A Psychometric Approach to the Development of a 5E
Lesson Plan Scoring Instrument for Inquiry-Based
Teaching M. Jenice Goldston
John Dantzler
Jeanelle Day
Brenda Webb Published online: 25 December 2012 The Association for Science Teacher Education, USA 2012 Abstract This researchcenters onthe psychometric examination of the structure of an instrument, known as the 5E Lesson Plan (5E ILPv2) rubric for inquiry-based teaching. The instrument is intended to measure an individuals skill in developing written 5E lesson plans for inquiry teaching. In stage one of the instruments development, an exploratory factor analysis on a fteen-item 5E ILP instrument revealed only three factor loadings instead of the expected ve factors, which led to its subsequent revision. Modications in the original instrument led to a revised 5EILPv2 instrument comprised of twenty-one items. This instrument, like its precursor, has a scoring scale that ranges from zero to four points per item. Content validity of the 5E ILPv2 was determined through the expertise of a panel of science educators. Over the course of ve semesters, three elementary science methods instructors in three different universities collected post lesson plan data from 224 pre-service teachers enrolled in their courses. Each instructor scored their students post 5E inquiry lesson plans using the 5E ILPv2 instrument recording a score for each item on the instrument. A factor analysis with maximum likelihood extraction and promax oblique rotation provided evidence of M. J. Goldston (&) The University of Alabama, 204 Graves Hall, Tuscaloosa, AL 35405, USA e-mail: dgoldsto@bamaed.ua.edu J. Dantzler The University of Alabama, Carmichael Hall, Tuscaloosa, AL 35405, USA e-mail: Jdantzler@bamaed.ua.edu J. Day Eastern Connecticut State University, 83 Windham Str., Rm 144 Webb Hall, Willimatic, CT 06226, USA e-mail: dayj@easternct.edu B. Webb University of North Alabama, Florence, AL, USA e-mail: bwebb@una.edu 1 3 J Sci Teacher Educ (2013) 24:527551 DOI 10.1007/s10972-012-9327-7 construct validity for ve factors and explained 85.5 % of the variability in the total instrument. All items loaded with their theoretical factors exhibiting high ordinal alpha reliability estimates of .94, .99, .96, .97, and .95 for the engage, explore, explain, elaborate, and evaluate subscales respectively. The total instrument reliability estimate was 0.98 indicating strong evidence of total scale reliability. Keywords Assessment Inquiry-based teaching 5E lesson planning Background Today, evaluation is a predominant feature woven within the fabric of science and mathematics education in the United States. In fact, the importance placed on evaluating student achievement in science and mathematics reaches a global scale with the testing of U.S. students in the fourth and eighth grade as part of the Trends in International Mathematics and Science Study (TIMSS). With the TIMSS, students are tested across the globe in science and mathematics, whereby participating nations are ranked based on their students test scores. On a national level, every four to ve years, U.S. students are tested in the disciplines, and their scores are reported in the Nations Report Card for the fourth-, eighth- and twelfth-grade levels (NAEP 2010a, b). Furthermore, every spring across the United States, evaluation is ubiquitous with state-mandated, standardized testing for all students. For K-12 teachers, the impact of testing has become more pronounced with the reauthorization of the Elementary and Secondary Education Act of 1965, known today as No Child Left Behind (NCLB) (2002). As a result of NCLB, standardized test scores have resulted in what is viewed by many as equivalent to a students success and the single measure for determining successful schools and the teachers working therein. Shifting from the broad perspectives on testing and evaluation to peer into a K-12 science teachers classroom in a local setting, one will nd evaluation again revealing itself in many forms. Teachers may use many forms of evaluation as a mechanism for meeting local standards and classroom objectives that measure students learning of science content and skill. No matter its purpose or whether it is conducted locally or globally, evaluation as part of accountability is deeply embedded within the fabric of the United States educational system where student outcomes are made public and the eyes of society are constantly viewing and critiquing the results. Teacher preparation programs and associated faculty, much like our K-12 public school counterparts, are also held accountable for student performance. For instance, in some states, the Colleges of Education and the professoriate who teach pre-service methods courses are accountable for the performance of their graduates for up to 2 years after graduation and certication from their teacher preparation programs. In other words, if a graduate from their teacher preparation program is unsuccessful as a teacher hired by a school district in the rst 2 years of their career, the professors of the College of Education program can be called, free of charge, to remediate their recent graduate if requested to do so by a public school administrator. Today, as never before accountability and emphasis on high-quality science teaching is paramount at all levels of teacher preparation. According to the Nations 528 M. J. Goldston et al. 1 3 Report Card on Hands-On and Interactive Computer Tasks Assessment from the 2009 Science Assessment (NAEP 2010a, b), the majority of students were able to make observations of data, but were unable to make decisions about the appropriate data to collect in investigations and even fewer students could select correct conclusions and explain results. Inquiry-based teaching approaches if implemented properly can afford teachers opportunities to lead students through exploratory activities that address content and practices across STEM elds. Science methods courses are designed to prepare pre-service teachers in using inquiry-based teaching approaches that foster K-12 student learning of science concepts, as well as practices of the STEM elds as advocated in documents such as the National Science Education Standards (NRC 1996), Benchmarks for Science Literacy (AAAS 1993), and Blueprints for Reform (AAAS 1998). With the publication of A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC 2011), the forerunner to the Next Generation Science Standards (NGSS) (Achieve 2012), there is a continued and clear need for classroom inquiry pedagogies that foster student learning of both content as well as science and engineering practices. A Framework for K-12 Science Education Practices, Crosscutting Concepts, and Core Ideas identies eight practices in science and engineering that are essential for classroom curriculum. These include the following: (a) asking questions (science) and dening problems (engineering), (b) developing and using models, (c) planning and carrying out investigations, (d) analyzing and interpreting data, (e) constructing explanations (science) and designing solutions (engineering), (f) engaging in argument from evidence, and (g) obtaining, evaluating, and communicating information (2012, p. 49). Though some of these