A Cross-level Mediation Model Analysis Of The Impact Of The Campus Inquiry-based Teaching Atmosphere On Students' Scientific Literacy

Improving students’ scientific literacy is a basic goal of international science education,and it is also an important goal of improving the quality of science education and carrying out science education reform in China.As one of the important new teaching methods for basic education reform,inquiry-based science teaching has been widely discussed in academic circles in recent years and is recognized as an important teaching method to improve students’ scientific literacy.However,the report of the Programme for International Student Assessment,which was co-ordinated by the Organization for Economic Co-operation and Development,shows that the degree of inquiry-based teaching perceived by students in most of the countries tested is negatively correlated with the student’s scientific literacy scores.This conclusion is quite different from the results of previous studies.According to the contextualization and multi-level theory of organizational psychology,individual behavior is not only affected by the same level of factors,but different organizational contexts and different groups also have an important impact on individual behavior.As an organization with obvious relationship between the upper and lower levels,the school has clear rules and regulations and division of labor.As an organization with obvious relationship between lower and upper levels,the school has clear rules and regulations and division of labor.The important environmental factors at the school level must have a subtle influence on students’ academic achievements.As a kind of teaching method,inquiry teaching is one of the important forms of school atmosphere,which can have a stable and universal influence on students’ academic achievement performance at the school level.Therefore,based on the data of four provinces and cities in China published by the International Student Evaluation Project,this study promotes the inquiry-based teaching method to the school level as a campus inquiry-style teaching atmosphere,and analyzes the results of the cross-level influence on students’ scientific literacy at the school level.Furthermore,the students’ scientific interest,scientific beliefs and scientific self-efficacy are analyzed as mediators to explore whether there is a mediating effect in the process of the inter-level influence of campus inquiry teaching atmosphere on students’ scientific literacy.Through the construction of cross-horizontal linear analysis model and cross-level mediation analysis model,the research draws the following conclusions:(1)inquiry-based teaching has a significant negative predictive effect on students’ scientific literacy,while the school-level inquiry-based teaching atmosphere has a significant positive predictive effect on students’ scientific literacy;(2)students’ scientific interests and scientific beliefs have a significant positive predictive effect on students’ scientific literacy,while scientific self-efficacyhas no significant effect on students’ scientific literacy;(3)The school-level inquiry-based teaching atmosphere has a significant positive predictive effect on students’ scientific interests,scientific beliefs,and scientific self-efficacy;(4)Scientific interest and scientific belief play a part in mediating the multi-level influence of inquiry-based teaching atmosphere on students’ scientific literacy.Scientific self-efficacy has no intermediary role in this process.