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The Nature of Science Instrument-Elementary (NOSI-E): The End of the Road?

机译：初级科学仪器（NOSI-E）的性质：路的尽头？

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This research continues prior work published in this journal (Peoples, O'Dwyer, Shields and Wang, 2013). The first paper described the scale development, psychometric analyses and part-validation of a theoretically-grounded Rasch-based instrument, the Nature of Science Instrument-Elementary (NOSI-E). The NOSI-E was designed to measure elementary students' understanding of the Nature of Science (NOS). In the first paper, evidence was provided for three of the six validity aspects (content, substantive and generalizability) needed to support the construct validity of the NOSI-E. The research described in this paper examines two additional validity aspects (structural and external). The purpose of this study was to determine which of three competing internal models provides reliable, interpre-table, and responsive measures of students' understanding of NOS. One postulate is that the NOS construct is unidimensional;. alternatively, the NOS construct is composed of five independent unidimensional constructs (the consecutive approach). Lastly, the NOS construct is multidimensional and composed of five inter-related but separate dimensions. The vast body of evidence supported the claim that the NOS construct is multidimensional. Measures from the multidimensional model were positively related to student science achievement and students' perceptions of their classroom environment; this provided supporting evidence for the external validity aspect of the NOS construct. As US science education moves toward students learning science through engaging in authentic scientific practices and building learning progressions (NRC, 2012), it will be important to assess whether this new approach to teaching science is effective, and the NOSI-E may be used as a measure of the impact of this reform.
机译：这项研究继续了该期刊上发表的先前工作（Peoples，O'Dwyer，Shields和Wang，2013年）。第一篇论文描述了基于理论的基于Rasch的仪器，即自然科学仪器的基本性质（NOSI-E）的规模发展，心理分析和部分验证。 NOSI-E旨在衡量基础学生对科学本质（NOS）的理解。在第一篇论文中，提供了支持NOSI-E构建有效性所需的六个有效性方面（内容，实质性和泛化性）中三个方面的证据。本文描述的研究考察了两个附加的有效性方面（结构性和外部性）。这项研究的目的是确定三种相互竞争的内部模型中的哪一种为学生对NOS的理解提供了可靠的，解释性的和响应性的措施。一种假设是NOS构造是一维的。或者，NOS构造由五个独立的一维构造（连续方法）组成。最后，NOS构造是多维的，由五个相互关联但独立的维度组成。大量证据支持了NOS结构是多维的说法。多维模型的测度与学生的科学成就和学生对其课堂环境的看法呈正相关；这为NOS结构的外部有效性方面提供了支持证据。随着美国科学教育通过采用真实的科学实践和发展学习进程来向学生学习科学（NRC，2012年），评估这种新的科学教学方法是否有效非常重要，并且NOSI-E可以用作衡量这项改革影响的方法。

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