The VOSI questionnaire elicits details of learners’ ideas of what scientists do in the production of valid scientific knowledge. Understanding about scientific inquiry is an integral component of scientific literacy, along with NOS. The VOSI is useful alone, or in combination with the VNOS to gain in-depth insights into respondent’s epistemological views of science. The VOSI targets aspects unique from, but complementary to, the VNOS instrument.
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TEAM MEMBERS:
Renee' SchwartzNorman G. LedermanJudith S. Lederman
This survey was designed to assess preservice teachers' perceptions of how their mentoring in science teaching has influenced their ability to teach science. The tool measures personal attributes, system requirements, pedagogical knowledge, modeling, and feedback as factors that comprise beneficial mentoring for science teachers.
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TEAM MEMBERS:
Peter HudsonKeith SkampLyndon Brooks
This instrument includes a pre-test and post-test on students attitudes towards astronomy. Four factors, including affect, cognitive competence, perceived value, and perceived difficult of astronomy are assessed.
Internet Attitude Scale (IAS) is a 40-item Likert-type one-dimensional inventory for measuring attitudes towards the Internet. Furthermore, this inventory was created to measure the Internet users' preferred and perceived specific Internet attributes.
Many scientists and science educators are concerned about the public’s ambiguous relationship with science and this public includes elementary teachers. Like many citizens, too many elementary teachers find science disconnected from everyday life and thinking. Science is a “school” subject − not an important part of everyday life. Some may believe that science conflicts with important personal beliefs they hold about other areas of life such as religion and art. Elementary teachers who feel this disconnection with science will at best approach science teaching as something one does if school
This is an abbreviated (25-item version) of the original Mathematics Anxiety Rating Scale (MARS) instrument developed by Richardson and Suinn. The purpose of the study was to develop abbreviated version of MARS, and to find whether certain specific backgrounds (gender, socio-economic status) and academic variables can predict math anxiety.
The Views on Science and Education Questionnaire (VOSE) was designed to assess attitudes towards and knowledge of the “nature of science,”(NOS) as well as the teaching practices related to NOS.
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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TEAM MEMBERS:
Steven OwenMary Anne ToepperweinCarolyn MarshallMichael LichtensteinCheryl BlalockYan Liuet al.
Revised Simpson-Troost Attitude Questionnaire (STAQ-R) is a revised version of the original tool – Simpson Troost Attitude Questionnaire (STQ), a 58-item Likert type scale created by Simpson and Troost in 1982. For reference, please see Simpson, R. D., & Troost, K. M. (1982). Influences on commitment to and learning of science among adolescent students. Science Education, 66, 763-781.
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TEAM MEMBERS:
S.V. OwenM.A. ToepperweinC.E. MarshallM.J. LichtensteinC.L. BlalockY. Liu
The Beliefs about Science and School Science Questionnaire (BASSSQ)was designed to assess high school science teachers' beliefs about what occurs in science. The first part of the BASSSQ is comprised of two subscales, "Process of Scientific Inquiry" and "Certainty of Scientific Knowledge." Although the survey was developed and validated for use with high school science teachers, it should also be suitable for use in the general adult population.