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Abstract
Geographic inquiry has immense potential to spark the interest of school students in science and societal issues, such as climate change or resource scarcity. However, implementing inquiry-based learning in secondary school contexts is frequently seen as a challenge. So far, standardized geography assessments have primarily focused on students’ spatial-thinking abilities, and there is a dearth of practicable tools to measure their inquiry skills. This study aimed to translate the self-report geographic inquiry process skills scale into Kazakh and test its reliability and validity among Kazakhstani secondary students. A total of 826 secondary school students aged between 13 and 18 were included in the analysis. Both exploratory and confirmatory factor analyses jointly supported a five-dimensional structure of the questionnaire. The scale exhibited sound measurement properties, including consistency over a two-week test-retest interval. The scores for the adapted instrument were not significantly correlated with participant gender, grade, age, or time spent preparing for the cross-national geography assessment. Proposals for future research are outlined.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 19, Issue 9, September 2023, Article No: em2319
https://doi.org/10.29333/ejmste/13471
Publication date: 01 Sep 2023
Online publication date: 09 Jul 2023
Article Views: 1562
Article Downloads: 936
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