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<p>Chemistry and nature are diametrically opposed for students and also in public opinion. Yet chemistry takes place everywhere, especially in nature. This antagonistic attitude can be made aware of through content-related and methodological modifications in chemistry lessons. In order to approach this problem empirically, a&#xa0;measuring instrument is needed that can consistently record attitudes towards the relationship between chemistry and nature. The construct of attitude must first be operationalized with the help of the three-component model. Building on this, the development and validation of the instrument is presented. To this end, a&#xa0;questionnaire study was conducted with 640 test subjects, 341 of whom were school pupils and 299 students. The methods of data evaluation include item analysis, exploratory and confirmatory factor analyses, latent multigroup analyses and latent multiple indicators multiple causes analyses. Following the argumentative approach to validation, evidence was collected for content validity, factorial construct validity, divergent and convergent validity, retrospective and predictive criterion validity, the comparison of known groups as well as for the objectivity, reliability, generalizability of the measurement instrument and the consequences of testing. Stronger arguments for content validity, also in relation to response processes are to be generated by subsequent studies.</p>

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Entwicklung und Validierung eines Fragebogens zur Erfassung der Einstellung zum Antagonismus zwischen Wissenschaft Chemie und Natur (CuN-Skala)

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年8月28日

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  • Alexander Engl,
  • Elisabeth Prestele,
  • Björn Risch

摘要

Chemistry and nature are diametrically opposed for students and also in public opinion. Yet chemistry takes place everywhere, especially in nature. This antagonistic attitude can be made aware of through content-related and methodological modifications in chemistry lessons. In order to approach this problem empirically, a measuring instrument is needed that can consistently record attitudes towards the relationship between chemistry and nature. The construct of attitude must first be operationalized with the help of the three-component model. Building on this, the development and validation of the instrument is presented. To this end, a questionnaire study was conducted with 640 test subjects, 341 of whom were school pupils and 299 students. The methods of data evaluation include item analysis, exploratory and confirmatory factor analyses, latent multigroup analyses and latent multiple indicators multiple causes analyses. Following the argumentative approach to validation, evidence was collected for content validity, factorial construct validity, divergent and convergent validity, retrospective and predictive criterion validity, the comparison of known groups as well as for the objectivity, reliability, generalizability of the measurement instrument and the consequences of testing. Stronger arguments for content validity, also in relation to response processes are to be generated by subsequent studies.