Abstract
The main purpose of this study was to construct a model of the science learning process and to validate it with data from 520 eighth grade students. The instruments employed in this study included the Science Problem Solving Test A&B, Science Learning Environment Perception Inventory, Science Self-Efficacy Inventory, Awareness of Science Action Control Inventory, Science Action Control Inventory, Awareness of Science Learning Strategies Inventory, and the Science Learning Strategies Inventory. The data were analyzed with structural equation modeling, SEM. Results showed that the theoretical model fit the observed data well, and also supported other recent findings related to the learning process. Implications for theory and research are discussed.
| Keywords: | science self-efficacy; science learning process model; structural equation |
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