Measuring Understanding of Nanoscience and Nanotechnology: Development and Validation of the Nano-Knowledge Instrument (NanoKI)

Autor/inn/en	Schönborn, K. J.; Höst, G. E.; Lundin Palmerius, K. E.
Titel	Measuring Understanding of Nanoscience and Nanotechnology: Development and Validation of the Nano-Knowledge Instrument (NanoKI)
Quelle	In: Chemistry Education Research and Practice, 16 (2015) 2, S.346-354 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c4rp00241e
Schlagwörter	Molecular Structure; Technology; Test Construction; Test Validity; Knowledge Level; Scientific Concepts; Concept Formation; Questionnaires; Psychometrics; Test Reliability; Factor Analysis; Sampling; Scores; Social Networks; Online Surveys; Test Items; Difficulty Level; Coding; Sciences; Scientific Principles; Foreign Countries; Geographic Location; Flesch Kincaid Grade Level Formula + Suchen Sie Ihr Suchwort? Technologie; Testaufbau; Testvalidität; Wissensbasis; Concept learning; Begriffsbildung; Fragebogen; Psychometry; Psychometrie; Testreliabilität; Faktorenanalyse; Social network; Soziales Netzwerk; Test content; Testaufgabe; Schwierigkeitsgrad; Codierung; Programmierung; Science; Wissenschaft; Ausland
Abstract	As the application of nanotechnology in everyday life impacts society, it becomes critical for citizens to have a scientific basis upon which to judge their perceived hopes and fears of 'nano'. Although multiple instruments have been designed for assessing attitudinal and affective aspects of nano, surprisingly little work has focused on developing tools to evaluate the conceptual knowledge dimension of public understanding. This article reports the validation of an instrument designed to measure conceptual knowledge of nanoscience and nanotechnology. A sample of 302 participants responded to a 28-item questionnaire designed around core nano-concepts. Factor analysis revealed a single latent variable representing the construct of nano-knowledge. Cronbach's alpha was 0.91 indicating a high internal consistency of the questionnaire items. The mean test score was 15.3 out of 28 (54.5%) with item difficulty indices ranging from 0.19 to 0.89. Obtained item discrimination values indicate a high discriminatory power of the instrument. Taken together, the psychometric properties of the Nano-Knowledge Instrument (NanoKI) suggest that it is a valid and reliable tool for measuring nano-related knowledge. Preliminary qualitative observations of citizens' incorrect and correct response patterns to the questionnaire indicate potential conceptual challenges surrounding relative size of the nanoscale, random motion of nano-objects, and nanoscale interactions, although these are hypotheses that require future investigation. Application of the NanoKI could support efforts directed to an agenda for evaluating and designing science communication and education initiatives for promoting understanding of nano. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01