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 -