Skip to main content
Book cover

Second International Handbook of Science Education pp 651–665Cite as

Developing Measurement Instruments for Science Education Research

Part of the Springer International Handbooks of Education book series (SIHE,volume 24)

Abstract

This chapter reviews the development of standardized measurement instruments (SMIs) reported in refereed science education publications since 1990. From the early 1990s, quantitative research began to revive after a brief loss of dominance to qualitative approaches in the 1980s. As a result, many researchers have developed SMIs for science education research. This chapter overviews reported SMIs in terms of their content, target population, validation, and reliability, and then discusses approaches to and issues associated with developing SMIs. Desirable future directions for developing SMIs for science education research are discussed.

Keywords

  • Assessment
  • Evaluation
  • Learning
  • Teaching
  • Research methods

This is a preview of subscription content, access via your institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • DOI: 10.1007/978-1-4020-9041-7_43
  • Chapter length: 15 pages
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
eBook
USD   789.00
Price excludes VAT (USA)
  • ISBN: 978-1-4020-9041-7
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Softcover Book
USD   999.99
Price excludes VAT (USA)
Hardcover Book
USD   999.99
Price excludes VAT (USA)
Learn about institutional subscriptions

References

  • Adams, W. K., Perkins, K. K., Podolefsky, N. S., Dubson, M., Finkelstein, N. D., & Wieman, C. E. (2006). New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey. Physical Review Special Topics – Physics Education Research, 2, 010101.

    CrossRef  Google Scholar 

  • Admson, S. L., Banks, D., Burtch, M., Cox, F., Judson, E., Turley, J. B., et al. (2003). Reformed undergraduate instruction and its subsequent impact on secondary school teaching practice and student achievement. Journal of Research in Science Teaching, 40, 939–957.

    CrossRef  Google Scholar 

  • Aikenhead, G. (1973). The measurement of high school students’ knowledge about science and scientists. Science Education, 57, 539–549.

    CrossRef  Google Scholar 

  • Aikenhead, G. S., & Ryan, A. G. (1992). The development of a new instrument: Views on science–technology–society (VOSTS). Science Education, 76, 477–491.

    CrossRef  Google Scholar 

  • Aldridge, J. M., Fraser, B. J., & Huang, T.–C. I. (1999). Investigating classroom environments in Taiwan and Australia with multiple research methods. Journal of Educational Research, 93, 48–62.

    CrossRef  Google Scholar 

  • Aldridge, J. M., Laugksch, R. C., Seopa, M. A., & Fraser, B. J. (2006). Development and validation of an instrument to monitor the implementation of outcomes-based learning environments in science classrooms in South Africa. International Journal of Science Education, 28, 45–70.

    CrossRef  Google Scholar 

  • Anderson, D. L., Fisher, K. M., & Norman, G. J. (2002). Development and evaluation of the conceptual inventory of natural selection. Journal of Research in science Teaching, 39, 952–978.

    CrossRef  Google Scholar 

  • Anderson, D., & Nashon, S. (2007). Predators of knowledge construction: Interpreting students’ metacognition in an amusement park physics program. Science Education, 91, 298–320.

    CrossRef  Google Scholar 

  • Beichner, R. J. (1994). Testing student interpretation of kinematics graphs. American Journal of Physics, 62, 750–762.

    CrossRef  Google Scholar 

  • Bond, T. G., & Fox, C. M. (2007). Applying the Rasch model: Fundamental measurement in the human sciences (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Britton, E. D., & Schneider, S. A. (2007). Large-scale assessments in science education. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1007–1040). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Caleon, I., & Subramaniam, R. (2008). Attitudes towards science of intellectually gifted and mainstream upper primary students in Singapore. Journal of Research in Science Teaching, 45, 940–954.

    CrossRef  Google Scholar 

  • Cannon, J. R., & Jinks, J. (1992). A cultural literacy approach to assessing general science literacy. School Science and Mathematics, 92, 196–200.

    CrossRef  Google Scholar 

  • Chen, S. (2006). Development of an instrument to assess views on nature of science and attitudes toward teaching science. Science Education, 90, 803–819.

    CrossRef  Google Scholar 

  • Cobern, W. W., & Loving, C. C. (2002). Investigation of preservice elementary teachers’ thinking about science. Journal of Research in Science Teaching, 39, 1016–1031.

    CrossRef  Google Scholar 

  • Czerniak, C., & Schriver, M. (1994). An examination of preservice science teachers’ beliefs and behaviours as related to self-efficacy. Journal of Science Teacher Education, 5, 77–86.

