Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/104959


Title: The dimensions and impact of informal science learning experiences on middle schoolers’attitudes and abilities in science
Authors: Lin, Pei-Yi;Schunn, Christian D.
林倍伊
Contributors: 教育系
Date: 2016-11
Issue Date: 2016-12-15 17:23:50 (UTC+8)
Abstract: Learners encounter science in a wide variety of contexts beyond the science classroom which collectively could be quite influential on student attitudes and abilities. But relatively little is known about the relative influence of different forms of informal science experiences, especially for the kinds of experiences that students typically access. We conduct factor and regression analyses on data collected from a large number of diverse public-school attending 6th and 8th graders drawn from two regions in the USA. Students completed a science reasoning measure and surveys of attitudes, previously completed informal science learning experiences, and demographic factors. Factor analyses identify four dimensions of informal science learning participation (in home, semiformal, nature, and museums). Regression analyses find a relative specificity of effects, with particular outcomes associated with a subset of the forms of informal science participation, highlighting the importance of controlling for correlated factors. There were also a few differences by grade level, with different experiences influencing the development of competency beliefs in science in early vs. late middle schoolers.
Relation: International Journal of Science Education
Data Type: article
DOI 連結: http://dx.doi.org/10.1080/09500693.2016.1251631
Appears in Collections:[教育學系] 期刊論文

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