| Since the 21 st century,the global science and technology industry has been changing with each passing day,which has profoundly affected the civilization and development of human society.As the reserve army of scientific and technological talents,middle school students' scientific literacy greatly influences personal life decision-making and public affairs participation,and is directly related to the country's future comprehensive strength and talent competitiveness.Therefore,it is necessary to pay more attention to the scientific literacy development of middle school students.With the recent paradigm shift from "cold cognition" to "hot cognition" in the study of learning theory,personal epistemology and learning interest,as important factors regulating scientific learning,have attracted more and more researchers around the world.Students' epistemological beliefs about the nature of knowledge and the nature of the process of knowledge acquisition not only affect students' choice of learning strategies,argumentation and reasoning models,and information integration methods,but also have an important impact on learning motivation.Learning interest,as an internal motivation to stimulate learning,is closely related to personal epistemology and has a positive impact on scientific literacy.In 2015,the International Student Evaluation Project(PISA)initiated by the United Nations Organization for Economic Cooperation and Development deliberately explored students' personal epistemology,learning interest and other noncognitive factors in the framework of scientific literacy assessment.Learning interest affects the discussion of the specific mechanism of scientific literacy,and there are few articles that subdivide learning interest into situational interest and individual interest for empirical research.Based on this,this research attempts to understand the cognitive characteristics and laws of students' learning process by studying the influence mechanism of junior high school students' personal epistemology,situational interest,and individual interest on scientific literacy,and put forward more instructive suggestions for improving students' scientific literacy.And suggestions.For this reason,this research mainly focuses on the following three research questions:1.What is the status quo of junior high school students' personal epistemology,situational interest,individual interest and scientific literacy?2.Are junior high school students' personal epistemology,situational interest,individual interest,and scientific literacy significantly correlated?3.Does contextual interest play an intermediary role in the influence of personal epistemology and individual interest on scientific literacy?In order to answer the above questions,this study uses literature analysis,testing,statistical analysis and other research methods to carry out systematic research work.First,by consulting,combing,and analyzing relevant literature and materials,the relevant core concepts are clearly defined,and then based on the frontier development trend of scientific literacy related concepts,drawing on the evaluation framework model of PISA2015,and integrating the attention of the Ministry of Culture and Education of the European Parliament on the interpretation and screening of scientific and technological information,Combined with the specific requirements of my country's basic education science curriculum standards,constructed a junior high school student's scientific literacy evaluation framework,compiled a "junior high school student's scientific literacy test paper",and selected personal epistemology questionnaires and situations suitable for junior high school students in domestic and foreign literature.Interest questionnaire and individual interest questionnaire.Subsequently,3,070 eighth-grade students from 92 schools in City C were used as the research object,using EXCEL2016,SPSS25.0 and AMOS23.0 to enter,sort and analyze the test paper and questionnaire information,and finally obtained the following results:(1)The overall development of junior high school students' scientific literacy,personal epistemology,situational interest,and individual interest is at the upper-middle level.Specifically,in terms of scientific literacy,the scores of junior high school students in the knowledge dimension are in the order of science essence>life science>earth science>material science;in the ability dimension,junior high school students have better scientific interpretation and model construction capabilities,and observation and experimental exploration capabilities.And the ability of criticism and argumentation comes next.In terms of personal epistemology,the three dimensions of the source of knowledge,the certainty of knowledge,and the legitimacy of knowledge performed well,while the development of the developmental dimension of knowledge lags behind.In terms of situational interest,the performance of junior high school students in various dimensions from good to bad is: teacher>course> companion> venue>family.In terms of individual interests,students score close in the two dimensions of the joy of learning science and the motivation to learn science,and their performances are similar.(2)From the results of the independent sample T test,in terms of gender,boys score higher in scientific literacy,personal epistemology,situational interest,and individual interest than girls.Among them,there are significant gender differences in scientific literacy and individual interest.In terms of school types,there are significant differences in junior high school students' scientific literacy,personal epistemology,situational interest,and individual interest.The overall performance is that urban school students have better scores than county school students.(3)Junior high school students' personal epistemology,situational interest,individual interest,and scientific literacy are significantly positively correlated in the overall and in all dimensions.(4)Structural equation model analysis shows that individual interest plays a part of the mediating role between personal epistemology and scientific literacy,and the mediating effect accounts for 9% of the total effect.Individual interest plays a completely mediating role in the influence of situational interest on scientific literacy,and the mediating effect is very significant,accounting for 67% of the total effect.According to the results of data analysis,starting with personal epistemology,situational interest,and individual interest,the following suggestions are made to improve the scientific literacy of junior high school students: First,strengthen the attention and guidance of junior high school students' personal epistemology;includingTeachers should pay attention to and understand students' personal epistemology;enhance classroom context and promote the development of students' personal epistemology;change teaching methods to stimulate students' interest in inquiry;pay attention to teachers' personal epistemology and expand constructivist teaching practice.Second,create a situation to stimulate the interest of junior high school students in situations,including strengthening the participation of families in students' science learning;giving full play to the leading role of teachers in students' science learning;creating a good learning atmosphere and exerting a positive peer effect;Create lively and interesting science courses;broaden informal learning channels and encourage students to explore independently. |
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