Pre-service teachers’ and primary students’ motivations and beliefs towards science
Interdisciplinary Journal of Environmental and Science Education,
Год журнала:
2024,
Номер
20(3), С. e2408 - e2408
Опубликована: Май 6, 2024
In
a
fast-paced
evolved
modern
world,
scientific
literacy
(SL)
is
essential
for
an
individual
to
interact
and
make
decisions
about
science-related
issues.
A
scientifically
literate
person
should
have
not
only
knowledge,
but
also
motivations
beliefs
toward
science.
The
purpose
of
current
research
the
examination
comparison
pre-service
teachers’
primary
school
students’
towards
There
were
787
participants
comprising
sample.
three-factor
structure
was
verified
through
statistical
techniques
such
as
exploratory
factor
analysis
confirmatory
analysis.
Moreover,
reliability
coefficient
considered
acceptable.
According
descriptive
analyses
significance
tests,
both
groups
show
medium
quite
positive
perceptions
value
science
self-efficacy.
Additionally,
there
no
statistically
significant
difference
in
groups’
performances
regarding
these
categories.
Regarding
personal
epistemology,
students
achieve
significantly
better
performance
than
teachers.
However,
scores
assessed
moderate
low.
Suggestions
further
SL
are
presented.
Язык: Английский
An analysis of primary school students' scientific literacy
Nur Indah Ririn Fitriani Nasir,
Endang Purwaningsih,
Ratna Ekawati
и другие.
Journal of Research in Instructional,
Год журнала:
2024,
Номер
4(2), С. 623 - 634
Опубликована: Дек. 14, 2024
The
study
aims
to
analyze
the
scientific
literacy
skills
of
elementary
school
students.
In
addition,
differences
in
based
on
gender
were
also
examined
this
study.
is
quantitative
and
measures
students'
literacy.
Researchers
investigated
profile
sixth-grade
students
one
primary
schools
Malang
City.
target
population
was
107
sampling
technique
saturated,
included
sample.
Data
collected
using
ten
multiple-choice
tests.
findings
analyzed
by
calculating
results
validity
reliability
tests,
percentages,
mean,
Mann-Whitney
test
calculate
boys
girls.
showed
that
items
valid
(sig.
<0.05),
0.72.
less
category
dominated
literacy,
while
only
2.80%
achieved
excellence.
average
total
(45.51).
There
no
difference
girls
boys.
It
can
be
concluded
from
are
lacking
but
do
not
show
significant
between
research
basis
for
developing
future
creating
appropriate
learning.
Язык: Английский