Relationship among High School Students’ Science Academic Hardiness, Conceptions of Learning Science and Science Learning Self-Efficacy in Singapore

Tan, Aik-Ling; Liang, Jyh Chong; Tsai, Chin Chung

doi:10.1007/s10763-019-10040-1

Cited by 19 publications

(15 citation statements)

References 40 publications

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“…These effects have been examined in various disciplines. Tan et al (2021), for example, found significant positive correlations between conceptions of learning science and self-efficacy for learning science in 431 undergraduate students. Yadav et al (2021) found that self-efficacy was a major predictor of learning outcomes among university students in computer science.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Günter and Alpat (2017) found that students using PBL had higher academic achievement than those in traditional teaching. Spires et al (2011) indicated that problem-solving tasks helped middle school students gain knowledge of science content, and their effective selection of hypotheses within PBL was a key to successful learning. PBL encourages learners' control over the learning process, such that students can freely utilize their prior knowledge and experience within the PBL environment (Kubiatko & Vaculová, 2011).…”

Section: Pbl In K-12 Educationmentioning

confidence: 99%

“…The self-efficacy of students may differ across domains due to variations in their success, mastery experiences, and setbacks in each task (Pajares, 2006). According to current literature, self-efficacy is a significant predictor of students’ performance (e.g., Tan et al, 2021; Yadav et al, 2021), and self-efficacy positively affects students’ learning outcomes and performance (Amini et al, 2019; Yadav et al, 2021). Students with higher self-efficacy have better learning outcomes than those with lower self-efficacy (Amini et al, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

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Understanding Middle School Students’ Self-Efficacy and Performance in a Technology-Enriched Problem-Based Learning Program: A Learning Analytics Approach

Liu

Cai

Han

et al. 2023

Journal of Educational Technology Systems

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Teachers interested in implementing problem-based learning (PBL) in classrooms encounter many challenges. Research suggests learning analytics (LA) can provide insights into students’ problem-solving process and offer teachers valuable information about when to provide necessary scaffolding. Yet, LA research in K-12 is lacking. There is also a need to explore how K-12 students’ self-efficacy may impact their problem-solving performance and learning behaviors. This study examined 418 middle school students’ self-efficacy, their learning performance and behavioral patterns after using a multimedia-enriched PBL program, and explore the relationships among these factors. Using a mixed-methods design, this study showed students’ different levels of self-efficacy were correlated with their success rates in solving problems. Students with higher self-efficacy used more appropriate tools at the appropriate times than students with lower self-efficacy. Students’ different levels of content knowledge also play a role in how students determine when and what tools to use to facilitate their problem-solving.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Pbl In K-12 Educationmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Understanding Middle School Students’ Self-Efficacy and Performance in a Technology-Enriched Problem-Based Learning Program: A Learning Analytics Approach

Liu

Cai

Han

et al. 2023

Journal of Educational Technology Systems

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“…Tsai (2004) discussed the Concepts, Memorising, Testing, Calculating and Increasing knowledge dimensions of chemistry learning approaches as superficial, and the applying, understanding, knowledge and Interpreting knowledge from a different perspective within the framework of a deep learning strategy. This classification has also been used in different studies (Wong, Liang & Tsai, 2021;Tan, Liang & Tsai, 2021). In an environment where test scores are important, students take part in superficial strategies such as repetition, memorization, and reinforcement by solving multiple-choice test questions instead of applications involving deep learning strategies such as research, questioning, and problem solving (Ardura & Galán, 2019;Lindblom-Ylänne, Parpala & Postareff, 2019).…”

Section: An Indicator For Understanding the Task Value In The Chemist...mentioning

confidence: 99%

Uncovering Turkish Science High School Students' Learning Strategy, Inquiry-Oriented Self-eﬃcacy, Task Value, Achievement Goals: A Structural Equation Modelling Analysis

2023

PERR

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Science high school Chemistry learning conceptions Learning strategies Science high school chemistry Achievement goal orientationIn the literature, the characteristics of students with high skills in the subjects of science and mathematics are generally examined independently of the social learning environment. The aim of this study was to investigate the relationship between achievement goal orientation, inquiry oriented selfefficacy, learning strategies and task value and to present that relationship with various models. This study was carried out with 292 students from Science High School (SHS) in Turkey in the 2018-2019 academic year. In this research, two models were tested with relational screening designs as theoretical models for the relationship between the learning strategies used by SHS students and their inquiry-oriented self-efficacy (IOS) and achievement goal orientations (AG). The IOS scale, the AG scale, semistructured interview forms, and the learning strategies scale were used as data collection tools. Collected data was analysed using the Multiple Regression Analysis. The first model is developed according to a task in which scientific inquiry is valuable, considering the goals of the SHS chemistry curriculum, while the second model is designed according to a task in which competition and test scores are valued rather than scientific inquiry. Contrary to expectations, it is surprising that performance goal orientation (PE) is mediated through the learning strategy and IOS that SHS students use, as much as they explain their chemistry learning conceptions with the test score.

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“…Students' positive experiences (reported in Tsybulsky, 2019) are indicative of the emotional benefits of outreach activities and increase their internal motivation toward science learning (Vennix et al, 2018). In addition to all the positive outcomes, an outreach can nurture students' commitment to science learning, which is a good attitude towards science to cultivate among students (Tan et al, 2021). Among literature on informal learning provided by outreach, there is evidence of benefits from opportunities for learning in science museum programs (e.g., Franse et al, 2021;Gutwill & Allen, 2009;Piqueras & Achiam, 2019;Shaby & Vedder-Weiss, 2020) but few studies provide insights into non-exam-oriented science learning at home.…”

Section: Literature Review 21 Science Outreach and Outcomesmentioning

confidence: 99%

Engagement, Authenticity, and Exploration: Learning from a Postal Interaction in Reaching out to Students

Mani¹

2022

Proceedings of the 5th World Conference on Future of Education

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The overall goal of science outreach is to kindle interest in science and science careers. Prior research has shown that interest in science activities manifests in participation. This research was carried out in an extracurricular science and mathematics project in India when teachers and students did not engage with the learning materials during the pandemic. Teachers attended online workshops but the lessons were not reaching the students. Through a postal initiative, we offered support to the teachers and students. We received responses that showed engagement and learning. This paper analyzes the aspects of the learning that was taking place in this postal initiative. The study has implications for preparing learning material that students can use independently. The possibilities for further research and limitations of postal initiative with the aspects of lessons that worked for distance learning in science are discussed.

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Relationship among High School Students’ Science Academic Hardiness, Conceptions of Learning Science and Science Learning Self-Efficacy in Singapore

Cited by 19 publications

References 40 publications

Understanding Middle School Students’ Self-Efficacy and Performance in a Technology-Enriched Problem-Based Learning Program: A Learning Analytics Approach

Understanding Middle School Students’ Self-Efficacy and Performance in a Technology-Enriched Problem-Based Learning Program: A Learning Analytics Approach

Uncovering Turkish Science High School Students' Learning Strategy, Inquiry-Oriented Self-eﬃcacy, Task Value, Achievement Goals: A Structural Equation Modelling Analysis

Engagement, Authenticity, and Exploration: Learning from a Postal Interaction in Reaching out to Students

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