A Study On The Influence Of Informal Science Learning On Physics Achievement And Scientific Identity Of Senior High School Students

Most of the knowledge acquired during a lifetime comes from various informal learning activities.Previous studies have shown that informal science learning can improve students’ scientific performance and scientific identity.High school students are about to face two major events,namely,college entrance examination and major selection,which have an important impact on individual lifelong development.Therefore,this study selected senior high school students as the research object to investigate the current situation of informal science learning among senior high school students,and explore the relationship between informal science learning,physics achievement,and scientific identity.This study first constructed a hypothesis testing model for informal science learning to influence physical achievement and scientific identity by influencing physical learning interests and self-efficacy.A questionnaire survey was conducted to collect the current situation of informal science learning and the grade ranking range of physics scores among senior high school students.The students’ interest in physics learning,self-efficacy in physics learning,and scientific identity were measured using a scale.SPSS and Amos were used for data processing.Research findings:1.Students participate less in informal science learning.There is a contradiction between students’ preference for informal science learning and their lack of behavioral engagement.2.There is a weak correlation between informal science learning and physics achievement,while there is a moderate correlation between informal science learning and scientific identity.Physical learning self-efficacy plays a complete mediating role in the impact of informal science learning on physics achievement,and plays a partial mediating role in the impact of informal science learning on scientific identity.3.High school frontline physics teachers have a positive attitude towards informal science learning,affirming that informal science learning can have an indirect impact on physics achievement and a direct impact on scientific identity,supporting the conclusions of quantitative research.Based on the above research conclusions,relevant action suggestions are proposed.Firstly,teachers should attach importance to informal science learning and actively innovate teaching models to enhance students’ enthusiasm for learning and cultivate their scientific identity;Secondly,schools should attach importance to the construction of informal science learning teams,cultivate core team members,and organize relevant activities;Finally,schools should actively cooperate with society to enrich informal science learning methods and improve the quality of informal science learning activities.