Contribution in edited book
Evaluation von Kompetenzstruktur und -niveaus zum Beobachten, Vergleichen, Ordnen und Experimentieren
Publication Details
Authors: | Wellnitz, N.; Mayer, J. |
Editor: | Krüger, D.; Upmeier zu Belzen, A.; Riemeier, T.; Niebert, K. |
Publisher: | Universitätsdruckerei Kassel |
Place: | Hannover |
Publication year: | 2008 |
Pages range : | 129-143 |
Book title: | Erkenntnisweg Biologiedidaktik 7 |
URN / URL: |
Abstract
In order to improve the quality of science instruction at German schools (grade 5-10) educational standards were established in 2004 (KMK 2005). These standards will be evaluated on a regular basis through national assessments (KMK 2006). One area of the intended evaluation is scientific inquiry. The scientific bases of the evaluation are competence models which allow to describe and analyse the structure as well as the levels of competence in specific domains. The aim of this PhD project is to create and evaluate subsequently a model for the below mentioned subareas of scientific inquiry. The according research is conducted within the cooperation project "Evaluation Standards in Science for Secondary School (ESNaS)" (WALPUSKI et al. 2008). Within the project the inner structure of various inquiry methods as observing, comparing, arranging and experimenting are modelled regarding their specific hypothetical-deductive approach. Based on a theory-grounded structural competence model for scientific inquiry (MAYER 2007) the verified inner structure of four central skills of scientific inquiry: formulating questions, generating hypotheses, planning of investigation, and interpreting data (GRUBE et al. 2007, MÖLLER et al. 2007) is screened by two difficultygenerating criteria and assigned to further research methods. Assumed competence differences of the various research methods are graduated and evaluated.
In order to improve the quality of science instruction at German schools (grade 5-10) educational standards were established in 2004 (KMK 2005). These standards will be evaluated on a regular basis through national assessments (KMK 2006). One area of the intended evaluation is scientific inquiry. The scientific bases of the evaluation are competence models which allow to describe and analyse the structure as well as the levels of competence in specific domains. The aim of this PhD project is to create and evaluate subsequently a model for the below mentioned subareas of scientific inquiry. The according research is conducted within the cooperation project "Evaluation Standards in Science for Secondary School (ESNaS)" (WALPUSKI et al. 2008). Within the project the inner structure of various inquiry methods as observing, comparing, arranging and experimenting are modelled regarding their specific hypothetical-deductive approach. Based on a theory-grounded structural competence model for scientific inquiry (MAYER 2007) the verified inner structure of four central skills of scientific inquiry: formulating questions, generating hypotheses, planning of investigation, and interpreting data (GRUBE et al. 2007, MÖLLER et al. 2007) is screened by two difficultygenerating criteria and assigned to further research methods. Assumed competence differences of the various research methods are graduated and evaluated.
