试析PISA科学素养测评

国际教育评估项目PISA对青少年科学素养的测评,因其规模、过程、内容、标准、功能等的标准化运作和成功实践,越来越引起人们的关注。文章简要介绍了PISA监测项目的概况,深入剖析其科学素养监测的特点,以期对相关研究和实践有所裨益。     

Assessment for Effective Intervention: Enrichment Science Academic Program

Israel suffers from a growing problem of socio-economic gaps between those who live in the center of the country and residents of outlying areas. As a result, there is a low level of accessibility to higher education among the peripheral population. The goal of the Sidney Warren Science Education Center for Youth at Tel-Hai College is to strengthen the potential of middle and high school students and encourage them to pursue higher education, with an emphasis on majoring in science and technology. This study investigated the implementation and evaluation of the enrichment science academic program, as an example of informal learning environment, with an emphasis on physics studies. About 500 students conducted feedback survey after participating in science activities in four domains: biology, chemistry, physics, and computer science. Results indicated high level of satisfaction among the students. No differences were found with respect to gender excluding in physics with a positive attitudes advantage among boys. In order to get a deeper understanding of this finding, about 70 additional students conducted special questionnaires, both 1 week before the physics enrichment day and at the end of that day. Questionnaires were intended to assess both their attitudes toward physics and their knowledge and conceptions of the physical concept “pressure.” We found that the activity moderately improved boys’ attitudes toward physics, but that girls displayed decreased interest in and lower self-efficacy toward physics. Research results were used to the improvement of the instructional design of the physics activity demonstrating internal evaluation process for effective intervention.     

Integrating Evaluation and Needs Assessment: A Case Study of an Ergonomics Program

This case study focuses on the relationship between evaluation and needs assessment and how both processes were integrated in one project. The project involved evaluating a 10‐year‐old ergonomics course. The course was one component of a broader organizational change initiative, aimed to reduce or eliminate on‐the‐job injuries. The success of the change initiative depended on applying knowledge from the course as well as other workplace variables, such as management commitment, plant communications, and the relationship between management and union labor. Robert Stake's (1967) countenance framework was modified to consider both instructional and performance issues in the research design. Data collection included observing the course, conducting focus groups with past course attendees who were ergonomic committee members, interviewing ergonomic teams in manufacturing plants, and reviewing course materials and other related documents. The findings illustrate the overlap between the needs assessment and evaluation processes. The discussion addresses how these labels can limit perception of the system of interest, the importance of adapting the research design to take advantage of naturally occurring organizational events, the value of integrating both needs assessment and evaluation perspectives, and the importance of differentiating evaluation and needs assessment recommendations.     

Triangulating Perspectives: A Needs Assessment to Develop an Outreach Program for Vulnerable and Underserved Populations

This article describes the tiered process used to conduct a needs assessment and the implications of the methods employed had on the design and development of interventions for a community audience. A needs assessment was conducted to identify health needs for an underserved, vulnerable population. This report emphasizes the findings addressing the need for preventative educational materials and programming. Ethnographic characteristics were used to gather information from multiple sample sources in order to triangulate data from three different perspectives: (1) the client, (2) providers and support staff, and (3) educators in the community. The outcomes of this project will serve as input for designing and implementing innovative educational outreach programs for the vulnerable and underserved populations and for community‐based physicians and medical students who serve the community.     

PISA对化学学科素养的测评

本文结合具体案例介绍了PISA测评化学学科素养的特点,提出PISA试题在化学出题上,对创设情境的注重、互动性的问答方式以及开放性的评分方式都是鼓励学生应用知识、分析解决实际问题的好借鉴。     

A 10‐Year Review of the Food Science Summer Scholars Program: A Model for Research Training and for Recruiting Undergraduate Students into Graduate Programs and Careers in Food Science

