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1.
Understanding attitudes toward science and measuring them remain two major challenges for science teaching. This article reviews the concept of attitudes toward science and their measurement. It subsequently analyzes the psychometric properties of the Test of Science-Related Attitudes (TOSRA), such as its construct validity, its discriminant and concurrent validity, and its reliability. The evidence presented suggests that TOSRA, in its Spanish-adapted version, has adequate construct validity regarding its theoretical referents, as well as good indexes of reliability. In addition, it determines the attitudes toward science of secondary school students in Santiago de Chile (n?=?664) and analyzes the sex variable as a differentiating factor in such attitudes. The analysis by sex revealed low-relevance gender difference. The results are contrasted with those obtained in English-speaking countries. This TOSRA sample showed good psychometric parameters for measuring and evaluating attitudes toward science, which can be used in classrooms of Spanish-speaking countries or with immigrant populations with limited English proficiency.  相似文献   

2.
Relationships between perceived levels of classroom individualization and science-related attitudes were explored for a sample of 712 junior high school science students. Five dimensions of perceived individualization (personalization, participation, independence, investigation, and differentiation) were measured with the Individualized Classroom Environment Questionnaire (ICEQ), while seven distinct attitudes were measured with the Test of Science-Related Attitudes (TOSRA). Hierarchical regression analyses revealed that the set of individualization variables accounted for a significant increment in end-of-year attitude scores, beyond that attributable to corresponding beginning-of-year attitude scores, for four of the seven attitudes considered. Significant associations between an individual individualization variable and an attitudinal dimension were positive in all cases. The study also provided support for the reliability and validity of the ICEQ and TOSRA and for their general usefulness in science education research.  相似文献   

3.
The purpose of this study was to examine associations between Turkish high school students’ perceptions of their science teachers’ interpersonal behaviour and their attitudes towards science. Students’ perceptions of the teacher–student interpersonal relationship were mapped with the Questionnaire on Teacher Interaction (QTI), which uses two relational dimensions: influence and proximity. Data on Students’ subject‐related attitudes were collected with the Test of Science Related Attitudes (TOSRA). A total of 7484 students (Grades 9 to 11) from 278 science classes (55 public schools) in 13 major Turkish cities participated in the study. Multilevel analyses of variance indicated that influence was related with student enjoyment, while proximity was associated with attitudes towards inquiry and with enjoyment.  相似文献   

4.
Background: There is a growing interest in investigating attitudes towards science and views of Nature of Science among elementary grade students in terms of gender, cultural backgrounds, and grade level variables.

Purpose: The purpose of this study is to examine the attitudes toward science and views of Nature of Science among Spanish students, Spanish students of gypsy ethnicity and second-generation Spanish students with east-European heritage, and to determine if their attitudes are related to their views of Nature of Science.

Sample: Data for this study was gathered from seven elementary schools in Spain, forming a convenience sample of 149 students enrolled from 2nd to 5th grade.

Design and Methods: The Nature of Science Instrument (NOSI) and an adaptation of the Test of Science Related Attitudes scale (TOSRA) were used. Follow-up structured interviews were performed with 15 participants.

Results: Regarding gender, boys had better attitudes toward Science than girls but more naïve views of the empirical Nature of Science. In relation to cultural background, second generation Spanish students with east-European heritage reported significantly better attitudes toward Science than Spanish students and Spanish students of gypsy ethnicity. No differences in Nature of Science views were found. Concerning grade level, third graders had more positive attitudes toward Science than fifth and sixth graders and more informed views of the tentative Nature of Science. Finally, no relation between Nature of Science views and attitudes towards Science were identified.

Conclusion: This study stress the need to address the steady decline in positive attitude toward Science and to improve students’ views of Nature of Science from early elementary grades, and to use gender and culturally inclusive science teaching strategies.  相似文献   

