The Relationships among Scientific Epistemic Beliefs, Conceptions of Learning Science, and Motivation of Learning Science: A Study of Taiwan High School Students

Autor/inn/en	Ho, Hsin-Ning Jessie; Liang, Jyh-Chong
Titel	The Relationships among Scientific Epistemic Beliefs, Conceptions of Learning Science, and Motivation of Learning Science: A Study of Taiwan High School Students
Quelle	In: International Journal of Science Education, 37 (2015) 16, S.2688-2707 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1100346
Schlagwörter	Foreign Countries; High School Students; Epistemology; Beliefs; Science Instruction; Student Attitudes; Questionnaires; Structural Equation Models; Learning Strategies; Student Motivation; Standardized Tests; Student Surveys; Science Tests; Problem Solving; Knowledge Level; Comprehension; Likert Scales; Taiwan + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Erkenntnistheorie; Belief; Glaube; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Fragebogen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulische Motivation; Standadised tests; Standardisierter Test; Schülerbefragung; Problemlösen; Wissensbasis; Verstehen; Verständnis; Likert-Skala
Abstract	This study explores the relationships among Taiwanese high school students' scientific epistemic beliefs (SEBs), conceptions of learning science (COLS), and motivation of learning science. The questionnaire responses from 470 high school students in Taiwan were gathered for analysis to explain these relationships. The structural equation modeling technique was utilized to reveal that the students' absolutist SEBs led to reproduced COLS (i.e. learning science as memorizing, preparing for tests, calculating, and practicing) while sophisticated SEBs were related to constructive COLS (i.e. learning science as increase of knowledge, applying, and attaining understanding). The students' reproduced COLS were also negatively associated with surface motive of learning science, whereas the constructive COLS were positively correlated with students' deep motive of learning science. Finally, this study found that students who viewed scientific knowledge as uncertain (advanced epistemic belief) tended to possess a surface motive of learning science. This finding implies that the implementation of standardized tests diminishes Taiwanese high school students' curiosity and interest in engaging deeply in science learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01