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dc.contributor.authorShe, Hsiao-Chingen_US
dc.contributor.authorLin, Huann-shyangen_US
dc.contributor.authorHuang, Li-Yuen_US
dc.date.accessioned2019-12-13T01:12:23Z-
dc.date.available2019-12-13T01:12:23Z-
dc.date.issued2019-12-01en_US
dc.identifier.issn0022-4308en_US
dc.identifier.urihttp://dx.doi.org/10.1002/tea.21553en_US
dc.identifier.urihttp://hdl.handle.net/11536/153239-
dc.description.abstractThe 2015 Programme for International Student Assessment (PISA) has drawn a substantial amount of attention from science educators and educational policymakers because it marked the first time that PISA assessed students' ability to evaluate and design scientific inquiry using computer-based simulations. We undertook a secondary analysis of the PISA 2015 Taiwan dataset of 7,973 students from 214 schools to identify critical issues of student learning and potentially reshape our educational system and policies. Thus, this study sought to identify potential latent clusters of students' scientific literacy performance according to a set of focus variables selected from the PISA student questionnaires. In addition, significant determinants of students' scientific literacy and resiliency were analyzed. Cluster analysis results demonstrated the presence of four clusters of high, medium, low, and inferior scientific literacy/epistemology/affective dispositions. Specifically, students in cluster 1 compared with other clusters showed that the higher the scientific literacy scores are, the more positive epistemic beliefs about science, achievement motivation, enjoyment of science, interests in broad science, science self-efficacy, information and communications technology (ICT) interest, ICT autonomy, more learning time, more teacher supports and teacher-directed instructions are. Regression results indicated that the most robust predictor of students' scientific literacy performance is epistemic beliefs about science, followed by learning time, interest in broad science topics, achievement motivation, inquiry-based science teaching and learning practice, and science self-efficacy. Decision tree model results showed that the descending order of the variables in terms of their importance in differentiating students as high- versus low-performing were epistemic beliefs about science, learning time, self-efficacy, interest in broad science, and scientific inquiry, respectively. A similar decision tree model to determine students as resilient versus non-resilient also was found. Various interpretations of these results are discussed, as are their implications for science education research, science teaching, and science education policy.en_US
dc.language.isoen_USen_US
dc.subjectepistemic beliefs about scienceen_US
dc.subjectinquiry-based science teachingen_US
dc.subjectPISA 2015en_US
dc.subjectresilient studentsen_US
dc.subjectscientific literacyen_US
dc.titleReflections on and implications of the Programme for International Student Assessment 2015 (PISA 2015) performance of students in Taiwan: The role of epistemic beliefs about science in scientific literacyen_US
dc.typeArticleen_US
dc.identifier.doi10.1002/tea.21553en_US
dc.identifier.journalJOURNAL OF RESEARCH IN SCIENCE TEACHINGen_US
dc.citation.volume56en_US
dc.citation.issue10en_US
dc.citation.spage1309en_US
dc.citation.epage1340en_US
dc.contributor.department教育研究所zh_TW
dc.contributor.departmentInstitute of Educationen_US
dc.identifier.wosnumberWOS:000495029400001en_US
dc.citation.woscount0en_US
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