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Direct linkGroßschedl, Jörg; Welter, Virginia; Harms, Ute – Journal of Research in Science Teaching, 2019
Teachers' pedagogical content knowledge (PCK) is highly important for effective design and implementation of school teaching. Thus, the current status, development and efficacy of this knowledge, its relationships with teaching quality parameters, and its impact on students' learning processes and success, require rigorous examination. Thoroughly…
Descriptors: Science Instruction, Science Teachers, Biology, Preservice Teachers
Kalinowski, Steven T.; Willoughby, Shannon – Journal of Research in Science Teaching, 2019
We present a multiple-choice test, the Montana State University Formal Reasoning Test (FORT), to assess college students' scientific reasoning ability. The test defines scientific reasoning to be equivalent to formal operational reasoning. It contains 20 questions divided evenly among five types of problems: control of variables, hypothesis…
Descriptors: Science Tests, Test Construction, Science Instruction, Introductory Courses
Smith, Mike U.; Snyder, Scott W.; Devereaux, Randolph S. – Journal of Research in Science Teaching, 2016
The present study reports the development of a brief, quantitative, web-based, psychometrically sound measure--the Generalized Acceptance of EvolutioN Evaluation (GAENE, pronounced "gene") in a format that is useful in large and small groups, in research, and in classroom settings. The measure was designed to measure only evolution…
Descriptors: Test Construction, Evolution, Student Attitudes, Test Items
