科學(xué)教育課件_第1頁(yè)
科學(xué)教育課件_第2頁(yè)
科學(xué)教育課件_第3頁(yè)
科學(xué)教育課件_第4頁(yè)
科學(xué)教育課件_第5頁(yè)
已閱讀5頁(yè)，還剩17頁(yè)未讀， 繼續(xù)免費(fèi)閱讀

下載本文檔

版權(quán)說(shuō)明：本文檔由用戶(hù)提供并上傳，收益歸屬內(nèi)容提供方，若內(nèi)容存在侵權(quán)，請(qǐng)進(jìn)行舉報(bào)或認(rèn)領(lǐng)

文檔簡(jiǎn)介

2.Science-Technology-SocietyGrahamOrpwoodYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

TeachingandLearningScienceforaNewCentury科學(xué)教育2Science-Technology-SocietyemphasisYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

Goals:Developingunderstandingsofrelationsbetweenscienceandtechnology,scienceandsociety,andtechnologyandsocietyDevelopingskillsatanalysisanddecisionmakinginsocialcontextsinvolvingscienceandtechnology(e.g.health,environment)2科學(xué)教育2Question1York/SenecaInstituteforMathematics,ScienceandTechnologyEducation

Canyouthinkofexampleswhereindividualsorgovernmentshavetomakedecisionsinrelationtoissuesinvolvingscienceandtechnology?Whatsortsofknowledgeandskillswouldhelpinmakingbetterdecisions?Howcanschoolscienceeducationhelpdevelopthatknowledgeandskills?3科學(xué)教育2CharacteristicsofSTSclassroomsYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

Rarethatthereare“rightanswers”TeachersarenotexpertsUnclearwhatexpertiseisrequiredHardtodeterminethe“quality”ofstudents’workGroupsaremoreeffectivethanindividuals4科學(xué)教育2ExampleofanSTSissue–(1)York/SenecaInstituteforMathematics,ScienceandTechnologyEducation

Youaretheheadofcivilengineeringinthegovernmentofaprovincewhereearthquakesarecommonandyouhavebeenaskedtocomeupwithnewbuildingcodestomakesurethatnewbuildingsaremorequake-proofthantheoldones.Whatdoyouneedtoknow?Whoshouldbeconsulted?Whatarethecriteriaofsuccess?Whatlevelof“error”istolerable?Whatconstraintsmightyouface?…..…..5科學(xué)教育2Question2York/SenecaInstituteforMathematics,ScienceandTechnologyEducation

CanyouthinkofanotherexampleofanSTSissueineitherthepublicorprivatedomain?Whatarethekeyquestionstoask?Whatwoulda“goodperformance”looklike?6科學(xué)教育2PurposesofAssessmentStudent-orientedpurposesFamily–orientedpurposesTeacher-orientedpurposesSchool–orientedpurposesPublic-orientedpurposesGovernment–orientedpurposesMedia–orientedpurposesInstitution-orientedpurposesUniversity/College–orientedpurposesEmployer–orientedpurposesYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

7科學(xué)教育2Student-orientedpurposesAssessmentforlearningContentvalidityisimportantAssessmentsmustbebasedonappropriatecontentAssessmentsmustreflectcurriculumgoalsCriterion-referencedandself-referenced York/SenecaInstituteforMathematics,ScienceandTechnologyEducation

8科學(xué)教育2Teacher-orientedpurposesAssessmenttoimproveteachingAnalysisofresultsshowconceptsandskillsnotwellattainedMisconceptionscanleadtonewteachingapproachesYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

9科學(xué)教育2Public-orientedpurposesAssessmentforaccountabilityFocusonschoolimprovement–“Howcanwedobetter?”Importanceofexternalbenchmarks–“Howdoweknowwhenwearedoingwell?”York/SenecaInstituteforMathematics,ScienceandTechnologyEducation

10科學(xué)教育2Institution-orientedpurposesAssessmentforselectionReliabilityasimportantasvalidityIndependentofschoolNormreferenced“Fairness”and“appearanceoffairness”isimportantYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

11科學(xué)教育2PrinciplesofGoodAssessmentYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

