Abstract
In the past, students’ science learning self-efficacy (SLSE) was usually measured by questionnaires that consisted of only a single scale, which might be insufficient to fully understand their SLSE. In this study, a multi-dimensional instrument, the SLSE instrument, was developed and validated to assess students’ SLSE based on the previous literature. Besides, the interrelations between students’ approaches to learning science and SLSE were explored. A total of 311 Taiwanese eighth graders were invited to respond to the SLSE instrument and the Approaches to Learning Science (ALS) questionnaire. After ensuring several types of validity (e.g. construct validity and criterion-related validity) and the reliability of the SLSE questionnaire, the results suggested that the SLSE instrument should have satisfactory validity and reliability to measure Taiwanese eighth graders’ SLSE in terms of 5 dimensions: Conceptual Understanding, Higher-Order Cognitive Skills, Practical Work, Everyday Application, and Science Communication. Moreover, through Pearson correlation analyses, the results revealed that the Taiwanese eighth graders who perceived themselves as having a deep motive, along with the orientation of surface motive, tended to report higher SLSE. Also, those students who reported adopting deep strategies to learn science were more likely to possess higher SLSE. The regression results indicated that, overall, the students’ deep strategies and deep motive were strong predictors of their SLSE, particularly for the Higher-Order Thinking Skills SLSE. Yet, the Practical Work SLSE could only be predicted by the Deep Strategy dimension of ALS.
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Appendix A. The science learning self-efficacy (slse) questionnaire (final version)
Appendix A. The science learning self-efficacy (slse) questionnaire (final version)
Conceptual Understanding
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CU1.
I can explain scientific laws and theories to others.
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CU2.
I can choose an appropriate formula to solve a science problem.
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CU3.
I can link the contents among different science subjects (for example biology, chemistry and physics) and establish the relationships between them.
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CU4.
I know the definitions of basic scientific concepts (for example, gravity, photosynthesis, etc.) very well.
Higher-Order Cognitive Skills
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HCS1.
I am able to critically evaluate the solutions of scientific problems.
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HCS2.
I am able to design scientific experiments to verify my hypotheses.
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HCS3.
I am able to propose many viable solutions to solve a science problem.
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HCS4.
When I come across a science problem, I will actively think over it first and devise a strategy to solve it.
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HCS5.
I am able to make systematic observations and inquiries based on a specific science concept or scientific phenomenon.
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HCS6.
When I am exploring a scientific phenomenon, I am able to observe its changing process and think of possible reasons behind it.
Practical Work
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PW1.
I know how to carry out experimental procedures in the science laboratory.
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PW2.
I know how to use equipment (for example measuring cylinders, measuring scales, etc.) in the science laboratory.
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PW3.
I know how to set up equipment for laboratory experiments.
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PW4.
I know how to collect data during the science laboratory.
Everyday Application
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EA1
I am able to explain everyday life using scientific theories.
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EA2
I am able to propose solutions to everyday problems using science.
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EA3
I can understand the news/documentaries I watch on television related to science.
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EA4
I can recognize the careers related to science.
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EA5
I am able to apply what I have learned in school science to daily life.
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EA6
I am able to use scientific methods to solve problems in everyday life.
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EA7
I can understand and interpret social issues related to science (for example nuclear power usage and genetically modified foods) in a scientific manner.
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EA8
I am aware that a variety of phenomena in daily life involve science-related concepts.
Science Communication
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SC1
I am able to comment on presentations made by my classmates in science class.
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SC2
I am able to use what I have learned in science classes to discuss with others.
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SC3
I am able to clearly explain what I have learned to others.
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SC4
I feel comfortable discussing science content with my classmates.
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SC5
In science classes, I can clearly express my own opinions.
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SC6
In science classes, I can express my ideas properly.
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Lin, TJ., Tsai, CC. A MULTI-DIMENSIONAL INSTRUMENT FOR EVALUATING TAIWANESE HIGH SCHOOL STUDENTS’ SCIENCE LEARNING SELF-EFFICACY IN RELATION TO THEIR APPROACHES TO LEARNING SCIENCE. Int J of Sci and Math Educ 11, 1275–1301 (2013). https://doi.org/10.1007/s10763-012-9376-6
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DOI: https://doi.org/10.1007/s10763-012-9376-6