High school students' scientific epistemological beliefs, motivation in learning science, and their relationships: A comparative study within the Chinese culture

Tzung Jin Lin, Feng Deng, Ching Sing Chai, Chin Chung Tsai

Research output: Contribution to journalArticle

31 Citations (Scopus)

Abstract

This study explored the differences in high school students' scientific epistemological beliefs (SEBs), motivation in learning science (MLS), and the different relationships between them in Taiwan and China. 310 Taiwanese and 302 Chinese high school students' SEBs and MLS were assessed quantitatively. Taiwanese students generally were more prone to believe that scientific reality is invented, the development of scientific knowledge is culture-dependent, and scientific knowledge is always changing and its status is tentative than the Chinese students were. Yet, the Taiwanese students perceived higher test anxiety in science than the Chinese students did. Moreover, Chinese students who have a stronger belief that science knowledge is changing and tentative are more likely to perceive themselves as having higher test anxiety in science. The results suggest that the role of culture might have an impact on students' SEBs and their MLS.

Original languageEnglish
Pages (from-to)37-47
Number of pages11
JournalInternational Journal of Educational Development
Volume33
Issue number1
DOIs
Publication statusPublished - 2013 Jan 1
Externally publishedYes

Keywords

  • China
  • High school students
  • Motivation in learning science
  • Scientific epistemological beliefs
  • Socio-cultural environment
  • Taiwan

ASJC Scopus subject areas

  • Education
  • Development
  • Sociology and Political Science

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