Kobarg / Prenzel An International Comparison of Science Teaching and Learning. Further Results from PISA 2006

1. Auflage 2011
ISBN: 978-3-8309-7506-9
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 100 Seiten

The OECD Programme for International Student Assessment (PISA) assesses the competencies of 15-year-old students around the world. In 2006, the PISA report focused on the science competencies 15-year-old students developed. The report does not reflect a systematic consideration of science learning environments in schools and their relationship to cognitive and motivational outcomes in terms of scientific literacy. However, in all investigated countries, schools are where young people become familiar with science over an extended period of time.
Hence, this book aims to provide detailed information on science teaching and learning in schools in the OECD countries. Data from the PISA 2006 school principals’ and students’ questionnaires is used for the description of science teaching and learning. First, the context of science teaching in schools is described to provide a background for the analyses that follow. Then, the book draws a detailed picture of different components of science teaching relevant for student learning. In addition, international patterns of science teaching and learning are investigated. The investigation focuses on the teaching of scientific enquiry. This focus is chosen because the process of scientific enquiry models the way in which researchers think, and it provides students with ample opportunities to develop science literacy. Further investigations include the effects of different patterns of science teaching on student literacy. The book concludes with implications for policy and practice.

Autoren/Hrsg.

Kobarg, Mareike

Prenzel, Manfred

Inhaltsverzeichnis

1;Contents;6
2;1 Science Teaching and Learning;8
2.1;1.1 Introduction;8
2.2;1.2 Framework for the investigation of science teaching and learning;11
2.3;1.3 Research Questions;23
3;2 General and School Settings for Science Teaching and Learning;24
3.1;2.1 General settings for science teaching in OECD countries;24
3.2;2.2 School settings for science teaching in OECD countries;30
3.3;2.3 Conclusion;35
4;3 Time Students Spend Learning Science;37
4.1;3.1 Opportunities to learn science in and out-of-school;37
4.2;3.2 In-school science learning time;40
4.3;3.3 Association between learning time and scientific literacy;44
4.4;3.4 Conclusion;47
5;4 Characteristics of Science Teaching and Learning;49
5.1;4.1 Science teaching and learning in OECD countries;54
5.2;4.2 Comparison of the four teaching and learning scales;63
5.3;4.3 Conclusion;67
6;5 International Patterns of Scientific Enquiry and their Effects on Students’ Scientific Literacy;70
6.1;5.1 Introduction;70
6.2;5.2 International patterns of scientific enquiry in science teaching and learning;71
6.3;5.3 Effects of patterns of scientific enquiry on scientific literacy;76
6.4;5.4 Conclusion;82
7;6 Implications for Policy and Practice;85
7.1;6.1 Introduction;85
7.2;6.2 Key findings of the description of science teaching and its effects on students’ scientific literacy;85
7.3;6.3 Implications for educational policy and practice;90
8;References;93
9;List of Tables and Figures;99