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1.
Yuanze Zhu 《International Journal of Science Education》2013,35(15):2094-2112
ABSTRACTIn recent years, research on students’ scientific competencies has generated much discussion. According to the PISA 2015 Assessment and Analytical Framework, both scientific competencies and attitudes towards science – interest in science, valuing scientific approaches to enquiry (or epistemological beliefs about science), and environmental awareness – are integral aspects of scientific literacy. However, few studies have focused on the relationships between them. This article examines how students’ scientific competencies are affected by their attitudes. Based on a theoretical analysis, the present study argues that the three attitudinal factors have a direct impact on scientific competencies, interest has an immediate influence on the other two attitudes, and epistemological beliefs are directly affected by environmental awareness. To test this hypothesis, a model was constructed to verify such relationships. PISA 2015 assessment instruments were used for data collection. The participants were 25,658 students from different parts of China, containing Beijing, Shanghai, Jiangsu, Guangdong, Taiwan, Hong Kong, and Macao. Structural Equation Modelling (SEM) was employed for data analysis. The results confirmed our hypothesis. The way in which Chinese students’ attitudes affected their scientific competencies did not differ (to a statistically significant level) by gender or district. The limitations and implications of this research are discussed below. 相似文献
2.
ABSTRACTThis study investigated the associations among students’ attitudes towards science, students’ perceived difficulty of learning science, gender, parents’ occupations and their scientific competencies. A sample of 1591 (720 males and 871 females) ninth-grade students from 29 junior high schools in Shanghai completed a scientific competency test and a Likert scale questionnaire. Multiple regression analysis revealed that students’ general interest of science, their parents’ occupations and perceived difficulty of science significantly associated with their scientific competencies. However, there was no gender gap in terms of scientific competencies. 相似文献
3.
Chin-Chung Tsai Hsin Ning Jessie Ho Jyh-Chong Liang Hung-Ming Lin 《Learning and Instruction》2011,21(6):757-769
This study examined the relationships among Taiwanese high school students’ scientific epistemic beliefs, conceptions of learning science, and self-efficacy of learning science. The questionnaire responses gathered from 377 high school students in Taiwan were utilized to elicit such relationships. The analysis of the structural equation model revealed that students’ absolutist scientific epistemic beliefs led to lower-level conceptions of learning science (i.e. learning science as memorizing, preparing for tests, calculating, and practicing) while sophisticated scientific epistemic beliefs might trigger higher-level conceptions of learning science (i.e. learning science as increase of knowledge, applying, and attaining understanding). The students’ lower-level conceptions of learning science were also found to negatively associate with their self-efficacy of learning science, while the higher-level conceptions of learning science fostered students’ self-efficacy. However, this study found that students who viewed scientific knowledge as uncertain (advanced epistemic belief) tended to possess lower self-efficacy toward learning science. 相似文献
4.
Yang Xiantong Zhang Mengmeng Kong Lingqiang Wang Qiang Hong Jon-Chao 《Journal of Science Education and Technology》2021,30(3):380-393
Game-based learning supported by mobile intelligence technology has promoted the renewal of teaching and learning models. Herein, a model of Question-Observation-Doing-Explanation (QODE) based on smart phones was constructed and applied to science learning during school disruption in COVID-19 pandemic. In this study, from the theoretical perspective of cognitive-affective theory of learning with media, Bandura’s motivation theory and community of inquiry model, self-report measure was used to verify the effect of students’ scientific self-efficacy and cognitive anxiety on science engagement. A total of 357 valid questionnaires were used for structural equation model research. The results indicated that two types of scientific self-efficacy, as indicated by scientific learning ability and scientific learning behavior, were negatively associated with cognitive anxiety. In addition, cognitive anxiety was also negatively correlated to four types of science engagement, as indicated by cognitive engagement, emotional engagement, behavioral engagement, and social engagement through smartphone interactions. These findings provide further evidence for game-based learning promoted by smart phones, contributing to a deeper understanding of the associations between scientific self-efficacy, cognitive anxiety, and science engagement. This study points out that the QODE model is suitable for implementing smart mobile devices to students’ science learning.
相似文献5.
This study investigated the relationship between family factors and students’ scientific literacy performance in Hong Kong,
which has excelled in science performance in previous international studies. Data were obtained from the 2006 Programme for
International Student Assessment. Multilevel analysis was used to examine the relationship between parental involvement and
investment and students’ scientific literacy performance. It was found that students’ scientific literacy performance, which
was measured by their science achievement and self-efficacy towards science, were significantly associated with certain types
of parental investment and involvement even after controlling background factors of both students and schools. Parental investment
in cultural resources and parental involvement in terms of organising science learning enrichment activities at an early age
were found to be significantly associated with students’ scientific literacy performance. Activities that could be provided
at an early age (e.g. watching TV programmes about science, reading books on scientific discovery, watching, reading or listening
to science fictions) were found to be highly effective activities for promoting children’s science achievement and self-efficacy. 相似文献
6.
