Citations (84)
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Sarah Zoechling, Martin Hopf, Julia Woithe & Sascha Schmeling. (2022) Students’ interest in particle physics: conceptualisation, instrument development, and evaluation using Rasch theory and analysis. International Journal of Science Education 44:15, pages 2353-2380.
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Yustika Sya’bandari, Arif Rachmatullah & Minsu Ha. (2021) Psychometric properties of MATE: A study focused on testing the generalizability of the measure of acceptance of the theory of evolution. International Journal of Science Education 43:18, pages 2936-2955.
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Mihwa Park & Raymond Flores. (2021) Developing a questionnaire to measure preservice elementary teachers’ emotions for teaching science and mathematics. International Journal of Science Education 43:18, pages 2911-2935.
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Ai Nurlaelasari Rusmana, Yustika Sya’bandari, Rahmi Qurota Aini, Arif Rachmatullah & Minsu Ha. (2021) Teaching Korean science for Indonesian middle school students: promoting Indonesian students’ attitude towards science through the global science exchange programme. International Journal of Science Education 43:11, pages 1837-1859.
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Xiaoming Zhai & Min Li. (2021) Validating a partial-credit scoring approach for multiple-choice science items: an application of fundamental ideas in science. International Journal of Science Education 43:10, pages 1640-1666.
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Heleen Bourdeaud’Hui, Koen Aesaert & Johan van Braak. (2021) Exploring the Validity of a Comprehensive Listening Test to Identify Differences in Primary School Students’ Listening Skills. Language Assessment Quarterly 18:3, pages 228-252.
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Moritz Krell, Sabrina Mathesius, Jan van Driel, Claudia Vergara & Dirk Krüger. (2020) Assessing scientific reasoning competencies of pre-service science teachers: translating a German multiple-choice instrument into English and Spanish. International Journal of Science Education 42:17, pages 2819-2841.
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Malte Ring, Taiga Brahm & Christoph Randler. (2019) Do difficulty levels matter for graphical literacy? A performance assessment study with authentic graphs. International Journal of Science Education 41:13, pages 1787-1804.
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Minsu Ha, Xin Wei, Jian Wang, Dan Hou & Ross H. Nehm. (2019) Chinese pre-service biology teachers’ evolutionary knowledge, reasoning patterns, and acceptance levels. International Journal of Science Education 41:5, pages 628-651.
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Jane Robertson Evia, Karen Peterman, Emily Cloyd & John Besley. (2018) Validating a scale that measures scientists’ self-efficacy for public engagement with science. International Journal of Science Education, Part B 8:1, pages 40-52.
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Jian-Xin Yao, Yu-Ying Guo & Knut Neumann. (2017) Refining a learning progression of energy. International Journal of Science Education 39:17, pages 2361-2381.
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Pey-Tee Oon & Xitao Fan. (2017) Rasch analysis for psychometric improvement of science attitude rating scales. International Journal of Science Education 39:6, pages 683-700.
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Silke Rönnebeck, Sascha Bernholt & Mathias Ropohl. (2016) Searching for a common ground – A literature review of empirical research on scientific inquiry activities. Studies in Science Education 52:2, pages 161-197.
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Moritz Krell, Johannes Koska, Fenna Penning & Dirk Krüger. (2015) Fostering pre-service teachers’ views about nature of science: evaluation of a new STEM curriculum. Research in Science & Technological Education 33:3, pages 344-365.
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Irene Neumann, Bettina Rösken-Winter, Malte Lehmann, Christoph Duchhardt, Aiso Heinze & Reinhold Nickolaus. (2015) Measuring Mathematical Competences of Engineering Students at the Beginning of Their Studies. Peabody Journal of Education 90:4, pages 465-476.
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George M. Harrison, Kanesa Duncan Seraphin, Joanna Philippoff, Lisa M. Vallin & Paul R. Brandon. (2015) Comparing Models of Nature of Science Dimensionality Based on the Next Generation Science Standards. International Journal of Science Education 37:8, pages 1321-1342.
