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In this study, we present a new instrument, the Participation and Engagement Scale (PES), for the evaluation of the students' involvement in STEM-oriented activities. The instrument was administered to about 1000 secondary school students who participated in the activities of the Italian "Piano Nazionale Lauree Scientifiche" in Biology, Chemistry and Physics. The activities were carried out in a remote modality due to the COVID-19 restrictions. Through an exploratory and confirmatory factor analysis, it was possible to validate a two-factor structure of the instrument: satisfaction towards the activities and value of the activities. The proposed factor structure shows a good model fit, with each of the obtained scales displaying excellent reliability. Construct-related validation evidence was obtained through the Rasch analysis, which allowed further psychometric improvement of the instrument. Convergent validation evidence was established through a correlation with the academic motivation and perceived difficulties scales. Using the proposed instrument, we found no statistically significant relationships between engagement, the different types of science activities attended, and the intention to enroll in a STEM course. Implications of the study for the evaluation of public understanding of science activities in both remote and in-presence modalities are also discussed.

We report an empirical study on the development and validation of a learning progression (LP) in quantum mechanics (QM) at university level. Drawing on research results about students' reasoning in QM, we designed a hypothetical LP (HLP) consisting of three Big Ideas: Measurement, A toms and Electrons, Wave function. We then developed ten Ordered-Multiple-Choice (OMC) items to assess the construct validity and hierarchy of HLP levels. We administered the questionnaire to 244 students attending the Bachelor in Physics, divided into three groups under different instruction conditions: no course, introductory course, introductory and upper-level course. An additional group of 43 non-physics students, who attended an introductory QM course, was also involved to inspect the role of physics background knowledge. We used exploratory factor analysis and Rasch analysis to analyse collected data. The results provided evidence for the revision of the HLP around only two Big Ideas - Atomic description and measurement; Wave function and its properties in the measurement process - which roughly match the topics covered in the introductory and upper-level courses, respectively. However, the hierarchy of hypothesised levels was substantially confirmed. Implications of our findings for the teaching of QM, and the improvement of the revised LP are also discussed. [ABSTRACT FROM AUTHOR]