内蒙古地区大学生科学素养调查的本土化尝试

“科学素养”概念具有多元化的理解,其内涵本土化是一种趋势。“内蒙古地区大学生科学素养调查”涉及了该地区的地方性知识。调查结果表明：在现代知识的冲击下一些地方性知识已经面临着威胁。在科学素养调查中有必要引人地方性知识,它不仅是对地方性知识的强调,也是对现代科学技术应用后果的一种审视与比较,更为重要的是,引入地方性知识是对我国公众科学素养评价的本土化探索的一种方式。     

科学素养概念化进程及特征探究

19世纪中叶,科学素养研究逐渐在世界范围内成为公众科学教育和文化教育的主要组成部分.科学素养概念的形成是一个长期演变的过程,科学素养概念化过程中呈现出的特征和趋势有:多元化、扩展化、层次化、行动化和生活化.     

政府议程建立过程的角色功能分析--以美国为例兼论约翰·W·金顿

科学决策、民主决策正是落实科学发展观的核心之所在。在“十一五规划”的前前后后,党和政府通过各种方式进一步加强了科学和民主决策。政府议程的建立是关系决策科学和民主的至关重要方面。约翰·W·金顿的《议程、备选方案和公共政策》一书透彻地分析了政府议程的建立,为后来关于政策制定过程的学术研究奠定了重要的理论基础。参与者要素是研究政府议程建立的逻辑起点。每一种参与者的重要性、其发挥作用的方式及其可以获得的资源,是值得我们借鉴的分析框架。     

中学化学课程与元素熟悉性的相关研究

采用问卷的方法调查了高二级学生对化学元素的熟悉强度．结合这些元素在化学教科书中出现的情况进行对比研究，结果表明，元素在教材中呈现的方式和学生的日常概念均对学生概念的形成有重要的影响．要提高学生的化学科学素养，既要重视学生的日常概念，又要在教案中均衡组合化学知识、发挥教科书的整体教育功能．     

关于科学教育专业本科生科研素养培养的几点思考——以《普通生物学》教学为例

随着基础教育教学改革实践的推进,学生的科研素养在大学教育中的地位日益凸显,成为影响高素质人才培养质量的重要因素。科研素养一般包括科研意识、科研方法和科研精神三个方面。科研素质是科学教育专业创新人才能力素质基本要求的核心。本文以《普通生物学》教学实践为研究起点,通过探讨科学教育专业本科生的科研素养现状,力求构建提升大学生科研素养的基本策略。     

基于能力培养的化学长效教学思考

高中化学课程改革强调以培养学生的科学素养为宗旨。科学能力是科学素养的重要组成要素。探讨了如何在高中化学教学过程中培养学生的化学实验能力、化学自学能力、化学理解能力、化学创造能力等能力,以实现化学教学的长效性。     

The Development of Authentic Assessments to Investigate Ninth Graders’ Scientific Literacy: In the Case of Scientific Cognition Concerning the Concepts of Chemistry and Physics

Scientific literacy and authenticity have gained a lot of attention in the past few decades worldwide. The goal of the study was to develop various authentic assessments to investigate students scientific literacy for corresponding to the new curriculum reform of Taiwan in 1997. In the process, whether ninth graders were able to apply school knowledge in real-life problems was also investigated. Over the course of our two-year study, we developed authentic assessments to investigate a stratified random sampling of 1,503 ninth graders levels of scientific literacy, including scientific cognition, process skills, application of science, habits of mind, nature of science, and attitude towards science. The purpose of this article is to discuss three different formats of authentic assessments: multiple-choice, open-ended, and hands-on test items, which we developed to investigate scientific cognition. To validate the three formats of authentic assessments, students performance on these three assessments were compared with the science section of Taiwans Academic Attainment Testing (STAAT), and the values of Pearson correlation coefficient were all at the significant level, ranging from 0.205 to 0.660 (p<0.01). We found that our three authentic assessments were better in evaluating students authentic abilities in science than standardized tests (such as STAAT). Further authentic assessments, particularly the hands-on activity, benefited low-achieving students. Concerning the common themes tested in the authentic assessments, students performed better in a multiple-choice test than an open-ended test on electricity and heat and temperature. In addition, two themes of chemical reactions and reactions of acid and base with indicators were performed best in a hands-on test than in the other two tests. In this article, we provide evidence that authentic assessments could be developed in different formats to investigate students scientific cognition as part of the national test. Of these formats, the multiple-choice, open-ended, and hands-on test items are all shown to be sensitive in their evaluation of students cognition in science.     

