Why Not Ask Those Who Are Affected?: Development of an Instrument to Measure Students' Interests
Article No.: 6, Pages 1 - 2
Abstract
Education for the so-called "digital world" is becoming more and more important these days and is given particular attention in school education. In this area, interdisciplinary educational fields, such as data literacy, have developed. However, on the one hand little is known about the interests of students in such educational topics and in the digital world itself but on the other hand interest is an important factor during the learning process. Therefore, in this poster abstract the literature-based development of an interest model for data literacy and a questionnaire based on this model are described with the aim to investigate students' interests in this field.
References
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M. Ainley, S. Hidi, and D. Berndorff. 2002. Interest, Learning, and the Psychological Processes That Mediate Their Relationship. Journal of Educational Psychology 94, 3 (2002), 545--561. https://doi.org/10.1037/0022-0663.94.3.545
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S. Carretero, R. Vuorikari, and Y. Punie. 2017. DigComp 2.1: The Digital Competence Framework for Citizens with Eight Proficiency Levels and Examples of Use. Technical Report JRC106281. Publication Office of the European Union, Luxembourg.
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A. Grillenberger. 2019. Von Datenmanagement zu Data Literacy: Informatikdidaktische Aufarbeitung des Gegenstandsbereichs Daten für den allgemeinbildenden Schulunterricht. Ph.D. Dissertation. Freien Universität Berlin, Berlin.
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A. Grillenberger and R. Romeike. 2018. Developing a Theoretically Founded Data Literacy Competency Model. In Proceedings of the 13th Workshop in Primary and Secondary Computing Education (WiPSCE '18). ACM, New York, NY, USA, 9:1--9:10. https://doi.org/10.1145/3265757.3265766
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S. Habig, J. Blankenburg, H. van Vorst, S. Fechner, I. Parchmann, and E. Sumfleth. 2018. Context Characteristics and Their Effects on Students' Situational Interest in Chemistry. International Journal of Science Education 40, 10 (2018), 1154--1175. https://doi.org/10.1080/09500693.2018.1470349
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L. Hoffmann, P. Häussler, and M. Lehrke. 1998. Die IPN-Interessenstudie Physik. Institut für die Pädagogik der Naturwissenschaften (IPN), Kiel, Germany.
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A.Krapp and M. Prenzel. 2011. Research on Interest in Science: Theories, Methods, and Findings. International Journal of Science Education 33, 1 (2011), 27--50. https://doi.org/10.1080/09500693.2010.518645
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A. Naceur and U. Schiefele. 2005. Motivation and Learning --- The Role of Interest in Construction of Representation of Text and Long-Term Retention: Inter- and Intraindividual Analyses. European Journal of Psychology of Education 20, 2 (2005), 155--170. https://doi.org/10.1007/BF03173505
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OECD. 2007. PISA 2006: Science Competencies for Tomorrow's World: Volume 1: Analysis. OECD Publishing, Paris, France.
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C. Ridsdale, J. Rothwell, M. Smit, H. Ali-Hassan, M. Bliemel, D. Irvine, D. Kelley, S. Matwin, and B. Wuetherick. 2015. Strategies and Best Practices for Data Literacy Education: Knowledge Synthesis Report. Report. Dalhousie University.
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- Why Not Ask Those Who Are Affected?: Development of an Instrument to Measure Students' Interests
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Published In
October 2019
127 pages
ISBN:9781450377041
DOI:10.1145/3361721
Copyright © 2019 Owner/Author.
Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.
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- GI: Gesellschaft für Informatik e.V.
- University of Glasgow: University of Glasgow
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Association for Computing Machinery
New York, NY, United States
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Published: 23 October 2019
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WiPSCE'19
WiPSCE'19: 14th Workshop in Primary and Secondary Computing Education
October 23 - 25, 2019
Scotland, Glasgow, Uk
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WiPSCE '19 Paper Acceptance Rate 23 of 43 submissions, 53%;
Overall Acceptance Rate 104 of 279 submissions, 37%
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