciences), 2020(1).

Gass, S. M., & Mackey, A. (2012). Data elicitation for second and foreign language research. Routledge.

Gay, G. (1993). Building Cultural Bridges: A Bold Proposal for Teacher Education. Education and Urban Society, 25(3), 285–299. https://doi.org/10.1177/0013124593025003006. DOI: https://doi.org/10.1177/0013124593025003006

Hughes, A. (1989). Testing for language teachers. Cambridge: Cambridge University Press.

Li, X. (2022). The Study on the Learning Progressions of Understanding the Core Ideas of Matter for Students in Compulsory Education. Unpublished doctoral dissertation. Northeast Normal University, Changchun, China.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE. DOI: https://doi.org/10.1016/0147-1767(85)90062-8

Linn, M. (2006). The knowledge integration perspective on learning and instruction. In R. K. Sawyer (Ed.). The Cambridge handbook of the learning sciences (pp. 243-264). New York: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511816833.016

Morell, L., Collier, T., Black, P., & Wilson, M. (2017). A construct-modeling approach to develop a learning progression of how students understand the structure of matter. Journal of Research in Science Teaching, 54(8), 1024–1048. https://doi.org/10.1002/tea.21397. DOI: https://doi.org/10.1002/tea.21397

Merritt, J. D. (2008). Development of a learning progression for the particle model of matter. Arizona State University. https://asu.elsevierpure.com/en/publications/development-of-a-learning-progression-for-the-particle-model-of-m.

Roseman, J. E., Caldwell, A., Gogos, A., et al. (2006). Mapping a Coherent Learning Progression for the Molecular Basis of Heredity. Presented at The National Association for Research in Science Teaching Annual Meeting, San Francisco.

Roseman, J. E., Herrmann-Abell, C. F., & Koppal, M. (2017). Designing for the next generation Science Standards: educative curriculum materials and measures of teacher knowledge. Journal of Science Teacher Education, 28(1), 111–141. https://doi.org/10.1080/1046560x.2016.1277598. DOI: https://doi.org/10.1080/1046560X.2016.1277598

Salinas, I. (2009, June). Learning progressions in science education: Two approaches for development. In Learning Progressions in Science (LeaPS) Conference, Iowa City, IA.

Sun, D. (2018). Learning progression on core concepts of electrostatic field in high school physics. Unpublished manuscript. Shandong Normal University, Jinan, China.