Validation of learning progression in scientific imagination using data from Taiwanese and Finnish elementary school students

This study validated learning progression in scientific imagination and compared the performance of Taiwanese and Finnish elementary school students on scientific imagination tasks. A total of 150 5th and 6th graders completed the Scientific Imagination Test-Verbal (SIT-Verbal). Multiple analyses related to the validity of the SIT-Verbal were conducted using the Rasch partial credit model. Differences in scientific imagination due to gender and country of residence were assessed using t-tests. The results indicated that the various components of scientific imagination were hierarchically ordered, except for conceptualisation/organisation/formation. No differences in scientific imagination due to gender or country of residence were observed. Suggestions for future research are offered.