Bernholt / Neumann Making it tangible. Learning outcomes in science education

1. Auflage 2012
ISBN: 978-3-8309-7644-8
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 520 Seiten

One of the central features in current educational reforms is a focus on learning outcomes. Many countries have established or revised standards to describe what teachers are supposed to teach and students are expected to learn. More recently, the emphasis has shifted to considerations of how standards can be operationalized in order to make the outcomes of educational efforts more tangible. This book is the result of a symposium held in Kiel, that was arranged by two science education groups, one at the IPN (Leibniz-Institute for Science and Mathematics Education at the University of Kiel) in Germany and the other at the University of York, UK. The seminar brought together renowned experts from 12 countries with different notions of the nature and quality of learning outcomes. The aim was to clarify central conceptions and approaches for a better understanding among the international science education community. The book is divided into five parts. In Part A, the organizers set the scene, describing the rationale for arranging the symposium. Part B provides a broad overview about different approaches, challenges, and pitfalls on the road to the clarification of meaningful and fruitful learning outcomes. The set of papers in Part C provides deep insights into different, although comparable approaches which aim to frame, to assess, and to promote learning and learning outcomes in science education. Smaller projects are presented as well as broad, coordinated national programs. The papers in Part D outline the individual historical development from different national perspectives, reflecting the deficits and problems that led to current reforms. Finally, a summary of the organizers analyses the conclusions from different vantage points.

Autoren/Hrsg.

Bernholt, Sascha

Neumann, Knut

Inhaltsverzeichnis

1;Preface, Acknowledgements, Contents;6
2;Chapter 1 Making it Tangible – Specifying Learning Outcomes in Science Education;14
2.1;Abstract;14
3;Chapter 2 Moving Beyond Standards: How Can We Improve Elementary Science Learning? A German Perspective;32
4;Chapter 3 Developing a Framework for Diagnostic Assessment of Early Science;56
5;Chapter 4 The Design of an Assessment System Focused on Student Achievement: A Learning Sciences Perspective on Issues of Competence, Growth, and Measurement;80
6;Chapter 5 Learning Outcomes in Ireland – Implications for the Science Classroom;110
7;Chapter 6 Assessing Professional Competences and their Development in Vocational Education in Germany – State of Research and Perspectives;130
8;Chapter 7 Competencies: The German Notion of Learning Outcomes;152
9;Chapter 8 Capturing the Diversity of Students‘ Competences in Science Classrooms: Differences and Commonalities of Three Complementary Approaches;174
9.1;Abstract;174
10;Chapter 9 Assessment of Standards-based Learning Outcomes in Science Education: Perspectives from the German Project ESNaS;202
10.1;1 Introduction;203
11;Chapter 10 Standards, Competencies and Outcomes. A Critical View;220
12;Chapter 11 The Development, Validation, and Implementation of Standards in Science Education: Chances and Difficulties in the Swiss Project HarmoS;236
13;Chapter 12 The Promise and Value of Learning Progression Research;262
14;Chapter 13 Using Learning Progression to Organize Learning Outcomes: Implications for Assessment;286
15;Chapter 14 The Challenge of Alignment of Students‘ Learning Outcomes with Curriculum Guidelines, Instruction, and Assessment in Science Practice in Taiwan;304
16;Chapter 15 Learning Outcomes for Science in Australia: How Are They Defined, Measured, and Implemented?;342
17;Chapter 16 How Learning Outcomes in Science Are Specified and Measured in the English School System;368
18;Chapter 17 An Examination of Turkish Science Curricula from a Historical Perspective with an Emphasis on Learning Outcomes;400
19;Chapter 18 Defining the Structure and the Content of a New Chemistry Curriculum in the Netherlands;426
20;Chapter 19 Potential Learning Outcomes Inferred from French Curricula in Science Education;444
20.1;Abstract;444
21;Chapter 20 Item Construction for Finnish National Level Assessment in School Physics Without Pre-Defined Learning Outcomes;478
22;Chapter 21 Learning Outcomes in Science Education: A Synthesis of the International Views on Defining, Assessing and Fostering Science Learning;502