Undergraduate Science Students’ Scientist–Practitioner Gap: the Role of Epistemic Curiosity and Cognitive Flexibility

Jon Chao Hong, Ming Yueh Hwang, Elson Szeto, Kai Hsin Tai, Chi Ruei Tsai*

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

2 引文 斯高帕斯(Scopus)

摘要

The scientist–practitioner gap refers to the phenomenon of individuals with a scientific background exhibiting non-scientific beliefs. Informed by the social-cognitive process model, this study aimed to develop a more coherent understanding of how such non-scientific beliefs can be predicted by individuals’ cognitive flexibility mediated by their epistemic curiosity. A questionnaire was administered to 332 undergraduate students majoring in science at 2 universities in Taiwan. It included items on cognitive flexibility, 2 types of epistemic curiosity, and non-scientific beliefs. After the reliability and validity of the items and constructs were validated, structural equation modeling was applied to verify the research model. Results indicated that the 2 types of epistemic curiosity, interest-type and deprivation-type, were positively predicted by cognitive flexibility but were negatively reflected in the students’ non-scientific beliefs. The study also tested the gender difference for each factor and found that female students majoring in science tended to have stronger non-scientific beliefs than their male counterparts. The results imply that if a higher level of cognitive flexibility is attained, the scientist–practitioner gap may be reduced.

原文英語
頁(從 - 到)899-913
頁數15
期刊International Journal of Science and Mathematics Education
19
發行號5
DOIs
出版狀態已發佈 - 2020

ASJC Scopus subject areas

  • 教育
  • 數學(全部)

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