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- Lederman, Judith S., et al.
(author)
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Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry
- 2023
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In: International Journal of Science Education. - : Routledge. - 0950-0693 .- 1464-5289.
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Journal article (peer-reviewed)abstract
- Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to use the VASI-E to collect data on what primary level students have learned about SI in their first few years of school. This study adds to previous research to bridge the landscape of SI understandings now with representation from primary, middle and high school samples. A total of 4,238 students from 35 countries/regions spanning six continents participated in the study. The results show that globally, primary students are not adequately informed about SI for their age group. However, when compared with the students in the previous international studies (grades seven and 12), the primary students' understandings were surprisingly closer to the levels of understanding of SI of the secondary school students than those in the seventh grade study.
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2. |
- Višňovská, Jana, et al.
(author)
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Resource Design for Re-Sourcing Teaching
- 2023
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In: Handbook of Digital Resources in Mathematics Education. - : Springer. - 9783030950606 - 9783030950606 ; , s. 1-25
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Book chapter (peer-reviewed)abstract
- In this handbook chapter, we suggest that in designing resources for mathematics education, it is important that the designers explicitly contemplate whether and how the resources contribute to teaching. We guide the readers in considering how instructional design practices and the resulting resources always convey a specific positioning of the teacher within the educational process and expectations of teaching as a profession at large. We draw on conceptualizations of teaching as a complex endeavor in proposing that designing for supporting mathematical learning directly is insufficient. We then discuss two design research examples in which designing for teaching was overtly taken as a goal, and where digital resources played a role. We use these examples to derive three types of design tasks that, we propose, characterize designing for teaching: designing for resource relevance and clarity to the teacher and for resource viability in the teacher’s classroom. We comment on contributions of digital resources to these tasks.
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