Conceptions, Self-Regulation, and Strategies of Learning Science among Chinese High School Students

Autor/inn/en	Li, Mang; Zheng, Chunping; Liang, Jyh-Chong; Zhang, Yun; Tsai, Chin-Chung
Titel	Conceptions, Self-Regulation, and Strategies of Learning Science among Chinese High School Students
Quelle	In: International Journal of Science and Mathematics Education, 16 (2018) 1, S.69-87 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-016-9766-2
Schlagwörter	Foreign Countries; Secondary School Science; Science Instruction; Student Attitudes; Learning Strategies; Questionnaires; High School Students; Metacognition; Self Management; Factor Analysis; Test Construction; Test Validity; Path Analysis; Memorization; Testing; Computation; Drills (Practice); Rote Learning; Knowledge Level; Comprehension; Predictor Variables; China + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstmanagement; Faktorenanalyse; Testaufbau; Testvalidität; Pfadanalyse; Gedächtnistraining; Testdurchführung; Testen; Mechanisches Lernen; Wissensbasis; Verstehen; Verständnis; Prädiktor
Abstract	This study explored the structural relationships among secondary school students' conceptions, self-regulation, and strategies of learning science in mainland China. Three questionnaires, namely conceptions of learning science (COLS), self-regulation of learning science (SROLS), and strategies of learning science (SLS) were developed for investigating 333 Chinese high school learners' conceptions, metacognitive self-regulation, and strategies in science. The confirmatory factor analysis results verified the validity of the three surveys. Moreover, the path analyses revealed a series of interesting findings. Learners with lower-level COLS, namely "memorizing," "testing," and "practicing and calculating," tended to use surface learning strategies such as "minimizing scope of the study" and "rote learning." However, learners' higher-level COLS, namely "increase of knowledge," "applying," "understanding," and "seeing in a new way," had complicated connections with their SROLS and SLS. On the one hand, learners' higher-level COLS had negative relations to "minimizing scope of the study" and "rote learning." On the other hand, their higher-level COLS were powerful predicators for their metacognitive self-regulation and further affected their use of "deep strategy" and "rote learning." Though Chinese secondary students with higher-level COLS usually have a negative view of "rote learning," the functioning of their metacognitive self-regulation may change their initial attitudes towards the surface strategy. Learners with higher-level COLS still used "rote learning" as a prior step for achieving deep learning. Therefore, we concluded that the SROLS played an important mediating role between the COLS and SLS and may change learners' original intention to utilize learning strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01