Modelling relationships among students’ inquiry-related learning activities, enjoyment of learning, and their intended choice of a future STEM career

References

• AAAS. (1993). Benchmarks for science literacy. Oxford University Press.
   Google Scholar
• ACARA. (2011). Measurement framework for schooling in Australia 2010. http://www.acara.edu.au/reporting/measurement_framework_for_schooling.html
   Google Scholar
• Aditomo, A., & Klieme, E. (2020). Forms of inquiry-based science instruction and their relations with learning outcomes: Evidence from high and low-performing education systems. International Journal of Science Education. https://doi.org/10.1080/09500693.2020.1716093
   Google Scholar
• Ainley, M., & Ainley, J. (2011). Student engagement with science in early adolescence: The contribution of enjoyment to students’ continuing interest in learning about science. Contemporary Educational Psychology, 36(1), 4–12. https://doi.org/10.1016/j.cedpsych.2010.08.001
   Web of Science ®Google Scholar
• Areepattamannil, S., Freeman, J. G., & Klinger, D. (2011). Intrinsic motivation, extrinsic motivation, and academic achievement among Indian adolescents in Canada and India. Social Psychology of Education, 14(3), 427–439. https://doi.org/10.1007/s11218-011-9155-1
   Web of Science ®Google Scholar
• Areepattamannil, S., Cairns, D., & Dickson, M. (2020). Teacher-directed versus inquiry-based science instruction: Investigating links to adolescent students' science dispositions across 66 countries. Journal of Science Teacher Education, 31(6), 675–704. https://doi.org/10.1080/1046560X.2020.1753309
   Google Scholar
• Aubusson, P. (2011). An Australian science curriculum: Competition, advances and retreats. Australian Journal of Education, 55(3), 229–244. https://doi.org/10.1177/000494411105500305
   Web of Science ®Google Scholar
• Australia Department of Foreign Affairs and Trade. (2016). New Colombo plan: Connect to Australia’s future-study in the region. ACT.
   Google Scholar
• Australian Curriculum Assessment and Reporting Authority. (2011). Measurement framework for schooling in Australia 2010. https://docs.acara.edu.au/resources/Measurement_Framework_for_Schooling_in_Australia_2010.pdf
   Google Scholar
• Bahar, A., & Adiguzel, T. (2016). Analysis of factors influencing interest in STEM career: Comparison between American and Turkish high school students with high ability. Journal of STEM Education: Innovations and Research, 17(3), 64–69.
   Google Scholar
• Ben-David, A., & Zohar, A. (2009). Contribution of meta-strategic knowledge to scientific inquiry learning. International Journal of Science Education, 31(12), 1657–1682. https://doi.org/10.1080/09500690802162762
   Web of Science ®Google Scholar
• Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2011). Defining twenty-first century skills. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 17–66). Springer.
   Google Scholar
• Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3–4), 369–398. https://doi.org/10.1080/00461520.1991.9653139
   Web of Science ®Google Scholar
• Bransford, J. D., Brown, A., & Cocking, R. (2000). How people learn (Expanded ed.). National Academy.
   Google Scholar
• Breiner, J., Harkness, S., Johnson, C., & Koehler, C. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics, 112(1), 3–11. https://doi.org/10.1111/j.1949-8594.2011.00109.x
   Google Scholar
• Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 70, 30–35.
   Google Scholar
• Cairns, D., & Areepattamannil, S. (2019). Exploring the relations of inquiry-based teaching to science achievement and dispositions in 54 countries. Research in Science Education, 49(1), 1–23. https://doi.org/10.1007/s11165-017-9639-x
   Web of Science ®Google Scholar
• Chen, H. T., Wang, H. H., Lu, Y. Y., Lin, H. S., & Hong, Z. R. (2016). Using a modified argument-driven inquiry to promote elementary school students’ engagement in learning science and argumentation. International Journal of Science Education, 38(2), 170–191. https://doi.org/10.1080/09500693.2015.1134849
   Web of Science ®Google Scholar
• Chen, Y., Wilson, K., & Lin, H. S. (2019). Identifying the challenging characteristics of systems thinking encountered by undergraduate students in chemistry problem-solving of gas laws. Chemistry Education Research and Practice, 20(3), 594–605. https://doi.org/10.1039/C9RP00070D
   Web of Science ®Google Scholar
• Chi, S., Liu, X., Wang, Z., & Han, S. W. (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), 1284–1304. https://doi.org/10.1080/09500693.2018.1476742
   Web of Science ®Google Scholar
• Chiu, M. H. (2016). Science education research and practices in Taiwan: Challenges and opportunities. Springer.