Abstract: A pressing problem facing regulatory agencies, academia, and the food industry is a shortage of qualified food science graduates, particularly those with advanced degrees (that is, M.S. or Ph.D.). In 2000, the Cornell Institute of Food Science established the annual Food Science Summer Scholars Program as an experiential summer research program for undergraduate students with the goal of increasing the number of individuals enrolling in graduate programs in Food Science and entering careers in food science. In 2008, to explore expansion to other food science programs, the program also included 5 students placed at the Univ. of Massachusetts. Between 2000 and 2009, a total of 147 undergraduate students, representing a nationally and internationally diverse student body, have participated in the program. Sixty program participants have been recruited from nonfood science majors and 25 have been U.S. citizens representing traditionally underrepresented minorities. Forty‐five program alumni have completed graduate degrees with a food science or related major, and 56 alumni are currently pursuing graduate degrees in food science or related disciplines. Thirty program alumni are working in the food industry. The Food Science Summer Scholars Program at Cornell and the Univ. of Massachusetts has proved to be an effective program for recruiting students into graduate programs and careers in food science. Furthermore, the Summer Scholars Program at Cornell and the Univ. of Massachusetts serves as a model for the development of a cooperative multi‐institutional food science summer research program for undergraduates to further increase the supply of students for graduate study and careers in food science.     

A Dynamic Food Science Internship Program: Integration of Problem-Based Learning and Student-Centered Mentoring

ABSTRACT: An internship program based upon problem-based learning (PBL) and student-centered mentoring is developed. Food science majors are introduced to the program in their sophomore/junior year and follow a process that involves learning-style assessments, career counseling, and direct contact with industrial mentors to develop a resume. The problems are designed in collaboration with a faculty advisor so the students can apply their knowledge to industrial situations. Assessment of performance is conducted by having students submit weekly journal entries and a final report and participate in a closing interview. The journals and reports are graded on 6 aspects of a pedagogical reasoning model: Comprehension, transformation, implementation, evaluation, reflection, and new comprehension. This trains students to use a range of knowledge within a restrained environment, as well as assisting students to refine the critical food science and interpersonal skills needed for successful careers after graduation.     

A Model Food Entrepreneur Assistance and Education Program: The Northeast Center for Food Entrepreneurship

ABSTRACT: The Northeast Center for Food Entrepreneurship (NECFE) is a collaborative effort between Cornell Univ. and the Univ. of Vermont. NECFE uses a multi-institutional and regional collaboration approach, with specific expertise and necessary facilities and resources, to provide technical assistance and education for businesses in the food industry. The overall goals of NECFE are to support and sustain rural businesses and promote sustainable economic development of rural communities. Through process evaluation techniques, the evaluators of NECFE identified 5 essential components of a model food entrepreneurship assistance and education center, based on NECFE's experience: (1) multi-institutional and regional collaboration, (2) expertise, (3) facilities and resources, (4) services, and (5) evaluation of the center. These components build on each other and enable NECFE to provide clients with access to current food processing technology, technical information, and education that are directly applicable to a real business. Through replication of this model, other organizations and academic institutions may establish a regional food entrepreneurship assistance and education center.     

Making the Transition to a Food Science Curriculum Based on Assessment of Learning Outcomes

ABSTRACT: Despite the well-documented advantages of switching to instruction based on assessment of learning outcomes, many academic disciplines, including food science, are still based on the traditional mode of instruction. The problems of converting from traditional to assessment-driven instruction are numerous and change in the university setting is slow. However, certain guidelines can be followed to start the process for change and evaluate the effects on student learning. A partnership between the industry being served and academic instructors is needed to ensure that assessment-based instruction is focused on the proper principles. Methods of assessment of learning outcomes need to be carefully chosen and developed to bring industry standards and student learning together. This can be done only if both direct and indirect assessments at the program level provide faculty with means to answer their most pressing questions about what students know and are able to do as a result of Food Science education.     

