The integration of decision-making competence or comparable constructs into science education has been strongly enforced during the last twenty years. Germany captured the tendency with the introduction of national standards for science education that included a domain that refers to decision-making competence. This domain-'evaluation and judgement competence'-is currently depicted by different models. This paper describes the models and existing international approaches on decision-making. To give insights into current research on the German construct, selected results of two studies regarding teachers' pedagogical content knowledge with the focus on improving the integration of evaluation and judgement competence into biology lessons are presented. Relations of evaluation and judgement competence to international approaches and its integration into biology lessons are discussed.
Decision-making in socioscientific issues (SSI) constitutes a real challenge for both biology teachers and learners. The assessment of students' performances in SSIs constitutes a problem, especially for biology teachers. The study at hand was conducted in Germany and uses a qualitative approach following the research procedures of grounded theory to focus on teachers' concepts and, especially, coping strategies in assessment concerning students' decision-making in SSIs. Semi-structured interviews with six teachers, in combination with video-vignettes, were used for data generation. The results show predominantly defensive strategies when teachers are confronted with the assessment of students' performances in SSIs. These results and implications for teacher education and teacher training are discussed.
bend erklärt. Aus den Ergebnissen werden Implikationen für die Lehrerbildung abgeleitet.Schlüsselwörter Diagnose · Bewertungskompetenz · Socioscientific issues · Qualitative Forschung · Grounded Theory Assessment of decision-making in socioscientific issues by teachers: Negating one's own abilities or mastering a challenge?Abstract The integration of socioscientific issues into biology lessons constitutes a real challenge for both, biology teachers and learners. Especially the assessment of students' performances regarding socioscientific issues provides difficulties. Against this background this study's research question focuses on biology teachers' interpretive patterns and action patterns regarding the assessment of students' performances in socioscientific issues. During data acquisition interviews with biology teachers were conducted, followed by a videotaped lesson about a socioscientific issue in a class of the interviewed teacher, and a second interview afterwards. Analysis of the interview data followed the strategies of grounded theory. The core category regarding the assessment of students' performances in socioscientific issues was named "negated mastering". This concept describes the phenomenon, that teachers stated insecurities and difficulties in the context of assessment of socioscientific issues or even indicated a lack of own abilities, but, nevertheless, were able to identify and assess main aspects of students' performances in socioscientific issues. This concept is described regarding its causal, contextual and intervening conditions, its (inter-) actions and Zusammenfassung Die Integration des durch die Bildungsstandards vorgegebenen Kompetenzbereichs ‚Be-wertung' in den Biologieunterricht ist mit Schwierigkeiten für Lehrende und Lernende verbunden. Insbesondere das Diagnostizieren von Schülerleistungen im Bereich ethischen Bewertens durch Lehrkräfte stellt in diesem Kontext einen Problembereich dar. Davon ausgehend befasst sich die vorliegende Studie mit Deutungs-und Handlungsmustern von Biologielehrkräften zur Diagnose von Bewertungskompetenz. Die Datenerhebungen im Rahmen dieser qualitativen Studie beinhalten die von zwei Interviews mit der jeweiligen Lehrkraft eingerahmte Videographie einer Unterrichtsstunde zur Förderung von Bewertungskompetenz. Die Auswertung der Interviewdaten erfolgte nach den Verfahren der Grounded Theory. Die zentrale Kategorie im Hinblick auf die Diagnose von Bewertungskompetenz wurde als "Negiertes Bewältigen" konzeptualisiert. Dieses Konzept beschreibt die Erscheinung, dass die interviewten Lehrkräfte Unsicherheiten und Schwierigkeiten bei der Diagnose von Bewertungskompetenz nannten oder sich ihre diesbezüglichen Fähigkeiten ganz absprachen, gleichzeitig jedoch in der Lage waren, wesentliche Aspekte von Bewertungskompetenz in ausgewählten Videovignetten zu diagnostizieren. Das Phänomen wird hinsichtlich seiner ursächlichen, kontextuellen und intervenierenden Bedingungen, der Handlungsstrategien und Konsequenzen beschreiconsequences. Based on the results, guidel...
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.