Table 3.
Examples of measurement instruments and approaches to evaluate dimensions of scientific literacy. The selection of measurement instruments used will depend on the goals and circumstances of the project.
| name of measurement instrument or method | evaluated construct |
|---|---|
| content knowledgea | |
| Assessing COntextual Reasoning about Natural Selection (ACORNS) [102] | understanding of natural selection, adaptive change |
| Concept Inventory of Natural Selection (CINS) [103] | natural selection |
| Knowledge About EVOlution 2.0 (KAEVO 2.0) [36,97] | several micro- and macro- evolutionary concepts |
| procedural knowledge | |
| assessing experimental design [104] | planning a scientific study and sampling design |
| FOrmal Reasoning Test (FORT) [105] | scientific reasoning abilities |
| Scientific Reasoning Scale (SRS) [106] | abilities for evaluating scientific findings |
| participant observation [107] | group processes in knowledge production |
| epistemic knowledge | |
| Connotative Aspects of Epistemological Beliefs (CAEB) [108] | epistemological beliefs |
| views of Nature of Scientific Inquiry (NOSI views) [109] | understanding nature of scientific inquiry |
| Student Understanding of Science and Scientific Inquiry (SUSSI) [110] | understanding science and scientific inquiry |
| Views About Scientific Inquiry (VASI) [111] | understanding scientific inquiry |
| Views of Nature of Science (VNOS) [30] | understanding nature of science |
| knowledge application | |
| Quantitative Assessment of Socio-Scientific Reasoning (QuASSR) [112] | socioscientific reasoning |
| participant observation [107] | application of acquired knowledge in discussions |