The gender gap continues to exist in physics education. The author examines the gender-related differences in the relations and strengths among personal epistemologies, motivation, and achievement in physics among Turkish high school students. Established questionnaires were used to identify students' personal epistemologies, motivations and…

Virtual reality (VR) has a high potential to facilitate education. However, the design of many VR learning applications was criticized for lacking the guidance of explicit and appropriate learning theories. To advance the use of VR in effective instruction, this study proposed a model that extended the cognitive-affective theory of learning with…

Numerous studies have attributed gender difference in mathematics achievement to various sociocultural influences. Singapore is a country of higher gender equality as represented in the Global Gender Gap Index and Singaporean girls perform as well or higher than boys in international mathematics assessments. This study develops a conceptual model…

This study was to analyze the effects of parental educational level (P.EDU), science attitude (ATT), and valuing science (VAL) on science performance after establishing gender invariance in a representative sample of the Taiwanese eighth grade population drawn from the 2007 Trends in International Mathematics and Science Study (TIMSS). The…

Background: Investigating factors contributing to chemistry achievement is important since it enables us to make more concrete instructional decisions related to improving students' chemistry achievement. Purpose: This study aimed to investigate how students' perceptions of learning environment, self-efficacy and gender are related to chemistry…

The aim of the study was to analyse learning using Augmented Reality (AR) technology and the motivational and cognitive aspects related to it in an informal learning context. The 146 participants were 11- to 13-year-old Finnish pupils visiting a science centre exhibition. The data, which consisted of both cognitive tasks and self-report…

The authors explored how gender and socioeconomic status (SES) predicted physics achievement as mediated by metacognition and physics self-efficacy. Data were collected from 338 high school students. The model designed for exploring how gender and SES-related differences in physics achievement were explained through metacognition and physics…

Recent studies on professional development programs indicate these programs, when sustained, have a positive impact on student achievement; however, many of these studies have failed to use longitudinal data. The purpose of this study is to understand how one particular instructional practice (STEM PBL) used consistently influences student…

The aim of the present study is twofold: (1) to investigate gender differences in the effects of science interest and environmental responsibility on science aspiration and achievement and (2) to explore the relations between cultural supports (macroeconomic and gender equality) and both boys' and girls' tendencies to integrate the aforementioned…

In this article we examine gender differences in factors related to science, technology, engineering, mathematics, and medicine (STEMM) education and employment between the ages of 36 and 39. Using data from the Longitudinal Study of American Youth, we identified a STEMM high school talent pool. We found early gender differences in interest in…

With the overarching goal of improving scientific literacy for all, the emphasis on science achievement had been expanding all over the world. In this study, I examined the total, direct and indirect effects of inquiry-based science instruction on U. S. 8th graders' science achievement through attitudes toward science. I also examined the…

The Simpson-Troost Attitude Questionnaire (STAQ) was developed as part of a study to assess adolescent commitment to and achievement in science. For this psychometric reappraisal of the 57-item STAQ, data were analyzed from a convenience sample of 1,754 secondary students. Confirmatory and exploratory factor analyses were applied, and results…

A theoretical model of nonscience majors' motivation to learn science was tested by surveying 369 students in a large-enrollment college science course that satisfies a core curriculum requirement. Based on a social-cognitive framework, motivation to learn science was conceptualized as having both cognitive and affective influences that foster…