Examining the Learning Progression of Undergraduate Students’ Scientific Imagination: A Measurement Perspective

Chia-Chi Wang, Hsiao-Chi Ho and Chih-Ling Cheng

SAGE Open, 2022, vol. 12, issue 4, 21582440221144981

Abstract: This study aimed to examine the learning progression (LP) model of scientific imagination among undergraduate students using the Scientific Imagination Test-Verbal (SIT-Verbal) and investigated the influence of students’ demographic characteristics including gender, age, and discipline on their scientific imagination. Six hundred and sixteen undergraduates from a university in southern Taiwan participated in this study. The SIT-Verbal covered four key components of the scientific imagination process: brainstorming, association, transformation/elaboration, and conceptualization/organization/formation. The multiple validities of SIT-Verbal were assessed via a Rasch partial credit model. The results indicated that the SIT-Verbal had good model–data fit, supporting that undergraduate students’ scientific imagination in four stages from brainstorming, association and transformation/elaboration to conceptualization/organization/formation. Additionally, the results showed that the SIT-Verbal was suitable for measuring students’ scientific imagination at the university level. The study also provided abundant evidence verifying the SIT-Verbal and supported the learning progression for undergraduate students’ scientific imagination.

Keywords: learning progression; Rasch partial credit model; scientific imagination; Scientific Imagination Test-Verbal; undergraduate students (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:12:y:2022:i:4:p:21582440221144981

DOI: 10.1177/21582440221144981

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