Self-effective scientific reasoning? Differences between elementary and secondary school students
Self-effective scientific reasoning? Differences between elementary and secondary school students
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DOI：
10.14786/flr.v10i1.955
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发表时间：
2022-06
影响因子：
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通讯作者：
Kristin Nyberg;Susanne Koerber;Christopher Osterhaus
中科院分区：
文献类型：
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作者：
Kristin Nyberg;Susanne Koerber;Christopher Osterhaus
虽然科学推理不是一个正式的，独立的学校科目，它是一个越来越重要的技能，特别是对学生学习科学，技术，工程和数学（STEM）科目。为了有效地促进科学推理，了解其影响因素是很重要的。虽然认知的影响已被调查，情感动机因素，特别是自我效能，很少被认为是在科学推理的研究。为了检验自我效能感是否可以用特定任务的方式来衡量，以及自我效能感是否与学生的科学推理表现相关，本研究评估了140名四年级学生和148名八年级学生的科学推理和自我效能感（学术和特定任务）的表现。正如预期的那样，更高的相关性出现在两个年级的任务特定的自我效能感。等级聚类分析表明，各职等之间的相关模式不同，两个职等之间自我评估的业绩普遍存在差异：四年级（41%）中最大的一群人是那些明显高估自己表现的孩子，而最大的群体是八年级（39%）的学生，他们对自己在科学推理方面的表现做出了现实的估计。该集群在4级中不存在。在两个年级都出现了高估或低估自己表现的学生。结果支持了这样的结论：在培养科学推理时，自我效能期望是重要的考虑因素，而且大量高估自己表现的小学生表明，并非所有学生都可能从旨在提高自我效能的干预措施中受益。
Although scientific reasoning is not a formal, independent school subject, it is an increasingly important skill, especially for student learning in science, technology, engineering, and mathematics (STEM) subjects. To promote scientific reasoning effectively, it is important to know its influencing factors. While cognitive influences have been investigated, affective-motivational factors, particularly self-efficacy, have rarely been considered in studies on scientific reasoning. To examine, for the first time, whether self-efficacy can be measured in a task-specific way and whether self-efficacy correlates with students’ scientific reasoning performance, the study assessed performance in scientific reasoning and self-efficacy (academic and task-specific) in a sample of 140 fourth graders and 148 eighth graders. As expected, higher correlations emerged for task-specific self-efficacy in both grades. A hierarchical cluster analysis showed that the correlational patterns were not the same across grade levels, with differences in self-estimated performance prevailing between the two grade levels: The largest cluster in Grade 4 (41%) comprised children who significantly overestimated their performance, whereas the largest cluster in Grade 8 (39%) comprised students who gave a realistic estimate of their own performance in scientific reasoning. This cluster was not present in Grade 4. Additional clusters of students who overestimated or underestimated their performance emerged in both grades. The results support the conclusion that self-efficacy expectations are important to consider when fostering scientific reasoning, and the large number of elementary school students who overestimated their performance suggests that not all students might benefit from interventions targeted at increasing self-efficacy.