Quantitative Analysis of Complex Multiple-Choice Items in Science Technology and Society: Item Scaling
Keywords:
Science Technology Society (STS), evaluation, opinion survey, item scaling.Abstract
The scarce attention to assessment and evaluation in science education research has been especially harmful for Science-Technology-Society (STS) education, due to the dialectic, tentative, value-laden, and controversial nature of most STS topics. To overcome the methodological pitfalls of the STS assessment instruments used in the past, an empirically developed instrument (VOSTS, Views on Science-Technology-Society) have been suggested. Some methodological proposals, namely the multiple response models and the computing of a global attitudinal index, were suggested to improve the item implementation. The final step of these methodological proposals requires the categorization of STS statements. This paper describes the process of categorization through a scaling procedure ruled by a panel of experts, acting as judges, according to the body of knowledge from history, epistemology, and sociology of science. The statement categorization allows for the sound foundation of STS items, which is useful in educational assessment and science education research, and may also increase teachers’ self-confidence in the development of the STS curriculum for science classrooms.
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References
Abd-El-Khalick, F., Bell, R. L. y Lederman, N. G. (1998). The nature of science and instructional practice: making the unnatural natural. Science Education, 82 (4), 417-436.
Acevedo, J. A. (1997). Ciencia, tecnología y sociedad (CTS). Un enfoque innovador para la enseñanza de las ciencias. Revista de Educación de la Universidad de Granada, 10, 269-275.
Acevedo, J. A. (2000). Algunas creencias sobre el conocimiento científico de los profesores de Educación Secundaria en formación inicial. Bordón, 52 (1), 5-16. Consultado en la sección Sala de Lecturas CTS+I de la OEI, el 10 de enero de 2005 en: http://www.campus-oei.org/salactsi/acevedo18.htm
Aikenhead, G. S. (1988). An analysis of four ways of assessing student beliefs about STS topics. Journal of Research in Science Teaching, 25 (8), 607-629.
Aikenhead, G. S. (1994). Consequences to learning science trough STS: a research perspective. En J. Solomon y G. S. Aikenhead (Eds.), STS education: International perspectives on reform (pp. 169-186). Nueva York: Teachers College Press.
Aikenhead, G. S., Fleming, R. W. y Ryan, A .G. (1987). High school graduates\' beliefs about science-technology-society: I. Methods and issues in monitoring students views. Science Education, 71 (2), 145-161.
Aikenhead, G. S. y Ryan, A. G. (1989). The development of a multiple choice instrument for monitoring views on science-technology-society topics (Final report of SSHRCC Grant). Saskatoon, Canadá: University of Saskatchewan, Department of Curriculum Studies.
Aikenhead, G. S. y Ryan, A. G. (1992). The development of a new instrument: “Views on science-technology-society” (VOSTS). Science Education, 76 (5), 477-491. También disponible en:
http://www.usask.ca/education/people/aikenhead/vosts_2.pdf
Akerson, V. L., Abd-El-Khalick, F. y Lederman, N. G. (2000). Influence of a reflective explicit activity-based approach on elementary teachers\' conceptions of nature of science. Journal of Research in Science Teaching, 37 (4), 295-317.
Alters, B. J. (1997a). Whose nature of science? Journal of Research in Science Teaching, 34 (1), 39-55.
Alters, B. J. (1997b). Nature of science: a diversity or uniformity of ideas? Journal of Research in Science Teaching, 34 (10), 1105-1108.
Bell, R. L., Lederman, N. G. y Abd-El-Khalick, F. (2000). Developing and acting upon one\'s conception of the nature of science: A follow-up study. Journal of Research in Science Teaching, 37 (6), 563-581.
Bratt, M. (1984). Further comments on the validity studies of attitude measures in science education. Journal of Research in Science Teaching, 21 (9), 951.
Breckler, S. J. (1994). A comparison of numerical indexes for measuring attitude ambivalence. Educational and Psychological Measurement, 54 (2), 350-365.
Bybee, R. W. (1987). Science education and the science-technology-society (S-T-S) theme. Science Education, 71 (5), 667-683.
Clough, E. E. y Driver, R. (1986). A study of consistency in the use of students’ conceptual frameworks across different task contexts. Science Education, 70 (4), 473-496.
Chaiken, S., Pomerantz, E. M. y Giner-Sorolla, R. (1995). Structural consistency and attitude strength. En R. E. Petty y J. A. Krosnick, Attitude strength. Antecedents and consequences (pp. 387-412). Mahwah, NJ: LEA.
Eagly, A. H. y Chaiken, S. (1993). The psychology of attitudes. Forth Worth TX: Harcourt Brace College Publishers.
