<em>Supporting data for PhD thesis “</em>Investigating the Impact of Argument-Driven Inquiry and Academically Productive Talk on Critical Thinking and Learning Motivation in Post-Pandemic Hong Kong Science Education<em>”</em>

Directory of Files: A. Filename: Combine_CCTDI.zip Short description: Quantitative Data. The zip files contain 6 Excel files which store students' raw data. This raw data set consists of student's input on each CCTDI item. The pre-data were collected through an online survey, while post-data were collected through pen and paper. The data will be analysed by ANOVA to compare the effectiveness of the intervention. (<em>California Critical Thinking Disposition Inventory (CCTDI)</em> has been widely employed in the field of education to investigate the changes in students’ Critical Thinking (CT) attitudes resulting from teaching interventions by comparing the pre- and post-tests. This 6-point scale self-reporting instrument requires respondents to rate themselves, ranging from “rating 1” for not describing them at all to “rating 6” for extremely well. The instrument has 40 questions categorized in seven subsets covering various CT dispositions dimensions, namely: i) truth-seeking, ii) open-mindedness, iii) analyticity, iv) systematicity, v) inquisitiveness, vi) maturity, and vii) self-confidence. B. Filename: Combine_TCTSPS.zip Short description: Quantitative Data. The zip files contains 6 excel files which stores students' raw data. consists of student's input on each TCTSPS item. The pre-data were collected through an online survey, while post-data were collected through pen and paper. The data will be analysed by ANOVA to compare the effectiveness of the intervention. (<em>Test of Critical Thinking Skills for Primary and Secondary School Students (TCTS-PS)</em> consists of 24 items divided into five subscales measuring distinct yet correlated aspects of CT skills, namely: (I) differentiating theory from assumptions, (II) deciding evidence, (III) inference, (IV) finding an alternative theory, and (V) evaluation of arguments. The instrument yields a possible total score of 72. The instrument is intended for use in measuring gains in CT skills resulting from instruction, predicting success in programs where CT is crucial, and examining relationships between CT skills and other abilities or traits.) <br> C. Filename: Combine_SMTSL.zip Short description: Quantitative Data. The zip files contains 5 excel files which stores students' raw data. consists of student's input on each SMTSL item. The pre-data were collected through an online survey, while post-data were collected through pen and paper. The data will be analysed by ANOVA to compare the effectiveness of the intervention. (<em>Students' Motivation Towards Science learning (SMTSL) </em> defined six factors that related to the motivation in science learning including self-efficacy, active learning strategies and so on, in order to measure participants' motivation towards science learning: A. Self-efficacy, B. Active learning , trategies, C. Science learning value, D. Performance goal, E. Achievement goal, and F. Learning environment stimulation) <br> D. Filename: Combine_Discourse Transcription_1.zip and Combine_Discourse Transcription_2.zip Short description: Qualitative Data.The zip files contains 6 excel files which 6 teachers' classroom teaching discourse transcriptions. The data will be analysed by thematic analysis to compare the effectiveness of the intervention. (38 science classroom discourse videos of 8th graders were transcribed and coded by Academically Productive Talk framework (APT). APT is drawing from sociological, linguistic, and anthropological perspectives, comprises four primary constructs or objectives.) <br> E. Filename: Combine_Inquiry Report.zip Short description: Qualitative Data. The zip files contains 2 excel files which 2 schools' inquiry report scores according rubrics. The data will be analysed by thematic analysis to compare the effectiveness of the intervention. (To assess the quality of students' arguments, a validated scoring rubric was employed to evaluate the student's written argument. These aspects primarily concentrated on the student's proficiency in five perspectives (Walker &amp; Sampson, 2013, p. 573): (AR1) Provide a well-articulated, adequate, and accurate claim that answers the research question, (AR2) Use genuine evidence to support the claim and to present the evidence in an appropriate manner, (AR3) Provide enough valid and reliable evidence to support the claim, (AR4) Provide a rationale is sufficient and appropriate, and (AR5) Compare his or her findings with other groups in the project.) <br> F. Filename: Combined_Interview Transcription.xlsx Short description: Qualitative Data. The file contains all the students' interview transcriptions. The data will be analysed by thematic analysis to compare the effectiveness of the intervention. (A semi-structured interviews was conducted to gather interviewees' motivation of CT and learning motivation in the context of science. The interview data would be used to complement the quantitative results (i.e., TCTS-PS, CCTDI, and SMTSL scores).

