Abstract
In this study, we developed a new test on scientific strategy knowledge and investigated the construct validity of the resulting test scores. Moreover, measurement invariance across grade levels has been analyzed to ensure the generalizability of the assessment. Furthermore, convergent and discriminant validity were investigated. A total of N = 1,182 German high school students of Grade Levels 8, 10, and 12 completed tasks on strategy knowledge, fluid intelligence, content knowledge, interest in science, and scientific self-concept within a cross-sectional study. Multigroup confirmatory factor analysis was used to check for measurement invariance. Our results show that scalar invariance holds across grades and that there are significant differences in performance favoring students of higher grade levels. Furthermore, fluid intelligence and content knowledge are relevant predictors of strategy knowledge, whereas gender and motivational constructs do not show significant effects. Implications for developmental studies on strategy knowledge and assessment practice are discussed.
Highlights
Metacognitive abilities are key factors in scientific problem solving
We aim to show that strategy knowledge, fluid intelligence, and content knowledge are empirically related constructs
We analyze the internal structure of strategy knowledge by means of Confirmatory factor analysis (CFA)
Summary
Metacognitive abilities are key factors in scientific problem solving. Research has provided evidence on its importance in carrying out the individual steps of problem-solving processes assumed to underlie scientific investigations (H. Kim & Pedersen, 2011; Kuhn, Iordanou, Pease, & Wirkala, 2008; Künsting, Wirth, & Paas, 2011; Thillmann, 2007; Zimmerman, 2007). Metacognitive knowledge refers to declarative knowledge about tasks (Kuhn & Pearsall, 1998; Schneider & Artelt, 2010), beliefs about knowledge and cognition (Liu, 2010), persons, and knowledge about strategies, which can be used in specific problemsolving situations (Efklides & Vlachopoulos, 2012; Neuenhaus, Artelt, Lingel, & Schneider, 2011; Taasoobshirazi & Glynn, 2009). Based on the concept of scientific inquiry, Mayer (2007) argued that knowledge about strategies and tasks can be regarded as one crucial factor in problem solving. In this context, problem solving is defined as the ability to perform operations to bridge the gap between an initial and a goal state (e.g., Novick & Bassok, 2005). The relationship between knowledge about strategies and the application of strategies in problem situations is not deterministic (Amsel et al, 2008; Kuhn & Pearsall, 1998; Neuenhaus et al, 2011), correlations have been found (Funke & Frensch, 2007; Goode & Beckmann, 2010; Schneider & Artelt, 2010)
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