Developing a Test of Scientific Literacy Skills (TOSLS): Measuring Undergraduates' Evaluation of Scientific Information and Arguments
Developing a Test of Scientific Literacy Skills (TOSLS): Measuring Undergraduates' Evaluation of Scientific Information and Arguments
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DOI：
10.1187/cbe.12-03-0026
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发表时间：
2012-12-01
影响因子：
3.7
通讯作者：
Lutz, Andmary
中科院分区：
文献类型：
--
作者：
Gormally, Cara;Brickman, Peggy;Lutz, Andmary
生命科学教师同意培养科学素养是本科教育不可或缺的一部分，并报告说，他们教授这些技能。然而，很少有科学素养的衡量标准可以用来评估学生在使用科学素养技能解决本科生物课堂内外的情景方面的熟练程度。本文描述了科学素养技能测验(TOSLS)在三所本科院校的五个普通教育生物班中的编制、验证和测试。该考试衡量与科学素养的主要方面有关的技能：识别和分析导致科学知识的探究方法的使用，以及组织、分析和解释定量数据和科学信息的能力。有效性的衡量标准包括项目与国家研究委员会和2061项目的科学素养目标之间的对应关系，对生物学教师的调查结果，生物教育专家的评论，学生访谈和统计分析。课堂测试的背景在学生人口统计和教学方法方面都有所不同。我们建议生物教师可以使用TOSLS来评估他们的学生使用科学素养技能的熟练程度，并记录课程改革对学生科学素养的影响。
Life sciences faculty agree that developing scientific literacy is an integral part of undergraduate education and report that they teach these skills. However, few measures of scientific literacy are available to assess students' proficiency in using scientific literacy skills to solve scenarios in and beyond the undergraduate biology classroom. In this paper, we describe the development, validation, and testing of the Test of Scientific Literacy Skills (TOSLS) in five general education biology classes at three undergraduate institutions. The test measures skills related to major aspects of scientific literacy: recognizing and analyzing the use of methods of inquiry that lead to scientific knowledge and the ability to organize, analyze, and interpret quantitative data and scientific information. Measures of validity included correspondence between items and scientific literacy goals of the National Research Council and Project 2061, findings from a survey of biology faculty, expert biology educator reviews, student interviews, and statistical analyses. Classroom testing contexts varied both in terms of student demographics and pedagogical approaches. We propose that biology instructors can use the TOSLS to evaluate their students' proficiencies in using scientific literacy skills and to document the impacts of curricular reform on students' scientific literacy.