Deeper Learning as Integrated Knowledge and Fascination for Science

Autor/inn/en	Otto, Siegmar; Körner, Franziska; Marschke, Beatrice A.; Merten, Martin J.; Brandt, Steffen; Sotiriou, Sofoklis; Bogner, Franz X.
Titel	Deeper Learning as Integrated Knowledge and Fascination for Science
Quelle	In: International Journal of Science Education, 42 (2020) 5, S.807-834 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bogner, Franz X.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1730476
Schlagwörter	Science Education; Grade 6; STEM Education; Learning Processes; Cross Cultural Studies; Foreign Countries; Learning Motivation; Measurement; Goodness of Fit; Measures (Individuals); Achievement Tests; Elementary Secondary Education; International Assessment; Mathematics Achievement; Science Tests; Science Achievement; Mathematics Tests; Cognitive Ability; Science Interests; Item Response Theory; Student Attitudes; France; Finland; Greece; Portugal; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; School year 06; 6. Schuljahr; Schuljahr 06; STEM; Learning process; Lernprozess; Cultural comparison; Kulturvergleich; Ausland; Motivation for studies; Lernmotivation; Messverfahren; Messdaten; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Denkfähigkeit; Item-Response-Theorie; Schülerverhalten; Frankreich; Finnland; Griechenland
Abstract	For scholars and policy-makers alike, deeper learning has been a promising paradigm for fostering students' interest in and mastery of science, technology, engineering, and mathematics (STEM). Deeper learning is assumed to result in a more thorough understanding of a subject that endures the test of time. To reach this level, a fascination with the subject matter is thought to be a critical motivational element. The focus of our study was to measure the two core consequences of deeper learning: the extent of knowledge integration and the level of fascination with the subject matter (in this case, science and technology). Using a sample of sixth graders from Greece, Finland, France, and Portugal (N = 1,261), we explored the measurement properties of the two newly developed instruments. Both of our deeper learning assessment tools showed satisfactory measurement properties (i.e. fit indices and reliabilities). More importantly, both tools were able to cover a broad range of integrated knowledge and fascination, and thus, they can be used to differentiate between sixth-grade European students with low to high levels of fascination and knowledge. These properties of our assessment tools and their out-of-the-box availability will help foster more empirical research and the development of the deeper learning paradigm. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01