KaydedilenlerDerginizi ekleyin

Dergiler / International Journal of Assessment Tools in Education / 2019 / Cilt: 6 - Sayı: 3

Measuring Nature of Science Views of Middle School Students

Başak ERDEM KARA
Nuri DOĞAN
Yalçın YALAKİ
Gültekin ÇAKMAKÇI
Nihal DOĞAN
Serhat İREZ
Sayfa
461–475
Yayın Tarihi
2022-10-19
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

This test was easier and had higher discrimination, which can provide useful measurement data about students’ understanding of NOS for diagnostic or formative purposes.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Developing scientific literacy for all students is the most often stated purpose of contemporary science education.
📊
Temel Bulgular & Veri:The instrument was applied to 1397 middle school students.
💡
Sonuç & Katkı:This test was easier and had higher discrimination, which can provide useful measurement data about students’ understanding of NOS for diagnostic or formative purposes.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Nature of science · Middle school · Assessment

Özet

Developing scientific literacy for all students is the most often stated purpose of contemporary science education. Nature of science (NOS) is seen as an important component of scientific literacy. There are various perceptions of NOS in the science education community and NOS itself is an ever-changing construct. This makes it challenging to develop instruments for measuring understanding of NOS at different levels. Many instruments have been developed and are being developed to assess NOS learning, which indicates the importance attributed to this subject. In this study, we developed a multiple-choice test to measure NOS understanding of middle school students. The instrument was applied to 1397 middle school students. The 24 item multiple-choice test had KR-20 reliability coefficient of 0.74. A 12 item multiple-choice test created as a subset of the 24 items of the original test. This test was easier and had higher discrimination, which can provide useful measurement data about students’ understanding of NOS for diagnostic or formative purposes.

Abstract

Developing scientific literacy for all students is the most often stated purpose of contemporary science education. Nature of science (NOS) is seen as an important component of scientific literacy. There are various perceptions of NOS in the science education community and NOS itself is an ever-changing construct. This makes it challenging to develop instruments for measuring understanding of NOS at different levels. Many instruments have been developed and are being developed to assess NOS learning, which indicates the importance attributed to this subject. In this study, we developed a multiple-choice test to measure NOS understanding of middle school students. The instrument was applied to 1397 middle school students. The 24 item multiple-choice test had KR-20 reliability coefficient of 0.74. A 12 item multiple-choice test created as a subset of the 24 items of the original test. This test was easier and had higher discrimination, which can provide useful measurement data about students’ understanding of NOS for diagnostic or formative purposes.

🔖

Bu Makaleye Atıf Yap

KARA, B. E., DOĞAN, N., YALAKİ, Y., ÇAKMAKÇI, G., DOĞAN, N., İREZ, S. (2022). Measuring Nature of Science Views of Middle School Students. International Journal of Assessment Tools in Education, Cilt: 6 - Sayı: 3, 461–475. https://ajindex.com/articles/540165

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (9)

  1. American Association for the Advancement of Science. (1990). Science for All Americans. New York: Oxford University Press. American Association for the Advancement of Science. (1993). Project 2061: Benchmarks for science literacy. New York: Oxford University Press.
  2. Abd-El-Khalick, F. (2014). The evolving landscape related to assessment of nature of science. In N. G. Lederman & S. K. Abell (Eds.), Handbook of Research on Science Education, Volume II (pp. 635-664). New York: Routledge. Aikenhead, G. S. (1988). An analysis of four ways of assessing student beliefs about STS topics. Journal of research in science teaching, 25(8), 607-629.
  3. Aikenhead, G. S., & Ryan, A. G. (1992). The development of a new instrument: ‘Views on Science—Technology—Society’(VOSTS). Science education, 76(5), 477-491.
  4. Brown, T. A. (2015). Confirmatory factor analysis for applied research (2nd ed.). New York, NY: Guilford Press.
  5. Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı [Data analysis handbook for social sciences]. Ankara:
  6. Pegem Akademi. Cooley, W. W. & Klopfer, L. E. (1961). TOUS: Test on understanding science. Princeton, NJ: Education Testing Service. Hacıeminoğlu, E., Yılmaz-Tüzün, Ö., & Ertepınar, H. (2014) Development and validation of nature of science instrument for elementary school students. Education 3-13, 42(3), 258-283
  7. Hair, J. F., Black, W. C, Babin, B.J. & Anderson, R. E. (2009). Multivariate data analysis (7. ed.). Upper Saddle River, NJ: Pearson Education. Haladyna, T. M. (2004). Developing and validating multiple-choice test items (3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates. Hambleton, R. K., & Swaminathan, H. (2010). Item response theory: principles and applications. Norwell, MA: Kluwer Nijhoff Publishing. Kline, R. B. (2015). Principles and practice of structural equation modeling (4th ed.). New York, NY: Guilford Press.
  8. Lederman, N.G. (1992). Students’ and Teachers’ Conceptions of the Nature of Science: A Review of the Research, Journal of Research in Science Teaching, 29(4), 331- 359. Lederman, N.G. (2007). Nature of science: Past, present, and future. In S.K. Abell &N.G. Lederman (Eds.), Handbook of research in science education (pp. 831–880).
  9. Mahwah, NJ: Lawrence Erlbaum Associates. Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. (2002). Views of nature of science questionnaire (VNOS): Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(