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Effect of context and gender on application of Science Investigation Skills

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Abstract

Two parallel versions of a Test of Science Investigation Skills were developed to assess students' application of science investigation skills in biology and physics contexts. Repeated pilot testing and critical appraisal were used to ensure the validity of the tests and their equivalence. Both versions of the test were administered to 112 Year 10 science students. The results indicated a satisfactory level of test reliability, the test set in a physics context proved to be significantly more difficult than the test set in a biology context, and mean scores for male and female students were not significantly different.

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Author information

Authors and Affiliations

  1. Department of Science Education, Edith Cowan University, 6050, Mount Lawley, WA

    Mark W. Hackling (Head)

  2. School of Applied Science, Edith Cowan University, 6027, Joondalup, WA

    Patrick J. Garnett (Head)

Authors
  1. Mark W. Hackling
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  2. Patrick J. Garnett
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Additional information

Specializations: science teacher education, development of problem-solving expertise, concept development and conceptual change, assessment of laboratory work.

Specializations: Chemistry education, concept development and conceptual change, effective laboratory teaching.

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Hackling, M.W., Garnett, P.J. Effect of context and gender on application of Science Investigation Skills. Research in Science Education 23, 104–109 (1993). https://doi.org/10.1007/BF02357050

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  • DOI: https://doi.org/10.1007/BF02357050

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