Meaningful assessment of learners' understandings about scientific inquiry-The views about scientific inquiry (VASI) questionnaire
Helping students develop informed views about scientific inquiry (SI) has been and continues to be a goal of K‐12 science education, as evidenced in various reform documents. Nevertheless, research focusing on understandings of SI has taken a perceptible backseat to that which focuses on the “doing”...
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| Published in | Journal of research in science teaching Vol. 51; no. 1; pp. 65 - 83 |
|---|---|
| Main Authors | , , , , , |
| Format | Journal Article |
| Language | English |
| Published |
Reston
Blackwell Publishing Ltd
01.01.2014
Wiley-Blackwell Wiley Subscription Services, Inc |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0022-4308 1098-2736 |
| DOI | 10.1002/tea.21125 |
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| Abstract | Helping students develop informed views about scientific inquiry (SI) has been and continues to be a goal of K‐12 science education, as evidenced in various reform documents. Nevertheless, research focusing on understandings of SI has taken a perceptible backseat to that which focuses on the “doing” of inquiry. We contend that this is partially a function of the typical conflation of scientific inquiry with nature of science (NOS), and is also attributable to the lack of a readily accessible instrument to provide a meaningful assessment of learners' views of SI. This article (a) outlines the framework of scientific inquiry that undergirds the Views About Scientific Inquiry (VASI) questionnaire; (b) describes the development of the VASI, in part derived from the Views of Scientific Inquiry (VOSI) questionnaire; (c) presents evidence for the validity and reliability of the VASI; (d) discusses the use of the VASI and associated interviews to elucidate views of the specific aspects of SI that it attempts to assess; and (e) discusses the utility of the resulting rich‐descriptive views of SI that the VASI provides for informing both further research efforts and classroom practice. The trend in recent reform documents, unfortunately, ignores much of the research on NOS and SI and implicitly presumes that the “doing” of inquiry is sufficient for developing understandings of SI. The VASI serves as a tool in further discrediting this contention and provides both the classroom teacher and the researcher a more powerful means for assessing learners' conceptions about essential aspects of SI, consonant with the vision set forth in the recently released Next Generation Science Standards (Achieve, Inc., 2013). © 2013 Wiley Periodicals, Inc. J Res Sci Teach 51: 65–83, 2014 |
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| AbstractList | Helping students develop informed views about scientific inquiry (SI) has been and continues to be a goal of K-12 science education, as evidenced in various reform documents. Nevertheless, research focusing on understandings of SI has taken a perceptible backseat to that which focuses on the "doing" of inquiry. We contend that this is partially a function of the typical conflation of scientific inquiry with nature of science (NOS), and is also attributable to the lack of a readily accessible instrument to provide a meaningful assessment of learners' views of SI. This article (a) outlines the framework of scientific inquiry that undergirds the Views About Scientific Inquiry (VASI) questionnaire; (b) describes the development of the VASI, in part derived from the Views of Scientific Inquiry (VOSI) questionnaire; (c) presents evidence for the validity and reliability of the VASI; (d) discusses the use of the VASI and associated interviews to elucidate views of the specific aspects of SI that it attempts to assess; and (e) discusses the utility of the resulting rich-descriptive views of SI that the VASI provides for informing both further research efforts and classroom practice. The trend in recent reform documents, unfortunately, ignores much of the research on NOS and SI and implicitly presumes that the "doing" of inquiry is sufficient for developing understandings of SI. The VASI serves as a tool in further discrediting this contention and provides both the classroom teacher and the researcher a more powerful means for assessing learners' conceptions about essential aspects of SI, consonant with the vision set forth in the recently released Next Generation Science Standards (Achieve, Inc., 2013). © 2013 Wiley Periodicals, Inc. J Res Sci Teach 51: 65-83, 2014 Helping students develop informed views about scientific inquiry (SI) has been and continues to be a goal of K-12 science education, as evidenced in various reform documents. Nevertheless, research focusing on understandings of SI has taken a perceptible backseat to that which focuses on the 'doing' of inquiry. We contend that this is partially a function of the typical conflation of scientific inquiry with nature of science (NOS), and is also attributable to the lack of a readily accessible instrument to provide a meaningful assessment of learners' views of SI. This article (a) outlines the framework of scientific inquiry that undergirds the Views About Scientific Inquiry (VASI) questionnaire; (b) describes the development of the VASI, in part derived from the Views of Scientific Inquiry (VOSI) questionnaire; (c) presents evidence for