International Secondary Science Education: Associations Among Science Epistemology, Science Enjoyment, School Climate, and Science Achievement

• In Event: Science Teaching and Learning: Assessment

Abstract

Science epistemology, science enjoyment, and school climate may be positively associated with science achievement. To assess these possible associations, 12 research projects with 3 common research objectives and 21 diverse nations/regions were evaluated; data came from the science-focused PISA 2015 iteration. Our theoretical model posited a “cascade” of associations among the above variables, with science achievement identified as the ultimate target. Disciplinary climate and teaching support (both in science classes) were most often associated with science epistemology and science enjoyment, respectively. Science enjoyment (as an outcome) was positively associated with science epistemology (independent variable) for all nations/regions. Both science epistemology and science enjoyment were positively associated with science achievement for all nations/regions sampled. Therefore, our theoretical framework was well supported.

Author

• Larry Grabau, University of Kentucky