5.
In this study, a multiple-choice test entitled the Science Process Assessment was developed to measure the science process skills of students in grade four. Based on the Recommended Science Competency Continuum for Grades K to 6 for Pennsylvania Schools, this instrument measured the skills of (1) observing, (2) classifying, (3) inferring, (4) predicting, (5) measuring, (6) communicating, (7) using space/time relations, (8) defining operationally, (9) formulating hypotheses, (10) experimenting, (11) recognizing variables, (12) interpreting data, and (13) formulating models. To prepare the instrument, classroom teachers and science educators were invited to participate in two science education workshops designed to develop an item bank of test questions applicable to measuring process skill learning. Participants formed “writing teams” and generated 65 test items representing the 13 process skills. After a comprehensive group critique of each item, 61 items were identified for inclusion into the Science Process Assessment item bank. To establish content validity, the item bank was submitted to a select panel of science educators for the purpose of judging item acceptability. This analysis yielded 55 acceptable test items and produced the Science Process Assessment, Pilot 1. Pilot 1 was administered to 184 fourth-grade students. Students were given a copy of the test booklet; teachers read each test aloud to the students. Upon completion of this first administration, data from the item analysis yielded a reliability coefficient of 0.73. Subsequently, 40 test items were identified for the Science Process Assessment, Pilot 2. Using the test-retest method, the Science Process Assessment, Pilot 2 (Test 1 and Test 2) was administered to 113 fourth-grade students. Reliability coefficients of 0.80 and 0.82, respectively, were ascertained. The correlation between Test 1 and Test 2 was 0.77. The results of this study indicate that (1) the Science Process Assessment, Pilot 2, is a valid and reliable instrument applicable to measuring the science process skills of students in grade four, (2) using educational workshops as a means of developing item banks of test questions is viable and productive in the test development process, and (3) involving classroom teachers and science educators in the test development process is educationally efficient and effective.  相似文献   

6.
The aim of this work is to analyze the dimensional structure of the Spanish version of the School and College Ability Test, employed in the process for the identification of students with high intellectual abilities. This test measures verbal and mathematical (or quantitative) abilities at three levels of difficulty: elementary (3rd, 4th, and 5th years in Primary school), intermediate (6th year in Primary school plus the 1st and 2nd years of Compulsory Secondary School or ESO), and advanced (3rd and 4th years of ESO plus the 1st and 2nd years of bachillerato – equivalent to High school). For each level there are two forms, X and Y. The research was undertaken with the results obtained from the application carried out for the validation and norming of the Spanish version of the test, and for which a representative sample of students from Navarre at these mentioned levels was taken. This study assessed the possible unidimensionality of the simplicity or the complexity of the structure of this test as an essential aspect of construct validity. To this end, the results were triangulated for the classic factorial techniques and non-parametric methods based on the item response theory.  相似文献   

7.
The purpose of this study was to collect and analyze data on sexual differences in secondary school students' attitudes towards science. Attitudinal differences were also analyzed for the independent variables of science programs and grade levels. Data were collected from 988 students using a modified version of the Fennema-Sherman Mathematics Attitude Scales to represent attitudes toward science. Reliabilities of the modified science subscales were all high ( > 0.83). Multivariate analysis of variance (MANOVA) was used to analyze the data for the main and interaction effects of the independent variables of sex (male, female), grade level (10th, 11th, 12th), and science program (advanced placement, academic, general, terminal). Significant differences (p < 0.05) were indicated for all main effects (sex, grade, science program). Interaction effects were not found. Mean separations for the various levels of sex, grade, and science program were performed for all attitudinal subscales. Females evidenced a significantly more positive attitude (p ? 0.01) than males on three subscales: Attitude Toward Success in Science Scale, Science as a Male Domain Scale, and Teacher Scale. Although not significant, males evidenced more positive attitudes on all the remaining five subscales. Eleventh graders evidenced significantly more positive attitudes than tenth graders on all but the Effectance Motivation Scale. Students in 11th grade had more positive attitudes than 12th-grade students on all scales but Science as a Male Domain Scale; however, these differences were not significant. Tenth graders differed significantly from 12th graders on three subscales; Science Usefulness Scale, Confidence in Learning Science Scale, and Teacher Scale. Positive attitudes decreased from advanced placement to terminal programs. Academic students did not differ significantly from general students except on the Father Scale; however, they were significantly different (more positive) from the terminal students for all subscales. General students were also significantly different from terminal students except on the three subscales of Attitudes Toward Success in Science, Science as a Male Domain, and Effectance Motivation.  相似文献   

