Естественнонаучная грамотность. Минск: рикз, 2020. 168 с
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- Figure 17. SMOKING: Question 2
- Science Example 3: Zeer pot
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Question 2: SMOKING 64. This question explores students’ understanding of data. 65. The right hand side of the screen shows authentic data of cigarette consumption and deaths from lung cancer in men over an extended period of time. Students are asked to select the best descriptor of the data by clicking on one of the radio buttons next to answer statements on the left hand side of the screen. Figure 17. SMOKING: Question 2 66. This unit tests content knowledge using the competency of interpreting data and evidence scientifically. 67. The context is health and disease applied to a local/national setting. As students need to interpret the relationship between two graphs, the cognitive demand is categorised as medium. 146 Figure 18. Framework Categorisation for SMOKING Question 2 Framework categories 2015 Framework Knowledge type Content Competency Interpret data and evidence scientifically Context Health and Disease, Local/National Cognitive demand Medium Science Example 3: Zeer pot 68. This new 2015 exemplar unit demonstrates a new feature of science assessment for 2015; the use of interactive tasks using simulations of scientific enquiry to explore and assess scientific literacy knowledge and competencies. 69. This unit is focussed on an authentic low cost cooling container called a Zeer pot, developed for localised needs in Africa, using readily available local resources. Cost and lack of electricity limit the use of refrigerators in these regions, while the hot climate necessitates food to be kept cool to prolong the length of time food can be kept before bacterial growth renders it a risk to health. 70. The first screen shot of this simulation introduces what a Zeer pot looks like and how it works. Students are not expected to have an understanding of how the process of evaporation causes cooling, just that it does. |