Learning outcomes in science education. Making it tangible.

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Sonst. Personen	Bernholt, Sascha (Hrsg.); Neumann, Knut (Hrsg.); Nentwig, Peter (Hrsg.)
Titel	Learning outcomes in science education. Making it tangible. Gefälligkeitsübersetzung: Lernergebnisse in den Erziehungswissenschaften. Konkret machen.
Quelle	Münster: Waxmann (2012), 519 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-3-8309-2644-3
Schlagwörter	Kompetenz; Erziehungswissenschaft; Vergleichende Erziehungswissenschaft; Bildungspolitik; Lerntheorie; Curriculum; Unterricht; Entwicklungsland; Berufsbildung; Internationaler Vergleich; Standardisierung; Asien; Australien; Deutschland; Finnland; Frankreich; Großbritannien; Naher Osten; Niederlande; Ostasien; Pazifischer Raum; Schweiz; Taiwan; Türkei
Abstract	"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." (publisher's description). Contents: Part A. Setting the Scene. Chapter 1: Sascha Bernholt, Knut Neumann & Peter Nentwig: Making it Tangible - Specifying Learning Outcomes in Science Education (13-30); Part B. The Big Picture. Chapter 2: Kornelia Möller, Ilonca Hardy & Kim Lange. Moving Beyond Standards: How Can We Improve Elementary Science Learning? A German Perspective (31-54); Chapter 3: Beno Csapo: Developing a Framework for Diagnostic Assessment of Early Science (55-78); Chapter 4: James W Pellegrino: The Design of an Assessment System Focused on Student Achievement: A Learning Sciences Perspective on Issues of Competence, Growth, and Measurement (79-108); Chapter 5: Declan Kennedy: Learning Outcomes in Ireland - Implications for the Science Classroom (109-128); Chapter 6: Reinhold Nickolaus, Andreas Lazar & Kerstin Norwig: Assessing Professional Competences and their Development in Vocational Education in Germany - State of Research and Perspectives (129-150); Part C. The Devil in the Details. Olaf Köller & Ilka Parchmann: Chapter 7: Competencies: The German Notion of Learning Outcomes (151-172); Chapter 8: Sascha Bernholt, Sabina Eggert & Christoph Kulgemeyer: Capturing the Diversity of Students` Competences in Science Classrooms: Differences and Commonalities of Three Complementary Approaches (173-200); Chapter 9: Kerstin Kremer, Hans E. Fischer, Alexander Kauertz, Jürgen Mayer, Elke Sumfleth & Maik Walpuski: Assessment of Standards-based Learning Outcomes in Science Education: Perspectives from the German Project ESNaS (201-218); Chapter 10: Horst Schecker: Standards, Competencies and Outcomes. A Critical View (219-234); Chapter 11: Peter Labudde, Christian Nidegger, Marco Adamina & Francois Gingins: The Development, Validation, and Implementation of Standards in Science Education: Chances and Difficulties in the Swiss Project HarmoS (235-260); Chapter 12: Joseph S. Krajcik, LeeAnn M. Sutherland, Kathryn Drago & Joi Merritt: The Promise and Value of Learning Progression Research (261-284); Chapter 13: Xiufeng Liu: Using Learning Progression to Organize Learning Outcomes: Implications for Assessment (285-302); Chapter 14: Mei-Hung Chiu & Hui-Jung Chen: The Challenge of Alignment of Students` Learning Outcomes with Curriculum Guidelines, Instruction, and Assessment in Science Practice in Taiwan (303-340); Chapter 15: Debra Panizzon: Learning Outcomes for Science in Australia: How Are They Defined, Measured, and Implemented? (341-366); Part D. Perspectives from Different Countries. Chapter 16: Robin Millar, Mary Whitehouse & Ian Abrahams: How Learning Outcomes in Science Are Specified and Measured in the English School System (367-398); Chapter 17: Alipasa Ayas: An Examination of Turkish Science Curricula from a Historical Perspective with an Emphasis on Learning Outcomes (399-424); Chapter 18: Cris Bertona: Defining the Structure and the Content of a New Chemistry Curriculum in the Netherlands (425-442); Chapter 19: Patrice Venturini & Andre Tiberghien: Potential Learning Outcomes Inferred from French Curricula in Science Education (443-476); Chapter 20: Jari Lavonen, Heidi Krzywacki & Laura Koistinen: Item Construction for Finnish National Level Assessment in School Physics Without Pre-Defined Learning Outcomes (477-500); Part E. A Coda. Chapter 21: Knut Neumann, Sascha Bernholt & Peter Nentwig: Learning Outcomes in Science Education: A Synthesis of the International Views on Defining, Assessing and Fostering Science Learning (501-519).
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2012/3