Development of the digital and socio-civic skills (DIGISOC) questionnaire

Educational technology research and development - Recognizing that digital citizenship includes the capacity to foster growth opportunities and also, can help to minimize risks and divides from the...     

Development and validation of a preschool teachers’ attitudes and beliefs toward science teaching questionnaire

Little is known about preschool teachers’ attitudes and beliefs toward science teaching, in part, because the field lacks valid and reliable measures of these teacher-related factors. To address this need, the current study developed and validated a rating scale (P-TABS) using a statewide sample of Head Start teachers (N = 507). A series of exploratory and confirmatory factor analyses were conducted. Generalizability and invariance of the final factor solution was examined across important subgroups of the standardization sample (i.e., teacher ethnicity, education level, and years of teaching experience). Three distinct factors were identified (Teacher Comfort, Child Benefit, and Challenges), with strong evidence for validity found for the first two factors. The P-TABS expands the availability of reliable and valid assessment tools for measuring preschool teachers’ attitudes and beliefs toward science teaching and for examining how these teacher-related factors affect classroom practices and student outcomes.     

Aspirations and attitudes of students in chemistry

The attitudes of Belgian chemistry students, who had chosen their specialist study area for their final year of chemistry studies, towards organic chemistry, physical chemistry, inorganic chemistry, biochemistry and analytical chemistry were measured using an instrument based on the Osgood Semantic Differential. Major differences between the attitudes (as a function of specialist field) were found to be in the activity attitudes rather than in the evaluative or potency attitudes. The area of specialisation does not appear to markedly correspond to differences in the students' expectations of their different courses; they expect to acquire the same skills.Dr. Colin Palmer was a Guest Professor in the Chemistry Department of the KUL Campus Kortrijk at the time the research was undertaken.This article is based on the report, Attitudes Towards Subject Matter and Choice of Study Subject in Students of Chemistry, which was presented at the European Seminar on Chemical Education, Yugoslavia, 1977.The authors are grateful to Professor Frazer and Dr. Lynch for assistance in designing the aims inventory and Mrs Margaret Mudge for her help with the computation of the results.     

Development and evaluation of the organic chemistry-specific achievement emotions questionnaire (AEQ-OCHEM)

Affect is associated with success and persistence in STEM courses and degree programs. Measurement tools that produce valid and reliable data are essential to capturing the impact of evidenced-based instructional practices and reformed curricula on learning. We report the development of the Achievement Emotions Questionnaire for use in postsecondary organic chemistry courses (AEQ-OCHEM). Instrument development was based on the control-value theory of achievement emotions and included a revision of the seminal Achievement Emotions Questionnaire (AEQ) used to measure institutional-level learning. A thorough psychometric evaluation of the AEQ-OCHEM was conducted including alternative measurement models and an extensive investigation of the nomological framework. All AEQ-OCHEM subscales were determined to be coherent and distinct. Implications for future research using the AEQ-OCHEM are offered. A call for the development of more discipline- and course-based instruments is made. Finally, tools that measure achievement emotions in the context of instructional laboratories and undergraduate research are needed for more robust considerations of affect in STEM contexts.     

Computer experiences and attitudes of Japanese pharmacy students

The purpose of this study was to evaluate the computer experiences and attitudes of first- and fourth-year Japanese pharmacy students. An existing questionnaire that asked questions about computer hardware and software owned, reported level of expertise with software applications, attitudes and concerns about computers, and demographic information was translated into Japanese. After ensuring the accuracy of the translation, first- and fourth-year pharmacy students completed the survey. This study found that most of these Japanese pharmacy students did not frequently use computers. About one-quarter of the students owned a home computer. Slightly more than 10% of the students reported that they could use word processing programs. Their attitudes about computers were positive. Most stated that they should possess basic computer skills when graduating from pharmacy school. The students also indicated that they would rather learn from computers than attend lectures or read texts or journals. However, 63 first-year (32%) and 45 fourth-year (43.7%) students said that microcomputers were too complicated for them to use     

