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

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Assessing Contexts of Learning

Part of the book series: Methodology of Educational Measurement and Assessment ((MEMA))

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.

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Notes

  1. 1.

    This chapter expands on a technical paper that was presented to the PISA 2015 Questionnaire Expert Group (QEG) in May 2012 (Doc. QEG 2012–05 Doc 06).

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  1. Katharina Müller

    Present address: Present Address: Leuphana University of Lüneburg, Lüneburg, Germany

Authors and Affiliations

  1. Centre for International Student Assessment (ZIB), School of Education, Technical University of Munich, Munich, Germany

    Anja Schiepe-Tiska

  2. German Institute for International Educational Research (DIPF), Frankfurt, Germany

    Nina Roczen

  3. Susanne-Klatten Endowed Chair for Empirical Educational Research, School of Education,Technical University of Munich, Munich, Germany

    Katharina Müller & Manfred Prenzel

  4. Graduate School of Education, Stanford University, Stanford, CA, USA

    Jonathan Osborne

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Correspondence to Anja Schiepe-Tiska .

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  1. Department for Educational Quality and Evaluation, German Institute for International Educational Research (DIPF) , Schloßstraße 29 60486, Frankfurt, Hessen, Germany

    Susanne Kuger

  2. Department for Educational Quality and Evaluation Schloßstraße 29 60486, German Institute for International Educational Research (DIPF), Schloßstraße 29 60486, Frankfurt, Hessen, Germany

    Eckhard Klieme

  3. Department for Educational Quality and Evaluation, German Institute for International Educational Research (DIPF), Schloßstraße 29 60486, Frankfurt, Hessen, Germany

    Nina Jude

  4. Department of Educational Psychology, University of Wisconsin-Madison , 1025 West Johnson Street Madison, Wisconsin, USA

    David Kaplan

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Schiepe-Tiska, A., Roczen, N., Müller, K., Prenzel, M., Osborne, J. (2016). Science-Related Outcomes: Attitudes, Motivation, Value Beliefs, Strategies. In: Kuger, S., Klieme, E., Jude, N., Kaplan, D. (eds) Assessing Contexts of Learning. Methodology of Educational Measurement and Assessment. Springer, Cham. https://doi.org/10.1007/978-3-319-45357-6_12

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