Contextualized Questionnaire for Investigating Conceptions of the Nature of Science: Procedure and Principles for Elaboration

Azevedo, Nathália Helena; Scarpa, Daniela Lopes

doi:10.1007/978-3-319-74036-2_2

Cited by 2 publications

(2 citation statements)

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“…The questionnaire was developed in accordance with literature recommendations (33)(34)(35)(36)(37)(38). The development phases followed the methodology proposed by Kishore et al (38) and Azevedo and Scarpa (39). An advisory committee consisting of three of the authors (DGM, GPRL, and CMRG) was established.…”

Section: Phase 1: Development Of the Questionnairementioning

confidence: 99%

Development and psychometric evaluation of a questionnaire to measure university students’ knowledge on the effects of alcohol use during pregnancy

Leite,

de Avó,

Germano

et al. 2024

Front. Public Health

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IntroductionAlcohol consumption during pregnancy can lead to fetal alcohol spectrum disorders. This study developed and validated a questionnaire to assess university students’ knowledge regarding the effects of alcohol during pregnancy.MethodsWe designed an instrument with true-false-I do not know statements. Initially, 45 true statements were formulated and subjected to content validation by 19 experts. Based on the Content Validity Index (CVI), 17 items were selected. The instrument, called the Fetal Alcohol Consequences Test (FACT), was first assessed by 31 university students for the level of understanding. Then, the questionnaire was administered to a national Brazilian sample of university students, and an Exploratory Factor Analysis (EFA) was conducted. Each correct FACT answer was worth 1 point, and the knowledge was categorized as high (total score ≥ 80%), moderate (score between 60 and 79%), and low (score ≤ 59%).ResultsWhen the questionnaire was being designed, the CVI values ranged from 0.779 to 1.0, and all statements were considered suitable by the target audience. For psychometric evaluation, 768 students from 24 Brazilian states participated. In the EFA, five statements were removed, revealing a tool with 12 items and two latent factors: “fetal alcohol spectrum disorders” and “conceptions and guidance on alcohol consumption during pregnancy.” The KMO index (0.76426) and Bartlett’s sphericity test (6362.6, df = 66, p < 0.00001) both supported the final EFA model. The goodness-of-fit indices for the factor structure were adequate: χ2 = 119.609, df = 43, p < 0.00001; RMSEA = 0.048; CFI = 0.977; TLI = 0.965. The mean total FACT score among participants was 7.71 ± 2.98, with a median of 8; 32.03% of the students had high (10–12 points), 24.09% moderate (8–9 points), and 43.88% low knowledge (<8 points). The questionnaire proved reliable, with a floor effect of 1.17%, a ceiling effect of 9.25%, and a Cronbach’s alpha index of 0.798.ConclusionThe FACT can be utilized in university students’ health education processes, contributing to greater knowledge and information dissemination about the effects of alcohol during pregnancy, in addition to the formulation of policies on the subject directed to this group of young adults.

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Section: Phase 1: Development Of the Questionnairementioning

confidence: 99%

Development and psychometric evaluation of a questionnaire to measure university students’ knowledge on the effects of alcohol use during pregnancy

Leite,

de Avó,

Germano

et al. 2024

Front. Public Health

View full text Add to dashboard Cite

show abstract

“…Even though there is a wealth of studies on argumentation and sense-making in science education, and an increasing number of papers advocating for the explicit teaching of the nature of science (Azevedo & Scarpa, 2018), the significance of developing reasoning skills associated with the evaluation of evidence and the construction of evidence-based explanations has not received enough attention in the field of science education (Sandoval et al, 2014). Chin and Kayalvizhi (2002) argued that "the ability to reason well about complex models of data is essential not only for scientists but for nonscientists as well" (p. 213).…”

Section: Concluding Remarks and Implicationsmentioning

confidence: 99%

Data-Texts in the Sciences

2021

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Grounded within current reform recommendations and built upon Giere’s views (1986, 1999) on model-based science, we propose an alternative approach to science education which we refer to as the Evidence-Explanation (EE) Continuum. The approach addresses conceptual, epistemological, and social domains of knowledge, and places emphasis on the epistemological conversations about data acquisitions and transformations in the sciences. The steps of data transformation, which we refer to as data-texts, we argue, unfold the processes of using evidence during knowledge building and reveal the dynamics of scientific practices. Data-texts involve (a) obtaining observations/measurements to become data; (b) selecting and interpreting data to become evidence; (c) using evidence to ascertain patterns and develop models; and (d) utilizing the patterns and models to propose and refine explanations. Throughout the transformations of the EE continuum, there are stages of transition that foster the engagement of learners in negotiations of meaning and collective construction of knowledge. A focus on the EE continuum facilitates the emergence of further insights, both by questioning the nature of the data and its multiple possibilities for change and representations and by reflecting on the nature of the explanations. The shift of emphasis to the epistemics of science holds implications for the design of learning environments that support learners in developing contemporary understandings of the nature and processes of scientific practices.

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Contextualized Questionnaire for Investigating Conceptions of the Nature of Science: Procedure and Principles for Elaboration

Cited by 2 publications

References 36 publications

Development and psychometric evaluation of a questionnaire to measure university students’ knowledge on the effects of alcohol use during pregnancy

Development and psychometric evaluation of a questionnaire to measure university students’ knowledge on the effects of alcohol use during pregnancy

Data-Texts in the Sciences

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