   Google Scholar
• Cropley, A. (2006). In praise of convergent thinking. Creativity Research Journal, 18(3), 391–404. https://doi.org/10.1207/s15326934crj1803_13
   Web of Science ®Google Scholar
• Cureton, E. E. (1957). The upper and lower twenty-seven per cent rule. Psychometrika, 22(3), 293–296. https://doi.org/10.1007/BF02289130
   Web of Science ®Google Scholar
• DeVellis, R. F. (2011). Scale development: Theory and applications (applied social research methods) (3rd ed.). SAGE.
   Google Scholar
• Forbes, C. T., Neumann, K., & Schiepe-Tiska, A. (2020). Patterns of inquiry-based science instruction and student science achievement in PISA 2015. International Journal of Science Education, 42(5), 783–806. https://doi.org/10.1080/09500693.2020.1730017
   Web of Science ®Google Scholar
• Gibson, H. L., & Chase, C. (2002). Longitudinal impact of an inquiry-based science program on middle school students’ attitudes toward science. Science Education, 86(5), 693–705. https://doi.org/10.1002/sce.10039
   Web of Science ®Google Scholar
• Grabau, L., & Ma, X. (2017). Science engagement and science achievement in the context of science instruction: A multilevel analysis of U.S. students and schools. International Journal of Science Education, 39(8), 1045–1068. https://doi.org/10.1080/09500693.2017.1313468
   Web of Science ®Google Scholar
• Guzey, S., Moore, T., & Harwell, M. (2016). Building up STEM: An analysis of teacher-developed engineering design-based STEM integration curricular materials. Journal of Pre-College Engineering Education Research (J-PEER), 6(1), 11–29. https://doi.org/10.7771/2157-9288.1129
   Google Scholar
• Hampden-Thompson, G., & Bennett, J. (2013). Science teaching and learning activities and students’ engagement in science. International Journal of Science Education, 35(8), 1325–1343. https://doi.org/10.1080/09500693.2011.608093
   Web of Science ®Google Scholar
• Hand, B., Wallace, C. W., & Yang, E. M. (2004). Using a science writing heuristic to enhance learning outcomes from laboratory activities in seventh-grade science: Quantitative and qualitative aspects. International Journal of Science Education, 26(2), 131–149. https://doi.org/10.1080/0950069032000070252
   Web of Science ®Google Scholar
• Holmes, K., Gore, J., Smith, M., & Lloyd, A. (2018). An integrated analysis of school students’ aspirations for STEM careers: Which student and school factors are most predictive? International Journal of Science and Mathematics Education, 16(4), 655–675. https://doi.org/10.1007/s10763-016-9793-z
   Web of Science ®Google Scholar
• Hong, Z.-R., & Lin, H. S. (2013). Boys’ and girls’ involvement in science learning and their self-efficacy in Taiwan. International Journal of Psychology, 48(3), 272–284. https://doi.org/10.1080/00207594.2011.628673
   PubMed Web of Science ®Google Scholar
• Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modeling: Guidelines for determining model fit. The Electronic Journal of Business Research Methods, 6(1), 53–60. https://doi.org/10.21427/D7CF7R
   Google Scholar
• Jack, B. M., & Lin, H. S. (2018). Warning! Increases in interest without enjoyment may not be trend predictive of genuine interest in learning science. International Journal of Educational Development, 62, 136–147. https://doi.org/10.1016/j.ijedudev.2018.03.005
   Web of Science ®Google Scholar
• Jen, T. H., Lee, C. D., Chien, C. L., Hsu, Y. S., & Chen, K. M. (2013). Perceived social relationships and science learning outcomes for Taiwanese eighth graders: Structural equation modeling with a complex sampling consideration. International Journal of Science and Mathematics Education, 11(3), 575–600. https://doi.org/10.1007/s10763-012-9355-y
   Web of Science ®Google Scholar
• Kang, N.-H., & Wallace, C. (2005). Secondary science teachers’ use of laboratory activities: Linking epistemological beliefs, goals, and practices. Science Education, 89(1), 140–165. https://doi.org/10.1002/sce.20013
   Web of Science ®Google Scholar
• Kearney, C. (2016). Efforts to increase students’ interests in pursuing mathematics, science and technology studies and careers. National measures taken by 30 countries - 2015. Report, European Schoolnet.
   Google Scholar
• Kee, Y. (2007). Adult learning from a confucian way of thinking. In S. B. Merriam (Ed.), Non-Western perspectives on learning and knowing (pp. 153–172). Krieger.
