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resource evaluation
Evaluates students' knowledge of three fields of science (earth, physical, and life), three elements of knowing and doing science (conceptual understanding, scientific investigation, and practical reasoning), and two overarching domains in science (the nature of science and themes-systems, models, and patterns-present in science).
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TEAM MEMBERS: Nancy L. Allen James E. Carlson Christine A. Zelenak
resource evaluation
The Undergraduate PDQ instruments are designed for undergraduate activities where time limitations or activity importance make rigorous assessment (e.g. using pre and post measures) impractical. PDQ stands for “pretty darn quick”, so named because you can use them for activities that you want to assess but don’t have the desire or time to do so more intensively. Both versions of the undergraduate PDQ instruments gather data on the extent to which respondents participated in the activity, their goals, and feedback from the leaders or participants on their impressions of the activity, their
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TEAM MEMBERS: Pennsylvania State University University of Missouri
resource evaluation
Using the pre-college suite of surveys you can determine whether specific activities met your objectives and use this information to improve activities and make evaluation decisions. Specifically, the instruments assess the following topics: Course-taking plans for high school, whether participant intends to study science, engineering, or computer, what participant knows about what engineers, scientists, or computer scientists do, what factors (if any) about being an engineer, scientist, or computer scientist appeal to participant, events or persons that influenced participants' study plans
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TEAM MEMBERS: Pennsylvania State University University of Missouri
resource evaluation
Measures children's global attitudes and knowledge about environmental issues, such as animals, energy, pollution, recycling, water, and general issues.
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TEAM MEMBERS: Frank C. Leeming William O. Dwyer Bruce A. Bracken
resource evaluation
Measures elementary school children's attitudes towards science in a learning context.
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TEAM MEMBERS: Harold Harty Dwight Beall
resource evaluation
Measures students' attitudes towards science related to such factors as students' perceptions of the science teacher, anxiety toward science, value of science in society, self-concept toward science and desire to do science.
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TEAM MEMBERS: Molly H. Weinburgh Donald Steele
resource evaluation
LAESE is designed to identify longitudinal changes in the self-efficacy of undergraduate students studying engineering. (see AWE Self-Efficacy Literature Overview and Information on Self-Efficacy). LAESE can be used with any students studying engineering. A High School instrument, based on LAESE, was developed and tested by the Female Recruits Explore Engineering (FREE) Project.
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TEAM MEMBERS: Pennsylvania State University University of Missouri
resource evaluation
Assesses children's interest in, attitude towards, and experiences in science and technology, as well as their opinion about environmental challenges and career aspirations.
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TEAM MEMBERS: Svein Sjøberg
resource evaluation
Assesses current interest and attitudes in science activities at school.
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TEAM MEMBERS: Helen Gibson Christopher Chase
resource evaluation
Assesses students interest in science, their attitudes toward science, their views of scientists, and their desire to become scientists.
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TEAM MEMBERS: Richard W. Moore Rachel Leigh Hill Foy
resource evaluation
"Monitors" students' views concerning the epistemological, social & technological aspects of science.
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TEAM MEMBERS: Glen S. Aikenhead Alan G. Ryan Reg W. Fleming
resource evaluation Public Programs
The Science Museum of Minnesota surveyed 16 museum visitors after they participated in the Exploring Measurement: Ruler Activity at NanoDays. This formative testing of the activity assessed the activity’s ability to convey the size of a nanometer, and that scientists need to use special tools when working at the nanoscale.
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TEAM MEMBERS: Sarah Cohn Claire Phillippe