High School Students' Scientific Epistemological Beliefs, Motivation in Learning Science, and Their Relationships: A Comparative Study within the Chinese Culture

Autor/inn/en	Lin, Tzung-Jin; Deng, Feng; Chai, Ching Sing; Tsai, Chin-Chung
Titel	High School Students' Scientific Epistemological Beliefs, Motivation in Learning Science, and Their Relationships: A Comparative Study within the Chinese Culture
Quelle	In: International Journal of Educational Development, 33 (2013) 1, S.37-47 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2012.01.007
Schlagwörter	High Schools; Asian Culture; Learning Motivation; Foreign Countries; Comparative Analysis; Test Anxiety; High School Students; Epistemology; Student Attitudes; Science Instruction; Correlation; Cross Cultural Studies; Role; Statistical Analysis; China; Taiwan + Suchen Sie Ihr Suchwort? High school; Oberschule; Motivation for studies; Lernmotivation; Ausland; Examination phobia; Testangst; Prüfungsangst; High schools; Student; Students; Schüler; Schülerin; Studentin; Erkenntnistheorie; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Korrelation; Cultural comparison; Kulturvergleich; Rollen; Statistische Analyse
Abstract	This study explored the differences in high school students' scientific epistemological beliefs (SEBs), motivation in learning science (MLS), and the different relationships between them in Taiwan and China. 310 Taiwanese and 302 Chinese high school students' SEBs and MLS were assessed quantitatively. Taiwanese students generally were more prone to believe that scientific reality is invented, the development of scientific knowledge is culture-dependent, and scientific knowledge is always changing and its status is tentative than the Chinese students were. Yet, the Taiwanese students perceived higher test anxiety in science than the Chinese students did. Moreover, Chinese students who have a stronger belief that science knowledge is changing and tentative are more likely to perceive themselves as having higher test anxiety in science. The results suggest that the role of culture might have an impact on students' SEBs and their MLS. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10