    CrossRef  Google Scholar 

  • Dalgety, J., Coll, R. K., & Jones, A. (2003). Development of chemistry attitudes and experiences questionnaire (CAEQ). Journal of Research in Science Teaching, 40, 649–668.

    CrossRef  Google Scholar 

  • Dhindsa, H. S., Omar, K., & Waldrip, B. (2007). Upper secondary Bruneian science students’ perceptions of assessment. International Journal of Science Education, 29, 1261–1280.

    CrossRef  Google Scholar 

  • Ding, L, Chabay, R., Sherwood, B., & Beichner, R. (2006). Evaluating an electricity and magnetism tool: Bried electricity and magnetism assessment. Physical Review Special Topics – Physics Education Research, 2, 010105.

    CrossRef  Google Scholar 

  • Doran, R. L, Lawrenz, F., & Helgeson, S. (1994). Research on assessment in science. In D. L. Gabel (Ed.), Handbook of Research on science teaching and learning (pp. 388–442). New York: Macmillan Publishing Company.

    Google Scholar 

  • Driver, R., & Easley, J., Jr. (1978). Pupils and paradigms: A review of the literature related to concept development in adolescent science students. Studies in Science Education, 5, 61–84.

    CrossRef  Google Scholar 

  • Engelhardt, P. V., & Beichner, R. J. (2004). Students’ understanding of direct current resistive electric circuits. American Journal of Physics, 72, 98–115.

    CrossRef  Google Scholar 

  • Fisher, D. L., & Waldrip, B. G. (1997). Assessing culturally sensitive factors in the learning environment of science classrooms. Research in Science Education, 27, 41–49.

    CrossRef  Google Scholar 

  • Francis, L. J., & Greer, J. E. (1999). Measuring attitudes toward science among secondary school students: The affective domain. Research in Science & Technological Education, 17, 219–226.

    CrossRef  Google Scholar 

  • Fraser, B. J. (1994). Research on classroom and school climate. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 493–541). New York: Macmillan.

    Google Scholar 

  • Fraser, B. J. (1998). Science learning environment: Assessment, effects and determinants. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 527–564). Dordrecht, The Netherlands: Kluwer Academic.

    Google Scholar 

  • Fraser, B. J. (2007). Classroom learning environments. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 103–124). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Fraser, B. J., McRobbie, C. J., & Giddings, G. J. (1993). Development and cross-national validation of a laboratory classroom environment instrument for senior high school science. Science Education, 77, 1–24.

    CrossRef  Google Scholar 

  • Gogolin, L., & Swartz, F. (1992). A quantitative and qualitative inquiry into the attitudes toward science of nonscience college majors. Journal of Research in Science Teaching, 29, 487–504.

    CrossRef  Google Scholar 

  • Guttman, L. (1944). A basis for scaling qualitative data. American Sociological Review, 9, 139–150.

    CrossRef  Google Scholar 

  • Haertel, E. (2006). Reliability. In R. L. Brennan (Ed.), Educational measurement (4th ed., pp. 65–110). Westport, CT: Praeger.

    Google Scholar 

  • Haidar, A. H., & Abraham, M. R. (1991). A comparison of applied and theoretical knowledge of concepts based on the particulate nature of matter. Journal of Research in Science Teaching, 28, 919–938.

    Google Scholar 

  • Halloun, I., & Hestenes, D. (1998). Interpreting VASS dimensions and profiles for physics students. Science & Education, 7, 533–577.

    CrossRef  Google Scholar 

  • Hestenes, D., & Halloun, I. (1995). Interpreting the force concept inventory: A response to Huffman and Heller. The Physics Teacher, 33, 502–506.

    CrossRef  Google Scholar 

  • Hestenes, D., Wells, M., & Swackmaher, G. (1992). Force concept inventory. The Physics Teacher, 30, 141–158.

    CrossRef  Google Scholar 

  • Hu, W., & Adey, P. (2002). A scientific creativity test for secondary school students. International Journal of Science Education, 24(4), 389–403.

    CrossRef  Google Scholar 

  • Huang, S. L. (2006). An assessment of science teachers’ perceptions of secondary school environments in Taiwan. International Journal of Science Education, 8(1), 25–44.

    CrossRef  Google Scholar 

  • Jacobs, C. L., Martin, S. N., & Otieno, T. C. (2008). A science lesson plan analysis instrument for formative and summative program evaluation of a teacher education program. Science Education, 92(6), 1096–1126.

    CrossRef  Google Scholar 

  • Kane, M. T. (2006). Validation. In R. L. Brennan (Ed.), Educational measurement (4th ed., pp. 17–64). Westport, CT: Praeger.

