Assessing planning investigations among preservice teachers in ill-structured problem contexts via game-based assessment

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Abstract
Scientific reasoning is a multidimensional construct; therefore, assessment claims should address specific processes elicited by an instrument. This study presents a game-based assessment (GBA) that uses log-derived decision outcomes to examine planning investigations as a process-related dimension of scientific reasoning among 47 preservice chemistry teachers. In the assessment, planning investigations were operationalized as determining an appropriate analytical procedure, represented by the selected sample, analytical method(s), and procedural order. Across three region-specific tasks, within an environmental chemistry scenario, participants identified the sample relevant to the problem, selected up to two analytical methods, and sequenced them. According to the findings, the scores differed significantly across the three tasks with the highest performance in the rocky area and the lowest performance in the forest area task. These findings highlight the importance of examining planning decisions across multiple tasks. Thus, the game offers a way to assess these planning investigations through gameplay records.
Funding Information
  • Türkiye Bilimsel ve Teknolojik Araştırma Kurumu

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