The notion of authenticity in the PISA units in physical science. An empirical analysis.

Autor/inn/en	Weiss, Laura; Müller, Andreas
Titel	The notion of authenticity in the PISA units in physical science. An empirical analysis.
Quelle	In: Zeitschrift für Didaktik der Naturwissenschaften, 21 (2015) 1, S. 87-97Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2197-988X
DOI	10.1007/s40573-015-0025-9
Schlagwörter	Wahrnehmung; Lehrer; Naturwissenschaftlicher Unterricht; Schüler; Wahrnehmung; Authentizität; Lehrer; Schüler; Naturwissenschaftlicher Unterricht; Authentizität; PISA (Programme for International Student Assessment)
Abstract	The notion of "authenticity"-in the sense of a close relationship to actual and real (or at least realistic) contexts ensuring "relevance to students' interests and lives"-is essential to PISA's understanding of scientific literacy (OECD, 2007, p. 36), as well as for tradition of Context-Based Science Education (CBSE; see e.g. Bennett et al., 2007). Looking at the PISA units, there can be no doubt about their factual authenticity, i.e. that they are indeed based on real-life contexts as stated above. The assumption that these situations are perceived by pupils as interesting and authentic (personal authenticity) is more arguable. It therefore appears necessary to investigate this perception, as it is supposed to be essential both for motivation and cognitive activation of learners. This contribution thus presents a study about the perception of the reality connection/authenticity (RA) as well as of interest and engagement (IE) related to the PISA physical science units, with a triple perspective: pupils' and teachers' perceptions, and additionally teachers' assumptions about pupils' perceptions. Results show that, for the available PISA items, pupils' perceived authenticity and interest are at best medium, contrary to the basic assumption of PISA. Moreover, the present approach allows to validate and to quantify the common wisdom that there is a large gap between the perceptions of teachers and pupils (RA: Cohen d = 1.34; IE: d = 1.60; p ( 0.001 for both). When asked for their assumptions about pupils' perceptions, teaching experts adjust their own perceptions to lower values, but still show considerable overestimation of pupils' interest and perceived authenticity (RA: d = 0.66, p ( 0.05; IE: d = 0.85, p ( 0.01). We conclude with a discussion of some limitations of the study and several implications for classroom practice of these findings.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2016/4