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International Journal of Science Education Volume 18, 1996 - Issue 4
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Original Articles

A new scoring procedure for the Views on Science‐Technology‐Society instrument

Peter A. Rubba Cristine Schoneweg Bradford
&
William J. Harkness Cristine Schoneweg Bradford
Pages 387-400 | Published online: 24 Feb 2007

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PaulR. Sheppard, BradA. Donaldson & Gary Huckleberry. (2010) Quantitative assessment of a field-based course on integrative geology, ecology and cultural history. International Research in Geographical and Environmental Education 19:4, pages 295-313.
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Patrice Venturini. (2007) The Contribution of the Theory of Relation to Knowledge to Understanding Students’ Engagement in Learning Physics. International Journal of Science Education 29:9, pages 1065-1088.
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Suat Celik & Samih Bayrakçeken. (2006) The effect of a ‘Science, Technology and Society’ course on prospective teachers’ conceptions of the nature of science. Research in Science & Technological Education 24:2, pages 255-273.
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Judith Bennett. (2001) The development and use of an instrument to assess students' attitude to the study of chemistry. International Journal of Science Education 23:8, pages 833-845.
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N. M. Mbajiorgu & E. C. Iloputaife. (2001) Combating Stereotypes of the Scientist Among Pre-service Science Teachers in Nigeria. Research in Science & Technological Education 19:1, pages 55-67.
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Judith Bennett, Gail Green, Marissa Rollnick & Margie White. (2001) The Development and Use of an Instrument to Assess Students' Attitudes to the Study of Science. Journal of the Southern African Association for Research in Mathematics, Science and Technology Education 5:1, pages 1-12.
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Isobel J. Robertson. (2000) Influences on choice of course made by university Year 1 bioscience students - a case study. International Journal of Science Education 22:11, pages 1201-1218.
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N.M Mbajiorgu & R.E. Anolue. (2000) Students' Preconceptions about the Epistemology of Science: A Comparison of Some Nigerian and Candian Students. Journal of the Southern African Association for Research in Mathematics, Science and Technology Education 4:1, pages 57-69.
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Angel Vazquez-Alonso & Maria-Antonia Manassero-Mas. (1999) Response and scoring models for the 'Views on Science-Technology-Society' instrument. International Journal of Science Education 21:3, pages 231-247.
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Articles from other publishers (29)