    Google Scholar 

  • Kesamang, M. E. E., & Taiwo, A. A. (2002). The correlates of the socio-cultural background of Botswana junior secondary school students with their attitudes towards and achievements in science. International Journal of Science Education, 24(9), 919–940.

    CrossRef  Google Scholar 

  • Kind, P., Jones, K., Barmby, P. (2007). Developing attitudes toward science measures. International Journal of Science Education, 29, 871–893.

    CrossRef  Google Scholar 

  • Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29, 331–359.

    CrossRef  Google Scholar 

  • Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39, 497–521.

    CrossRef  Google Scholar 

  • Lederman, N. G., Wade, P., & Bell, R. (1998). Assessing understanding of the nature of science: A historical perspective. In W. F. McComas (Ed.), The nature of science in science education (pp. 331–350). Dordrecht, The Netherlands: Kluwer Academic.

    Google Scholar 

  • Libarkin, J. C., & Anderson, S. W. (2006). The geoscience concept inventory: Application of Rasch analysis to concept inventory development in higher education. In X. Liu & W. J. Boone (Eds.), Applications of Rasch measurement in science education (pp. 45–73). Maple Grove, MN: JAM Press.

    Google Scholar 

  • Likert, R. (1932). A technique for the measurement of attitudes. Achieves of Psychology, 22, 5–53.

    Google Scholar 

  • Liu, X. (2007). Growth in students’ understanding of matter during an academic year and from elementary through high school. Journal of Chemical Education, 84, 1853–1856.

    CrossRef  Google Scholar 

  • Liu, X. (2009). Standardized measurement instruments in science education. In W.-M. Roth & K. Tobin (Eds.), The world of science education: Handbook of research in North America (pp. 649–677). Rotterdam, The Netherlands: Sense.

    Google Scholar 

  • Liu, X., & Boone, B. J. (Eds.). (2006). Applications of Rasch measurement in science education. Maple Grove, MN: JAM Press.

    Google Scholar 

  • Maloney, D. P., O’Kuma, T. L., Hieggelke, C. J., & van Heuvelen, A. (2001). Surveying students’ conceptual knowledge of electricity and magnetism. Physics Education Review, 69(7), S12–S23.

    Google Scholar 

  • McGinnis, J. R., Kramer, S., Shama, G., Graeber, A. O., Parker, C. A., & Watanabe, T. (2002). Journal of Research in Science Teaching, 39, 713–737.

    CrossRef  Google Scholar 

  • Mulford, D. R., & Robinson, W. R. (2002). An inventory for alternate conceptions among first-semester general chemistry students. Journal of Chemical Education, 79, 739–744.

    CrossRef  Google Scholar 

  • National Research Council (NRC). (2001). Knowing what students know. Washington, DC: National Academic Press.

    Google Scholar 

  • National Research Council (NRC). (2002). Scientific research in education. Washington, DC: National Academic Press.

    Google Scholar 

  • National Research Council (NRC). (2007a). Taking science to school: Learning and teaching science in grades K–8. Washington, DC: National Academic Press.

    Google Scholar 

  • National Research Council (NRC). (2007b). Systems for state science assessment. Washington, DC: National Academic Press.

    Google Scholar 

  • Nolen, S. B. (2003). Learning environment, motivation, and achievement in high school science. Journal of Research in Science Teaching, 40, 347–368.

    CrossRef  Google Scholar 

  • Odom, A. L., & Barrow, L. H. (1995). Development and application of a two-tier diagnostic test measuring college biology students’ understanding of diffusion and osmosis after a course of instruction. Journal of Research in Science Teaching, 32, 45–61.

    CrossRef  Google Scholar 

  • Osgood, C. E., Suci, G. J., & Tannenbaum, P. H. (1971). The measurement of meaning. Chicago: University of Illinois Press.

    Google Scholar 

  • Parkinson, J., Hendley, D., Tanner, H., & Stables, A. (1998). Pupils’ attitudes to science in key stage 3 of the national curriculum: A study of pupils in South Wales. Research in Science and Technological Education, 16, 165–177.

    CrossRef  Google Scholar 

  • Pell, T., & Jarvis, T. (2001). Developing attitude to science scales for use with children of ages five to eleven years. International Journal of Science Education, 23, 847–862.

    CrossRef  Google Scholar 

  • Shin, N., Jonassen, D. H., & McGee, S. (2003). Predictors of well-structured and ill-structured problem solving in an astronomy simulation. Journal of Research in Science Teaching, 40, 6–33.

    CrossRef  Google Scholar 

  • Siegel, M. A., & Ranney, M. A. (2003). Developing the changes in attitude about the relevance of science (CARS) questionnaire and assessing two high school science classes. Journal of Research in Science Teaching, 40, 757–775.

    CrossRef  Google Scholar 

  • Spies, R. A., & Plake B. S. (2005). (Eds.). The sixteenth mental measurements yearbook. Lincoln, NE: The Buros Institute of Mental Measurement, University of Nebraska Press.

    Google Scholar 

  • Tamir, P. (1998). Assessment and evaluation in science education: Opportunities to learn and outcomes. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 761–789). Dordrecht, The Netherlands: Kluwer Academic.

    Google Scholar 

  • Taylor, P. C., Fraser, B. J., & Fisher, D. L. (1997). Monitoring constructivist classroom learning environment. International Journal of Educational Research, 27, 293–302.

    CrossRef  Google Scholar 

  • Thornton, R. K., & Sokoloff, D. R. (1998). Assessing student learning of Newton’s laws: The force and motion conceptual evaluation and the evaluation of active learning laboratory and learning curricula. American Journal of Physics, 66, 338–352.

    CrossRef  Google Scholar 

  • Thurston, L. L. (1925). A method of scaling psychological and educational tests. Journal of Educational Psychology, 16, 433–451.

    CrossRef  Google Scholar 

  • Voska, K. W., & Heikkinen, H. W. (2000). Identification and analysis of student conceptions used to solve chemical equilibrium problems. Journal of Research in Science Teaching, 37, 160–176.

    CrossRef  Google Scholar 

  • Walczyk, J. J., & Ramsey, L. L. (2003). Use of learner-centered instruction in college science and mathematics classrooms. Journal of Research in Science Teaching, 40, 566–584.

    CrossRef  Google Scholar 

  • Wandersee, J. H., Mintzes, J., & Novak, J. (1994). Research on alternative conceptions in science. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 177–210). New York: Macmillan.

    Google Scholar 

  • Wang, H. A., & Marsh, D. D. (2002). Science instruction with a humanistic twist: Teachers’ perception and practice in using the history of science in their classrooms. Science & Education, 11, 169–189.

    CrossRef  Google Scholar 

  • Williamson, V., Huffman, J., & Peck, L. (2004). Testing students’ use of the particulate theory. Journal of Chemical Education, 81, 891–896.

    CrossRef  Google Scholar 

  • Wilson, M. (2005). Constructing measures: An item response modeling approach. Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Wright, B. D. (1999). Fundamental measurement for psychology. In S. E. Embretson & S. L. Hershberger (Eds.), The new rules of measurement: What every educator and psychologist should know (pp. 65–104). Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Wubbels, Th., Brekelmans, M., & Hooymayers, H. (1991). Interpersonal teacher behavior in the classroom. In B. J. Fraser & H. J. Walberg (Eds.), Educational environments: Evaluation, antecedents and consequences (pp. 141–160). London: Pergamon.

    Google Scholar 

  • Wubbels, Th., Creton, H., Levy, J., & Hooymayers, H. (1993). The model for interpersonal teacher behavior. In Th. Wubbels & J. Levy (Eds.), Do you know what you look like: Interpersonal relationships in education (pp. 13–28). London: Falmer.

    Google Scholar 

  • Zacharia, Z., & Calabrese Barton, A. C. (2004). Urban middle-school students’ attitudes toward a defined science. Science Education, 88, 197–222.

    CrossRef  Google Scholar 

  • Zint, M. (2002). Comparing three attitude-behaviour theories for predicting science teachers’ intentions. Journal of Research in science Teaching, 39, 819–844.

    CrossRef  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Learning and Instruction, Graduate School of Education, State University of New York at Buffalo, Buffalo, NY, 14260-1000, USA

    Xiufeng Liu

Authors
  1. Xiufeng Liu
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Xiufeng Liu .

Editor information

Editors and Affiliations

  1. Science & Mathematics Education Centre, Curtin University of Technology, Perth, West Australia, Australia

    Barry J. Fraser

  2. The Graduate Centre, City University of New York, New York, 10016-4309, New York, USA

    Kenneth Tobin

  3. Ctr. Mathematics & Science Education, Queensland University of Technology, Victoria Park Rd., Kelvin Grove, 4059, Queensland, Australia

    Campbell J. McRobbie

Appendix Standardized measurement instruments reported in refereed publications since 1990

Appendix Standardized measurement instruments reported in refereed publications since 1990

Table 1
Full size table

Rights and permissions

Reprints and Permissions

Copyright information

© 2012 Springer Science+Business Media B.V.

About this chapter

Cite this chapter

Liu, X. (2012). Developing Measurement Instruments for Science Education Research. In: Fraser, B., Tobin, K., McRobbie, C. (eds) Second International Handbook of Science Education. Springer International Handbooks of Education, vol 24. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9041-7_43

Download citation