In an attempt to understand nature of science (NOS) conceptions held by learners in greater detail, researchers have steadily become more reliant on open-ended measures. The Views of Science Questionnaire (VNOS) is the most frequently used open-ended instrument. Conceptually grounded in many of the same aspects emphasized in the Next Generation Science Standards, the VNOS-C is appropriate for capturing the views of secondary school students and adults along 10 dimensions related to NOS. However, it has been observed that the 10-item VNOS-C seems to have difficulty uncovering some particular NOS aspects, or rather respondents may need additional prompting. Two new items have been developed and administered to expand the VNOS instrument (VNOS-CE). The present study focuses on evaluating whether these items function as intended, soliciting responses for the target NOS aspects, and whether these contributions add value to the instrument as a whole. Data comes from 37 pre- and in-service elementary, middle and secondary teachers. Results suggest one of the items adds considerable breadth, eliciting responses from multiple NOS aspects, while the other adds much needed depth related to one aspect, social NOS. Implications for the field and assessment of NOS are discussed.
Ryan Summers, Fouad Abd-El-Khalick, and Jeanne Brunner. "Evidence and rationale for expanding The Views of Nature of Science Questionnaire" (2020). Teaching, Leadership & Professional Practice Faculty Publications. 7.