Development and Validation of the Questionnaire Assessing Connections to Science (QuACS)

Sirrakos, George; Heffner, Meredith; Fraser, Barry J.

doi:10.1163/9789004387720_006

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“…For this research study, we collected quantitative data using the Questionnaire Assessing Connections to Science (QuACS). Sirrakos and Fraser (2019) developed and field-tested the QuACS to "evaluate educational innovations that involve place-based learning, scientific storytelling or narratives" in terms of students' perceptions of the classroom learning environment and their attitudes toward science. As part of the instrument's development, Sirrakos and Fraser (2019) demonstrated the QuACS' "sound factorial validity and internal consistency reliability.…”

Section: Quantitative Data Collectionmentioning

confidence: 99%

“…Each of the 47 items was scored using a Likert scale of 1, 2, 3, 4, and 5 respectively, for the response choices of Strongly Disagree, Disagree, Neutral, Agree, and Strongly Agree. Table 3 provides an overview of each QuACS scale including its name, a scale description, a sample item, and the number of items associated with the scale (see Sirrakos & Fraser, 2019 for the full questionaire).…”

Section: Quantitative Data Collectionmentioning

confidence: 99%

“…Kaiser normalization facilitated obtaining stable factor solutions across different samples. In contrast to the preliminary validity testing of the instrument (Sirrakos & Fraser, 2019) for which one factor analysis was conducted for the two learning-environment scales and a second factor analysis was conducted for the four attitude scales, all subsequent analyses involved a single factor analysis that included all six QuACS scales. Pretest and posttest analyses were conducted separately for the sample in each of the four semesters (Fall 2017, N = 146; Spring 2018, N = 141; Fall 2018, N = 204; and Spring 2019, N = 202), as well as for the combined sample (N = 693 including the control and N = 547 for study semesters).…”

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Impact of Student Produced Audio Narrative (SPAN) assignments on students’ perceptions and attitudes toward science in introductory geoscience courses

Kraal

Sirrakos

Guertin³

et al. 2021

Journal of Geoscience Education

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An important challenge for the geoscience community is developing engaging, accessible, and effective experiences within introductory courses, which are often gateways to geoscience majors. This study evaluates low-barrier-to-entry and flexible assignments focused on a pedagogical innovation: faculty replaced one of their usual course components (research paper, lab, etc.) with a Student-Produced Audio Narrative (SPAN) assignment. SPAN assignments require students to engage with geoscience content by telling a scientific story using simple audio-recording and production techniques. The hypothesis is that SPAN assignments will increase students' personal connection to geoscience course content. The pilot study included 8 faculty and 693 students across a range of institution types, course structures, class sizes, and content topics during the control and implementation semesters. The study evaluated student responses to SPAN assignments both quantitatively, using a pre/post survey, and qualitatively, using semi-structured interviews. Survey results show that students experienced positive changes in the categories of personal relevance, sense of curricular innovation, and future intentions to study science. Interview results indicate that much of the increased senses of innovation and personal relevance came from the creativity and choice the students experienced during the SPAN assignment. Taken together, these results indicate that SPAN assignments are innovative to students and effective pedagogical tools that can positively change students' perceptions of their learning environment and attitudes toward science. PurposeIntroductory geoscience courses play a key role in building a more diverse and larger geoscience workforce as well as a science-literate public. Exit surveys reveal that nearly one-third of geoscience majors choose their major as a result of an early experience, such as an introductory course, in either community college or the first undergraduate year (Wilson, 2016). These students enroll in an introductory geoscience course for reasons other than a major, such as general education requirements, but then leave on a path to the geosciences. Introductory courses serving non-STEM majors are valuable recruitment opportunities for increasing the number and diversity of geoscience majors. However, there is a large and well-documented disparity between the number of students enrolled in introductory courses and the small percentage who become geoscience majors (Martinez & Baker, 2006). Therefore, introductory courses must employ new and different pedagogical techniques to help close this gap.Reaching introductory students is critical but difficult (e.g., Egger, 2019a). Geoscience faculty teaching introductory courses, particularly at two-year colleges (2YCs), face challenges such as: difficulty providing research, field, and laboratory experiences; discipline isolation; and students' limited exposure to geoscience careers and opportunities (Wilson, 2014). Experiences and activities focused on introducto...

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Section: Quantitative Data Collectionmentioning

confidence: 99%

Section: Quantitative Data Collectionmentioning

confidence: 99%

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confidence: 99%

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