中国四省市学生的科学学习类型与科学素养、职业志向的关系：基于潜在剖面分析

• 作者： 谭利华 ¹ 张殷 ²
• 作者单位：
  1.  澳门大学

  2.  广西师范大学
• 发布时间：2024-07-23

摘要: 全面了解学生的科学学习形态，对培养其科学素养和从事科技相关职业的意愿非常重要。此研究联合期望价值理论和认识论信念相关研究，基于PISA 2015我国四省市9841名中学生的测试数据，利用潜在剖面分析从学习动机、参与和认识论信念三个方面探索了中国学生科学学习的类型，并进一步揭示这些类型与教师教学行为以及学生科学素养和科学职业志向之间的关系。结果表明:（1）学生科学的学习存在四种类型：“低兴趣组”、“积极参与组”，“实用主义组”和“科学家组”;（2）不同类别学生的科学素养水平和科学职业志向之间存在显著差异；（3）教师主导和探究教学行为均对学生不同的学习类型有显著的预测作用，但采用探究教学更有利于学生成为“积极参与组”和“科学家组”——而不是“低兴趣组”的一员。

Abstract: As fostering future citizens’ science aspirations and literacy is essential for the prosperity of our society, it is crucial for us to understand how students relate to science. Based on a person-centred approach, this study investigated students’ motivations, epistemological beliefs, and engagements in science using the 2015 Programme for International Student Assessment (PISA) data set. By employing a latent profile analysis, student profiles were investigated among 9841 fifteen-year-old students in China. Four distinct student groups were identified: uninterested learners, active learners, practical learners, and young scientists. The results indicated that the more adaptive profiles (i.e., young scientist, active learner) were more likely to be male and came from families with higher economic, social, and cultural status (ESCS). When students received more teacher-directed teaching, especially inquiry-based science teaching, they tended to become young scientists and active learners rather than uninterested learners. Four profiles showed distinct patterns relative to achievement and aspirations towards science, in which young scientists’ literacy and aspirations outperformed those of the other three groups. These findings offered a more nuanced understanding of how Chinese students learn science and how teaching strategies are related to different profiles, which in turn are associated with different levels of scientific literacy and career aspirations.

• 来自： 谭利华
• 分类： 教育学 >> 课程与教学论 心理学 >> 发展与教育心理学
• 稿件状态： 已被期刊评审中
• 引用： PSSXiv:202407.00661 (或此版本 PSSXiv:202407.00661V1)
  DOI:10.12451/202407.00661
  CSTR:32012.36.PSSXiv.202407.00661
• 推荐引用方式： 谭利华,张殷.中国四省市学生的科学学习类型与科学素养、职业志向的关系：基于潜在剖面分析.哲学社会科学预印本平台:https://zsyyb.cn/abs/202407.00661.[PSSXiv:202407.00661V1] (点此复制)