预测参与式学习背景下学生对社会科学问题的真正学习兴趣

B. M. Jack, Chi-Chen Chen, Thomas J. Smith, Hsin-Hui Wang
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引用次数: 0

摘要

本研究调查了 11 年级台湾学生(878 人)自我评估的批判性思维、小组参与自我效能感和主动学习对其社会科学问题(SSI)真正学习兴趣(GLI)的预测作用。结果表明,主动学习对 GLI 有直接影响,而批判性思维和小组参与自我效能感则通过主动学习对 GLI 有间接影响。批判性思维对主动学习有显著的直接影响,而小组参与自我效能感对主动学习有显著的间接影响。
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Predicting Students’ Genuine Learning Interest in Socio-Scientific Issues within an Engaged Learning Context
This study investigated the predictive effect of 11th grade Taiwanese students’ ( N = 878) self-assessed critical thinking, group participation self-efficacy, and active learning on their genuine learning interest (GLI) in socio-scientific issues (SSI). Results showed that active learning had a direct effect on GLI, while critical thinking and group participation self-efficacy had indirect effects on GLI as mediated by active learning. Critical thinking showed a significant direct effect on active learning, and a significant indirect effect on active learning that was mediated by group participation self-efficacy.
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