The European Educational Researcher

Turkish Adaptation and Psychometric Evaluation of the Colorado Learning Attitudes About Science Survey (CLASS) in Physics

The European Educational Researcher, Volume 4, Issue 3, October 2021, pp. 355-372
OPEN ACCESS VIEWS: 346 DOWNLOADS: 162 Publication date: 15 Nov 2021
ABSTRACT
The Colorado Learning Attitudes about Science Survey (CLASS) is an instrument to measure student beliefs about physics and learning physics. In this research, Turkish adaptation and psychometric evaluation of the CLASS is discussed. In the first stage, the translation process, which included examination of six experts (four experts in physics education and two experts in English and Turkish languages) for content validity and 13 student interviews for face validity, was described. In the second stage, exploratory (EFA) and confirmatory (CFA) factor analysis results obtained from 1391 freshman students were discussed for construct validty. The EFA yielded three factors that consisted of 20 items, which explained 39.61 % of the total variance. These factors were named as: Problem Solving Effort, Conceptual Understanding, and Personal Interest and Real-World Connection. Based on the CFA results, the three-factor 20-item instrument showed acceptable fit statistics. Compared to the original CLASS, the proposed version with 20-item model was shorter, easier to administer and easier to score, valid and reliable survey, so feasible to use. The overlapping of the constructs (i.e., violation of the unidimensionality) in the original CLASS was a problem, while in the proposed model none of the items were included in more than one construct.
KEYWORDS
Attitudes, Beliefs, CLASS, Physics Education.
CITATION (APA)
Kaltakci-Gurel, D. (2021). Turkish Adaptation and Psychometric Evaluation of the Colorado Learning Attitudes About Science Survey (CLASS) in Physics. The European Educational Researcher, 4(3), 355-372. https://doi.org/10.31757/euer.435
REFERENCES
  1. Adams, W., Perkins, K., Podolefsky, N., Dubson, M., Finkelstein, N., & Wieman, C. (2006). New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey. Physical Review Special Topics- Physics Education Research, 52(1), 1-14.
  2. Alhadlaq, H., Alshaya, F., Alabdulkereem, S., Perkins, K. K., Adams, W.K., & Wieman, C. E. (2009). Measuring students’ beliefs about physics in Saudi Arabia. AIP Conference Proceedings 1179, 69-72. Bates, S. P., Galloway, R. K., Lopston, C., & Slaughter, K. A. (2011). How attitudes and beliefs about physics change from high school to faculty. Physical Review Special Topics- Physics Education Research,
  3. 7, 020114, 1-8.
  4. Bayar, A. & Karamustafaoglu, O. (2015). The Colorado Learning Attitudes about Science Survey (CLASS): The Study of Validity and Reliability. International Journal of Assessment Tools in Education, 2(1), 40-57. Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. Philadelphia: Holt,
  5. Rinehart and Winston, Inc.
  6. Douglas, K. A., Yale, M. S., Bennett, D. E., Haugan, M. P., & Bryan, L. A. (2014). Evaluation of Colorado Learning Attitude about Science Survey. Physical Review Special Topics- Physics Education Research, 10, 020128, 1-10.
  7. Downing, S. M. (2006). Twelve steps for effective test development. In S.M. Downing, & T. M. Haladayna (Eds.), Handbook of test development (pp. 3-25), New Jersey: Lawrence Erlbaum Associates, Inc.
  8. Elby, A., Fredriksen, J., Schwarz, C., White, B. (2006). The Epistemological Beliefs Assessment About
  9. Physical Science (EBAPS), http://www2.physics.umd.edu/~elby/EBAPS/EBAPS_items.htm Frankel, J. R., & Wallen, N. E. (2000). How to design and evaluate research in education (4th ed.).
  10. US: McGraw-Hill Comp.
  11. Halloun, I. & Hestenes, D. (1998). Interpreting VASS dimensions and profiles for physics students.
  12. Science Education, 7, 553-.577.
  13. Hambelton, R. K. (2005). Issues, designs, and technical guidelines for adapting tests into multiple languages and cultures. In R. K. Hambleton, P. Merenda, & C. Spielberger (Eds.), Adapting Educational and Psychological Tests for Cross-Cultural Assessment (pp.3-38), Matwah, NJ:
  14. Erlbaum.
  15. Heredia, K., & Lewis, J. E. (2012). A psychometric evaluation of the Colorado Learning Attitudes about Science Survey for use in chemistry. Journal of Chemical Education, 89, 436-441.
  16. İlhan, M. & Çetin, B. (2014). Development of clasroom assessment environment Scale (CAES):
  17. Validity and reliability study. Education and Science, 39(176), 31-50.
  18. Kane, M. (2006). Content-related validity evidence in test development. In S.M. Downing, & T. M.
  19. Haladayna (Eds.), Handbook of test development (pp. 131-154), New Jersey: Lawrence Erlbaum Associates, Inc.
  20. Kline, R. B. (2011). Principles and practices of structural equation modeling (3rd Ed.). NY: The
  21. Guilford Press.
  22. Kontro, I., & Buschhüter, D. (2020). Validity of Colorado Learning Attitudes about Science Survey for a high- achieving, Finnish population. Physical Review Physics Education Research, 16, 020104, 1-11. Kost, L. E., Pollock, S., & Finkelstein, N. D. (2009). Characterizing the gender gap in introductory physics. Physical Review Special Topics- Physics Education Research, 5, 010101, 1-14. Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwatz, R. S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-501.
  23. Lindsey, B. A., Hsu, L., Sadaghiani, H., Taylor, J. W., & Cummings, K. (2012). Positive attitudinal, shifts with
  24. Physics by Inquiry curriculum across multiple implementations. Physical Review Special Topics- Physics Education Research, 8, 010102, 1-8.
  25. Linn, R. L. (2006). The standards for educational and psychological testing: guidance in test development. In S.M. Downing, & T. M. Haladayna (Eds.), Handbook of test development (pp. 27-38), New Jersey:
  26. Lawrence Erlbaum Associates, Inc.
  27. Marusic, M. & Slisko, J. (2012). Effects of two types of physics learning on the results of CLASS test.
  28. Physical Review Special Topics- Physics Education Research, 8, 010107- 1-12.
  29. McMillan, J. H. & Schumacher, S. (2001). Research in education: a conceptual introduction. NY: Longman. Milner-Bolotin, M., Antimirova, T., Noack, A., & Petrov, A. (2011). Attitudes about science and conceptual physics learning in university introductory physics courses. Physical Review Special Topics- Physics Education Research, 7, 020107, 1-9.
  30. Pallant, J. (2005). SPSS survival manual. (2nd Ed.). NY: Open University Press.
  31. Pawl, A., Barrantes, A. & Pritchard, D. E. (2012). What do seniors remember from freshman physics? Physical Review Special Topics- Physics Education Research, 8, 020118, 1-12.
  32. Perkins, K. K., Adams, W. K., Pollock, S. J., Finkelstein, N. D., & Wieman, C. E. (2004). Correlating student beliefs with student learning using the Colorado Learning Attitudes about Science
  33. Survey, in Proceedings of the Physics Education Research Conference, Sacramento,
  34. California.
  35. Redish, E. F., Saul, J. M., & Steinberg, R. N. (1998). Student expectations in introductory physics.
  36. American Journal of Physics, 66(3), 212-224.
  37. Sawtelle, V., Brewe, E., & Kramer, L. (2009). Validation study of the Colorado Learning Attitudes about Science
  38. Survey at a Hispanic-serving institution. Physical Review Special Topics- Physics Education Research, 5, 023101, 1-5.
  39. Tabachnick, B.G. & Fidell, L. S. (2015). Using multivariate statistics. (6th Ed.). NY:HarperCollins.
  40. Zhang, P. & Ding, L. (2013). Large-scale survey of Chinese precollege students’ epistemological beliefs about physics: A progression or a regression? Physical Review Special Topics- Physics Education Research, 9, 010110, 1-9.
  41. See https://www.physport.org/assessments/assessment.cfm?A=CLASS for the Turkish translation of the CLASS.
  42. See https://www.colorado.edu/sei/class for the CLASS survey versions in physics, chemistry and biology.
LICENSE
Creative Commons License