PISA评价:为成人生活做准备的素养指示器

PISA评价是目前世界上最有影响力的国际学生评价项目之一,它的突出特点是评价义务教育将近结束时学生学习的总结果.评价的内容主要是生活所需要的基本知识和技能:阅读素养、数学素养、科学素养以及问题解决能力.此外,还收集学生的学习态度、学习策略、家庭背景以及学校因素等影响学生表现的背景信息.PISA评价的结果具有高度的可比性、可信性和有效性,能为教育改革和发展提供有益的启示.     

行政决策与公众参与运行机制建构

十八大报告提出,\"坚持科学决策、民主决策、依法决策,健全决策机制和程序\",从而把依法决策作为行政机关决策的基本要求。从行政决策程序角度保证决策层依法、科学、民主决策,特别是把公众参与作为行政决策的必经程序,用严格程序来保证依法科学民主决策。     

我国教育决策研究述评

在西方,教育决策研究是企业决策研究和公共决策研究的重要分支,前者吸收了后两者的理论给养。近年来,我国教育决策研究日兴,其发展既是自身理论演进的必然,也是学校改革实践的呼唤。本文追溯了西方决策理论的来源,并对国内教育决策研究的主要观点进行了梳理与评述。     

A Review on China＇s Educational Decision-making Research

在西方,教育决策研究是企业决策研究和公共决策研究的重要分支,前者吸收了后两者的理论给养。近年来,我国教育决策研究日兴,其发展既是自身理论演进的必然,也是学校改革实践的呼唤。本文追溯了西方决策理论的来源,并对国内教育决策研究的主要观点进行了梳理与评述。     

科学素养与人文素养的比较研究

科学素养与人文素养,是当前教育界比较热门的两个词汇.二者在内容与培养方式上,既有相似和联系,也有天然存在的区别.本文就此做一比较,以抛砖引玉.     

调查研究与正确决策和科学发展

中国共产党领导中国革命、建设和改革取得举世瞩目成就,最根本原因是把马克思主义基本原理同中国具体实际结合起来,成功推进了马克思主义中国化,探索出了符合中国国情的革命和发展道路;在马克思主义与中国具体实际相结合的过程中,中国共产党始终是以调查研究为前提和依据,调查研究是形成正确决策的关键一环,在举国上下深入学习宣传贯彻党的十八大精神之际,重视和不断改进调查研究至为重要.     

Are secondary school graduates prepared for the studies of natural sciences? – evaluation and analysis of the result of scientific literacy levels achieved by secondary school graduates

ABSTRACT

Background: In Slovakia, no relevant information is available about the scientific literacy levels achieved by secondary school students.

Purpose: The objective of the research was to identify the levels of scientific literacy among students in the last year of grammar school and examine to what extent this determined the subject chosen for a school-leaving exam, which is related to a student’s personal preferences, as well as to the student’s profile and preparation for university education.

Sample: The research sample consisted of 221 students from 17 grammar schools located in various regions of Slovakia.

Design and methods: To identify the level of scientific literacy, we applied the Test of Scientific Literacy Skills.

Results: The students achieved the lowest success rate in the skill focused on the identification of the research design elements and its strengths and weaknesses. A comparably low success rate was also observed in the skill focused on the justification of the conclusions based on quantitative data. Other difficulties were identified in the field of understanding the basics of statistics, thus indicating an insufficient level of mathematical literacy of the students in the abovementioned field. By contrast, the highest success rate was achieved in the skill focused on the correct application of the scientific results for social purposes.

Conclusions: At the end of secondary school studies, the scientific literacy among Slovak students is at the average level. No differences were observed in terms of gender. In terms of the subjects chosen by the students for their school-leaving exams, we observed that those students who took a school-leaving exam in Biology or Chemistry achieved significantly better results in the test. By contrast, the students who reported on Geography and Civics as the subject of their school-leaving exam achieved significantly worse results in the test.