Authors:
Elizabeth Lewis, Lyrica Lucas, Brandon Helding, Amy Tankersley, Elizabeth Hasseler, Ana Rivero & Dale Baker
Title:
Discourse in Inquiry Science Classrooms (DiISC) Version 2.0: Developing a Validity Argument for a Secondary Science Classroom Observation Instrument
Abstract:
With the implementation of the Next Generation Science Standards throughout most U.S. states, the need to measure inquiry-based practices has become more pressing. In this validation study, we argue that the Discourse in Inquiry Science Classrooms (DiISC) observational instrument is a useful tool for science education researchers to investigate science teachers’ instructional practices. The instrument is grounded in a conceptual framework of a scientific classroom discourse community and addresses fundamental characteristics of constructivist lessons including inquiry, oral and written discourse, and science literacy. We analyzed new data to develop and expand its original validity argument beyond the associated professional development program such that the instrument can be used more widely. For the validation, 807 science lessons were analyzed to determine the factor structure of the DiISC and examine its correlation with the already-validated Electronic Quality of Inquiry Protocol (EQUIP) instrument. As a result, we removed some items that did not represent DiISC constructs and present DiISC Version 2.0. The revised instrument can be used for observing and documenting secondary science teachers’ lessons and to provide feedback on progress toward building a scientific classroom discourse community that is inclusive of all students, especially underrepresented and multilingual learners.
Link to instrument: https://digitalcommons.unl.edu/teachlearnfacpub/475/
Thursday, 4/21/2022, from 2-3 pm
Bessey 109 or via zoom at https://unl.zoom.us/j/212107342