The purpose of this research was to enhance self-efficacy beliefs, chemistry content, and pedagogical content knowledge of middle grades teachers by incorporating specific design elements into professional development. This study analyzed the influence of program design on achieving gains in personal science teaching self-efficacy, outcome expectancy, chemistry content, and pedagogical content knowledge in 4 discrete cohorts (N = 135). Significant changes were produced in self-efficacy at .01 in each cohort, personal science teaching self-efficacy was significantly enhanced in Cohorts 1, 2, and 4 at .01, and outcome expectancy was significantly enhanced in Cohorts 1 and 3 at .01 and in Cohort 4 at .05. Professional development that enhances personal science teaching self-efficacy and outcome expectancy should be recognized as essential to achieving scientific literacy for all students. 相似文献
7.
Sevda Yerdelen-Damar Yezdan Boz Sevgi Aydın-Günbatar 《Journal of Science Education and Technology》2017,26(4):394-405
This study examined the relations of preservice science teachers’ attitudes towards technology use, technology ownership, technology competencies, and experiences to their self-efficacy beliefs about technological pedagogical content knowledge (TPACK). The present study also investigated interrelations among preservice teachers’ attitudes towards technology use, technology ownership, technology competencies, and experiences. The participants of study were 665 elementary preservice science teachers (467 females, 198 males) from 7 colleges in Turkey. The proposed model based on educational technology literature was tested using structural equation modeling. The model testing results revealed that preservice teachers’ technology competencies and experiences mediated the relation of technology ownership to their TPACK self efficacy beliefs. The direct relation of their possession of technology to their TPACK self efficacy beliefs was insignificant while the indirect relation through their technology competencies and experiences was significant. The results also indicated there were significant direct effects of preservice teachers’ attitudes towards technology use, technology competencies, and experiences on their TPACK self efficacy beliefs. 相似文献
8.
Ester Alake-Tuenter Harm J.A. Biemans Hilde Tobi Arjen E.J. Wals Ida Oosterheert Martin Mulder 《International Journal of Science Education》2013,35(17):2609-2640
Inquiry-based science education is an important innovation. Researchers and teachers consider it to be stimulating for pupils’ application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach inquiry-based science. Our purpose is to develop a profile of professional competence, required for effective inquiry-based science teaching in primary schools in the Netherlands. This article reviews literature and compares the outcomes to the American National Science Education Standards (NSES). In so doing, it seeks to answer the following research questions: What elements of competencies required by primary school teachers who teach inquiry-based science are mentioned, discussed and researched in recent literature? To what extent are the American NSES (introduced 15 years ago) consistent with elements of competencies found in recent literature? A comprehensive literature review was conducted using Educational Resources Information Centre and Google Scholar databases. Fifty-seven peer-reviewed scientific journal articles from 2004 to 2011 were found using keyword combinations. Analysis of these articles resulted in the identification and classification of 22 elements of competencies. This outcome was compared to the American NSES, revealing gaps in the standards with respect to a lack of focus on how teachers view science teaching and themselves as teachers. We also found that elements of competencies are connected and poor mastery of one may affect a teacher's mastery of another. Therefore, we propose that standards for the Netherlands should be presented in a non-linear, holistic, competence-based model. 相似文献
9.
Ivar Bråten Leila E. Ferguson Øistein Anmarkrud Helge I. Strømsø 《Reading and writing》2013,26(3):321-348
Sixty-five Norwegian 10th graders used the software Read&Answer 2.0 (Vidal-Abarca et al., 2011) to read five different texts presenting conflicting views on the controversial scientific issue of sun exposure and health. Participants were administered a multiple-choice topic-knowledge measure before and after reading, a word recognition task, and a reading motivation inventory that included two dimensions: Science reading self-efficacy, focusing on readers’ beliefs about their capabilities to comprehend what they read in science, and science reading task value, focusing on readers’ beliefs about how important, useful, and interesting it is to comprehend science texts. In addition, strategic reading pattern was assessed in terms of the degree of non-linear reading behavior. Multiple regression analysis showed that word recognition skills strongly predicted learning from the texts, as assessed by participants’ increase in topic knowledge. However, when multiple-text comprehension indicated by performance on open-ended short-essay questions was the dependent variable, not only word recognition but also strategic reading pattern and science reading self-efficacy emerged as unique predictors when topic knowledge was controlled for. Science reading task value was not related to performance. This study provides new evidence that new literacy competencies needed in a knowledge society, such as synthesizing or integrating across multiple conflicting sources of information, still largely involve word-level, strategic, and motivational processes that may profitably be targeted through systematic instruction. 相似文献
10.
