09 SES 03 B, Investigating Affective Outcomes in the STEM-Field at Primary and Secondary School Level
The results of the latest round of Programme for International Student Assessment (PISA) were released in December 2016 (OECD, 2016a). Most educators worldwide have focused on the science test results and the rankings of countries. Few educators have attempted to explore the relationships among variables in the affective domain. Science educators worldwide have made efforts to attract more students to study science at school (Jack & Lin, 2014; Logan & Skamp, 2013). Although interest is considered to be an important source of intrinsic motivation (Hidi, 2006) and often assessed in educational studies, few assessment researchers have investigated the influence of personal and classroom factors affecting students’ interest in school science. The present study was designed to address this gap in the assessment literature, using science education in Australia, Denmark, Sweden, Finland, and Hong Kong as the research context. In PISA 2015, five questionnaire items were constructed to assess 15-year-old students’ interest in five broad science topics: biosphere (e.g., ecosystem services, sustainability), motion and forces (e.g., velocity, friction), energy and its transformation (e.g., conservation, chemical reactions), the Universe and its history, and how science can help us prevent disease. The PISA affective framework (OECD, 2016b) also provided questionnaire items measuring students’ science self-efficacy, enjoyment of learning science, instrumental motivation to learn science, epistemological beliefs about science. The present study was guided by two research questions: (1) Are 15-year-old students interested in studying the five broad science topics? (2) What are the most important personal and classroom factors affecting students’ interest in studying the broad science topics? The findings have important implications for educational assessment of students in Europe.
Hidi, S. (2006). Interest: A unique motivational variable. Educational Research Review, 1, 69-82. Hidi, S. & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41, 111-127. Jack, B. M. & Lin, H. S. (2014). Igniting and sustaining interest among students who have grown cold toward science. Science Education, 98, 792-814. Logan, M. R. & Skamp, K. R. (2013). The impact of teachers and their science teaching on students’ science interest: A four-year study. International Journal of Science Education, 35, 2879-2904. OECD (2016a). PISA 2015 results (volume I): Excellence and equity in education. Paris: OECD Publishing. OECD (2016b). PISA 2015 assessment and analytical framework: Science, reading, mathematic and financial literacy. Paris: OECD Publishing. Palmer, D. H. (2009). Student interest generated during an inquiry skills lesson. Journal of Research in Science Teaching, 46, 147-165.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.