Item Feature Effects in Evolution Assessment.

By Ross H. Nehm, Minsu Ha. 2011

233 citations recorded by the source corpus.

Subfields: Education, History and Philosophy of Science, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e1a043684d83746c21d16b1314445074d032654c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Louis S. Nadelson
2. Sherry A. Southerland
3. Minsu Ha
4. Ross H. Nehm
5. David L. Haury
6. John E Opfer
7. Rafael E. Núñez

In History and Philosophy of Science

1. Louis S. Nadelson
2. Minsu Ha
3. Sherry A. Southerland
4. David L. Haury
5. John E Opfer
6. Ross H. Nehm
7. Kimberly Hardy

In Social Psychology

1. Louis S. Nadelson
2. Minsu Ha
3. David L. Haury
4. Sherry A. Southerland
5. John E Opfer
6. Ross H. Nehm
7. Kimberly Hardy

Citations in the corpus

• Cognitive foundations for science assessment design: Knowing what students know about evolution (2012, background): “The third issue to be considered in the design of assessment tasks is permitting the coexistence of normative (scientific) and nonnormative ideas (cognitive biases) (Legare, Evans, Rosengren, & Harris, 2012; Nehm & Ha, 2011; Nehm, Ha, & Mayfield, 2012).”
• A More Fine-Grained Measure of Students' Acceptance of Evolution: Development of the Inventory of Student Evolution Acceptance—I-SEA (2012, background): “Research indicates that the general public (Alters, 2004 ; Alters & Alters, 2001 ; Reznick & Ricklefs, 2009 ; Scott, 2005 ) and students (Nehm & Ha, 2011 ) also tend to perceive microevolution and macroevolution as being different.”
• Feeling of certainty: Uncovering a missing link between knowledge and acceptance of evolution (2012, result): “The relatively low consistency of misconceptions use has been noted in several other studies (Nehm & Ha, 2011).”