Interpreting force concept inventory scores: Normalized gain and SAT scores

摘要

Preinstruction SAT scores and normalized gains class="aps-inline-formula">$\left(G\right)$ on the force concept inventory (FCI) were examined for individual students in interactive engagement (IE) courses in introductory mechanics at one high school class="aps-inline-formula">$(N=335)$ and one university class="aps-inline-formula">$(N=292)$, and strong, positive correlations were found for both populations ( class="aps-inline-formula">$r=0.57$ and class="aps-inline-formula">$r=0.46$, respectively). These correlations are likely due to the importance of cognitive skills and abstract reasoning in learning physics. The larger correlation coefficient for the high school population may be a result of the much shorter time interval between taking the SAT and studying mechanics, because the SAT may provide a more current measure of abilities when high school students begin the study of mechanics than it does for college students, who begin mechanics years after the test is taken. In prior research a strong correlation between FCI class="aps-inline-formula">$G$ and scores on Lawsona€?s Classroom Test of Scientific Reasoning for students from the same two schools was observed. Our results suggest that, when interpreting class average normalized FCI gains and comparing different classes, it is important to take into account the variation of studentsa€? cognitive skills, as measured either by the SAT or by Lawsona€?s test. While Lawsona€?s test is not commonly given to students in most introductory mechanics courses, SAT scores provide a readily available alternative means of taking account of studentsa€? reasoning abilities. Knowing the studentsa€? cognitive level before instruction also allows one to alter instruction or to use an intervention designed to improve studentsa€? cognitive level.