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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
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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.
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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

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
resource evaluation Informal/Formal Connections

Draw-a-Scientist Test (DAST)

Assesses children's conceptual images of scientists.
DATE:
TEAM MEMBERS: D.W. Chambers
resource evaluation Informal/Formal Connections

Test of Science Related Attitudes (TOSRA)

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.
DATE:
TEAM MEMBERS: B.L. Fraser
resource evaluation Informal/Formal Connections

Attitude Toward Science in School Assessment (ATSSA)

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.
DATE:
TEAM MEMBERS: Paul Germann
resource evaluation Informal/Formal Connections

New Ecological Paradigm Scale for Children (NEP-C)

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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TEAM MEMBERS: Constantinos C. Manoli Bruce Johnson Riley E. Dunlap