|Beginnjahr 2013||Abschlussjahr 2016||
|Schlagwörter Deutsch||Forschendes Lernen, Postinterventionelles Inventar, Forschende Lernarrangements|
|Schlagwörter Englisch||Inquiry Learning, Postinterventional Inventory, Inquiry Learning Arrangement|
TILA (Theory of Inquiry Learning Arrangements; Reitinger 2013) is a general theory of inquiry learning, already published in research literature. With TILA, the idea of self-determined inquiry in autonomy-oriented arrangements (Deci & Ryan 2004; Reeve 2002) at schools or higher education institutions gets theoretically and empirically confirmed and ready for transfer into the interdisciplinary discourse.
Nevertheless, a psychometric inventory for postinterventional investigation of Inquiry Learning Arrangements - basing on the mentioned critera - would be helpful. Within the Projekt "CILI" the development and testing of such an Inventory was the main objective.
The project fostered the development and testing (according to Classical Test Theory; DeMars, 2010; Devellis, 2011) of such an inventory. The development was performed in two steps. Firstly, a repesentative sample of teacher students was investigated to test and reduce a large number of construct items to a preliminary scale of 16 items (4 items per each criteria; experinece-based hypothesizing, authentic exploration, critical discourse, and conclusion-based transfer). The approach of this study 1 followed the methodology of exploratory analysis. Secondly, within study 2 another sample of teacher students was invited to rate the preliminary scale of 16 items. The data was investigated by confirmatory analysis. The scale was reduced to a fully standardized 12-item-inventory.
The first publication concerning this project (Criteria of Inquiry Learning Inventory; CILI) was published in 2015. The finalized inventory was published in 2016 (Reitinger, 2016).
In applying databased modification of an exploratory tested set of items and subsequent Confirmatory Factor Analysis (CFA), a statistically sufficient inventory to measure the evolvement of Inquiry Learning could be created. The battery comprises 12 items: 3 items per each criteria, i.e., experience-based hypothesizing, authentic exploration, critical discourse, and conclusion-based transfer. The results of the CFA reveal the best statistical fit for the theoretically underpinned four-factor-model. This model assumes that Inquiry Learning is a heterogeneous overall construct. It occurs where the described Criteria of Inquiry Learning evolve. By using the developed inventory, these degrees of evolvement can be measured subsequently to an Inquiry Learning Arrangement (in tertiary education). The author refers to this four-dimensional set of items as CILI.
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