Abstract
The primary purpose of the current study is to identify the differences between Indonesian and Korean high school students with regard to science learning orientations based on the inter-correlation between conceptions of, approach to and self-efficacy in learning science. A total of 1241 Indonesian and Korean high school students (609 Indonesian and 632 Korean) participated in this study. There were three translated research instruments used in the study, namely; the conceptions of learning science (COLS), the approach to learning science (ALS) and the science self-efficacy, which were all used to identify students' learning orientations in both countries. A Rasch model analysis was performed to seek validation of the instruments, and to obtain students' scores in the interval data form. The Pearson correlation test and a multi-group structural equation modeling were run to respond to the primary purpose of the current study. Based on the results, the current study generated an acceptable model of inter-correlation between COLS, ALS and science self-efficacy. Further analysis using a multi-group analysis generated an acceptable model indicated. The model was significantly different, as mediated by country and notated significant differences in the several identified paths. Cultural impacts on the learning orientations are discussed in order to understand the differences noted in this case.
Highlights
Science education researchers have been scrutinizing many students’ affective aspects when learning science, in order to fully understand students’ psychological background that might help them to learn science in a more meaningful way
As the Shin et al (2018), Rachmatullah et al (2018b) and Lee et al (2008) study stated that students from different cultures may have different affective constructs in learning science, the current study attempted to confirm whether the acceptable statistical model of an inter-correlation between the conceptions of learning science (COLS), approach to learning science (ALS), and self-efficacy in learning science is found to exist, by using samples from other countries, such as from Indonesia and
By way of making sense of the results computed through a multi-group analysis, it may be determined that the Korean high school students tend to be more reproducing oriented when learning science as compared to the Indonesian students
Summary
Science education researchers have been scrutinizing many students’ affective aspects when learning science, in order to fully understand students’ psychological background that might help them to learn science in a more meaningful way. Those affective aspects include science motivation, metacognitive skills, science epistemological beliefs, engagement in the science classroom, conceptions of learning, learning strategies, and even their confidence in learning science. Among those variables, several recent studies in science education have focused on scrutinizing the way students are conceiving of their science learning. Shen et al (2016) study suggested that taken together and reviewing these three student’s affective aspects; conceptions of (COLS), approaches to (ALS) and self-efficacy in learning science, these factors can be used in determining student’s learning styles or orientations in the learning of science subjects
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