Science teaching and learning in schools: Theoretical and Empirical Foundations for Investigating Classroom-Level Processes

Publikation: Beiträge in SammelwerkenAufsätze in SammelwerkenForschungbegutachtet

Standard

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 Verlag, 2016. S. 423-446 (Methodology of Educational Measurement and Assessment).

Publikation: Beiträge in SammelwerkenAufsätze in SammelwerkenForschungbegutachtet

Harvard

Müller, K, Prenzel, M, Seidel, T, Schiepe-Tiska, A & Kjærnsli, M 2016, Science teaching and learning in schools: Theoretical and Empirical Foundations for Investigating Classroom-Level Processes. in Assessing context of learning: An International Perspective. Methodology of Educational Measurement and Assessment, Springer Verlag, Cham, S. 423-446. https://doi.org/10.1007/978-3-319-45357-6_17

APA

Müller, K., Prenzel, M., Seidel, T., Schiepe-Tiska, A., & Kjærnsli, M. (2016). Science teaching and learning in schools: Theoretical and Empirical Foundations for Investigating Classroom-Level Processes. In Assessing context of learning: An International Perspective (S. 423-446). (Methodology of Educational Measurement and Assessment). Springer Verlag. https://doi.org/10.1007/978-3-319-45357-6_17

Vancouver

Müller K, Prenzel M, Seidel T, Schiepe-Tiska A, Kjærnsli M. Science teaching and learning in schools: Theoretical and Empirical Foundations for Investigating Classroom-Level Processes. in Assessing context of learning: An International Perspective. Cham: Springer Verlag. 2016. S. 423-446. (Methodology of Educational Measurement and Assessment). doi: 10.1007/978-3-319-45357-6_17

Bibtex

@inbook{03611765f5074a1fb55ec3fada55509e,
title = "Science teaching and learning in schools: Theoretical and Empirical Foundations for Investigating Classroom-Level Processes",
abstract = "In order to develop students{\textquoteright} 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{\textquoteright} 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.",
keywords = "Educational science, Instructional quality, Inquiry-based teaching, Teaching effectiveness, Didactics of elementary social studies and science, Generic and domain-specific teaching variables",
author = "Katharina M{\"u}ller and Manfred Prenzel and Tina Seidel and Anja Schiepe-Tiska and Marit Kj{\ae}rnsli",
year = "2016",
doi = "10.1007/978-3-319-45357-6_17",
language = "English",
isbn = "978-3-319-45356-9",
series = "Methodology of Educational Measurement and Assessment",
publisher = "Springer Verlag",
pages = "423--446",
booktitle = "Assessing context of learning",
address = "Germany",

}

RIS

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 Verlag

CY - Cham

ER -

DOI

Zuletzt angesehen

Publikationen

  1. Notting Hill Gate 3 Basic
  2. Towards productive functions?
  3. A Note on the firm size-export relationship
  4. Technological opportunities and their rejection
  5. Die Landung: SignalhochX (Projektbeschreibung)
  6. Editorial zum Schwerpunktthema
  7. Unterrichtsbesprechungen im Langzeitpraktikum
  8. Climate change and society - communicating adaptation
  9. Rekbaar en toch precies
  10. Evaluating entrepreneurship curricula
  11. Migration Struggles and the Global Justice Movement
  12. Institutional challenges for space activities in Europe
  13. Geburtstag im Zoo
  14. Die Büchse der Pandora
  15. Vergleichssystematik für Optimierungsansätze
  16. Personalisation as currency
  17. Lively Artifacts
  18. Flexibility, dual labour markets, and temporary employment – Empirical evidence from German establishment data
  19. Advancing the Integration of Corporate Sustainability Measurement, Management, and Reporting
  20. RSE, management responsable et isomorphisme institutionnel : une analyse à partir des résultats d’une enquête internationale
  21. The influence of teacher-trainings on in-service teachers’ expertise: a teacher-training-study on formative assessment in competency-oriented mathematics
  22. Career engagement
  23. Culturally adapted mathematics education with ActiveMath
  24. Maritime strategies of rising powers
  25. Hannah Arendt
  26. Migration
  27. Decision support in the field of online marketing - development of a data landscape
  28. Do learner characteristics moderate the seductive-details-effect?
  29. Sternenstaub
  30. Just Leave Us Alone
  31. Regulierung eines nachhaltigen Lieferkettenmanagements
  32. Agroecología en Bogotá Región
  33. Long Live the Immaterial! - Körper und Kunst in Zeiten der Virtualisierung
  34. Reiseentscheidung