دورية أكاديمية
Measuring Belief in Genetic Determinism: A Psychometric Evaluation of the PUGGS Instrument
| العنوان: | Measuring Belief in Genetic Determinism: A Psychometric Evaluation of the PUGGS Instrument |
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| اللغة: | English |
| المؤلفون: | Tornabene, Robyn E. (ORCID |
| المصدر: | Science & Education. Dec 2020 29(6):1621-1657. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 37 |
| تاريخ النشر: | 2020 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1322872 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Beliefs, Genetics, Psychometrics, Attitude Measures, Undergraduate Students, Student Attitudes, Knowledge Level, Test Validity, Test Reliability, Taxonomy, Biology, Item Response Theory, Foreign Countries |
| مصطلحات جغرافية: | North America |
| DOI: | 10.1007/s11191-020-00146-2 |
| تدمد: | 0926-7220 |
| مستخلص: | Belief in genetic determinism (BGD) has been associated with increased social stereotyping and prejudicial views and consequently is of significant concern to science educators. The Public Understanding and Attitudes towards Genetics and Genomics (PUGGS) instrument was developed to measure relationships among BGD, genetics knowledge, and demographic variables. PUGGS validity evidence has relied primarily on Classical Test Theory frameworks and Brazilian samples. Using a more advanced psychometric framework (Rasch analysis) and a large North American undergraduate sample (n > 800), we further evaluate validity claims by studying (1) dimensionality and function of PUGGS item sets; (2) magnitudes of item endorsement across human traits (social, biological) and taxonomic (animal, plant) categories; and (3) degree of trait-level genetic overattribution. Similar to Gericke et al. (Sci Educ 26:1223-1259, 2017), we identified a two-dimensional structure for the BGD scale (i.e., social, biological) and the genetics knowledge scale (i.e., gene-environment interactions [GEI], genetics and genomics knowledge [GGK]). However, there were several problems with the functioning of the item sets (e.g., low reliability for GEI, problematic rating scale for BGD biological). We report that the magnitudes of GEI and GGK did not differ by taxonomic context. Finally, genetic over- (and under-) attribution was identified for both biological and social traits, indicating that students harbored considerably diverse and frequently non-normative conceptions about genetic contributions to traits. Importantly, psychometric and theoretical concerns reported here raise questions about the operationalization of the PUGGS BGD construct. Recommendations for PUGGS revisions and educational implications are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| رقم الأكسشن: | EJ1277581 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 0926-7220 |
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| DOI: | 10.1007/s11191-020-00146-2 |