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KINGSTON SYSTEM: SISTIM MONETER INTERNASIONAL BARU
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| Pengarang | : | Arsyad .N |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | V-1, JANUARI (No. 0) |
| Halaman | : | 15-43 |
| Abstrak | : | - |
How well does self-concept predict science achievement across cultures? The mediating effect of autonomous motivation
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 7) |
| Halaman | : | 541-570 |
| Abstrak | : | This study examines the direct and indirect relationships between key motivational constructs and science achievement using TIMSS 2019 data sets for Japan, Norway, and the United States. The sample of the study includes 4,446 and 8,698 eighth graders in Japan and the United States, with 4,575 ninth graders in Norway. The structural equation model was built on the self-determination theory (SDT) and the self-enhancement model of self-concept. The study’s findings show that self-concept is consistently the strongest predictor of science achievement among motivational constructs for all three countries. In addition, the significant relationship between self-concept and autonomous motivation supports the SDT’s claims about basic psychological needs. Although this relationship is consistent, as SDT predicts, across three countries, the magnitude of the relationship seems to be culture-dependent. The findings of this study are discussed using the SDT and self-concept theory from a cultural standpoint. |
CIRI-CIRI EKONOMI DUNIA DASAWARSA TAHUN-TAHUN TUJUHPULUHAN
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | V-1, JANUARI (No. 0) |
| Halaman | : | 1-14 |
| Abstrak | : | - |
Measuring a cross-sectional sample of students’ intentions to engage with science and modelling associations according to two theoretical perspectives
| Pengarang | : | Ryan Summers |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 7) |
| Halaman | : | 521-540 |
| Abstrak | : | Social cognitive career theory (SCCT) and the theories of reasoned action and planned behaviour (TRAPB) have both guided studies seeking to explain students’ intentions and decisions related to future science engagement. The purpose of this study was to simultaneously validate measures for these two social psychological models and closely examine these constructs and their associations. Students were sampled in two groups, across grades 5 through 10, from rural schools in the United States (N = 538). Each group was administered two sets of measures, and each set of measures was associated with a theoretical model, and included corresponding sub-scales suitable for self-report. Respondents also supplied information about a common set of predictor variables based on a review of the literature. Structural equation modelling was used to examine the constructs more closely. Results from confirmatory factor analysis were generally consistent with the theoretical structures. Multiple indicators multiple causes (MIMIC) models were generated to compare SCCT and TRAPB, including associations between factors and variables. Associations between common predictor variables like race and gender differed between the MIMIC models. Frequency of talk with family members, perceived science ability, gender, and race were all significantly associated with multiple factors in both the SCCT- and TRAPB-aligned models. |
Exploring secondary school biology teachers’ conceptions of scientific laws and methods
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 7) |
| Halaman | : | 503-520 |
| Abstrak | : | The present study investigates how Greek in-service secondary education biology teachers understand the unique features of school biology and physics when considering the biological theoretical edifice and method. Our theoretical framework focuses on important differences that exist between the neo-Darwinian and Newtonian worldviews, while our methodology involves questionnaires and mainly individual interviews with fourteen (14) biology teachers. The study findings indicate that biology teachers encounter difficulties in unraveling the distinction between nomothetic and non-nomothetic natural sciences and in understanding the historical character of biology. They also emphasize the importance of scientific laws and experimentation when considering the epistemological features of biology, and the reason is that they reflect on the issue of what science or scientific knowledge is by simultaneously adopting two contradictory perspectives. On the one hand, they stress what a science should be if it is to be called ‘science’, and on the other hand, they focus on how a particular science, such as biology behaves. Unavoidably, a logical tension is created in their minds, and as a way of solving this tension, they view biology as being in a state of ongoing change towards an ideal, and, in many aspects, a positivistic pattern of science. |
The spatial requirements of the left-hand rule: a novel instrument for assessing the coordination of egocentric and allocentric frames of reference
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 8) |
| Halaman | : | 661-687 |
| Abstrak | : | This paper explores the spatial dimension of Fleming’s Left Hand Rule (LHR), commonly-used in Physics instruction for determining the direction of force using the left hand’s thumb, forefinger and middle finger. A new instrument was developed to gauge students’ ability to coordinate their fingers in 3D space (egocentric frame of reference) based on representations of tasks on paper/screen (allocentric frame of reference). The LHR scores from a sample of 530 Grade 10 and 11 students revealed a significant correlation to standard spatial reasoning measures, with a reliability of 0.77. About 90% of the students scored less than 10 points out of 22, highlighting the relevance of the spatial skills required for articulating the LHR. Science students performed significantly better than non-Science students. The manipulation of the LHR was strongly influenced by the degree of angular disparity between the body frame and task-defined frame and the kinaesthetic constraints required to rotate the triad of fingers as a perpendicular frame. |
