PISA 2015
DRAFT SCIENCE FRAMEWORK
MARCH 2013
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TABLE OF CONTENTS
INTRODUCTION: SCIENTIFIC LITERACY & WHY IT MATTERS (3)
SCIENTIFIC LITERACY: TOWARDS A DEFINITION (5)
Explanatory Notes (7)
The Competencies Required for Scientific Literacy (8)
Competency 1: Explain Phenomena Scientifically (8)
Competency 2: Evaluate and Design Scientific Enquiry (8)
Competency 3: Interpret Data and Evidence Scientifically (9)
The Evolution of the Definition of Scientific Literacy in PISA (9)
ORGANISATION OF THE DOMAIN (11)
Contexts for Asssment Items (13)
Scientific Competencies (14)
Scientific Knowledge (17)
顾自Content Knowledge (17)
Procedural Knowledge (19)
Epistemic Knowledge (20)
Sample Items (21)
Science example 1: Greenhou (22)
Science Example 2: Smoking (30)
Science Example 3: Zeer pot (33)
Attitudes (36)
Why attitudes matter (36)会计实训心得>出差报告
Defining attitudes towards science for PISA 2015 (36)
ASSESSMENT OF THE DOMAIN (40)
Cognitive Demand (40)
风筝的种类Test Characteristics (43)
Item Respon Formats (45)
Asssment Structure (46)
Reporting Scales (47)
中国古文网
印鉴是什么SUMMARY (50)
REFERENCES (51)
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INTRODUCTION: SCIENTIFIC LITERACY & WHY IT MATTERS
1. This document provides a description and rationale for the framework that forms the basis of the instrument to asss scientific literacy – the major domain for PISA 2015. Previous PISA frameworks for the science asssment (OECD, 1999, OECD, 2003, OECD, 2006) have elaborated a conception of scientific literacy as the central construct for science asssment. The documents have established a broad connsus among science educators of the concept of scientific literacy. This framework for PISA 2015 refines and extends the previous construct – in particular by drawing on the PISA 2006 framework that was ud as the basis for asssment in 2006, 2009 and 201
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2. Scientific literacy matters at both the national and international level as humanity faces major challenges in providing sufficient water and food, controlling dias, generating sufficient energy a
nd adapting to climate change (UNEP, 2012). Many of the issues ari, however, at the local level where individuals may be faced with decisions about practices that affect their own health and food supplies, the appropriate u of materials and new technologies, and decisions about energy u. Dealing with all of the challenges will require a major contribution from science and technology. Yet, as argued by the European Commission, the solutions to political and ethical dilemmas involving science and technology ‘cannot be the subject of informed debate unless young people posss certain scientific awareness’ (European Commission, 1995, p.28). Moreover, ‘this does not mean turning everyone into a scientific expert, but enabling them to fulfil an enlightened role in making choices which affect their environment and to understand in broad terms the social implications of debates between experts’ (ibid. p.28). Given that knowledge of science and science-bad technology contributes significantly to individuals’ personal, social, and professional lives an understanding of science and technology is thus central to a young person’s ‘preparedness for life’.
3. Becoming scientifically literate embodies the idea that the purpos of science education should be both broad and applied. Thus, within this framework, the concept of scientific literacy refers both to a knowledge of science and science-bad technology. It should be noted, however, that science and technology do differ in their purpos, process, and products. Technology eks the optimal s
什么是红茶olution to a human problem and there may be more than one optimal solution. In contrast, science eks the answer to a specific question about the natural material world. Nevertheless, the two are cloly related. For instance, new scientific knowledge enables new technologies such as the advances in material science that led to the development of the transistor in 1948. Likewi new technologies can lead to new scientific knowledge such as the transformation of our knowledge of the univer through the development of better telescopes. As individuals, we make decisions and choices that influence the directions of new , to drive smaller, more fuel-efficient cars. The scientifically literate individual should therefore be able to make more informed choices. They should also be able to recogni that, whilst science and technology are often a source of solutions, paradoxically, they can also be en as a source of risk, generating new problems which, in turn, may require science and technology to resolve. Therefore, individuals need to be able to consider the implications of the application of scientific knowledge and the issues it might po for themlves or the wider society.
