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Diagnosing conceptions about the epistemology of science: Contributions of a quantitative assessment methodology

 

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dc.creator Vázquez Alonso, Ángel es
dc.creator Manassero Mas, Maria Antònia es
dc.creator García Carmona, Antonio es
dc.creator Montesano de Talavera, Marisa es
dc.date.accessioned 2017-12-04T12:06:43Z
dc.date.available 2017-12-04T12:06:43Z
dc.date.issued 2016
dc.identifier.citation Vázquez Alonso, Á., Manassero Mas, M.A., García Carmona, A. y Montesano de Talavera, M. (2016). Diagnosing conceptions about the epistemology of science: Contributions of a quantitative assessment methodology. Asia-Pacific Forum on Science Learning and Teaching, 17 (1), 1-28.
dc.identifier.uri http://hdl.handle.net/11441/67216
dc.description.abstract This study applies a new quantitative methodological approach to diagnose epistemology conceptions in a large sample. The analyses use seven multiple-rating items on the epistemology of science drawn from the item pool Views on Science-Technology-Society (VOSTS). The bases of the new methodological diagnostic approach are the empirical psychometric scaling of the item sentences in accordance with experts’ criteria, the implementation of a multiple-rating model of answering (the respondent appraises each item sentence), and a scoring procedure that computes standardized indices from the multiple-rating responses and the sentence’s scaling. These standardized indices represent the extent to which the respondent's conceptions about the epistemology of science are informed (the higher the index, the more informed the conception). The approach is applied to evaluate the conceptions of a large and diverse national sample through its standardized indices, which provide statistical hypothesis-testing across individual sentences, items, groups, or studies, computation of reliability indices, the correlations between items, and an exploratory factor analysis that may complement qualitative analysis. Finally, the most relevant features of the new approach, its potential for applications to teacher training and curricular development in the science classroom and the method's power to make easy, quick, and economic evaluations of conceptions about the nature of science, are discussed. es
dc.format application/pdf es
dc.language.iso eng es
dc.publisher The Education University of Hong kong es
dc.relation.ispartof Asia-Pacific Forum on Science Learning and Teaching, 17 (1), 1-28.
dc.rights Attribution-NonCommercial-NoDerivatives 4.0 Internacional *
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/4.0/ *
dc.subject Epistemology of science es
dc.subject Evaluation methodology es
dc.subject Hypothesis testing es
dc.subject Instrument reliability es
dc.subject Nature of science es
dc.title Diagnosing conceptions about the epistemology of science: Contributions of a quantitative assessment methodology es
dc.type info:eu-repo/semantics/article es
dc.type.version info:eu-repo/semantics/publishedVersion es
dc.rights.accessrights info:eu-repo/semantics/openAccess es
dc.contributor.affiliation Universidad de Sevilla. Departamento de Didáctica de las Ciencias Experimentales y Sociales es
dc.relation.publisherversion https://www.eduhk.hk/apfslt/v17_issue1/antonio/page2.htm es
idus.format.extent 28 p. es
dc.journaltitle Asia-Pacific Forum on Science Learning and Teaching es
dc.publication.volumen 17 es
dc.publication.issue 1 es
dc.publication.initialPage 1 es
dc.publication.endPage 28 es
dc.identifier.sisius 20956956 es
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