Assessing the quality of scientific explanations with networks
| Pengarang | : | S. Wagner |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 8) |
| Halaman | : | 636-660 |
| Abstrak | : | This article introduces a network approach to describe the quality of written scientific explanations. Existing approaches evaluate explanations mainly on the level of sentences or as a whole but not on the elementary level of single terms. Moreover, evaluation of explanations is often based on highly inferential scoring techniques. We addressed both issues by converting the elementary structure of terms in explanations into networks (so-called element maps) and analysing these with mathematical measures, thus extracting the size and complexity of an explanation, adequacy, coherence, and use of key terms. A total of 65 explanations of experts and students were analysed quantitatively and qualitatively. Differences between expert and student maps’ measures can be interpreted meaningfully against the background of existing research findings. Thus, we argue that our approach using network analysis provides a precise, fine-grained, and low-inferential tool that complements and refines existing approaches. Element maps have the potential to improve teaching and research by precisely revealing the strengths and weaknesses of explanations. |
Early years education teachers’ perceptions of nature of science
| Pengarang | : | |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 8) |
| Halaman | : | 613-635 |
| Abstrak | : | Research indicates that teachers lack a sophisticated understanding of Nature of Science (NOS), which in turn, can impact their instructional decisions and students’ understanding of NOS. The aim of the study was to investigate United Arab Emirates (UAE) early years’ science teacher’s (N = 433) perceptions about the NOS. Results obtained from a 70-item questionnaire revealed that teachers have an adequate understanding on many aspects related to science and NOS, especially those pertaining to the ‘Social-Institutional’, ‘Scientific Practices’ and ‘Educational Applications’ categories. However, varied perceptions were found on some key concepts such as the role of bias and prejudices on scienti?c facts, the employment of same scientific practices across di?erent branches of science, and the influence of politics in science. Misconceptions on particular aspects of NOS were also recognised (e.g. the distinction between laws and theories and the fixed nature of procedures followed in experiments). The findings suggest practical and pedagogical implications for teaching and outline an agenda for further research. |
Measurement of student attitudes to science and association with inquiry-based learning in regional schools
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 8) |
| Halaman | : | 593-612 |
| Abstrak | : | An inquiry approach to learning can have a positive impact on students’ attitudes to science and their science literacy skills; two attributes that have been in steady decline internationally. The professional development of teachers in inquiry science is one way to ensure that teachers are equipped with effective strategies to teach science, particularly in non-metropolitan schools where development opportunities may be limited, and students’ attitudes to science are typically less positive than in metropolitan schools. Consequently, this study measured the attitudes to science and science self-efficacy of 133 school students aged 10–15 years from six non-metropolitan schools in Queensland, Australia, and explored the association with teachers’ professional development in inquiry science. A survey instrument demonstrating good psychometric properties was derived to measure three components of students’ multidimensional attitudes to science: acceptance of an inquiry approach to science, enjoyment of science lessons and career-interest in science. Findings showed that students’ attitudes to science and science self-efficacy differed significantly among schools. Teachers’ implementation of inquiry pedagogy in these schools was also varied. Students’ acceptance of inquiry science, enjoyment of science, career-interest in science and self-efficacy were positively correlated and evident in classrooms that employed a collaborative inquiry approach to teaching science. |
Students’ science learning experiences and career expectations: mediating effects of science-related attitudes and beliefs
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 9) |
| Halaman | : | 754-780 |
| Abstrak | : | In response to growing concerns about adolescents’ low expectations for science-related careers, this study explores the mechanisms of the ternary associations among science learning experiences, science-related attitudes and beliefs, and science-related career expectations, involving a sample of 9841 15-year-old students from four Chinese provinces (Beijing, Shanghai, Jiangsu, and Guangdong) who took part in the sixth cycle of the Programme for International Student Assessment (PISA). The results of the path analysis reveal that (i) both formal and informal learning experiences had positive relationships with science-related attitudes and beliefs; (ii) enjoyment of science, science self-efficacy, science outcome expectations, and epistemological beliefs about science had positive effects on career expectations; (iii) inquiry-based learning experiences were negatively associated with career expectations, although the direct association was suppressed by enjoyment of science, science self-efficacy, and science outcome expectations; (iv) teacher-directed science learning experiences had a positive impact on career expectations, fully mediated by enjoyment of science, epistemological beliefs about science, and science outcome expectations; and (v) all four science-related attitudes and beliefs played full mediating roles in the relationship between informal science learning experiences and career expectations. |