Естественнонаучная грамотность. Минск: рикз, 2020. 168 с
procedural knowledge and epistemic
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3-ex pisa (1)
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knowledge and epistemic knowledge. 27. In 2006 the PISA framework was also expanded to include attitudinal aspects of students’ responses to scientific and technological issues within the construct of scientific literacy. In 2006, attitudes were measured in two ways – through the student questionnaire and through items embedded in the student test. Discrepancies were found between the results from the embedded questions and those from the background questionnaire with respect to ‘interest in science’ for all students and the gender difference on these issues (OECD, 2009; see also: Drechsel, Carstensen & Prenzel, 2011). More importantly, embedded items extended the length of the test. Hence for the 2015 framework attitudinal aspects will only be measured through the student questionnaire and there will be no embedded attitudinal items. As to the constructs measured within this domain, the first (‘Interest in science’) and third (‘Environmental awareness’) remain the same as in 2006. The second ‘Support for scientific enquiry’, however, has been changed to a measure of ‘Valuing scientific approaches to enquiry’ – which is essentially a change in terminology to better reflect what is measured. 28. Finally, the contexts for assessment in PISA 2015 have been changed from ‘Personal, Social and Globa l’ in the 2006 Assessment to ‘Personal, Local/National and Global’ to make the headings more coherent. 29. In summary, the 2015 definition builds on and develops the 2006 definition. Other changes, for example elaborating the concepts of procedural and epistemic knowledge, represent a more detailed specification of particular aspects that were embedded or assumed in earlier definitions. 124 ORGANISATION OF THE DOMAIN 30. For purposes of assessment, the PISA 2015 definition of scientific literacy may be characterised as consisting of four interrelated aspects (see Figure 1). Contexts Personal, local, national and global issues, both current and historical, which demand some understanding of science and technology. Knowledge An understanding of the major facts, concepts and explanatory theories that form the basis of scientific knowledge. Such knowledge includes both knowledge of the natural world and technological artefacts ( жүктеу/скачать 4,47 Mb. Достарыңызбен бөлісу:
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