Validating an instrument for use in assessing the technological literacy of upper secondary school students

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dc.contributor.authorLuckay, Melanie B
dc.contributor.authorCollier-Reed, Brandon I
dc.date2013-01
dc.date.accessioned2014-09-23T14:11:45Z
dc.date.available2014-09-23T14:11:45Z
dc.date.issued2014-09-23
dc.descriptionThis is an extract, with permission, from the proceedings of the 2013 SAARMSTE Conference.
dc.description.abstractIn this paper an instrument for assessing upper secondary school students‘ levels of technological literacy is presented. The items making up the instrument emerged from a previous study that used a phenomenographic research approach to explore students‘ conceptions of technological literacy in terms of their understanding of the nature of technology and their interaction with technological artefacts. The instrument was validated through administration to 969 students on completion of their 12 years of formal schooling. A factor analysis and Cronbach alpha reliability co-efficient was conducted on the data and the results show that a four-dimension factor structure (namely, Artefact, Process, Direction/Instruction, and Tinkering) strongly supported the dimensions as developed during the original phenomenographic study. The Cronbach alpha reliability co-efficient of each dimension was satisfactory. Based on these findings, the instrument has been shown to be valid and reliable and can be used with confidence.en_ZA
dc.identifier.apacitationLuckay, M. B., & Collier-Reed, B. I. (2014). <i>Validating an instrument for use in assessing the technological literacy of upper secondary school students</i>. Cape Town, South Africa, South African Association of Research in Mathematics, Science and Technology Education. http://hdl.handle.net/11427/7667en_ZA
dc.identifier.chicagocitationLuckay, Melanie B, and Brandon I Collier-Reed. "Validating an instrument for use in assessing the technological literacy of upper secondary school students." 2013-01, Cape Town, South Africa. South African Association of Research in Mathematics, Science and Technology Education. http://hdl.handle.net/11427/7667.en_ZA
dc.identifier.citationLuckay, M. B., & Collier-Reed, B. I. (2013). Validating an instrument for use in assessing the technological literacy of upper secondary school students. Paper presented at the South African Association of Research in Mathematics, Science and Technology Education, Cape Town, South Africa, 391-401.en_ZA
dc.identifier.ris TY - Conference Paper AU - Luckay, Melanie B AU - Collier-Reed, Brandon I AB - In this paper an instrument for assessing upper secondary school students‘ levels of technological literacy is presented. The items making up the instrument emerged from a previous study that used a phenomenographic research approach to explore students‘ conceptions of technological literacy in terms of their understanding of the nature of technology and their interaction with technological artefacts. The instrument was validated through administration to 969 students on completion of their 12 years of formal schooling. A factor analysis and Cronbach alpha reliability co-efficient was conducted on the data and the results show that a four-dimension factor structure (namely, Artefact, Process, Direction/Instruction, and Tinkering) strongly supported the dimensions as developed during the original phenomenographic study. The Cronbach alpha reliability co-efficient of each dimension was satisfactory. Based on these findings, the instrument has been shown to be valid and reliable and can be used with confidence. CY - Cape Town, South Africa DA - 2014-09-23 DB - OpenUCT DP - University of Cape Town KW - technological literacy KW - instrument KW - technological artefacts KW - nature of technology KW - phenomenography LK - https://open.uct.ac.za PB - University of Cape Town PP - Cape Town, South Africa PY - 2014 T1 - Validating an instrument for use in assessing the technological literacy of upper secondary school students TI - Validating an instrument for use in assessing the technological literacy of upper secondary school students UR - http://hdl.handle.net/11427/7667 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/7667
dc.identifier.vancouvercitationLuckay MB, Collier-Reed BI, Validating an instrument for use in assessing the technological literacy of upper secondary school students. ; 2013-01; Cape Town, South Africa. South African Association of Research in Mathematics, Science and Technology Education; 2014. http://hdl.handle.net/11427/7667 .en_ZA
dc.language.isoeng
dc.publisherSouth African Association of Research in Mathematics, Science and Technology Educationen_ZA
dc.publisher.departmentDepartment of Mechanical Engineeringen_ZA
dc.publisher.facultyFaculty of Engineering and the Built Environment
dc.publisher.institutionUniversity of Cape Town
dc.publisher.locationCape Town, South Africaen_ZA
dc.relation.ispartofseriesSouth African Association of Research in Mathematics, Science and Technology Educationen_ZA
dc.rightsCreative Commons Attribution 4.0 International (CC BY 4.0)*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjecttechnological literacyen_ZA
dc.subjectinstrumenten_ZA
dc.subjecttechnological artefactsen_ZA
dc.subjectnature of technologyen_ZA
dc.subjectphenomenographyen_ZA
dc.titleValidating an instrument for use in assessing the technological literacy of upper secondary school studentsen_ZA
dc.typeConference Paperen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceConference paperen_ZA
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