We have developed an instrument to assess students' proficiencies in identifying sources of science knowledge (SoK) in text passages. We describe the new web-based instrument and our evaluation of the instrument with a sample (n = 338) of children grades 2-8. By creating and validating this tool, we aim to establish a learning progression, inform science teaching, and tailor instruction to individual differences. Our findings suggest that students demonstrate differential ability in identifying SoK and thus imply the need for instruction to accommodate individual student perspectives on SoK. We expect that highlighting student ability in identifying SoK as a distinct skill will enable differentiated, adaptive instruction. We further expect this instrument to make explicit a component of what it means to think like a scientist, and in doing so facilitate conversations among teachers and students about the practice of science.
['Ilya M. Goldin', 'Maggie Renken', 'April Galyardt', 'Ellen Litkowski']
Individual Differences in Identifying Sources of Science Knowledge