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Teaching Science to Achieve Scientific Literacy
Book Chapter |
Historically, the study of the sciences as part of schooling was first introduced in the senior or last years of secondary schooling for the express purpose of assisting those students who wished to embark on science-…
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PISA 2006: An Assessment Framework for Scientific Literacy
Book Chapter |
The PISA 2006 definition of scientific literacy had its origin in the consideration of what 15-year old students should know, value, and be able to do as a preparedness for life in modern society. The results of PISA…
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Designing a Science Curriculum to Enhance Students' Scientific Literacy
Book Chapter |
Over the past two decades or so, the term scientific literacy has become prominent in discussions of the school science curriculum and proposals for improving it. If improving students' scientific literacy is to become…
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Assessing PISA 2006 Scientific Competencies
Book Chapter |
This chapter begins by considering what is meant by scientific literacy and how the PISA 2006 scientific competencies encompass basic components of scientific literacy. Then it describes some examples of how these…
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Scientific Literacy: Implications of PISA Science 2006 for Teachers and Teaching
Book Chapter |
In the first part of this chapter, the authors briefly review the notion of scientific literacy, emphasize its central focus in the PISA 2006 survey, highlight the overall test performance of countries and students, and…
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PISA 2006: Test Development and Design
Book Chapter |
In PISA 2006 three subject domains were tested, with science being the major domain for the first time in a PISA survey and reading and mathematics being minor domains. This chapter first describes the process by which…
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PISA: Frequently Answered Criticisms
Book Chapter |
Studies such as PISA are routinely criticized by educational commentators—particularly when the results are not consistent with their preconceived ideas about the relative merits and efficiencies of various educational…
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PISA Science 2006: International Results
Book Chapter |
Throughout the world education authorities want to know the capacities that their students develop during their formative years in schools. They want to know to what extent students have learned fundamental scientific…
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Knowledge of and About Science
Book Chapter |
An intuitive and common sense understanding of a science assessment would be that it aims at measuring students' knowledge of and about science. The aim of PISA is to assess to what degree students can apply their…
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What Scientific Knowledge Remains When the Rest is Forgotten?
Book Chapter |
The PISA 2006 definition of scientific literacy encompasses three competencies—identifying scientific issues, explaining phenomena scientifically, and using scientific evidence. The results for scientific literacy show…
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What Lies Behind Finnish Students' Success in PISA Science?
Book Chapter |
Finnish students' performance in the PISA scientific literacy assessment has been excellent, and even improved between the three-year cycles of PISA measurements. It is not easy to explain the good results, but this…
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Overcoming Challenges and Succeeding in PISA Science 2006
Book Chapter |
Despite the absence of a national science curriculum and the inevitable differences in science curriculum across Canada, Canadian students ranked third in the world on the PISA 2006 science assessment. This chapter…
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Building a Culture of Faculty-Owned Assessment
Book Chapter |
With so much at stake for both students and institutions, it is imperative that colleges and universities support faculty and others in comprehensive assessment efforts and act on changes suggested by assessment data.…
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Book Chapter |
At Montana State University (MSU) a variety of strategies have been used to begin to quantitatively assess how students are learning in the science classroom. The author reviews in this chapter some of the work that has…
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Alternative Forms of Assessment for The College Science Laboratory
Book Chapter |
A basic definition of alternative assessment is any type of evaluation that does not use traditional forms of paper-and-pencil testing. Too often new forms of teaching and learning are coupled with traditional forms of…
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