4. Scientific literacy also requires not just knowledge of the concepts and theories of science but also a knowledge of the common procedures and practices associated with scientific enquiry and how the
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enable science to advance. Therefore, individuals who are scientifically literate have a knowledge of the major conceptions and ideas that form the foundation of scientific and technological thought; how such knowledge has been derived; and the degree to which such knowledge is justified by evidence or theoretical explanations.
5. Undoubtedly, many of the challenges of the 21st century will require innovative solutions that have a basis in scientific thinking and scientific discovery. Societies will therefore require a cadre of well-educated scientists to undertake the rearch and the scientific and technological innovation that will be esntial to meet the economic, social and environmental challenges which the world will face. To engage with the wider society, such scientists will also need to be both knowledgeable about science and highly scientifically literate with a deep understanding of the nature of science, its limitations and the conquences of its application.
6. For all of the reasons, scientific literacy is perceived to be a key competency (Rychen & Salganik, 2003) and defined in terms of the ability to u knowledge and information interactively – that is ‘an understanding of how it [a knowledge of science] changes the way one can interact with th
多想有你在身边e world and how it can be ud to accomplish broader goals’ (p.10). As such it reprents a major goal for science education for all students. Therefore the view of scientific literacy which forms the basis for the 2015 international asssment of 15-year-olds is a respon to the question: What is important for young people to know, value, and be able to do in situations involving science and technology?
7. This framework offers a rationale and elaborated description of what is meant by the term scientific literacy. It is this construct that forms the foundation of the PISA science asssments. Within this document, the construct of scientific literacy is defined in terms of a t of competencies that a scientifically literate individual would be expected to display. The competencies form the basis of the construct to be tested (Wiliam, 2010).
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SCIENTIFIC LITERACY: TOWARDS A DEFINITION
8. Current thinking about the desired outcomes of science education is rooted strongly in a belief that an understanding of science is so important that it should be a feature of every young person’s education (American Association for the Advancement of Science, 1989; Confederacion de Socieda
des Cientificas de España, 2011; Fensham, 1985; Millar & Osborne, 1998; National Rearch Council, 2012 Sekretariat der Ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland (KMK), 2005; Taiwan Ministry of Education, 1999). Indeed, in many countries science is an obligatory element of the school curriculum from kindergarten until the completion of compulsory education.
9. Many of the documents and policy statements cited above give pre-eminence to an education for citizenship. However, internationally many of the curricula for school science are bad on a view that the primary goal of science education should be the preparation of the next generation of scientists (Millar & Osborne, 1998). The two goals are not always compatible. Attempts to resolve the tension between the needs of the majority of students who will not become scientists and the needs of the minority who will have led to an emphasis on teaching science through enquiry (National Academy of Science, 1995; National Rearch Council, 2000), and new curriculum models (Millar, 2006) that address the needs of both groups. The emphasis in the frameworks and their associated curricula lies not on producing individuals who will be producers of scientific knowledge. Rather, it is on educating young people to become informed critical consumers of scientific knowledge – a competency that all individuals are expected to need during their lifetimes.
10. To understand and engage in critical discussion about issues that involve science and technology requires three domain-specific competencies. The first is the ability to provide explanatory accounts of natural phenomena, technical artefacts and technologies and their implications for society. Such an ability requires a knowledge of the major explanatory ideas of science and the questions that frame the practice and goals of science. The cond is the competency to u a knowledge and understanding of scientific enquiry to: identify questions that can be answered by scientific enquiry; identify whether appropriate procedures have been ud; and propo ways in which such questions might possibly be addresd. The third is the competency to interpret and evaluate data and evidence scientifically and evaluate whether the conclusions are warranted. Thus, scientific literacy in PISA 2015 is defined by the three competencies to: •Explain phenomena scientifically;
•Evaluate and design scientific enquiry; and
•Interpret data and evidence scientifically.
11. All of the competencies require knowledge. Explaining scientific and technological phenomena, for instance, demands a knowledge of the content of science – referred to hereinafter a
s content knowledge. The cond and third competencies, however, require more than a knowledge of what we know. Rather, they depend on an understanding of how scientific knowledge is established and the degree of confidence with which it is held. Specific calls, therefore, have been made for teaching about what has variously been called ‘the nature of science’ (Lederman, 2006), ‘ideas about science’ (Millar &
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