Arastaman Gökhan, Bulus Metin, Kontaş Hakkı, Özcan Bahadır
Department of Educational Sciences, Faculty of Education, Hacettepe University, Ankara, Türkiye.
Department of Educational Sciences, Faculty of Education, Adiyaman University, Adıyaman, Türkiye.
Front Psychol. 2024 Nov 25;15:1470977. doi: 10.3389/fpsyg.2024.1470977. eCollection 2024.
We utilized PISA-2018 data from 71 countries to investigate the relationship between cognitive constructs employed in reading literacy (locating information, understanding, evaluating and reflecting, single and multiple thinking) and math and science achievement. We found that these cognitive constructs collectively accounted for 56% of the variance in math and 63% in science achievement, even after adjusting for gender, socioeconomic status, and country fixed effects. This means that the majority of cultural differences in math and science achievement (resulting from different education systems) can be explained by cognitive constructs employed in reading. We also noted that, at the country level, coefficients of cognitive constructs employed in reading demonstrated an interesting reconciliatory pattern. Countries with a weaker coefficient on the "locating information" dimension tended to have stronger coefficients on the "understanding" and "evaluation and reflection" dimensions; whereas, countries with a stronger coefficient on "understanding" dimension tended to have a weaker coefficient on "evaluation and reflection" dimension. These findings are particularly significant for STEM interventions aiming to enhance math and science achievement, as they indicate that a substantial portion of the variance in these achievements can be explained by cognitive constructs employed in reading literacy. Furthermore, culture-specific reconciliatory patterns imply that strengths in certain cognitive skills can compensate for weaknesses of others. Therefore, schools should consider modifying their curricula to integrate cognitive constructs employed in reading literacy more into math and science education.
我们利用来自71个国家的2018年国际学生评估项目（PISA）数据，来研究阅读素养中所使用的认知结构（定位信息、理解、评估与反思、单一与多元思维）与数学和科学成绩之间的关系。我们发现，即使在对性别、社会经济地位和国家固定效应进行调整之后，这些认知结构共同解释了数学成绩中56%的方差以及科学成绩中63%的方差。这意味着，数学和科学成绩中的大部分文化差异（由不同的教育体系导致）可以通过阅读中所使用的认知结构来解释。我们还注意到，在国家层面上，阅读中所使用的认知结构的系数呈现出一种有趣的调和模式。在“定位信息”维度上系数较弱的国家，在“理解”和“评估与反思”维度上的系数往往较强；而在“理解”维度上系数较强的国家，在“评估与反思”维度上的系数往往较弱。这些发现对于旨在提高数学和科学成绩的STEM干预措施尤为重要，因为它们表明这些成绩中相当一部分方差可以通过阅读素养中所使用的认知结构来解释。此外，特定文化的调和模式意味着某些认知技能的优势可以弥补其他技能的劣势。因此，学校应考虑修改课程，将阅读素养中所使用的认知结构更多地融入数学和科学教育中。
