دورية أكاديمية
Development of the Statistical Reasoning in Biology Concept Inventory (SRBCI)
| العنوان: | Development of the Statistical Reasoning in Biology Concept Inventory (SRBCI) |
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| اللغة: | English |
| المؤلفون: | Deane, Thomas, Nomme, Kathy, Jeffery, Erica, Pollock, Carol, Birol, Gülnur |
| المصدر: | CBE - Life Sciences Education. Mar 2016 15(1). |
| الإتاحة: | American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.orgTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 13 |
| تاريخ النشر: | 2016 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| الواصفات: | Foreign Countries, Measures (Individuals), Test Construction, Statistics, Abstract Reasoning, Biology, Scientific Concepts, Science Education, Undergraduate Students, Science Process Skills, Best Practices, Item Response Theory, Research Universities, Robustness (Statistics), Reliability, Validity, Goodness of Fit, Test Items, Item Analysis, Correlation, Student Evaluation, Diagnostic Tests, Formative Evaluation, Interviews, Statistical Analysis |
| مصطلحات جغرافية: | Canada |
| DOI: | 10.1187/cbe.15-06-0131 |
| تدمد: | 1931-7913 |
| مستخلص: | We followed established best practices in concept inventory design and developed a 12-item inventory to assess student ability in statistical reasoning in biology (Statistical Reasoning in Biology Concept Inventory [SRBCI]). It is important to assess student thinking in this conceptual area, because it is a fundamental requirement of being statistically literate and associated skills are needed in almost all walks of life. Despite this, previous work shows that non-expert-like thinking in statistical reasoning is common, even after instruction. As science educators, our goal should be to move students along a novice-to-expert spectrum, which could be achieved with growing experience in statistical reasoning. We used item response theory analyses (the one-parameter Rasch model and associated analyses) to assess responses gathered from biology students in two populations at a large research university in Canada in order to test SRBCI's robustness and sensitivity in capturing useful data relating to the students' conceptual ability in statistical reasoning. Our analyses indicated that SRBCI is a unidimensional construct, with items that vary widely in difficulty and provide useful information about such student ability. SRBCI should be useful as a diagnostic tool in a variety of biology settings and as a means of measuring the success of teaching interventions designed to improve statistical reasoning skills. |
| Abstractor: | As Provided |
| Number of References: | 102 |
| Entry Date: | 2016 |
| رقم الانضمام: | EJ1096876 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 1931-7913 |
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| DOI: | 10.1187/cbe.15-06-0131 |