Undergraduate Students' Earth Science Learning: Relationships among Conceptions, Approaches, and Learning Self-Efficacy in Taiwan

Autor/inn/en	Shen, Kuan-Ming; Lee, Min-Hsien; Tsai, Chin-Chung; Chang, Chun-Yen
Titel	Undergraduate Students' Earth Science Learning: Relationships among Conceptions, Approaches, and Learning Self-Efficacy in Taiwan
Quelle	In: International Journal of Science Education, 38 (2016) 9, S.1527-1547 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1198060
Schlagwörter	Undergraduate Students; Earth Science; Self Efficacy; Correlation; Structural Equation Models; Learning Processes; Learning Strategies; Student Attitudes; Questionnaires; Likert Scales; Factor Analysis; Foreign Countries; Statistical Analysis; Taiwan + Suchen Sie Ihr Suchwort? Earth sciences; Geowissenschaften; Self-efficacy; Selbstwirksamkeit; Korrelation; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerverhalten; Fragebogen; Likert-Skala; Faktorenanalyse; Ausland; Statistische Analyse
Abstract	In the area of science education research, studies have attempted to investigate conceptions of learning, approaches to learning, and self-efficacy, mainly focusing on science in general or on specific subjects such as biology, physics, and chemistry. However, few empirical studies have probed students' earth science learning. This study aimed to explore the relationships among undergraduates' conceptions of, approaches to, and self-efficacy for learning earth science by adopting the structural equation modeling technique. A total of 268 Taiwanese undergraduates (144 females) participated in this study. Three instruments were modified to assess the students' conceptions of, approaches to, and self-efficacy for learning earth science. The results indicated that students' conceptions of learning made a significant contribution to their approaches to learning, which were consequently correlated with their learning self-efficacy. More specifically, students with stronger agreement that learning earth science involves applying the knowledge and skills learned to unknown problems were prone to possess higher confidence in learning earth science. Moreover, students viewing earth science learning as understanding earth science knowledge were more likely to adopt meaningful strategies to learn earth science, and hence expressed a higher sense of self-efficacy. Based on the results, practical implications and suggestions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01