Research in Science Education ( IF 2.2 ) Pub Date : 2024-08-28 , DOI: 10.1007/s11165-024-10194-1 Linda Morell , Shruti Bathia , Bon W. Koo , Mark Wilson , Perman Gochyyev , Rebecca Smith
The authentic research experience, which provides students with meaningful collaborative research opportunities designed to promote discovery and innovation under the guidance of mentors, is increasing as a way to attract and engage students in STEM fields. However, despite the increase in authentic research experiences offered to students, there has been little research, particularly at the high school level, investigating students’ attitudes about themselves as researchers. To address this need, we developed a theory (or construct) for how high school age students self-identify as researchers and a companion survey to measure their identity. After three iterative development cycles, 823 high school students from diverse backgrounds were administered the 12-item survey, the Researcher Identity Survey—Form G (RISG). The partial credit Rasch model (1960/1980) was used to analyze the survey data. The results indicate that the survey identifies and locates high school age students as researchers validly and reliably along an easy to use and interpret scale. The survey holds promise as an important element for use in programs designed to broaden the entryway for students into the STEM disciplines.
中文翻译:
开发和收集衡量高中生如何识别研究人员的工具的有效性证据
真实的研究体验为学生提供了有意义的合作研究机会,旨在在导师的指导下促进发现和创新,作为吸引和吸引学生参与 STEM 领域的一种方式,这种体验正在不断增加。然而,尽管向学生提供的真实研究经验有所增加,但很少有研究,特别是在高中阶段,调查学生对自己作为研究人员的态度。为了满足这一需求,我们开发了一种关于高中生如何自我认同为研究人员的理论(或构建),以及一项同伴调查来衡量他们的身份。经过三个迭代开发周期后,来自不同背景的 823 名高中生接受了包含 12 项的调查,即研究员身份调查 — 表 G (RISG)。使用部分信用Rasch模型(1960/1980)来分析调查数据。结果表明,该调查通过易于使用和解释的量表,有效、可靠地识别和定位了高中适龄学生作为研究人员。该调查有望成为旨在拓宽学生进入 STEM 学科入门途径的项目中的一个重要元素。