Abstract
This study validated learning progression in scientific imagination and compared the performance of Taiwanese and Finnish elementary school students on scientific imagination tasks. A total of 150 5th and 6th graders completed the Scientific Imagination Test-Verbal (SIT-Verbal). Multiple analyses related to the validity of the SIT-Verbal were conducted using the Rasch partial credit model. Differences in scientific imagination due to gender and country of residence were assessed using t-tests. The results indicated that the various components of scientific imagination were hierarchically ordered, except for conceptualisation/organisation/formation. No differences in scientific imagination due to gender or country of residence were observed. Suggestions for future research are offered.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
