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Worldwide predictors of science literacy in lower-secondary students: A TIMSS 2019 analysis

2024Journal article Open access
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dc.contributor.authorMaroco, J. P.
dc.contributor.authorKatarina Harju-Luukkainen, Heidi
dc.contributor.authorRautopuro, Juhani
dc.date.accessioned2024-12-16T13:54:19Z
dc.date.available2024-12-16T13:54:19Z
dc.date.issued2024
dc.description.abstractIn today’s technologically advanced and environmentallychallenging landscape, enhancing global scientific literacy isincreasingly imperative. A solid grasp of scientific principles is vitalfor fostering innovation and achieving sustainable developmentworldwide. Utilizing data from the International Association forthe Evaluation of Educational Achievement (IEA) Trends inInternational Mathematics and Science Study (TIMSS), this studyinquiries into various factors impacting grade eight students’science literacy in the TIMSS 2019 assessment. Exploring studentsocioeconomic status, cultural background, attitudes towardsscience, school organisation, teacher experiences, and country-levelvariables, we aimed to identify predictive associations with scienceliteracy. Additionally, we correlated TIMSS 2019 results with theUnited Nations Development Program’s Human DevelopmentIndex (HDI). Employing three-level Hierarchical Linear Modeling, weassessed which student, teacher, and country-level variables werelinked to grade 8 science literacy. Results indicate that thestudents’ socioeconomic resources and motivation/confidence inscience positively influence science literacy. Conversely, a higherpercentage of science items covered in national curricula wasweakly associated with lower science literacy scores. Teachersreporting greater teaching limitations due to student needsshowed negative correlations with science scores. At the countrylevel, the HDI emerged as the strongest correlate with grade 8science literacy. These findings underscore the multifaceted natureof science literacy and its interplay with various socio-cultural andeducational factors on a global scale.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationMarôco, J., Harju-Lukkainnen, H., & Rautopuro, J. (2024). Worldwide predictors of science literacy in lower-secondary students: a TIMSS 2019 analysis. International Journal of Science Education. https://doi.org/10.1080/09500693.2024.2394239pt_PT
dc.identifier.doi10.1080/09500693.2024.2394239pt_PT
dc.identifier.issn09500693
dc.identifier.urihttp://hdl.handle.net/10400.12/10046
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherTaylor and Francis Ltd.pt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectScience literacypt_PT
dc.subjectTIMSS 2019pt_PT
dc.subjectHuman development indexpt_PT
dc.titleWorldwide predictors of science literacy in lower-secondary students: A TIMSS 2019 analysispt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.conferencePlaceUnited Kingdompt_PT
oaire.citation.endPage19pt_PT
oaire.citation.startPage1pt_PT
oaire.citation.titleInternational Journal of Science Educationpt_PT
person.familyNamePaulo Marôco Domingos
person.familyNameHarju-Luukkainen
person.familyNameRautopuro
person.givenNameJoão
person.givenNameHeidi
person.givenNameJuhani
person.identifierD-4339-2015
person.identifier.ciencia-idD81B-BE2D-9B43
person.identifier.orcid0000-0001-9214-5378
person.identifier.orcid0000-0002-4532-7133
person.identifier.orcid0000-0002-3231-4843
person.identifier.scopus-author-id6602157617
person.identifier.scopus-author-id56270126200
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication14869d29-f5c4-4476-a172-ad161c7400e6
relation.isAuthorOfPublication8265b0ab-5242-4cd7-bedb-405b8f6808c9
relation.isAuthorOfPublication644b9997-1e8a-4e9f-be16-b905f96a87c5
relation.isAuthorOfPublication.latestForDiscovery8265b0ab-5242-4cd7-bedb-405b8f6808c9

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