Journal directory listing - Volume 66 (2021) - Journal of Research in Education Sciences【66(2)】June

Relationship Among Engagement and Curiosity of Individual Level Variables of Students, Group Level Variables of Teachers, and Scientific Inquiry Abilities: Conference of Cross-Level Moderated Mediation Author: Hsiao-Hui Lin (Department of Educational Psychology and Counseling, National Taiwan Normal University), Che-Yu Kuo (Center for Teacher Education, National Tsing Hua University), Hsin-Kai Wu (Graduate Institute of Science Education, National Taiwan Normal University; Department of Science and Technology Education, University of Johannesburg)

Vol.&No.:Vol. 66, No. 2
Date:June 2021
Pages:75-110
DOI:https://doi.org/10.6209/JORIES.202106_66(2).0003

Abstract:

    This study used the two variables at the individual level of students (i.e., engagement and curiosity) and five teacher group variables at the school level (i.e., inquiry belief, non-inquiry belief, school support for the teacher community, school support for innovative teaching, and teaching experience) as independent variables to discuss how these factors influence the students’ scientific inquiry abilities. This study also examined whether school level variables affect the cross-level moderated mediation on the scientific inquiry abilities of students by mediating the student level variables and explored for the cross-level moderation in the school level variables that may occur. In this investigation, spanning 32 junior and senior high schools including 494 teachers and 1,926 students, hierarchical linear modeling was used to analyze the relationship among the variables at different levels. The findings of this study are as follows: (1) The two variables, engagement and curiosity, at the individual level of students have a direct and positive effect on scientific inquiry abilities. (2) Inquiry belief, school support for the teacher community, and school support for innovative teaching have a cross-level direct effect on the scientific inquiry abilities of students. Here, the effect of school support for innovative teaching is positive and direct, whereas the effects of inquiry belief and school support for the teacher community are negative and direct. (3) Teaching experience can influence students’ performance of scientific inquiry abilities through engagement, which demonstrates a cross-level moderated mediation. That is, teaching experience not only has an obvious and indirect effect on scientific inquiry abilities but also provides positive moderation. (4) Inquiry belief provides positive moderation on the relationship between curiosity and the performance of scientific inquiry abilities. Similarly, curiosity demonstrates positive moderation on the relationship between inquiry belief and scientific inquiry abilities. In other words, when curiosity gradually increases, inquiry belief gradually decrease a negative effect on scientific inquiry abilities. Finally, curiosity, increasing to a certain extent, moderates inquiry belief, thus having a positive effect on scientific inquiry abilities that are gradually strengthening.

Keywords:curiosity, scientific inquiry abilities, scientific inquiry belief, cross-level moderated mediation, engagement

《Full Text》 檔名

References:
  1. 吳百興(2018)。建構高中學生探究能力之影響模式:從學習經驗、科學好奇心以及科學投入的因素進行探討(未出版博士論文)。國立臺灣師範大學。 【Wu, P.-H. (2018). A structural models of the influence on secondary school students’ inquiry abilities: Investigating the relationships among the learning experiences, inquiry-related curiosity, engagement, and inquiry abilities of students [Unpublished doctoral dissertation]. National Taiwan Normal University.】
  2. 吳清山、林天祐(2014)。教育U辭書。高等教育。 【Wu, C.-S., & Lin, T.-Y. (2014). U dictionary of education. Higher Education.】
  3. 李宜玫、孫頌賢(2010)。大學生選課自主性動機與學習投入之關係。教育科學研究期刊,55(1),155-182。https://doi.org/10.3966/2073753X2010035501006  【Lee, Y.-M., & Sun, S.-H. (2010). The relationship between autonomous motivation of course-taking and learning engagement on college students. Journal of Research in Education Sciences, 55(1), 155-182. https://doi.org/10.3966/2073753X2010035501006】
  4. 林小慧、吳心楷(2019)。科學探究能力評量之標準設定與其效度檢核。教育心理學報,50(3),473-502。https://doi.org/10.6251/BEP.201903_50(3).0005  【Lin, H.-H., & Wu, H.-K. (2019). Validating the standard setting on multimedia-based assessment of scientific inquiry abilities. Bulletin of Educational Psychology, 50(3), 473-502. https://doi.org/10.6251/BEP.201903_50(3).0005】
  5. 林小慧、林世華、吳心楷(2018)。科學能力的建構反應評量之發展與信效度分析:以自然科光學為例。教育科學研究期刊,63(1),173-205。https://doi.org/10.6209/JORIES.2018.63(1).06  【Lin, H.-H., Lin, S.-H., & Wu, H.-K. (2018). Developing and validating a constructed-response assessment of scientific abilities: A case of the optics unit. Journal of Research in Education Sciences, 63(1), 173-205. https://doi.org/10.6209/JORIES.2018.63(1).06】
» More
APA Format
Lin, H.-H., Kuo, C.-Y., & Wu, H.-K. (2021). Relationship among engagement and curiosity of individual level variables of students, group level variables of teachers, and scientific inquiry abilities: Conference of cross-level moderated mediation. Journal of Research in Education Sciences, 66(2), 75-110. https://doi.org/10.6209/JORIES.202106_66(2).0003