Delicious/allardstrijker

Delicious/allardstrijker

PISA 2012: Scientific Literacy

Posted: 10 Apr 2013 05:37 AM PDT

In the PISA study, scientific literacy is understood as follows: Scientific knowledge is applied in order to identify questions, acquire new knowledge, describe scientific phenomena and draw conclusions from evidence Characteristics of science are understood as a form of human knowledge and research Science and technics are understood to shape our material, intellectual and cultural environment Students are ready to engage with scientific ideas and topics and to deal with them in a reflective manner (German PISA Consortium [2007]: PISA 2006 - Die Ergebnisse der dritten internationalen Vergleichsstudie, S. 65) In order to answer or solve scientific questions, several competences are needed. The PISA framework distinguishes three competences: Understanding scientific questions (distinction of scientific and non-scientific questions), Explaining scientific phenomena (description, explanation and prediction of phenomena) as well as Using scientific evidence (handling empiric evidence and scientific reasoning). Scientific competences are based on knowledge that is differenciated into two components: object-related scientific knowledge and (meta-)knowledge about science.

Next Generation Science Standards

Posted: 10 Apr 2013 05:35 AM PDT

Next Generation Science Standards for Today's Students and Tomorrow's Workforce: Through a collaborative, state-led process managed by Achieve, new K–12 science standards are being developed that will be rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. The NGSS will be based on the Framework for K–12 Science Education developed by the National Research Council.

Global Educational Reform Movement is here!

Posted: 10 Apr 2013 03:32 AM PDT

In FINNISH LESSONS: What can the world learn from educational change in Finland? I conclude that rather than introducing sequential educational revolutions, Finnish education policy has been built upon periodic change and systemic leadership led by commonly accepted values and shared social vision that resonate closely with contemporary ideas of sustainable educational change. Importantly, the main features for developing a equitable, high-performing education system are similar to those underlying the social and economic transformation of Finland into a welfare state and a competitive knowledge society. It is, therefore, difficult to identify particular reforms or innovations per se that served as driving forces in raising the level and quality of Finnish education.