Abstract
The purpose of this study was to investigate the correlations between students' scores on integrating science knowledge and their conceptual knowledge of educational research concepts, methods, and applications. Participants were 124 graduate students enrolled in several sections of a required introductory course in educational research methods. Students' integration of science knowledge was measured via the Test of Integrated Process Skills II, and performance in the educational research methods class was assessed via midterm and final examinations. Analysis indicated that correlations between scores on the Test of Integrated Process Skills II and achievement in the course on midterm and final examinations were .36 and .42, respectively, suggesting that those who were more able to integrate science knowledge also tended to exhibit higher performance on the examinations.
Published Version
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