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首页> 外文期刊>Research in science & technological education >An investigation of Taiwanese high school students' science learning self-efficacy in relation to their conceptions of learning science
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An investigation of Taiwanese high school students' science learning self-efficacy in relation to their conceptions of learning science

机译：台湾高中生科学学习自我效能与学习观念的关系调查

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Background: Past studies have shown significant associations between students' conceptions of learning science and their science learning self-efficacy. However, in most of the studies, students' science learning self-efficacy has often been measured by a singular scale. Purpose: Extending the findings of these studies, the present study adopted a multi-dimensional instrument to assess Taiwanese high school students' science learning self-efficacy and investigate the relationships with their conceptions of learning science. Sample: A total of 488 Taiwanese high school students (265 male and 223 female) were invited to participate in this survey. Design and method: All the participants responded to the Conceptions of Learning Science (COLS) questionnaire regarding 'Memorizing', 'Testing', 'Calculating and practicing', 'Increase of knowledge', 'Applying' and 'Understanding and seeing in a new way' and the Science Learning Self-Efficacy (SLSE) instrument, including 'Conceptual understanding', 'Higher-Order cognitive skills', 'Practical work', 'Everyday application' and 'Science communication'. Results: The path analysis results derived from the structural equation modeling method indicated that, of all five SLSE dimensions, the 'Understanding and seeing in a new way' COLS displayed as a positive predictor, while the 'Testing' COLS was a significant negative predictor. The 'Applying' COLS item can only positively contribute to the SLSE dimensions of 'Higher-Order thinking skills', 'Everyday application' and 'Science Communication'. Conclusions: In general, students in strong agreement with learning science as understanding and seeing in a new way or the application of learned scientific knowledge are prone to possess higher confidence in learning science. However, students who consider learning science in terms of preparing for tests and examinations tend to hold lower science learning self-efficacy.
机译：背景：过去的研究表明，学生的学习科学观念与他们的科学学习自我效能之间存在显着的联系。但是，在大多数研究中，学生的科学学习自我效能感通常是用单一量表来衡量的。目的：为了扩展这些研究的结果，本研究采用了一种多维工具来评估台湾高中学生的理科学习自我效能，并调查其与学习科学观念之间的关系。样本：总共488名台湾高中学生（265名男性和223名女性）被邀请参加这项调查。设计和方法：所有参与者都对学习科学概念（COLS）问卷进行了答复，涉及“记忆”，“测试”，“计算和实践”，“知识增加”，“应用”和“了解和观察”方式”和科学学习自我效能（SLSE）工具，包括“概念理解”，“高阶认知技能”，“实践工作”，“日常应用”和“科学交流”。结果：从结构方程建模方法得出的路径分析结果表明，在所有五个SLSE维度中，“理解和以新的方式看到” COLS显示为正预测变量，而“测试” COLS是显着的负预测变量。 。 “应用” COLS项只能对SLSE维度（“高阶思维技能”，“日常应用”和“科学交流”）做出积极贡献。结论：总的来说，与学习科学保持一致的学生以新的方式进行理解和观察，或者应用所学的科学知识，他们倾向于对学习科学抱有更高的信心。但是，考虑为准备考试和考试而学习科学的学生往往持有较低的科学学习自我效能。

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