Abstract
The purpose of this study was to develop a computer-based assessment for elementary school students’ listening comprehension of science talk within an inquiry-oriented environment. The development procedure had 3 steps: a literature review to define the framework of the test, collecting and identifying key constructs of science talk, and developing and verifying an instrument that measured listening comprehension of science talk. The Science Listening Comprehension Test (SLCT), consisting of 35 multiple-choice items, was developed for 3 science inquiry components: identifying questions, designing methods and presenting evidence, and drawing evidence-based conclusions. Students from grades 4 and 6 (N = 1,080) were recruited and selected through cluster sampling. The SLCT’s validity, reliability, and item parameters were found to be reasonable. Grade-related improvement in listening comprehension of science talk was observed, no significant gender difference was observed, and students’ listening comprehension of science talk was predictable with prior scientific knowledge and language ability measures. Instructional implications were discussed, and future research was outlined.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Buck, G. (2004). Assessing listening. Cambridge: Cambridge University Press.
Carlsen, W. S. (2007). Language and science learning. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 57–74). Mahwah, NJ: Erlbaum.
Chang, H., Chen, C., Guo, G., Cheng, Y., Lin, C. & Jen, T. (2011). The development of a competence scale for learning science: Inquiry and communication. International Journal of Science and Mathematics Education, 9(5), 1213–1233.
Lehto, J. E. & Anttila, M. (2003). Listening comprehension in primary level grades two, four and six. Scandinavian Journal of Educational Research, 47(2), 133–143.
Lin, B. G. & Chi, P. H. (2002). The development of the test of language comprehension. Bulletin of Special Education, 19, 105–125.
Love, K. (2009). Literacy pedagogical content knowledge in secondary teacher education: Reflecting on oral language and learning across the disciplines. Language and Education, 10(6), 541–560.
Macaro, E., Graham, S. & Vanderplank, R. (2007). A review of listening strategies: Focus on sources of knowledge and on success. In A. D. Cohen & E. Macaro (Eds.), Language learner strategies: 30 years of research and practice (pp. 165–185). Oxford: Oxford University Press.
Miller, M. D., Linn, R. L. & Gronlund, N. E. (2009). Measurement and assessment in teaching (10th ed.). Upper Saddle River, NJ: Merrill/Pearson.
Ministry of Education (2006). Grade 1–9 curriculum of junior high and primary school: Science and technology. Taipei: Author.
National Research Council (2000). In S. Olson & S. Loucks-Horsley (Eds.), Inquiry and the National Science Education Standards: A guide for teaching and learning. Washington, DC: National Academies Press.
National Research Council (2012). In H. Quinn, H. A. Schweingruber & T. Keller (Eds.), A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
Ockey, G. J. (2007). Construct implications of including still image or video in computer-based listening test. Language Testing, 24(4), 517–537.
OECD (2013). PISA 2012 results in focus: What 15-year-olds know and what they can do with what they know. Retrieved from http://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf.
Osterlind, S. J. (2006). Modern measurement: Theory, principles, and applications of mental appraisal. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
Owca, S., Pawlak, E. & Pronobis, M. (2003). Improving student academic success through the promotion of listening skills. Retrieved from ERIC database. (ED478233).
Reckase, M. D. (1979). Unifactor latent trait models applied to multifactor tests results and implications. Journal of Educational Statistics, 4, 207–230.
Spektor-Levy, O., Eylon, B. & Scherz, Z. (2009). Teaching scientific communication skills in science studies: Does it make a difference? International Journal of Science and Mathematics Education, 7(5), 875–903.
Tracey, M. W. (2009). Design and development research: A model validation case. Educational Technology Research and Development, 57, 553–571.
Wang, J. R. & Lin, S.W. (2009). Evaluating elementary and secondary school science learning environments in Taiwan. International Journal of Science Education, 31(7), 853–872.
Wellington, J. & Osborne, J. (2001). Language and literacy in science education. Philadelphia, PA: Open University Press.
Wolvin, A. D. & Coakley, C. G. (1996). Listening (5th ed.). Boston, MA: McGraw-Hill.
Yildirim, K., Yildiz, M., Ates, S. & Rasinski, T. (2010). Fifth-grade Turkish elementary school students’ listening and reading comprehension levels with regard to text types. Educational Sciences: Theory and Practice, 10(3), 1879–1891.
Yore, L. D. (2012). Science literacy for all: More than a slogan, logo, or rally flag! In K. C. D. Tan & M. Kim (Eds.), Issues and challenges in science education research: Moving forward (pp. 5–23). Dordrecht: Springer.
Yore, L. D. (2013). Four decades, and counting, of language and science education research and another two decades of research questions. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Rio Grande, Puerto Rico.
Yore, L. D., Bisanz, G. L. & Hand, B. M. (2003). Examining the literacy component of science literacy: 25 years of language arts and science research. International Journal of Science Education, 25(6), 689–725.
Yore, L. D. & Treagust, D. F. (2006). Current realities and future possibilities: Language and science literacy-empowering research and informing instruction. International Journal of Science Education, 28(2–3), 291–314.
Author information
Authors and Affiliations
Corresponding author
Electronic supplementary material
Below is the link to the electronic supplementary material.
Figure 1
SLCT example items. The stem of each item was played by the sound player; only questions, movies, pictures, or tables and responses would show on the computer screen. The underlines indicate the correct answer (DOCX 281 kb)
Figure 2
Test information function (TIF; solid line) and standard error (SE; dotted line) based on 35 items of SLCT (DOCX 63 kb)
Rights and permissions
About this article
Cite this article
Lin, SW., Liu, Y., Chen, SF. et al. Development of a Computer-Based Measure of Listening Comprehension of Science Talk. Int J of Sci and Math Educ 13, 1469–1486 (2015). https://doi.org/10.1007/s10763-014-9559-4
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10763-014-9559-4