María Antonia Manassero-Mas & Ángel Vázquez-Alonso. (2022) An empirical analysis of the relationship between nature of science and critical thinking through science definitions and thinking skills. SN Social Sciences 2:12.
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Georgios Chionas & Anastassios Emvalotis. (2022) Greek Upper Primary Grade Students’ Images About Science and Scientists: An Alternative Descriptive Piece of the Puzzle. Frontiers in Education 7.
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Sinan ÇINAR & Salih ÇEPNİ. (2021) Geliştirilen FTT Kursunun Sınıf Öğretmenlerinin Fen Bilimleri Öğretimine Etkisi. Bayburt Eğitim Fakültesi Dergisi 16:31, pages 103-127.
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F Anggraini, A Mudzakir & H S Halimatul. (2020) Identifying pre-service chemistry teachers’ view of the nature of science and technology’ for ionic liquids as cellulose solvent. Journal of Physics: Conference Series 1521:4, pages 042072.
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E R P Priyanda, A Mudzakir & A B D Nandiyanto. (2020) Analyzing senior high school students’ view of nature of science and technology (VNOST). Journal of Physics: Conference Series 1521:4, pages 042057.
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E Nursaadah, L Liliasari & A Mudzakir. (2019) Model of educational reconstruction of solid state chemistry: Students’ view of nature of science and technology. Journal of Physics: Conference Series 1157, pages 042034.
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Ana Cristina Torres & Glasielle Souza. (2017) O que estudantes no 1º ano da universidade pensam sobre a ciência?. Revista de Estudios e Investigación en Psicología y Educación, pages 69-74.
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Isabel Marília Borges Fernandes, Delmina Maria Pires & Jaime Delgado-Iglesias. (2017) Ciência-tecnologia-sociedade-ambiente nos documentos curriculares portugueses de ciências. Cadernos de Pesquisa 47:165, pages 998-1015.
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Benjamin C. Herman & Michael P. Clough. (2014) Teachers’ Longitudinal NOS Understanding After Having Completed a Science Teacher Education Program. International Journal of Science and Mathematics Education 14:S1, pages 207-227.
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Erdoğan Usta & Çiğdem Akkanat. (2015) Investigating Scientific Creativity Level of Seventh Grade Students. Procedia - Social and Behavioral Sciences 191, pages 1408-1415.
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Mzamose Gondwe & Nancy Longnecker. (2014) Scientific and Cultural Knowledge in Intercultural Science Education: Student Perceptions of Common Ground. Research in Science Education 45:1, pages 117-147.
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Haim Eshach. (2014) Development of a student-centered instrument to assess middle school students’ conceptual understanding of sound. Physical Review Special Topics - Physics Education Research 10:1.
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Ángel Vázquez-Alonso & María-Antonia Manassero-Mas. 2014. The Role of Science Teachers’ Beliefs in International Classrooms. The Role of Science Teachers’ Beliefs in International Classrooms 191 206 .
Ángel Vázquez–Alonso, María-Antonia Manassero–Mas, Antonio García–Carmona & Antoni Bennàssar-Roig. 2014. Topics and Trends in Current Science Education. Topics and Trends in Current Science Education 117 135 .
Ebru Öztürk-Akar & Doğan Doğan. (2013) TURKISH PRE-SERVICE TEACHERS’ VIEWS OF SCIENCE-TECHNOLOGY-SOCIETY: INFLUENCE OF A HISTORY OF SCIENCE COURSE. Journal of Baltic Science Education 12:6, pages 793-802.
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Ángel Vázquez-Alonso, Antonio García-Carmona, María Antonia Manassero-Mas & Antoni Bennàssar-Roig. (2012) Spanish Secondary-School Science Teachers’ Beliefs About Science-Technology-Society (STS) Issues. Science & Education 22:5, pages 1191-1218.
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Ángel Vázquez-Alonso, Antonio García-Carmona, María Antonia Manassero-Mas & Antoni Bennàssar-Roig. (2012) Science Teachers’ Thinking About the Nature of Science: A New Methodological Approach to Its Assessment. Research in Science Education 43:2, pages 781-808.
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Sufen Chen, Wen‐Hua Chang, Sang‐Chong Lieu, Huey‐Lien Kao, Mao‐Tsai Huang & Shu‐Fen Lin. (2013) Development of an Empirically Based Questionnaire to Investigate Young Students' Ideas About Nature of Science. Journal of Research in Science Teaching 50:4, pages 408-430.
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Yu-La An, Ho-Sim Shin & Hyun-Joo Kim. (2012) Development of Views on Science Questionnaire on the Basis of Experienced Scientific Knowledge, Atomic Model. Journal of The Korean Association For Science Education 32:3, pages 428-445.
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Pamela E. Mack, Todd Campbell & Nor Hashidah Abd-Hamid. (2008) Issues in Survey Assessments of STS Courses. Bulletin of Science, Technology & Society 28:5, pages 408-413.
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Nilcéia Aparecida Maciel Pinheiro, Rosemari Monteiro Castilho Foggiatto Silveira & Walter Antonio Bazzo. (2007) Ciência, Tecnologia e Sociedade: a relevância do enfoque CTS para o contexto do Ensino Médio. Ciência & Educação (Bauru) 13:1, pages 71-84.
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Sufen Chen. (2006) Development of an instrument to assess views on nature of science and attitudes toward teaching science. Science Education 90:5, pages 803-819.
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Ángel Vázquez‐Alonso, María‐Antonia Manassero‐Mas & José‐Antonio Acevedo‐Díaz. (2006) An analysis of complex multiple‐choice science–technology–society items: Methodological development and preliminary results. Science Education 90:4, pages 681-706.
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Pradeep M. Dass. (2005) Understanding the Nature of Scientific Enterprise (NOSE) through a Discourse with Its History: The Influence of an Undergraduate ?History of Science? Course. International Journal of Science and Mathematics Education 3:1, pages 87-115.
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Debra K. Tedman. 2005. Applied Rasch Measurement: A Book of Exemplars. Applied Rasch Measurement: A Book of Exemplars 227 249 .
N. M. Mbajiorgu & A. Ali. (2002) Relationship between STS approach, scientific literacy, and achievement in biology. Science Education 87:1, pages 31-39.
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Huann‐shyang Lin & Chung‐Chih Chen. (2002) Promoting preservice chemistry teachers' understanding about the nature of science through history. Journal of Research in Science Teaching 39:9, pages 773-792.
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Hassan H. Tairab. (2016) Pre-Service Teachers' Views of the Nature of Science and Technology before and after a Science Teaching Methods Course. Research in Education 65:1, pages 81-87.
Crossref
Michael R. Matthews. 1998. International Handbook of Science Education. International Handbook of Science Education 981 999 .

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