The Role of Content and Context in PISA Interest Scales: A study of the embedded interest items in the PISA 2006 science assessment

Drechsel, Barbara; Carstensen, Claus H.; Prenzel, Manfred

doi:10.1080/09500693.2010.518646

Cited by 42 publications

(24 citation statements)

References 20 publications

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“…Work by Hazari and colleagues (2010) point to the role of future value as possible cause for lower career interest in physics for girls, paralleling findings regarding gender differences in the task value for mathematics (Watt et al, 2012). These findings are supported by PISA (OECD, 2006) data analysis showing that girls are more interested in living systems (Miller et al, 2006), while boys are more interested in physical sciences (Drechsel, Carstensen, & Prenzel, 2011 ). This declining interest by girls in engineering, computer science and mathematics often parallels rising interest in health and medical professions (Sadler et al, 2012).…”

Section: Gendersupporting

confidence: 72%

“…Differences among demographic groups have been found not only across core academic areas such as mathematics and science, but also within sub-disciplines in science (Drechsel et al, 2011). Research to date points to divides between biological and physical sciences (cf., Tai et al, 2006) and their relationship to medical/health career pathways (cf., Sadler et al, 2012).…”

Section: Purpose Of This Studymentioning

confidence: 99%

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The Relationship of STEM Attitudes and Career Interest

Wiebe

Unfried

Faber³

2018

EURASIA J MATH SCI T

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This study examines the relationships between attitudes toward all core STEM subjects and interest in STEM careers among 4th through 12th grade US students through the administration of the Student Attitudes toward STEM (S-STEM) Survey to over 15,000 public school students. The research developed a model based on expectancy-value theory that incorporates key demographic factors of age, gender, and race/ethnicity. Our findings reinforce prior research that students across key demographic factors perceive biological/clinical and physical science career paths differently, resulting in two career clusters. Of interest, the relationship of mathematics attitudes to career interest varied by STEM career cluster. Findings were also supportive of the conclusion that students' attitudes towards STEM careers are not static over their primary and secondary grades, stabilizing and leveling during their secondary years. Gender showed significantly different interest levels for the two career clusters: males higher for physical sciences and females higher for biological/clinical sciences. Racial/ethnic disparity in STEM career interests can be seen more readily in physical sciences and engineering than in the biological sciences. Overall, our work reinforces findings that students, as young as elementary grades, are forming attitudinal associations between their academic and life experience and future STEM careers.

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Section: Gendersupporting

confidence: 72%

Section: Purpose Of This Studymentioning

confidence: 99%

The Relationship of STEM Attitudes and Career Interest

Wiebe

Unfried

Faber³

2018

EURASIA J MATH SCI T

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“…Éstas surgen, fundamentalmente, con respecto al alcance y relevancia de los aspectos que PISA evalúa, la validez de dichas evaluaciones (Goldstein, 2004;Drechsel, Carstensen y Prenzel, 2011), especialmente por tratarse de un análisis meramente cuantitativo y la tendencia a trabajar con tests, o al valor que se pretende dar a sus resultados (Lau, 2009). Especialmente lo que más suele trascender a la opinión pública es el ranking entre países y/o regiones y las diversas opiniones sobre las conclusiones que se pueden extraer de dichos rankings para evaluar a los sistemas educativos (Carabaña, 2008).…”

Section: El Marco De La Evaluación En Ciencias En Pisa 2015unclassified

Diseño de actividades para el desarrollo de competencias científicas. Utilización del marco PISA en un contexto relacionado con la salud

Franco-Mariscal¹,

López²,

España-Ramos³

2017

Rev_Eureka_ensen_divulg_cienc

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Este artículo se centra en el diseño de actividades de enseñanza-aprendizaje para el desarrollo de competencias científicas. En primer lugar se analiza el concepto de competencias científicas y se resalta la necesidad de diseñar de manera muy cuidadosa las actividades de enseñanza-aprendizaje que se planteen con la finalidad de promover su desarrollo por parte de los estudiantes. A continuación, se analiza el marco de la evaluación en ciencias de PISA, identificando los aspectos que pueden ayudar al diseño de las actividades de aprendizaje y utilizándolos en el contexto de una unidad didáctica sobre la salud bucodental. Finalmente, se plantean algunas consideraciones sobre la importancia de estos aspectos y sus implicaciones en la enseñanza de las ciencias.Palabras clave: Educación secundaria obligatoria, competencias científicas, PISA, diseño de la enseñanza, actividades de enseñanza-aprendizaje. Design of activities for the development of scientific competences. Using the PISA framework in a context related to healthThis paper focuses on the design of teaching-learning activities for the development of the scientific competence. First, the scientific competences concept is analyzed, emphasizing the need to design teaching and learning activities in a careful way in order to promote their development in the students. Secondly, PISA assessment framework in science is discussed, identifying the aspects that could contribute to improving the teaching of science and using them in the teaching context on oral health. Finally, some considerations about the importance of these aspects and their implications for science education are made.

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“…This may be due to the content of the curriculum, which often does not connect well to the concerns of people and societies-concerns that girls consistently rate as more compelling than content detached from such concerns, particularly as compared to boys (Burke, 2007;Häussler & Hoffmann, 2002). College-bound girls have been shown to prefer biological sciences and engineering majors, particularly those relating to health careers, the environment, and other "helping" professions (Buccheri, Gurber, & Bruhwiler, 2011;Drechsel, Carstensen, & Prenzel, 2011;Miller, Blessing, & Schwartz, 2006). Vaughan and Hogg (2013, p. 169) explain that "Theories of attitude structure generally agree that attitudes are lasting general evaluations of socially significant objects (including people and issues)."…”

Section: Contextmentioning

confidence: 99%

An Instrument for Examining Elementary Students’ Engineering Interests and Attitudes

Lachapelle

Brennan

2018

International Journal of Education in Mathematics, Science and Technology

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Engineers and policymakers have expressed concern that too few students enter the engineering pipeline. This has led to many efforts to engage students in engineering in after-school programs, summer programs, and more recently, in school curricula. The expectation is that, through these efforts, greater numbers of more demographically diverse children will become aware of engineering as a possible career option, and some will decide to pursue it, thereby increasing and diversifying the population pursuing engineering careers. This expectation makes the assumption that students will become more interested in and form more positive attitudes towards engineering as they encounter it in formal and informal settings. To measure this assumption, we have developed an Engineering Interest and Attitudes (EIA) survey, drawing from earlier surveys used to measure student interest in and attitudes toward science. We show that the subscales developed from EFA and CFA are reliable, and considerable evidence is present for the validity of use of EIA for measuring young students' engineering interests and attitudes. We also present evidence that EIA can be used by researchers and curriculum developers with students ages 8-11 to measure change in student interests and attitudes towards the goal of evaluating engineering activities, programs, and curricula.

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The Role of Content and Context in PISA Interest Scales: A study of the embedded interest items in the PISA 2006 science assessment

Cited by 42 publications

References 20 publications

The Relationship of STEM Attitudes and Career Interest

The Relationship of STEM Attitudes and Career Interest

Diseño de actividades para el desarrollo de competencias científicas. Utilización del marco PISA en un contexto relacionado con la salud

An Instrument for Examining Elementary Students’ Engineering Interests and Attitudes

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