Czasopismo
Tytuł artykułu
Autorzy
Warianty tytułu
Języki publikacji
Abstrakty
The new core curriculum for natural sciences (biology, chemistry, physics and geography) at lower secondary school level details each topic and the teaching goals involved, defining the generic skills that a lower secondary school graduate should possess. The aim of the lower secondary school leaving examination is, therefore, not only to assess memorisation of specific material but also mastery of more universal skills. The authors of the article advocate the use of test questions that check the skills included in the core curriculum and employ unfamiliar examples. In this way, it should be possible to distinguish between cases in which the student knows the example (remembers the facts), and the one in which they know the principle (have mastered the skill and know how to apply it in different situations). In addition, an analysis of example tasks of this type and the results obtained by students solving them, invites the thesis that embedding a task in an unusual context does not lead to significant increase in its difficulty.
Słowa kluczowe
Wydawca
Czasopismo
Rocznik
Strony
70–83
Opis fizyczny
Daty
wydano
2013-08-30
Twórcy
autor
- Educational Research Institute
autor
- Educational Research Institute
Bibliografia
- Biggs, J. B. (n.d.). SOLO taxonomy [Chart]. Retrieved from http://www.johnbiggs.com.au/academic/solo-taxonomy/
- Biggs, J. B. and Collis, K. F. (1982). Evaluating the Quality of Learning – the SOLO Taxonomy. New York: Academic Press.
- Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H. and Krathwohl, D. R. (1956). Taxonomy of educational objectives: the classification of educational goals. Handbook I: Cognitive Domain. New York: Longmans.
- CKE [Centralna Komisja Egzaminacyjna – Central Examination Board] (2006). Standardy wymagań będące podstawą przeprowadzania egzaminu w ostatnim roku nauki w gimnazjum [Standards forming the basis for carrying out the test in the last year in lower secondary school]. Retrieved from http://www.cke.edu.pl/images/stories/000011_gim_pr/mas_gimn.pdf
- CKE (2010a). Egzamin w klasie trzeciej gimnazjum z zakresu przedmiotów matematyczno-przyrodniczych [The exam in third grade of lower secondary school. Mathematics and science]. Retrieved from http://www.cke.edu.pl/images/stories/001_Gimnazjum/gm_1_102.pdf
- CKE (2010b). Osiągnięcia uczniów kończących gimnazjum w 2010 roku [Achievement of students graduating from lower secondary school in 2010]. Retrieved from http://www.cke.edu.pl/images/stories/001_Gimnazjum/spr_gimn_2010.pdf
- Gallagher, C., Hipkins, R. and Zohar, A. (2012). Positioning thinking within national curriculum and assessment systems: perspectives from Israel, New Zealand and Northern Ireland. Thinking Skills and Creativity, 7/2012, 134–143.
- IBE [Instytut Badań Edukacyjnych – Educational Research Institute]. (forthcoming). Podstawa programowa i rozwój dydaktyk przedmiotowych w opiniach nauczycieli, dyrektorów szkół oraz uczniów [Curriculum and teaching development in the opinions of teachers, head teachers and pupils]. Survey report. Warszawa: Instytut Badań Edukacyjnych [Educational Research Institute].
- IBE (2012a). Diagnoza kompetencji gimnazjalistów. Przedmioty przyrodnicze [Diagnosis of the competences of lower secondary school students. Science]. Retrieved from http://eduentuzjasci.pl/images/stories/badania/diagnizakg/dkg_przyroda.pdf
- IBE (2012b). Laboratorium Myślenia – raport z pierwszego cyklu badań [Laboratory of thinking – the report of the 1st cycle of studies]. Unpublished typescript. Warszawa: Instytut Badań Edukacyjnych.
- Kearns, P. (2001). Generic Skills for the New Economy. Leabrook, Australia: Australian National Training Authority.
- MEN [Ministerstwo Edukacji Narodowej – Ministry of National Education] (2009). Podstawa programowa z komentarzami (t. 5: Edukacja przyrodnicza w szkole podstawowej, gimnazjum i liceum) [The core curriculum with comments (vol. 5: Environmental education in elementary, lower secondary and high school)]. Warszawa: Ministerstwo Edukacji Narodowej.
- OECD [Organization for Economic Co-operation and Development] (2005). The definition and selection of key competencies. executive summary. Retrieved from www.oecd.org/dataoecd/47/61/35070367.pdf
- Ostrowska, B. and Spalik, K. (eds.). (2010). Umiejętności złożone w nauczaniu historii i przedmiotów przyrodniczych [Complex skills in the teaching of history and science]. Warszawa: Wydawnictwo IFiS PAN. Retrieved from http://eduentuzjasci.pl/pliki/umiejet¬nosci.pdf
- TEDI [Teaching and Educational Development Institute] (2006). Biggs’ structure of the observed learning outcome (SOLO) taxonomy. Retrieved from http://creative.canberra.edu.au/groupwork/documents/Biggs_Solo.pdf
- Toch, T. (2006). Margins of error: the testing industry in the No Child Left Behind era. Washington: Education Sector. Retrieved from http://www.educationsector.org/publications/margins-error-testing-industry-no-child-left-behind-era
- European Communities (2007). Kompetencje kluczowe w uczeniu się przez całe życie – europejskie ramy odniesienia [Key competences for lifelong learning - a European reference framework]. Luxembourg: Publications Office of the European Union. Retrieved from Wspólnoty Europejskie /dgs/education_culture/publ/pdf/ll-learning/keycomp_pl.pdf
Uwagi
EN
http://www.edukacja.ibe.edu.pl/images/numery/2013/6-5-grajkowski-ostrowska-an-example-should-be-just-an-example.pdf
Typ dokumentu
Bibliografia
Identyfikatory
Identyfikator YADDA
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