Developing and Gathering Validity Evidence for an Instrument to Measure How High School Students Identify as Researchers

IF 2.2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Linda Morell, Shruti Bathia, Bon W. Koo, Mark Wilson, Perman Gochyyev, Rebecca Smith
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Abstract

The authentic research experience, which provides students with meaningful collaborative research opportunities designed to promote discovery and innovation under the guidance of mentors, is increasing as a way to attract and engage students in STEM fields. However, despite the increase in authentic research experiences offered to students, there has been little research, particularly at the high school level, investigating students’ attitudes about themselves as researchers. To address this need, we developed a theory (or construct) for how high school age students self-identify as researchers and a companion survey to measure their identity. After three iterative development cycles, 823 high school students from diverse backgrounds were administered the 12-item survey, the Researcher Identity Survey—Form G (RISG). The partial credit Rasch model (1960/1980) was used to analyze the survey data. The results indicate that the survey identifies and locates high school age students as researchers validly and reliably along an easy to use and interpret scale. The survey holds promise as an important element for use in programs designed to broaden the entryway for students into the STEM disciplines.

Abstract Image

为测量高中生如何认同研究者身份的工具开发和收集有效性证据
真实的研究经历为学生提供了有意义的合作研究机会,旨在导师的指导下促进学生的发现和创新。然而,尽管为学生提供的真实研究经历越来越多,但有关学生对自己作为研究者的态度的研究却很少,尤其是在高中阶段。为了满足这一需求,我们为高中生如何自我认同为研究人员开发了一套理论(或建构),并编制了一份配套调查表来衡量他们的认同感。经过三个迭代开发周期,我们对来自不同背景的 823 名高中生进行了 12 个项目的调查,即研究人员身份调查表 G (RISG)。调查数据采用部分学分 Rasch 模型(1960/1980)进行分析。结果表明,该调查以一种易于使用和解释的量表,有效而可靠地识别和定位了高中生作为研究人员的身份。该调查有望成为旨在拓宽学生进入科学、技术和工程学科的途径的计划中的重要元素。
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来源期刊
Research in Science Education
Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
8.70%
发文量
45
期刊介绍: 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.
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