O uso do Teste de Alfabetização Científica Básica em estudantes do Ensino Fundamental: análise da confiabilidade de medida nesse grupo

Abstract

Measuring Scientific Literacy allows us to evaluate how this construct can be perceived in the numerous activities that aim to promote it. The Basic Scientific Literacy Test consists of a questionnaire with great potential to measure the level of this concept. However, the literature points out research that makes use of this instrument, which was elaborated for graduates of Basic Education, in elementary school students. Thus, the problem of this study aims to analyze the psychometric characteristics of its items for this target audience, questioning whether the instrument remains valid for this group. The aim of this article is to present the results of a pilot test with 125 students, which generated the analyses to answer this question. The results highlight the discussion about the importance of ensuring the qualities of validity and reliability of the instruments when used in individuals with different school and social characteristics of those in which the questionnaire was elaborated. Its application in other samples of this population is suggested in order to verify the stability of the items and corroborate the theoretical structure of the results obtained.

Scientific Literacy Assessment Instruments: A Systematic Literature Review

“…Among the 18 studies that adopted the TBSL and its versions-TACB, TACB-S, TACB-R, and adapted -, Camargo et al (2011), Gresczysczyn et al (2018), Laugksch and Spargo (1996a), Lima and Garcia (2015), Oliveira and Silva-Forsberg (2012), Rivas et al (2017), Vizzotto andDel Pino (2020a, 2020b), and Vizzotto and Mackedanz (2018) revealed that most of the students assessed are scientifically literate. The studies of Sousa (2019a, 2019b), Laugksch and Spargo (1999), Lima and Garcia (2013), Nascimento-Schulze (2006), Vizzotto (2019), and Vizzotto et al (2020, on the other hand, revealed that the majority of the students assessed did not reach the minimum number of hits required to be considered scientifically literate. The research of Özdem et al (2010) showed moderate scientific literacy scores of the investigated students, while that of Nascimento-Schulze et al (2006) indicated that there is a relationship between satisfactory performances on the TACB-R and high interest in scientific topics, as well as good grades and school attendance.…”

“…Among the research that used the pilot study data, Brossard and Shanahan (2006), Laugksch and Spargo (1996a), Rundgren et al (2010), Soobard andRannikmäe (2011), andWenning (2007) indicated the process of designing and validating scientific literacy assessment instruments, Rachmatullah et al (2016) performed the translation of the SLA into the local language in Indonesia, and Vizzotto et al (2020) analyzed the validity of the TACB-S for a different audience than the one for which it was designed.…”

“…Noting the high number of applications of the TACB in the 3rd cycle of basic education, Vizzotto et al (2020) analyzed the psychometric characteristics of this instrument by applying the TACB-S, in order to verify its validity and reliability for this level of education. The results revealed low values of reliability, difficulty, and discrimination indices.…”

“…The results revealed low values of reliability, difficulty, and discrimination indices. In this sense, the authors concluded that the TACB and the reduced and simplified versions (TACB-R and TACB-S) should not be applied to students of the 3rd cycle without an adaptation and validation process directed to the level of education in question (Vizzotto et al, 2020).…”

Instrumentos De Avaliação Da Literacia Científica: Uma Revisão Sistemática De Literatura

“…Observando o elevado número de aplicações do TACB no 3.° ciclo do Ensino Básico, Vizzotto et al (2020) analisaram as características psicométricas deste instrumento, por meio da aplicação do TACB-S, a fim de verificar as suas validade e confiabilidade para esse nível de ensino. Os resultados revelaram valores baixos de confiabilidade, de índices de dificuldade e de discriminação.…”