Abstract
This study investigated the relative influence of self-reported, out-of-school experiences on 13-yr.-olds' scientific literacy, including the often studied variables of homework time and television time. Results, based on a national probability sample of 3,116 students, indicated that time spent doing homework, reading, and viewing television programs with an educational focus had significant and positive independent influences on scientific literacy net of home environment and students' background factors. Viewing television programs that emphasized entertainment negatively contributed to scientific literacy. The number of hours of television viewed was unrelated to literacy. Factors associated with the transition to adolescence, dating, and peer relations, were negatively related to scientific literacy. Findings were discussed in regard to improving students' performances in science.
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