practices are often different in science and engineering, addressing both provides students with a way of understanding how scientists and engineers work. Despite a shift away from the use of the term inquiry within A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas (NRC 2011) and The Next Generation Science Standards (Achieve 2012), many of the scientic practices advocated are not new and can be seen in the following NSES description of student inquiry as a multifaceted activity that involves making observations, posing questions; examining books and other sources of information to see what is already known; planning investigations; reviewing what is already known in light of experimental evidence; using tools to gather, analyze, and interpret data; proposing answers, explanations, and predictions; and communicating the results. Inquiry requires identication of assumptions, use of critical and logical thinking, and consideration of alternative explanations. (NRC 1996, p. 23) Along these same lines, Settlage et al. (2008) sum it up by stating that inquiry is the process students go through to encounter the evidence that serves as the source of scientic ideas (2008, p. 179). Given the emphasis of the NGSS that students acquire knowledge and skills of scientic and engineering practices, it is even more important that preservice teachers are competent in using inquiry teaching practices. It is through the use of a Inquiry-Based Teaching 529 1 3 range of classroom inquiry pedagogies that students acquire knowledge of and practice such skills. Inquiry and the National Science Education Standards (NRC 2000) describe scientic practices as a part of student inquiry and as focal point for building classroom inquiry strategies as seen in The Essential Features of Classroom Inquiry and Their Variations. These essential features include the following: (a) the learners engagement in scientically oriented questions, (b) priority of evidence in response to questions, (c) formulation of explanations from evidence, (d) explana- tions connected to scientic knowledge and (e) communication and justication of explanations (NRC 2000; p. 29). Though these features are but a framework for inquiry teaching, they offer varying degrees of engagement for students to gain knowledge and skill with scientic practices. The Essential Features of Classroom Inquiry clearly represent some important scientic, as well as, engineering practices as noted earlier that all students should acquire as part of the K-12 school experience. For elementary and secondary science methods courses, teaching science using inquiry-based pedagogies with its many permutations is a central premise around which other components of the methods course connect. According to Marek et al. (2003), it is classroom inquiry-based pedagogy that links all the components of science methods courses. Thus, classroom inquiry as the centerpiece of science methods courses leads to the focus of this studythe development of an assessment instrument that provides science instructors a tool for assessing and evaluating pre- service teachers skills in developing inquiry-based lesson plans using a 5E instructional model. Inquiry in Science Teaching Despite decades of science reform with focused endeavors advocating the use of inquiry as a pedagogical practice in the science classroom, it is still not a common teaching approach seen in elementary or secondary science classrooms today (Weiss 2006; Weiss et al. 2003). Research ndings suggest several rationales that K-12 teachers give for not using inquiry teaching approaches. In general, the reasons include the following: (a) managing inquiry is difcult, (b) inquiry takes too much time, (c) inquiry is for advanced students, (d) inquiry does not provide information to students needed for the next grade level, (e) lack condence responding to student questions due to a lack content knowledge, and (f) pressure to teach other subjects (Hodson 1988; Welch et al. 1981; Pomperoy 1993; Slotta 2004; Sunal and Wright 2006; Appleton 2008). Further confounding the reasons teachers give for not utilizing inquiry teaching approaches in their science classes is the term inquiry itself. The term inquiry used without care can be confusing because it often refers to (1) teaching approaches and (2) what students do (Colburn 2008). In both elementary and secondary science teacher preparation, recognizing the distinction is important. As noted in A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, having knowledge of the progression of classroom inquiry practices, preservice teachers will be able to guide their students through careful and systematic investigations (NRC 2011, p. 61) appropriate for each grade level. 530 M. J. Goldston et al. 1 3 As such, in science methods courses, inquiry-based teaching approaches are viewed on a continuum that shifts from predominantly teacher-centered, to various forms of guided inquiry to open inquiry that is primarily student-centered (Olson and Loucks-Horsley 2000; NRC 2000). Eick et al. advocate using the essential features of classroom inquiry as a scaffold for designing inquiry-based teaching that engage students in scientic phenomena through direct observation, data gatherings and analysis of evidence (2005, p. 49). Furthermore, Eick et al. (2005) suggest teachers should use the essential key features as a guide for scaffolding the learning of science based upon students needs and skills. For instance, in the early grades, students may need a great deal of direction and structure with learning scientic concepts and practices associated with the essential features, thus teacher directed inquiry-based teaching is generally appropriate. As students develop knowledge and skill with scientic practices for conducting investigations and experimentation, the choice of inquiry-based pedagogies may shift to a guided approach whereby students have more decision-making opportunities such as choosing the question to explore or giving priority to evidence by deciding what data are important and what data will be collected. Using the essential features of the classroom inquiry, teachers can design inquiry-based lessons that not only support students knowledge of concepts, but also the development of scientic practices until students can conduct investigations independently. No matter where on the continuum that inquiry-based instruction falls, an instructional model that has been viewed as successful for inquiry teaching since its inception is the learning cycle (Atkins and Karplus 1962; Marek and Cavallo 1997; Blank 2000). In their early paper, Atkins and Karplus (1962) did not identify a phase as exploration or use the term learning cycle, however, it is evident that the phase was present in the invention and discovery stages of their lessons structure. The term, learning cycle, actually rst appeared in the Science Curriculum Improvement Study Teachers Guides in the 1970s; however, the phases of the learning cycle had been discussed in previous publications (Karplus and Thier 1967; Jacobson and Kondo 1968; Barman and Shedd 1992). Though the learning cycle phases have undergone an evolution of names, today it is commonly recognized by three phases known as Explore, Introduction