1. NCCU Academic Hub
  2. 學術產出
  3. 教育學院
  4. 期刊論文
  5. Item

學術產出-期刊論文

文章檢視/開啟

書目匯出

Google ScholarTM

政大圖書館

引文資訊

TAIR相關學術產出

題名 The dimensions and impact of informal science learning experiences on middle schoolers’attitudes and abilities in science
作者 Lin, Pei-Yi;Schunn, Christian D.
林倍伊
貢獻者 教育系
日期 2016-11
上傳時間 15-十二月-2016 17:23:50 (UTC+8)
摘要 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.
關聯 International Journal of Science Education
資料類型 article
DOI http://dx.doi.org/10.1080/09500693.2016.1251631
dc.contributor 教育系
dc.creator (作者) Lin, Pei-Yi;Schunn, Christian D.
dc.creator (作者) 林倍伊zh_TW
dc.date (日期) 2016-11
dc.date.accessioned 15-十二月-2016 17:23:50 (UTC+8)-
dc.date.available 15-十二月-2016 17:23:50 (UTC+8)-
dc.date.issued (上傳時間) 15-十二月-2016 17:23:50 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/104959-
dc.description.abstract (摘要) 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.
dc.format.extent 342776 bytes-
dc.format.mimetype application/pdf-
dc.relation (關聯) International Journal of Science Education
dc.title (題名) The dimensions and impact of informal science learning experiences on middle schoolers’attitudes and abilities in science
dc.type (資料類型) article
dc.identifier.doi (DOI) 10.1080/09500693.2016.1251631
dc.doi.uri (DOI) http://dx.doi.org/10.1080/09500693.2016.1251631