High school students’ engagement in science learning
Scale adaptation and relationship with epistemological beliefs
Bibliographic Data
| ID | 21589618 |
|---|---|
| Authors | Melahat Çelik (0000-0002-6313-1644, Akdeniz University), Mustafa Doğru (0000-0003-0405-4789, Akdeniz University), Menşure Alkış Küçükaydın (0000-0003-4410-1279, Necmettin Erbakan University, corresponding author) |
| Year | 2025 |
| Pages | 1-20 |
| Publication date | 2025-09-07 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2025.2549384 |
| OpenAlex | W4414044768 |
| Language | EN |
| References cited | 57 |
Research worldwide is looking for ways to reform science education and increase student engagement in science education. Determining students’ engagement in science education can provide insight into the effectiveness of teaching and learning activities. For this reason, the Student Engagement in Science Learning scale, which was previously developed in a different sample, was adapted into Turkish. In this context, a two-way study was conducted. First, the validity and reliability study of the scale was conducted. 625 high school students participated in the study (M = 16.01, SD = 1.21). The results showed that the scale had good fit values for its four-dimensional and 20-item structure. Then, with the help of the adapted scale, the relationship between engagement in science learning and demographic variables and epistemological beliefs was tested. In this context, it was found that participation in science learning differed in some dimensions of the scale in favour of male students. In addition, the level of participation in science learning varied according to grade level. A weak relationship was found between students’ engagement in science learning and epistemological beliefs. The study provides pioneering results in students’ engagement in science learning and includes predictions about the variables that must be considered
Item response theory · Knowledge level · Science education · Student engagement · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Science Education and Pedagogy
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New Conceptual Frameworks for Student Engagement Research, Policy, and Practice
Structural Equation Modeling and Regression
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Adding Value
Changes in epistemological beliefs in elementary science students
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| Citation velocity | historical |
|---|---|
| Highly cited | No |