Quantitative Analysis of Complex Multiple-Choice Items in Science Technology and Society: Item Scaling

Quantitative Analysis of Complex Multiple-Choice Items in Science Technology and Society: Item Scaling

The scarce attention to assessment and evaluation in science education research has been especially harmful for Science-Technology-Society (STS) education, due to the dialectic, tentative, value-laden, and controversial nature of most STS topics. To overcome the methodological pitfalls of the STS as...

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Principais autores: Vázquez Alonso, Ángel, Manassero Mas, María Antonia, Acevedo Díaz, José Antonio
Formato: Online
Idioma:spa
eng
Publicado em: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2005
Acesso em linha:https://redie.uabc.mx/index.php/redie/article/view/116
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spelling redie-article-1162017-04-19T01:07:39Z Quantitative Analysis of Complex Multiple-Choice Items in Science Technology and Society: Item Scaling Análisis cuantitativo de ítems complejos de opción múltiple en ciencia, tecnología y sociedad: Escalamiento de ítems Vázquez Alonso, Ángel Manassero Mas, María Antonia Acevedo Díaz, José Antonio Science Technology Society (STS) evaluation opinion survey item scaling. Ciencia tecnología y sociedad (CTS) evaluación cuestionario de opiniones escalamiento de ítems. The scarce attention to assessment and evaluation in science education research has been especially harmful for Science-Technology-Society (STS) education, due to the dialectic, tentative, value-laden, and controversial nature of most STS topics. To overcome the methodological pitfalls of the STS assessment instruments used in the past, an empirically developed instrument (VOSTS, Views on Science-Technology-Society) have been suggested. Some methodological proposals, namely the multiple response models and the computing of a global attitudinal index, were suggested to improve the item implementation. The final step of these methodological proposals requires the categorization of STS statements. This paper describes the process of categorization through a scaling procedure ruled by a panel of experts, acting as judges, according to the body of knowledge from history, epistemology, and sociology of science. The statement categorization allows for the sound foundation of STS items, which is useful in educational assessment and science education research, and may also increase teachers’ self-confidence in the development of the STS curriculum for science classrooms. La escasa atención prestada a la calificación y evaluación en la investigación de didáctica de las ciencias ha sido especialmente dañina para la educación en ciencia, tecnología y sociedad (CTS), debido a la naturaleza dialéctica, hipotética, cargada de valores y polémica de la mayoría de los temas CTS. Para superar los defectos metodológicos de los instrumentos de evaluación CTS usados en el pasado este artículo propone un instrumento empíricamente desarrollado: el Cuestionario de Opiniones sobre Ciencia, Tecnología y Sociedad (COCTS). Para mejorar la aplicación del cuestionario se han sugerido algunas propuestas metodológicas, como el modelo de respuesta múltiple y el cálculo de un índice actitudinal global. El paso final de estas propuestas metodológicas para la aplicación del COCTS requiere la clasificación previa en categorías de frases CTS. Este estudio describe el proceso de clasificación por medio de un procedimiento de escalamiento basado en un panel de jueces expertos, atendiendo al cuerpo de conocimientos de historia, epistemología y sociología de ciencia. La clasificación de las frases permite un fundamento sólido de los ítems CTS, haciéndolos útiles para la evaluación educativa, la investigación didáctica, así como para aumentar la confianza en sí mismos de los profesores en el desarrollo del currículo CTS en las aulas de ciencias. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2005-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/116 Revista Electrónica de Investigación Educativa; Vol. 7 No. 1 (2005) Revista Electrónica de Investigación Educativa; Vol. 7 Núm. 1 (2005) 1607-4041 spa eng https://redie.uabc.mx/index.php/redie/article/view/116/1109 https://redie.uabc.mx/index.php/redie/article/view/116/199 https://redie.uabc.mx/index.php/redie/article/view/116/1110 https://redie.uabc.mx/index.php/redie/article/view/116/200 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
eng
format Online
author Vázquez Alonso, Ángel
Manassero Mas, María Antonia
Acevedo Díaz, José Antonio
spellingShingle Vázquez Alonso, Ángel
Manassero Mas, María Antonia
Acevedo Díaz, José Antonio
Quantitative Analysis of Complex Multiple-Choice Items in Science Technology and Society: Item Scaling
author_facet Vázquez Alonso, Ángel
Manassero Mas, María Antonia
Acevedo Díaz, José Antonio
author_sort Vázquez Alonso, Ángel
title Quantitative Analysis of Complex Multiple-Choice Items in Science Technology and Society: Item Scaling
title_short Quantitative Analysis of Complex Multiple-Choice Items in Science Technology and Society: Item Scaling
title_full Quantitative Analysis of Complex Multiple-Choice Items in Science Technology and Society: Item Scaling
title_fullStr Quantitative Analysis of Complex Multiple-Choice Items in Science Technology and Society: Item Scaling
title_full_unstemmed Quantitative Analysis of Complex Multiple-Choice Items in Science Technology and Society: Item Scaling
title_sort quantitative analysis of complex multiple-choice items in science technology and society: item scaling
description The scarce attention to assessment and evaluation in science education research has been especially harmful for Science-Technology-Society (STS) education, due to the dialectic, tentative, value-laden, and controversial nature of most STS topics. To overcome the methodological pitfalls of the STS assessment instruments used in the past, an empirically developed instrument (VOSTS, Views on Science-Technology-Society) have been suggested. Some methodological proposals, namely the multiple response models and the computing of a global attitudinal index, were suggested to improve the item implementation. The final step of these methodological proposals requires the categorization of STS statements. This paper describes the process of categorization through a scaling procedure ruled by a panel of experts, acting as judges, according to the body of knowledge from history, epistemology, and sociology of science. The statement categorization allows for the sound foundation of STS items, which is useful in educational assessment and science education research, and may also increase teachers’ self-confidence in the development of the STS curriculum for science classrooms.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2005
url https://redie.uabc.mx/index.php/redie/article/view/116
_version_ 1715723506974457856

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