of Concepts, and Application of Concepts. The rst stage of the learning cycle begins with the exploration phase that provides students with an activity to give them experiences for constructing science concepts and skills. Next, using students data or ideas gleaned from their activities, the teacher involves students in an interactive discussion introducing them to appropriate concepts and vocabulary connecting the exploration to the second phase, introduction to concepts. Last, during the application of concepts phase, the students are challenged to apply the newly acquired concepts in a new situation connecting it to the previous phase. The three-stage learning cycle approach draws upon works of Deweys reective thinking, Piagets theory of cognitive develop- ment, and social constructivism. Thus, the learning cycle underpinned by a constructivist stance fosters climates where students question and are actively immersed in learning while they construct meaning from experiences and social interaction involving questioning and rich discussion that aligns well with inquiry- based teaching as discussed with the essential features. The learning cycle approach Inquiry-Based Teaching 531 1 3 stands in a stark contrast to the traditional image of students as passive receivers of facts and concepts derived from a teachers lecture. Findings associated with the learning cycle uncover a multitude of studies that address various aspects of its effectiveness from different research perspectives. Some of the studies have been conducted to ascertain the level of the learning cycles success in science teaching (Karplus 1979; Karplus and Thier 1967; Lawson 1995; Settlage 2000; Odom and Kelly 2001). Other areas of research examine the learning cycle and student learning outcomes (Jinkins 2002; Cavallo and Laubach 2001; Odom and Kelly 2001; Dwyer and Lopez 2001; Munsheno and Lawson 1999; Lovoie 1999; Barman 1993). Furthermore, many studies describe teacher activities and their actions associated with using the learning cycle (Jinkins 2002; Settlage 2000; Barman 1992; Glasson and Lilik 1993; Odom and Settlage 1996; Marek and Methven 1992; Barman and Shedd 1992; Lawson et al. 1989; Marek et al. 1990). Associated with this last category, some research ndings emphasize that understanding the learning cycle and its lesson development are difcult for teachers (Settlage 2000; Odom and Settlage 1996); while other studies suggest that teachers understandings of the learning cycle demonstrate a wide array of understanding (Atkins and Karplus 1962; Karplus et al. 1975; Marek et al. 2008). Despite the contrasting ndings, the learning cycle continues to be supported and utilized as an effective inquiry-based approach in science methods teaching. For this research, the Five E instructional model, a modication of the learning cycle has been used for inquiry-based science teaching (Trowbridge and Bybee 1996; Bybee 1997; Bybee et al. 2006). The 5E model consists of ve phases. Each of the ve phases begins with the letter e and includes ve phases instead of three phases used in the learning cycle. The ve phases of the 5E model are engage, explore, explain, elaborate and evaluate. Examining the 5E and Learning Cycle models reveal that the phases of the 5E phases align with the Learning Cycle as follows: Exploration (5E-Engage and Explore), Concept Introduction (5E-Explain), and Application of Concepts (5E-Elaborate and Evaluate). 5E Instructional Model This section describes each of the phases of the 5E instructional model used in inquiry-based teaching. The 5E models rst phase, engage, is one whereby a teacher utilizes strategies that ascertain students prior understandings of the science concepts to be taught, encourages students questions, and generates students interest for the activities that follow. During the second phase, explore, the teacher facilitates students actively working together with other students in a hands-on, minds-on activity. Also during the explore phase, a teacher gives directions, responds to students, and encourages students to nd answers on their own. The explain phase begins when a teacher starts questioning students and encouraging them to explain their ideas about the concepts based upon the evidences of their activity. It is during this phase that the concepts are given labels, terms dened and discussed with the learners. The elaborate phase is one in which the students are given new opportunities to use or apply their newly acquired skills or concepts in 532 M. J. Goldston et al. 1 3 everyday situations. In the evaluation phase, a summative evaluation is created to match the stated objectives in the inquiry lesson and includes a rubric with appropriate criteria as needed. Essential Features of Classroom Inquiry and the 5E Inquiry Model The Essential Features of Classroom Inquiry (NRC 2000) is a useful guide for inquiry-based lesson planning. Using the essential features, 5E lessons can address content as well as scientic and engineering practices (NRC 2011) whether the approach used is directed, guided, or open inquiry. The following brief example describes how the 5E instructional approach may integrate the essential features that foster development of scientic and engineering practices. For instance, though the engage stage of the 5E approach is designed to evoke students prior knowledge and/or questions about a concept or topic, the engage stage can also be used to have students to generate questions for science investigations or problems about an engineering design depending on the lessons objectives. Therefore, the essential feature, the learner engages in scientically oriented questions or an engineering problem, may occur in the 5E engage stage. However, depending on the teachers intent, students questions or design problems could occur at the beginning of the explore stage of the 5E approach prior to student investigation. It is during the exploration stage of the 5E approach that one may nd the essential features of the learner formulates explanations from evidence and the learner gives priority to evidence in response to a question addressed as part of the learners investigations. The next stage, explain of the 5E model, often integrates the essential features of the learner connects explanations to scientic knowledge and the learner communicates and justies explanations with teachers facilitating learner discourse. During 5E explain stage, the instructor may a) explain the data ndings utilized in directed approaches, b) facilitate learner explanations gleaned during investigations and readings through questioning seen in guided approaches, or c) students may be held responsible for providing explanations and evidences as with full or open inquiry. Depending on the activity used in the elaborate stage, the essential features might be the learner gives priority to evidence in response to a question and/or the learner formulates explanations from evidence to allow students to apply what they have learned. Last, based on the lessons objectives, the evaluate stage might have an assessment whereby the learner communicates and justies explanations. So, depending on the teachers objectives, the 5E instructional model used for inquiry teaching has