The 2015 Programme for International Student Assessment (PISA) has drawn a substantial amount of attention from science educators and educational policymakers because it marked the first time that PISA assessed students' ability to evaluate and design scientific inquiry using computer-based simulations. We undertook a secondary analysis of the PISA 2015 Taiwan dataset of 7,973 students from 214 schools to identify critical issues of student learning and potentially reshape our educational system and policies. Thus, this study sought to identify potential latent clusters of students' scientific literacy performance according to a set of focus variables selected from the PISA student questionnaires. In addition, significant determinants of students' scientific literacy and resiliency were analyzed. Cluster analysis results demonstrated the presence of four clusters of high, medium, low, and inferior scientific literacy/epistemology/affective dispositions. Specifically, students in cluster 1 compared with other clusters showed that the higher the scientific literacy scores are, the more positive epistemic beliefs about science, achievement motivation, enjoyment of science, interests in broad science, science self-efficacy, information and communications technology (ICT) interest, ICT autonomy, more learning time, more teacher supports and teacher-directed instructions are. Regression results indicated that the most robust predictor of students' scientific literacy performance is epistemic beliefs about science, followed by learning time, interest in broad science topics, achievement motivation, inquiry-based science teaching and learning practice, and science self-efficacy. Decision tree model results showed that the descending order of the variables in terms of their importance in differentiating students as high- versus low-performing were epistemic beliefs about science, learning time, self-efficacy, interest in broad science, and scientific inquiry, respectively. A similar decision tree model to determine students as resilient versus non-resilient also was found. Various interpretations of these results are discussed, as are their implications for science education research, science teaching, and science education policy. 相似文献
11.
The Hartford Geriatric Social Work Competency Scale II (GSWCS-II) is the gold standard for assessment of social work competency and confidence in gerontological practice behaviors, but minimal research to date has examined the factor structure of this important instrument. This study employed exploratory factor analysis to determine the underlying structure of the measure's subscales related to assessment and intervention. Results indicate that the Assessment and Intervention subscales each have two underlying components that differentiate between core geriatric competencies necessary for all social workers and competencies required for specialists in aging. Findings have implications for the evaluation of competency and self-efficacy in gerontological social work, furthering the application of the GSWCS-II for both social work education and practice settings. 相似文献
12.
Middle School Students’ Science Self-Efficacy and Its Sources: Examination of Gender Difference 总被引：1，自引：1，他引：0
The main purpose of the present study is to investigate middle school students?? science self-efficacy as well as its sources and outcomes as a function of gender. Bandura??s hypothesized sources of self-efficacy (i.e., mastery experience, vicarious experience, verbal persuasion, and emotional arousal) in addition to being inviting with self and inviting with others were examined as sources of self-efficacy, while cognitive and metacognitive strategy use was examined as an outcome of self-efficacy. A total of 1,932 students participated in the study and were administered self-report instruments. Results showed that the relationship between science self-efficacy and its proposed sources does not change as a function of gender. All proposed sources, except for vicarious experience, were found to be significantly related to students?? scientific self-efficacy. Moreover, girls were found to experience significantly more emotional arousal and to send positive messages to others more than boys. On the other hand, no gender difference was found concerning science self-efficacy and strategy use. The findings also revealed a positive association between science self-efficacy and strategy use. Overall, findings supported Bandura??s conception of self-efficacy and suggested invitations as additional sources of self-efficacy. 相似文献
13.
The purpose of this study was to investigate which competencies underlie teachers' entrepreneurial behaviour. Based on the literature and discussions in the field, six competencies (entrepreneurial knowledge, career adaptability, occupational self-efficacy, creative thinking, networking skill, teamwork skill) and entrepreneurial climate were included in the research model. A questionnaire was developed and tested in a pilot study (n = 178). A sample of 255 teachers from five different vocational schools in the Netherlands participated in the main study. The findings supported most expectations; only occupational self-efficacy was not significantly related to entrepreneurial behaviour. This study has theoretical and practical implications. 相似文献
14.
Lanqin Zheng Yan Dong Ronghuai Huang Chun-Yen Chang 《International Journal of Science Education》2018,40(2):139-158
The purpose of this study was to examine the relations between primary school students’ conceptions of, approaches to, and self-efficacy in learning science in Mainland China. A total of 1049 primary school students from Mainland China participated in this study. Three instruments were adapted to measure students’ conceptions of learning science, approaches to learning science, and self-efficacy. The exploratory factor analysis and confirmatory factor analysis were adopted to validate three instruments. The path analysis was employed to understand the relationships between conceptions of learning science, approaches to learning science, and self-efficacy. The findings indicated that students’ lower level conceptions of learning science positively influenced their surface approaches in learning science. Higher level conceptions of learning science had a positive influence on deep approaches and a negative influence on surface approaches to learning science. Furthermore, self-efficacy was also a hierarchical construct and can be divided into the lower level and higher level. Only students’ deep approaches to learning science had a positive influence on their lower and higher level of self-efficacy in learning science. The results were discussed in the context of the implications for teachers and future studies. 相似文献
15.
