Естественнонаучная грамотность. Минск: рикз, 2020. 168 с
Scientific Knowledge: PISA 2015 Terminology
жүктеу/скачать 4,47 Mb. Pdf көрінісі
|
3-ex pisa (1)
- Бұл бет үшін навигация:
- “content knowledge”
- “epistemic knowledge”
| Scientific Knowledge: PISA 2015 Terminology
This document is based upon a view of scientific knowledge as consisting of three distinguishable but related elements. The first of these and the most familiar is a knowledge of the facts, concepts, ideas and theories about the natural world that science has established. For instance, how plants synthesise complex molecules using light and carbon dioxide or the particulate nature of matter. This kind of knowledge is referred to as “content knowledge” or “knowledge of the content of science”. Knowledge of the procedures that scientists use to establish scientific knowledge is referred to as “procedural knowledge” . This is a knowledge of the practices and concepts on which empirical enquiry is based such as repeating measurements to minimise error and reduce uncertainty, the control of variables, and standard procedures for representing and communicating data (Millar, Lubben, Gott, & Duggan, 1995). More recently these have been elaborated as a set of “concepts of evidence” (Gott, Duggan, & Roberts, 2008). Furthermore, understanding science as a practice also requires “epistemic knowledge” which refers to an understanding of the role of specific constructs and defining features essential to the process of knowledge building in science (Duschl, 2007). Epistemic knowledge includes an understanding of the function that questions, observations, theories, hypotheses, models, and arguments play in science, a recognition of the variety of forms of scientific enquiry, and the role peer review plays in establishing knowledge that can be trusted. A more detailed discussion of these three forms of knowledge is provided in the later section on Scientific Knowledge and in Figures 4, 5 & 6. 13. People need all three forms of scientific knowledge to perform the three competencies of scientific literacy. Therefore PISA 2015 will focus on assessing the extent to which 15-year-olds are capable of displaying these competencies appropriately within in a range of personal, local, national and global contexts. This perspective differs from that of many school science programmes which are often dominated by content knowledge. Instead, the framework is based on a broader view of the kind of knowledge of science required by participating members of contemporary society. 14. In addition, the competency-based perspective also recognises that there is an affective element to a student’s display of these competencies – that is that their attitudes or disposition towards science will determine their level of interest, sustain their engagement, and may motivate them to take action (Schibeci, 1984). Thus, commonly the scientifically literate person would have an interest in scientific topics; engage with science-related issues; have a concern for issues of technology, resources, and the environment; and reflect on the importance of science from a personal and social perspective. This requirement does not mean that such individuals are 120 necessarily disposed towards science itself. Rather, such individuals recognise that science, technology and research in this domain are an essential element of contemporary culture that frames much of our thinking. 15. It is such considerations that have led to the following definition of scientific literacy for PISA 2015: жүктеу/скачать 4,47 Mb. Достарыңызбен бөлісу:
|