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2012-11-07Zeitschriftenartikel DOI: 10.18452/8215
Using polytomous IRT models to evaluate theoretical levels of understanding models and modeling in biology education
dc.contributor.authorKrell, Moritz
dc.date.accessioned2017-06-16T19:33:37Z
dc.date.available2017-06-16T19:33:37Z
dc.date.created2012-11-07
dc.date.issued2012-11-07
dc.identifier.issn2566-9087
dc.identifier.urihttp://edoc.hu-berlin.de/18452/8867
dc.description.abstractForced choice-tasks have been developed to assess students’ (N = 901) understanding of models and modeling in biology based on a theoretical structure differentiating five aspects and three levels of understanding (Upmeier zu Belzen & Krüger, 2010). The data have been analyzed by using the partial credit and the rating scale model to evaluate the assumption of an increasing degree of difficulty from level I to level III in each aspect. The findings suggest (1) that the levels of understanding are not equidistant across all aspects and (2) that the theoretically developed levels of understanding are in fact ordered by difficulty. However the latter issue needs further investigations since the present findings are not clear for all five aspects of the theoretical structure.ger
dc.language.isoeng
dc.publisherHumboldt-Universität zu Berlin
dc.subjectbiology educationeng
dc.subjectpolytomous IRT modelseng
dc.subjectpartial credit modeleng
dc.subjectrating scale modeleng
dc.subjectmodel competenceeng
dc.subjectlevels of understandingeng
dc.titleUsing polytomous IRT models to evaluate theoretical levels of understanding models and modeling in biology education
dc.typearticle
dc.identifier.urnurn:nbn:de:kobv:11-100205516
dc.identifier.doihttp://dx.doi.org/10.18452/8215
local.edoc.container-titleScience Education Review Letters
local.edoc.type-nameZeitschriftenartikel
local.edoc.container-typeperiodical
local.edoc.container-type-nameZeitschrift
local.edoc.container-volume2012
local.edoc.container-issue1
local.edoc.container-erstkatid2899700-1

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