Resultados de la segmentación

Relationships between items and respondents are described in terms of relative ability based on item hierarchy perception. This section explains the development of the items hierarchy within the three factors. The above trichotomy that characterises concept of ability is used in the item hierarchy, with slightly different definitions due to distinct characteristics displayed by each factor. Items are constructed based on the hypothesised characteristics that reflect the level of ability in the SETSIS. Table 9, table 10 and table 11 describe the relationships in factors of KE, PTE and OBE, respectively. By using the items hierarchy design, qualitative information on factors of teacher knowledge development along the construct can be gained through outcomes’ responses (see analysis results in Chapter 6).

Table 9 shows item hierarchy of the factor KE described in the corresponding ability. The high items in KE assess respondents showing high ability in making plans (i.e.

knowing how) and decisions regarding effective use of science inquiry skills (i.e. knowing why) in science activities. The following item is one of the high item.

I have the necessary scientific process skills to determine the best manner through which children can obtain scientific evidence.

It assesses possession of science inquiry skills that is used to stimulate pedagogy in science learning. This high item highlights characteristics of KE (i.e. the knowledge of science inquiry skills) in terms of tasks for high ability, integrating content

knowledge and instructional knowledge with the knowledge of students.

The mean item in KE is hypothesised to correspond with average ability. The mean items anticipate tasks of knowing how to use the knowledge of science inquiry skills to solve problems or to achieve learning goals in teaching. For example, the

following mean item, “I am able to construct the guidelines for communicating results

and explanation for students”, assesses possession of knowledge of science inquiry

skills to be used with students. This mean item highlights characteristics of KE (i.e. instructional knowledge of science inquiry skills) in terms of tasks of average ability, interacting cognitive decisions with students’ requirements.

Table 9 Level description of item hierarchy of KE Item level Level description relates to KE

High High ability in KE - PST is confident in their capability in enriching and stimulating instruction/method/strategies in regards to teaching using science inquiry skills

Mean Average ability in KE - PST is confident in their capability in interacting thought and decisions using science inquiry skills in lessons in science.

Easy Low ability in KE - PST is confident in their capability to promote comprehension in science subject by using science inquiry skills.

The easy item in KE indicates that respondents have low ability in terms of KE traits. The items assess the ability to know what, in that they are able to identify,

understand and plan to use knowledge of science inquiry skills. For example, the following easy item, “I am able to describe my observation with a quantitative

statement”, assesses recognition of knowledge of science inquiry skills. This easy

item highlights characteristics of KE (i.e. content knowledge of science inquiry skills) in terms of tasks of low ability, describing the knowledge (i.e. knowing what).

Table 10 Level description of item hierarchy of PTE Item level Level description relates to PTE

High High ability in PTE - PST is confident in the possibility that using instruction/ method/ strategies of science inquiry skills can enrich and stimulate students learning science.

Mean Average ability in PTE - PST is confident in the possibility that practice of science inquiry skills in classroom can affect teaching and learning outcomes.

Easy Low ability in PTE - PST is confident in the possibility that science inquiry skills can demonstrate/promote comprehension in the science subject

Table 10 shows the item hierarchy of factor PTE described in terms of the

correspond abilities. High items in PTE indicate high-ability tasks with the ability to use instruction/method/teaching strategies based on science inquiry skills to stimulate science learning. The following item is one of the high items.

Whether the science content is difficult or not, I am sure that I can teach it using the science process approach.

It assesses personal inclination of using science inquiry skills to complete teaching tasks. This high item highlights teaching competency in integrating science inquiry skills within the nature of science and the curriculum (i.e. know how and why). Mean items in PTE are hypothesised as the items that correspond to the average- ability tasks of integrating planning and execution of science inquiry skills during teaching action. For example, the following hypothesised mean item, “When a

student has trouble understanding a science concept, I prefer to use scientific process approach to help him/her to better understand it”, assesses inclination of

using science inquiry skills to aid students’ learning. This mean item highlights the characteristic of PTE of knowing how to interact within the knowledge of the student. Easy items in PTE indicate tasks with low ability which support learning

comprehension using science inquiry skills. For example, the following item, “I am

able to encourage my students to independently examine resources in attempt to connect their explanations to scientific knowledge”, assesses the recognition of

science inquiry skills usage in lessons. This easy item highlights the characteristic of PTE (i.e. promote the usage of science inquiry skills for learning) with knowing why, using science inquiry skills to complete tasks.

Table 11 Level description of item hierarchy of OBE Item level Level description relates to OBE items

High High ability in OBE- PST is confident in plans and decisions about use of science inquiry skills lead to effective science classroom activity.

Mean Average ability in OBE - PST is confident that science inquiry skills can solve teaching problem/achieve learning goal.

Easy Low ability in OBE - PST is confident in recognising science inquiry skills advantages in science learning.

Table 11 shows the item hierarchy of OBE describing the correspond ability. High items in OBE indicate tasks with high ability in instruction/ method/strategy using science inquiry skills that can enrich and encourage students learning science. The following item is one of the high items.

I believe that science inquiry skills creates an opportunity to satisfy children’s curiosity when learning science.

It assesses the belief that science inquiry skills usage leads to good learning

outcomes. This high item highlights characteristics of OBE in terms of knowing how

and why integrating science inquiry skills in classroom stimulates science learning.

Mean items in OBE are hypothesised as the items that correspond to an average ability to believe that practice of science inquiry skills in classrooms can affect the outcome of learning science. For example, the following mean item, “I think that

teaching science by using science process skills is important because children can learn and understand science concepts better in class”, assesses the belief that

demonstrating science inquiry skills in classrooms helps students to understand better. This mean item highlights the characteristics of OBE in terms of average ability in belief of knowing how science inquiry skills learning interacts with students’ needs.

Easy items in OBE indicate tasks associated with low ability of belief. It assess tasks with the possibility of science inquiry skills supporting understandingin the subject of science. For example, the following easy item, “In science, I think it is important for

children to learn to solve problems”, assesses recognition of science inquiry skills in

science learning. This easy item highlights characteristics of OBE in terms of low ability in belief, shown by only describing the importance of science inquiry skills in learning science.

The items in the measure are developed with the three levels of item hierarchy corresponding to the characteristics from the three factors. This items hierarchy is hypothesised to assess the three levels of ability in respondents. Empirical evidence from Chapter 6 will inform the validity of the item hierarchy characteristics and at once give qualitative information to add to the factors that develop along the self- efficacy in teaching using science inquiry skills. The response format for the items will now be discussed.