the exibility to incorporate content as well as scientic or engineering practices into a range of lessons that span direct, guided, or full inquiry for student investigation or design. This study utilizes the 5E inquiry model that the three researchers have used for over 10 years while teaching elementary science methods courses. The researchers use the 5E instructional model instead of the Learning Cycle, nding the additional phases of the engage and evaluate useful in scaffolding the development of pre- service science teachers skills in writing inquiry-based 5E lesson plans. Further- more, the engage stage of the 5E instructional model supports active mental Inquiry-Based Teaching 533 1 3 processing evoking the students prior knowledge which can be a powerful inuence on learning subject content and the evaluate stage supports pre-service teachers development of skills in gathering and documenting student achievement and growth. Crafting create effective evaluations and understanding their varied uses is a critical skill for science teaching professionals given the state and federal policy demands for school and teacher accountability. Purpose Thus, the purpose of this research is to describe the redesign and psychometric examination of the 5E Lesson Plan rubric (5E ILPv2) for inquiry teaching. The 5E ILPv2 instrument is developed for use in assessing a pre-service teachers ability to create inquiry-based 5E lesson plans (See Appendix). An extensive literature search for instrumentation relevant to planning inquiry lessons revealed little. The search did reveal an inquiry-based science teaching rubric, STIR, for observing inquiry-based science teaching (Bodzin and Beerer 2003; Beerer and Bodzin 2004), assessments that determine teachers knowledge of inquiry process skills, instru- ments for determining understandings about the nature of science (Lederman et al. 1998; Ackerson et al. 2000), and instruments for examining teachers understand- ings of the learning cycle (Odom and Settlage 1996; Marek 2008). However, we found no such inquiry-based instrument designed for assessing a teachers ability to write an inquiry-based 5E lesson plan. As such, the initial development of a 5E lesson plan rubric (Goldston et al. 2009) and its revised form, 5EILPv2, for inquiry- based teaching is the focus of this paper. The instrument was developed by the researchers with a threefold purpose. These include a need by instructors (a) to assess students 5E lesson plans in equitable ways with a validated instrument, (b) to examine a students inquiry-based 5E lesson plan and provide detailed feedback aligned to specic criteria associated with each of the phases of the 5E model, and (c) to guide our teaching of the 5E instructional model to support pre-service teachers skills in designing inquiry-based 5E lessons. Methods Psychometric Development of the 5E ILP: Stage One In the pilot study, an exploratory factor analysis was conducted on the 5E Lesson Plan (5E ILP) instrument designed to assess pre-service teachers abilities to develop inquiry-based 5E lesson plans. The initial 5E ILP instrument incorporated a Likert-type scale of 04 points per item with a total of sixty points. The entire instrument included 15 items, with 12 items associated with the phases of 5E model used in the analysis. The instrument included one item for the engage phase, three items for the explore phase, three items for the explain phase, two items for the elaborate phase and three items for the evaluation phase (Goldston et al. 2009). Using 66 pre-service teachers post-course lesson plan data, a factor analysis using 534 M. J. Goldston et al. 1 3 maximum likelihood extraction and varimax orthogonal rotation was conducted on the items of the 5E ILP instrument to establish evidence of construct validity. Despite showing strong evidence of validity and reliability, the ndings revealed only three of the ve distinct factors corresponding with the ve E stages. The three factors identied were explore, engage/explain/elaborate, and evaluate which accounted for 75.98 % of the rubrics total variability. These ndings led to re- examining and expanding the number of items for all the theoretical factors and thereby strengthen the instrument resulting in the 5E ILPv2. Psychometric Development of the 5E ILPv2: Stage Two In stage two of the instruments development, the research methodologists and science researchers met and identied nine items requiring revisions for incorpo- ration into the 5E ILPv2. These nine additions resulted in each of the ve phases being comprised of three to six items for a total of 21 items. The 5E ILPv2 is a Likert-type instrument with a range of 04 points per item with a total of 84 points. Analysis of the original 5E ILP instrument revealed that individual items contained multiple elements that should be separated and made into individual items of a 5E phase. As a result, the additional items incorporated into the 5E ILPv2 were not newly constructed items, but were separated from individual items with multiple elements found in the original 5E ILP rubric. As a result of the revisions, the 5E ILPv2 instruments engage subscale has four items that address students prior knowledge, motivation, student discussion, and transition into the explore phase. The next four items of the explore subscale target teacher instruction, involve hands-on minds-on activity, utilize student-centered activity, and show evidence of student learning. The explain subscale is comprised of six items that focus on fostering student discussion by means of questions associated with the explore activity, the use of divergent/convergent questions, an explanation of the concept and appropriate terminology, and the use of a variety of approaches to develop concepts. The elaborate subscale includes three items aimed at providing students opportunities to apply their knowledge in new situations with real-life connections. Lastly, four evaluate subscale items are directed toward the objectives and their alignment to the evaluation questions or task, the appropriateness of the task for concepts or skills, and the quality of rubric features and criteria. Four additional items commonly found in lesson plans were included (objectives, standards, materials, safety) in the instrument; however, only the items directly related to the 5E inquiry were used in the instrument analysis. Content validity for the 5E ILP instrument was assessed by a committee of ve science educators who have used the 5E inquiry instructional model for over 10 years. The committees task was to examine the instrument and determine whether it aligned with the 5E instructional model and to determine whether the scoring criteria were clear and commonly understood by educators. Because the revisions for the 5E ILPv2 involved pulling out single elements from those listed within the items of the original instrument, there were no substantive content changes in the 5E ILPv2 instrument, so the content validity was not re-conrmed. Inquiry-Based Teaching 535 1 3 Inter-rater Reliability To establish inter-rater reliability, two of the science education researchers met three times to develop consistency in scoring on the same set of ten lesson plans. When scoring