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International Journal of Science Education Volume 34, 2012 - Issue 1
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RESEARCH REPORTS

The Role of Emotional Factors in Building Public Scientific Literacy and Engagement with Science

Huann-shyang Lin Center for General Education, National Sun Yat-sen University, Kaohsiung, TaiwanCorrespondence[email protected]
,
Zuway-R. Hong Institute of Education, National Sun Yat-sen University, Kaohsiung, Taiwan
&
Tai-Chu Huang Center for General Education, National Sun Yat-sen University, Kaohsiung, Taiwan
Pages 25-42 | Published online: 27 Apr 2011

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Marta A. Silva Fernández, Waleska Berríos, Paulina Sanzana & Andrew L. Sigerson. (2023) Life stories of graduate students in Chile and the United States: influences on becoming a scientist from childhood to adulthood. International Journal of Science Education 45:5, pages 333-357.
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Kathy Cabe Trundle, Rita Hagevik, Laura Wheeler, Katherine N. Vela, Michelle Parslow & David N. Joy. (2023) The 3-H social and emotional learning cycle and the three sisters garden. Science Activities 60:1, pages 32-49.
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Shuchen Guo, Cheng Liu & Enshan Liu. (2022) An exploration of multilevel effects of student- and school-factors on elementary students’ attitudes towards science. International Journal of Science Education 44:15, pages 2330-2352.
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Jaakko Lamminpää & Veli-Matti Vesterinen. (2018) The use of humour during a collaborative inquiry. International Journal of Science Education 40:14, pages 1718-1735.
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Shaohui Chi, Xiufeng Liu, Zuhao Wang & Seong Won Han. (2018) Moderation of the effects of scientific inquiry activities on low SES students’ PISA 2015 science achievement by school teacher support and disciplinary climate in science classroom across gender. International Journal of Science Education 40:11, pages 1284-1304.
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Zhi Hong Wan & John Chi Kin Lee. (2017) Hong Kong secondary school students’ attitudes towards science: a study of structural models and gender differences. International Journal of Science Education 39:5, pages 507-527.
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Marlen Goldschmidt & Franz X. Bogner. (2016) Learning About Genetic Engineering in an Outreach Laboratory: Influence of Motivation and Gender on Students’ Cognitive Achievement. International Journal of Science Education, Part B 6:2, pages 166-187.
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May Hung May Cheng & Zhi Hong Wan. (2016) Unpacking the paradox of Chinese science learners: insights from research into Asian Chinese school students’ attitudes towards learning science, science learning strategies, and scientific epistemological views. Studies in Science Education 52:1, pages 29-62.
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Paichi Pat Shein & Chun-Yen Tsai. (2015) Impact of a Scientist–Teacher Collaborative Model on Students, Teachers, and Scientists. International Journal of Science Education 37:13, pages 2147-2169.
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Shu-Fen Lin, Huann-shyang Lin, Ling Lee & Larry D. Yore. (2015) Are Science Comics a Good Medium for Science Communication? The Case for Public Learning of Nanotechnology. International Journal of Science Education, Part B 5:3, pages 276-294.
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Chun-Yen Tsai. (2015) Improving Students' PISA Scientific Competencies Through Online Argumentation. International Journal of Science Education 37:2, pages 321-339.
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Joy Egbert & Mary F. Roe. (2014) The Power of Why: Connecting Curriculum to Students' Lives. Childhood Education 90:4, pages 251-258.
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Gabriele Fröhlich, Daniela Sellmann & Franz X. Bogner. (2013) The influence of situational emotions on the intention for sustainable consumer behaviour in a student-centred intervention. Environmental Education Research 19:6, pages 747-764.
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Johannes Lewing, Pascal Klein & Susanne Schneider. (2023) Wirkung technischer und biologischer Kontexte auf das situationale Interesse beim Bearbeiten physikalischer Lernaufgaben zum EnergiekonzeptEffects of Technical and Biological Contexts on Situational Interest When Working on Physical Learning Tasks on the Energy Concept. Zeitschrift für Didaktik der Naturwissenschaften 29:1.
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Weyni Iskandaria, Miza Nina Adlini, Siti Nur Annisa Boang Manalu, Sari Putri Ramadani Tambunan, Dita Khairanti & Adella Shaharani. (2023) Analisis Aspek yang Mempengaruhi Ketertarikan Siswa SMA dalam Pembelajaran Biologi. Jurnal Biologi dan Pembelajarannya (JB&P) 10:2, pages 188-194.
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Azizul Ghofar Candra Wicaksono & Erzsébet Korom. (2023) Role of inductive reasoning, gender, learning satisfaction, and educational and career preference in predicting scientific competency in high school. Thinking Skills and Creativity 49, pages 101376.
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Areski Febriani, Septika A. Umaro, Euis Nursa’adah & M. Lutfi Firdaus. 2023. Mathematics and Science Education International Seminar 2021 (MASEIS 2021). Mathematics and Science Education International Seminar 2021 (MASEIS 2021) 157 165 .
Ella Yonai & Ron Blonder. (2022) Uncovering the Emotional Aspect of Inquiry Practices in a Remote SEM Environment and the Development of a Designated Questionnaire. Journal of Chemical Education 99:12, pages 3932-3945.
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Fu-Pei Hsieh, Huann-shyang Lin, Shu-Chiu Liu & Chun-Yen Tsai. (2019) Effect of Peer Coaching on Teachers’ Practice and Their Students’ Scientific Competencies. Research in Science Education 51:6, pages 1569-1592.
