The present study reports the development of a brief, quantitative, web-based, psychometrically sound measure--the Generalized Acceptance of EvolutioN Evaluation (GAENE, pronounced "gene") in a format that is useful in large and small groups, in research, and in classroom settings. The measure was designed to measure only evolution…

Though addressing sources of uncertainty is an important part of doing science, it has largely been neglected in assessing students' scientific argumentation. In this study, we initially defined a scientific argumentation construct in four structural elements consisting of claim, justification, uncertainty qualifier, and uncertainty…

This paper focuses on the trade-offs that lie at the intersection of methodological requirements for causal effect studies and policies that affect how and to what extent schools engage in such studies. More specifically, current federal funding priorities encourage large-scale randomized studies of interventions in authentic settings. At the same…

In the study of science topics especially in physics students are expected to move between different modes of representation when dealing with a particular concept as any science concept can be represented in several different modes. The difficulty for students is that they are often unable to move between these multi-modal representations and…

This project consisted of a meta-analysis of U.S. research published from 1980 to 2004 on the effect of specific science teaching strategies on student achievement. The six phases of the project included study acquisition, study coding, determination of intercoder objectivity, establishing criteria for inclusion of studies, computation of effect…

This study used judgmental and statistical procedures to evaluate the items in a statewide, 78-item, multiple-choice test of science knowledge. Differences in outcomes for these procedures are discussed. Authors conclude that both procedures should be used in test construction. (PR)

Investigates and presents evidence concerning the construct validity of the Test of Higher Cognitive Learning in Chemistry (THCLC), a 40-item multiple-choice test developed to provide assessment of first semester introductory college chemistry students' higher cognitive skills. (Author/GA)

The use of content validity as the primary assurance of the measurement accuracy for science assessment examinations is questioned. An alternative accuracy measure, item validity, is proposed. Item validity is based on research using qualitative comparisons between (1) student answers to objective items, (2) clinical interviews, and (3) student…

In this article we describe the development of the Chemistry Attitudes and Experiences Questionnaire (CAEQ) that measures first-year university chemistry students' attitude toward chemistry, chemistry self-efficacy, and learning experiences. The instrument was developed as part of a larger study and sought to fulfill a need for an instrument to…

A selection of Views on Science-Technology-Society (VOSTS) items was made and administered to postgraduate trainee science teachers. Findings are discussed, compared with those from the Canadian study, and reviewed in the context of professional development of science teachers. (Author/DKM)

Discusses the complicating effects of ambivalence on the validity of science attitude measurement scales. Cites studies indicating that the positive and negative effects about a particular psychological object are not necessarily bipolar. Suggests the use of factor analysis to check dimensionality in instruments. (TW)

Discusses the necessity for considering significance level reversal when attempting to establish group equivalence prior to treatment. (GS)

Reports on a study that uses psychometric modeling to rank the appeal of a variety of children's astronomical ideas on a single uniform scale. Findings support the view that alternative conceptions may be markers of progress toward understanding. Contains 82 references. (DDR)

This study sought to develop and verify the Index of Science Reading Awareness (ISRA) based on a model of an efficient, successful interactive-constructive science reader and three independent metacognitive awareness domains. Results did not support the assumption about the three independent metacognitive awareness domains and also indicated that…