8.
Differences in classroom climate and science related attitudes were investigated among junior high school science classes and students in Taiwan. The sample consisted of 1,269 students enrolled in 40 science classes distributed equally among ten junior high schools, five metropolitan and five rural. Classes were further classified according to sex (21 boys and 19 girls classes) and ability (19 high and 21 low ability classes). Using the Learning Environment Inventory (Anderson, Walberg, & Fraser, 1982) to measure climate, science classes in metropolitan schools, more than rural, were found to be characterized by Speed, Friction, Favoritism, Difficulty, Cliqueness, and Competitiveness. No differences were found in the classroom climates of classes in which students were grouped according to sex or ability. Using the Test of Science-Related Attitudes (Fraser, 1981), students in science classes in metropolitan schools, in contrast to rural, expressed more positive attitudes toward the Social Implications of Science, Adoption of Scientific Attitudes, and Attitude to Scientific Inquiry. Boys more than girls recorded high scores on Leisure Interest in Science and Career Interest in Science. High ability students were found to have higher scores on Attitude to Scientific Inquiry than did low ability students. When examining the relationship between the 15 subscale scores of the LEI and the seven subscale scores of the TOSRA for the 40 classes, only 9 out of 105 correlations proved to be significant. Most differences in climate, attitude, and their interactions were attributed to school location rather than to student characteristics.  相似文献   

9.
While curriculum-based measurement (CBM) tools for screening decisions in reading, mathematics, and written language have been well examined, tools for use in content areas (e.g., science and social studies) remain in the beginning stages of research. In this study, two alternate forms of a new CBM tool (Statement Verification for Science; SV-S), for screening decisions regarding students’ science content knowledge, is examined for technical adequacy. A total of 1,545 students across Grades 7 (N = 799) and 8 (N = 746) completed two alternate forms of SV-S concurrently with a statewide high-stakes test of accountability. Promising results were found for reliability, in particular internal consistency, while results related to evidence of criterion- and construct-related validity were less than desired. Such results, along with additional exploratory analyses, provide support for future research of SV-S as a CBM tool to assist teachers and other educators with making screening decisions.  相似文献   

10.
ABSTRACT

The aim of this study was to develop a scale to measure students’ STEM continuing motivation (CM). In accordance with the conceptualisation of CM by Maehr (1976. Continuing motivation: An analysis of a seldom considered educational outcome. Review of Educational Research, 46(3), 443–462. doi:10.3102/00346543046003443), we define STEM CM as students’ tendencies to actively engage in STEM-related activities. The STEM Continuing Motivation Scale was developed from a literature review and student cognitive interviews, and was validated on a sample of 465 Chinese 7th and 8th graders. The results demonstrated that the developed scale had high reliability (Cronbach’s α?=?0.91) and good validity. Analysis of variance (ANOVA) showed that boys had significantly higher STEM CM than girls and there were significant differences in engineering CM among students from different schools. The implications of the findings of this study are also discussed.  相似文献   

11.

This study is part of a cross-national research entitled In the past and now: Constructivist practices in teaching chemistry—Bulgaria, the Balkans and Europe. The purpose of the research is to explore science secondary classroom environments in terms of the constructivist approach. The study has been carried out at international schools and state schools in Albania, Kosovo, Romania and Turkey. The data collection methods were three surveys: the What Is Happening In This Class? (WIHIC), the Constructivist Learning Environment Survey (CLES) and the Test of Science-Related Attitudes (TOSRA). The questionnaires were given to 747 secondary school students. The results show that in the majority of the surveyed classrooms, a blended traditional-constructivist type of environment is present. The highest scores for all three questionnaires were given by students of the international school in Kosovo. The traditional and test-oriented teaching in the Turkish schools surveyed explains the low degree of satisfaction and enjoyment of science lessons among Turkish students.

  相似文献   

12.
The purpose of this study is to examine the tendency for the development of self-regulated learning according to grade level. As a means to this end, competing causal models for each grade were set up, and through validity tests for the causal models the most fitting self-regulated learning model for South Korea students could be arrived at. Based on the conceptual model of self-regulated learning proposed by Pintrich (1989), Pintrich and De Groot (1990), and Zimmerman (1989, 1990), which focus on the relationship between motivation and cognition, three causal models were set up. According to the results of a structural analysis for 1,865 elementary, middle and high school students, model П which structures intrinsic value as an exogenous variable, was determined the best-fitting model. In addition, the 30% variance in the 5th grade elementary school students and 32% and 18% variance in middle school and high school students respectively are explained by the test model.  相似文献   

13.
Reading comprehension rate (RCR) is a direct measure of reading skills that may be useful in formatively evaluating students reading beyond the fourth‐grade level. To investigate the concurrent validity of RCR, we correlated RCR, reading comprehension level (RCL), and words correct per minute (WC/M) with the Broad Reading Cluster Scores of the Woodcock‐Johnson III Tests of Achievement (WJ‐III ACH) across 88 students in 4th, 5th, and 10th grades. Results showed that aloud‐RCR was significantly correlated with the WJ‐III ACH scores for 4th‐grade (r = .90; n = 22), 5th‐grade (r = .87; n = 29), and 10th‐grade (r = .65; n = 37) students. Regression analysis specified a one‐predictor model for 4th‐grade students (aloud‐RCR), a two‐predictor model for 5th‐grade students (WC/M and aloud‐RCR), and a one‐predictor model for 10th‐grade students (WC/M). Discussion focuses on directions for future research and applied issues related to RCR probe passage development. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 373–388, 2007.  相似文献   

