Multiple Factors Drive the Development of Scientific Thinking in Urban Primary School Students of China: FsQCA Analysis Based on the Ecological Systems Theory
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| Title: | Multiple Factors Drive the Development of Scientific Thinking in Urban Primary School Students of China: FsQCA Analysis Based on the Ecological Systems Theory |
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| Language: | English |
| Authors: | Lin Lin, Danhua Zhou, Xinyi Hu, Jingying Wang (ORCID |
| Source: | Education and Urban Society. 2024 56(7):906-927. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 6 Intermediate Grades Middle Schools Higher Education Postsecondary Education |
| Descriptors: | Scientific Literacy, Thinking Skills, Skill Development, Urban Schools, Foreign Countries, Public Schools, Elementary School Students, Grade 6, Elementary School Science, Evaluation, Student Motivation, Family Influence, Teaching Methods, Social Influences, Parent Participation, Integrated Curriculum, Guided Pathways, Curriculum Design |
| Geographic Terms: | China |
| DOI: | 10.1177/00131245241229666 |
| ISSN: | 0013-1245 1552-3535 |
| Abstract: | With the introduction and implementation of core literacy, scientific thinking (ST) has become an essential goal and key dimension of science teaching. At present, there is no agreement on how to cultivate students' ST. This study took 238 sixth grade students from a public primary school in urban China as research sample, built a theoretical model of scientific thinking development based on the theory of the Bronfenbrenner' ecological systems theory, and used multiple data to explore and analyze the impact path of ST development of primary school students using the fuzzy sets of qualitative comparative analysis method (fsQCA). The development of urban primary school students' ST is the result of multiple factors at the level of individual drive, family environment, school teaching, and social resources. The result of data analysis showed that the influence path of ST development of urban primary school students driven by multiple factors includes three paths: parent participation leading, scientific practice leading, and home-school-community integration. We have interpreted the influence mechanism of each path in detail and put forward the enlightenment for science education policy and practice. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1434762 |
| Database: | ERIC |
| Abstract: | With the introduction and implementation of core literacy, scientific thinking (ST) has become an essential goal and key dimension of science teaching. At present, there is no agreement on how to cultivate students' ST. This study took 238 sixth grade students from a public primary school in urban China as research sample, built a theoretical model of scientific thinking development based on the theory of the Bronfenbrenner' ecological systems theory, and used multiple data to explore and analyze the impact path of ST development of primary school students using the fuzzy sets of qualitative comparative analysis method (fsQCA). The development of urban primary school students' ST is the result of multiple factors at the level of individual drive, family environment, school teaching, and social resources. The result of data analysis showed that the influence path of ST development of urban primary school students driven by multiple factors includes three paths: parent participation leading, scientific practice leading, and home-school-community integration. We have interpreted the influence mechanism of each path in detail and put forward the enlightenment for science education policy and practice. |
|---|---|
| ISSN: | 0013-1245 1552-3535 |
| DOI: | 10.1177/00131245241229666 |
