Literaturnachweis - Detailanzeige
Autor/inn/en | Liu, Yimeng; Wang, Jian |
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Titel | The Mediating-Moderating Model of Inquiry-Based Learning and Science Self-Efficacy: Evidence from PISA 2015 |
Quelle | In: International Journal of Science Education, 44 (2022) 7, S.1096-1119 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Wang, Jian) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0950-0693 |
DOI | 10.1080/09500693.2022.2067364 |
Schlagwörter | International Assessment; Achievement Tests; Foreign Countries; Secondary School Students; Self Efficacy; Inquiry; Active Learning; Science Interests; Item Response Theory; Test Items; Correlation; Teacher Student Relationship; Models; Teaching Methods; Program for International Student Assessment Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Self-efficacy; Selbstwirksamkeit; Aktives Lernen; Item-Response-Theorie; Test content; Testaufgabe; Korrelation; Teacher student relationships; Lehrer-Schüler-Beziehung; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode |
Abstract | The relationship between inquiry-based learning and science self-efficacy was analysed using data from 57 countries and economics participating in the 2015 Programme for International Student Assessment (PISA). This analysis generated a mediating--moderating model, which involved the mediating role of science interest and the moderating role of teacher support. The results indicated that (1) inquiry-based learning had a significant positive correlation with science self-efficacy; (2) science interest partially mediated the relationship between inquiry-based learning and science self-efficacy, with an indirect effect accounting for 20.1% of the total effect; and (3) teacher support moderated the direct effect positively while moderating the indirect effect negatively. These details of the link between inquiry-based learning and science self-efficacy provided theoretical guidance and practical support to improve the application of inquiry-based learning in science education. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |