An Instrument To Assess Views Of Scientific Inquiry: The VOSI Questionnaire

Abstract

Renee’ S. Schwartz Western Michigan University Department of Biological Sciences Mallinson Institute for Science Education Kalamazoo, MI 49008 r.schwartz@wmich.edu Norman G. Lederman Illinois Institute of Technology Dept of Mathematics and Science Education Chicago, IL ledermann@iit.edu Judith S. Lederman Illinois Institute of Technology Department of Mathematics and Science Education Chicago, IL ledermanj@iit.edu Abstract Because teachers and students are to develop sound epistemological views of science (nature of science [NOS] and nature of scientific inquiry [NOSI]), assessments are needed to understand these views and how they develop. Much attention has focused on developing knowledge and pedagogical expertise in teaching NOS. The VNOS instrument has been paramount in advancing our understanding and needs of teachers and students. Currently, we lack similar understanding about views and needs regarding NOSI. If teachers are to teach about scientific inquiry, what is their knowledge base? What are students’ views? How do we know if instruction is effective in advancing desired conceptions about what scientists do? In response to these questions, we have developed a valid, open-ended instrument that assesses views of scientific inquiry [VOSI]. The purpose of this paper is to describe the framework upon which the VOSI instrument is grounded, present a pool of items with rationale, describe administration and analysis procedures, and describe typical responses we have received that provide insights into views of NOSI. Paper presented at the annual meeting of the National Association for Research in Science Teaching, March 30-April 2, 2008. Baltimore, MD.