This study explores the presence of science programs on the Flemish public broadcaster between 1997 and 2002 in terms of length, science domains, target groups, production mode, and type of broadcast. Our data show that for nearly all variables 2000 can be marked as a year in which the downward spiral for science on television was reversed. These results serve as a case study to discuss the influence of public policy and other possible motives for changes in science programming, as to gain a clearer insight into the factors that influence whether and how science programs are broadcast on
Women in Science Scale-Revised (WiSS-R) is a revised version of the original tool - Women in Science Scale (WiSS), a 27-item Likert type scale created by Erb & Smith in 1984. For reference, please see Erb, T. O., & Smith, W. S. (1984). Validation of the Attitude Toward Women in Science Scale for Early Adolescents. Journal of Research in Science Teaching, 21, 391–397.
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Steven OwenMary Anne ToepperweinCarolyn MarshallMichael LichtensteinCheryl BlalockYan Liuet al.
The tool assess youth’s critical thinking ability by examining the following constructs: Reasoning, Enquiry, Analysis/Information Processing, Flexibility.
Assesses science-related attitudes along seven dimensions: social implications of science, normality of scientists, attitude toward scientific inquiry, adoption of scientific attitudes, enjoyment of science lessons, leisure interest in science, & career interest in science.
This instrument is for measuring the attitudes toward science in seventh- and eighth-grade students. The instrument can be used to investigate the relationship between science achievement and attitude toward science in school.
The tool was developed to measure: (a) change of science-related attitudes over time among students; and (b) the effect of similar curricula on the attitudes of different classes.
Evaluates students' knowledge of three fields of science (earth, physical, and life), three elements of knowing and doing science (conceptual understanding, scientific investigation, and practical reasoning), and two overarching domains in science (the nature of science and themes-systems, models, and patterns-present in science).
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Nancy L. AllenJames E. CarlsonChristine A. Zelenak
Using the pre-college suite of surveys you can determine whether specific activities met your objectives and use this information to improve activities and make evaluation decisions. Specifically, the instruments assess the following topics: Course-taking plans for high school, whether participant intends to study science, engineering, or computer, what participant knows about what engineers, scientists, or computer scientists do, what factors (if any) about being an engineer, scientist, or computer scientist appeal to participant, events or persons that influenced participants' study plans
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Pennsylvania State UniversityUniversity of Missouri
Measures children's global attitudes and knowledge about environmental issues, such as animals, energy, pollution, recycling, water, and general issues.
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TEAM MEMBERS:
Frank C. LeemingWilliam O. DwyerBruce A. Bracken
This evaluation instrument was developed for Exploring Physics, an extra curricular program for 5-7 grade students, with a focus on female students. It is part of an NSF funded program entitled Promoting Young Women in the Physical Sciences.
The tool was created by 4H Nebraska to measure students’ (7-10th graders ) learning and attitudes towards science, technology, engineering, and mathematics. The tool also assesses students’ attitude about GPS (Global Positioning Systems) and GIS (Geographical Imaging Systems).
The New Ecological Paradigm for Children is modeled after the New Ecological Paradigm (NEP) and the New Ecological Paradigm-Revised (NEP-Revised) for adults. The survey contains 10 questions assessing three subscales that contribute to one’s “environmental world view” including “rights of nature,” “eco-crisis,” and “human exceptionalism.”
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Constantinos C. ManoliBruce JohnsonRiley E. Dunlap