Instructors and researchers often use research-based assessments to identify the impact of instructional activities. These investigations often focus on issues of diversity, equity, and inclusions by comparing outcomes across social identity groups (e.g., gender, race, and class). Comparisons across groups assume the assessments measure the same…

Plausibility perceptions about climate change influence learner engagement, motivation, and knowledge acquisition, thereby shaping the effectiveness of climate change education. The Plausibility Perception Measure (PPM) was originally developed following the Fourth Assessment Report of the Intergovernmental Panel on Climate Change in 2007. There…

Metacognition inventory supports increased awareness and self-control to improve student's academic success, including physics. However, there are limitations to revealing the Physics Metacognition Inventory (PMI), especially in Indonesia. This study aims to explore and evaluate the psychometric properties of PMI. This survey research has involved…

The accurate assessment of analytical thinking in physics, particularly in magnetism, poses substantial challenges due to the limitations of conventional tools in measuring higher-order cognitive skills. This study aimed to validate an analytical skills test in physics, based on Bloom's Revised Taxonomy, with an emphasis on the dimensions of…

High attrition rates in science, technology, engineering, and mathematics disciplines are an ongoing problem. Graduate student attrition, in particular, is understudied. Most past studies have focused on students' attributes, undergraduate preparation, and mentoring relationships. Emerging results from the implementation of the American Physical…

The objective of this study was to adapt the Teaching Engineering Self-Efficacy Scale (TESS) to Turkish through comprehensive validity and reliability assessments and to analyze science teachers' (specializing in science, physics, chemistry, biology) Teaching Engineering Self-Efficacy (TES) beliefs concerning various variables. The study employed…

This study was designed to develop an assessment tool to measure high school students' personal epistemology (PE) in the physics domain by using validation processes. Based on theoretical foundations of PE, the PPEQ was conceptualised on six hypothetical dimensions: structure of knowledge [SK], justification of knowledge and knowing [JK],…

The aim of the study was describing the development and validation of students' perception on learning by questioning (LBQ) scale in physics. Research and Development (R & D) design was utilized in the research method. The number of senior high school students involved in the research were 224 students, composed of 95 boys (42.41%) and 129…

The purposes of this study were (1) to develop a questionnaire measuring high school students' conceptions of the relationship between mathematics and physics, (2) and to determine the students' conceptions of the relationship between mathematics and physics. A total of 718 high school students (343 male, 375 female) participated in this study.…

Student learning in instructional physics labs represents a growing area of research that includes investigations of students' beliefs and expectations about the nature of experimental physics. To directly probe students' epistemologies about experimental physics and support broader lab transformation efforts at the University of Colorado Boulder…

The kinematics concept test (KCT) is a multiple-choice test designed to evaluate students' conceptual understanding of kinematics at the high school level. The test comprises 49 multiple-choice items about velocity and acceleration, which are based on seven kinematic concepts and which make use of three different representations. In the first part…

Every sphere of life has been revolutionised by science. Thus, science understanding is an increasingly precious resource throughout the world. Despite the widely recognised need for better science education, the percentage of school students studying science is particularly low, and the numbers of students pursuing science continue to decline…

Although the level of cognitive behaviours is continually controlled in school environments, affective behaviours cannot be both acquired and measured in a planned manner way. In fact, the functionality of educational activities, which are orientated towards cognitive targets, can be enhanced by placing more emphasis on the affective dimension.…