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resource research Informal/Formal Connections

Self Efficacy and Metacognition Learning Inventory- Science (SEMLI-S)

The tool assesses students’ metacognition, self-efficacy and constructivist science learning processes.
DATE:
TEAM MEMBERS: Greogry Thomas David Anderson Samson Nashon
resource evaluation Informal/Formal Connections

Views of Scientific Inquiry, Primary School Version (VOSI-P)

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.
DATE:
TEAM MEMBERS: Renee' Schwartz Norman G. Lederman Judith S. Lederman
resource evaluation Informal/Formal Connections

Mentoring for Effective Primary Science teaching (MEPST)

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.
DATE:
TEAM MEMBERS: Peter Hudson Keith Skamp Lyndon Brooks
resource evaluation Informal/Formal Connections

Survey of Attitudes Towards Astronomy

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.
DATE:
TEAM MEMBERS: Michael Zeilik
resource evaluation Informal/Formal Connections

Thinking about Science Survey Instrument- TSSI

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
DATE:
TEAM MEMBERS: Bill Cobern
resource evaluation Informal/Formal Connections

Revised Women in Science Scale (WISS-R)

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.
DATE:
TEAM MEMBERS: Steven Owen Mary Anne Toepperwein Carolyn Marshall Michael Lichtenstein Cheryl Blalock Yan Liu et al.
resource evaluation Informal/Formal Connections

Programme for International Student Assessment (PISA)

Assesses how well students can apply the scientific knowledge and skills they have learned at school to real-life challenges.
DATE:
TEAM MEMBERS: Organisation for Economic Co-operation and Development (OECD)
resource evaluation Informal/Formal Connections

Wareing Attitudes toward Science Protocol (WASP)

Relationships among attitudes of students toward science, as measured by the WASP (Wareing Attitudes Toward Science Protocol), perceived antecedents of such attitudes, and class achievement or performance indicated by reported grades were investigated for a survey sample of 1,740 students in 87 high school science classes from five communities. Additionally, students' self-reported number of tests administered in a given course, perceived rewards, degree of stress, and internal structure of the course were examined as potential predictor variables. Results indicate a significant correspondence
DATE:
TEAM MEMBERS: C. Wareing
resource evaluation Informal/Formal Connections

Critical Thinking in Everyday Life

The tool assess youth’s critical thinking ability by examining the following constructs: Reasoning, Enquiry, Analysis/Information Processing, Flexibility.
DATE:
TEAM MEMBERS: Daniel Perkins Claudia Mincemoyer
resource evaluation Informal/Formal Connections

Children’s Attitudes Toward Technology Scale (CATS)

Although today's children have become the benefactors of an evolving technological society, few studies have addressed the assessment of their attitudes toward technology. This study describes the development of the Children's Attitude Toward Technology Scale (CATS) with 574 children in a rural school district. Principal components analysis of the CATS followed by varimax rotation indicated that item intercorrelations could be explained by two factors entitled "interest/aptitude" and "alternative preferences." Sub-scales at two test administrations demonstrated good internal consistency and
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TEAM MEMBERS: C.G. Frantom K.E. Green E.R. Hoffman
resource evaluation Informal/Formal Connections

Epistemological Beliefs Assessment for Physics Science (EBAPS)

Measures students' views about the nature of knowledge and learning in the physical sciences along five non-orthogonal dimensions (structure of scientific knowledge, nature of knowing and learning, real-life applicability, evolving knowledge, & source of ability to learn.
DATE:
TEAM MEMBERS: Andrew Elby John Frederiksen Christina Schwarz Barbara White
resource evaluation Informal/Formal Connections

Views about Science Survey (VASS)

Probes personal beliefs about the nature of science within 3 scientific dimensions (structure, methodology, and validity of science) and learning science within 3 cognitive dimensions (learnability, reflective thinking, and personal relevance of science).
DATE:
TEAM MEMBERS: Ibrahim Halloun