Science-Related Outcomes: Attitudes, Motivation, Value Beliefs, Strategies

Publikation: Beiträge in SammelwerkenAufsätze in SammelwerkenForschungbegutachtet

Standard

Science-Related Outcomes: Attitudes, Motivation, Value Beliefs, Strategies. / Schiepe-Tiska, Anja; Roczen, Nina; Müller, Katharina et al.
Assessing Contexts of Learning : An International Perspective. Cham: Springer Verlag, 2016. S. 301-329 (Methodology of educational measurement and assessment).

Publikation: Beiträge in SammelwerkenAufsätze in SammelwerkenForschungbegutachtet

Harvard

Schiepe-Tiska, A, Roczen, N, Müller, K, Prenzel, M & Osborne, J 2016, Science-Related Outcomes: Attitudes, Motivation, Value Beliefs, Strategies. in Assessing Contexts of Learning : An International Perspective. Methodology of educational measurement and assessment, Springer Verlag, Cham, S. 301-329. https://doi.org/10.1007/978-3-319-45357-6_12

APA

Schiepe-Tiska, A., Roczen, N., Müller, K., Prenzel, M., & Osborne, J. (2016). Science-Related Outcomes: Attitudes, Motivation, Value Beliefs, Strategies. In Assessing Contexts of Learning : An International Perspective (S. 301-329). (Methodology of educational measurement and assessment). Springer Verlag. https://doi.org/10.1007/978-3-319-45357-6_12

Vancouver

Schiepe-Tiska A, Roczen N, Müller K, Prenzel M, Osborne J. Science-Related Outcomes: Attitudes, Motivation, Value Beliefs, Strategies. in Assessing Contexts of Learning : An International Perspective. Cham: Springer Verlag. 2016. S. 301-329. (Methodology of educational measurement and assessment). doi: 10.1007/978-3-319-45357-6_12

Bibtex

@inbook{7490eb2a7b514a94b00dc5bbf83c4803,
title = "Science-Related Outcomes: Attitudes, Motivation, Value Beliefs, Strategies",
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 = "Didactics/teaching methodology, Attitudes towards science, Scientific attitudes, Science noncognitive outcomes, Multidimensional educational goals",
author = "Anja Schiepe-Tiska and Nina Roczen and Katharina M{\"u}ller and Manfred Prenzel and Jonathan Osborne",
year = "2016",
doi = "10.1007/978-3-319-45357-6_12",
language = "English",
isbn = "978-3-319-45356-9",
series = "Methodology of educational measurement and assessment",
publisher = "Springer Verlag",
pages = "301--329",
booktitle = "Assessing Contexts of Learning",
address = "Germany",

}

RIS

TY - CHAP

T1 - Science-Related Outcomes

T2 - Attitudes, Motivation, Value Beliefs, Strategies

AU - Schiepe-Tiska, Anja

AU - Roczen, Nina

AU - Müller, Katharina

AU - Prenzel, Manfred

AU - Osborne, Jonathan

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 - Didactics/teaching methodology

KW - Attitudes towards science

KW - Scientific attitudes

KW - Science noncognitive outcomes

KW - Multidimensional educational goals

UR - https://link.springer.com/chapter/10.1007%2F978-3-319-45357-6_12

U2 - 10.1007/978-3-319-45357-6_12

DO - 10.1007/978-3-319-45357-6_12

M3 - Contributions to collected editions/anthologies

SN - 978-3-319-45356-9

T3 - Methodology of educational measurement and assessment

SP - 301

EP - 329

BT - Assessing Contexts of Learning

PB - Springer Verlag

CY - Cham

ER -

DOI

Zuletzt angesehen

Publikationen

  1. Categorizing urban tasks
  2. An Integrative and Comprehensive Methodology for Studying Aesthetic Experience in the Field
  3. Facing the heat
  4. Preferences and predictors for ecologically responsible behavior of vacationers
  5. Fatigue crack propagation in AA5083 structures additively manufactured via multi-layer friction surfacing
  6. SAMT
  7. Implementation of the location-based Game Application Nebolus to promote Health Literacy in the Community Environment. Results of a qualitative Study
  8. Eroding Patriarchy
  9. Modelling habitat and spatial distribution of an endangered longhorn beetle
  10. Characterization of the microstructure evolution in IF-Steel and AA6016 during plane-strain tension and simple shear
  11. Decolonizing Otherness through a Transcultural Lens: Conclusion
  12. An image morphing method for 3D reconstruction and FE-analysis of pore networks in thermal spray coatings
  13. Entry, Exit and Productivity
  14. Introduction to The Psychology of Entrepreneurship
  15. Does Sharing with Neighbours Work? Accounts of Success and Failure from Two German Housing Experimentations
  16. Behind the Scenes of Automation
  17. The geometry of habitat fragmentation
  18. Quantifying circular economy pathways of decommissioned onshore wind turbines: The case of Denmark and Germany
  19. The causal effects of exports on firm size and labor productivity
  20. Ethik ohne Metaphysik?
  21. The comparative study of governments and ministers
  22. Impacts of urban real-world labs: Insights from a co-evaluation process informed by structuration theory in Wuppertal-Mirke