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

CY - Cham

ER -