Enduring Competencies for Designing Science Learning Pathways

Autor/inn/en	Hipkins, Rosemary; Tolbert, Sara; Cowie, Bronwen; Waiti, Pauline
Institution	New Zealand Council for Educational Research (NZCER); Ministry of Education (New Zealand)
Titel	Enduring Competencies for Designing Science Learning Pathways
Quelle	(2022), (33 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Instructional Design; Curriculum Design; Science Education; Science Curriculum; Barriers; Guidelines; Specialists; Cooperative Learning; Problem Solving; Social Responsibility; Pacific Islanders; Ethnic Groups; Well Being; Academic Standards; Indigenous Knowledge; Decision Making; Universities; Foreign Countries; Achievement Tests; Secondary School Students; International Assessment; Power Structure; World Views; Western Civilization; Competency Based Education; New Zealand; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrplangestaltung; Naturwissenschaftliche Bildung; Richtlinien; Kooperatives Lernen; Problemlösen; Soziale Verantwortung; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; Well-being; Wellness; Wohlbefinden; Decision-making; Entscheidungsfindung; University; Universität; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; World view; Weltanschauung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Neuseeland
Abstract	Science education has an important role to play in supporting our young people to meet the complex challenges of the modern age. Students need a curriculum that can prepare them to work collaboratively, competently and confidently to address the wicked "glocal" problems of our time. Rangatahi themselves recognise this - those involved in drafting the Youth Vision statement for the curriculum refresh have asked for a curriculum that will support them to think and act responsibly together, learn and grow through engaging with multiple perspectives, foster wellbeing, honour Te Tiriti, contribute positively to their communities, and be kaitiaki of their environment. "Enduring competencies for designing science learning pathways" is a collaborative report addressing the design challenges inherent in meeting this ambitious agenda. It outlines a framework developed by science curriculum experts, intended to sit alongside the work of the Science Curriculum Refresh and Review of Achivement Standards. The report outlines four "enduring competencies", listed below, that can shape science education and better prepare akonga to draw on their science learning as they address challenges that confront them in their lives beyond their school years: (1) Drawing on different knowledge systems; (2) Enacting a range of science inquiry practices; (3) Working with literacy practices of science; and (4) Using science for decision making and action. [This report was produced with Te Whare Wananga o Waitaha/University of Canterbury, Te Wananga Toi Tangata/Division of Education at Te Whare Wananga o Waikato/University of Waikato, and Ahu Whakamua Ltd.] (ERIC).
Anmerkungen	New Zealand Council for Educational Research. P.O. Box 3237, Wellington 6140 New Zealand. Tel: +64-4384-7939; Fax: +64-4384-7933; Web site: http://www.nzcer.org.nz
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01