differences on the items occurred, the researchers discussed the items with key criteria that were used to delineate between the various scoring levels. For instance, examining the rst explore item, a score of zero was given when teacher instructions were not presented in the lesson plan. A score of two was given if teacher instructions were present, developmentally appropriate, clear, and under- standable but were missing some important details. A score of three was given if teacher instructions were present, developmentally appropriate, clear, and under- standable with minor detail omissions. The high score of four was given if teacher instructions were detailed, clear, and developmentally appropriate with nothing missing. A third science education researcher joined the team and met to score the same ten lessons to develop consistency using the rubric. After all three science education researchers scored the practice lesson plans, they discussed the rubrics criteria. Following this, each researcher who also taught an elementary methods science course independently scored the same set of twenty lesson plans using the 5E ILPv2 rubric. An intraclass correlation coefcient was computed to determine inter-rater reliability among the three researchers using their scores for the set of twenty lesson plans. The intraclass correlation for all raters was .84 with a range of .79 to .88 for pairs of raters indicating high inter-rater reliability. Sample Population Data for analyzingthe revised 5EILPv2, were collected fromundergraduate pre-service teachers enrolled in elementary science methods from three different universities. The participants came from one large university, with approximately 30,000 students and two Masters granting state universities with enrollments of about 5,000 students. One university was located in the northeast and two universities were located in the southeastern United States. The preservice teachers in the sample were undergraduates in education programs and in their last semester prior to their internship. The pre-service teachers enrolledinthe science methods courses were completingcourseworktoacquire K-6 teaching certication. Data from224 pre-service teachers were collected frompost- course lesson plans assigned as part of the elementary methods courses over ve consecutive semesters. In nearly all cases, the science methods course is their rst introduction to the 5Einstructional model. During the science methods courses, the pre- service teachers participated in inquiry-based 5E lessons and activities modeled by the instructors discussed the 5E model and its phases and learned key features of the 5E inquiry lesson plan throughout the course. Three researchers, also science educators, taught the elementary science methods courses and were responsible for scoring the lessons of their respective students. As part of their science methods courses, pre-service teachers were asked to developand write three inquiry-based5Escience lessonplans for teaching elementary students. A fourth researcher, an educational research methodol- ogist, guided the development and the analysis of the instrument. 536 M. J. Goldston et al. 1 3 Results Analysis of the 5E ILPv2 Instrument Utilizing the 5E ILPv2 instrument, 224 pre-service teachers 5E inquiry-based post- course lesson plans were scored item by item and underwent psychometric analysis. Three science education researchers combined efforts to collect and score the post lesson plans for this study from multiple classes of elementary pre-service teachers. One science educator provided the majority of post-course lesson plan data with 67 % of the total sample. The other two science educators provided approximately equal amounts of data with 16.0 and 17.0 % respectively. Analysis of post-course lesson plan data using the 5E ILPv2 instrument reveals that mean scores for the items ranged from 2.68 to 3.30. More specically, the engage items range from 3.06 to 3.30; the explore items from 2.81 to 3.00; the explain items from 2.97 to 3.09; the elaborate items from 2.79 to 2.82; and the evaluate items from 2.68 to 3.02. Table 1 details the descriptive statistics for each item in the 5E ILPv2. Table 1 5E ILPv2 rubric Item descriptive statistics (n = 224) Item Range M SE S Skew a Kurtosis b Engage 1 14 3.30 .057 0.85 -0.89 -0.31 Engage 2 14 3.11 .057 0.85 -0.53 -0.66 Engage 3 04 3.27 .060 0.90 -1.12 0.70 Engage 4 04 3.06 .076 1.13 -1.09 0.45 Explore 1 04 3.00 .091 1.36 -1.23 0.24 Explore 2 04 2.92 .089 1.33 -1.18 0.25 Explore 3 04 2.90 .089 1.33 -1.08 0.03 Explore 4 04 2.81 .094 1.40 -0.88 -0.50 Explain 1 14 3.09 .064 0.96 -0.55 -0.99 Explain 2 04 2.78 .083 1.25 -0.91 -0.01 Explain 3 04 2.75 .080 1.19 -0.94 0.14 Explain 4 04 2.86 .082 1.23 -0.84 -0.28 Explain 5 14 3.02 .057 0.86 -0.34 -0.91 Explain 6 04 2.97 .067 1.00 -0.70 -0.22 Elaborate 1 04 2.82 .088 1.32 -0.87 -0.39 Elaborate 2 04 2.79 .087 1.30 -0.96 -0.14 Elaborate 3 04 2.80 .077 1.16 -0.73 -0.23 Evaluate 1 04 3.02 .074 1.11 -0.93 0.01 Evaluate 2 04 2.87 .078 1.17 -0.96 0.23 Evaluate 3 04 2.68 .084 1.25 -0.78 -0.35 Evaluate 4 04 2.73 .084 1.25 -0.84 -0.23 a SE Skew = 0.163 b SE Kurtosis = 0.324 Inquiry-Based Teaching 537 1 3 Fig. 1 Scree plot of the 5E ILPv2 Table 2 Results of parallel analysis * Eigenvalues based on adjusted correlation matrices with squared multiple correlation (SMD) on the diagonal a Eigenvalues based on adjusted correlation matrices with squared multiple correlations (SMC) on the diagonal Root Raw data a Random data Means 95th percentile 1 13.42* 0.69 0.79 2 1.44* 0.59 0.67 3 0.87* 0.50 0.57 4 0.77* 0.43 0.50 5 0.58* 0.37 0.42 6 0.26 0.31 0.37 7 0.08 0.25 0.31 8 0.07 0.20 0.24 9 0.05 0.15 0.18 10 0.02 0.10 0.14 11 0.01 0.05 0.09 12 -0.00 0.01 0.04 13 -0.01 -0.03 0.00 14 -0.03 -0.07 -0.03 15 -0.04 -0.11 -0.08 16 -0.05 -0.15 -0.12 17 -0.06 -0.19 -0.15 18 -0.06 -0.23 -0.20 19 -0.08 -0.27 -0.24 20 -0.09 -0.32 -0.28 21 -0.11 -0.36 -0.33 538 M. J. Goldston et al. 1 3 In addition to the descriptive statistics, 17 out of the 21 instrument items display the full range of possible scores from zero to four. Four items, however, Engage items one and two, and Explain items one and ve display scores from one to four. Reliability and Validity A factor analysis using maximum likelihood extraction and promax oblique rotation was conducted using 224 itemized post-course lesson plan rubric scores to establish evidence of construct validity of the 5E ILPv2 instrument. The sample of 224 meets Nunnallys (1978) recommendation of a ten-to-one participant to item ratio. In addition, the KaiserMeyerOlkin measure of sample adequacy of .95 was obtained. The closer the value is to 1.0 indicates that patterns of correlations are compact, and the sample size is large enough to produce a satisfactory factor structure (Fields 2005; Hutcheson and Sofroniou 1999). The scree plot method seen in Fig. 1 was initially used to determine that ve distinct factors were evident at the point of inexion (Tabachnick and Fidell 2006). The eigenvalues for each of the factors were 13.60, 1.59, 1.04, 0.93, and 0.80 respectively. Given that the reliability of scree plot interpretations of number of factors is low (Streiner 1998), two procedures for determining optimal number of factors were