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Conceptualising the Cosmos: Development and Validation of the Cosmology Concept Inventory for High School

Salimpour, Saeed, Tytler, Russell, Doig, Brian, Fitzgerald, Michael and Eriksson, U 2022, Conceptualising the Cosmos: Development and Validation of the Cosmology Concept Inventory for High School, International Journal of Science and Mathematics Education, pp. 1-25, doi: 10.1007/s10763-022-10252-y.

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Title Conceptualising the Cosmos: Development and Validation of the Cosmology Concept Inventory for High School
Author(s) Salimpour, SaeedORCID iD for Salimpour, Saeed orcid.org/0000-0003-0161-7240
Tytler, RussellORCID iD for Tytler, Russell orcid.org/0000-0001-8971-6619
Doig, BrianORCID iD for Doig, Brian orcid.org/0000-0001-6554-1826
Fitzgerald, Michael
Eriksson, U
Journal name International Journal of Science and Mathematics Education
Start page 1
End page 25
Total pages 25
Publisher Springer
Place of publication Berlin, Germany
Publication date 2022-02-05
ISSN 1571-0068
1573-1774
Keyword(s) Concept inventory
Cosmology education
Education & Educational Research
MENTAL MODELS
Partial credit model
Social Sciences
Student conceptions
STUDENTS
Summary AbstractCosmology concepts encompass complex spatial and temporal relations that are counterintuitive. Cosmology findings, because of their intrinsic interest, are often reported in the public domain with enthusiasm, and students come to cosmology with a range of conceptions some aligned and some at variance with the current science. This makes cosmology concepts challenging to teach, and also challenging to evaluate students’ conceptual understanding. This study builds on previous research of the authors investigating the methodological challenges for characterising students’ cosmology conceptions and the reasoning underlying these. Insights from student responses in two iterations of an open-ended instrument were used to develop a concept inventory that combined cosmological conceptions with reasoning levels based on the SOLO taxonomy. This paper reports on the development and validation of the Cosmology Concept Inventory (CosmoCI) for high school. CosmoCI is a 28-item multiple-choice instrument that was implemented with grade 10 and 11 school students (n = 234) in Australia and Sweden. Using Rasch analysis in the form of a partial credit model (PCM), the paper describes a validated progression in student reasoning in cosmology across four conceptual dimensions, supporting the utility of CosmoCI as an assessment tool which can also instigate rich discussions in the science classroom.
Language eng
DOI 10.1007/s10763-022-10252-y
Field of Research 1302 Curriculum and Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30162407

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
Open Access Collection
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.