Design and validation of a conceptual model for students' scientific literacy

• In Event: AER Roundtable Session Friday 1:45 pm - Gold 4
  In Roundtable Session: Learning Through Uncertainty: Curiosity, Emotion, and Creativity in Science Education

Abstract

Current scientific literacy research faces three limitations: (1) reliance on single data sources, (2) overemphasis on cognitive dimensions, and (3) insufficient empirical examination of cognition-emotion interactions. This study developed an integrated model of scientific literacy incorporating both cognitive and affective dimensions. By analyzing 3,412 students' test and survey data for structural equation modeling, the results show: (a) scientific interest significantly predicts both scientific identity and conceptual understanding, whereas curiosity only affects identity; (b) scientific identity mediates the effects of interest and curiosity on core scientific skills, while scientific reasoning shows stronger mediation between concepts and skills; and (c) educational background moderates the interest-identity relationship, with no significant gender effects. The study offers a comprehensive framework for scientific literacy measurement.

Authors

• Cuixin Li, Beijing Normal University

• Yang Yang, Beijing Normal University

• Yafeng Zheng, Beijing Normal University