Details
| Original language | English |
|---|---|
| Title of host publication | Assessing Contexts of Learning |
| Subtitle of host publication | An International Perspective |
| Editors | Susanne Kuger, Eckhard Klieme, Nina Jude, David Kaplan |
| Place of Publication | Cham |
| Publisher | Springer International Publishing AG |
| Pages | 301-329 |
| Number of pages | 29 |
| ISBN (electronic) | 978-3-319-45357-6 |
| ISBN (print) | 978-3-319-45356-9 |
| Publication status | Published - 2016 |
| Externally published | Yes |
Publication series
| Name | Methodology of Educational Measurement and Assessment |
|---|---|
| ISSN (Print) | 2367-170X |
| ISSN (electronic) | 2367-1718 |
Abstract
Besides fostering science achievement, developing positive science-related attitudes is also an important educational goal. Students need to learn to value science, develop an interest in science, and establish positive science-related self-views. Achieving these multidimensional goals enables students to participate in a society based on scientific reasoning, and influences their educational and professional career choices. This is of high significance because the shortage of skilled workers in specific technical and science professions such as engineering and physical science—especially among females—has become a concern in recent years, and is expected to worsen in the future. This chapter provides an overview of important science-related outcomes (e.g., interest in science, enjoyment of science, instrumental motivation, self-concept, self-efficacy, perceived value of science, self-regulation strategies, epistemological beliefs, technology- and environment-related attitudes, career aspirations) and their research backgrounds. However, for international large-scale assessment (ILSA) studies such as the Programme for International Student Assessment (PISA), there are limitations; and selection criteria arise from study characteristic features. These criteria and limitations are discussed, and this chapter describes how ILSAs have covered the topic of science-related attitudes. On the basis of the above considerations, the selected constructs for the PISA 2015 field trial are presented.
Keywords
- Attitudes towards science, Multidimensional educational goals, Science noncognitive outcomes, Scientific attitudes
ASJC Scopus subject areas
- Social Sciences(all)
- Education
- Social Sciences(all)
- Development
Cite this
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Assessing Contexts of Learning: An International Perspective. ed. / Susanne Kuger; Eckhard Klieme; Nina Jude; David Kaplan. Cham: Springer International Publishing AG, 2016. p. 301-329 (Methodology of Educational Measurement and Assessment).
Research output: Chapter in book/report/conference proceeding › Contribution to book/anthology › Research › peer review
}
TY - CHAP
T1 - Science-related outcomes: attitudes, motivation, value beliefs, strategies.
AU - Schiepe-Tiska, Anja
AU - Roczen, Nina
AU - Müller, Katharina
AU - Prenzel, Manfred
AU - Osborne, Jonathan
N1 - Publisher Copyright: © 2016, Springer International Publishing Switzerland.
PY - 2016
Y1 - 2016
N2 - Besides fostering science achievement, developing positive science-related attitudes is also an important educational goal. Students need to learn to value science, develop an interest in science, and establish positive science-related self-views. Achieving these multidimensional goals enables students to participate in a society based on scientific reasoning, and influences their educational and professional career choices. This is of high significance because the shortage of skilled workers in specific technical and science professions such as engineering and physical science—especially among females—has become a concern in recent years, and is expected to worsen in the future. This chapter provides an overview of important science-related outcomes (e.g., interest in science, enjoyment of science, instrumental motivation, self-concept, self-efficacy, perceived value of science, self-regulation strategies, epistemological beliefs, technology- and environment-related attitudes, career aspirations) and their research backgrounds. However, for international large-scale assessment (ILSA) studies such as the Programme for International Student Assessment (PISA), there are limitations; and selection criteria arise from study characteristic features. These criteria and limitations are discussed, and this chapter describes how ILSAs have covered the topic of science-related attitudes. On the basis of the above considerations, the selected constructs for the PISA 2015 field trial are presented.
AB - Besides fostering science achievement, developing positive science-related attitudes is also an important educational goal. Students need to learn to value science, develop an interest in science, and establish positive science-related self-views. Achieving these multidimensional goals enables students to participate in a society based on scientific reasoning, and influences their educational and professional career choices. This is of high significance because the shortage of skilled workers in specific technical and science professions such as engineering and physical science—especially among females—has become a concern in recent years, and is expected to worsen in the future. This chapter provides an overview of important science-related outcomes (e.g., interest in science, enjoyment of science, instrumental motivation, self-concept, self-efficacy, perceived value of science, self-regulation strategies, epistemological beliefs, technology- and environment-related attitudes, career aspirations) and their research backgrounds. However, for international large-scale assessment (ILSA) studies such as the Programme for International Student Assessment (PISA), there are limitations; and selection criteria arise from study characteristic features. These criteria and limitations are discussed, and this chapter describes how ILSAs have covered the topic of science-related attitudes. On the basis of the above considerations, the selected constructs for the PISA 2015 field trial are presented.
KW - Attitudes towards science
KW - Multidimensional educational goals
KW - Science noncognitive outcomes
KW - Scientific attitudes
UR - http://www.scopus.com/inward/record.url?scp=85151514079&partnerID=8YFLogxK
U2 - 10.1007/978-3-319-45357-6_12
DO - 10.1007/978-3-319-45357-6_12
M3 - Contribution to book/anthology
SN - 978-3-319-45356-9
T3 - Methodology of Educational Measurement and Assessment
SP - 301
EP - 329
BT - Assessing Contexts of Learning
A2 - Kuger, Susanne
A2 - Klieme, Eckhard
A2 - Jude, Nina
A2 - Kaplan, David
PB - Springer International Publishing AG
CY - Cham
ER -