Multiple pathways to science enjoyment: A fuzzy-set qualitative comparative analysis in TIMSS 2019

Multiple pathways to science enjoyment: A fuzzy-set qualitative comparative analysis in TIMSS 2019

• Zheng, Jia Qi University of Macau
• Tan, Li Hua University of Macau

International Journal of Science Education, (0), -, 2023

Routledge

2023

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GD Science & Technology
    • GDC Teaching Methods & Their Outcomes

Science Enjoyment fsQCA TIMSS School Analytics

• Hong Kong

• 1997.7 onwards

• Secondary Education

Cultivating students' enjoyment of science is one of the significant aims of science education. However, it seems challenging to achieve this goal in most countries or economies. Using the Trends in International Mathematics and Science Study (TIMSS) 2019 Hong Kong data, this study aims to identify multiple configurations of school conditions to develop students' science enjoyment with a School Analytics model. A fuzzy-set Qualitative Comparative Analysis (fsQCA) was employed to capture the potential asymmetric relationships and measure multiple combinations of different conditions. Results indicated that no single school condition was necessary or sufficient for high enjoyment of science (ES). While lacking instructional clarity was a sufficient condition for low enjoyment of science (similar to ES). Three different configurations resulted in ES and similar to ES respectively. The combination of supportive school discipline and high instructional clarity jointly constituted a crucial science learning environment for developing science enjoyment in Hong Kong secondary schools. Under this environment, the effectiveness of science investigation was further discussed to enhance science enjoyment. Our study enlightens educational practitioners to improve students' science enjoyment with multiple combinations of school conditions. Copyright ©2023 Routledge.

• English

Journal Articles

• 09500693

• 10.1080/09500693.2023.2272604

https://bibliography.lib.eduhk.hk/en/bibs/c74bf68f

2024-05-17