Self-efficacy beliefs that relate to teachers’ motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers’ science self-efficacy beliefs. However, there are few studies examining the relationship between science self-efficacy beliefs and science content knowledge. The purpose of this mixed methods study is to investigate changes in preservice teachers’ science self-efficacy beliefs and science content knowledge and the relationship between the two variables as they co-evolve in a specialized science content course. Results from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (Bleicher, 2004) and a physical science concept test along with semi-structured interviews, classroom observations and artifacts served as data sources for the study. The 18 participants belonged to three groups representing low, medium and high initial levels of self-efficacy beliefs. A repeated measures multivariate analysis of variance design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants’ science self-efficacy beliefs and science conceptual understandings. Additionally, a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs was found. Qualitative analysis of the participants’ responses indicated positive shifts in their science teacher self-image and they credited their experiences in the course as sources of new levels of confidence to teach science. The study includes implications for preservice teacher education programs, science teacher education, and research. 相似文献
16.
17.
Hsieh Fu-Pei Lin Huann-shyang Liu Shu-Chiu Tsai Chun-Yen 《Research in Science Education》2021,51(6):1569-1592
Research in Science Education - This study aimed to explore the effect of peer coaching on science teachers’ practice and their students’ scientific competencies. The mixed method... 相似文献
18.
Bandura's theory of self-efficacy predicts that teachers with high, self-efficacy should persist longer, provide a greater
academic focus in child-centred classrooms and exhibit different types of feedback than teachers who have lower self-efficacy.
This paper reports on the science teaching self-efficacy in a group of teachers at a state primary school. The research was
conducted in two stages using firstly the Science Teaching Efficacy Beliefs Instrument (STEBI-A) to identify cases, and secondly,
a semistructured interview coupled with classroom observations. Thirty seven teaching staff were surveyed with the STEBI-A
instrument. The five highest and five lowest scoring teachers on the personal science teaching self-efficacy subscale of the
STEBI-A were interviewed. The analysis of interviews and observations indicated that teachers with high personal science teaching
self-efficacy have had a long interest in science and a relatively strong background of formal science studies with opportunities
for exploring out of school activities. Although they may have experienced negative science experiences in their own schooling
other ameliorating factors existed which maintained their interest. Their instructional strategies in science lessons were
more child-centred than those reported by teachers with lower personal science teaching self-efficacy. The implications of
the results for the inservice training of teachers are discussed. 相似文献
19.
Susan Rodrigues Russell Tytler Linda Darby Peter Hubber David Symington Jane Edwards 《International Journal of Science Education》2013,35(11):1411-1433
This paper reports a study of science graduates who are employed in positions outside their discipline specialisation. The research was designed to uncover the reasons for them choosing to study science at university, the competencies they utilise in their work and their lives, and how these relate to their undergraduate education in science. The study is seen as important in that already about one‐half of science graduates are in such positions and it is argued that there is a need in scientific and technologically based societies to have a greater representation of such people in decision‐making positions in government and industry. The directions for the science degree that can be drawn from the data gathered are congruent with those arising from other relevant studies. That is, attention should be paid to widely used skills, such as communication and problem‐solving, and to developing an understanding of science within its social and ethical context. An argument is mounted for considering the way the science degree is presented to potential students and to the general public. 相似文献
20.
The preservice training of primary teachers is an opportunity to provide positive experiences which may ameliorate students'
anxiety about science and science teaching, and enhance their beliefs that they may become effective science teachers. The
previous and current science related experiences, and beliefs, of an intake of primary teachers participating in an introductory
science content subject, were explored. Matter and energy concepts were major content components of the subject. Data were
collected from pre- and post-test administrations of psychometric tests designed to measure students' science teaching self-efficacy,
science related attitudes, interest in science teaching, and preferred learning environment. A randomly selected sample of
students was interviewed at the commencement and finish of the subject. One third of the sample was assigned to a study group
in which a constructivist approach to laboratorys sessions was adopted. The remainder of the sample experienced a more traditional
transmissive format in laboratory sessions. Analysis of the quantitative data revealed no group differences in self-efficacy.
Interesting contrasts between students evident in the data from the interviews facilitated the articulation of tentative assertions
about the causative factors that may influence the development of students' sense of self-efficacy and possible science related
anxiety.
Specialisations: science teacher education, conceptual change, scientific reasoning.
Specialisations: science teacher education, conceptual change, scientific reasoning. 相似文献