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SUMMARY:"I don’t know": dealing with uncertainty in students' perceived 
 competence in STEM
DTSTART;VALUE=DATE-TIME:20230130T141500Z
DTEND;VALUE=DATE-TIME:20230130T144500Z
DTSTAMP;VALUE=DATE-TIME:20261017T064700Z
UID:indico-contribution-642@cern.ch
DESCRIPTION:Speakers: Rosa Fabbricatore (Università degli Studi di Napoli
 )\nThe importance of STEM (science\, technology\, engineering\, and mathem
 atics) subjects has been growing in different economic sectors and in gene
 ral for society as a whole (Murphy et al.\, 2019). Nevertheless\, there ar
 e significant concerns in STEM education (Höhne et al.\, 2019) mainly rel
 ated to the students' difficulties in achieving successful academic perfor
 mances\, the high dropout rates\, and a consistent gender discrepancy (Pri
 ulla et. al.\, 2021). Students’ motivation to enrol in STEM courses is g
 enerally related to career expectation and their perceived competence in s
 cientific subjects (Franks et al.\, 2019). Some students are\, however\, c
 autious about or unsure of their abilities to succeed in mathematics and s
 cience\, leading to “don’t know” responses when questioned about the
 ir competencies. The aim of this contribution is to analyse uncertainty in
  students’ perceived competence from an integrated assessment perspectiv
 e. We employ a within-item multidimensional latent class IRT model (Bacci 
 et al.\, 2014) to analyse item responses about self-concept in mathematics
  and science\, taking into account the “Don’t Know” option.\n\nhttps
 ://indico.unina.it/event/60/contributions/642/
LOCATION:Complesso S. Marcellino e Festo G4
URL:https://indico.unina.it/event/60/contributions/642/
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