Fraser, B. J. y Tobin, K. G. (Eds.). (1998). International handbook of science education. Dordrecht, Países Bajos: Kluwer Academic Publishers.
Gardner, P. L. (1975). Attitude measurement: A critique of some recent research. Education Research, 17 (2)101-105.
Gardner, P. L. (1996). The dimensionality of attitude scales: a widely misunderstood idea. International Journal of Science Education, 18 (8), 913-919.
Gauld, C. F. y Hukins, A. A. (1980). Scientific attitudes: A review. Studies in Science Education, 7, 129-161.
Haladyna, T. y Shaughnessy, J. (1982). Attitudes towards science: A quantitative synthesis. Science Education, 66 (4), 547-563.
Hodson, D. (1985). Philosophy of science, science, and science education. Studies in Science Education, 12, 25-57.
Hofstein, A., Aikenhead, G. y Riquarts, K. (1988). Discussions over STS at the Fourth IOSTE Symposium. International Journal of Science Education, 10 (4), 357-366.
Kempa, R. (1986). Assessment in science. Cambridge: Cambridge University Press.
Laforgia, J. (1988). The affective domain related to science education and its evaluation. Science Education, 72 (4), 407-421.
Lederman, N. G. (1992). Students\' and teachers\' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29 (4), 331-359.
Lederman, N. G., Wade, P. D. y Bell, R. L. (1998). Assessing the nature of science: What is the nature of our assessments? Science and Education, 7 (6), 595-615.
Manassero, M. A. y Vázquez, A. (1998). Opinions sobre ciència, tecnologia i societat. Palma de Mallorca: Conselleria d\'Educació, Cultura i Esports.
Manassero, M. A. y Vázquez, A. (2002). Instrumentos y métodos para la evaluación de las actitudes relacionadas con la ciencia, la tecnología y la sociedad. Enseñanza de las Ciencias, 20 (1), 15-27.
Manassero, M. A., Vázquez, A. y Acevedo, J. A. (2001). Avaluació del temes de ciència, tecnologia i societat. Palma de Mallorca: Conselleria d\'Educació i Cultura.
Manassero, M. A., Vázquez, A. y Acevedo, J. A. (2003). Cuestionario de Opiniones sobre Ciencia, Tecnología y Sociedad (COCTS). Princeton, NJ: Educational Testing Service. Disponible en: http://www.ets.org/testcoll/
Manassero, M. A., Vázquez, A. y Acevedo, J. A. (2004). Evaluación de las actitudes del profesorado respecto a los temas CTS: nuevos avances metodológicos. Enseñanza de las Ciencias, 22 (2), 299-312.
McComas, W. F. (Ed.). (2000). The nature of science in science education: Rationales and strategies. Dordrecht, Países Bajos: Kluwer Academic Publishers.
McComas, W. F., Almazroa, H. y Clough, M. P. (1998). The Nature of Science in Science Education: An Introduction. Science and Education, 7 (6), 595-615.
McComas, W. F., Clough, M. P. y Almazroa, H. (2000). The role and character of the nature of science in science education. En W. F. McComas (Ed.), The nature of science in science education: Rationales and strategies (pp. 3-39). Dordrecht, Países Bajos: Kluwer Academic Publishers.
Munby, H. (1983). Thirty studies involving the “Scientific Attitude Inventory”: What confidence can we have in this instrument? Journal of Research in Science Teaching, 20 (2), 141-162.
Oliva, J. M. (1999). Algunas reflexiones sobre las concepciones alternativas y el cambio conceptual. Enseñanza de las Ciencias, 17 (1), 93-107.
Ormerod, M. B. y Duckworth, D. (1975). Pupils attitudes\' to science: a review of research. Windsor, Reino Unido: NFER Publishing.
Petty, R. E. y Krosnick, J. A. (1995). Attitude strength. Antecedents and consequences. Mahwah, NJ: LEA.
Rubba, P. A. y Harkness, W. L. (1993). Examination of preservice and in-service secondary science teachers\' beliefs about Science-Technology-Society interactions. Science Education, 77 (4), 407-431.
Rubba, P. A., Schoneweg-Bradford, C. S. y Harkness, W. L. (1996). A new scoring procedure for the Views on Science-Technology-Society instrument. Internacional. Journal of Science Education, 18 (4), 387-400.
Schibeci, R. A. (1983). Selecting appropriate attitudinal objectives for school science. Science Education, 67 (5), 595-603.
Schibeci, R. A. (1984). Attitudes to science: Un update. Studies in Science Education, 11, 26-59.
