NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ721971
Record Type: Journal
Publication Date: 2005-Oct-28
Pages: 18
Abstractor: Author
Reference Count: 38
ISBN: N/A
ISSN: ISSN-0950-0693
Developing a Multi-Dimensional Instrument for Assessing Students' Epistemological Views toward Science
Tsai, Chin-Chung; Liu, Shiang-Yao
International Journal of Science Education, v27 n13 p1621-1638 Oct 2005
The purpose of this study was to describe the development and validation of an instrument to identify various dimensions of scientific epistemological views (SEVs) held by high school students. The instrument included five SEV dimensions (subscales): the role of social negotiation on science, the invented and creative reality of science, the theory-laden exploration of science, the cultural impacts on science, and the changing features of science. Six hundred and thirteen high school students in Taiwan responded to the instrument. Data analysis indicated that the instrument developed in this study had satisfactory validity and reliability measures. Correlation analysis and in-depth interviews supported the legitimacy of using multiple dimensions in representing student SEVs. Significant differences were found between male and female students, and between students' and their teachers' responses on some SEV dimensions. Suggestions were made about the use of the instrument to examine complicated interplays between SEVs and science learning, to evaluate science instruction, and to understand the cultural differences in epistemological views of science.
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan