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Browsing by Subject "Instrument development"

Now showing 1 - 2 of 2
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    Science in the eyes of preschool children: findings from an innovative research tool.
    (2011-08) Dubosarsky, Mia D.
    How do young children view science? Do these views reflect cultural stereotypes? When do these views develop? These fundamental questions in the field of science education have rarely been studied with the population of preschool children. One main reason is the lack of an appropriate research instrument that addresses preschool children‟s developmental competencies. Extensive body of research has pointed at the significance of early childhood experiences in developing positive attitudes and interests toward learning in general and the learning of science in particular. Theoretical and empirical research suggests that stereotypical views of science may be replaced by authentic views following inquiry science experience. However, no preschool science intervention program could be designed without a reliable instrument that provides baseline information about preschool children‟s current views of science. The current study presents preschool children‟s views of science as gathered from a pioneering research tool. This tool, in the form of a computer “game,” does not require reading, writing, or expressive language skills and is operated by the children. The program engages children in several simple tasks involving picture recognition and yes/no answers in order to reveal their views about science. The study was conducted with 120 preschool children in two phases and found that by the age of 4 years, participants possess an emergent concept of science. Gender and school differences were detected. Findings from this interdisciplinary study will contribute to the fields of early childhood, science education, learning technologies, program evaluation, and early childhood curriculum development.
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    Validity and reliability of the power/control scales.
    (2011-09) Kroupin, Georgi Vladislavovich
    The present study used a rather new instrument, the Power/Control Scales (P/C-S) to examine its reliability, factor structure and concurrent and discriminant validity. It used a convenience sample of 158 couples - graduate and undergraduate students--and their partners--at the University of Minnesota. Power/Control Scales (P/C-S) was found to be a reliable instrument. However, in contrast to the original theoretical conceptualization, constructs of "Power" and "Control" were found to be highly correlated. Analysis of correlations between the original "Power" and "Control" scales and similar SCI scales and between the original "Power" and "Control" scales and dissimilar SCI provided some support for the concurrent and discriminant validity of the P/C-S. Exploratory factor analysis provided limited support for the proposed four-factor structure ("Power", "Control", "Self", "Other") of the instrument. Although data analysis resulted in a clear difference between "Self" and "Other" for all subsets of data , only factors 3 and 4 resulting from the Varimax rotation of the male data provided partial support for the existence of the separate constructs of "Power" and "Control". The subsets of "Power" and "Control" items in the newly identified factors seemed to represent constructs that are different form the originally defined "Power" and "Control" constructs. The new factors were labeled "Active/Enabling Influence" and "Passive/Inhibiting Influence". A model of analyzing "Power" and "Control" dynamics in close relationships was introduced based on a redefined constructs and possible practical implications of the proposed model were discussed.