The construction of a questionnaire to evaluate the science orientedness of students’ identities as learners from a cognitive perspective

R. Taconis, L.G.A. Putter-Smits, de, S.F. Henry, P.J. Brok, den, D. Beijaard

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Abstract

Forming a science-oriented identity is considered a process underlying both interest and achievement in science education. A questionnaire is developed for describing "identities as learners" and evaluating their science orientedness. The instrument (k = 65) focuses on cognitive aspects. An internal coherence of .88 was found. Five subscales were defined that proved interrelated yet distinguishable. A pilot amongst 40 students from Dutch general secondary education showed that preferring science over non-science subjects and relatively high grades for sciences subjects were strongly correlated to science orientedness of the learner identity (rs = .65; p <.001). The results support the reliability and validity of the questionnaire but also point to the importance of identity as a central concept in studying science education. It is concluded that we made a promising step in constructing an instrument for monitoring the development of cognitive aspects of science-oriented identities during (innovative) science education.
Original languageEnglish
Pages (from-to)383-400
JournalEducational Research and Evaluation
Volume16
Issue number4
DOIs
Publication statusPublished - 2010

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