<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Shasha Chen</style></author><author><style face="normal" font="default" size="100%">Shaohui Chi</style></author><author><style face="normal" font="default" size="100%">Zuhao Wang</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INTERDISCIPLINARY THINKING AMONG SEVENTH-GRADE STUDENTS IN LOWER-SECONDARY SCIENCE EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">educational assessment</style></keyword><keyword><style  face="normal" font="default" size="100%">interdisciplinary thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">multidimensional item response model</style></keyword><keyword><style  face="normal" font="default" size="100%">Rasch measurement</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1740921191.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Interdisciplinary thinking is critical for equipping students to apply scientific knowledge and tackle societal challenges across various disciplines, which has been recognized as a key objective of twenty-first century science education. However, research on effective interdisciplinary assessment in secondary school science education is still limited. The purpose of this study was to develop and validate an instrument for evaluating seventh graders’ interdisciplinary thinking within lower-secondary science contexts. A four-dimensional framework for evaluating interdisciplinary thinking was proposed, leading to the development of an assessment instrument. Participants were 316 seventh–grade students randomly selected from a lower-secondary school in Jiangsu, China. The multidimensional random coefficients multinomial logit (MRCML) model was employed to examine the reliability and validity of the instrument. The results indicated that the four–dimensional conceptual framework of interdisciplinary thinking was appropriate, and the multidimensional partial credit model (PCM) fitted the data reasonably well. The differential item functioning (DIF) analysis also revealed the absence of gender bias, confirming the measurement invariance statistics reached. In addition, disparities in student performance across the four dimensions were identified, highlighting the need for tailored instructional practices to foster their ability in lower-secondary school science education.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">53-70</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Yu Lan</style></author><author><style face="normal" font="default" size="100%">Shaohui Chi</style></author><author><style face="normal" font="default" size="100%">Zuhao Wang</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ASSESSING UPPER-SECONDARY SCHOOL STUDENTS’ INTERDISCIPLINARY UNDERSTANDING OF ENVIRONMENTAL ISSUES</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Environmental Issues</style></keyword><keyword><style  face="normal" font="default" size="100%">Interdisciplinary Assessment</style></keyword><keyword><style  face="normal" font="default" size="100%">Interdisciplinary Understanding</style></keyword><keyword><style  face="normal" font="default" size="100%">Rasch Measurement Model</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1633680664.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">20</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Science educators have highlighted the need to develop students to integrate knowledge across science disciplines to address real-world issues. However, there has been little research about the development of interdisciplinary assessment instruments. In this research, the instrument that measures the level of upper-secondary school students’ interdisciplinary understanding of environmental issues was developed and validated based upon Wilson’s Construct Modeling framework. After a pilot testing, the revised assessment instrument of interdisciplinary understanding covering five typical environmental problems comprised 14 multiple-choice questions and four constructed-response questions. Five hundred twenty-three eleventh graders, including 279 boys and 244 girls from mainland China, made up the research sample. The partial credit Rasch analysis has verified the reliability and validity of the interdisciplinary understanding instrument. In addition, the results of cluster analysis revealed that over half of the students could use some partially accurate scientific concepts and principles from two or more disciplinary perspectives to deal with a specific environmental issue. The validated instrument can provide insights for assessing and developing upper-secondary school students’ interdisciplinary understanding in science education.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">811-826</style></section></record></records></xml>