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Autor/inn/en | Deng, Feng; Chai, Ching Sing; Tsai, Chin-Chung; Lin, Tzung-Jin |
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Titel | Assessing South China (Guangzhou) High School Students' Views on Nature of Science: A Validation Study |
Quelle | In: Science & Education, 23 (2014) 4, S.843-863 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0926-7220 |
DOI | 10.1007/s11191-013-9674-6 |
Schlagwörter | Foreign Countries; Science Instruction; Scientific Principles; Test Construction; Test Validity; High School Students; Knowledge Level; Secondary School Science; Qualitative Research; Test Reliability; Student Attitudes; Gender Differences; Age Differences; Social Influences; Cultural Influences; China Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Testaufbau; Testvalidität; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Wissensbasis; Qualitative Forschung; Testreliabilität; Schülerverhalten; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Sozialer Einfluss; Cultural influence; Kultureinfluss |
Abstract | Research on students' views on nature of science (VNOS) in Asian countries such as China is notably lacking. This study aimed to develop and validate an instrument to measure South China high school students' VNOS. Based on the previously acquired qualitative data, the instrument included seven VNOS dimensions which reflect the crucial aspects of NOS indicated by the literature and/or the dominating ideology in China (i.e., Marxism). A sample (N = 604) was randomly divided into two groups used for exploratory analyses and confirmatory analyses. The results indicated that the instrument expressed satisfactory reliability and validity and the seven NOS dimensions could be explained by a higher-order dimension. That is, the data of this study supported the multi-dimensional framework that treats VNOS as comprising several more-or-less correlated dimensions. Two distinct dimensions, namely "Accumulative-Empirical Source" and "Pragmatic Justification" which have not been explicitly specified in the past literature, were found. In addition, the Chinese high school students generally held a constructivist/relativist-oriented view of all seven dimensions. Differences in gender and grade level were hardly observed in any dimension of the instrument. The findings are further discussed through a socio-cultural lens to enrich the current understanding of VNOS. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |