Mapeala Ruslan, Siew Nyet Moi
Institute of Teacher Education, Tawau Campus, KM 32 Jalan Balung, Locked Bag 27, Tawau, 91009 Sabah Malaysia.
Faculty of Psychology and Education, Education Block, Universiti Malaysia Sabah, Jalan UMS, Kota Kinabalu, 88400 Malaysia.
Springerplus. 2015 Nov 26;4:741. doi: 10.1186/s40064-015-1535-0. eCollection 2015.
The paper described the development and validation of the Test of Science Critical Thinking (TSCT) to measure the three critical thinking skill constructs: comparing and contrasting, sequencing, and identifying cause and effect. The initial TSCT consisted of 55 multiple choice test items, each of which required participants to select a correct response and a correct choice of critical thinking used for their response. Data were obtained from a purposive sampling of 30 fifth graders in a pilot study carried out in a primary school in Sabah, Malaysia. Students underwent the sessions of teaching and learning activities for 9 weeks using the Thinking Maps-aided Problem-Based Learning Module before they answered the TSCT test. Analyses were conducted to check on difficulty index (p) and discrimination index (d), internal consistency reliability, content validity, and face validity. Analysis of the test-retest reliability data was conducted separately for a group of fifth graders with similar ability. Findings of the pilot study showed that out of initial 55 administered items, only 30 items with relatively good difficulty index (p) ranged from 0.40 to 0.60 and with good discrimination index (d) ranged within 0.20-1.00 were selected. The Kuder-Richardson reliability value was found to be appropriate and relatively high with 0.70, 0.73 and 0.92 for identifying cause and effect, sequencing, and comparing and contrasting respectively. The content validity index obtained from three expert judgments equalled or exceeded 0.95. In addition, test-retest reliability showed good, statistically significant correlations ([Formula: see text]). From the above results, the selected 30-item TSCT was found to have sufficient reliability and validity and would therefore represent a useful tool for measuring critical thinking ability among fifth graders in primary science.
该论文描述了科学批判性思维测试（TSCT）的开发与验证过程，以测量三种批判性思维技能结构：比较与对比、排序以及识别因果关系。最初的TSCT由55个多项选择题组成，每个题目要求参与者选择一个正确答案以及用于该答案的正确批判性思维选项。数据来自于马来西亚沙巴一所小学进行的一项试点研究中30名五年级学生的有目的抽样。在回答TSCT测试之前，学生们使用思维地图辅助的基于问题的学习模块进行了为期9周的教学活动。进行了分析以检查难度指数（p）和区分指数（d）、内部一致性信度、内容效度和表面效度。对一组能力相似的五年级学生单独进行了重测信度数据分析。试点研究的结果表明，在最初管理的55个项目中，仅选择了30个难度指数（p）相对较好（范围为0.40至0.60）且区分指数（d）良好（范围在0.20 - 1.00之间）的项目。发现库德 - 理查森信度值合适且相对较高，识别因果关系、排序以及比较与对比的信度值分别为0.70、0.73和0.92。从三位专家判断获得的内容效度指数等于或超过0.95。此外，重测信度显示出良好的、具有统计学意义的相关性（[公式：见原文]）。从上述结果来看，选定的30个项目的TSCT被发现具有足够的信度和效度，因此将成为测量小学科学五年级学生批判性思维能力的有用工具。
