Chun-Yen Chang
Chun-Yen Chang is a science education scholar in Taiwan. Currently, Chang serves as National Taiwan Normal University (NTNU) Chair Professor, director of Science Education Center (NTNU), as well as a Professor of the Graduate Institute of Science Education and the Department of Earth Sciences.
Chang's expertise includes science education, digital learning, interdisciplinary science learning, and science communication.
Phone: +886-2-7734-6751
Address: No. 88, Sec. 4, Ting-Chou Rd., Wunshan District, Taipei, Taiwan, 11677, R.O.C.
Chang's expertise includes science education, digital learning, interdisciplinary science learning, and science communication.
Phone: +886-2-7734-6751
Address: No. 88, Sec. 4, Ting-Chou Rd., Wunshan District, Taipei, Taiwan, 11677, R.O.C.
less
Uploads
Papers
primary school students’ conceptions of, approaches to, and selfefficacy
in learning science in Mainland China. A total of 1049
primary school students from Mainland China participated in this
study. Three instruments were adapted to measure students’
conceptions of learning science, approaches to learning science,
and self-efficacy. The exploratory factor analysis and confirmatory
factor analysis were adopted to validate three instruments. The
path analysis was employed to understand the relationships
between conceptions of learning science, approaches to learning
science, and self-efficacy. The findings indicated that students’
lower level conceptions of learning science positively influenced
their surface approaches in learning science. Higher level
conceptions of learning science had a positive influence on deep
approaches and a negative influence on surface approaches to
learning science. Furthermore, self-efficacy was also a hierarchical
construct and can be divided into the lower level and higher
level. Only students’ deep approaches to learning science had a
positive influence on their lower and higher level of self-efficacy
in learning science. The results were discussed in the context of
the implications for teachers and future studies.
primary school students’ conceptions of, approaches to, and selfefficacy
in learning science in Mainland China. A total of 1049
primary school students from Mainland China participated in this
study. Three instruments were adapted to measure students’
conceptions of learning science, approaches to learning science,
and self-efficacy. The exploratory factor analysis and confirmatory
factor analysis were adopted to validate three instruments. The
path analysis was employed to understand the relationships
between conceptions of learning science, approaches to learning
science, and self-efficacy. The findings indicated that students’
lower level conceptions of learning science positively influenced
their surface approaches in learning science. Higher level
conceptions of learning science had a positive influence on deep
approaches and a negative influence on surface approaches to
learning science. Furthermore, self-efficacy was also a hierarchical
construct and can be divided into the lower level and higher
level. Only students’ deep approaches to learning science had a
positive influence on their lower and higher level of self-efficacy
in learning science. The results were discussed in the context of
the implications for teachers and future studies.