14.
This article reports the validity and use of a new form of the Constructivist Learning Environment Survey (CLES). As part of a larger study, a comparative student version (CLES-CS) was developed to evaluate the impact of an innovative teacher development program (based on the Integrated Science Learning Environment, ISLE, model) in school classrooms. Two separate response blocks for 30 items comprising five scales are presented in side-by-side columns to measure students’ perceptions on a five-point frequency response scale of the extent to which certain psychosocial factors are prevalent in the science class taught by a teacher who had attended the ISLE program (THIS), as well as their perceptions of other science and non-science classes taught by other teachers in the same school (OTHER). The five scales of the CLES are called Personal Relevance, Uncertainty of Science, Shared Control, Critical Voice, and Student Negotiation. Using data collected from 1079 students in 59 classes in north Texas, principal components factor analysis with varimax rotation and Kaiser normalization confirmed the a priori structure of the CLES-CS. The factor structure, internal consistency reliability, discriminant validity, and the ability to distinguish between different classes and groups were supported for the CLES-CS. Students whose science teachers had attended the ISLE program (THIS) perceived higher levels of Personal Relevance and Uncertainty of Science in their classrooms relative to the classrooms of other science and non-science teachers in the same schools (OTHER). Similar results were found when comparing the classroom environment perceptions of students whose science teachers had attended the ISLE program with the perceptions of students whose science teacher had attended alternative field trip programs (non-ISLE).  相似文献   

15.
ABSTRACT The present study examined the effects of Classwide Peer Tutoring (CWPT) under two conditions‐‐with reinforcement (CWPT+ R) and without reinforcement (CWPT‐‐ R)‐‐on 77 students’ spelling performance and intrinsic interest in lower secondary school Integrated Science. The students displayed educational attainments in the average range. Both CWPT approaches led to significant improvements in spelling test performance. Both groups also evaluated the programme positively. However, the CWPT+ R group made significantly greater learning gains than did the CWPT‐‐ R students. These appeared to be related to higher levels of academic responding. Despite their impressive spelling gains, students in the CWPT+ R group displayed significantly lower intrinsic interest in Integrated Science after involvement in CWPT. However, great caution should be exercised in interpreting this last result, as statistically significant effects werenot found when group differences at post‐test were examined by way of t‐test and analysis of covariance methods. In summary, the data from this study suggest: (a) that the CWPT method of instruction is useful for helping lower secondary school students, (b) that reinforcers may increase learning gains by encouraging higher rates of responding, but (c) that there is an indication, subject to caution, that these reinforcers may possibly depress intrinsic interest in an academic activity (science in the case of this study).  相似文献   

16.
Intensive time-series designs for classroom investigations have been under development since 1975. Studies have been conducted to determine their feasibility (Mayer & Lewis, 1979), their potential for monitoring knowledge acquisition (Mayer & Kozlow, 1980), and the potential threat to validity of the frequency of testing inherent in the design (Mayer & Rojas, 1982). This study, an extension of those previous studies, is an attempt to determine the degree of discrimination the design allows in collecting data on achievement. It also serves as a replication of the Mayer and Kozlow study, an attempt to determine design validity for collecting achievement data. The investigator used her eighth-grade earth science students, from a suburban Columbus (Ohio) junior high school. A multiple-group single intervention time-series design (Glass, Willson, & Gottman, 1975) was adapted to the collection of daily data on achievement in the topic of the intervention, a unit on plate tectonics. Single multiple-choice items were randomly assigned to each of three groups of students, identified on the basis of their ranking on a written test of cognitive level (Lawson, 1978). The top third, or those with formal cognitive tendencies, were compared on the basis of knowledge achievement and understanding achievement with the lowest third of the students, or those with concrete cognitive tendencies, to determine if the data collected in the design would discriminate between the two groups. Several studies (Goodstein & Howe, 1978; Lawson & Renner, 1975) indicated that students with formal cognitive tendencies should learn a formal concept such as plate tectonics with greater understanding than should students with concrete cognitive tendencies. Analyses used were a comparison of regression lines in each of the three study stages: baseline, intervention, and follow-up; t-tests of means of days summed across each stage; and a time-series analysis program. Statistically significant differences were found between the two groups both in slopes of regression lines (0.0001) and in t-tests (0.0005) on both knowledge and understanding levels of learning. These differences confirm the discrimination of the intensive time-series design in showing that it can distinguish differences in learning between students with formal cognitive tendencies and those with concrete cognitive tendencies. The time-series analysis model with a trend in the intervention was better than a model with no trend for both groups of students, in that it accounted for a greater amount of variance in the data from both knowledge and understanding levels of learning. This finding adds additional confidence in the validity of the design for obtaining achievement data. When the analysis model with trend was used on data from the group with formal cognitive tendencies, it accounted for a greater degree of variance than the same model applied to the data from the group with concrete cognitive tendencies. This more conservative analysis, therefor, gave results consistent with those from the more usual linear regression techniques and t-tests, further adding to the confidence in the discrimination of the design.  相似文献   

