Science teaching and learning in schools: Theoretical and Empirical Foundations for Investigating Classroom-Level Processes
Publikation: Beiträge in Sammelwerken › Aufsätze in Sammelwerken › Forschung › begutachtet
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Science teaching and learning in schools : Theoretical and Empirical Foundations for Investigating Classroom-Level Processes. / Müller, Katharina; Prenzel, Manfred; Seidel, Tina et al.
Assessing context of learning: An International Perspective. Cham : Springer, 2016. S. 423-446 (Methodology of Educational Measurement and Assessment).Publikation: Beiträge in Sammelwerken › Aufsätze in Sammelwerken › Forschung › begutachtet
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TY - CHAP
T1 - Science teaching and learning in schools
T2 - Theoretical and Empirical Foundations for Investigating Classroom-Level Processes
AU - Müller, Katharina
AU - Prenzel, Manfred
AU - Seidel, Tina
AU - Schiepe-Tiska, Anja
AU - Kjærnsli, Marit
PY - 2016
Y1 - 2016
N2 - In order to develop students’ scientific competencies systematically, educational experiences in school, especially high-quality classroom level processes, are crucial. The integration of educationally-relevant teaching variables in International Large-Scale Assessments provides an opportunity to analyze components of instructional quality within and between countries. This chapter outlines pivotal considerations and challenges in developing constructs in the field of science teaching and learning in schools that were implemented in the Field Trial student questionnaire of the Programme for International Student Assessment (PISA). It aims to identify educationally relevant teaching variables based on the current theoretical and empirical background of research in science education. In addition, it proposes a framework for describing science teaching and learning in school, investigating country-specific profiles, and analyzing the relationship between science teaching and students’ cognitive and non-cognitive outcomes. The constructs for the Field Trial presented at the end, consider both design-related limitations and trend issues concerning previous PISA cycles.
AB - In order to develop students’ scientific competencies systematically, educational experiences in school, especially high-quality classroom level processes, are crucial. The integration of educationally-relevant teaching variables in International Large-Scale Assessments provides an opportunity to analyze components of instructional quality within and between countries. This chapter outlines pivotal considerations and challenges in developing constructs in the field of science teaching and learning in schools that were implemented in the Field Trial student questionnaire of the Programme for International Student Assessment (PISA). It aims to identify educationally relevant teaching variables based on the current theoretical and empirical background of research in science education. In addition, it proposes a framework for describing science teaching and learning in school, investigating country-specific profiles, and analyzing the relationship between science teaching and students’ cognitive and non-cognitive outcomes. The constructs for the Field Trial presented at the end, consider both design-related limitations and trend issues concerning previous PISA cycles.
KW - Educational science
KW - Instructional quality
KW - Inquiry-based teaching
KW - Teaching effectiveness
KW - Didactics of elementary social studies and science
KW - Generic and domain-specific teaching variables
U2 - 10.1007/978-3-319-45357-6_17
DO - 10.1007/978-3-319-45357-6_17
M3 - Contributions to collected editions/anthologies
SN - 978-3-319-45356-9
T3 - Methodology of Educational Measurement and Assessment
SP - 423
EP - 446
BT - Assessing context of learning
PB - Springer
CY - Cham
ER -