Scientific literacy: Charting the terrains of a multifaceted enterprise

Law, Nancy

doi:10.1080/14926150209556507

Cited by 24 publications

(27 citation statements)

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“…Ao avaliar competências científi cas, o PISA preocupa-se com questões para as quais o conhecimento científi co pode dar sua contribuição e que envolverão os estudantes, hoje ou no futuro, com a tomada de decisão. A partir do ponto de vista de suas competências científi cas, os estudantes respondem a essas questões de acordo com sua compreensão do conhecimento científi co relevante, sua capacidade de acessar e avaliar informações, de interpretar evidências contidas na questão e de identifi car aspectos científi cos e tecnológicos da questão (Koballa, Kemp e Evans, 1997;Law, 2002). O PISA também avalia aspectos não-cognitivos: de que forma os estudantes expressam suas respostas do ponto de vista afetivo.…”

Section: Pisa 2006 Estrutura Da Avaliação Conhecimentos E Habilidadunclassified

“…Em conjunto, as competências científi cas situadas no âmago da defi nição caracterizam o fundamento para a alfabetização em ciências, e o objetivo da avaliação de ciências do PISA 2006: avaliar em que grau as competências foram desenvolvidas (Bybee, 1997a;Fensham, 2000;Law, 2002;Mayer e Kumano, 2002). A expressão "conhecimento científico" é utilizada ao longo desta estrutura para referir-se tanto a conhecimento de ciência como a conhecimentos sobre ciências.…”

Section: Pisa 2006 Estrutura Da Avaliação Conhecimentos E Habilidadunclassified

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PISA 2006: Estrutura da avaliação

2007

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ORGANIZAÇÃO PARA COOPERAÇÃO E DESENVOLVIMENTO ECONÔMICOSA OCDE é um fórum único no qual os governos de 30 democracias trabalham em conjunto para enfrentar os desafios econô-micos, sociais e ambientais da globalização. A OCDE coloca-se também na linha de frente dos esforços para compreender novos desenvolvimentos e preocupações -como governança corporativa, economia da informação e os desafios de uma população que está envelhecendo -, e para ajudar os governos a dar resposta a eles. A organização oferece condições para que os governos possam comparar experiências de políticas, buscar respostas para problemas comuns, identificar boas práticas, e trabalhar para coordenar políticas domésticas e internacionais.Os países-membros da OCDE são: Alemanha, Austrália, Áustria, Bélgica, Canadá, Coréia do Sul, Dinamarca, Eslováquia, Espanha, Estados Unidos, Finlândia, França, Grécia, Holanda, Hungria, Irlanda, Islândia, Itália, Japão, Luxemburgo, México, Noruega, Nova Zelândia, Portugal, Reino Unido, República Checa, Suécia, Suíça e Turquia. A Comissão das Comunidades Européias participa do trabalho da OCDE.A OECD Publishing promove ampla divulgação dos resultados das coletas de dados e das pesquisas da Organização sobre questões econômicas, sociais e ambientais, assim como de convenções, diretrizes e padrões estabelecidos por seus membros.

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Section: Pisa 2006 Estrutura Da Avaliação Conhecimentos E Habilidadunclassified

PISA 2006: Estrutura da avaliação

2007

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“…This reinforced the finding of an earlier pilot study (Gott, Duggan, & Johnson, 1999) that suggested that science content needed in the workplace was clearly contextual. Law's (2002) study showed that expert scientists held that "habits of mind, attitudes, and values" (p. 151) were more important than specific science content. And research on 10 employees at Gore (of Goretex fame) showed that the acquisition of scientific competence was driven by specific tasks (Lottero-Perdue & Brickhouse, 2002).…”

Section: Sequencementioning

confidence: 99%

“…The works of Fensham (2002) and Law (2002) provide theoretical approaches to identifying the "have need to know" concepts. But for these concepts to enter classroom teaching effectively, subject area teachers, as well as co-op teachers, might well need the opportunity to visit workplaces and speak with workplace supervisors.…”

