Educational Reform Through Curriculum Revision

Robinsohn, Saul B.

doi:10.2753/eue1056-4934010120

Cited by 3 publications

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“…Nicht selten standen und stehen sich unterschiedliche Expertenmeinungen gegenüber. Auch alle bisherigen Versuche zur wissenschaftlichen Fundierung von Standards, etwa im Sinne einer «rationalen Bildungspolitik» (Widmaier, 1966) im Rahmen der «Bildungsplanung» der 1960er-und 1970er-Jahre oder einer wissenschaftlich begründeten Curriculumentwicklung (Robinsohn, 1969) (Criblez, 2008a, S. 61). Im Rahmen der Totalrevision der Bundesverfassung 1872/74 wurden der Bildungsartikel und damit die Aufgabenteilung zwischen Bund und Kantonen erneut diskutiert.…”

Section: Die Tradition Von Bildungsstandardsunclassified

Bildungsstandards. Ein Innovationsprogramm aus historischer Perspektive

Criblez,

Huber

2008

BzL

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Der vorliegende Beitrag fragt nach den historischen Traditionen von Bildungsstandards. Er zeigt zunächst allgemein auf, worauf sich die Bemühungen um Standards im Bildungssystem historisch bezogen, stellt die Pädagogischen Rekrutenprüfungen als historischen Versuch, Bildungsstandards im Sinne von Ergebnisstandards einzuführen, kurz dar und weist auf Versuche in den 1970er- und 1980er-Jahren hin, einerseits die Koordination im Bildungswesen über die Harmonisierung der Inhalte zu erreichen, andererseits im Rahmen der Lehrplanreformen die Ideen der Curriculumdiskussion zur Lernzieloperationalisierung aufzunehmen und umzusetzen. Abschliessend wird die Frage gestellt: Was ist eigentlich neu an Bildungsstandards?

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Section: Die Tradition Von Bildungsstandardsunclassified

Bildungsstandards. Ein Innovationsprogramm aus historischer Perspektive

Criblez,

Huber

2008

BzL

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“…Building blocks of a competence model with curricular reference (Lersch & Schreder, 2013; Robinsohn, 1971) refer to an educational domain. A competence model ideally consists of seven blocks (see Figure 1): (a) competence concept, (b) competence dimensions, (c) competence areas, (d) competence levels, (e) competences, (f) competence acquisition, and (g) competence assessment.…”

Section: Introductionmentioning

confidence: 99%

Process-Based Development of Competence Models to Computer Science Education

Zendler

Seitz

Klaudt

2016

Journal of Educational Computing Research

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A process model (cpm.4.CSE) is introduced that allows the development of competence models in computer science education related to curricular requirements. It includes eight subprocesses: (a) determine competence concept, (b) determine competence areas, (c) identify computer science concepts, (d) assign competence dimensions to computer science, (e) code competences, (f) formulate competences, (g) formulate learning tasks, and (h) formulate test tasks. The competence definition by the Organisation for Economic Cooperation and Development gives the direction to cpm.4.CSE. This definition highlights four main dimensions of competence: knowledge, cognitive skills, practical skills, and attitudes. For the preparation of subprocesses and the exemplification of concepts, references have been used from the academic literature of computer science education. The processes, activities, and transformations of cpm.4.CSE are documented in Integration Definition for Function Modeling, a process modeling language that is standardized, widely used and easy to understand.

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Allgemeinbildung, Mathematical Literacy, and Competence Orientation

Biehler

2019

ICME-13 Monographs

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The first part of this chapter has been written by Rolf Biehler on the basis of his presentation at ICME 13. Mogens Niss was invited to react to this presentation at ICME 13 and elaborated his reaction as the second part of this chapter. Although the authors are only responsible for their respective sections, they both belong together and are therefore published here as a joint chapter. The first part gives a sketch of the discussion on 'Allgemeinbildung' (general education for all) and mathematical literacy in Germany from the late 1960s to today. In the 1970s, educational goals for Allgemeinbildung were condensed in different visions, for example, a 'scientifically educated human being', a 'reflected citizen', an 'emancipated individual being able to critique society', and a person 'well educated for the needs of the economic system'. In the early 1990s, a book by H. W. Heymann on Allgemeinbildung and mathematics education initiated a controversial discussion, which will be critically examined and related to other conceptions. Due to bad results in TIMSS (Third International Mathematics and Science Study) and PISA (Programme for International Student Assessment) starting in the late 1990s, a new discussion on educational goals in mathematics arose and made PISA's conception of mathematical literacy popular in Germany. However, the idea of mathematical literacy was modified and extended by the German debate, some traits of which can be traced back to Humboldt and the 19th century. In his reaction "Allgemeinbildung, mathematical competencies and mathematical literacy: Conflict or compatibility?" Mogens Niss relates the German discussions to the international development on competence orientation, featuring the KOM project (Competencies and Mathematical Learning), including the various conceptualisations in the PISA frameworks. Keywords Bildung • Allgemeinbildung • General education • Mathematical literacy • Mathematical competencies • Mathematical literacy R. Biehler with a reaction by Mogens Niss (B)

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Educational Reform Through Curriculum Revision

Cited by 3 publications

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Bildungsstandards. Ein Innovationsprogramm aus historischer Perspektive

Bildungsstandards. Ein Innovationsprogramm aus historischer Perspektive

Process-Based Development of Competence Models to Computer Science Education

Allgemeinbildung, Mathematical Literacy, and Competence Orientation

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