Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science
Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science
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DOI：
10.1002/tea.10034
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发表时间：
2002-08-01
影响因子：
4.6
通讯作者：
Schwartz, RS
中科院分区：
文献类型：
--
作者：
Lederman, NG;Abd-El-Khalick, F;Schwartz, RS
帮助学生发展科学（NOS）的本质知情的看法一直是并将继续是通过12年级（K-12）科学教育幼儿园的中心目标。自20世纪60年代初以来，主要的努力已经进行，以提高K-12学生和科学教师的NOS的看法。然而，评估学习者的NOS观点的关键组成部分仍然是NOS研究中的一个问题。本文的目的是：（a）追踪一个新的开放式工具--科学本质观问卷（VNOS）的发展，它结合个别访谈旨在提供对学习者科学本质观的有意义的评估;（B）概述VNOS发展的基本框架;（c）提供VNOS有效性的证据;（c）讨论评估网络系统所提供的丰富描述性的网络系统简介，在与网络系统教与学有关的研究中的效用。VNOS是为了响应科学教育界的一些呼吁，重新开发标准化的强制选择纸笔NOS评估工具，用于大样本的大规模管理。我们认为，这些呼吁忽视了过去30年来关于NOS的教学和学习研究中所学到的很多东西。这条线的研究的现状需要一个专注于个人的课堂干预，旨在提高学习者的NOS的意见，而不是在大规模的评估，旨在描述或评估学生的信念。(C)2002年，Wiley期刊。Inc.
Helping students develop informed views of nature of science (NOS) has been and continues to be a central goal for kindergarten through Grade 12 (K-12) science education. Since the early 1960s, major efforts have been undertaken to enhance K-12 students and science teachers' NOS views. However, the crucial component of assessing learners' NOS views remains an issue in research on NOS. This article aims to (a) trace the development of a new open-ended instrument, the Views of Nature of Science Questionnaire (VNOS), which in conjunction with individual interviews aims to provide meaningful assessments of learners' NOS views; (b) outline the NOS framework that underlies the development of the VNOS; (c) present evidence regarding the validity of the VNOS; (d) elucidate the use of the VNOS and associated interviews, and the range of NOS aspects that it aims to assess; and (c) discuss the usefulness of rich descriptive NOS profiles that the VNOS provides in research related to teaching and learning about NOS. The VNOS comes in response to some calls within the science education community to go back to developing standardized forced-choice paper and pencil NOS assessment instruments designed for mass administrations to large samples. We believe that these calls ignore much of what was learned from research on teaching and learning about NOS over the past 30 years. The present state of this line of research necessitates a focus on individual classroom interventions aimed at enhancing learners' NOS views, rather than on mass assessments aimed at describing or evaluating students' beliefs. (C) 2002 Wiley Periodicals. Inc.