Profiles of Students’ Interest in Science Issues around the World: Analysis of data from PISA 2006

Abstract

The Programme for International Student Assessment in 2006 included several measures of students' interest in science. These measures were constructed by combining information from several items where students are asked to respond to statements along Likert scale categories. Since there is evidence for Likert scales providing culturally biased country scores, we demonstrate in this article that the relative profiles of interest can be meaningfully analysed across countries. Hence, we have developed national relative profiles of interest in science constructed from the country-and item-specific residuals at the item level. Subsequently, these relative profiles of interest have been used as input in a cluster analysis providing identification of distinct groups of countries with similar item-by-item patterns of interest in science. The most notable feature of the analysis is an overall division between two larger groups of countries, roughly corresponding to European/Western countries in one group and non-European countries, with only a few exceptions, in the other group. A number of meaningful clusters of countries, partly defined by language and partly by localisation, are identified within each of the two main clusters. In order to develop a more detailed understanding of the characteristic features of the various clusters, descriptive information about the items is included in the analysis. The most notable finding is the strong relative preference for life and health issues among the non-European countries, contrasted with the distinct favouring of items relating to physical/technological systems in the European/Western countries.

Improving Students' PISA Scientific Competencies Through Online Argumentation

“…Each survey focuses on a single subject, with the other two serving as supplementary subjects. The objective of the PISA is to understand how 15-yearold students from the participating countries apply knowledge and abilities in their handling of daily issues before completing their compulsory education (Bybee, 2008;Bybee & McCrae, 2011;Fensham, 2009;Lin, Hong, & Huang, 2012;Olsen & Lie, 2011;Sadler & Zeidler, 2009). Nowadays, whether or not public debates about governmental policies on socio-scientific issues lead to informed decisions depends largely on the scientific literacy of citizens (Lin, Hong, & Huang, 2012).…”

Exploring the Factors Responsible for Declining Students’ Interest in Chemistry

“…A recent comprehensive attempt for the measurement of students' interest in science courses is made by the Program for International Student Assessment (PISA) 2006. It contributed a lot in opening new sights in the scope of interest evaluation [3].…”

“…From the last two decades of 20 th century, the concept of interest gained new blood in science educational societies [2], [1]. Program for International Student Assessment [3], in its framework, has recognized the concept of interest as an important component of scientific literacy [3]. In Pakistan, the aim to develop students' interest is a part of curriculum documents with a great emphasis (National Curriculum of Chemistry at 9 th and 10 th grades, Ministry of Education, 2006).…”

Encouraging Students with Different Profiles of Perceptions to Pursue Science by Choosing Appropriate Teaching Methods for Each Age Group

“…Unfortunately, according to Olsen and Lie (2011), BThere is no clear advice in the literature for how to document the validity of a cluster analysis^(p.106). They do however suggest the following criteria to determine the validity of procedures of this type: & it should be possible to conceptualise the clusters by some overarching and unifying concept that in turn may be reflected by a descriptive label^ (Olsen and Lie 2011, p. 106).…”