Development and validation of the groupwork skills questionnaire (GSQ) for higher education

The aim of the present study was to develop and provide psychometric evidence in support of the groupwork skills questionnaire (GSQ) for measuring task and interpersonal groupwork skills. A 46-item version of the GSQ was initially completed by 672 university students. The number of items was reduced to 15 following exploratory factor analyses, and a two-factor model consisting of task and interpersonal groupwork skills was revealed. Confirmatory factor analyses with model re-specification on new data (n = 275 students) established that the best fitting model consisted of 10 items and the same two factors (task and interpersonal). Concurrent validity of the GSQ was then determined with 145 participants by demonstrating significant relationships (p < 0.05) with attitudes towards groupwork and groupwork self-efficacy. Test–retest reliability was examined over a one-week interval. Overall, the GSQ demonstrates good validity and reliability, and has potential for both research and pedagogical application.     

Development and initial validation of a multidimensional questionnaire on the relationship to work (RWQ)

The paper presents first the theoretical foundations used to develop a pre-experimental version of a questionnaire on relationship to work, and then the four stages of its initial validation leading to an experimental version. These stages included: (1) Defining the dimensions and sub-dimensions of the relationship to work concept; (2) Operationalizing the dimensions and sub-dimensions and creating the items; (3) Verifying the face and content validity and developing the pre-experimental questionnaire; (4) Testing the pre-experimental questionnaire with 550 workers and 538 students, assessing its psychometric properties and elaborating the experimental questionnaire.

     

制药工程专业无机及分析化学教学探析

无机及分析化学是制药工程专业学生必须掌握的一门重要专业基础课.提高无机及分析化学教学效果应合理组织安排教材内容、激发学生的学习积极性和在教学中对学生进行环保教育等.     

在化学教学中渗透STS教育的做法和体会

中学教学的目的之一在于不断提高学生的整体素质，为培养新世纪人才打基础。以往我们中学教学较多地关注升学考试，忽视了所学知识与工农业生产、科学技术以及日常生活的密切关系，使所学知识与实际生活、社会发展脱节，导致学生学习目的性不强、兴趣较差，影响了学生素质的提高。作为一名化学教师，为了克服以上问题，充分利用本学科特点，我在化学教学中渗透科学、技术、社会 (STS)教育，在打破科学神秘观、 开拓学生视野、培养学生创新意识与实践能力，促进学生素质提高方面进行了有益的探索，收到了良好的效果。 一、 几种做法　二、 …     

Impact of early clinical experiences on student attitudes about diversity

Abstract

Undergraduate pre‐service teachers enrolled in the first professional semester of an early childhood teacher preparation program were assigned clinical placements in schools with diverse student populations. Pretest and posttest self‐report questionnaires and focus group discussions were used to gain insight into the impact of the experience. Quantitative and qualitative analysis of the feedback indicate that early clinical placements in diverse settings can positively impact student attitudes toward children of religious and cultural groups different from their own. Such experiences can also impact student views of priorities in teacher education. Implications for teacher preparation programs are offered.     

Exploring the attitudes,experiences and dynamics of interaction in online groups

The aim of this research was to improve understanding of the attitudes, experiences and dynamics of interaction of students working in online groups. This was achieved through a case study of postgraduate Information Studies students using the WebCT discussion board at City University in the academic year 2004–2005. Qualitative and quantitative methods were employed in combination including questionnaires, interviews, document analysis, and discussion board analysis. The latter method involved adapting an existing content analysis framework. The findings highlight the significance of group member participation, collegiality, and familiarity among group members. Students enjoyed working in online groups and found the discussion board useful, but often gave preference to other communication methods. Lecturer presence in online groups was found to be important to students, but interaction on the group discussion board was mostly student-centred. Provision of non-referential topic-related information, opinion, and solidarity were the most common types of interaction.     