1.Themethodsofassessmentmustbeconsistentwiththepurpose

Themethodsofassessmentandthemethodsofevaluationmustmatchthepurposes(i.e.thewhat,who,whenandhowofassessmentmustmatchthewhy)Inclassroomassessment,theprimarypurposeofassessmentshouldbetheimprovementofstudents’learning12科學(xué)教育2PrinciplesofGoodAssessment2.AssessmentsmustmatchthegoalsofthecurriculumUnderstandingsmustbeassessedthroughdemonstrationsofevidenceofunderstandingSkillsmustbeassessedthroughdemonstrationoftheuseoftheskillsApplicationsmustbeassessedthroughdemonstrationofrealapplicationsorunderstandingofapplicationsYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

13科學(xué)教育2PrinciplesofGoodAssessment3. AssessmentsshouldbeasauthenticaspossibleHowdoestheassessmenttaskrelatetothetasksandskillsencounteredintherealworld?Howdoestheassessmenttaskconveythepointorpurposeofthelearning?York/SenecaInstituteforMathematics,ScienceandTechnologyEducation

14科學(xué)教育2PrinciplesofGoodAssessment4.AssessmentshouldhaveclearlydefinedstandardsforsuccessHowgoodisgoodenough?“AmImakingprogress?”“WhatdoIneedtodotoimprove?”York/SenecaInstituteforMathematics,ScienceandTechnologyEducation

15科學(xué)教育2PerformanceTasks–anewtoolinclassroomassessmentPERFORMANCETASKSfocus:lessonwhatstudentsknow(FIRMFOUNDATIONS)moreontheskillsofacquiringknowledge(SCIENCEASINQUIRY)andmoreonwhatstudentscandowithwhattheyknow(SCIENCE-TECHNOLOGY-SOCIETY)York/SenecaInstituteforMathematics,ScienceandTechnologyEducation

16科學(xué)教育2UsesofPerformanceTasksTheyareintendedtobetheculminatingactivityinacourseorunitTheymaybeconductedindividuallyoringroupsTheymayinvolvetheconductoflaboratoryinvestigationsorexternalresearchprojectsCorrectproceduresandanalysisskillsareasimportantascorrectresultsYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

17科學(xué)教育2AssessmentinScienceasInquiryYork/SenecaInstituteforMathematics,ScienceandTechnologyEducation

PlanningskillsInvestigationskillsAnalysisskillsReportingskill

溫馨提示

  • 1. 本站所有資源如無(wú)特殊說(shuō)明，都需要本地電腦安裝OFFICE2007和PDF閱讀器。圖紙軟件為CAD,CAXA,PROE,UG,SolidWorks等.壓縮文件請(qǐng)下載最新的WinRAR軟件解壓。
  • 2. 本站的文檔不包含任何第三方提供的附件圖紙等，如果需要附件，請(qǐng)聯(lián)系上傳者。文件的所有權(quán)益歸上傳用戶(hù)所有。
  • 3. 本站RAR壓縮包中若帶圖紙，網(wǎng)頁(yè)內(nèi)容里面會(huì)有圖紙預(yù)覽，若沒(méi)有圖紙預(yù)覽就沒(méi)有圖紙。
  • 4. 未經(jīng)權(quán)益所有人同意不得將文件中的內(nèi)容挪作商業(yè)或盈利用途。
  • 5. 人人文庫(kù)網(wǎng)僅提供信息存儲(chǔ)空間，僅對(duì)用戶(hù)上傳內(nèi)容的表現(xiàn)方式做保護(hù)處理，對(duì)用戶(hù)上傳分享的文檔內(nèi)容本身不做任何修改或編輯，并不能對(duì)任何下載內(nèi)容負(fù)責(zé)。
  • 6. 下載文件中如有侵權(quán)或不適當(dāng)內(nèi)容，請(qǐng)與我們聯(lián)系，我們立即糾正。
  • 7. 本站不保證下載資源的準(zhǔn)確性、安全性和完整性, 同時(shí)也不承擔(dān)用戶(hù)因使用這些下載資源對(duì)自己和他人造成任何形式的傷害或損失。

評(píng)論

0/150

提交評(píng)論