A psychometric evaluation of the english version of the dimensions of attitudes toward science instrument with a U.S. population of elementary educators |
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| Institution: | 1. University of the District of Columbia, College of Arts and Sciences, 4200 Connecticut Avenue NW, Washington, DC 20008, USA;2. University of Memphis, College of Education, 3798 Walker Avenue, Memphis, TN 38152, USA;1. University of Pittsburgh School of Education, Center for Urban Education and Department of Instruction and Learning, 5300 Wesley W. Posvar Hall, 230 Bouquet, St. Pittsburgh, PA 15206, USA;2. Auburn University College of Education, Department of Educational Foundations, Leadership and Technology, 4036 Haley Center, Auburn, AL 36849, USA;3. Michigan State University College of Education, Department of Teacher Education, Erickson Hall, 620 Farm Lane, East Lansing, MI 48824, USA;1. Université du Québec à Trois-Rivières, Canada;2. McGill University, Canada;3. Concordia University, Canada;1. Department of Teacher Education, Faculty of Social and Educational Sciences, NTNU, Norway;2. Faculty of Education and Arts, Nord University, Norway;3. University College of Southeast Norway, Norway |
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| Abstract: | The purpose of this study was to review the development and evolution of the Dimensions of Attitudes toward Science Instrument (DAS), translate the DAS into English, and examine its psychometric properties with a U.S. sample of pre-service and in-service elementary educators. After translation and expert review, the DAS was administered to a sample of 300 U.S. in-service and pre-service teachers. Confirmatory factor analysis and fit indices values supported a seven-factor theoretical model. The entire DAS was found to have good internal consistency. This study confirmed the DAS is a valid instrument for a U.S., English-speaking elementary education teacher population. |
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| Keywords: | Attitudes Teachers Elementary education Science |
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