Modeling Students' Perceived Self-Efficacy and Importance toward Core Ideas and Work and Life Skills in Science Education

Autor/inn/en	Semilarski, Helen; Soobard, Regina; Rannikmäe, Miia
Titel	Modeling Students' Perceived Self-Efficacy and Importance toward Core Ideas and Work and Life Skills in Science Education
Quelle	In: Science Education International, 30 (2019) 4, S.261-273 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2077-2327
Schlagwörter	Self Efficacy; Science Education; Daily Living Skills; Job Skills; Interdisciplinary Approach; Grade 8; Grade 11; Secondary School Students; Secondary Education; Intellectual Disciplines; Models; Foreign Countries; Value Judgment; Student Attitudes; Course Content; Relevance (Education); Estonia + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Naturwissenschaftliche Bildung; Alltagsfertigkeit; Produktive Fertigkeit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; School year 08; 8. Schuljahr; Schuljahr 08; School year 11; 11. Schuljahr; Schuljahr 11; Sekundarschüler; Sekundarbereich; Geisteswissenschaften; Analogiemodell; Ausland; Werturteil; Schülerverhalten; Kursprogramm; Relevance; Relevanz; Estland
Abstract	Developing student self-efficacy and conceptualizing the importance of core ideas are seen as important learning areas in science education. Such core ideas can be elucidated with respect to the science discipline as well as interdisciplinary learning. Schools can be expected to promote high levels of students' self-efficacy in acquiring major disciplinary ideas and guiding students toward recognizing the importance of gaining work and life skills. This research sought to develop models describing students' gains in perceived self-efficacy and importance of work and life skills as well as indicating the relationship with both disciplinary and interdisciplinary core ideas in science education. Using a validated instrument, data were collected from Grade 8 (n = 218) (14-15 years old) and Grade 11 (n = 95) (17-18 years old) students. Models were created based on confirmatory factor analysis and parallel analysis. This research shows that there is need to make changes in secondary school studies so as to more clearly recognize a framework for both disciplinary and interdisciplinary core ideas, shown to be important for enabling students to prepare for their future life and careers. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01