A Science for Citizenship Model: Assessing the Effects of Benefits, Risks, and Trust for Predicting Students’ Interest in and Understanding of Science-Related Content

Author:

Jack Brady Michael,Lee Ling,Yang Kuay-Keng,Lin Huann-shyang

Funder

National Science Council Taiwan

Publisher

Springer Science and Business Media LLC

Subject

Education

Reference78 articles.

1. Aikenhead, G. S. (2006). Science education for everyday life: evidence based practice. New York and London: Teachers College Press.

2. Allen, S. (2007). Exhibit design in science museums: dealing with a constructivist dilemma. In J. H. Falk & S. Foutz (Eds.), In principle, in practice: museums as learning institutions (pp. 43–57). Manhan: AltaMira Press.

3. Arbuckle, J. L. (2013). Conventional linear regression. In IBM® SPSS® Amos™ 22 User’s Guide (pp. 67–79). ftp://public.dhe.ibm.com/software/analytics/spss/documentation/amos/22.0/en/Manuals/IBM_SPSS_Amos_User_Guide.pdf

4. Archer, L., Dawson, E., DeWitt, J., Seakins, A., & Wong, B. (2015). “Science capital”: a conceptual, methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts. Journal of Research in Science Teaching, 52(7), 922–948.

5. Bak, H.-J. (2001). Education and public attitudes toward science: implications for the “deficit model” of education and support for science and technology. Social Science Quarterly, 82(4), 779–795.

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