The Construction of a Questionnaire to Evaluate the Science Orientedness of Students' Identities as Learners from a Cognitive Perspective

Autor/inn/en	Taconis, Ruurd; de Putter-Smits, Lesley G. M.; Henry, Steven; den Brok, Perry J.; Beijaard, Douwe
Titel	The Construction of a Questionnaire to Evaluate the Science Orientedness of Students' Identities as Learners from a Cognitive Perspective
Quelle	In: Educational Research and Evaluation, 16 (2010) 4, S.383-400 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
Schlagwörter	Foreign Countries; Test Construction; Test Validity; Test Reliability; Questionnaires; Correlation; Cognitive Measurement; Attitude Measures; Student Attitudes; Secondary School Students; Science Education; Self Concept; Cultural Influences; Scientific Attitudes; Acculturation; Socialization; Personality Traits; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Testaufbau; Testvalidität; Testreliabilität; Fragebogen; Korrelation; Schülerverhalten; Sekundarschüler; Naturwissenschaftliche Bildung; Selbstkonzept; Cultural influence; Kultureinfluss; Akkulturation; Socialisation; Sozialisation; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Niederlande
Abstract	Forming a science-oriented identity is considered a process underlying both interest and achievement in science education. A questionnaire is developed for describing "identities as learners" and evaluating their science orientedness. The instrument (k = 65) focuses on cognitive aspects. An internal coherence of .88 was found. Five subscales were defined that proved interrelated yet distinguishable. A pilot amongst 40 students from Dutch general secondary education showed that preferring science over non-science subjects and relatively high grades for sciences subjects were strongly correlated to science orientedness of the learner identity (r[subscript s] = 0.65; p less than 0.001). The results support the reliability and validity of the questionnaire but also point to the importance of identity as a central concept in studying science education. It is concluded that we made a promising step in constructing an instrument for monitoring the development of cognitive aspects of science-oriented identities during (innovative) science education. (Contains 1 note and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10