Section: Schoolmentioning

confidence: 99%

Co‐op students' access to shared knowledge in science‐rich workplaces

et al. 2006

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Wenger's (1998) concepts "community of practice," "brokering," and "transfer" explain the challenges co-operative (co-op) education students face in relating the knowledge learned in school with what they learn while participating as members of a workplace. The research for this paper is set within the contexts of the knowledge economy and increased collaboration in the workplace. The paper draws on several qualitative studies of work-based education to examine the similarities and differences between learning in the workplace and learning in school, with a focus on science education and science-rich workplaces. Barriers to connecting school knowledge and workplace knowledge include the nature of science (its purpose, accountability, and substance), the structure of knowledge in each setting, the form content knowledge takes, the sequence that the curriculum is presented in, and the gatekeeping that occurs when knowledge is accessed. The paper addresses implications for interventions in school and the workplace, with attention to the transition from school to work, and concludes by pointing to profound obstacles to connecting school knowledge with workplace knowledge.

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“…Bybee 1997;Fensham, 2000;Law, 2002;Mayer and Kumano, 2002), PISA 2006 also asked students about their attitudes to science within the context of the science questions themselves. The aim of this is to better understand students' views on particular science issues and to generalise these results into measures of students' interest in science and for the value they place on scientific enquiry.…”

Section: A Detailed Understanding Of Student Performance In and Attitmentioning

confidence: 99%

Quality and equity in the performance of students and schools

2008

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P r o g r a m m e f o r I n t e r n a t i o n a l S t u d e n t A s s e s s m e n t ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENTThe OECD is a unique forum where the governments of 30 democracies work together to address the economic, social and environmental challenges of globalisation. The OECD is also at the forefront of efforts to understand and to help governments respond to new developments and concerns, such as corporate governance, the information economy and the challenges of an ageing population. The Organisation provides a setting where governments can compare policy experiences, seek answers to common problems, identify good practice and work to co-ordinate domestic and international policies.The OECD member countries are: Australia, Austria, Belgium, Canada, the Czech Republic, Denmark, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Luxembourg, Mexico, the Netherlands, New Zealand, Norway, Poland, Portugal, the Slovak Republic, Spain, Sweden, Switzerland, Turkey, the United Kingdom and the United States. The Commission of the European Communities takes part in the work of the OECD.OECD Publishing disseminates widely the results of the Organisation's statistics gathering and research on economic, social and environmental issues, as well as the conventions, guidelines and standards agreed by its members. Also available in French under the title: Pisa 2006Les compétences scientifiques, un atout pour demain VOLUME 1 ANALYSE DES RÉSULTATS Corrigenda to OECD publications may be found on line at: www.oecd.org/publishing/corrigenda. © OECD 2007No reproduction, copy, transmission or translation of this publication may be made without written permission. Applications should be sent to This work is published on the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Organisation or of the governments of its member countries.Corrigenda to OECD publications may be found on line at: www.oecd.org/publishing/corrigenda. PISA™, OECD/PISA™ and the PISA logo are trademarks of the Organisation for Economic Co-operation and Development (OECD). All use of OECD trademarks is prohibited without written permission from the OECD. ForewordCompelling incentives for individuals, economies and societies to raise levels of education have been the driving force for governments to improve the quality of educational services. The prosperity of countries now derives to a large extent from their human capital, and to succeed in a rapidly changing world, individuals need to advance their knowledge and skills throughout their lives. Education systems need to lay strong foundations for this, by fostering learning and strengthening the capacity and motivation of young adults to continue learning beyond school.All stakeholders -parents, students, those who teach and run education systems, and the general publictherefore need good information on how well their education systems prepare stu...

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Scientific literacy: Charting the terrains of a multifaceted enterprise

Cited by 24 publications

References 1 publication

PISA 2006: Estrutura da avaliação

PISA 2006: Estrutura da avaliação

Co‐op students' access to shared knowledge in science‐rich workplaces

Quality and equity in the performance of students and schools

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