The development, validation and application of a science curriculum delivery evaluation questionnaire for francophone-minority settings

The study described in this paper examines the procedures used in the identification of the broad and complex factors influencing science curriculum delivery in francophone‐minority settings where the teaching of science is the responsibility of non‐specialist science teachers. Furthermore, it describes the processes involved in the development and validation of an evaluation instrument, the Science Delivery Evaluation Instrument for Francophone‐minority Settings (SDEIFMS), used to identify factors influencing science program delivery. The study begins by exploring the themes generated from several qualitative studies pertaining to the phenomenon of science delivery in francophone‐minority settings in Saskatchewan and Manitoba. Subsequent to this, quantitative procedures used to develop and validate the SDEIFMS are presented. Finally, practical applications of the SDEIFMS as a part of an ongoing CRYSTAL initiative are also discussed