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http://dx.doi.org/10.21796/jse.2022.46.1.1

Exploring Learning Progressions for Global Warming: Focus on Middle School Level  

Yu, Eun-Jeong (Korea Institute for Curriculum and Evaluation)
Lee, Kiyoung (Kangwon National University)
Kwak, Youngsun (Korea National University of Education)
Park, Jaeyong (Seoul National University of Education)
Publication Information
Journal of Science Education / v.46, no.1, 2022 , pp. 1-16 More about this Journal
Abstract
The purpose of this study is to explore learning progressions for global warming at middle school level. For this purpose, we conducted a construct modeling approach that specifies constructs, item designs, outcome spaces, and measurement model steps from April to October, 2021. In order to develop student assessment items, we analyzed the 2015 revised curriculum and textbooks of middle school and categorized a concept hierarchy for each construct to create a construct map. The assessment items were developed into multiple-choice, short answer, and essay questions according to the selected constructs to strengthen the linkage between the constructs and the items. Based on the three-step grading criteria for each item, an online assessment of 21 minor items developed for middle school students show that many students met 'high' level, but none met 'low' level. In this manner, the initial set lower anchor was reset to level 0, the original set upper anchor was lowered from level 4 to level 3, and the hypothetical learning progression for global warming was presented in the following order: phenomenal, conceptual, and mechanical understandings. The results of the research have raised implications for reorganizing the next science curriculum and improving the assessment system.
Keywords
global warming; learning progressions; middle school students;
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Times Cited By KSCI : 5  (Citation Analysis)
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