implemented; a parallel analysis and Velicers MAP test. Table 3 Results of MAP analysis * Denotes factor eigenvalues above the upper point of the 95th percentile range of eigenvalues from randomly drawn datasets Root Squared Power 4 0 0.4047 0.1859 1 0.0584* 0.0167* 2 0.0552* 0.0111* 3 0.0546* 0.0090* 4 0.0486* 0.0081* 5 0.0362* 0.0060* 6 0.0341* 0.0069 7 0.0427 0.0084 8 0.0532 0.0116 9 0.0570 0.0128 10 0.0665 0.0225 11 0.0829 0.0339 12 0.1015 0.0395 13 0.1228 0.0561 14 0.1739 0.0881 15 0.2297 0.1363 16 0.2499 0.1449 17 0.2487 0.1304 18 0.3744 0.2465 19 0.5295 0.4018 20 1.0000 1.0000 Inquiry-Based Teaching 539 1 3 Parallel analysis rst proposed by Horn (1965) and endorsed by psychometric researchers (Zwick and Velicer 1986; OConnor 2000; Hayton et al. 2004; Worthingtong and Whittaker 2006) is a statistical procedure based on the generation of random eigenvalues and comparing these with computed eigenvalues from psychometric data. Theoretically, any computed eigenvalue that is greater than the average of a large number of randomly generated eigenvalues should be considered as non-trivial and, thus, representative of an actual dimension in the data. Using an SPSS procedure developed by OConnor (2000), eigenvalues were generated for 100 randomly drawn datasets extracted through a principal axis factoring method. Principal axis factoring (PAF) was chosen over principal component factoring due to PAF analyzing only shared variance among variables. The upper point of the 95th percentile for the average eigenvalues over the randomly generated data sets was lower than the computed eigenvalues based on the adjusted correlation matrix for the 5E ILPv2 data for the rst ve factors (Table 2) indicating the non-trivial nature of ve components. Velicers MAP test (Velicer 1976; Velicer et al. 2000) is a method to determine the optimal number of factors in an instrument through the examination of partial correlation matrices. A series of squared coefcients in off-diagonals of partial correlation matrices for successive components are computed. The components with the lowest average squared partial correlations are retained as the best solution. Table 4 Item communalities Items Initial Extraction Engage 1 .675 .626 Engage 2 .710 .729 Engage 3 .763 .819 Engage 4 .819 .790 Explore 1 .927 .931 Explore 2 .951 .971 Explore 3 .935 .942 Explore 4 .859 .843 Explain 1 .749 .715 Explain 2 .843 .876 Explain 3 .844 .888 Explain 4 .651 .633 Explain 5 .689 .656 Explain 6 .807 .771 Elaborate 1 .866 .883 Elaborate 2 .887 .948 Elaborate 3 .798 .806 Evaluate 1 .758 .720 Evaluate 2 .654 .621 Evaluate 3 .942 .963 Evaluate 4 .943 .973 540 M. J. Goldston et al. 1 3 Velicer et al. (2000) indicated that coefcients raised to the fourth power may yield more accurate results than squared partial correlations. A MAP SPSS procedure (OConnor 2000) indicated that the optimal number of components based on Velicers original MAP test was six; however, the revised MAP test with partial correlations raised to the 4th power indicated that a ve-factor solution was indicated (Table 3). The results of the parallel analysis and MAP analysis, in conjunction with the scree plot, conrmed a ve-factor solution explaining 85.5 % of the total variability within the instrument. This is a gain of 9.52 % explanation over the original 5E ILP (Goldston et al. 2009). All items of the 5E ILPv2 instrument have moderate to high communality estimates (h 2 ) indicating that they are strong measures of the underlying theoretical construct (See Table 4). The lowest communality estimate was .621 for the Evaluate 2 item, and the highest was .973 for the Evaluate 4 item. Factor loadings for the items indicated moderate to high overlap between items and their extracted factors. The highest loadings for each item were on their theoretical factors. Pattern and structure matrices are shown in Tables 5 and 6. Possible double loading issues exist for the Explain item ve which also loads on the Engage Table 5 Pattern matrix Factor 1 (Explore) Factor 2 (Evaluate) Factor 3 (Engage) Factor 4 (Elaborate) Factor 5 (Explain) Explore 2 1.034 -.012 -.012 -.019 -.025 Explore 3 .986 -.038 -.023 -.041 .075 Explore 1 .885 -.006 .074 .064 -.033 Explore 4 .799 .012 .017 -.021 .147 Evaluate 4 -.027 1.079 -.045 -.052 -.032 Evaluate 3 -.003 1.061 -.042 -.038 -.047 Evaluate 2 -.054 .763 .034 -.006 .059 Evaluate 1 .220 .498 -.026 .285 -.016 Engage 3 .009 -.009 1.007 -.034 -.109 Engage 1 .071 -.097 .813 -.032 .002 Engage 2 -.023 .021 .796 -.015 .094 Engage 4 .428 .024 .512 .134 -.163 Elaborate 2 -.012 -.039 -.014 1.012 .005 Elaborate 3 .041 -.017 -.117 .959 .001 Elaborate 1 -.055 -.012 .132 .865 .032 Explain 3 -.007 -.068 -.130 .049 1.053 Explain 2 .065 -.036 -.048 -.028 .967 Explain 4 .021 .171 .159 -.050 .560 Explain 6 .092 .093 .322 .014 .449 Explain 5 -.003 .091 .334 .104 .373 Explain 1 .137 .119 .224 .158 .322 Loadings of items within each factor are bolded Inquiry-Based Teaching 541 1 3 factor, and the Engage four item also loads on the Explore factor. The Engage four item loads primarily on its theoretical construct at .512, but also loads on the Explore factor at .428 (.841 and .828 respectively on the structure matrix). While the Explain ve item loads primarily on the expected Explain factor at .373, it also loads on the Engage factor with a loading of .334 (.759 and .749 respectively on the structure matrix). The factors are all strongly correlated with each other (Table 7), thus providing support for the oblique rotation method. Table 6 Structure matrix Factor 1 (Explore) Factor 2 (Evaluate) Factor 3 (Engage) Factor 4 (Elaborate) Factor 5 (Explain) Explore 2 .985 .590 .769 .695 .699 Explore 3 .969 .580 .763 .684 .722 Explore 1 .963 .605 .795 .731 .710 Explore 4 .912 .601 .756 .679 .737 Evaluate 4 .543 .981 .553 .534 .599 Evaluate 3 .547 .978 .561 .545 .600 Evaluate 2 .483 .787 .513 .487 .550 Evaluate 1 .701 .781 .656 .719 .655 Engage 3 .699 .538 .901 .617 .634 Engage 2 .679 .562 .851 .620 .686 Engage 4 .828 .585 .841 .715 .649 Engage 1 .635 .441 .787 .547 .586 Elaborate 2 .688 .567 .685 .973 .665 Elaborate 1 .691 .588 .729 .936 .687 Elaborate 3 .632 .522 .597 .895 .599 Explain 3 .651 .578 .658 .642 .937 Explain 2 .690 .602 .697 .636 .934 Explain 6 .742 .660 .805 .681 .832 Explain 1 .737 .656 .766 .715 .781 Explain 4 .625 .627 .674 .574 .776 Explain 5 .666 .613 .749 .659 .759 Loadings of items within each factor are bolded Table 7 Factor correlation matrix Factor 1 (Explore) Factor 2 (Evaluate) Factor 3 (Engage) Factor 4 (Elaborate) Factor 5 (Explain) Factor 1 1.000 .617 .794 .723 .729 Factor 2 .617 1.000 .630 .612 .667 Factor 3 .794 .630 1.000 .721 .761 Factor 4 .723 .612 .721 1.000 .697 Factor 5 .729 .667 .761 .697 1.000 542 M. J. Goldston et al. 1 3 Internal consistency was assessed using the ordinal alpha reliability coefcient (Zumbo et al. 2007). All ve subscales derived from the factor analysis displayed strong evidence of internal consistency with very high reliability coefcients. Ordinal alpha estimates were .94, .99, .96, .97, and .93 for the engage, explore, explain, elaborate, and evaluate subscales respectively. Discussion Psychometric analysis of the 5E ILPv2 rubric revealed an overall solid instrument for its designed purpose of assessing