Scenario Evaluation with Relevance and Interest (SERI): Development and Validation of a Scenario Measurement Tool for Context-Based Learning
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CitationKang, Jingoo. Keinonen, Tuula. Simon, Shirley. Rannikmäe, Miia. Soobard, Regina. Direito, Inês. (2018). Scenario Evaluation with Relevance and Interest (SERI): Development and Validation of a Scenario Measurement Tool for Context-Based Learning. International journal of science and mathematics education, [Epub ahead of print 22 Oct 2018], 1-22. 10.1007/s10763-018-9930-y.
Context-based learning (CBL) approaches have been recommended and expanded in science education to make science more relevant to students by connecting science content with students’ daily life. Subsequently, in order to implement CBL at school, a group of scenarios has been produced by several stakeholders. However, there is a lack of resources to measure effectively what makes a good scenario. Thus, this study aims to develop and validate a scenario evaluation instrument to examine students’ perspectives on science career-related scenarios through the lens of relevance and interest. For this purpose, 25 science career-related scenarios and a measurement tool, Scenario Evaluation with Relevance and Interest (SERI), were developed by a team of researchers for the EU funded MultiCO project. Then, lower secondary school students from three different countries, Estonia, Finland, and the UK, were asked to respond to the newly developed instrument after reading the scenarios, and their responses were analyzed by factor analyses and multivariate analysis of variance. According to the result, this instrument has good construct validity and reliability. However, it indicates one issue of discriminant validity between two factors, individual dimension and societal dimension. Also, significant gender differences were found in the Estonian sample regarding students’ perspectives on the scenarios. Possible interpretations of the results and implications of the suggested measurement tool are discussed.