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International Journal of Science Education Volume 33, 2011 - Issue 1: Students' Interest in Science across the World: Findings from the PISA study
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Research Reports

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

Barbara Drechsel Department of Psychology, Otto‐Friedrich‐University, Bamberg, GermanyCorrespondence[email protected]
,
Claus Carstensen Department of Psychology, Otto‐Friedrich‐University, Bamberg, Germany
&
Manfred Prenzel School of Education, Technical University in Munich, Munich, Germany
Pages 73-95 | Published online: 11 Jan 2011

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Sarah Zoechling, Martin Hopf, Julia Woithe & Sascha Schmeling. (2022) Students’ interest in particle physics: conceptualisation, instrument development, and evaluation using Rasch theory and analysis. International Journal of Science Education 44:15, pages 2353-2380.
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David Fortus, Jing Lin, Knut Neumann & Troy D. Sadler. (2022) The role of affect in science literacy for all. International Journal of Science Education 44:4, pages 535-555.
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Massimo Florio, Francesco Giffoni & Gelsomina Catalano. (2020) Should governments fund basic science? Evidence from a willingness-to-pay experiment in five universities. Journal of Economic Policy Reform 23:1, pages 16-33.
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Florence Le Hebel, Pascale Montpied, Andrée Tiberghien & Valérie Fontanieu. (2017) Sources of difficulty in assessment: example of PISA science items. International Journal of Science Education 39:4, pages 468-487.
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Andreas Krapp & Manfred Prenzel. (2011) Research on Interest in Science: Theories, methods, and findings. International Journal of Science Education 33:1, pages 27-50.
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Rolf Vegar Olsen & Svein Lie. (2011) Profiles of Students’ Interest in Science Issues around the World: Analysis of data from PISA 2006. International Journal of Science Education 33:1, pages 97-120.
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Articles from other publishers (19)

Jihoon Kang & Jina Kim. (2023) Exploring the predictiveness of curiosity and interest in science learning in and after class. Journal of Research in Science Teaching.
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Bernhard Thieroff, Jan Christoph Schubert & Dietmar Gölitz. (2021) Entwicklung und empirische Validierung eines kontextorientierten Skalenmodells zur Erfassung des Interesses von Schüler*innen am KlimawandelDevelopment and Empirical Validation of a Content-oriented Scale Model to Asess the Students’ Interest in Climate Change. Zeitschrift für Didaktik der Naturwissenschaften 27:1, pages 45-57.
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Jennifer Carman, Michaela Zint, Erin Burkett & Inés Ibáñez. (2020) The role of interest in climate change instruction. Science Education 105:2, pages 309-352.
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Claudia Haagen-Schützenhöfer & Martin Hopf. (2020) Design-based research as a model for systematic curriculum development: The example of a curriculum for introductory optics. Physical Review Physics Education Research 16:2.
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Amanda Strawhacker, Clarissa Verish, Orit Shaer & Marina Bers. (2020) Young Children’s Learning of Bioengineering with CRISPEE: a Developmentally Appropriate Tangible User Interface. Journal of Science Education and Technology 29:3, pages 319-339.
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Andreas Rausch, Kristina Kögler & Jürgen Seifried. (2019) Validation of Embedded Experience Sampling (EES) for Measuring Non-cognitive Facets of Problem-Solving Competence in Scenario-Based Assessments. Frontiers in Psychology 10.
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Marc Pallarès Piquer, Óscar Chiva Bartoll, Jordi Planella & Ramón López Martín. (2019) Repensando la educación. Perfiles Educativos 41:163, pages 123-137.
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K. Ann Renninger & Suzanne E. HidiMary Ainley & John Ainley. 2019. The Cambridge Handbook of Motivation and Learning. The Cambridge Handbook of Motivation and Learning 665 688 .
Jingoo Kang & Tuula Keinonen. (2017) The Effect of Student-Centered Approaches on Students’ Interest and Achievement in Science: Relevant Topic-Based, Open and Guided Inquiry-Based, and Discussion-Based Approaches. Research in Science Education 48:4, pages 865-885.
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Eric Wiebe, Alana Unfried & Malinda Faber. (2018) The Relationship of STEM Attitudes and Career Interest. EURASIA Journal of Mathematics, Science and Technology Education 14:10.
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Nicole Wellnitz, Martin Hecht, Patricia Heitmann, Alexander Kauertz, Jürgen Mayer, Elke Sumfleth & Maik Walpuski. (2017) Modellierung des Kompetenzteilbereichs naturwissenschaftliche UntersuchungenAlternative models of scientific inquiry. Zeitschrift für Erziehungswissenschaft 20:4, pages 556-584.
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Mariana Vaitiekunas Pizarro & Jair Lopes Junior. (2017) OS SISTEMAS DE AVALIAÇÃO EM LARGA ESCALA E SEUS RESULTADOS: O PISA E SUAS POSSÍVEIS IMPLICAÇÕES PARA O ENSINO DE CIÊNCIAS. Ensaio Pesquisa em Educação em Ciências (Belo Horizonte) 19:0.
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Andreas Rausch, Jürgen Seifried, Eveline Wuttke, Kristina Kögler & Steffen Brandt. (2016) Reliability and validity of a computer-based assessment of cognitive and non-cognitive facets of problem-solving competence in the business domain. Empirical Research in Vocational Education and Training 8:1.
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Nina Jude. 2016. Assessing Contexts of Learning. Assessing Contexts of Learning 39 51 .
Anja Schiepe-Tiska, Nina Roczen, Katharina Müller, Manfred Prenzel & Jonathan Osborne. 2016. Assessing Contexts of Learning. Assessing Contexts of Learning 301 329 .
P. Anderhag, P.-O. Wickman & K. M. Hamza. (2015) Signs of taste for science: a methodology for studying the constitution of interest in the science classroom. Cultural Studies of Science Education 10:2, pages 339-368.
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David Fortus. (2014) Attending to affect. Journal of Research in Science Teaching 51:7, pages 821-835.
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Florence Le Hebel, Pascale Montpied & Andrée Tiberghien. 2014. Topics and Trends in Current Science Education. Topics and Trends in Current Science Education 273 289 .
Peter J. Fensham. 2013. Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy. Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy 11 31 .

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