Profiling interest of students in science: Learning in school and beyond
Profiling interest of students in science: Learning in school and beyond
复制标题
分析学生对科学的兴趣：在学校内外学习
DOI：
10.1080/02635143.2014.895712
复制
发表时间：
2014
影响因子：
1.6
通讯作者：
Parchmann
中科院分区：
文献类型：
--
作者：
Dierks;Höffler;Parchmann
假设背景兴趣与学生的学习过程相关。许多研究调查了学生对科学的兴趣；然而，他们中的大多数人并没有对这种兴趣的结构和要素提供差异化的见解。 目的本研究的目的是准确了解中学生对学校和校外学习机会的兴趣，包括正式和非正式的学习机会。这项研究是一个更大项目的一部分，该项目旨在衡量学生对自然科学的个人概念（ICoN），包括兴趣变量旁边的自我效能、信念和成就。样本接下来，还将分析普通学校学生的一个特定群体：被认为具有高度兴趣的科学竞赛参与者，他们的兴趣可能与普通学生不同。在此描述的研究中，国际青少年科学奥林匹克竞赛的参与者 (N= 133) 和中学普通学生 (N= 305)，年龄组为 10 至 17 岁。 设计和方法我们采用了 Holland 完善的 RIASEC 框架来分析它是否以及如何用于评估学生对科学以及校内和校外（休闲时间和丰富活动）活动的兴趣。由此产生的调查问卷根据质量标准进行了试点，并用于分析不同群体的概况（男孩-女孩、竞赛参与者-非参与者）。结果RIASEC 适应调查科学领域的概况，显然非常适合学校和休闲活动。关于促进措施的兴趣，似乎出现了不同的侧重点。未来需要在这一领域进行更多研究，以便更好地根据学生的兴趣和其他先决条件调整措施。对比不同的群体（例如性别和参加初级科学竞赛）发现了特定的兴趣概况。结论该工具似乎提供了一种有前途的方法来识别不同环境和学生群体的不同兴趣概况。根据研究结果，将进行进一步的研究，为富集措施的设计奠定坚实的基础。
BackgroundInterest is assumed to be relevant for students’ learning processes. Many studies have investigated students’ interest in science; most of them however have not offered differentiated insights into the structure and elements of this interest.PurposeThe aim of this study is to obtain a precise image of secondary school students’ interest for school and out-of-school learning opportunities, both formal and informal. The study is part of a larger project on measuring the students’ Individual Concept about the Natural Sciences (ICoN), including self-efficacy, beliefs and achievements next to interest variables.SampleNext to regular school students, a specific cohort will be analyzed as well: participants of science competitions who are regarded as having high interest, and perhaps different interest profiles than regular students. In the study described here, participants of the International Junior Science Olympiad (N= 133) and regular students from secondary schools (N= 305), age cohorts 10 to 17 years, participated.Design and methodsWe adapted Holland’s well-established RIASEC-framework to analyze if and how it can also be used to assess students’ interest within science and in-school and out-of-school (leisure-time and enrichment) activities. The resulting questionnaire was piloted according to quality criteria and applied to analyze profiles of different groups (boys – girls, contest participants – non-participants).ResultsThe RIASEC-adaption to investigate profiles within science works apparently well for school and leisure-time activities. Concerning the interest in fostering measures, different emphases seem to appear. More research in this field needs to be done to adjust measures better to students’ interests and other pre-conditions in the future. Contrasting different groups like gender and participation in a junior science contest uncovered specific interest profiles.ConclusionsThe instrument seems to offer a promising approach to identify different interest profiles for different environments and groups of students. Based on the results, further studies will be carried out to form a solid foundation for the design of enrichment measures.
登录
查看更多内容
影响因子：
10.1
作者：
S. Wade
通讯作者：
S. Wade
情况和个人兴趣。
影响因子：
5.6
作者：
Ulrich Schiefele
通讯作者：
Ulrich Schiefele
兴趣：元理论的视角
影响因子：
4.3
作者：
K. Renninger;S. Hidi;A. Krapp;Ann Renninger
通讯作者：
Ann Renninger
PISA 2006：国际研究的影响
DOI：
--
发表时间：
2007
期刊：
影响因子：
--
作者：
M. Prenzel;C. Artelt;J. Baumert;W. Blum;Marcus Hammann;Eckhard Klieme;Reinhard Pekrun;PISA
通讯作者：
PISA
性别与科学教育
DOI：
--
发表时间：
2004
期刊：
影响因子：
--
作者：
P. Fensham
通讯作者：
P. Fensham