Development and Validation of Nature of Science Instrument for Elementary School Students

Autor/inn/en	Hacieminoglu, Esme; Yilmaz-Tüzün, Özgül; Ertepinar, Hamide
Titel	Development and Validation of Nature of Science Instrument for Elementary School Students
Quelle	In: Education 3-13, 42 (2014) 3, S.258-283 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2012.671840
Schlagwörter	Elementary School Students; Scientific Principles; Test Construction; Program Validation; Psychometrics; Student Attitudes; Attitude Measures; Scientific Attitudes; Gender Differences; Cohort Analysis; Grade 6; Grade 7; Grade 8; Factor Analysis; Factor Structure; Item Analysis; Foreign Countries; Questionnaires; Multivariate Analysis; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Testaufbau; Psychometry; Psychometrie; Schülerverhalten; Geschlechterkonflikt; Kohortenanalyse; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Faktorenanalyse; Faktorenstruktur; Itemanalyse; Ausland; Fragebogen; Multivariate Analyse
Abstract	The purposes of this study were to develop and validate an instrument for assessing elementary students' nature of science (NOS) views and to explain the elementary school students' NOS views, in terms of varying grade levels and gender. The sample included 782 students enrolled in sixth, seventh, and eighth grades. Exploratory factor analysis factor structures and confirmatory factor analysis fit indices confirmed the existence of the hypothesised four dimensions in the structure of the nature of science instrument (NOSI). These dimensions and associated Cronbach a reliabilities of scores were observation and inferences (0.74), tentative NOS (0.76), imagination and creativity (0.80), and empirical NOS (0.63). Descriptive analyses revealed that the most favourable NOS views were obtained for the empirical nature of scientific knowledge. The students were uncertain about NOS views related to tentative NOS and imagination and creativity. The least favourable NOS views were obtained for observation and inferences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10