Influence of Motivating Science Class, Family, and Peer Models on Students’ Approaches to Learning Science: A Structural Equation Modeling Analysis

Soltani, Asghar

doi:10.1007/s11165-018-9748-1

Cited by 15 publications

(6 citation statements)

References 81 publications

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“…In a positive environment gifted students can, through self-confidence, hone their self-efficacy and that could offer them a chance to skyrocket their scientific potential. When gifted students are provided, both at home and at school, engaging and suitable learning environments for their level, this condition could lead students toward science by rising their motivation for science (Chi et al, 2018;Hugerat, 2016;Kiemer et al, 2015;Soltani, 2018;Tsai & Yang, 2015) These findings bring to mind that in analyzing the causes behind the failure of some gifted students in performing well in science it would be of help to investigate their family and school relations.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Analyzing the Relationship Between Perceived Academic Involvement and School Climate by Gifted Students and Their Science Ability

Akkanat

Gökdere

2021

Research on Education and Psychology

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The aim of this study is analyzing, through a theoretical-model, variables that are related in relevant literature with gifted students' abilities in science course. Within that context various analyses have been conducted with respect to environmental, cognitive and affective variables which are linked to students' science ability. In this paper, one of the quantitative research methods, survey method, has been implemented. Data were collected from 997 middle-school level gifted students selected via stratified sampling method from Science and Art Centers across 25 different cities in Turkey. Path analysis was implemented to analyze data. It was determined that if parental and teacher involvement and positive school climate were met; scientific ability, creativity and motivation of gifted students could climb. It was also ascertained that results of implemented path analysis and tested model complied with the data. Thus could be used to explain variables that affected scientific ability, scientific creativity, problem solving and meta-cognitive awareness which are deemed to be related with science ability. It was concluded that approaches of parents, teachers and school administration left remarkable effects on ability development.

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Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Analyzing the Relationship Between Perceived Academic Involvement and School Climate by Gifted Students and Their Science Ability

Akkanat

Gökdere

2021

Research on Education and Psychology

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“…Whilst tacit knowledge is an element of scientific expertise and its appropriate development is significant, particularly in domains that draw heavily on embodied experiences, such as forces and dynamics (Brock, 2015 ), in the context of teaching about pseudoscience, a lack of explicit, and therefore directly teachable criteria present a challenge for teachers. Third, a student’s cultural and family environment can reinforce and so make the revision of pseudoscientific beliefs challenging (Lobato & Zimmerman, 2018 ; Soltani, 2020 ). Pseudoscientific ideas can be elements of belief systems to which people have strong commitments and revisions may, in some cases, require a significant change in viewpoint which can be challenging and so resisted.…”

Section: Why Is Pseudoscience Difficult To Teach?mentioning

confidence: 99%

Is There a Limit to Resemblances?

Park

Brock

2022

Sci & Educ

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The notion of family resemblance has recently emerged as a promising and fruitful approach to characterising the nature of science (NOS) in science education research, offering solutions to some perplexing challenges such as capturing both the domain-general and domain-specific features of science with a single framework. At the same time, however, criticism has been levelled that the resemblance might eventually extend to certain activities that are not scientific but pose as science. This would be an undesirable consequence for science educators, particularly given the increasing need for individuals to discern pseudoscientific claims circulated on social media from scientific information. Many pseudoscientific and non-scientific activities resemble science in terms of their aim to explain nature, their use of evidence-based methods, and their interrelation with politics and society. In this theoretical article, we build on the concept of family resemblance to consider how it can simultaneously explain the diversity and unity of science and help students to learn about the nature of science and that of pseudoscience in science education. We put forward three principles that can guide teaching about pseudoscience based on the family resemblance conceptualisation of science.

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“…In Science in general, SEM has been used to study the relationships between motivational beliefs, metacognitive strategies, and effort regulation (Ef) (Sungur, 2007); to explore the connections between new knowledge (Kn) and meaningful learning in Ausubel and Novak's construct (Brandriet et al, 2013); to assess pupils' understanding of the particulate nature of matter (Kn), and its collective properties and physical changes (Stamovlasis et al, 2012); to indicate that a motivating science class (Cl) and a family who has positive attitudes towards science and are to some degree engaged with science may influence the pupils to adopt deeper approaches to science learning (Soltani, 2018); to suggest that pupil cohesiveness, inquiry, and task orientation (Pa) are the most influential predictors of pupil motivation (In) and self-regulation in science learning (Velayutham & Aldridge, 2013); and to develop models describing academic self-concept in science (Hardy, 2014). In summary, it is mostly used to modeling some motivational aspects (In) and their relationship with science learning.…”

Section: Sem For Ps In Mathematics Science and Technologymentioning

confidence: 99%

Modeling a Theoretical Construct on Pupils’ Difficulties in Problem Solving

Bernal

Pérez

2021

Sci & Educ

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The objective of this work was the theoretical modeling of a construct based on teaching practice about the perception that pupils have of difficulties in problem solving (PS) in experimental sciences, specifically physics, to predict pupil performance in PS. The research was carried out with an incidental sample of second year of secondary education pupils, of 13 to 14 years in age. The pupils and their teachers were involved in a project in which PS, classroom inquiry, and Hooke’s law were considered to be central. The information collection instrument was a Likert type questionnaire to investigate the various difficulties perceived by the pupils (Knowledge, Trust, Path, Interest,…) in the problem-solving processes applying Hooke’s law. A theoretical model was estimated and not rejected that involved only one factor (a PS factor), with all of its variables strongly interrelated and a set of constraints represented by covariances between theoretical hidden variables. This model is a starting point from which to understand how pupils at this level perceive PS in experimental sciences.

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Influence of Motivating Science Class, Family, and Peer Models on Students’ Approaches to Learning Science: A Structural Equation Modeling Analysis

Cited by 15 publications

References 81 publications

Analyzing the Relationship Between Perceived Academic Involvement and School Climate by Gifted Students and Their Science Ability

Analyzing the Relationship Between Perceived Academic Involvement and School Climate by Gifted Students and Their Science Ability

Is There a Limit to Resemblances?

Modeling a Theoretical Construct on Pupils’ Difficulties in Problem Solving

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