A new scoring procedure for the <i>Views on Science‐Technology‐Society</i> instrument

Rubba, Peter A.; Harkness, William

doi:10.1080/0950069960180401

Cited by 61 publications

(56 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Although COCTS items were designed within a qualitative investigation paradigm, several scoring schemes for complex multiple-choice items have been suggested to improve the scope of the quantitative analysis Rubba, Schoneweg-Bradford, & Harkness, 1996;Vázquez & Manassero, 1999). This section is aimed to discuss different models of answering and scoring COCTS items.…”

Section: Models Of Response For Complex Multiple-choice Itemsmentioning

confidence: 99%

“…To tackle the quantitative limitations of URM, Rubba et al (1996) suggested a score outline based on attributing one of three categories (realistic/has merit/naïve) to all the multiple-choice sentences, and, respectively, assigning 3/2/1 points to the selected unique answer, according to its category. They applied this proposal to assess teachers' progress in a training course, through a test -retest design.…”

Section: Models Of Response For Complex Multiple-choice Itemsmentioning

confidence: 99%

“…Rubba and colleagues (Rubba & Harkness, 1993;Rubba et al, 1996) were first to propose a system of three categories for classifying the sentences of the TBA-STS questionnaire. The categories were labeled realistic, has merit, and naïve, according to whether their content was evaluated by a panel of three judges as appropriate, partially appropriate, or naïve with respect to current HPSS knowledge.…”

Section: Item Scaling By Judgesmentioning

confidence: 99%

“…The development of the scaling process using judges, and the category scheme arising from this process for each statement, assigns a category (adequate, plausible, or naïve) to each sentence, which allows the specific value (attitudinal index) for each sentence to be computed by applying the metric. Rubba et al (1996) used three judges (from five initial teachers and scientists), but recommended a minimum of 8 -9 judges to achieve a valid categorization. In our study, an initial sample of 16 Spanish experts, accredited through their personal training in STS issues, produced the scoring judgments on the COCTS statements.…”

Section: Item Scaling By Judgesmentioning

confidence: 99%

See 3 more Smart Citations

An analysis of complex multiple‐choice science–technology–society items: Methodological development and preliminary results

2006

View full text Add to dashboard Cite

ABSTRACT:The scarce attention to the assessment and evaluation in science education research has been especially harmful for teaching science -technology -society (STS) issues, due to the dialectical, tentative, value-laden, and polemic nature of most STS topics. This paper tackles the methodological difficulties of the instruments that monitor views related to STS topics and rationalizes a quantitative methodology and an analysis technique to improve the utility of an empirically developed multiple-choice item pool, the Questionnaire of VÁZQUEZ-ALONSO ET AL.Opinions on STS. This methodology embraces an item-scaling psychometrics based on the judgments by a panel of experts, a multiple response model, a scoring system, and the data analysis. The methodology finally produces normalized attitudinal indices that represent the respondent's reasoned beliefs toward STS statements, the respondent's position on an item that comprises several statements, or the respondent's position on an entire STS topic that encompasses a set of items. Some preliminary results show the methodology's ability to evaluate the STS attitudes in a qualitative and quantitative way and for statistical hypothesis testing. Lastly, some applications for teacher training and STS curriculum development in science classrooms are discussed.

show abstract

Section: Models Of Response For Complex Multiple-choice Itemsmentioning

confidence: 99%

Section: Models Of Response For Complex Multiple-choice Itemsmentioning

confidence: 99%

Section: Item Scaling By Judgesmentioning

confidence: 99%

Section: Item Scaling By Judgesmentioning

confidence: 99%

See 2 more Smart Citations

An analysis of complex multiple‐choice science–technology–society items: Methodological development and preliminary results

2006

View full text Add to dashboard Cite

show abstract

“…This questionnaire has been used by several researchers to examine student understanding of science-technology-society interactions (Aikenhead & Ryan, 1993;Clough, 1994;Rubba, Bradford & Harkness, 1996). Items on the VOSTS questionnaire lend themselves to assessment of several aspects of NOSE as described in reform documents such as Science for all Americans (AAAS, 1994).…”

Section: Quantitative Approachmentioning

confidence: 99%

Understanding the Nature of Scientific Enterprise (NOSE) through a Discourse with Its History: The Influence of an Undergraduate ‘History of Science’ Course

Dass

2005

Int J Sci Math Educ

View full text Add to dashboard Cite

ABSTRACT. An appropriate understanding of the nature of the scientific enterprise (NOSE) is a key element of scientific literacy and can arguably be influenced through an exploration of the history of science. An elective, undergraduate History of Science course was organized in the form of small-group discussion-based inquiries into the history of science from ancient to modern times. Group discussions focused on STATEMENTS OF CRITICAL SIGNIFICANCE (SOCS) prepared by individual students on assigned readings prior to each class meeting. Small-group discussions were followed by a synthesis, facilitated by the instructor, of points raised in SOCS and other ideas central to the reading. The overarching goal of these activities was to help students see the multifaceted nature of the scientific enterprise in the context of social, political, cultural, and religious milieu of the time period and the geographic setting within which specific scientific activities and developments took place. The impact of this course on student understanding of the NOSE was assessed through the use of VIEWS ON SCIENCE-TECHNOLOGY-SOCIETY (VOSTS) instrument administered as pre-and post-test. Qualitative data regarding student understanding of the NOSE were furnished by the final exam on the NOSE written in the form of SOCS at the end of semester. Results based on four semesters of the course offering indicate modest gains in student understanding of specific aspects of the NOSE. They are discussed, along with the usefulness of small-group, discussionbased inquiries into the history of science as a way of enhancing scientific literacy during undergraduate science education.

show abstract

The reliability of some VOSTS items when used with preservice secondary science teachers in England

Botton

Brown

1998

J. Res. Sci. Teach.

View full text Add to dashboard Cite

A selection of Views on Science-Technology-Society (VOSTS) items was made and administered to a group of 29 postgraduate trainee science teachers. Two sections of VOSTS were addressed: VOSTS 1 (Defining Science and Technology) and VOSTS 9 (Epistemology). Reliability was determined by a cross-tabulation procedure following a retest. All 27 items selected were generally found to be reliable, although when put to a severe treatment, 24 of 27 items were found to be reliable. A cluster analysis of the responses was also carried out: Two main clusters were obtained for VOSTS 1 and three for VOSTS 9. The findings are discussed, compared with those from the Canadian study, and reviewed in the context of professional development of science teachers.

show abstract

A new scoring procedure for the Views on Science‐Technology‐Society instrument

Cited by 61 publications

References 16 publications

An analysis of complex multiple‐choice science–technology–society items: Methodological development and preliminary results

An analysis of complex multiple‐choice science–technology–society items: Methodological development and preliminary results

Understanding the Nature of Scientific Enterprise (NOSE) through a Discourse with Its History: The Influence of an Undergraduate ‘History of Science’ Course

The reliability of some VOSTS items when used with preservice secondary science teachers in England

Contact Info

Product

Resources

About