TY - JOUR
T1 - High school students' scientific epistemological beliefs, motivation in learning science, and their relationships
T2 - A comparative study within the Chinese culture
AU - Lin, Tzung Jin
AU - Deng, Feng
AU - Chai, Ching Sing
AU - Tsai, Chin Chung
N1 - Funding Information:
Funding for this research work is supported by the National Science Council, Taiwan, under Grant NSC. 100-2511-S-011-004-MY3.
PY - 2013/1
Y1 - 2013/1
N2 - 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.
AB - 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.
KW - China
KW - High school students
KW - Motivation in learning science
KW - Scientific epistemological beliefs
KW - Socio-cultural environment
KW - Taiwan
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U2 - 10.1016/j.ijedudev.2012.01.007
DO - 10.1016/j.ijedudev.2012.01.007
M3 - Article
AN - SCOPUS:84865368457
SN - 0738-0593
VL - 33
SP - 37
EP - 47
JO - International Journal of Educational Development
JF - International Journal of Educational Development
IS - 1
ER -