Moderating Effects of Teacher Feedback on the Associations Among Inquiry-Based Practices and Science Dispositions

• In Event: Secondary Science Teaching and Learning

Abstract

This study aimed to examine the moderating effect of teacher feedback on the associations among inquiry-based science practices and students’ science dispositions. Participants were 9, 841 Chinese 15-year-old students. The results of multiple regression analyses showed that teacher feedback could significantly and positively moderate the association between science inquiry practices and student science epistemological beliefs. The results also indicated that teacher feedback was significantly and positively associated with epistemological belief, interest in science and enjoyment of science, but it was significantly and negatively associated with science achievement. Moreover, the frequency of science inquiry practice was significantly and positively correlated with interest in science, enjoyment of science and science self-efficacy, but it was significantly and negatively associated with epistemological belief.

Authors

• Shaohui Chi, East China Normal University

• Zuhao Wang, East China Normal University