The current research evaluated the psychometric
properties of a questionnaire measuring 1st and 2nd grad-
ers’ attitudes toward school science (CASS). In Study 1,
an exploratory factor analysis revealed a two-factor struc-
ture, consisting of the ’enjoyableness’ and ’self-efficacy’
dimensions of school science. This analysis also provided
initial evidence of satisfactory internal consistency reli-
ability. In Study 2, confirmatory factor analysis showed
that the two-factor model provided a better fit than a uni-
dimensional structure and further supported the internal
consistency reliability of the instrument. Study 3 provided
strong evidence for test–retest reliability. Study 4 offered
promising evidence of construct validity by identifying a
positive and significant relationship between the ’enjoya-
bleness’ and ’perceived self-efficacy’ in school science and
leisure interest in science-related activities. Finally, Study 5
assessed the instrument’s responsiveness to an inquiry-based
intervention, showing that it can effectively detect changes
over time. Taken together, these findings suggest that the
proposed instrument, CASS, yields scores with adequate
validity and reliability, making it a reliable tool for assessing
young students’ attitudes toward school science and evaluat-
ing the effectiveness of educational interventions in the early
elementary school years.
