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http://dx.doi.org/10.14697/jkase.2019.39.3.321

An Exploration of the Process of Enhancing Science Self-Efficacy of High School Students in the STEM Track  

Shin, Seung-Hee (Seoul Girls' High School)
Mun, Kongju (Seoul National University)
Kim, Sung-Won (Ewha Womans University)
Publication Information
Journal of The Korean Association For Science Education / v.39, no.3, 2019 , pp. 321-335 More about this Journal
Abstract
This study aims to explore the influencing factors and the process of enhancing science self-efficacy (SSE) and to lay the foundation in understanding science self-efficacy of students. The ten categories related to the science self-efficacy were derived through the coding of the interview data based on the grounded theory and paradigm analysis to develop a process model of science self-efficacy improvement. Through the process analysis, four cyclical phases were found in the process of enhancing SSE: 'Entering into learning science' phase, 'enhancing SSE' phase, 'adjustment' phase, and 'result' phase. More specifically, the phase of 'entering into learning science' is where students choose science track and stimulated to construct SSE. The phase of 'enhancing SSE' is where students taking a science track actively learn science and perform science activities. In the phase of 'adjustment', students come to have successful performance about learning science and performing science activities by using diverse strategies. Finally, 'result' phase indicates different appearances of students depending on SSE levels. The phases were non-linear and periodically repeat depending on situation. The core category in the selective coding was indicated to be 'enhancing science self-efficacy.' Students' SSE form by learning science and performing science activities. These finding may help better understand the behavior of students who are taking a science track by facilitating effective science learning through the increase of their SSE levels.
Keywords
Science self-efficacy; Science major high school student; grounded theory; science learning;
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Times Cited By KSCI : 4  (Citation Analysis)
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