written 5E inquiry-based lesson plans. By design, the 5E ILPv2 rubric as a technical instrument identied key items of the 5E instructional approach and posed some interesting ndings. For one, while examining the twenty-one items for scoring ranges (04), there were four specic items: the engage items (1 and 2) and explain items (1 and 5) that lacked zero scores in post lesson plan data. A possible interpretation is that by the end of the semester, all the students had at minimum learned to address these four items (see Appendix). The two engage items focused on ascertaining what learners know about a concept and motivating students by setting the stage for exploration. The explain item 1 was a transition item while explain item 5 focused on the use of multiple strategies in building lesson concepts. Each of these items upon examination is straight forward and perhaps less difcult than other items, it does appear from the ndings that all the preservice teachers attempted to address these four items in writing in their nal 5E lesson plans. Another surprising nding stems from the factor analysis. Unexpectedly, the instruments items engage four and explain ve, both loaded primarily on their expected factor, however also loaded on another factor in the 5E ILPv2 instrument analysis. The engage four item also loaded on the explore factor which could be explained by the items focus on creating a logical connection and transition between the end of engage phase and the beginning of the explore phase. The double loading of explain item ve on the engage factor proves a bit more difcult to interpret. Explain ve item focuses on a teacher using more than a single pedagogical approach when facilitating a discussion of concepts examined by students during the explore phase. Scoring of this item is based on whether the explain phase of the inquiry lesson plan displays multiple approaches. So if the explain included a student discussion, power point, and a demonstration, this would score higher than a lesson including only a discussion. We recognize that this is not necessarily a key element of the 5E instructional model, but it is an effective teaching strategy. In future versions of the instrument, this item may need to be changed or eliminated. The 5E ILPv2 was developed to assist instructors in assessing inquiry-based 5E lesson plans more equitably and identify problem areas, as well as give feedback to preservice teachers on problem areas. The scoring of any lesson plan is no easy task, and the scoring of an inquiry-based 5E lesson plan is no different. The 5E ILPv2 rubric was developed to support preservice teachers skill in developing 5E lesson plans by serving as a guide for them, as well as allow the instructor to provide Inquiry-Based Teaching 543 1 3 feedback on specic aspects of the inquiry lesson plan phases that may need more development. For instance, if the questions of a 5E lesson plans explain stage are not written in such a way or are not sequenced properly or are not complete enough to develop the concept targeted in the lesson, then the explain item of the rubric would reect a lower score. Additional feedback on the item is therefore specic, so the lesson can be revised and improved prior to teaching. There is no perfect instrument and all are in some way subjective; while we have attempted to make the items reective of the key aspects of the 5E model supported through psychometric analysis, there are always limitations. The items of the 5E ILPv2 instrument help to identify and determine the quality of the distinct phases of the instructional model; however, one limitation is that no single item captures the uid, holistic nature of an inquiry-based 5E lesson plan. Indeed, the 5E ILPv2 instruments items appear as discrete, isolated elements while the 5E instructional approach is holistic and represents continuity, a ow within and between the ve phases that builds both content and skill. The authors attempted to capture continuity between phases with transition items that connect the phases. Recall that one of these items, Engage 4, loaded on both the engage and explore factors where one might expect a link. In addition, to represent cohesiveness within the phases, the items are descriptive to link the key elements of each phase. For example, examining the 5E ILPv2 instrument for how well or uid the explain stage addresses and develops the target concepts requires the scorers attention to focus on the question quality and the sequence of questions or strategies used. Furthermore, from a pragmatic stance in scoring lesson plans, a single item related to concept development is less useful to students than the items addressing the strategies and questions during the explain that are critical to the development of the concept(s). While recognizing the limitations of the instrument, some aspects of the lesson plan process may be best viewed in the actual orchestration or teaching of the lesson rather than the lesson plan itself. At some point writing about every aspect of any lesson, much less an inquiry lesson makes for a long unwieldy lesson plan. Specic items related to the continuity between and within the phases or single items that capture the holistic nature of the lesson are currently not included in the 5E ILPv2, but will be considered and examined along with examining the instruments items for levels of difculty using Rasch analysis. As educators, we use assessments during our courses to improve and guide instruction. Thus, using the 5E ILP to generate descriptive statistics from individual class data can be useful to instructors in identifying areas of inquiry-based 5E lesson planning that preservice teachers are struggling to grasp and those items they have already learned and can apply. The descriptive statistics of the 224 preservice teachers post lesson plan data reveal that by the end of the semester, the preservice teachers appear to have higher mean scores with the engage items and lower mean scores with the elaborate and some items of the evaluate. This suggests to us that additional work with these two phases is warranted in our courses. Examining specic items can help instructors revise their strategies for teaching and modeling 5E lessons to assist students in further developing their knowledge of and skills in designing inquiry-based 5E lesson plans. 