the validity and reliability of the VASI; (d) discusses the use of the VASI and associated interviews to elucidate views of the specific aspects of SI that it attempts to assess; and (e) discusses the utility of the resulting rich-descriptive views of SI that the VASI provides for informing both further research efforts and classroom practice. The trend in recent reform documents, unfortunately, ignores much of the research on NOS and SI and implicitly presumes that the 'doing' of inquiry is sufficient for developing understandings of SI. The VASI serves as a tool in further discrediting this contention and provides both the classroom teacher and the researcher a more powerful means for assessing learners' conceptions about essential aspects of SI, consonant with the vision set forth in the recently released Next Generation Science Standards (Achieve, Inc., 2013). Adapted from the source document. Helping students develop informed views about scientific inquiry (SI) has been and continues to be a goal of K-12 science education, as evidenced in various reform documents. Nevertheless, research focusing on understandings of SI has taken a perceptible backseat to that which focuses on the "doing" of inquiry. We contend that this is partially a function of the typical conflation of scientific inquiry with nature of science (NOS), and is also attributable to the lack of a readily accessible instrument to provide a meaningful assessment of learners' views of SI. This article (a) outlines the framework of scientific inquiry that undergirds the "Views About Scientific Inquiry" (VASI) questionnaire; (b) describes the development of the VASI, in part derived from the "Views of Scientific Inquiry" (VOSI) questionnaire; (c) presents evidence for the validity and reliability of the VASI; (d) discusses the use of the VASI and associated interviews to elucidate views of the specific aspects of SI that it attempts to assess; and (e) discusses the utility of the resulting rich-descriptive views of SI that the VASI provides for informing both further research efforts and classroom practice. The trend in recent reform documents, unfortunately, ignores much of the research on NOS and SI and implicitly presumes that the "doing" of inquiry is sufficient for developing understandings of SI. The VASI serves as a tool in further discrediting this contention and provides both the classroom teacher and the researcher a more powerful means for assessing learners' conceptions about essential aspects of SI, consonant with the vision set forth in the recently released Next Generation Science Standards (Achieve, Inc., 2013). |
| Audience | High Schools Elementary Education Secondary Education |
| Author | Meyer, Allison Antink Lederman, Norman G. Bartos, Stephen A. Bartels, Selina L. Schwartz, Renee S. Lederman, Judith S. |
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| References | American Association for the Advancement of Science [AAAS]. (1990). Science for all Americans: Project 2061. New York: Oxford University Press. Khishfe, R., & Abd-El-Khalick, F. (2002). Influence of explicit and reflective versus implicit inquiry oriented instruction on sixth graders views of nature of science. Journal of Research in Science Teaching, 39, 551-578. Sandoval, W. A. (2005). Understanding students' practical epistemologies and their influence on learning through inquiry. Science Education, 89(4), 634-656. Lederman, N. G., Antink, A., & Bartos, S. (2012). Nature of science, scientific inquiry, and socio-scientific issues arising from genetics: A pathway to developing a scientifically literate citizenry. Science & Education, doi: 10.1007/s11191-012-9503-3. Wong, S. L., & Hodson, D. (2009). From the horse's mouth: What scientists say about scientific investigation and scientific knowledge. Science Education, 93(1), 109-130. National Research Council [NRC]. (2011). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academy Press. Latour, B., & Woolgar, S. (1979). Laboratory life: The social construction of scientific facts. London: Sage. Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people's images of science. Buckingham, England: Open University Press. Barufaldi, J. P., Bethel, L. J., & Lamb, W. G. (1977). The effect of a science methods course on the philosophical view of science among elementary education majors. Journal of Research in Science Teaching, 14(4), 289-294. Flick L. & Lederman N. (Eds.), (2004). Scientific inquiry and nature of science. Dordrecht, The Netherlands: Kluwer Academic Publishers. Osborne, J., Collins, S., Ratcliffe, M., Millar, R., & Duschl, R. (2003). What "ideas-about science" should be taught in school science? A Delphi study of the expert community. Journal of Research in Science Teaching, 40(7), 692-720. Mesci, G., & Schwartz, R. (2013). Changing preservice teachers' views of NOS: Why some conceptions are more easily altered than others (unpublished document). Kalamazoo, MI: Western Michigan University. National Research Council [NRC]. (1996). National science education standards. Washington, DC: National Academy Press. Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals. Review of Research in Education, 32(1), 268-291. National Research Council [NRC]. (2000). Inquiry and the national science education standards. Washington, DC: National Academy Press. Sandoval, W. A., & Millwood, K. (2005). The quality of students' use of evidence in written scientific explanations. Cognition and Instruction, 23(1), 23-55. Sandoval, W. A., & Reiser, B. J. (2004). Explanation-driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry. Science Education, 88(3), 345-372. Metz, K. E. (2004). Children's understanding of scientific inquiry: Their conceptualization of uncertainty in investigations of their own design. Cognition and Instruction, 22(2), 219-290. Gould, S. J., & Eldridge, N. (1977). Punctuated equilibria: The tempo and model of evolution reconsidered. Paleobiology, 3, 115-151. Abd-El-Khalick, F., BouJaoude, S., Duschl, R., Lederman, N. G., Mamlok-Naaman, R., Hofstein, A., Niaz, M., Treagust, D., & Tuan, H. (2004). Inquiryin science education: International perspectives. Science Education, 88(3), 397-419. Spears, J., & Zollman, D. (1977). The influence of structured versus unstructured laboratory on students' understanding the process of science. Journal of Research in Science Teaching, 14, 33-38. Wong, S. L., & Hodson, D. (2010). More from the horse's mouth: What scientists say about science as a social practice. International Journal of Science Education, 32(11), 1431-1463. Riley, J. P. II, (1979). The influence of hands-on science process training on preservice teachers' acquisition of process skills and attitude toward science and science teaching. Journal of Research in Science Teaching, 16, 373-384. Akerson, V. L., Abd-El-Khalick, F., & Lederman, N. G. (2000). Influence of a reflective explicit activity-based approach on elementary teachers' conceptions of nature of science. Journal of Research in Science Teaching, 37(4), 295-317. Haukoos, G. D., & Penick, J. E. (1985). The effects of classroom climate on college science students: A replication study. Journal of Research in Science Teaching, 22, 163-168. Knorr-Cetina, K. (1999). Epistemic cultures: How the sciences make knowledge. Cambridge: Harvard University Press. Lederman, N. G. (1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29, 331-359. Tao, P. K. (2002). A study of students' focal awareness when studying science stories designed for fostering understanding of the nature of science. Research in Science Education, 32(1), 97-120. Scharmann, L. C., & Harris, W. M. Jr., (1992). Teaching evolution: Understanding and applying the nature of science. Journal of Research in Science Teaching, 29, 375-388. Lederman, N. G. (2006). Research on nature of science: Reflections on the past, anticipations of the future. In Asia-Pacific Forum on Science Learning and Teaching, 7, (1). Retrieved July 13, 2012, from http://www.ied.edu.hk/apfslt/v7 issue1/foreword/index.htm Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science. Journal of Research in Science Teaching, 39, 497-521. Schwartz, R., & Lederman, N. (2008). What scientists say: Scientists' views of nature of science and relation to science context. International Journal of Science Education, 30(6), 727-771. Cobern, W. W., & Loving, C. C. (2002). Investigation of preservice elementary teachers' thinking about science. Journal of Research in Science Teaching, 39(10), 1016-1031. American Association for the Advancement of Science [AAAS]. (1993). Benchmarks for science literacy. New York: Oxford University Press. Sadler, T., Burgin, S., McKinney, L., & Ponjuan, L. (2010). Learning science through research apprenticeships: a critical review of the literature. Journal of Research in Science Teaching, 47(3), 235-256. Schwartz, R. S., Lederman, N., & Crawford, B. A. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and science inquiry. Science Education, 88, 610-645. Abd-El-Khalick, F., & Lederman, N. G. (2000). The influence of history of science courses on students' views of nature of science. Journal of Research in Science Teaching, 37(10), 1057-1095. 2004; 88 2002; 39 2004; 22 1979; 16 2010; 32 2012 2011 2002; 32 1998 2009 2006; 7 2008 1996 2006 2008; 32 1993 2004 2008; 30 2002 1985; 22 1979 2005; 89 2005; 23 1999 2010; 47 1990 2001 2000; 37 1977; 14 2000 2009; 93 1977; 3 1992; 29 2013 2003; 40 |
| References_xml | – reference: Schwartz, R., & Lederman, N. (2008). What scientists say: Scientists' views of nature of science and relation to science context. International Journal of Science Education, 30(6), 727-771. – reference: Latour, B., & Woolgar, S. (1979). Laboratory life: The social construction of scientific facts. London: Sage. – reference: Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people's images of science. Buckingham, England: Open University Press. – reference: Cobern, W. W., & Loving, C. C. (2002). Investigation of preservice elementary teachers' thinking about science. Journal of Research in Science Teaching, 39(10), 1016-1031. – reference: Sadler, T., Burgin, S., McKinney, L., & Ponjuan, L. (2010). Learning science through research apprenticeships: a critical review of the literature. Journal of Research in Science Teaching, 47(3), 235-256. – reference: Wong, S. L., & Hodson, D. (2010). More from the horse's mouth: What scientists say about science as a social practice. International Journal of Science Education, 32(11), 1431-1463. – reference: Spears, J., & Zollman, D. (1977). The influence of structured versus unstructured laboratory on students' understanding the process of science. Journal of Research in Science Teaching, 14, 33-38. – reference: Abd-El-Khalick, F., & Lederman, N. G. (2000). The influence of history of science courses on students' views of nature of science. Journal of Research in Science Teaching, 37(10), 1057-1095. – reference: Mesci, G., & Schwartz, R. (2013). Changing preservice teachers' views of NOS: Why some conceptions are more easily altered than others (unpublished document). Kalamazoo, MI: Western Michigan University. – reference: National Research Council [NRC]. (2011). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academy Press. – reference: Lederman, N. G. (2006). Research on nature of science: Reflections on the past, anticipations of the future. In Asia-Pacific Forum on Science Learning and Teaching, 7, (1). Retrieved July 13, 2012, from http://www.ied.edu.hk/apfslt/v7 issue1/foreword/index.htm – reference: Sandoval, W. A. (2005). Understanding students' practical epistemologies and their influence on learning through inquiry. Science Education, 89(4), 634-656. – reference: Gould, S. J., & Eldridge, N. (1977). Punctuated equilibria: The tempo and model of evolution reconsidered. Paleobiology, 3, 115-151. – reference: Schwartz, R. S., Lederman, N., & Crawford, B. A. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and science inquiry. Science Education, 88, 610-645. – reference: Tao, P. K. (2002). A study of students' focal awareness when studying science stories designed for fostering understanding of the nature of science. Research in Science Education, 32(1), 97-120. – reference: Scharmann, L. C., & Harris, W. M. Jr., (1992). Teaching evolution: Understanding and applying the nature of science. Journal of Research in Science Teaching, 29, 375-388. – reference: Riley, J. P. II, (1979). The influence of hands-on science process training on preservice teachers' acquisition of process skills and attitude toward science and science teaching. Journal of Research in Science Teaching, 16, 373-384. – reference: Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science. Journal of Research in Science Teaching, 39, 497-521. – reference: Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals. Review of Research in Education, 32(1), 268-291. – reference: Haukoos, G. D., & Penick, J. E. (1985). The effects of classroom climate on college science students: A replication study. Journal of Research in Science Teaching, 22, 163-168. – reference: Flick L. & Lederman N. (Eds.), (2004). Scientific inquiry and nature of science. Dordrecht, The Netherlands: Kluwer Academic Publishers. – reference: National Research Council [NRC]. (2000). Inquiry and the national science education standards. Washington, DC: National Academy Press. – reference: Wong, S. L., & Hodson, D. (2009). From the horse's mouth: What scientists say about scientific investigation and scientific knowledge. Science Education, 93(1), 109-130. – reference: Osborne, J., Collins, S., Ratcliffe, M., Millar, R., & Duschl, R. (2003). What "ideas-about science" should be taught in school science? A Delphi study of the expert community. Journal of Research in Science Teaching, 40(7), 692-720. – reference: American Association for the Advancement of Science [AAAS]. (1990). Science for all Americans: Project 2061. New York: Oxford University Press. – reference: Sandoval, W. A., & Reiser, B. J. (2004). Explanation-driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry. Science Education, 88(3), 345-372. – reference: Khishfe, R., & Abd-El-Khalick, F. (2002). Influence of explicit and reflective versus implicit inquiry oriented instruction on sixth graders views of nature of science. Journal of Research in Science Teaching, 39, 551-578. – reference: Lederman, N. G., Antink, A., & Bartos, S. (2012). Nature of science, scientific inquiry, and socio-scientific issues arising from genetics: A pathway to developing a scientifically literate citizenry. Science & Education, doi: 10.1007/s11191-012-9503-3. – reference: Lederman, N. G. (1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29, 331-359. – reference: Metz, K. E. (2004). Children's understanding of scientific inquiry: Their conceptualization of uncertainty in investigations of their own design. Cognition and Instruction, 22(2), 219-290. – reference: Akerson, V. L., Abd-El-Khalick, F., & Lederman, N. G. (2000). Influence of a reflective explicit activity-based approach on elementary teachers' conceptions of nature of science. Journal of Research in Science Teaching, 37(4), 295-317. – reference: National Research Council [NRC]. (1996). National science education standards. Washington, DC: National Academy Press. – reference: Barufaldi, J. P., Bethel, L. J., & Lamb, W. G. (1977). The effect of a science methods course on the philosophical view of science among elementary education majors. Journal of Research in Science Teaching, 14(4), 289-294. – reference: Knorr-Cetina, K. (1999). Epistemic cultures: How the sciences make knowledge. Cambridge: Harvard University Press. – reference: Sandoval, W. A., & Millwood, K. (2005). The quality of students' use of evidence in written scientific explanations. Cognition and Instruction, 23(1), 23-55. – reference: Abd-El-Khalick, F., BouJaoude, S., Duschl, R., Lederman, N. G., Mamlok-Naaman, R., Hofstein, A., Niaz, M., Treagust, D., & Tuan, H. (2004). Inquiryin science education: International perspectives. Science Education, 88(3), 397-419. – reference: American Association for the Advancement of Science [AAAS]. (1993). Benchmarks for science literacy. 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