A Closer Look at US Schools: What Characteristics Are Associated with Scientific Literacy? A Multivariate Multilevel Analysis Using PISA 2015

Autor/inn/en	You, Hye Sun; Park, Sunyoung; Delgado, Cesar
Titel	A Closer Look at US Schools: What Characteristics Are Associated with Scientific Literacy? A Multivariate Multilevel Analysis Using PISA 2015
Quelle	In: Science Education, 105 (2021) 2, S.406-437 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (You, Hye Sun) ORCID (Park, Sunyoung) ORCID (Delgado, Cesar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21609
Schlagwörter	Scientific Literacy; Institutional Characteristics; Student Characteristics; Grades (Scholastic); Learner Engagement; Learning Motivation; Socioeconomic Status; Gender Differences; Knowledge Level; Educational Environment; Predictor Variables; Science Achievement; Science Education; Multivariate Analysis; Achievement Tests; International Assessment; Secondary School Students; Foreign Countries; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Notenspiegel; Motivation for studies; Lernmotivation; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Wissensbasis; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Prädiktor; Naturwissenschaftliche Bildung; Multivariate Analyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Ausland
Abstract	The purpose of this study is to examine the characteristics of US schools associated with two measures of scientific literacy (content knowledge and "procedural and epistemic" knowledge) using the 2015 Programme for International Student Assessment (PISA) data. Because outcomes are nested within students, and students within schools, a multivariate three-level modeling method was employed. About 21% of the total variance in science performance lies between schools, indicating that school characteristics are important in predicting scientific literacy. The results revealed clearly significant and positive relationships of the student-level variables of grade, enjoyment, motivation, and economic/social/cultural status (ESCS) with both measures of science literacy, after controlling for school factors. A significant gender difference is seen in science content knowledge in favor of males. At the school level, the results from the full model suggest that school ESCS, climate, and school type are significant predictors of all students' performance. Surprisingly, school size, teaching experience, professional development (PD) participation, and science-specific resources are not found to contribute significantly to achievement. Considerable variability is also evident among schools on student performance in both science knowledge domains as a result of school variables. For both low- and mid--high-achieving students, the most significant school factor is school mean ESCS. PD participation and school climate are significantly associated with student performance only for the average and high-performing groups. This paper can inform policymakers, researchers, and educators on how US schools can be supported to improve science learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01