Change search
ReferencesLink to record
Permanent link

Direct link
Science for Life: development of a multi-concept instrument to study the impact of socio-scientific issues on student interest in science
Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education.
Högskolan Kristianstad Sektionen för Lärarutbildning.
2008 (English)In: Planning science instruction: From insight to learning to pedagogical practices, 2008, 97- p.Conference paper, Abstract (Other academic)
Abstract [en]

According to many stakeholders there is a strong need to renew science education to bring about a radical change in young people’s interest in science. One way to increase students’ interest in science can be to bring in a humanistic perspective and to focus more on scientific literacy than science literacy. We have designed an evidence-based research project to understand more about what happens when students in lower secondary school are working with socio-scientific issues. Concepts within the affective domain are very complex and therefore many researchers have claimed that we have to construct multidimensional instruments and use multivariate analyses to interpret the results as science learning cannot be explained solely by examination of cognitive factors.

The project is built up in three steps. In the first we have developed a teacher guide with six authentic cases and attitude questionnaires. In next step about 2000 pupils work with the cases and answer the questionnaires and in the last one we will perform a qualitative study in about 6 classes aiming at studying teachers and students’ development in more detail. In this paper we present the development of two questionnaire-based instruments that allow us to simultaneously consider the multivariate characteristics of student, the situation and the outcomes and how they relate to each other. A large number of items were collected from extant questionnaires and if necessary, adapted to Swedish conditions. In addition, new items were constructed, based on theory within the relevant fields of research. The aspects we want to assess besides different types of knowledge outcomes are for example attitudes, motivation, epistemological beliefs, self-efficacy and the impact of different working forms.

Place, publisher, year, edition, pages
2008. 97- p.
National Category
URN: urn:nbn:se:umu:diva-10502ISBN: 978-9979-9851-1-2OAI: diva2:150173
The 9th Nordic Research Symposium on Science Education, 11th-15th June 2008, Reykjavík, Iceland
Available from: 2008-09-22 Created: 2008-09-22 Last updated: 2014-09-10Bibliographically approved

Open Access in DiVA

No full text

Other links

Search in DiVA

By author/editor
Winberg, T. Mikael
By organisation
Mathematics, Technology and Science Education

Search outside of DiVA

GoogleGoogle Scholar
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 41 hits
ReferencesLink to record
Permanent link

Direct link