Learning Resources LSP0339-UK 5-in-1 Outdoor Measure-Mate

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I remember using a measuring wheel at school (I feel old now) and they are one of those things that are handy for a number of learning and teaching situations and they are also fun to use and explore maths, geography and science with. Rutledge ML, Sadler KC. Reliability of the measure of acceptance of the theory of evolution (MATE) instrument with university students. Am Biol Teacher. 2007;69(6):332–5. Nadelson and Southerland ( 2012) developed the I-SEA to make measures of evolution acceptance more fine-grained, embracing the possibility that evolution acceptance may comprise multiple related constructs which account for the specific type of evolution being considered. The authors cite that micro- and macroevolution are viewed differently by students (Nehm and Ha 2011). Specifically, many who reject macroevolution may readily accept ideas about microevolution (Scott 2005), and further, even those who accept evolution over long time scales often believe that humans are exempt from the process of evolution (Gallup 2010).

Buss, D. M., & Schmitt, D. P. (1993). Sexual strategies theory: An evolutionary perspective on human mating. Psychological Review, 100(2), 204–232. https://doi.org/10.1037/0033-295X.100.2.204.Romine WL, Walter EM, Bosse E, Todd AN. Understanding patterns of evolution acceptance—a new implementation of the Measure of Acceptance of the Theory of Evolution (MATE) with Midwestern university students. J Res Sci Teach. 2017;54(5):642–71. Rusbult, C. E. (1980). Commitment and satisfaction in romantic associations: A test of the investment model. Journal of Experimental Social Psychology, 16(2), 172–186. https://doi.org/10.1016/0022-1031(80)90007-4. Deniz H, Donnelly LA, Yilmaz I. Exploring the factors related to acceptance of evolutionary theory among Turkish preservice biology teachers: toward a more informative conceptual ecology for biological evolution. J Res Sci Teach. 2008;45:420–43. Factor analysis using exploratory and confirmatory methods, and Rasch analyses, suggested that a two-dimensional factor structure best describes the corpus of items. Whether the item was positively or negatively worded was the key delimiter in its factor assignment. Examination of the highest loading items on the respective factors indicates that the first factor measures acceptance of the truth of evolution and the second factor measures rejection of incredible ideas about evolution. The correlation of these two factors is 0.73, indicating that they share 53% of their variance with each other. When treated unidimensionally, eleven items exhibited potential misfit with the Rasch model. This number dropped to nine items when the two factors were considered. These items, and implications for future use of the MATE, GAENE, and I-SEA together, are discussed in detail. Conclusions

Gallup G. Evolution, creationism and intelligent design. 2010. Retrieved from http://www.gallup.com/poll/21814/Evolution-Creationism-Intelligent-Design.aspx. Retrieved 18 Dec 2018. It’s very light, sturdy and hard wearing, easy to use, and works really well, and we had a lot of fun doing lots of measuring and working out measuring some smaller and bigger spaces as well as using the measure to work out the size of some objects we found. The callipers are particularly handy for small objects and working out their dimensions. It is brightly coloured, and perfect for kids of a range of ages to use for practical application of what they are learning in their studies or classroom. This is something that is well worth investing in, to use again and again for hands on learning as you work through the curriculum and learning stages. Boone WJ, Scantlebury K. The role of Rasch analysis when conducting science education research utilizing multiple-choice tests. Sci Educ. 2006;90(2):253–69.Rusbult, C. E., & Buunk, B. P. (1993). Commitment processes in close relationships: An interdependence analysis. Journal of Social and Personal Relationships, 10(2), 175–204. https://doi.org/10.1177/026540759301000202. We have been working on perimeter and area recently, in our maths studies so using a tool like a measure mate is a really helpful way for us to get outside and put our learning into practical action and measure REAL things. Seven of the 38 items measuring acceptance of the truth display at least one mean squares fit index of 1.30 or above. Those items with the greatest misfit (a mean squares fit index above 1.50) come from the GAENE (items GAENE1, GAENE6, and GAENE8from GAENE 2.1). GAENE1 states everyone should understand evolution. GAENE6 states I would be willing to argue in favor of evolution in a public forum such as a school club, church group, or meeting of public school parents. GAENE8 states nothing in biology makes sense without evolution. These are of moderate-to-high difficulty, indicating that even students who accepted that evolution is true tended to mark lower levels of acceptance on these items. These items are getting at other factors outside of acceptance of the truth of evolution. Its robust build means it will cope with vigorous use in rough terrain and all components fit into a handy mesh bag What is the dimensionality of the corpus of items provided by the MATE, I-SEA, and GAENE, and how can the dimension(s) be interpreted?

MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1, 130–149. https://doi.org/10.1037/1082-989X.1.2.130. Cherlin, A. J. (2004). The deinstitutionalization of American marriage. Journal of Marriage and Family, 66(4), 848–861. doi: 10.1111/j.0022-2445.2004.00058.x. Henrich, J., Heine, S. J., & Norenzayan, A. (2010). Most people are not WEIRD. Nature, 466(7302), 29. https://doi.org/10.1038/466029a. Millsap, R. E. (2012). Statistical approaches to measurement invariance. London: Routledge. https://doi.org/10.4324/9780203821961. Charles, K. E., & Egan, V. (2005). Mating effort correlates with self-reported delinquency in a normal adolescent sample. Personality and Individual Differences, 38(5), 1035–1045. https://doi.org/10.1016/j.paid.2004.06.021.

Qian, Z. (2005). Breaking the last taboo: interracial marriage in America. Contexts. doi: 10.1525/ctx.2005.4.4.33.