1National Sun Yat-sen University, Taiwan.
Public Underst Sci. 2013 Nov;22(8):941-54. doi: 10.1177/0963662511429412. Epub 2012 Jan 9.
This study investigated how affective factors impact participation in science learning using structural equation modeling. Using a dataset from Taiwan, a model was obtained that showed the relationships among science-related interest, enjoyment, self-efficacy, self-concept, competency, leisure time engagement, and future interest in science. The paths relating to engagement and future interest were much stronger for interest and enjoyment than for self-efficacy and self-concept. There was no significant path between science competency and future science interest or engagement. The results suggest that the affective and cognitive pathways to scientific competency are divergent and that they might be differentially activated by different contexts and activities. This indicates that school science educators might wish to reconsider the merit of overemphasizing achievement in comparison to interest. Finally, the results suggest that the development of science competency per se may not be the best way to ensure public engagement and understanding of science.
本研究采用结构方程建模探讨情感因素如何影响科学学习参与。利用来自台湾的数据，建立了一个模型，显示了与科学相关的兴趣、享受、自我效能、自我概念、能力、休闲时间参与以及未来对科学的兴趣之间的关系。与参与和未来兴趣相关的路径对于兴趣和享受来说比自我效能和自我概念要强得多。科学能力与未来科学兴趣或参与之间没有显著的路径。结果表明，情感和认知途径通向科学能力是不同的，它们可能会受到不同的情境和活动的不同激活。这表明学校科学教育者可能需要重新考虑与强调兴趣相比，过分强调成就的好处。最后，结果表明，科学能力本身的发展可能不是确保公众参与和理解科学的最佳方式。
