Describing astronomy identity of upper primary and middle school students through structural equation modeling

We describe how young students situate themselves with respect to astronomy through an identity framework that features four dimensions: interest, utility value, confidence, and conceptual knowledge. Overall, about 900 Italian students, from 5th to 9th grade (9–14 years old), were involved in the st...

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Autores principales:	Arturo Colantonio, Irene Marzoli, Emanuella Puddu, Sandro Bardelli, Maria Teresa Fulco, Silvia Galano, Luciano Terranegra, Italo Testa
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2021
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/64d4cccd6a684113994c2431b426f494
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spelling	oai:doaj.org-article:64d4cccd6a684113994c2431b426f4942021-12-02T15:46:40ZDescribing astronomy identity of upper primary and middle school students through structural equation modeling10.1103/PhysRevPhysEducRes.17.0101392469-9896https://doaj.org/article/64d4cccd6a684113994c2431b426f4942021-05-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.17.010139http://doi.org/10.1103/PhysRevPhysEducRes.17.010139https://doaj.org/toc/2469-9896We describe how young students situate themselves with respect to astronomy through an identity framework that features four dimensions: interest, utility value, confidence, and conceptual knowledge. Overall, about 900 Italian students, from 5th to 9th grade (9–14 years old), were involved in the study. We tested our model using confirmatory factor analysis and structural equation modeling. Differences between girls and boys and across school levels were also investigated. Results show that interest has both a direct and an indirect effect on astronomy identity. The indirect effect of interest on identity is mediated by utility value. Moreover, confidence mediates the effect of interest on conceptual knowledge. Concerning differences between girls and boys, we found that the effect of interest on identity is greater for girls than for boys and that the utility value mediates the effect of interest on identity for boys but not for girls. Finally, our findings show also that the students’ interest in astronomy and confidence in their performance decrease with age, with a potential negative impact on conceptual knowledge and future career choice in astronomy. The astronomy identity framework can be employed to examine the role of affective variables on performance and persistence in astronomy and to improve the design of teaching-learning activities that can potentially stimulate a lasting interest in astronomy.Arturo ColantonioIrene MarzoliEmanuella PudduSandro BardelliMaria Teresa FulcoSilvia GalanoLuciano TerranegraItalo TestaAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 17, Iss 1, p 010139 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Arturo Colantonio Irene Marzoli Emanuella Puddu Sandro Bardelli Maria Teresa Fulco Silvia Galano Luciano Terranegra Italo Testa Describing astronomy identity of upper primary and middle school students through structural equation modeling
description	We describe how young students situate themselves with respect to astronomy through an identity framework that features four dimensions: interest, utility value, confidence, and conceptual knowledge. Overall, about 900 Italian students, from 5th to 9th grade (9–14 years old), were involved in the study. We tested our model using confirmatory factor analysis and structural equation modeling. Differences between girls and boys and across school levels were also investigated. Results show that interest has both a direct and an indirect effect on astronomy identity. The indirect effect of interest on identity is mediated by utility value. Moreover, confidence mediates the effect of interest on conceptual knowledge. Concerning differences between girls and boys, we found that the effect of interest on identity is greater for girls than for boys and that the utility value mediates the effect of interest on identity for boys but not for girls. Finally, our findings show also that the students’ interest in astronomy and confidence in their performance decrease with age, with a potential negative impact on conceptual knowledge and future career choice in astronomy. The astronomy identity framework can be employed to examine the role of affective variables on performance and persistence in astronomy and to improve the design of teaching-learning activities that can potentially stimulate a lasting interest in astronomy.
format	article
author	Arturo Colantonio Irene Marzoli Emanuella Puddu Sandro Bardelli Maria Teresa Fulco Silvia Galano Luciano Terranegra Italo Testa
author_facet	Arturo Colantonio Irene Marzoli Emanuella Puddu Sandro Bardelli Maria Teresa Fulco Silvia Galano Luciano Terranegra Italo Testa
author_sort	Arturo Colantonio
title	Describing astronomy identity of upper primary and middle school students through structural equation modeling
title_short	Describing astronomy identity of upper primary and middle school students through structural equation modeling
title_full	Describing astronomy identity of upper primary and middle school students through structural equation modeling
title_fullStr	Describing astronomy identity of upper primary and middle school students through structural equation modeling
title_full_unstemmed	Describing astronomy identity of upper primary and middle school students through structural equation modeling
title_sort	describing astronomy identity of upper primary and middle school students through structural equation modeling
publisher	American Physical Society
publishDate	2021
url	https://doaj.org/article/64d4cccd6a684113994c2431b426f494
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Describing astronomy identity of upper primary and middle school students through structural equation modeling

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