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High-School Students' Epistemic Knowledge of Science and Its Relation to Learner Factors in Science Learning
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Yang, Fang-Ying; Liu, Shiang-Yao; Hsu, Chung-Yuan; Chiou, Guo-Li; Wu, Hsin-Kai; Wu, Ying-Tien; Chen, Sufen; Liang, Jyh-Chong; Tsai, Meng-Jung; Lee, Silvia W.-Y.; Lee, Min-Hsien; Lin, Che-Li; Chu, Regina Juchun; Tsai, Chin-Chung – Research in Science Education, 2018
The purpose of this study was to develop and validate an online contextualized test for assessing students' understanding of epistemic knowledge of science. In addition, how students' understanding of epistemic knowledge of science interacts with learner factors, including time spent on science learning, interest, self-efficacy, and gender, was…
Descriptors: Science Education, Knowledge Level, Student Interests, Self Efficacy
Exploring High School Students' Use of Theory and Evidence in an Everyday Context: The Role of Scientific Thinking in Environmental Science Decision-Making
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Yang, Fang-Ying – International Journal of Science Education, 2004
This study examined 10th-grade students' use of theory and evidence in evaluating a socio-scientific issue: the use of underground water, after students had received a Science, Technology and Society-oriented instruction. Forty-five male and 45 female students from two intact, single-sex, classes participated in this study. A flow-map method was…
Descriptors: Teaching Methods, Gender Differences, High School Students, Thinking Skills