Assessing Students' Performances in Decision-Making: Coping Strategies of Biology Teachers

Autor/inn/en	Steffen, Benjamin; Hößle, Corinna
Titel	Assessing Students' Performances in Decision-Making: Coping Strategies of Biology Teachers
Quelle	In: Journal of Biological Education, 51 (2017) 1, S.44-51 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2016.1156012
Schlagwörter	Biology; Science Instruction; Science Teachers; Decision Making; Coping; Science and Society; Qualitative Research; Grounded Theory; Teacher Attitudes; Semi Structured Interviews; Video Technology; Vignettes; Student Evaluation; Foreign Countries; Adolescents; Evaluation Methods; Germany + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Decision-making; Entscheidungsfindung; Bewältigung; Qualitative Forschung; Lehrerverhalten; Schulnote; Studentische Bewertung; Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Deutschland
Abstract	Decision-making in socioscientific issues (SSI) constitutes a real challenge for both biology teachers and learners. The assessment of students' performances in SSIs constitutes a problem, especially for biology teachers. The study at hand was conducted in Germany and uses a qualitative approach following the research procedures of grounded theory to focus on teachers' concepts and, especially, coping strategies in assessment concerning students' decision-making in SSIs. Semi-structured interviews with six teachers, in combination with video-vignettes, were used for data generation. The results show predominantly defensive strategies when teachers are confronted with the assessment of students' performances in SSIs. These results and implications for teacher education and teacher training are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01