Content versus process centered biology laboratories, part II: The development of knowledge, scientific attitudes, problem‐solving ability, and interest in biology

Murphy, Glenn W.

doi:10.1002/sce.3730520209

Cited by 9 publications

(2 citation statements)

References 3 publications

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“…The results depicted in Tables I, 11, and 111 indicate a reliability range of the WASP from 0.91 to 0.94, according to the various calculations and correction formulas. By comparison, the reliability of the SAS constructed by Brandyberry for measuring scientific attitudes ranged from 0.50 to 0.78 (Murphy, 1968) and was considered relatively high. A follow-up study of the SAS by Billeh and Zakariades (1975) yielded a reliability range of 0.55-0.74, still deemed satisfactory.…”

Section: Discussionmentioning

confidence: 99%

“…In examining these and other comparable instruments, the author's primary concern was reliability estimates. In reviewing even more currently constructed instruments such as the Scientific Attitude Scale (SAS) (BiUeh & Zakariades, 1975; Murphy, 1968), Weinhold's Attitude Scale (Weinhold, 1970), and the Test on Scientific Attitude (TOSA) (Kozlow & Nay, 1976), the author was challenged, to develop an instrument of greater reliability than those achieved by the aforementioned, having reported estimates of 0.50-0.78 and 0.55-0.74,0.70, and 0.55, respectively.…”

Section: Rationale For Studymentioning

confidence: 99%

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Developing the wasp: Wareing attitudes toward science protocol

Wareing

1982

J Res Sci Teach

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Affective development has long since been cited as one of the main components of scientific literacy. According to Krathwohl, Bloom and Masia, attitudes, emotions, and values that are manifested as preferred choices, appreciations, and interests comprise the affective domain. Such attitudes, emotions, and values are neither immutable nor necessarily transferable from one discipline to the next. In an effort to identify and measure scientific affect and to later assess its impact on achievement, the author set out to develop and validate an attitude instrument in the form of a Likert‐type scale. Following test construction, reliability was calculated according to several split‐half methods, using a sample of 806 students in grades 4 through 12. The result was a most satisfactory reliability range of 0.91–0.94.

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Section: Discussionmentioning

confidence: 99%

Section: Rationale For Studymentioning

confidence: 99%