The Relationship between Students' Awareness of Environmental Issues and Attitudes toward Science and Epistemological Beliefs--Moderating Effect of Informal Science Activities

Autor/inn/en	Xie, Yong; Zheng, Yonghe; Yang, Yang
Titel	The Relationship between Students' Awareness of Environmental Issues and Attitudes toward Science and Epistemological Beliefs--Moderating Effect of Informal Science Activities
Quelle	In: Research in Science Education, 53 (2023) 6, S.1185-1201 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Yang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-023-10126-5
Schlagwörter	Student Attitudes; Consciousness Raising; Scientific Attitudes; Conservation (Environment); Science Activities; Informal Education; Student Participation; Secondary School Students; Foreign Countries; Self Efficacy; Epistemology; Beliefs; Science Instruction; China; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Schülerverhalten; Bewusstseinsbildung; Conservation; Environment; Konservierung; Bewahung; Umwelt; Informelle Bildung; Nichtformale Bildung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Sekundarschüler; Ausland; Self-efficacy; Selbstwirksamkeit; Erkenntnistheorie; Belief; Glaube; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	This study aims to examine the moderating effect of participation in informal science activities on the associations among students' awareness of environmental issues and their attitudes toward science and epistemological beliefs. The data set included 9841 15-year-old students from four Chinese provinces (Beijing, Shanghai, Jiangsu, and Guangdong) who took part in the Programme for International Student Assessment (PISA) in 2015. Correlation analysis showed that there was a significant positive correlation between awareness of environmental issues and students' science self-efficacy, interest in science, enjoyment of science, and science epistemological beliefs. Multiple regression analysis further revealed that informal science activities had no moderating effect on the relationship between awareness of environmental issues and interest in science and science epistemological beliefs, but played a moderating effect on the relationship between awareness of environmental issues and enjoyment of science and science self-efficacy. This study revealed the benefits of awareness of environmental issues, informal science activities, and their interaction in science learning and provided insights in implementation of the results in science teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01