Self-concept research in science and technology education – theoretical foundation, measurement instruments, and main findings

IF 4.7 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Science Education Pub Date : 2019-01-02 DOI:10.1080/03057267.2019.1645533

Lilith Rüschenpöhler, S. Markic

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引用次数: 13

Abstract

ABSTRACT This article gives an overview of the current state of science and technology self-concept research. Following a defined selection process, we analysed 74 peer-reviewed journal articles published from 1998 to 2017, which are indexed in the ERIC database and that deal with science and technology self-concepts (STSC) of school children and adolescents. In our analysis, we focus on the theoretical foundations, measurement instruments, and main findings from this area. (i) Theoretical foundations: today’s research on STSC is mainly based on the Shavelson and Marsh models of self-concept, i.e. it follows the tradition of educational psychology. (ii) Measurement instruments: a number of established and validated measurement instruments are available. However, the existing methodological resources should be employed more rigorously. (iii) Main findings: Some findings are well documented, such as the positive relation with achievement, the gender gap, and the fact that students of non-dominant ethnic groups tend to have lower STSCs. Recommendations: in order to gain a deeper understanding of these phenomena, it could be fruitful to further elaborate connections with science identity research and to enrich STSC research with qualitative data.

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科技教育中的自我概念研究——理论基础、测量工具和主要发现

摘要本文综述了科技自我概念研究的现状。在经过明确的筛选过程后，我们分析了1998年至2017年发表的74篇同行评审期刊文章，这些文章被编入ERIC数据库，涉及在校儿童和青少年的科学和技术自我概念（STSC）。在我们的分析中，我们重点关注这一领域的理论基础、测量工具和主要发现。（i）理论基础：目前对STSC的研究主要基于Shavelson和Marsh的自我概念模型，即遵循教育心理学的传统。（ii）测量仪器：有许多已建立和验证的测量仪器。但是，应当更加严格地利用现有的方法资源。（iii）主要调查结果：一些调查结果得到了充分的证明，例如与成绩的正相关关系、性别差距，以及非优势种族群体的学生往往STSC较低的事实。建议：为了更深入地了解这些现象，进一步阐述与科学身份研究的联系，并用定性数据丰富STSC的研究，可能会富有成效。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Science Education EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

15.30

自引率

2.00%

发文量

审稿时长

>12 weeks

期刊介绍： The central aim of Studies in Science Education is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. In addressing this aim, the Editor and Editorial Advisory Board, are guided by a commitment to: maintaining and developing the highest standards of scholarship associated with the journal; publishing articles from as wide a range of authors as possible, in relation both to professional background and country of origin; publishing articles which serve both to consolidate and reflect upon existing fields of study and to promote new areas for research activity. Studies in Science Education will be of interest to all those involved in science education including: science education researchers, doctoral and masters students; science teachers at elementary, high school and university levels; science education policy makers; science education curriculum developers and text book writers. Articles featured in Studies in Science Education have been made available either following invitation from the Editor or through potential contributors offering pieces. Given the substantial nature of the review articles, the Editor is willing to give informal feedback on the suitability of proposals though all contributions, whether invited or not, are subject to full peer review. A limited number of books of special interest and concern to those involved in science education are normally reviewed in each volume.