In:
Zeitschrift für Didaktik der Naturwissenschaften, Springer Science and Business Media LLC, Vol. 26, No. 1 ( 2020-12), p. 89-102
Abstract:
Pupils are less and less convinced of their scientific skills. In order to be able to address this problem in science education, it is important to identify the factors that affect the scientific self-concept (FSK). Temporal, social and criterial reference norms have a demonstrable influence on academic self-concepts. The subject of this study is to find out which reference norm pupils use to assess their experiment-related self-concept. This was tested with a sample of 169 pupils from upper secondary schools. For this purpose, a questionnaire which gathered pupils’ experimental-related self-concepts influenced by the different reference norms (FbeFSK) was used. The questionnaire, which is based on the Scales for Gathering the Academic Self-Concept (SESSKO), covers four scales—the experiment-related self-concept effected by temporal, social or criterial reference norms, and an absolute scale. Its validity was confirmed through factor analysis and the reliability was optimized. Multiple regression is used to analyse the resulting scales and to investigate the influence of the three reference norms on the experiment-related self-concept. The self-concept influenced by the criterial reference norm has a major positive influence on the experiment-related self-concept. However, the comparison of the standardized coefficients shows hardly any influence of the other two predictors. In addition to reviewing the quality of the scales and naming possible causes, this paper discusses practical consequences for science education.
Type of Medium:
Online Resource
ISSN:
0949-1147
,
2197-988X
DOI:
10.1007/s40573-020-00114-x
Language:
German
Publisher:
Springer Science and Business Media LLC
Publication Date:
2020
detail.hit.zdb_id:
2014046-0
detail.hit.zdb_id:
1285909-6
SSG:
5,3
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