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http://dx.doi.org/10.14697/jkase.2018.38.4.495

Developing and Applying the Questionnaire to Measure Science Core Competencies Based on the 2015 Revised National Science Curriculum  

Ha, Minsu (Kangwon National University)
Park, HyunJu (Chosun University)
Kim, Yong-Jin (Gyeongsang National University)
Kang, Nam-Hwa (Korea National University of Education)
Oh, Phil Seok (Gyeongin National University of Education)
Kim, Mi-Jum (Gyeongsang National University)
Min, Jae-Sik (Gyeongsang National University)
Lee, Yoonhyeong (Gyeongsang National University)
Han, Hyo-Jeong (Gyeongsang National University)
Kim, Moogyeong (Gyeongsang National University)
Ko, Sung-Woo (Ara Elementary)
Son, Mi-Hyun (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.38, no.4, 2018 , pp. 495-504 More about this Journal
Abstract
This study was conducted to develop items to measure scientific core competency based on statements of scientific core competencies presented in the 2015 revised national science curriculum and to identify the validity and reliability of the newly developed items. Based on the explanations of scientific reasoning, scientific inquiry ability, scientific problem-solving ability, scientific communication ability, participation/lifelong learning in science presented in the 2015 revised national science curriculum, 25 items were developed by five science education experts. To explore the validity and reliability of the developed items, data were collected from 11,348 students in elementary, middle, and high schools nationwide. The content validity, substantive validity, the internal structure validity, and generalization validity proposed by Messick (1995) were examined by various statistical tests. The results of the MNSQ analysis showed that there were no nonconformity in the 25 items. The confirmatory factor analysis using the structural equation modeling revealed that the five-factor model was a suitable model. The differential item functioning analyses by gender and school level revealed that the nonconformity DIF value was found in only two out of 175 cases. The results of the multivariate analysis of variance by gender and school level showed significant differences of test scores between schools and genders, and the interaction effect was also significant. The assessment items of science core competency based on the 2015 revised national science curriculum are valid from a psychometric point of view and can be used in the science education field.
Keywords
2015 revised national science curriculum; science core competency; questionnaire of core competency;
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