Shadish, W. R. (1995). The quantitative-qualitative debates: ‘Dekuhnifying’ the conceptual context. Evaluation and Program Planning, 18, 47-49.
Shrigley, R. L. y Koballa Jr., T. R. (1992). A decade of attitude research based on Hovland\'s learning model. Science Education, 76 (1), 17-42.
Smith, M. U., Lederman, N. G., Bell, R. L., McComas, W. F. y Clough, M. P. (1997). How great is disagreement about the nature of science: A response to Alters. Journal of Research in Science Teaching, 34 (10), 1101-1103.
Solomon, J. y Aikenhead, G. (Eds.). (1994). STS education: International perspectives on reform. Nueva York: Teachers College Press.
Stahlberg, D. y Frey, D. (1990). Actitudes I: estructura, medida y funciones. En M. Hewstone, W. Stroebe, J. P. Codol y G. M. Stephenson (Dirs.), Introducción a la Psicología Social (pp. 149-170). Barcelona: Ariel.
Taber, K. S. (2000). Multiple frameworks? Evidence of manifold conceptions in individual cognitive structure. International Journal of Science Education, 22 (4), 399-418.
Tamir, P. (1998). Assessment and evaluation in science education. Opportunities to learn and outcomes. En B. J. Fraser y K. G. Tobin (Eds.), International handbook of science education (pp. 761-790). Dordrecht, Países Bajos: Kluwer Academic Publishers.
Vázquez, A., Acevedo, J. A. y Manassero, M. A. (2004). Consensos sobre la naturaleza de la ciencia: evidencias e implicaciones para su enseñanza. Revista Iberoamericana de Educación, edición digital. Consultado el 3 de enero de 2005, en: http://www.campus oei.org/revista/deloslectores/702Vazquez.PDF
Vázquez, A. y Manassero, M. A. (1995). Actitudes relacionadas con la ciencia: una revisión conceptual. Enseñanza de las Ciencias, 13 (3), 337-346.
Vázquez, A. y Manassero, M. A. (1997). Una evaluación de las actitudes relacionadas con la ciencia. Enseñanza de las ciencias, 15 (2), 199-213.
Vázquez, A. y Manassero, M. A. (1999). Response and scoring models for the “Views on Science-Technology-Society” instrument. International Journal of Science Education, 21 (3), 231-247.
Waks, L. J. y Prakash, M. S. (1985). STS education and its three step-sisters. Bulletin of Science, Technology and Society, 52 (2), 105-116.
Wareing, C. (1990). A survey of antecedents of attitudes toward science. Journal of Research in Science Teaching, 27 (4), 371-386.
Zeidler, D. L. (1984). Thirty studies involving the “scientific attitude inventory”: what confidence can we have in this instrument. Journal of Research in Science Teaching, 21 (3), 341- 342.
Ziman, J. (1994). The rationale of STS. Education is in the approach. En J. Solomon y G. Aikenhead (Eds.), STS education: International perspectives on reform (pp. 21-31). Nueva York: Teachers College Press.
Acevedo, J. A. (1997). Ciencia, tecnología y sociedad (CTS). Un enfoque innovador para la enseñanza de las ciencias. Revista de Educación de la Universidad de Granada, 10, 269-275.
Acevedo, J. A. (2000). Algunas creencias sobre el conocimiento científico de los profesores de Educación Secundaria en formación inicial. Bordón, 52 (1), 5-16. Consultado en la sección Sala de Lecturas CTS+I de la OEI, el 10 de enero de 2005 en: http://www.campus-oei.org/salactsi/acevedo18.htm
Aikenhead, G. S. (1988). An analysis of four ways of assessing student beliefs about STS topics. Journal of Research in Science Teaching, 25 (8), 607-629.
Aikenhead, G. S. (1994). Consequences to learning science trough STS: a research perspective. En J. Solomon y G. S. Aikenhead (Eds.), STS education: International perspectives on reform (pp. 169-186). Nueva York: Teachers College Press.
Aikenhead, G. S., Fleming, R. W. y Ryan, A .G. (1987). High school graduates\' beliefs about science-technology-society: I. Methods and issues in monitoring students views. Science Education, 71 (2), 145-161.
Aikenhead, G. S. y Ryan, A. G. (1989). The development of a multiple choice instrument for monitoring views on science-technology-society topics (Final report of SSHRCC Grant). Saskatoon, Canadá: University of Saskatchewan, Department of Curriculum Studies.
Aikenhead, G. S. y Ryan, A. G. (1992). The development of a new instrument: “Views on science-technology-society” (VOSTS). Science Education, 76 (5), 477-491. También disponible en:
http://www.usask.ca/education/people/aikenhead/vosts_2.pdf
Akerson, V. L., Abd-El-Khalick, F. y Lederman, N. G. (2000). Influence of a reflective explicit activity-based approach on elementary teachers\' conceptions of nature of science. Journal of Research in Science Teaching, 37 (4), 295-317.
