Finland, a package deal : Disciplinary climate in science classes, science dispositions and science literacy

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dc.contributor.author Grabau, Larry J.
dc.contributor.author Lavonen, Jari
dc.contributor.author Juuti, Kalle
dc.date.accessioned 2022-01-03T08:11:01Z
dc.date.available 2022-01-03T08:11:01Z
dc.date.issued 2021-12-01
dc.identifier.citation Grabau , L J , Lavonen , J & Juuti , K 2021 , ' Finland, a package deal : Disciplinary climate in science classes, science dispositions and science literacy ' , Sustainability (Switzerland) , vol. 13 , no. 24 , 13857 . https://doi.org/10.3390/su132413857
dc.identifier.other PURE: 172169578
dc.identifier.other PURE UUID: a8a6d11f-f5c3-4c83-a6bd-68801e0f4fd6
dc.identifier.other Scopus: 85121460956
dc.identifier.other ORCID: /0000-0003-2781-7953/work/105907478
dc.identifier.other ORCID: /0000-0001-8696-2611/work/105909689
dc.identifier.other WOS: 000737360600001
dc.identifier.uri http://hdl.handle.net/10138/338175
dc.description Publisher Copyright: © 2021 by the authors. Licensee MDPI, Basel, Switzerland.
dc.description.abstract Finland’s educational prowess, though tempered by recent international assessments, has remained intact. This report focused on lessons that could be learned regarding secondary-level science education from the Program for International Student Assessment (PISA) 2015, sciencefocused assessment. That PISA iteration included not only science literacy but also students’ science dispositions (epistemology, enjoyment, interest, and self-efficacy) and the schools’ science climate measures (disciplinary climate and teaching support). Due to the hierarchical nature of the PISA data, multilevel models were employed in this Finnish study, involving 5582 students from 167 schools. Science dispositions (as outcome measures) were differently associated with teaching support and disciplinary climate (epistemology with neither; enjoyment and interest, with both). Science literacy (as an outcome measure) was associated with all four science dispositions, whether modeled with each science disposition separately or all four simultaneously. Science literacy was also associated with the disciplinary climate in science classes for all tested models. We concluded that, in the Finnish context, science dispositions and the disciplinary climate were predictive of science literacy. Furthermore, we presented evidence from the literature indicating that these conclusions may well extend to other international contexts. en
dc.format.extent 16
dc.language.iso eng
dc.relation.ispartof Sustainability (Switzerland)
dc.rights cc_by
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject Disciplinary climate
dc.subject Enjoyment
dc.subject Epistemology
dc.subject Interest
dc.subject School science climate
dc.subject Science dispositions
dc.subject Science literacy
dc.subject Self-efficacy
dc.subject 1172 Environmental sciences
dc.subject 516 Educational sciences
dc.title Finland, a package deal : Disciplinary climate in science classes, science dispositions and science literacy en
dc.type Article
dc.contributor.organization Faculty of Educational Sciences
dc.contributor.organization Maker@STEAM
dc.contributor.organization Department of Education
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.3390/su132413857
dc.relation.issn 2071-1050
dc.rights.accesslevel openAccess
dc.type.version publishedVersion

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