文件目录：
A. 文件名：Combine_CCTDI.zip
简短说明：定量数据。该压缩包内含6个Excel文件，存储学生原始作答数据。此原始数据集包含学生在加利福尼亚批判性思维倾向问卷（California Critical Thinking Disposition Inventory, CCTDI）各题项上的作答结果。前置数据通过线上问卷收集，后置数据则通过纸笔方式收集。后续将通过方差分析（ANOVA）对该数据进行分析，以比较教学干预的有效性。
加利福尼亚批判性思维倾向问卷（CCTDI）是教育领域广泛使用的研究工具，通过对比前测与后测成绩，探究教学干预带来的学生批判性思维（Critical Thinking, CT）态度变化。该工具为6点自评量表，要求受访者对自身情况进行评分，评分范围从“1分：完全不符合自身情况”到“6分：完全符合自身情况”。该问卷共包含40个题目，分为7个维度，涵盖批判性思维倾向的各方面，分别为：① 求真性、② 开放性思维、③ 分析性、④ 系统性、⑤ 求知欲、⑥ 成熟性、⑦ 自信心。
B. 文件名：Combine_TCTSPS.zip
简短说明：定量数据。该压缩包内含6个Excel文件，存储学生原始作答数据，包含学生在中小学生批判性思维技能测试（Test of Critical Thinking Skills for Primary and Secondary School Students, TCTS-PS）各题项上的作答结果。前置数据通过线上问卷收集，后置数据通过纸笔方式收集。后续将通过方差分析（ANOVA）对该数据进行分析，以比较教学干预的有效性。
中小学生批判性思维技能测试（TCTS-PS）共包含24个题项，分为5个分量表，用于测量批判性思维技能既相互独立又彼此关联的不同维度，分别为：（I）区分理论与假设、（II）判定证据、（III）推理、（IV）提出替代性理论、（V）论证评价。该工具的总满分值为72分，旨在用于衡量教学干预带来的批判性思维技能提升情况，预测对批判性思维能力要求较高的项目中的学业表现，以及探究批判性思维技能与其他能力或特质之间的关联。
C. 文件名：Combine_SMTSL.zip
简短说明：定量数据。该压缩包内含5个Excel文件，存储学生原始作答数据，包含学生在学生科学学习动机量表（Students' Motivation Towards Science Learning, SMTSL）各题项上的作答结果。前置数据通过线上问卷收集，后置数据通过纸笔方式收集。后续将通过方差分析（ANOVA）对该数据进行分析，以比较教学干预的有效性。
学生科学学习动机量表（SMTSL）界定了与科学学习动机相关的6个维度，用于测量参与者的科学学习动机，分别为：A. 自我效能感、B. 主动学习策略、C. 科学学习价值、D. 表现目标、E. 成就目标、F. 学习环境激励。
D. 文件名：Combine_Discourse Transcription_1.zip 与 Combine_Discourse Transcription_2.zip
简短说明：定性数据。该压缩包内含6个Excel文件，存储6名教师的课堂教学话语转录文本。后续将通过主题分析法对该数据进行分析，以比较教学干预的有效性。本数据集包含8年级学生的38节科学课堂话语视频的转录与编码结果，编码采用学术性产出性话语框架（Academically Productive Talk, APT）。该框架借鉴社会学、语言学与人类学的研究视角，包含四大核心构念或目标。
E. 文件名：Combine_Inquiry Report.zip
简短说明：定性数据。该压缩包内含2个Excel文件，存储2所学校的探究报告评分（基于标准化评分量规）。后续将通过主题分析法对该数据进行分析，以比较教学干预的有效性。为评估学生论证的质量，研究采用经过信效度检验的评分量规对学生的书面论证进行评分。评分维度主要聚焦于学生在五个方面的能力（Walker & Sampson, 2013, p. 573）：（AR1）提出清晰、充分且准确的主张以回应研究问题；（AR2）使用真实证据支撑主张，并以恰当方式呈现证据；（AR3）提供足够数量的有效可靠证据以支撑主张；（AR4）提供充分且恰当的论证理据；（AR5）将自身研究结果与项目中其他小组的结果进行对比。
F. 文件名：Combined_Interview Transcription.xlsx
简短说明：定性数据。该文件包含所有学生的访谈转录文本。后续将通过主题分析法对该数据进行分析，以比较教学干预的有效性。研究采用半结构化访谈，以收集受访者在科学学习情境下的批判性思维动机与学习动机相关数据。该访谈数据将用于补充定量研究结果（即TCTS-PS、CCTDI与SMTSL量表得分）。

搜集汇总

背景与挑战

背景概述

该数据集支持一项博士论文研究，探讨了在香港疫情后科学教育中，论证驱动探究和学术性对话对批判性思维与学习动机的影响。数据集包含定量数据（如CCTDI、TCTS-PS和SMTSL测量工具的学生原始数据）和定性数据（如课堂话语转录、探究报告评分及学生访谈转录），通过ANOVA和主题分析方法评估干预效果。