Sex education and cultural values: experiences and attitudes of Latina immigrant women

The paper aims to further explore the role that culture plays in the provision and assimilation of sex education among Latina immigrants in the USA. To accomplish this, researchers conducted focus groups and interviews with 30 women from Central and South America who have lived in the USA for at least five years. Participants were asked to reflect on their experience with sex education in their home country and in the USA, and to assess how their attitudes towards sex education may impact their behavioural choices as parents and as sexually-active women. The findings demonstrate a wide range of views that did not follow patterns by common demographical proxy variables, suggesting that such variables are not enough to predict adoption of new cultural values that are different from their family's traditional norms. Instead, adherence to traditional cultural beliefs appeared to be a better predictor of attitudes and behaviours.     

Student attitudes towards internship experiences: From theory to practice

Traditionally, internships have provided a unique way for criminal justice students to gain work experience while earning academic credit. Questions remain, however, as to whether a student's educational experiences adequately reflect the realities of internship (and other work-related) experiences. As part of a larger study, we sought to explore student views and attitudes regarding their undergraduate curriculum and its relevance to their experiences at the criminal justice agencies. Through the use of self-report surveys, findings were two-fold, indicating tremendous support for internship programs. Moreover, (1) students felt their undergraduate curricula adequately reflected the practical realities of criminal justice operations, and (2) internships were regarded as invaluable in preparing students for criminal justice careers.     

A psychometric evaluation of the anatomy learning experiences questionnaire and correlations with learning outcomes

The Anatomy Learning Experiences Questionnaire (ALEQ) was designed by Smith and Mathias to explore students' perceptions and experiences of learning anatomy. In this study, the psychometric properties of a slightly altered 34‐item ALEQ (ALEQ‐34) were evaluated, and correlations with learning outcomes investigated, by surveying first‐ and second‐year undergraduate medical students; 181 usable responses were obtained (75% response rate). Psychometric analysis demonstrated overall good reliability (Cronbach's alpha of 0.85). Exploratory factor analysis yielded a 27‐item, three‐factor solution (ALEQ‐27, Cronbach's alpha of 0.86), described as: (Factor 1) (Reversed) challenges in learning anatomy, (Factor 2) Applications and importance of anatomy, and (Factor 3) Learning in the dissection laboratory. Second‐year students had somewhat greater challenges and less positive attitudes in learning anatomy than first‐year students. Females reported slightly greater challenges and less confidence in learning anatomy than males. Total scores on summative gross anatomy examination questions correlated with ALEQ‐27, Pearson's r = 0.222 and 0.271, in years 1 and 2, respectively, and with Factor 1, r = 0.479 and 0.317 (all statistically significant). Factor 1 also had similar correlations across different question types (multiple choice; short answer or essay; cadaveric; and anatomical models, bones, or radiological images). In a retrospective analysis, Factor 1 predicted poor end‐of‐semester anatomy examination results in year 1 with a sensitivity of 88% and positive predictive value of 33%. Further development of ALEQ‐27 may enable deeper understanding of students' learning of anatomy, and its ten‐item Factor 1 may be a useful screening tool to identify at‐risk students. Anat Sci Educ 10: 514–527. © 2017 American Association of Anatomists.     

Identification and reporting of child maltreatment by Head Start personnel: attitudes and experiences

A two-part questionnaire was administered to 143 Head Start personnel in order to determine how personal characteristics of the Head Start workers and the characteristics of the families they serve, affect the identification and reporting of child maltreatment. Of additional interest was whether some forms of maltreatment, once identified, would be more likely to be reported than other forms of maltreatment. The results support the efficacy of educational programs in child maltreatment for increasing the identification and reporting of maltreatment by workers. They also indicate that there are complex interactions between certain characteristics of the reporter (e.g., educational level) and prior training in maltreatment identification. Finally, neglect, although more frequently identified by the workers, appears to be least likely of all forms of maltreatment to be reported to official sources. Results are discussed in light of their implications for future research and practical application.     

