In Pursuit of Validity: A comprehensive review of science attitude instruments 1935–2005

The purpose of this review is to present a comprehensive evaluation of science attitude instruments based on published psychometric evidence. A multitude of instruments have been used through the years and some have been linked to career choice and school performance. Substantiating such associations is of paramount importance if researchers wish to influence educational policy. However, associations are reduced, or hard to discover, if instruments have weak psychometric properties. Several databases were searched for peer‐reviewed articles that discussed the development and use of science attitude instruments. Instruments were grouped into the following categories: attitudes toward science, scientific attitudes, nature of science, scientific career interests, and other. A data abstraction and scoring rubric was used to summarize and evaluate 150 published articles that spanned 66 instruments. Most instruments had single study usage and showed an absence of psychometric evidence. This review demonstrated that there are few instruments available with the necessary psychometric data to merit recommendation. The review quantifies the current state of the research regarding the measurement of science attitude in students; the results should elicit further discussion and encourage more rigorous analyses of instruments. The findings may assist other researchers to select an instrument and alert them to its strengths and weaknesses. This review points the way forward for research in this field. Instruments already in existence should be used in repeat studies, and reliability and validity evidence should be collected and shared.     

Entering a crack: an encounter with gossip

In this paper, I enter a crack to think otherwise about the concept “gossip”. Drawing on previous scholarship engaging with Deleuzian concepts to inform research methodologies, this paper builds on this body of work. Following Deleuze and Guattari, the paper undertakes a mapping of gossip, subsequent to an encounter with a crack. Thinking about gossip as something other than woman’s small talk, the paper follows a line opening up gossip onto an intensive web of affects and Deleuze’s becoming-woman. It concludes arguing that the process of entering a crack unlocked thought, making possible new ways of engaging with data.     

The value simulation‐based learning added to machining technology in Singapore

This study seeks to understand the value simulation‐based learning (SBL) added to the learning of Machining Technology in a 15‐week core subject course offered to university students. The research questions were: (1) How did SBL enhance classroom learning? (2) How did SBL help participants in their test? (3) How did SBL prepare participants for workshop practice? The findings suggest that SBL enlivened the learning of Machining Technology, and promoted autonomous and mastery learning. SBL made a deep impression on the participants’ visual experience, helping them remember the machine processes. SBL also helped learners to conceptualize their answers and provided them with opportunities to become familiar with the conventional machines before workshop practice. An infusion of SBL has the potential to add value to the learning of Machining Technology.     

Changes in serum haptoglobin as an acute response to a marathon road race

In order to assess the possible occurrence of acute haemolysis with prolonged exertion, serum haptoglobin levels were determined from venous blood samples collected from eight male runners immediately preceding (PreRH), immediately following (PRH1), and 6 h following (PRH2) completion of a marathon road race. The subjects’ mean age, percentage of body fat, and maximum oxygen uptake (VO₂max) were 46 ± 9 years, 12.1 ± 3.4% and 54.9 ± 8.4 ml kg^‐1 min^‐1, respectively. The mean race finish time for the subjects was 3:35 ± O: 18 h:min. The PreRH, PRH1 and PRH2 averaged 129 ± 18, 97 ± 48 and 86 ± 35 mg dl^‐1 respectively. Significant differences of –32.5 mg dl^‐1 between PreRH versus PRH1 and –42.5 mg dl^‐1 between PreRH versus PRH2 were found. The difference between PRH1 and PRH2 of –10.6 mg dl^‐1 was not significant. No significant correlations were found between the decreases in serum haptoglobin and VO₂max or race finish time. The data suggest the occurrence of an acute haemolysis with performance of the marathon road race.     

Developmental trajectories of sensory patterns from infancy to school age in a community sample and associations with autistic traits

This prospective study examined the latent growth trajectories of sensory patterns among a North Carolina birth cohort (N = 1517; 49% boys, 87% White) across infancy (6–19 months), preschool (3–4 years), and school years (6–7 years). Change rates of sensory hyper- and hyporesponsiveness better differentiated children with an autism diagnosis or elevated autistic traits from those with other developmental conditions, including non-autistic children with sensory differences. More sensory hyper- and hyporesponsiveness at infancy followed by steeper increases differentially predicted more autistic traits at school age. Further, children of parents with higher education tended to show stable or improving trajectories. These findings highlight the importance of tracking sensory patterns from infancy for facilitating early identification of associated challenges and tailored support for families.     

The development of place value concepts: Approximation before principles

Place value concepts were measured longitudinally from kindergarten (2017) to first grade (2018) in a diverse sample (n = 279; M_age = 5.76 years, SD = 0.55; 135 females; 41% Black, 38% White, 8% Asian, 12% Latino). Children completed three syntactic tasks that required an explicit understanding of base-10 symbols and three approximate tasks that could be completed without this explicit understanding. Approximate performance was significantly better in both age groups. A factor analysis confirmed that syntactic and approximate tasks tapped separate latent variables in kindergarten, but not in first grade. Path analyses indicated that only kindergarten approximate performance predicted overall first-grade place value understanding. These findings suggest that explicit understanding of base-10 principles develops from implicit, partial knowledge of multidigit numbers.     

Fostering kinship with animals: animal portraiture in humane education

Visual depictions of animals can alter human perceptions of, emotional responses to, and attitudes toward animals. Our study addressed the potential of a slideshow designed to activate emotional responses to animals to foster feelings of kinship with them. The personal meaning map measured changes in perceptions of animals. The participants were 51 students enrolled at a pre-university college in Montreal, Quebec. Major conceptual themes were developed based on students’ responses on the PMM both pre- and post-slideshow. Ninety-two percent changed their perceptions of ‘Animal’ after viewing the slideshow. Pre-slideshow perceptions of ‘Animal’ were described primarily as Pets/Symbols, Biological/Wild Nature, Commodity/Resource, and Dangerous. After the show, the perceptions shifted to Kinship and Sentience/Individuality, with substantial increases in the depth and emotion associated with responses. Thus, viewing animal portraiture improved feelings of kinship with animals and enhanced perceptions of animal individuality in a classroom setting.     

Role of text and student characteristics in real‐time reading processes across the primary grades

Although much is known about beginning readers using behavioural measures, real‐time processes are still less clear. The present study examined eye movements (skipping rate, gaze, look back and second‐pass duration) as a function of text‐related (difficulty and word class) and student‐related characteristics (word decoding, reading comprehension, short term and working memory). Twenty‐four third and 20 fifth graders read a relatively easy (below grade level) and more difficult text (at grade level). The results showed that skipping rate mainly relied on text characteristics and a three‐way interaction of grade, text difficulty and word class. Gaze durations depended mostly on student characteristics. Results on look backs showed more and longer look backs in difficult texts. Finally, second‐pass duration mostly relied on grade level. To conclude, this study shows that both student and text characteristics should be taken into account when studying online text reading development.