Title page for etd-1027116-205706


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URN etd-1027116-205706
Author Hsiang-Ting Chen
Author's Email Address No Public.
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Department Education
Year 2016
Semester 1
Degree Ph.D.
Type of Document
Language zh-TW.Big5 Chinese
Title Effects of Female Role Model-driven Inquiry Teaching on Students’ Engagement in Science Career
Date of Defense 2016-09-08
Page Count 163
Keyword
  • female role model-driven inquiry
  • engagement in science career
  • elementary school students
  • scientific self-efficacy
  • images of scientists
  • Abstract The purposes of the study were to explore the appropriateness of the engagement in science career model, and the effects of improving elementary school students’ images of scientists, scientific self-efficacy and engagement in science career through a female role model-driven inquiry. First, 276 participants from 3 typical elementary schools completed an Elementary School Student Questionnaire that included 4 well-constructive instruments of “Images of scientists scale”, “Scientific self-efficacy scale”, “Engagement in science career scale” and “Drawn-A-Scientist Test” to assess students’ images of scientists, scientific self-efficacy and engagement in science career. Second, 32 4th graders randomly selected to participate in a 10-week 20-hour intervention and formed the experimental group (EG), which conducted female role model-driven inquiry; another 30 4th graders were also randomly selected as the comparison group (CG). In addition, 8 target students from the EG either with the highest scores or with the lowest scores on the pretest of engagement in science career were purposively recruited to be observed weekly and interviewed after one month of the intervention. Descriptive statistics, independent and paired-wise t-tests, chi-square test, analyses of covariance and SEM were used to analyze the quantitative data between two groups; in addition, a content theme analysis was adopted to analyze 8 target student’s classroom observation and interviews information. It was found that role models indirectly affect students’ engagement in science career through the mediation of images of scientists and scientific self-efficacy; in addition, students’ images of scientists indirectly affect engagement in science career through the mediation of their scientific self-efficacy. Moreover, after conducting female role model-driven inquiry, EG students’ images of scientists total scores and on the dimensions of physical appearance, work environment and personal trait were significant improvement after the 10-week 20-hour intervention; EG students’ engagement in science career total scares and on the dimensions of interest in science and positive outcome expectation were also significantly improved, but the EG students’ scientific self-efficacy was found a non-significant difference between the groups. Additionally, EG students’ total scores on the images of scientists and on the dimensions of physical appearance and personal trait significantly outperformed the CG students; EG students’ total scores on scientific self-efficacy and on the dimensions of willing to learn and successful experience significantly outperformed than CG students; EG students’ total scores on engagement in science career and on the dimensions of interest in science, positive outcome expectation and career choice goal significantly outperformed than CG students. The results allowed us to shed an additional value on the effects of the female role model-driven inquiry model for the young learners, and also contributed empirical evidences for the future studies that focus on the effective and innovational teaching approaches.
    Advisory Committee
  • Huann-shyang Lin - chair
  • Sung-Tao Lee - co-chair
  • Jeng-Fung Hung - co-chair
  • Tzu-Hua Wang - co-chair
  • Jing-Ru Wang - co-chair
  • Wei-Ping Hu - co-chair
  • Zuway-R Hong - advisor
  • Files
  • etd-1027116-205706.pdf
  • Indicate in-campus at 5 year and off-campus access at 5 year.
    Date of Submission 2016-11-27

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