Abstract

ARGUELLES, Juan; PERILLAN, Carmen  and  NUNEZ, Paula. Adaptating and implementing CLASS questionnaire (Colorado Learning Attitudes about Science Survey) for assessment of scientific attitudes and beliefs in secondary school and university students. FEM (Ed. impresa) [online]. 2015, vol.18, n.4, pp.239-245. ISSN 2014-9840.  https://dx.doi.org/10.4321/S2014-98322015000500004.

Introduction. Over the last years, evaluation of knowledge and attitudes in biology education has received a strong call to improve. Aim. To use an easy methodological tool (CLASS-Bio questionnaire) that allows measuring novice-to-expert-like perceptions evolution about Biology and/or Physiology disciplines. In this way, we will be able to analyze the influence over the perceptions and attitudes. Subjects and methods. The participants were 288 students distributed in two groups: a group of high school students (41 of senior secondary school, 1st course; and 59 of senior secondary school, 2nd course), and another one of undergraduate students (1st year): 92 of Nursing Degree, 53 of Physiotherapy Degree and 25 of Speech Therapist Degree. The favorable rating is quantified by comparing students' responses with a consensus expert response. Results. The 2nd senior secondary school students' results were more similar to the expert responses than the 1st senior secondary school students; this displacement or shifts indicated an improvement at the 2nd year in the high school. Responses found in the groups of Nursing and Physiotherapy students were similar, evolving closer to the expert perceptions, and quite different compared with the Speech Therapist students responses. It is gratifying to consider how health biosciences students observe these basic subjects more connected to the real world. Conclusions. Spanish adaptation of CLASS-Bio questionnaire could be used as an accessible methodological tool in order to analyze the continuous evolution of teaching and learning process at different academic stages.

Keywords : Biology; CLASS; Physiology; Teaching-learning questionnaire.

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