Building a learning progression for scientific imagination: A measurement approach

This study aimed to build a learning progression (LP) for the development of scientific imagination based on a measurement approach using the BEAR Assessment System (BAS) in an attempt to better understand the core ideas and the developmental path of the scientific imagination process as well as align curriculum, instruction, and assessment through LP. Participants in this study were selected from Taiwan, and classified into two categories. The first category included 741 5th and 6th grade elementary school students, were administered the Scientific Imagination Test-Verbal (SIT-Verbal). The second category included one award-winning teacher who designed and implemented a set of curriculum for scientific imagination. The SIT-Verbal was developed by a panel of experts and covered four key components of scientific imagination process: brainstorming, association, transformation/elaboration, and conceptualization/organization/formation. The multiple validities of the SIT-Verbal were assessed using the Rasch partial credit model. Results showed that the components of brainstorming, association, and transformation/elaboration were hierarchical. Additionally, the SIT-Verbal was suitable for measuring students' scientific imagination at the elementary school level. Based on the proposed LP, a set of science curricula was developed for science classroom. The teacher's reflections and observations of LP application were recorded to provide insight into scientific imagination development in practice. The conclusion of the study not only enhance teachers' professions, but also provide more abundant information to verify the LPs for scientific imagination. Implications for the assessments with the LPs and revisions for both the SIT-Verbal and the scientific imagination LP are also proposed.