The results of this research project contain four studies. The first study (study 1) was to initially understand the relationships between 280 Taiwanese senior high school students’ epistemic views about the nature of knowing and their science learning engagement. In particular, in order to capture multiple forms of science learning engagement, a newly-developed instrument named “Science Learning Engagement Instrument (SLEI)” were used to assess the students’ five categorical dimensions of engagement, including Cognitive engagement, Behavioral engagement, Emotional engagement, Social engagement, and Agentic engagement. The main findings indicated that the SLEI is valid and reliable to assess the Taiwanese five forms of science learning engagement. Besides, the Purpose of knowing dimension is a positively significant predictor across all the five SLEI dimensions. In addition, the predictive effects of the Justification for knowing were only found in Cognitive engagement, Emotional engagement, and Social engagement. Furthermore, the main purpose of study 2 was to initially explore the relations between 326 senior high school students’ science learning self-efficacy and engagement from a multi-dimensional perspective. Furthermore, this study also aims to differentiate the predictive powers of multi-faceted science learning self-efficacy on various forms of science learning engagement. By adopting two well-established survey instruments concerning science learning engagement and self-efficacy, this study provided evidence that to deeply engage learners in science learning, promoting their science learning self-efficacy from various aspects is of great importance. Also, this study further identified the multifaceted effects of self-efficacy on the manifold aspects of learning engagement in the literature. Moreover, the study 3 aimed to understand Taiwanese high school students’ epistemic knowledge profiles and learning engagements in science. Two survey instruments, including SLEI and the Epistemic Knowledge of Science Instrument (EKSI), were distributed to 631 Taiwanese junior high school students. Three epistemic knowledge profiles, including Highly uncertain yet low purpose (profile 1), Informed yet highly certain (profile 2), and Uninformed (profile 3) were identified. Further ANOVA tests revealed that, for the Cognitive engagement, the students in profile 2 had higher mean values than those in the other two profiles. Besides, the students in the profile 1 scored higher than those in profile 3. Second, for the rest of SLEI dimensions, including Behavioral, Agentic, Emotional and Social engagement, the students in the profile 2 had significantly higher scores than the other two profiles. Yet, the students in profile 1 and profile 2 did not show significant differences. Study 4 was to explore the gender differences of a total of 726 Taiwanese elementary school students’ structural relationships among the five forms of science learning engagement. The t-test statistics showed no gender difference among science learning engagement for elementary school students. The interplay between Cognitive-Emotional engagement and engagement outcomes (Behavioral, Agentic, and Social engagement) was similar across gender groups except for Behavioral engagement. It is found that Emotional engagement contributed to Behavioral engagement more for males than for females.
|Effective start/end date||2018/01/01 → 2020/06/30|
- Science learning engagement
- Science learning self-efficacy
- Scientific epistemic beliefs
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