Естественнонаучная грамотность. Минск: рикз, 2020. 168 с
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3-ex pisa (1)
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), knowledge of how such ideas are produced ( procedural knowledge ) and an understanding of the underlying rationale for these procedures and the justification for their use ( epistemic knowledge ). Competencies The ability to explain phenomena scientifically, evaluate and design scientific enquiry, and interpret data and evidence scientifically. Attitudes A set of attitudes towards science indicated by an interest in science and technology; valuing of scientific approaches to enquiry, where appropriate, and a perception and awareness of environmental issues. 31. Each of these aspects is now discussed further below. 125 Figure 1. Framework for PISA 2015 Scientific Literacy Assessment 126 Contexts for Assessment Items 32. PISA 2015 will assess important scientific knowledge using contexts that raise issues and choices that are relevant to the science education curricula of participating countries. Such contexts will not, however, be restricted to the common aspects of p articipants’ national curricula. Rather, the assessment will require evidence of the successful use of the three competencies required for scientific literacy in important situations reflecting personal, local, national and global contexts. 33. Assessment items will not be limited to school science contexts. In the PISA 2015 scientific literacy assessment, the focus of the items will be on situations relating to the self, family and peer groups (personal), to the community (local and national), and to life across the world (global). Technology based topics may be used as a common context. Also, appropriate to some topics are historical contexts which may be used to assess students’ understanding of the processes and practices that are involved in advancing scientific knowledge. 34. Figure 2 lists the applications of science and technology, within personal, local, national and global settings that are primarily used as the contexts for assessment items. The applications will be drawn from a wide variety of life situations and will be generally consistent with the areas of application for scientific literacy in the previous PISA frameworks. The contexts will also be chosen in light of their relevance to students’ interests and lives. The areas of application are: health and disease, natural resources, environmental quality, hazards, and the frontiers of science and technology. They are the areas in which scientific literacy has particular value for individuals and communities in enhancing and sustaining quality of life, and in the development of public policy. |