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Cornelia Geller, Knut Neumann, William J. Boone & Hans E. Fischer. (2014) What Makes the Finnish Different in Science? Assessing and Comparing Students' Science Learning in Three Countries. International Journal of Science Education 36:18, pages 3042-3066.
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Liezel Retief, Marietjie Potgieter & Marietjie Lutz. (2013) The Usefulness of the Rasch Model for the Refinement of Likert Scale Questionnaires. African Journal of Research in Mathematics, Science and Technology Education 17:1-2, pages 126-138.
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Jørgen Sjaastad. (2013) Measuring the Ways Significant Persons Influence Attitudes Towards Science and Mathematics. International Journal of Science Education 35:2, pages 192-212.
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Laura
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M. Catley. (2012) Assessing Students' Understanding of Macroevolution: Concerns regarding the validity of the MUM. International Journal of Science Education 34:17, pages 2679-2703.
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Louis
S. Nadelson & Sherry Southerland. (2012) A More Fine-Grained Measure of Students' Acceptance of Evolution: Development of the Inventory of Student Evolution Acceptance—I-SEA. International Journal of Science Education 34:11, pages 1637-1666.
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Jose M. Oliva & Ángel Blanco. (2023) Rasch analysis and validity of the construct understanding of the nature of models in Spanish-speaking students. European Journal of Science and Mathematics Education 11:2, pages 344-359.
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Reut Stahi-Hitin & Anat Yarden. (2022) Evolution education in light of religious science teachers’ and scientists’ conceptions of evolution and religion. Evolution: Education and Outreach 15:1.
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In Hye Park, Yustika Sya’bandari & Yang Liu. (2021) Item bias on the geriatric depression scale (GDS): investigating the quality and generalizability of GDS on Chinese and Korean community-dwelling elderly population. BMC Geriatrics 21:1.
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Nathan Anderson Quarderer, Gavin W. Fulmer, Brian Hand & Ted A. Neal. (2021) Unpacking the connections between 8th graders' climate literacy and epistemic cognition. Journal of Research in Science Teaching 58:10, pages 1527-1556.
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Tim Billion-Kramer, Hendrik Lohse-Bossenz, Tobias Dörfler & Markus Rehm. (2020) Professionswissen angehender Lehrkräfte zum Konstrukt Nature of Science (NOS): Entwicklung und Validierung eines Vignettentests (EKoL-NOS)Prospective Teachers’ Professional Knowledge About Nature of Science (NOS)—Development and Validation of a Vignette Test (EKoL-NOS). Zeitschrift für Didaktik der Naturwissenschaften 26:1, pages 53-72.
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Robyn E. Tornabene, Gena C. Sbeglia & Ross H. Nehm. (2020) Measuring Belief in Genetic Determinism: A Psychometric Evaluation of the PUGGS Instrument. Science & Education 29:6, pages 1621-1657.
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Nanloh S. Jimam, Nahlah E. Ismail & Wetkos D. Dayom. (2020) Evaluation of Psychometric Quality of EQ-5D-5L Scale for Assessing Health-Related Quality of Life of Malaria Patients. Value in Health Regional Issues 22, pages 15-22.
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I Damopolii, J H Nunaki, E Nusantari & N Y Kandowangko. (2020) The effectiveness of Inquiry-based learning to train students’ thinking skill based on SOLO taxonomy. Journal of Physics: Conference Series 1567:4, pages 042025.
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Andreas Nehring. (2019) Naïve and informed views on the nature of scientific inquiry in large‐scale assessments: Two sides of the same coin or different currencies?. Journal of Research in Science Teaching 57:4, pages 510-535.
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Gena C. Sbeglia & Ross H. Nehm. (2019) Do you see what I‐SEA? A Rasch analysis of the psychometric properties of the Inventory of Student Evolution Acceptance. Science Education 103:2, pages 287-316.
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