Естественнонаучная грамотность. Минск: рикз, 2020. 168 с
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- Defining attitudes towards science for PISA 2015
| 2015 Framework
Knowledge type Procedural Competency Evaluate and design scientific enquiry Context Natural Resources Cognitive demand High Attitudes Why attitudes matter 74. Peoples’ attitudes towards science play a significant role in their interest, attention, and response to science and technology, and to issues that affect them in particular. One goal of science education is to develop attitudes that lead students to engage with scientific issues. Such attitudes also support the subsequent acquisition and application of scientific and technological knowledge for personal, local, national, and global benefit and lead to the development of self- efficacy (Bandura, 1997). 75. Attitudes form part of the construct of scientific literacy. That is, a person’s scientific literacy includes certain attitudes, beliefs, motivational orientations, self-efficacy, and values. The construct of attitudes used in PISA draws upon Klopfer’s (1976) structure for the affective domain in science education and reviews of attitudinal research (Gardner, 1975; Osborne, Simon, & Collins, 2003; Schibeci, 1984). A major distinction made in these reviews is between attitudes towards science and scientific attitudes. While the former is measured by the level of interest displayed in scientific issues and activities, the latter is a measure of a disposition to value empirical evidence as the basis of belief. Defining attitudes towards science for PISA 2015 76. The PISA 2015 assessment will evaluate students’ attitudes towards science in three areas: Interest in science and technology, Environmental awareness and Valuing scientific approaches to enquiry (see Figure 22) that are considered core to the construct of scientific literacy. These three areas were selected for measurement because a positive attitude towards science, a concern for the environment and an environmentally sustainable way of life, and a disposition to value the scientific approach to enquiry are features of a scientifically literate individual. Thus the extents to which individual students are, or are not interested in science and recognise its value and implications are considered important measures of the outcome of compulsory education. Moreover, in 2006, in 52 of the participating countries (including all OECD countries) students with a higher general interest in science performed better in science (OECD, 2007, p143). 77. Interest in science and technology was selected because of its established relationships with achievement, course selection, career choice, and lifelong learning. For instance, there is a considerable body of literature which shows that interest in science is established by age 14 for the majority of students (Ormerod & Duckworth, 1975; Tai, Qi Liu, Maltese, & Fan, 2006). Moreover, students with such an interest are more likely to pursue scientific careers. Policy concerns in many OECD countries about the number of students, particularly female students, choosing to pursue 150 the study of science make the measurement of attitudes towards science an important aspect of the PISA assessment and the results may provide information about a perceived declining interest in the study of science among young people (Bøe et al , 2011). This measure, when correlated with the large body of other information collected by PISA through the student, teacher and school questionnaires, may provide insights into the causes of any decline in interest. 78. Valuing scientific approaches to enquiry was chosen because scientific approaches to enquiry have been highly successful at generating new knowledge – not only within science itself, but also in the social sciences, and even finance and sports. Moreover, the core value of scientific enquiry and the Enlightenment is the belief in empirical evidence as the basis of rational belief. Recognising the value of the scientific approach to enquiry is, therefore, widely regarded as a fundamental objective of science education that warrants assessing. Appreciation of, and support for scientific enquiry implies that students can identify and also value scientific ways of gathering evidence, thinking creatively, reasoning rationally, responding critically, and communicating conclusions, as they confront life situations related to science and technology. Students should understand how scientific approaches to enquiry function, and why they have been more successful than other methods in most cases. Valuing scientific approaches to enquiry, however, does not mean that an individual has to be positively disposed towards all aspects of science or even use such methods themselves. Thus, the construct is a measure of students’ attitudes towards the use of a scientific method to investigate material and social phenomenon and the insights that are derived from such methods. 79. Environmental awareness is of international concern, as well as being of economic relevance. Attitudes in this area have been the subject of extensive research since the 1970s (see, for example, Bogner and Wiseman, 1999; Eagles & Demare, 1999; Rickinson, 2001; Weaver, 2002). In December 2002, the United Nations approved resolution 57/254 declaring the ten-year period beginning on 1 January 2005 to be the United Nations Decade of Education for Sustainable Development (UNESCO, 2003). The International Implementation Scheme (UNESCO, September 2005) identifies the environment as one of the three spheres of sustainability (along with society (including culture) and economy) that should be included in all education for sustainable development programmes. 80. Given the importance of environmental issues to the continuation of life on Earth and the survival of humanity, the youth of today need to understand the basic principles of ecology and the need to organise their lives accordingly. This means that developing an environmental awareness and a responsible disposition towards the environment is an important element of contemporary science education. 81. In PISA 2015 these specific attitudes toward science will be measured by the student questionnaire. For each of these attitudes, Figure 22 provides the details of the specific sub- constructs that it is intended to measure in 2015. жүктеу/скачать 4,47 Mb. Достарыңызбен бөлісу:
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