The world’s future energy supply is an important topic in K-12 science education because it highlights the interaction between science, technology, and human activities (National Research Council [NRC], 2012). Topics related to future energy supplies have been intensely studied by modern science (Karlen et al., 2014; Matzenberger et al., 2015; US Department of Energy, 2017). To maintain relevance and reflect modern scientific discovery, K-12 science classrooms should help students understand the role that science and technology play in development of renewable resources (Bowman & Govett, 2015; Next Generation Science Standards [NGSS] Lead States, 2013). Bioenergy, “renewable energy derived from recently living biological material” (Dahiya, 2014, p. 2), has strong potential as a subject that can illustrate the integration of scientific knowledge and its application to practical problems (Metz, 2011). However, recent studies have found that students are not aware of the opportunities and challenges that exist in developing renewable energy. For example, Halder, Pietarinen, Havu-Nuutinen, and Pelkonen (2010) conducted a survey in Finland and found that two-thirds of the students in middle and high schools were not aware of how bioenergy production impacts society at a local, national, and global level. They have stated that bioenergy-related economic, political, and environmental impacts can serve as an important context to foster scientific literacy. Bioenergy educational units are able to cover core disciplinary knowledge required in science education, such as the carbon cycle and photosynthesis (Krauskopf, 2010; Metz, 2011). Additionally, learning experiences in bioenergy can spur students’ interests in renewable energy careers; students may become more engaged in science by seeing its connections to the real world (Williams, Papierno, Makel, & Ceci, 2004). For example, Alaska Airlines in 2016 used the first commercial flight where part of fuel energy was made of wood waste (US Department of Agriculture, 2018). Bioeconomy has created 280,000 jobs in the US, which mainly came from the ethanol or biodiesel Tingxuan Li, Kari L. Clase, Weiling Li, Anne Traynor Purdue University, USA Abstract. This research is motivated by the perspective that when empirical studies and assessment frameworks inform each other, assessments can enrich science education and strengthen its connections to modern science. The research proposes a bioenergy competency assessment for science education. It uses an argumentbased approach to validation. Multiple types of validity evidence were collected to support the proposed scores use and scores interpretation. Along with reporting a series of psychometric properties of response data, the findings indicated that empirical response data corresponded to the hypothesized data structure. The latent logistic scale estabished through a generalized partial credit model (GPCM) seemed useful in measuring students’ bioenergy competency.

中文翻译：

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生物能源能力评估工具：开发和验证

世界未来的能源供应是 K-12 科学教育的一个重要课题，因为它突出了科学、技术和人类活动之间的相互作用（国家研究委员会 [NRC]，2012）。现代科学已经深入研究了与未来能源供应相关的主题（Karlen 等人，2014 年；Matzenberger 等人，2015 年；美国能源部，2017 年）。为了保持相关性并反映现代科学发现，K-12 科学课堂应帮助学生了解科学和技术在可再生资源开发中的作用（Bowman & Govett，2015 年；下一代科学标准 [NGSS] Lead States，2013 年）。生物能源，“源自最近生活的生物材料的可再生能源”（Dahiya，2014 年，第 2 页），作为一门可以说明科学知识整合及其在实际问题中的应用的学科，它具有强大的潜力（Metz，2011）。然而，最近的研究发现，学生们并没有意识到开发可再生能源存在的机遇和挑战。例如，Halder、Pietarinen、Havu-Nuutinen 和 Pelkonen（2010 年）在芬兰进行了一项调查，发现三分之二的初中和高中学生不了解生物能源生产如何在地方、国家、和全球水平。他们表示，与生物能源相关的经济、政治和环境影响可以作为培养科学素养的重要背景。生物能源教育单位能够涵盖科学教育所需的核心学科知识，例如碳循环和光合作用 (Krauskopf, 2010; Metz, 2011)。此外，生物能源方面的学习经验可以激发学生对可再生能源职业的兴趣；通过看到科学与现实世界的联系，学生可能会更加投入到科学中（Williams、Papierno、Makel 和 Ceci，2004 年）。例如，阿拉斯加航空公司在 2016 年使用了第一次商业飞行，其中部分燃料能源由木材废料制成（美国农业部，2018 年）。生物经济在美国创造了 280,000 个工作岗位，其中主要来自乙醇或生物柴油的 Tingxuan Li, Kari L. Clase, Weiling Li, Anne Traynor Purdue University, USA Abstract。这项研究的动机是当实证研究和评估框架相互通知时，评估可以丰富科学教育并加强其与现代科学的联系。该研究建议对科学教育进行生物能源能力评估。它使用基于参数的方法进行验证。收集了多种类型的有效性证据以支持建议的分数使用和分数解释。除了报告响应数据的一系列心理测量特性外，研究结果还表明经验响应数据与假设的数据结构相对应。通过广义部分信用模型 (GPCM) 建立的潜在逻辑量表在衡量学生的生物能源能力方面似乎很有用。收集了多种类型的有效性证据以支持建议的分数使用和分数解释。除了报告响应数据的一系列心理测量特性外，研究结果还表明经验响应数据与假设的数据结构相对应。通过广义部分信用模型 (GPCM) 建立的潜在逻辑量表在衡量学生的生物能源能力方面似乎很有用。收集了多种类型的有效性证据以支持建议的分数使用和分数解释。除了报告响应数据的一系列心理测量特性外，研究结果还表明经验响应数据与假设的数据结构相对应。通过广义部分信用模型 (GPCM) 建立的潜在逻辑量表在衡量学生的生物能源能力方面似乎很有用。