Grade Level Differences in High School Students' Conceptions of and Motives for Learning Science

Autor/inn/en	Wang, Ya-Ling; Tsai, Chin-Chung
Titel	Grade Level Differences in High School Students' Conceptions of and Motives for Learning Science
Quelle	In: Research in Science Education, 49 (2019) 5, S.1213-1229 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-017-9651-1
Schlagwörter	High School Students; Student Motivation; Instructional Program Divisions; Foreign Countries; Age Differences; Grade 8; Grade 10; Grade 12; Secondary School Science; Constructivism (Learning); Concept Formation; Taiwan + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulische Motivation; Ausland; Age; Difference; Age difference; Altersunterschied; School year 08; 8. Schuljahr; Schuljahr 08; School year 12; 12. Schuljahr; Schuljahr 12; Concept learning; Begriffsbildung
Abstract	Students' conceptions of learning science and their relations with motive for learning may vary as the education level increases. This study aimed to compare the quantitative patterns in students' conceptions of learning science (COLS) and motives for learning science (MLS) across grade levels by adopting two survey instruments. A total of 768 high school students were surveyed in Taiwan, including 204 eighth graders, 262 tenth graders, and 302 12th graders. In the current research, "memorizing," "testing," and "calculating and practicing" were categorized as reproductive conceptions of learning science, while "increase of knowledge," "applying," "understanding" and "seeing-in-a-new-way" were regarded as constructivist conceptions. The results of multivariate analyses of variance (MANOVA) revealed that conceptions of learning science are more constructivist as education level increases. Both tenth graders and 12th graders endorsed "understanding," "seeing-in-a-new-way," and the constructivist COLS composite more strongly than the eighth graders did. In addition, the results of multigroup structural equation modeling (SEM) analysis indicated that the positive relations between "testing" and reproductive COLS were stronger as the grade level increased, while the negative relations between reproductive COLS and "deep motive" were tighter with the increase in grade level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01