71,847
Views
384
CrossRef citations to date
0
Altmetric
Articles

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

&

References

  • Akinoglu, O., & Tandogan, R. O. (2007). The effects of problem-based active learning in science education on students’ academic achievement, attitude and concept learning. Eurasia Journal of Mathematics, Science and Technology Education, 3, 71–81.
  • Awan, R.-U.-N., Sarwar, M., Naz, A., & Noreen, G. (2011). Attitudes toward science among school students of different nations: A review study. Journal of College Teaching & Learning, 8, 43–50.
  • Baram-Tsabari, A., & Yarden, A. (2011). Quantifying the gender gap in science interests. International Journal of Science and Mathematics Education, 9, 523–550.
  • Barmby, P., Kind, P. M., & Jones, K. (2008). Examining changing attitudes in secondary school science. International Journal of Science Education, 30, 1075–1093.
  • Blalock, C. L., Lichtenstein, M. J., Owen, S., Pruski, L., Marshall, C., & Toepperwein, M. (2008). In pursuit of validity: A comprehensive review of science attitude instruments 1935–2005. International Journal of Science Education, 30, 961–977.
  • Christidou, V. (2011). Interest, attitudes and images related to science: Combining students’ voices with the voices of school science, teachers, and popular science. International Journal of Environmental and Science Education, 6, 141–159.
  • Foster, A. (2008). Games and motivation to learn science: Personal identity, applicability, relevance and meaningfulness. Journal of Interactive Learning Research, 19, 597–614.
  • Hasni, A., Bousadra, F., & Marcos, B. (2011). L’enseignement par projets en sciences et technologies: de quoi parle-t-on et comment justifie-t-on le recours à cette approche? [The project-based teaching in science and technology education: What does it mean and how is this approach justified?] Nouveaux cahiers de la recherche en éducation, 14, 7–28.
  • Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41, 111–127.
  • Hulleman, C., & Harackiewicz, J. (2009). Promoting interest and performance in high school science classes. Science, 326, 1410–1412.
  • Kang, H., Scharmann, L. C., Kang, S., & Noh, T. (2012). Cognitive conflict and situational interest as factors influencing conceptual change. International Journal of Environmental and Science Education, 5, 483–405.
  • Krapp, A., & Prenzel, M. (2011). Research on interest in science: Theories, methods, and findings. International Journal of Science Education, 33, 27–50.
  • Mullis, I., Martin, M., Foy, P., Olson, J., Preuschoff, C., Erberber, E., … Galia, J. (2008). TIMSS 2007 international mathematics report: Findings from IEA’s trends in international mathematics and science study at the fourth and eighth grade. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
  • OECD. (2006). Evolution of student interest in science and technology studies ( Policy Report). Paris: OECD Global Science Forum.
  • OECD. (2008). Encouraging student interest in science and technology studies (Policy Report). Paris: OECD Global Science Forum.
  • Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections (A report to the Nuffield Foundation). Retrieved from http://www.nuffieldfoundation.org/sites/default/files/Sci_Ed_in_Europe_Report_Final.pdf
  • Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25, 1049–1079.
  • Renninger, K. A., & Hidi, S. (2011). Revisiting the conceptualization, measurement, and generation of interest. Educational Psychologist, 46, 168–184.
  • Rohaan, E. J., Taconis, R., & Jochems, W. M. G. (2010). Reviewing the relations between teachers’ knowledge and pupils’ attitude in the field of primary technology education. International Journal of Technology and Design Education, 20, 15–26.
  • Ruthven, K. (2011). Using international study series and meta-analytic research syntheses to scope pedagogical development aimed at improving student attitude and achievement in school mathematics and science. International Journal of Science and Mathematics Education, 9, 419–458.
  • Schreiner, C., & Sjoberg, S. (2004). Sowing the seeds of ROSE. Background, rationale, questionnaire development and data collection for ROSE (The Relevance of Science Education) – A comparative study of students’ views of science and science education. Acta Didactica, 4, 1–20.
  • Swarat, S., Ortony, A., & Revelle, W. (2012). Activity matters: Understanding student interest in school science. Journal of Research in Science Teaching, 49, 515–537.
  • Toplis, R. (2011). Students’ attitudes to science. Education in Science, 243, 22–23.
  • Turner, S., & Peck, D. (2009). Can we do school science better? Facing the problem of student engagement. Education Canada, 49, 54–57.
  • Venturini, P. (2004). Attitude des élèves envers les sciences: le point des recherches [Student attitudes toward science: Insights on research]. Revue française de pédagogie, 149, 97–121.