2018
DOI: 10.23926/rpd.2526-2149.2018.v3.n2.p575-594.id251
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Teste De Alfabetização Científica Básica: Processo De Redução E Validação Do Instrumento Na Língua Portuguesa

Abstract: Resumo: Este estudo teve por objetivo apresentar o processo de redução instrumental do Teste de Alfabetização Científica Básica (TACB), de Laugksch e Spargo (1996). Este instrumento, de referência na literatura nacional e internacional, é constituído por 110 questões que versam sobre conceitos e fenômenos científicos, natureza da ciência e impactos da ciência e tecnologia sobre a sociedade e ambiente. O seu tamanho pode inviabilizar a aplicação dentro do contexto escolar, pois é necessário grande tempo… Show more

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Cited by 10 publications
(11 citation statements)
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“…Considering the instruments' nature, they can be classified according to the purpose of the assessment. The TBSL (Laugksch & Spargo, 1996a) and its TACB (Nascimento-Schulze, 2006), TACB-S (Vizzotto & Mackedanz, 2018), TACB-R (Nascimento-Schulze et al, 2006) and adapted versions assess the respondents' level of scientific literacy. The TOSLS (Gormally et al, 2012), its adapted versions, the ScInqLiT (Wenning, 2007), the Scientific Literacy Assessment Instrument (Atta et al, 2020), the Scientific Literacy Test (Jannah et al, 2020), the Scientific Literacy Assessment (Koedsri & Ngudgratoke, 2018), and Soobard and Rannikmäe's (2011) instrument test individuals' mastery of different scientific literacy skills; the SLA (Fives et al, 2014) and its adapted versions assess both the level of scientific literacy knowledge in everyday situations and the motivations and beliefs related to it; the SToSLiC (Jufri et al, 2019) assesses scientific literacy skills and the degree of agreement of the meaning of sentences expressing the elements of character formation; the SLiM (Rundgren et al, 2010) and the Media Scientific Literacy Instrument (Brossard & Shanahan, 2006) assess individuals' scientific literacy knowledge pertaining to understanding scientific and technical vocabulary presented in the media; the GSLQ (Mun et al, 2013) identifies scientific literacy in the dimensions of thinking, character and values, science as a human activity, and metacognition and self-management; and the Santiago et al (2020) instrument assesses the degree to which respondents agree on the relationship between science and the environment, society, technology, and the school science vision in aspects of scientific literacy.…”
Section: Scientific Literacy Assessment Toolsmentioning
confidence: 99%
“…Considering the instruments' nature, they can be classified according to the purpose of the assessment. The TBSL (Laugksch & Spargo, 1996a) and its TACB (Nascimento-Schulze, 2006), TACB-S (Vizzotto & Mackedanz, 2018), TACB-R (Nascimento-Schulze et al, 2006) and adapted versions assess the respondents' level of scientific literacy. The TOSLS (Gormally et al, 2012), its adapted versions, the ScInqLiT (Wenning, 2007), the Scientific Literacy Assessment Instrument (Atta et al, 2020), the Scientific Literacy Test (Jannah et al, 2020), the Scientific Literacy Assessment (Koedsri & Ngudgratoke, 2018), and Soobard and Rannikmäe's (2011) instrument test individuals' mastery of different scientific literacy skills; the SLA (Fives et al, 2014) and its adapted versions assess both the level of scientific literacy knowledge in everyday situations and the motivations and beliefs related to it; the SToSLiC (Jufri et al, 2019) assesses scientific literacy skills and the degree of agreement of the meaning of sentences expressing the elements of character formation; the SLiM (Rundgren et al, 2010) and the Media Scientific Literacy Instrument (Brossard & Shanahan, 2006) assess individuals' scientific literacy knowledge pertaining to understanding scientific and technical vocabulary presented in the media; the GSLQ (Mun et al, 2013) identifies scientific literacy in the dimensions of thinking, character and values, science as a human activity, and metacognition and self-management; and the Santiago et al (2020) instrument assesses the degree to which respondents agree on the relationship between science and the environment, society, technology, and the school science vision in aspects of scientific literacy.…”
Section: Scientific Literacy Assessment Toolsmentioning
confidence: 99%
“…Assim, conduzimos uma metodologia de redução instrumental, relatada em Vizzotto e Mackedanz [10], na qual, após um teste piloto, fizemos uso de técnicas estatísticas para diminuir a quantidade de itens do TBSL, reduzindoo de 110 para 45 itens, mantendo constante os indicadores de consistência interna, proporção do constructo medido para cada eixo, e também, poder de medida. Esse instrumento reduzido, na língua portuguesa, foi denominado de Teste de Alfabetização Científica Básica Simplificado -TACB-S e tem por objetivo viabilizar a sua aplicação em pesquisas acadêmicas e no contexto escolar, adequando um número exequível de itens de acordo com a quantidade de tempo disponível para a sua aplicação.…”
Section: A Alfabetização Científica E O Desafio De Mensurá-launclassified
“…Tal questionário, originalmente contém 110 itens [8], porém, conforme também discutido na seção anterior, realizamos um estudo de redução para a sua tradução na língua portuguesa, de modo a viabilizar a aplicação em sala de aula. O estudo de redução e validação do instrumento, pode ser consultado em Vizzotto e Mackedanz [10].…”
Section: Instrumentos De Pesquisaunclassified
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