Affective Profiles of Year 9/10 Australian and South East Asian Students in Science and Science Education

Autor/in	Ng, Wan
Titel	Affective Profiles of Year 9/10 Australian and South East Asian Students in Science and Science Education
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 16 (2020) 1, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Science Education; Developing Nations; Secondary School Students; STEM Education; Scientific Attitudes; Psychological Patterns; Cultural Context; Foreign Countries; Science Interests; Relevance (Education); Self Efficacy; Public Schools; Urban Schools; Socioeconomic Status; Gender Differences; Science Careers; Comparative Education; Academic Achievement; International Assessment; Australia; Brunei; Indonesia; Malaysia; Burma; Philippines; Thailand; Vietnam + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Developing country; Developing countries; Entwicklungsland; Sekundarschüler; STEM; Ausland; Relevance; Relevanz; Self-efficacy; Selbstwirksamkeit; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Vergleichende Erziehungswissenschaft; Schulleistung; Australien; Indonesien; Philippinen
Abstract	While there are research studies into students' affective perspectives revolving around science and science education over the last five decades, there are few studies on students' attitudes and beliefs in these areas in developing countries in South East Asia, particularly those that do not participate in international assessment programs. This quantitative study investigated the affective profiles of Year 9/10 students in science/science learning from seven South East Asian countries and Australia to understand the similarities and differences in students' attitudes and the implications in advancing the STEM education agenda in these countries. Comparative studies perform several important functions that are closely interlinked and this study heightens our awareness of the impact of systems and cultures on students' emotional views in the areas of science/science education, allowing country coordinators and policy makers to compare and review teaching practices to enhance student engagement and performance. The implications of the study are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01