   Google Scholar
• Keys, C. W., & Bryan, L. A. (2001). Co-constructing inquiry-based science with teachers: Essential research for lasting reform. Journal of Research in Science Teaching, 38(6), 631–645. https://doi.org/10.1002/tea.1023
   Web of Science ®Google Scholar
• Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., & Soloway, E. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7(3), 313–350. https://doi.org/10.1207/s15327809jls0703&4_3
   Web of Science ®Google Scholar
• Kuo, Y.-R., Tuan, H.-L., & Chin, C.-C. (2019). Examining low and non-low achievers’ motivation towards science learning under inquiry-based instruction. International Journal of Science and Mathematics Education, 17(5), 845–862. https://doi.org/10.1007/s10763-018-9908-9
   Web of Science ®Google Scholar
• Lam, T. Y. P., & Lau, K. C. (2014). Examining factors affecting science achievement of Hong Kong in PISA 2006 using hierarchical linear modeling. International Journal of Science Education, 36(15), 2463–2480. https://doi.org/10.1080/09500693.2013.879223
   Web of Science ®Google Scholar
• Lavonen, J., & Laaksonen, S. (2009). Context of teaching and learning school science in Finland: Reflections on PISA 2006 results. Journal of Research in Science Teaching, 46(8), 922–944. https://doi.org/10.1002/tea.20339
   Web of Science ®Google Scholar
• Lederman, N. G., Lederman, J. S., & Antink, A. (2013). Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology, 1(3), 138–147. https://doi.org/10.18404/IJEMST.19784
   Google Scholar
• Lloyd, R., Neilson, R., King, S., & Dyball, M. (2012). Review of informal science learning executive summary. https://www.informalscience.org/review-informal-science-learning
   Google Scholar
• Lubart, T. (2016). Creativity and convergent thinking: Reflections, connections and practical considerations. Bulletin of Peoples’ Friendship University of Russia, Series Psychology and Pedagogy, 4, 7–15. https://doi.org/10.22363/2313-1683-2016-4-7-15
   Google Scholar
• Marginson, S., Tytler, R., Freeman, B., & Roberts, K. (2013). STEM: Country comparisons. Report for the Australian Council of Learned Academies. Australian Council of Learned Academies.
   Google Scholar
• Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., Fishman, B., Soloway, E., Geier, R., & Tal, R. T. (2004). Inquiry-based science in the middle grades: Assessment of learning in urban systemic reform. Journal of Research in Science Teaching, 41(10), 1063–1080. https://doi.org/10.1002/tea.20039
   Web of Science ®Google Scholar
• Ministry of Education. (2014). General guidelines of the twelve-year curriculum. http://www.naer.edu.tw/files/15-1000-7944,c1174-1.php?Lang=zh-tw
   Google Scholar
• National Academy of Engineering and National Research Council. (2014). STEM integration in K–12 education: Status, prospects, and an agenda for research. The National Academies Press.
   Google Scholar
• National Research Council. (1996). National science education standards. National Academies Press.
   Google Scholar
• National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
   Google Scholar
• Ng, K. T., Lay, Y. F., Areepattamannil, S., Treagust, D. F., & Chandrasegaran, A. L. (2012). Relationship between affect and achievement in science and mathematics in Malaysia and Singapore. Research in Science & Technological Education, 30(3), 225–237. https://doi.org/10.1080/02635143.2012.708655
   Web of Science ®Google Scholar
• NRC. (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. The National Academies Press.
   Google Scholar
• OECD. (2006a). Assessing scientific, reading and mathematical literacy: A framework for PISA 2006. https://www.oecd-ilibrary.org/docserver/9789264026407-en.pdf?expires=1580259844&id=id&accname=oid021062&checksum=021C9DF6C9290F8943CB7EC814002C45
   Google Scholar
• OECD. (2016b). PISA 2015 results (Volume I): Excellence and equity in education. https://www.oecd-ilibrary.org/content/publication/9789264266490-en
   Google Scholar
• OECD. (2016c). PISA 2015 results (Volume II): policies and practices for successful schools. https://www.oecd-ilibrary.org/content/publication/9789264267510-en
   Google Scholar
• OECD. (2017a). PISA 2015 assessment and analytical framework: Science, reading, mathematic, financial literacy and collaborative problem solving. https://www.oecd-ilibrary.org/content/publication/9789264281820-en
   Google Scholar
• OECD. (2017b). PISA 2015 technical report. https://www.oecd.org/pisa/sitedocument/PISA-2015-technical-report-final.pdf
   Google Scholar
• OECD. (2018). Transformative technologies and jobs of the future. https://www.oecd.org/innovation/transformative-technologies-and-jobs-of-the-future.pdf
   Google Scholar
• Palmer, S., Campbell, M., Johnson, E., & West, J. (2018). Occupational outcomes for bachelor of science graduates in Australia and implications for undergraduate science curricula. Research in Science Education, 48(5), 989–1006. https://doi.org/10.1007/s11165-016-9595-x
   Web of Science ®Google Scholar
• Prinsley, R., & Baranyai, K. (2015). STEM skills in the workforce: What do employers want? Occasional paper series. Office of the Chief Scientist.
