|Type of Product:||e-Book (our e-books are in PDF format and can be viewed on your computer or any compatible reading device) (also see print version of this book)
|Grade Level:||Elementary School, Middle School, High School, College
|Read Inside:||Read a sample chapter: PISA: An Introduction and Overview
What must we teach students to enable them to fully participate in a world community where science and technology play an increasingly significant role? That’s a question that science educators continually face and that the Programme for International Student Assessment (PISA) helps answer.
Beginning in 2000 and every three years since, PISA has assessed the reading, mathematical, and scientific literacy of 15-year-olds in some 65 countries. In 2006 the assessment concentrated on science, and researchers evaluated students’ knowledge and skills by measuring the depth of scientific literacy attained rather than the elements of curricula mastered.
PISA Science 2006 provides a thorough examination of the assessment—including chapters on creating a framework for scientific literacy, test design and development, and frequently answered criticisms—plus more than a dozen essays on important themes for science teachers and the study’s implications for teaching science in the future. Comprehensive, thought-provoking, and indispensable, this book provides educators with a top-down view of where we stand today in science education and what this means for students and educators.
|Intended User Role:||College/University Professor (core science discipline), Curriculum Supervisor, Elementary-Level Educator, High-School Educator, Middle-Level Educator, Professional Development Provider, Teacher
|Educational Issues:||Achievement, Assessment of students, Classroom management, Curriculum, Educational research, Inquiry learning, Instructional materials, Professional development, Teacher preparation, Teaching strategies
Foreword: Why Is International So Important and What Role Do International Comparisons Play?
About the Editors
Part I. PISA Science
PISA: An Introduction and Overview
PISA 2006: An Assessment Framework for Scientific Literacy
Rodger W. Bybee and PISA 2006 Science Expert Group
PISA 2006 Test Development and Design
Barry J. McCrae
PISA: Frequently Answered Criticisms
Part II. International Comparisons
PISA Science 2006: International Results
John Charles Cresswell
Knowledge Of and About Science
Rolf V. Olsen and Svein Lie
What Scientific Knowledge Remains When the Rest Is Forgotten?
Ewa Bartnik and Barbara Ostrowska
What Lies Behind Finnish Students’ Success in PISA Science?
Merike Kesler and Jari Lavonen
Overcoming Challenges and Succeeding in PISA 2006 Science
Everyday Conceptions Across the World
Svein Lie and Rolf V. Olsen
A Perspective on U.S. Science Teaching and Learning
Manfred Prenzel and Tina Seidel
Improving Science Teaching and Learning
Paulina Korsnakova, Barry J. McCrae, and Rodger W. Bybee
Windows into High-Achieving Science Classrooms
Joseph A. Taylor, Molly A.M. Stuhlsatz, and Rodger W. Bybee
The Importance of Aligning Teaching and Assessment
PISA 2006 Assessment of Attitudes Toward Science
What Science Do Students Want to Learn?
Barry J. McCrae
Teaching and Learning Science: PISA and the TIMSS Video Study
Part III. Implications for Science Teaching
Seeing the United States Education System Through the Prism of PISA
Teaching Science to Achieve Scientific Literacy
Peter J. Fensham
Designing a Science Curriculum to Enhance Students’ Scientific Literacy
Assessing PISA 2006 Scientific Competencies
Marietta Bloch and Robert Laurie
Part IV. PISA and Science Education
Scientific Literacy: Implications of PISA Science 2006 for Teachers and Teaching
Rodger W. Bybee and Barry J. McCrae
Appendix: PISA 2006 Science Units
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National Standards Correlation
This resource has 6 correlations with the National Standards.
- Process Standards for Professional Development
- Prepares educators to apply research to decision making. (NSDC)
- Connect and integrate all pertinent aspects of science and science education. (NSES)
- Address teachers' needs as learners and build on their current knowledge of science content, teaching, and learning. (NSES)
- Uses learning strategies appropriate to the intended goal. (NSDC)
- Applies knowledge about human learning and change. (NSDC)
- Teaching Standards
- Teachers of science plan an inquiry-based science program for their students.
- Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
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