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Using Rasch modeling to compare scientific conceptions of high-school and university students
Debra L. PANIZZON, Trevor Grahame BOND
Department of Psychology (PS)
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Keyphrases
Cognitive Processes
50%
Conceptual Understanding
50%
Degree of Understanding
50%
Education Level
50%
High School Students
100%
Learning Situation
50%
Ordinal Levels
50%
Osmosis
50%
Rasch Analysis
50%
Rasch Modeling
100%
Rasch Partial Credit Model
50%
Science Students
100%
Scientific Conceptions
100%
Student Cognitive Engagement
50%
Student Impacts
50%
Student Learning Outcomes
50%
Student Use
50%
University Science
50%
University Students
100%
Social Sciences
Cognition
100%
Learning Outcome
100%
Learning Situation
100%
Level of Education
100%
Prior experience
100%
Rasch Model
100%
Secondary Schools
100%
Structural Model
100%
Student Learning
100%
University Students
100%