   Google Scholar
• Rahmat, I., & Chanunan, S. (2018). Open inquiry in facilitating metacognitive skills on high school biology learning: An inquiry on low and high academic ability. International Journal of Instruction, 11(4), 593–606. https://doi.org/10.12973/iji.2018.11437a
   Web of Science ®Google Scholar
• Romine, W. L., & Sadler, T. D. (2016). Measuring changes in interest in science and technology at the college level in response to two instructional interventions. Research in Science Education, 46(3), 309–327. https://doi.org/10.1007/s11165-014-9452-8
   Web of Science ®Google Scholar
• Rowley, S. J., Kurtz-Costes, B., Mistry, R., & Feagans, L. (2007). Social status as a predictor of race and gender stereotypes in late childhood and early adolescence. Social Development, 16(1), 150–168. https://doi.org/10.1111/j.1467-9507.2007.00376.x
   Web of Science ®Google Scholar
• Royal Society. (2014). Vision for science, mathematics and computing education.
   Google Scholar
• She, H.-C., Lin, H.-S., & Huang, L.-Y. (2019). Reflections on and implications of the programme for international student assessment 2015 performance of students in Taiwan: The role of epistemic beliefs about science in scientific literacy. Journal of Research in Science Teaching, 56, 1309–1340. https://doi.org/10.1002/tea.21553
   Web of Science ®Google Scholar
• Shumow, L., Schmidt, J., & Zaleski, D. (2013). Multiple perspectives on student learning, engagement, and motivation in high school biology labs. The High School Journal, 96(3), 232–252. https://doi.org/10.2307/23351976
   Google Scholar
• Suhandi, A., Muslim, Samsudin, A, Hermita, N., & Supriyatman. (2018). Effectiveness of the use of question-driven levels of inquiry based instruction (QD-LOIBI) assisted visual multimedia supported teaching material on enhancing scientific explanation ability senior high school students. Journal of Physics: Conference Series, 1013, 012026. https://doi.org/10.1088/1742-6596/1013/1/012026
   Google Scholar
• Taiwan Ministry of Education. (2014). General guidelines of the twelve-year curriculum.
   Google Scholar
• Teig, N., Scherer, R., & Nilsen, T. (2018). More isn’t always better: The curvilinear relationship between inquiry-based teaching and student achievement in science. Learning and Instruction, 56, 20–29. https://doi.org/10.1016/j.learninstruc.2018.02.006
   Web of Science ®Google Scholar
• Tighezza, M. H. (2014). Modeling relationships among learning, attitude, self-perception, and science achievement for grade 8 Saudi students. International Journal of Science and Mathematics Education, 12(4), 721–740. https://doi.org/10.1007/s10763-013-9426-8
   Web of Science ®Google Scholar
• Tsai, L.-T., & Yang, C.-C. (2015). Hierarchical effects of school-, classroom-, and student-level factors on the science performance of eighth-grade Taiwanese students. International Journal of Science Education, 37(8), 1166–1181. https://doi.org/10.1080/09500693.2015.1022625
   Web of Science ®Google Scholar
• United Nations Environment Program. (2012). 21 issues for the 21st century: Result of the UNEP foresight process on emerging environmental issues.
   Google Scholar
• Vennix, J., Brok, P. J. d., & Taconis, R. (2017). Perceptions of STEM-based outreach learning activities in secondary education. Learning Environments Research, 20(1), 21–46. https://doi.org/10.1007/s10984-016-9217-6
   Google Scholar
• Wallace, J., & Chou, C.-Y. (2001). Similarity and difference: Student cooperation in Taiwanese and Australian science classrooms. Science Education, 85(6), 694–711. https://doi.org/10.1002/sce.1034
   Web of Science ®Google Scholar
• Wen, C.-T., Liu, C.-C., Chang, H.-Y., Chang, C.-J., Chang, M.-H., Chiang, S.-H. F., Yang, C.-W., & Hwang, F.-K. (2020). Students’ guided inquiry with simulation and its relation to school science achievement and scientific literacy. Computers & Education, 149, Article 103830. https://doi.org/10.1016/j.compedu.2020.103830
   Google Scholar
• Wright, G. A. (2018). Engineering attitudes: An investigation of the effect of literature on student attitudes toward engineering. International Journal of Technology and Design Education, 28(3), 653–665. https://doi.org/10.1007/s10798-017-9417-0
   Web of Science ®Google Scholar