Supplemental Information:

n/a

Assessment Type:

7 open-ended questions, along with an individual interview.

Scale:

N/A

Publication Date:

Nov 07, 2008

Respondent:

6th grade students

Domain(s) Evaluated:

Content / Knowledge, Competence

Sample items:

What do you think a scientific model is?

Reliability:

Not reported

Validity:

Present & acceptable

Frequency:

Frequently

Administration time:

75 minutes

Requires a Computer:

No

Requires Internet Access:

No

Primary reference:

Khishfe, R., & Abd-El-Khalick, F. (2002). The influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders' views of nature of science. Journal of Research in Science Teaching, 39(7), 551-578.

Comments:

There are two other versions of this instrument: VNOS-B (for preservice elementary teachers and secondary science teachers)(7 items) and VNOS-C (for college graduates and undergraduates and preservice science secondary teachers)(10 items).

Studies that used VNOS-D:
Shi, W., & Wang, J. (2016). Comparison on views of nature of science between math and physics students. Journal of Baltic Science Education, 77-85. Retrieved November 14, 2016.

Quigley, C., Pongsanon, K., & Akerson, V. L. (2010). If we teach them, they can learn: Young students views of nature of science aspects to early elementary students during an informal science education program. Journal of Science Teacher Education, 217), 887-907. doi:10.1007/s10972-009-9164-5

Lederman, J. S., & Lederman, N. G. (2004, April). Early Elementary Students’ and Teacher’s Understandings of Nature of Science and Scientific Inquiry: Lessons Learned From Project ICAN. Speech presented at Annual Meeting of the National Association for Research in Science Teaching, Vancouver, British Columbia.

A thesis using VNOS-D:
Suzuri-Hernandez, L. J. (2010). Exploring school students’ views of the nature of science (Unpublished master's thesis, 2010). The University of York.

STEM Criteria

Science

Yes

Technology

No

Engineering

No

Math

No