Alters, B. J. (1997a). Whose nature of science? Journal of Research in Science Teaching, 34 (1), 39-55.
Alters, B. J. (1997b). Nature of science: a diversity or uniformity of ideas? Journal of Research in Science Teaching, 34 (10), 1105-1108.
Bell, R. L., Lederman, N. G. y Abd-El-Khalick, F. (2000). Developing and acting upon one\'s conception of the nature of science: A follow-up study. Journal of Research in Science Teaching, 37 (6), 563-581.
Bratt, M. (1984). Further comments on the validity studies of attitude measures in science education. Journal of Research in Science Teaching, 21 (9), 951.
Breckler, S. J. (1994). A comparison of numerical indexes for measuring attitude ambivalence. Educational and Psychological Measurement, 54 (2), 350-365.
Bybee, R. W. (1987). Science education and the science-technology-society (S-T-S) theme. Science Education, 71 (5), 667-683.
Clough, E. E. y Driver, R. (1986). A study of consistency in the use of students’ conceptual frameworks across different task contexts. Science Education, 70 (4), 473-496.
Chaiken, S., Pomerantz, E. M. y Giner-Sorolla, R. (1995). Structural consistency and attitude strength. En R. E. Petty y J. A. Krosnick, Attitude strength. Antecedents and consequences (pp. 387-412). Mahwah, NJ: LEA.
Eagly, A. H. y Chaiken, S. (1993). The psychology of attitudes. Forth Worth TX: Harcourt Brace College Publishers.
Fraser, B. J. y Tobin, K. G. (Eds.). (1998). International handbook of science education. Dordrecht, Países Bajos: Kluwer Academic Publishers.
Gardner, P. L. (1975). Attitude measurement: A critique of some recent research. Education Research, 17 (2)101-105.
Gardner, P. L. (1996). The dimensionality of attitude scales: a widely misunderstood idea. International Journal of Science Education, 18 (8), 913-919.
Gauld, C. F. y Hukins, A. A. (1980). Scientific attitudes: A review. Studies in Science Education, 7, 129-161.
Haladyna, T. y Shaughnessy, J. (1982). Attitudes towards science: A quantitative synthesis. Science Education, 66 (4), 547-563.
Hodson, D. (1985). Philosophy of science, science, and science education. Studies in Science Education, 12, 25-57.
Hofstein, A., Aikenhead, G. y Riquarts, K. (1988). Discussions over STS at the Fourth IOSTE Symposium. International Journal of Science Education, 10 (4), 357-366.
Kempa, R. (1986). Assessment in science. Cambridge: Cambridge University Press.
Laforgia, J. (1988). The affective domain related to science education and its evaluation. Science Education, 72 (4), 407-421.
Lederman, N. G. (1992). Students\' and teachers\' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29 (4), 331-359.
Lederman, N. G., Wade, P. D. y Bell, R. L. (1998). Assessing the nature of science: What is the nature of our assessments? Science and Education, 7 (6), 595-615.
Manassero, M. A. y Vázquez, A. (1998). Opinions sobre ciència, tecnologia i societat. Palma de Mallorca: Conselleria d\'Educació, Cultura i Esports.
Manassero, M. A. y Vázquez, A. (2002). Instrumentos y métodos para la evaluación de las actitudes relacionadas con la ciencia, la tecnología y la sociedad. Enseñanza de las Ciencias, 20 (1), 15-27.
Manassero, M. A., Vázquez, A. y Acevedo, J. A. (2001). Avaluació del temes de ciència, tecnologia i societat. Palma de Mallorca: Conselleria d\'Educació i Cultura.
Manassero, M. A., Vázquez, A. y Acevedo, J. A. (2003). Cuestionario de Opiniones sobre Ciencia, Tecnología y Sociedad (COCTS). Princeton, NJ: Educational Testing Service. Disponible en: http://www.ets.org/testcoll/
Manassero, M. A., Vázquez, A. y Acevedo, J. A. (2004). Evaluación de las actitudes del profesorado respecto a los temas CTS: nuevos avances metodológicos. Enseñanza de las Ciencias, 22 (2), 299-312.
McComas, W. F. (Ed.). (2000). The nature of science in science education: Rationales and strategies. Dordrecht, Países Bajos: Kluwer Academic Publishers.
McComas, W. F., Almazroa, H. y Clough, M. P. (1998). The Nature of Science in Science Education: An Introduction. Science and Education, 7 (6), 595-615.
