Proficiencies to Guide Science Curriculum Planning

Autor/inn/en	Tytler, Russell; van Driel, Jan
Titel	Proficiencies to Guide Science Curriculum Planning
Quelle	In: Teaching Science, 67 (2021) 1, S.45-56 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-6313
Schlagwörter	Foreign Countries; Science Curriculum; Science Instruction; Curriculum Development; Science and Society; Faculty Development; Teaching Methods; Evidence; Scientific Research; Creativity; STEM Education; Competency Based Education; Scientific Literacy; Knowledge Level; Thinking Skills; Citizenship; Australia + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Evidenz; Kreativität; STEM; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Wissensbasis; Denkfähigkeit; Staatsbürgerschaft; Australien
Abstract	Contemporary curricula are increasingly focused on broader framings of student outcomes such as 'competencies', 'capabilities' and '21st century skills', as we realise that declarative disciplinary knowledge no longer, on its own, confers the capacity to deal with the complex and fast-changing world that students are now entering. In mathematics, the Australian curriculum specifies a set of 'proficiencies' -- understanding, fluency, problem-solving and reasoning. There is no parallel set of proficiencies for science, although there have been attempts to specify these in international assessments. In this paper, we argue the case for a set of science proficiencies and describe such a set that was developed to underpin and enrich a major professional learning initiative of the Victorian Department of Education and Training (DET). We unpack the nature of these proficiencies and their relations -- "understanding," "investigating," "interpreting evidence," "linking science" and "society," and "productive disposition" -- and describe their capacity to enrich curriculum planning. Finally, we discuss the assessment of these proficiencies and explore the possibility of establishing their developmental progression. (As Provided).
Anmerkungen	Australian Science Teachers Association. P.O. Box 334, Deakin West, ACT 2600, Australia. Tel: +61-02-6282-9377; Fax: +61-02-6282-9477; e-mail: publications@asta.edu.au; Web site: http://www.asta.edu.au/resources/teachingscience
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01