How Informal Science Learning Experience Influences Students' Science Performance: A Cross-Cultural Study Based on PISA 2015

Autor/inn/en	Tang, Xing; Zhang, Danhui
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01