Purpose

The VASI questionnaire was developed to assess students’ understanding of scientific inquiry. It focuses on how students perceive the nature, processes, goals, and practices of scientific investigation.

Brief Description

VASI consists of eight open-ended questions that address key aspects of scientific inquiry, such as: the existence of multiple methods of investigation, the distinction between data and evidence, the role of creativity, the revision of explanations, the social dimension of science, and the relationship between theory and method. Participants are asked to respond in writing and are encouraged to justify their answers.

Validity

The tool’s construct validity has been well established through thorough theoretical grounding and multiple development phases. Its content is based on previous research concerning students’ views about the Nature of Science (NOS) and inquiry-based practices.

Reliability

Responses are analyzed using predefined evaluation criteria that classify views as aligned or not aligned with scientific approaches. The use of scaled coding enhances both discriminant and evaluative reliability. Inter-rater reliability is considered satisfactory due to the use of clearly defined assessment protocols.

Data Analysis and Use

Responses are analyzed based on predetermined qualitative criteria that determine whether students express scientifically accepted views of scientific inquiry. Qualitative analysis is combined with quantitative reporting of alignment percentages for each question. The tool has been used in both national and international research settings to study students’ understanding of the nature of science and to evaluate the impact of instructional interventions.

Main Bibliographic Source

Lederman, N. G., Lederman, J. S., Bartos, S. A., Bartels, S. L., Meyer, A. A., & Schwartz, R. S. (2013). Meaningful assessment of learners’ understandings about scientific inquiry – The Views About Scientific Inquiry (VASI) questionnaire. Journal of Research in Science Teaching, 51(1), 65–83.