Advancing Interdisciplinary Science Education: Validating the Interdisciplinary Science Assessment of Carbon Cycling II Through Internal Structure and External Factors

Abstract The Interdisciplinary Science Assessment of Carbon Cycling II (ISACC II) addresses the growing need for effective interdisciplinary learning assessments in science education. ISACC II expanded the foundational work of ISACC I by targeting a more appropriate grade level, enhancing psychometric evidence, and incorporating new items that address sustainability and real-life challenges. We reported evidence of validity for ISACC II in this study by examining its internal structure, reliability, and alignment with external variables. Confirmatory factor analysis and structural equation modeling confirm a robust two-factor path model, underscoring the developmental progression of interdisciplinary learning consisting of disciplinary and interdisciplinary understanding. The findings indicated that an understanding of different scientific disciplines enhances the ability to integrate knowledge. The results of structural equation modeling also revealed that students who took more science courses had a higher level of disciplinary understanding, which in turn facilitated achieving a higher level of interdisciplinary understanding. Additionally, gender and race were associated with interdisciplinary understanding, with Asian students enrolling in significantly more science courses than White non-Latinx and Latinx students. This greater exposure to science courses enhanced disciplinary knowledge, which in turn supported increased interdisciplinary understanding. Female students exhibited higher levels of interdisciplinary understanding than male students but had no significant differences in science course-taking. ISACC II serves as a valuable tool for advancing science education by promoting and reducing equity gaps in interdisciplinary learning.