Joint factor analysis of the college student experiences questionnaire and the act COMP objective exam

This study reports the joint factor structure of the ACT College Outcomes Measures Project Objective (COMP-O) examination and the College Student Experiences Questionnaire (CSEQ) scales for graduating college seniors at a large doctoral degree-granting institution. From a theoretical, empirical, and psychometric perspective, one might expect to observe a relationship between the effort that a student puts into the collegiate experience and academic outcomes. This study successfully replicated the factor structures of the CSEQ and the COMP-O reported elsewhere. The joint factor analysis of the two instruments failed to identify any constructs common to the two instruments. Based on our findings and those of others, the use of the COMP-O as a sole measure of the effectiveness of any program or collegiate outcome appears unjustified.     

Development and validation of ageist myths in a psychotherapy questionnaire (AMPQ): professional ageism among psychology graduate students

ABSTRACT

Ageism is a problem in aging societies. Clinical psychologists and undergraduate psychology students have shown negative attitudes toward older adults. However, no speci?c measure against ageist myths in the psychotherapeutic context is available. This study aims to develop and present the psychometric properties of the Ageist Myths about Psychotherapy Questionnaire (AMPQ).

These issues were examined by surveying 222 psychology graduates at higher education institutions about their attitudes and behaviors concerning psychotherapy with older adults, negative stereotypes toward aging, and attitudes toward dementia.

Using principal components analysis, 10 items were retained and one factor was obtained with an acceptable reliability index. Signi?cant associations were found between the AMPQ and negative stereotypes toward aging, and attitudes toward dementia.

Results revealed that universities and colleges with psychology programs have an ageist bias. Implications for college formation in aging, and older adults with mental health problems, are discussed and presented.     

A survey of pediatricians' attitudes and experiences with court in cases of child maltreatment

OBJECTIVES: To explore pediatricians' attitudes and experiences with the court system in child maltreatment cases. DESIGN: An anonymous, cross-sectional survey of a random sample of pediatricians registered with the North Carolina Medical Board. RESULTS: The response rate of the study was 60% (N=270). Few pediatricians (10%) reported that they had "ever" suspected maltreatment but decided not to report it. Pediatricians were equally likely to recall positive and negative experiences in court for child abuse cases. Pediatricians with negative court experiences were more likely to view reporting as time-consuming and were more than twice as likely not to report suspected cases of maltreatment (OR 2.4, 95% CI 1.04, 6.0). Seventy-five percent of pediatricians felt that court is harmful or distressing for children. CONCLUSIONS: The majority of pediatricians report suspected cases of child maltreatment. Pediatrician's court experiences play a role in the response to child maltreatment cases, influencing attitudes towards the legal system and the process of caring for maltreated children. Future research efforts should address physicians' concerns about the impact of court on children, ways to improve the working relationship between the legal system and physicians, and the training needs of physicians in child maltreatment, including testifying and understanding the court process.     

Development and use of an instrument for assessing the department-level work environment: The department-level environment questionnaire (DLEQ)

There has been little research into the work environments of teachers at the subject department level. Understanding and investigating the work environment at this level could provide insight into the type of work environment that might lead teachers to remain in the teaching profession. This article reports the development, validation and use of a work environment instrument at the subject department level. The department-level environment questionnaire (DLEQ) was developed using the school-level environment questionnaire as the parent instrument. Both Actual and Preferred Forms of the DLEQ were used. Early-career secondary school science teachers’ perceptions of the actual and preferred science department environment in New Zealand were sought. In addition, interviews with 17 % of the participants were conducted in order to find out why the teachers answered the questionnaire in the way that they did. The findings highlight the needs of this particular group of teachers. Future research opportunities for further instrument development and use of the instrument are suggested.