论我国大学科技园持续发展的文化需求

本文在论述了大学科技园文化建设必要性的基础上,提出了一些针对性的发展建议:创造适合园区发展的人文环境,辨证看待传统文化对大学科技园的影响,重塑大学科技园的政府文化,构建科技创新的价值观,实现园区制度文化的创新,营造积极向上的物质文化氛围。     

《食品科学与工程专业导论》教学改革实践

食品科学与工程专业导论是一门引导性的课程,是食品专业新生入门的必修课程,通过改变这门课程传统的授课方式,将理论学习与实际操作相结合,通过教学内容、授课方式、考核模式的改革,来增加课程专业性的同时,培养学生的学习兴趣和良好的学习习惯。     

The Assessment of Special Educational Needs for Bilingual Children

Tony Cline, Professor of Educational Psychology at the University of Luton and Chair of the Editorial Board of NASEN Journals, examines the challenges that face those involved in the assessment of the special educational needs of children for whom English is an additional language. He rejects some notions of the ideal that have stood in the way of achievable good practice and argues for a closer look at the learning environments in which children are placed.     

Assessment at the Intersection of Science and Literacy

The authors of this article, all of whom have been a part of this effort to assess argumentation in literacy-rich science curriculum, have struggled with our attempts to build 3 argument-related assessments—understanding, critiquing, and constructing arguments about scientific phenomena in both oral and written modes. Loosely affiliated with the Seeds of Science/Roots of Reading Project at Lawrence Hall of Science, this effort focused on creating a suite of assessments as models for how middle school science teachers might create their own school-based, curriculum-embedded assessments of science. After reviewing the broad scope and insights derived from a 10-year history of assessments that operate at the intersection of science and literacy, we zoom in on 3 vexing but informative challenges they encountered—and addressed (if not resolved)—as they tried to assess the comprehension, critique, and construction of oral and written arguments.     

适应食品学科需求的《大学物理》及实验的教学分析和探索

食品行业的飞快发展对食品本科专业人才的综合素质提出了更高的要求。文章基于目前非物理学专业大学物理教学中存在一些问题,以及食品学科本科大学物理和物理实验的教学现状和不足的分析,借鉴国外先进的教学模式和经验,充分利用江南大学食品学科的优势教育资源,立足食品学科特色,探索适合国内食品学科发展的大学物理教学模式,为食品学科的高素质复合型专业人才培养奠定坚实基础。     

Needs Assessment as a Change Strategy: A Case Study

Needs assessment provides a tool for gathering data which, when applied back upon the situation it addresses, becomes a first step in a change process. A major criticism of needs assessment has been that frequently the process is an exercise, and that the results are seldom actually applied in the planning process. The question arises whether the process, separate from the intended results, can be beneficial to the organization. This article documents a case study in which needs assessment and a change model were applied in conjunction with each other in such a way that the needs assessment process, independent of data collected, served as a change strategy. In this case, while the results of the needs assessment were important to the planning process, the needs assessment process itself, independent of its conclusions, also contributed to the organization's change goals.     

关于"地球科学概论"的教学指导思想

“地球科学概论”是地质学基础教育的一门启蒙课程,也是对本科生进行素质教育的一门通用基础课程。它不是地球科学的一门分支学科,它重要的作用在于进行科学普及,使学生对地球科学有一个概略的、全面的了解。其教学内容“宜少不宜多”,应大力加强感性认识与现场的教学,努力培养学生的学习兴趣。深入浅出是此课程的主要教学方法。应该以培养地质思维为主,大力加强素质教育,而不是以传授知识、技能为主,也不宜去搞应试教育。对于地质类专业与非地质类专业的“地球科学概论”的教学,它们既有相类似的要求,也有它不同的地方。     

Computer Literacy Needs in a Traditional Library Literacy Program: Results of a Needs Analysis

This study reports the results of a needs analysis of literacy programs for a library system serving three rural and suburban counties. It examines the computing skills and needs of literacy tutors as well as native-speaking and English language learner (ELL) literacy tutees enrolled in the programs. Paper surveys were mailed to tutors, who were asked to complete a survey themselves and assist their tutees to complete one. Results of this study offer insights into the incorporation of digital literacy into traditional adult literacy programs focusing on the needs, wants, and support systems of user groups.