544 M. J. Goldston et al. 1 3 Conclusion The purpose of this study was to conduct a psychometric analysis on the 5EILPv2 rubric for inquiry-based lesson plans in order to assess evidence of validity and reliability. The conclusion of this analysis suggests that the 5E ILPv2 displays strong evidence of both, and it is an appropriate instrument for use in evaluating preservice teachers inquiry lesson plan development usingthe 5Einstructional model. The 5Einstructional approach is built upon the three phases of the learning cycle (Atkins and Karplus 1962). Modications of the learning cycle evolved into the 5Einstructional model (Bybee et al. 2006) which includes an engage phase and the addition of an evaluation phase. These phases have emerged over time as a result of research on effective learning and the demands for accountability. Thus, the 5EILPv2 rubric was examined to discern whether the items associated with each of the ve different phases hold together as ve distinct subscales as opposedtothreefoundintheinitial 5EILPinstrument (Goldstonet al. 2009). Using 5E ILPv2 itemized scores from224 pre-service elementary science teachers post lesson plans, a factor analysis revealed ve distinct theoretical constructs with the items loading onthe expectedfactor. With 85.5 %of the instruments variability explained and the items loading on their associated theoretical constructs, the 5E ILPv2 is a strong instrument for assessing an individuals ability to write inquiry-based 5E lesson plans. Given the lack of rubrics available to science educators for scoring 5E lesson plans, the usefulness of having an instrument such as this offers a tool that provides equity and consistency in scoring. From a practical stance, the instrument provides pre-service teachers a guide to use in writing inquiry lessons with item-by-item descriptions of the inquiry models ve phases. As an assessment tool, it provides feedback on lesson plan items that pre-service teachers developed well and those areas that still need improvement. Last, the 5E ILPv2 also offers instructors opportunities to research 5E lesson planning within their own courses by examining students progress on specic phases or items. Appendix 5E Inquiry Lesson Plan Version 2 Rubric (5E ILPv2) Name(s)________________________ Lesson Title ________________________ Grade leve1 __________ Approval of Field/Clinical Placement Supervisor/Faculty ____________________ Approval of Methods Faculty __________________________________________ Science Learning Cycle Lesson Plan Rubric v1 0 1 2 3 4 Concepts and/or skills selected for the lesson align with National Science Education Standards and relevant state/local standards 0 1 2 3 4 The lesson plan contains objectives that are clear, appropriate, measurable, and align with the assessment/evaluation 0 1 2 3 4 Materials list is present and complete Inquiry-Based Teaching 545 1 3 ExplorationPhase 1 (Engage and Explore) InventionPhase 2 (Explain) Explain item 1 0 1 2 3 4 There is a logical transition from the explore phase to the explain phase Explain item 2 0 1 2 3 4 The explain includes teacher questions that lead to the development of concepts and skills (Draws upon the explore activities/or data collected during the explore activities) Explain item 3 0 1 2 3 4 The explain includes mixed divergent and convergent questions for interactive discussion facilitated by teacher and/or students to develop concepts or skills Explain item 4 0 1 2 3 4 The explain includes a complete explanation of the concept (s) and/or skill(s) taught Explain item 5 0 1 2 3 4 The explain phase provides a variety of approaches to explain and illustrate the concept or skill. (For example, approaches might include but are not limited to the use of technology, virtual eld trips, demonstrations, cooperative group discussions, panel discussions, interview of guest speaker, video/print/audio/ computer program materials, or teacher explanations.) Explain item 6 0 1 2 3 4 The discussions or activity during the explain phase allows the teacher to assess students present understanding of concept(s) or skill(s) Engage item 1 0 1 2 3 4 The engage elicits students prior knowledge (based upon the objectives) Engage item 2 0 1 2 3 4 The engage raises student interest/motivation to learn Engage item 3 0 1 2 3 4 The engage provides opportunities for student discussion/questions (or invites student questions) Engage item 4 0 1 2 3 4 The engage leads into the exploration Explore item 1 0 1 2 3 4 During the explore phase, teachers present instructions Explore item 2 0 1 2 3 4 Learning activities in the exploration phase involves hands-on/minds-on activities Explore item 3 0 1 2 3 4 Learning activities in the exploration phase are student-centered (When appropriate, teacher questions evoke the learners ideas and/or generate new questions from students. Student inquiry may involve student questioning, manipulating objects, developing inquiry skills (as appropriate) and developing abstract ideas). *See back for list of typical inquiry skills Explore item 4 0 1 2 3 4 The inquiry activities of the explore show evidence of student learning (formative/ authentic assessment). *See back for a list of formative assessment methods 546 M. J. Goldston et al. 1 3 ExpansionPhase 3 (Elaborate and Evaluate) Points Additional Lesson Plan components: Scoring Criteria 4 Excellent All elements of the item are present, complete, appropriate, and accurate, with rich details. Another teacher can use the plan(or phase) as written 3 Good Most of the elements of the item are present, complete, appropriate, and accurate, with rich details. Another teacher could use the plan (or phase) with a few modications Elaborate item 1 0 1 2 3 4 There is a logical transition from the explain phase to the elaborate phase Elaborate item 2 0 1 2 3 4 The elaborate activities provide students with the opportunity to apply the newly acquired concepts and skills into new areas Elaborate item 3 0 1 2 3 4 The elaborate activities encourage students to nd real-life (every day) connections with the newly acquired concepts or skills Evaluation item 1 0 1 2 3 4 The lesson includes summative evaluation, which can include a variety of forms/ approaches. * See back for list of some methods of evaluation Evaluation item 2 0 1 2 3 4 The evaluation matches the objectives Evaluation item 3 0 1 2 3 4 The evaluation criteria are clear and appropriate Evaluation item 4 0 1 2 3 4 The evaluation criteria are measurable (i.e., rubrics) 0 1 2 3 4 Relevant safety issues are addressed. Appropriate safety equipment is delineated. Selection of materials is age appropriate 0 1 2 3 4 The time specied in each of the lesson plan phases (exploration, invention, expansion) is appropriate 0 1 2 3 4 Accommodations for students with special needs are addressed. A variety of cognitive levels is addressed throughout the lesson. The lesson is appropriate for all students 0 1 2 3 4 The lesson plan includes a bibliography. Cited works include web sites, textbooks, childrens literature, and relevant articles. Using only childrens literature is not acceptable. Multiple sources must be used for content verication Inquiry-Based Teaching 547 1 3 Appendix continued 2 Average Approximately half of the elements of the item are present, complete, appropriate, and accurate, with some details. Another teacher could use the plan (or phase) with modications 1 Poor Few of the elements of the item are present, complete, appropriate, and accurate, with few details. Another teacher would have to re-write the lesson (or phase) in order to implement the lesson 0 Unacceptable Key elements of the item are not present. Descriptions are inappropriate. Plan lacks coherence and is unusable as written *Typical inquiry skillspredicting, hypothesizing, observing, measuring, test- ing, recording, graphing, creating tables, drawing conclusions. *Typical formative assessment methods: science journals, science notebooks, photonarratives, KWL charts, concept maps, writing assignments, art work, drawings/charts, graph, quiz, test, PowerPoint presentation, I-movie, movie, cartoons. 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