17.
We report here on a comparative study of middle school students’ attitudes towards science involving three countries: England, Singapore and the U.S.A. Complete attitudinal data sets from TIMSS (Trends in International Mathematics and Science Study) 2011 were used, thus giving a very large sample size (N?=?20,246), compared to other studies in the journal literature. The Rasch model was used to analyse the data, and the findings have shed some useful light on not only how the Western and Asian students responded on a comparative basis in the various scales related to attitudes but also on the validity, reliability, and unidimensionality of the attitudes instrument used in TIMSS 2011. There may be a need for TIMSS test developers to consider doing away with negatively phrased items in the attitudes instrument and phrasing these positively as the Rasch framework shows that response bias is associated with these statements.  相似文献   

18.
This study established a Chinese scale for measuring high school students’ ocean literacy. This included testing its reliability, validity, and differential item functioning (DIF) with the aim of compensating for the lack of DIF tests focusing on current scales. The construct validity and reliability were verified and tested by analyzing the established scale’s items using the Rasch model, and a gender DIF test was conducted to ensure the test results’ fairness when distinct groups were compared simultaneously. The results indicated that the scale established in this study is unidimensional and possesses favorable internal consistency and construct validity. The gender DIF test results indicated that several items were difficult for either female or male students to correctly answer; however, the experts and scholars discussed these items individually and suggested retaining them. The final Chinese version of the ocean literacy scale developed here comprises 48 items that can reflect high school students’ understanding of ocean literacy—which helps students understand the topics of marine science encountered in real life.  相似文献   

19.
Test‐taking strategies are important cognitive skills that strongly affect students’ performance in tests. Using appropriate test‐taking strategies improves students’ achievement and grades, improves students’ attitudes toward tests and reduces test anxiety. This results in improving test accuracy and validity. This study aimed at developing a scale to assess students’ test‐taking strategies at university level. The scale developed was passed through several validation procedures that included content, construct and criterion‐related validity. Similarly, scale reliability (internal reliability and stability over time) was assessed through several procedures. Four samples of students (50, 828, 553 and 235) participated by responding to different versions of the scale. The scale developed consists of 31 items distributed into four sub‐scales: Before‐test, Time management, During‐test and After‐test. To the researcher’s knowledge, this is the first comprehensive scale developed to assess test‐taking strategies used by university students.  相似文献   

20.
The emphasis on scientific inquiry has increased the importance in developing the fundamental abilities to conduct scientific investigations and urged a need for valid assessments of students' inquiry abilities. We took advantage of the advanced technology to develop a simulation-based assessment of inquiry abilities (SAIA) that allowed students to generate scientific explanations and demonstrate their experimental abilities. This paper describes the validation of the assessment. Data were collected from 48 12th-grade students at a local high school who were categorized into three groups based on their program majors. Both quantitative and qualitative approaches were utilized to validate SAIA. The quantitative results showed that SAIA was aligned with a validated reasoning-skill test (criterion-related validity), discriminated variance among different groups (construct validity), and was highly suitable for examining inquiry abilities (content validity). Additionally, we utilized the think-aloud technique in order to identify the performances exhibited by students while they accomplished the SAIA tasks. The protocol analysis indicated that in general, students demonstrated the expected abilities in SAIA and that their SAIA scores accurately reflected their performance levels of inquiry abilities. The results suggested that SAIA was a valid assessment for evaluating the inquiry abilities of high school students. This study also provided systemic strategies for validating simulation-based assessments.  相似文献   

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