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Übersicht zur Erhebung: Chapter 12 - Science-Related Outcomes: Attitudes, Motivation, Value Beliefs, Strategies

Erhebung: Chapter 12 - Science-Related Outcomes: Attitudes, Motivation, Value Beliefs, Strategies
Übergeordnete Studie: PISA 2015 - Programme for International Student Assessment
Abstract: This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "Science-Related Outcomes: Attitudes, Motivation, Value Beliefs, Strategies": 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 sciencerelated 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, selfconcept, 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 largescale 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.
Studienleitung: Klieme, Eckhard / Kuger, Susanne / Jude, Nina
Koordination: German Institute for International Educational Research
Persistent identifier:
Website: http://www.oecd.org/pisa/
Beteiligte Institutionen:
Förderung: OECD
Erhebungsmethode: Fragebogen - papierbasiert
Erhebungszeitraum: 2014
Stichprobe: Student
Erhebungsraum: Albania, Algeria, Argentina, Australia, Austria, Belgium, Brazil, Bulgaria, Canada, Chile, People's Republic of China, Chinese Taipei, Colombia, Costa Rica, Croatia, Czech Republic, Denmark, Dominican Republic, Estonia, Finland, Former Yugoslav Republic of Macedonia, France, Georgia, Germany, Greece, Hong Kong- China, Hungary, Iceland, Indonesia, Ireland, Israel, Italy, Japan, Jordan, Kazakhstan, Korea, Kosovo, Latvia, Lebanon, Lithuania, Luxembourg, Macao-China, Malaysia, Malta, Mexico, Moldova, Montenegro, Netherlands, New Zealand, Norway, Peru, Poland, Portugal, Qatar, Romania, Russian Federation, Singapore, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, Thailand, Trinidad and Tobago, Tunisia, Turkey, United Arab Emirates, United Kingdom, United States of America, Uruguay, Vietnam
Erhebungsschwerpunkte der Studie auf einen Blick: tagcloud
Skalen nach Konstrukt: Individual and institutional background Learning outcomes
Skalenhandbuch:
  • Kuger, Susanne / Jude, Nina / Klieme, Eckhard: Documentation of Scales (online): PISA 2015 Field Trial – Core 6, Context , In: Datenbank zur Qualität von Schule (DaQS) , Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung (DIPF) 2016 DOI:10.7477/150:0:1
Studienbezogene Publikationen:
  • Kuger, Susanne / Klieme, Eckhard / Jude, Nina / Kaplan, David: Assessing Contexts of Learning. An International Perspective , Dordrecht: Springer 2016 , ISBN: 978-3-319-45356-9
Zusätzliche Materialien: Leider liegen uns die Fragebögen zu dieser Studie nicht vor.
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