Science related outcomes. Attitudes, motivation, value beliefs, strategies.

Autor/inn/en	Schiepe-Tiska, Anja; Roczen, Nina; Müller, Katharina; Prenzel, Manfred; Osborne, Jonathan
Titel	Science related outcomes. Attitudes, motivation, value beliefs, strategies.
Quelle	Aus: Kuger, Susanne (Hrsg.); Klieme, Eckhard (Hrsg.); Jude, Nina (Hrsg.); Kaplan, David (Hrsg.): Assessing contexts of learning. An international perspective. Cham: Springer (2016) S. 301-329 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Methodology of Educational Measurement and Assessment
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-319-45356-9; 978-3-319-45357-6
DOI	10.1007/978-3-319-45357-6_12
Schlagwörter	Sozialer Wert; Einstellung (Psy); Emotion; Meinung; Selbstkonzept; Selbstwirksamkeit; Berufslaufbahn; Eltern; Meinung; Motivation; Naturwissenschaften; Schüler; Technologie; Umwelt; Wissenschaft; Lebenslanges Lernen; Selbstwirksamkeit; Eltern; Schüler; Motivation; Peer Group; Naturwissenschaften; Technologie; Wertbewusstsein; Umwelt; Berufslaufbahn; Wissenschaft; Lebenslanges Lernen; Relevanz; PISA (Programme for International Student Assessment)
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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/4