ABSTRACT

In the globalisation era, engaging youth in science and technology is a joint responsibility across nations. This study examined the effects of Global Korean Science Program (GKSP) on 608 Indonesian middle school students’ attitudes towards science. Their science attitudes were assessed before and after the programme with Behaviour, Related Attitudes, and Intentions towards Science (BRAINS) survey. We also collected students’ responses to an open-ended programme evaluation. The repeated-measures ANOVA was performed to compare students’ attitudes before and after the programme by including gender effect, followed by clustering analysis and magnitude coding to analyse open-ended programme evaluation data. Results showed that GKSP improved students’ behavioural and normative beliefs, suggesting that the programme had positive impacts on students’ beliefs about the importance of science in daily life. The decline in students’ control belief towards science after the programme indicates the possibility of science contents delivered in programme being more difficult than in the typical Indonesian science curriculum. Additionally, we found a significant gender effect on intention and normative dimensions. Furthermore, clustering analysis classified students into three groups; small changes (62%), increase trend (29%), and decrease trend (9%) indicating that most students participating in the study experienced a small science attitudes shift.

摘要

在全球化时代，让青年参与科学技术是各国的共同责任。本研究调查了全球韩国科学计划 (GKSP) 对 608 名印度尼西亚中学生对科学态度的影响。他们的科学态度在计划之前和之后通过行为、相关态度和对科学的意图 (BRAINS) 调查进行了评估。我们还收集了学生对开放式项目评估的回应。进行重复测量方差分析以比较学生在计划前后的态度，包括性别效应，然后进行聚类分析和幅度编码以分析开放式计划评估数据。结果表明，GKSP 改善了学生的行为和规范信念，表明该计划对学生对科学在日常生活中的重要性的信念产生了积极影响。课程后学生对科学的控制信念下降表明课程中提供的科学内容可能比典型的印度尼西亚科学课程更难。此外，我们发现性别对意图和规范维度有显着影响。此外，聚类分析将学生分为三组；小的变化 (62%)、增加趋势 (29%) 和减少趋势 (9%) 表明参与研究的大多数学生都经历了小的科学态度转变。课程后学生对科学的控制信念下降表明课程中提供的科学内容可能比典型的印度尼西亚科学课程更难。此外，我们发现性别对意图和规范维度有显着影响。此外，聚类分析将学生分为三组；小的变化 (62%)、增加趋势 (29%) 和减少趋势 (9%) 表明参与研究的大多数学生都经历了小的科学态度转变。课程后学生对科学的控制信念下降表明课程中提供的科学内容可能比典型的印度尼西亚科学课程更难。此外，我们发现性别对意图和规范维度有显着影响。此外，聚类分析将学生分为三组；小的变化 (62%)、增加趋势 (29%) 和减少趋势 (9%) 表明参与研究的大多数学生都经历了小的科学态度转变。