The notion of validity is often used to judge research, especially in ERPI. The are different flavors of validity, but basically this is about measuring what you believe you are measuring. For example, a study of boys' and girls' involvement in lessons might measure how often pupils answer the teachers' questions.
If it is found that girl answer fewer questions, this can be used to suggest that they are less involved in lessons-if we believe that we have used a valid indicator of involvement.
A survey of pupils' attitudes to school science might include a question phrased, 'Do you think science is interesting?' Pupils responding might think that the question was about the science they hear about in the news and not have school lessons in mind when answering.
School science is at best an imperfect reflection of science (Kind & Taber, 2005), so this would invalidate the question as a means of finding out about attitudes to school science.
The notion of validity is often used to judge research, especially in ERPI. The are different flavors of validity, but basically this is about measuring what you believe you are measuring. For example, a study of boys' and girls' involvement in lessons might measure how often pupils answer the teachers' questions. If it is found that girl answer fewer questions, this can be used to suggest that they are less involved in lessons-if we believe that we have used a valid indicator of involvement. A survey of pupils' attitudes to school science might include a question phrased, 'Do you think science is interesting?' Pupils responding might think that the question was about the science they hear about in the news and not have school lessons in mind when answering. School science is at best an imperfect reflection of science (Kind & Taber, 2005), so this would invalidate the question as a means of finding out about attitudes to school science.
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