McComas, W. F., Clough, M. P. y Almazroa, H. (2000). The role and character of the nature of science in science education. En W. F. McComas (Ed.), The nature of science in science education: Rationales and strategies (pp. 3-39). Dordrecht, Países Bajos: Kluwer Academic Publishers.
Munby, H. (1983). Thirty studies involving the “Scientific Attitude Inventory”: What confidence can we have in this instrument? Journal of Research in Science Teaching, 20 (2), 141-162.
Oliva, J. M. (1999). Algunas reflexiones sobre las concepciones alternativas y el cambio conceptual. Enseñanza de las Ciencias, 17 (1), 93-107.
Ormerod, M. B. y Duckworth, D. (1975). Pupils attitudes\' to science: a review of research. Windsor, Reino Unido: NFER Publishing.
Petty, R. E. y Krosnick, J. A. (1995). Attitude strength. Antecedents and consequences. Mahwah, NJ: LEA.
Rubba, P. A. y Harkness, W. L. (1993). Examination of preservice and in-service secondary science teachers\' beliefs about Science-Technology-Society interactions. Science Education, 77 (4), 407-431.
Rubba, P. A., Schoneweg-Bradford, C. S. y Harkness, W. L. (1996). A new scoring procedure for the Views on Science-Technology-Society instrument. Internacional. Journal of Science Education, 18 (4), 387-400.
Schibeci, R. A. (1983). Selecting appropriate attitudinal objectives for school science. Science Education, 67 (5), 595-603.
Schibeci, R. A. (1984). Attitudes to science: Un update. Studies in Science Education, 11, 26-59.
Shadish, W. R. (1995). The quantitative-qualitative debates: ‘Dekuhnifying’ the conceptual context. Evaluation and Program Planning, 18, 47-49.
Shrigley, R. L. y Koballa Jr., T. R. (1992). A decade of attitude research based on Hovland\'s learning model. Science Education, 76 (1), 17-42.
Smith, M. U., Lederman, N. G., Bell, R. L., McComas, W. F. y Clough, M. P. (1997). How great is disagreement about the nature of science: A response to Alters. Journal of Research in Science Teaching, 34 (10), 1101-1103.
Solomon, J. y Aikenhead, G. (Eds.). (1994). STS education: International perspectives on reform. Nueva York: Teachers College Press.
Stahlberg, D. y Frey, D. (1990). Actitudes I: estructura, medida y funciones. En M. Hewstone, W. Stroebe, J. P. Codol y G. M. Stephenson (Dirs.), Introducción a la Psicología Social (pp. 149-170). Barcelona: Ariel.
Taber, K. S. (2000). Multiple frameworks? Evidence of manifold conceptions in individual cognitive structure. International Journal of Science Education, 22 (4), 399-418.
Tamir, P. (1998). Assessment and evaluation in science education. Opportunities to learn and outcomes. En B. J. Fraser y K. G. Tobin (Eds.), International handbook of science education (pp. 761-790). Dordrecht, Países Bajos: Kluwer Academic Publishers.
Vázquez, A., Acevedo, J. A. y Manassero, M. A. (2004). Consensos sobre la naturaleza de la ciencia: evidencias e implicaciones para su enseñanza. Revista Iberoamericana de Educación, edición digital. Consultado el 3 de enero de 2005, en: http://www.campus oei.org/revista/deloslectores/702Vazquez.PDF
Vázquez, A. y Manassero, M. A. (1995). Actitudes relacionadas con la ciencia: una revisión conceptual. Enseñanza de las Ciencias, 13 (3), 337-346.
Vázquez, A. y Manassero, M. A. (1997). Una evaluación de las actitudes relacionadas con la ciencia. Enseñanza de las ciencias, 15 (2), 199-213.
Vázquez, A. y Manassero, M. A. (1999). Response and scoring models for the “Views on Science-Technology-Society” instrument. International Journal of Science Education, 21 (3), 231-247.
Waks, L. J. y Prakash, M. S. (1985). STS education and its three step-sisters. Bulletin of Science, Technology and Society, 52 (2), 105-116.
Wareing, C. (1990). A survey of antecedents of attitudes toward science. Journal of Research in Science Teaching, 27 (4), 371-386.
Zeidler, D. L. (1984). Thirty studies involving the “scientific attitude inventory”: what confidence can we have in this instrument. Journal of Research in Science Teaching, 21 (3), 341- 342.
Ziman, J. (1994). The rationale of STS. Education is in the approach. En J. Solomon y G. Aikenhead (Eds.), STS education: International perspectives on reform (pp. 21-31). Nueva York: Teachers College Press.
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