科学教育课件

2.Science-Technology-SocietyGrahamOrpwoodYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

TeachingandLearningScienceforaNewCentury科学教育2Science-Technology-SocietyemphasisYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

Goals:Developingunderstandingsofrelationsbetweenscienceandtechnology,scienceandsociety,andtechnologyandsocietyDevelopingskillsatanalysisanddecisionmakinginsocialcontextsinvolvingscienceandtechnology(e.g.health,environment)2科学教育2Question1York/SenecaInstituteforMathematics,ScienceandTechnologyEducation

Canyouthinkofexampleswhereindividualsorgovernmentshavetomakedecisionsinrelationtoissuesinvolvingscienceandtechnology?Whatsortsofknowledgeandskillswouldhelpinmakingbetterdecisions?Howcanschoolscienceeducationhelpdevelopthatknowledgeandskills?3科学教育2CharacteristicsofSTSclassroomsYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

Rarethatthereare“rightanswers”TeachersarenotexpertsUnclearwhatexpertiseisrequiredHardtodeterminethe“quality”ofstudents’workGroupsaremoreeffectivethanindividuals4科学教育2ExampleofanSTSissue–(1)York/SenecaInstituteforMathematics,ScienceandTechnologyEducation

Youaretheheadofcivilengineeringinthegovernmentofaprovincewhereearthquakesarecommonandyouhavebeenaskedtocomeupwithnewbuildingcodestomakesurethatnewbuildingsaremorequake-proofthantheoldones.Whatdoyouneedtoknow?Whoshouldbeconsulted?Whatarethecriteriaofsuccess?Whatlevelof“error”istolerable?Whatconstraintsmightyouface?…..…..5科学教育2Question2York/SenecaInstituteforMathematics,ScienceandTechnologyEducation

CanyouthinkofanotherexampleofanSTSissueineitherthepublicorprivatedomain?Whatarethekeyquestionstoask?Whatwoulda“goodperformance”looklike?6科学教育2PurposesofAssessmentStudent-orientedpurposesFamily–orientedpurposesTeacher-orientedpurposesSchool–orientedpurposesPublic-orientedpurposesGovernment–orientedpurposesMedia–orientedpurposesInstitution-orientedpurposesUniversity/College–orientedpurposesEmployer–orientedpurposesYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

7科学教育2Student-orientedpurposesAssessmentforlearningContentvalidityisimportantAssessmentsmustbebasedonappropriatecontentAssessmentsmustreflectcurriculumgoalsCriterion-referencedandself-referenced York/SenecaInstituteforMathematics,ScienceandTechnologyEducation

8科学教育2Teacher-orientedpurposesAssessmenttoimproveteachingAnalysisofresultsshowconceptsandskillsnotwellattainedMisconceptionscanleadtonewteachingapproachesYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

9科学教育2Public-orientedpurposesAssessmentforaccountabilityFocusonschoolimprovement–“Howcanwedobetter?”Importanceofexternalbenchmarks–“Howdoweknowwhenwearedoingwell?”York/SenecaInstituteforMathematics,ScienceandTechnologyEducation

10科学教育2Institution-orientedpurposesAssessmentforselectionReliabilityasimportantasvalidityIndependentofschoolNormreferenced“Fairness”and“appearanceoffairness”isimportantYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

11科学教育2PrinciplesofGoodAssessmentYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

1.Themethodsofassessmentmustbeconsistentwiththepurpose

Themethodsofassessmentandthemethodsofevaluationmustmatchthepurposes(i.e.thewhat,who,whenandhowofassessmentmustmatchthewhy)Inclassroomassessment,theprimarypurposeofassessmentshouldbetheimprovementofstudents’learning12科学教育2PrinciplesofGoodAssessment2.AssessmentsmustmatchthegoalsofthecurriculumUnderstandingsmustbeassessedthroughdemonstrationsofevidenceofunderstandingSkillsmustbeassessedthroughdemonstrationoftheuseoftheskillsApplicationsmustbeassessedthroughdemonstrationofrealapplicationsorunderstandingofapplicationsYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

13科学教育2PrinciplesofGoodAssessment3. AssessmentsshouldbeasauthenticaspossibleHowdoestheassessmenttaskrelatetothetasksandskillsencounteredintherealworld?Howdoestheassessmenttaskconveythepointorpurposeofthelearning?York/SenecaInstituteforMathematics,ScienceandTechnologyEducation

14科学教育2PrinciplesofGoodAssessment4.AssessmentshouldhaveclearlydefinedstandardsforsuccessHowgoodisgoodenough?“AmImakingprogress?”“WhatdoIneedtodotoimprove?”York/SenecaInstituteforMathematics,ScienceandTechnologyEducation

15科学教育2PerformanceTasks–anewtoolinclassroomassessmentPERFORMANCETASKSfocus:lessonwhatstudentsknow(FIRMFOUNDATIONS)moreontheskillsofacquiringknowledge(SCIENCEASINQUIRY)andmoreonwhatstudentscandowithwhattheyknow(SCIENCE-TECHNOLOGY-SOCIETY)York/SenecaInstituteforMathematics,ScienceandTechnologyEducation

16科学教育2UsesofPerformanceTasksTheyareintendedtobetheculminatingactivityinacourseorunitTheymaybeconductedindividuallyoringroupsTheymayinvolvetheconductoflaboratoryinvestigationsorexternalresearchprojectsCorrectproceduresandanalysisskillsareasimportantascorrectresultsYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

17科学教育2AssessmentinScienceasInquiryYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

PlanningskillsInvestigationskillsAnalysisskillsReportingskill