Literaturnachweis - Detailanzeige
Autor/inn/en | Tang, Xing; Zhang, Danhui |
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Titel | How Informal Science Learning Experience Influences Students' Science Performance: A Cross-Cultural Study Based on PISA 2015 |
Quelle | In: International Journal of Science Education, 42 (2020) 4, S.598-616 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0950-0693 |
DOI | 10.1080/09500693.2020.1719290 |
Schlagwörter | Informal Education; Science Education; Science Achievement; Performance Factors; Foreign Countries; Achievement Tests; Secondary School Students; International Assessment; Prior Learning; Science Interests; Self Efficacy; Cultural Context; Adolescents; Student Characteristics; Institutional Characteristics; United Kingdom; South Korea; Hong Kong; Program for International Student Assessment Informelle Bildung; Nichtformale Bildung; Naturwissenschaftliche Bildung; Leistungsindikator; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Vorkenntnisse; Self-efficacy; Selbstwirksamkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Großbritannien; Korea; Republik; Hongkong |
Abstract | Informal science learning has been proven to have effects on a variety of science learning outcomes. This study explored the direct and indirect influence of both prior and current informal science learning on science performance by using data from the Programme for International Student Assessment 2015. More than ten kinds of informal science learning activities were measured. Multi-level structural equation modelling was used to investigate the mediating role of science interest and self-efficacy in the relationship between informal science learning and science performance in the United Kingdom, Hong Kong, and South Korea. The results showed that prior informal science learning has a positive effect on current informal science learning and a direct influence on science performance. In addition, informal science learning significantly influenced science performance through science interest and self-efficacy. These results were consistent across three countries or regions with different cultures and science learning conditions even after controlling for background variables at student and school level. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |