Development and Validation of Scientific Literacy Scale for College Preparedness in STEM with Freshmen from Diverse Institutions

Benjamin, Thomas; Marks, Bryant T.; Demetrikopoulos, Melissa K.; Rose, J.; Pollard, Ethen; Thomas, Alicia E.; Muldrow, Lycurgus L.

doi:10.1007/s10763-015-9710-x

Cited by 37 publications

(32 citation statements)

References 11 publications

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“…Adams & Wieman, 2011;Aydın & Ubuz, 2014;Benjamin et al, 2015). Although the item development and validation procedures were based on established guidelines of previous research, this study has proposed a CT assessment framework that may promote the measurement of both domain-specific and domain-general CT skills.…”

Section: Resultsmentioning

confidence: 99%

Measuring Critical Thinking in Physics: Development and Validation of a Critical Thinking Test in Electricity and Magnetism

Tiruneh

Cock

Weldeslassie

et al. 2016

Int J of Sci and Math Educ

189

111

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Although the development of critical thinking (CT) is a major goal of science education, adequate emphasis has not been given to the measurement of CT skills in specific science domains such as physics. Recognizing that adequately assessing CT implies the assessment of both domain-specific and domain-general CT skills, this study reports on the development and validation of a test designed to measure students' acquisition of CT skills in electricity and magnetism (CTEM). The CTEM items were designed to mirror the structural components of items identified in an existing standardized domain-general CT test, and targeted content from an introductory Electricity and Magnetism (E&M) course. A preliminary version of the CTEM test was initially piloted on three groups of samples: interviews with physics experts (N = 3), student cognitive interviews (N = 6), and small-scale paper and pencil administration (N = 19). Modifications were made afterwards and the test was administered to a different group of second-year students whose major was mechanical engineering (N = 45). The results showed that the internal consistency (Cronbach's α = .72) and inter-rater reliability (Cohen's kappa = .83) of the CTEM test are acceptable. The findings overall suggest that the CTEM test can be used to measure the acquisition of domain-specific CT skills in E&M, and a good basis for future empirical research that focuses on the integration of CT skills within specific subject matter instruction. A broader CT assessment

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Section: Resultsmentioning

confidence: 99%

Measuring Critical Thinking in Physics: Development and Validation of a Critical Thinking Test in Electricity and Magnetism

Tiruneh

Cock

Weldeslassie

et al. 2016

Int J of Sci and Math Educ

189

111

View full text Add to dashboard Cite

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“…On the other hand, avoiding unreasonable behavior is important to ensure public order and prevent dangerous self-medication (Mowbray, 2020). Our results indicate that science knowledge (Benjamin et al, 2017;McPhetres & Zuckerman, 2018) has a prophylactic effect. Science knowledge helps individuals convert information into knowledge about the coronavirus.…”

Section: Discussionmentioning

confidence: 70%

“…To what extent specific knowledge indeed results from information seeking and to what extent individuals appropriately understand the information they receive depends on how the information is elaborated in memory (Eveland, 2001;Ho et al, 2013) based on individuals' existing knowledge networks. More specifically, the interpretation and reasonable use of information about the coronavirus depends on individuals' ability to engage in science-based reasoning in practice (Fischer et al, 2014) and requires knowledge of science concepts, that is, scientific literacy (Benjamin et al, 2017). Thus, science knowledge (McPhetres & Zuckerman, 2018) should facilitate the acquisition of coronavirus knowledge as a specific form of knowledge.…”

Section: The Role Of Science Knowledgementioning

confidence: 99%

Science knowledge and trust in medicine affect individuals’ behavior in pandemic crises

Sailer¹,

Stadler²,

Botes³

et al. 2020

Preprint

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In pandemic crises such as the COVID-19 pandemic, individuals’ behavior has a strong impact on epidemiological processes during critical stages of the outbreak. Engaging in reasonable behavior, such as social distancing, is critical to avoid further spreading an infectious disease or to slow down its spread. However, some individuals also or instead engage in unreasonable behavior, such as panic buying. We investigate why different behavior occurs and how different types of knowledge and trust in medicine can encourage individuals to engage in reasonable behavior and prevent them from engaging in unreasonable behavior. Based on a sample of N = 1,182 adult Americans stratified by age and gender, we conclude that science knowledge has a prophylactic effect: We show that science knowledge helps individuals convert information into knowledge about the coronavirus. This knowledge then helps individuals avoid unreasonable behavior. Individuals lacking coronavirus knowledge and science knowledge still act reasonably when they have a general trust in medicine. Both trust in medicine and knowledge are crucial factors for individuals to act reasonably and avoid unreasonable behavior. Individuals with low knowledge or trust tend to engage in unreasonable behavior. Facilitating science knowledge and reasonable trust in medicine through education and targeted public health messaging are likely to be of fundamental importance for bringing crises such as the 2020 COVID-19 pandemic under control.

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“…The procedure described in this study for developing and validating AB-CTS test items is in line with the suggested guidelines for preparing essay tests and other performance tests according to Adam & Wieman, (2011), Benjamin et al, (2017) and Tiruneh et al, (2017).…”

Section: Sample Question Itemmentioning

confidence: 73%

Development of Argumentation-Based Critical Thinking Skills Tests in Microbiology Laboratory

et al. 2019

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Keywords: Critical thinking skills Scientific argumentation Argument-based laboratory Instrument developmentThis study aims to develop an instrument used to measure students' argumentation-based critical thinking skills (CTS) in microbiology practicum activities. This study used a phased model for the development of tools, which consists of the stages of defining constructs and formulating objectives in the form of mapping aspects of the critical thinking skills and the microbiology concepts, formulating test item formats, constructing item questions, constructing scoring guidelines, evaluating by experts for content validation, pilot testing on students and analyzing the results. The test items were then analyzed to determine the validity, reliability, distinguishing features and degree of difficulty. The instrument produced in this study used 6 CTS indicators which were considered the most relevant to argumentation and laboratory activities, and consisted of 18 open-ended questions with 5 contexts. The results of expert validation show that the instrument is content valid and can be used for the next step. Furthermore, the results of the pilot test show that of the 18 questions that were tested, as many as 17 questions were declared valid and 1 question was corrected. Overall the test questions were declared reliable. Thus, the results of this study recommend the use of questions on this test in studies that measure argumentation-based critical thinking skills in microbiology laboratory.

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Development and Validation of Scientific Literacy Scale for College Preparedness in STEM with Freshmen from Diverse Institutions

Cited by 37 publications

References 11 publications

Measuring Critical Thinking in Physics: Development and Validation of a Critical Thinking Test in Electricity and Magnetism

Measuring Critical Thinking in Physics: Development and Validation of a Critical Thinking Test in Electricity and Magnetism

Science knowledge and trust in medicine affect individuals’ behavior in pandemic crises

Development of Argumentation-Based Critical Thinking Skills Tests in Microbiology Laboratory

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