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首页> 外文期刊>Journal of research in science teaching >Reflections on and implications of the Programme for International Student Assessment 2015 (PISA 2015) performance of students in Taiwan: The role of epistemic beliefs about science in scientific literacy
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Reflections on and implications of the Programme for International Student Assessment 2015 (PISA 2015) performance of students in Taiwan: The role of epistemic beliefs about science in scientific literacy

机译：台湾学生2015年国际学生评估计划（PISA 2015）表现的思考和启示：关于科学的认知信念在科学素养中的作用

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摘要

The 2015 Programme for International Student Assessment (PISA) has drawn a substantial amount of attention from science educators and educational policymakers because it marked the first time that PISA assessed students' ability to evaluate and design scientific inquiry using computer-based simulations. We undertook a secondary analysis of the PISA 2015 Taiwan dataset of 7,973 students from 214 schools to identify critical issues of student learning and potentially reshape our educational system and policies. Thus, this study sought to identify potential latent clusters of students' scientific literacy performance according to a set of focus variables selected from the PISA student questionnaires. In addition, significant determinants of students' scientific literacy and resiliency were analyzed. Cluster analysis results demonstrated the presence of four clusters of high, medium, low, and inferior scientific literacy/epistemology/affective dispositions. Specifically, students in cluster 1 compared with other clusters showed that the higher the scientific literacy scores are, the more positive epistemic beliefs about science, achievement motivation, enjoyment of science, interests in broad science, science self-efficacy, information and communications technology (ICT) interest, ICT autonomy, more learning time, more teacher supports and teacher-directed instructions are. Regression results indicated that the most robust predictor of students' scientific literacy performance is epistemic beliefs about science, followed by learning time, interest in broad science topics, achievement motivation, inquiry-based science teaching and learning practice, and science self-efficacy. Decision tree model results showed that the descending order of the variables in terms of their importance in differentiating students as high- versus low-performing were epistemic beliefs about science, learning time, self-efficacy, interest in broad science, and scientific inquiry, respectively. A similar decision tree model to determine students as resilient versus non-resilient also was found. Various interpretations of these results are discussed, as are their implications for science education research, science teaching, and science education policy.
机译：2015年国际学生评估计划（PISA）吸引了科学教育者和教育政策制定者的大量关注，因为它标志着PISA首次使用基于计算机的模拟评估学生评估和设计科学探究的能力。我们对PISA 2015台湾数据集（包括来自214所学校的7,973名学生）进行了二次分析，以发现学生学习的关键问题，并可能重塑我们的教育体系和政策。因此，本研究试图根据从PISA学生问卷中选择的一组焦点变量来识别学生的科学素养表现的潜在潜质。此外，分析了学生科学素养和韧性的重要决定因素。聚类分析结果表明存在四个聚类，分别是高，中，低和较差的科学素养/流行病学/情感倾向。具体而言，与其他类别相比，类别1的学生表明，科学素养得分越高，人们对科学，成就动机，科学的享受，对广泛科学的兴趣，科学自我效能，信息和通信技术的认识论信念就越积极（ ICT）的兴趣，ICT的自主权，更多的学习时间，更多的老师支持和老师指导的教学。回归结果表明，学生科学素养表现的最有力预测指标是对科学的认知信念，其次是学习时间，对广泛的科学主题的兴趣，成就动机，基于探究的科学教学和学习实践以及科学自我效能感。决策树模型结果表明，变量在区分学生中的重要性（从高绩效到低绩效）方面的重要性从高到低分别是关于科学，学习时间，自我效能，对广泛科学的兴趣和科学探究的认知信念。 。还发现了类似的决策树模型，用于将学生确定为有弹性还是无弹性。讨论了这些结果的各种解释，以及它们对科学教育研究，科学教学和科学教育政策的影响。

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