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Zhi Hong Wan. (2019) Exploring the Effects of Intrinsic Motive, Utilitarian Motive, and Self-Efficacy on Students’ Science Learning in the Classroom Using the Expectancy-Value Theory. Research in Science Education 51:3, pages 647-659.
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Pei-I Chou. (2020) The Representation of Global Issues in Taiwanese Elementary School Science Textbooks. International Journal of Science and Mathematics Education 19:4, pages 727-745.
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Chun‐Yen Tsai, Huann‐shyang Lin & Shu‐Chiu Liu. (2019) The effect of pedagogical GAME model on students' PISA scientific competencies. Journal of Computer Assisted Learning 36:3, pages 359-369.
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Sarwi, Alim, S Fathonah & B Subali. (2020) The analysis of ethnoscience-based science literacy and character development using guided inquiry model. Journal of Physics: Conference Series 1567:2, pages 022045.
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Yen-Ruey Kuo, Hsiao-Lin Tuan & Chi-Chin Chin. (2018) The Influence of Inquiry-Based Teaching on Male and Female Students’ Motivation and Engagement. Research in Science Education 50:2, pages 549-572.
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Tarja Pietarinen, Simone Volet, Erno Lehtinen & Marja Vauras. (2020) Affect in Peer Group Learning During Virtual Science Inquiry: Insights From Self-Reports and Video Observations. Frontiers in Psychology 10.
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Ya-Chun Chen, Zuway-R Hong & Huann-shyang Lin. 2020. Learning from Animations in Science Education. Learning from Animations in Science Education 279 300 .
Tarja Pietarinen, Marja Vauras, Eero Laakkonen, Riitta Kinnunen & Simone Volet. (2018) High school students' perceptions of affect and collaboration during virtual science inquiry learning. Journal of Computer Assisted Learning 35:3, pages 334-348.
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Salvador Ruiz Bernés, Alejandro Ruiz Bernés, Aurelio Flores García & Verónica Benites Guerrero. (2019) Percepción de las competencias científicas en estudiantes universitarios de nivel superior del área de ciencias de la salud. EDUCATECONCIENCIA 21:22, pages 93-107.
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A Rusilowati, B Astuti & N A Rahman. (2019) How to improve student’s scientific literacy. Journal of Physics: Conference Series 1170, pages 012028.
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Yi-Ting Pan, Kuay-Keng Yang, Zuway-R Hong & Huann-Shyang Lin. (2018) The Effect of Interest and Engagement in Learning Science on Adults’ Scientific Competency and Environmental Action. EURASIA Journal of Mathematics, Science and Technology Education 14:12.
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Chun-Yen Tsai & Tai-Chu Huang. (2017) The Relationship Between Adult Self-Efficacy and Scientific Competencies: the Moderating Effect of Gender. International Journal of Science and Mathematics Education 16:S1, pages 91-106.
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A Rusilowati, S E Nugroho, E S M Susilowati, T Mustika, N Harfiyani & H T Prabowo. (2018) The development of scientific literacy assessment to measure student’s scientific literacy skills in energy theme. Journal of Physics: Conference Series 983, pages 012046.
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Xiang Hu, Frederick K.S. Leung & Gaowei Chen. (2018) School, family, and student factors behind student attitudes towards science: The case of Hong Kong fourth-graders. International Journal of Educational Research 92, pages 135-144.
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Chun-Yen Tsai. (2018) The effect of online argumentation of socio-scientific issues on students' scientific competencies and sustainability attitudes. Computers & Education 116, pages 14-27.
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Chun-Yen Tsai, Yuh-Yuh Li & Ying-Yao Cheng. (2016) The Relationships Among Adult Affective Factors, Engagement in Science, and Scientific Competencies. Adult Education Quarterly 67:1, pages 30-47.
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Meghan Bathgate & Christian Schunn. (2016) Disentangling intensity from breadth of science interest: What predicts learning behaviors?. Instructional Science 44:5, pages 423-440.
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John K. Gilbert & Rosária JustiJohn K. Gilbert & Rosária Justi. 2016. Modelling-based Teaching in Science Education. Modelling-based Teaching in Science Education 1 15 .
Zahra Hazari, Cheryl Cass & Carrie Beattie. (2015) Obscuring power structures in the physics classroom: Linking teacher positioning, student engagement, and physics identity development. Journal of Research in Science Teaching 52:6, pages 735-762.
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G. Fauville, S. Dupont, S. von Thun & J. Lundin. (2015) Can Facebook be used to increase scientific literacy? A case study of the Monterey Bay Aquarium Research Institute Facebook page and ocean literacy. Computers & Education 82, pages 60-73.
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Brady Michael Jack, Huann-shyang Lin & Larry D. Yore. (2014) The synergistic effect of affective factors on student learning outcomes. Journal of Research in Science Teaching 51:8, pages 1084-1101.
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David Fortus. (2014) Attending to affect. Journal of Research in Science Teaching 51:7, pages 821-835.
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BRADY MICHAEL JACK & HUANN-SHYANG LIN. (2014) Igniting and Sustaining Interest Among Students Who Have Grown Cold Toward Science. Science Education 98:5, pages 792-814.
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Gavin W. Fulmer. (2013) Undergraduates’ Attitudes Toward Science and Their Epistemological Beliefs: Positive Effects of Certainty and Authority Beliefs. Journal of Science Education and Technology 23:1, pages 198-206.
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Huann-shyang Lin, Frances Lawrenz, Shu-Fen Lin & Zuway-R. Hong. (2012) Relationships among affective factors and preferred engagement in science-related activities. Public Understanding of Science 22:8, pages 941-954.
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