Science motivation is an important factor that directly influences students’ science learning. Numerous studies have been undertaken to develop and validate questionnaire items for measuring students’ motivation in science learning. This study is the first longitudinal examination of the Chinese version of Science Motivation Questionnaire II (SMQ II‐C) in a Chinese cultural context. Using two waves of surveys, we evaluated its internal structure validity and criterion‐related validity. Results showed that at each time point, scores were internally consistent and the hypothesized five‐factor model was confirmed as the best model fit for the data. Results of multigroup invariance revealed the structure of the SMQ II‐C was equivalent within gender subgroups. Furthermore, the present study added longitudinal invariance evidence of the SMQ II‐C by sampling two‐time points. Overall, this study suggests the SMQ II‐C is a robust instrument for evaluating Chinese high school students’ motivation to learn science. Furthermore, boys yielded higher scores than girls among all five subscales of science motivation and significant gender differences were observed in both waves. Implications and limitations of these results are discussed.
There is growing empirical evidence that instructional coaching can help teachers transfer their learning from professional trainings (e.g., new strategies) to classroom practice and that coaching promotes greater collaboration and reflection among teachers. At the same time, however, research on the effectiveness of particular coaching models and the underlying reasons for their effectiveness is only beginning to emerge. Why does coaching "work" when it does? What causes it to break down and to what extent can it be repaired? Our five-year mixed methods study of science instructional coaching in a single school district set out to answer these and other questions. Data from multiple sources (surveys, interviews, classroom observations and coaching logs) confirmed a epaa aape horas para professores do ensino fundamental e 20 secundária) como abordam o trabalho (focalizadamente contra enfoquei amplo); e, mais importante, a qualidade da relação profissional. Neste artigo, apresentamos os resultados preliminares de nossa análise para explicar como as relações podem ser importantes em coaching. Acreditamos que os resultados desta análise ajuda a compreender as interações em coaching para especificar o que contribui ou prejudica a sua produtividade. Estes resultados não só pode ajudar a informar as decisões sobre a concepção, implementação e manutenção contínua de programas de treinamento, mas também fornecer elementos para as considerações relacionadas à capacidade de organização, flexibilidade e capacidade de adaptação das escolas e sistemas escolares. Palavras-chave: treinamento; desenvolvimento profissional; educação científica.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.