TY - BOOK

T1 - Making it Tangible

T2 - Learning Outcomes in Science Education

A2 - Bernholt, Sascha

A2 - Neumann, Knut

A2 - Nentwig, Peter

N1 - Publikation Buch (Sammelw.-Herausgeberwerk) Meine email-Adresse: bernholt@ipn.uni-kiel.de Betrifft wen: selbst Herausgeber(innen): Bernholt, Sascha Neumann, Knut Nentwig, Peter Titel des Buches: Making it Tangible - Learning Outcomes in Science Education Verlag: Waxmann Ort: Münster Erscheinungsjahr: 2011 Reihe oder Serie: Gesamtseitenzahl: 500 ISBN-Nummer: Hrsg. Zeitschrift: Hrsg. Tagungsband: Abstract: Stichworte: Band ist noch nicht erschienen, voraussichtlich im Dezember Abteilungszugehoerigkeit: Didaktik der Chemie Beteiligung anderer Abteilungen: Didaktik der Physik Zuordnung zu IPN-Arbeitsbereich: 1 Beschreibung der Publ.: Tagungsband, Zielgruppe der Publikation: Wissenschaft,Psychologie Erziehungswissenschaft Methodenlehre,Fachdidaktiken Review: kein Review Verlagsart: Verlagsveroeffentlichung,bekannter internationaler oder deutscher Verlag Projektfoerderung durch: keine oder IPN

PY - 2012

Y1 - 2012

N2 - One of the central features in current educational reforms is a focus on learning outcomes. Many countries have established or revised standards to describe what teachers are supposed to teach and students are expected to learn. More recently, the emphasis has shifted to considerations of how standards can be operationalized in order to make the outcomes of educational efforts more tangible. This book is the result of a symposium held in Kiel, that was arranged by two science education groups, one at the IPN (Leibniz-Institute for Science and Mathematics Education at the University of Kiel) in Germany and the other at the University of York, UK. The seminar brought together renowned experts from 12 countries with different notions of the nature and quality of learning outcomes. The aim was to clarify central conceptions and approaches for a better understanding among the international science education community. The book is divided into five parts. In Part A, the organizers set the scene, describing the rationale for arranging the symposium. Part B provides a broad overview about different approaches, challenges, and pitfalls on the road to the clarification of meaningful and fruitful learning outcomes. The set of papers in Part C provides deep insights into different, although comparable approaches which aim to frame, to assess, and to promote learning and learning outcomes in science education. Smaller projects are presented as well as broad, coordinated national programs. The papers in Part D outline the individual historical development from different national perspectives, reflecting the deficits and problems that led to current reforms. Finally, a summary of the organizers analyses the conclusions from different vantage points. (DIPF/Orig.).

AB - One of the central features in current educational reforms is a focus on learning outcomes. Many countries have established or revised standards to describe what teachers are supposed to teach and students are expected to learn. More recently, the emphasis has shifted to considerations of how standards can be operationalized in order to make the outcomes of educational efforts more tangible. This book is the result of a symposium held in Kiel, that was arranged by two science education groups, one at the IPN (Leibniz-Institute for Science and Mathematics Education at the University of Kiel) in Germany and the other at the University of York, UK. The seminar brought together renowned experts from 12 countries with different notions of the nature and quality of learning outcomes. The aim was to clarify central conceptions and approaches for a better understanding among the international science education community. The book is divided into five parts. In Part A, the organizers set the scene, describing the rationale for arranging the symposium. Part B provides a broad overview about different approaches, challenges, and pitfalls on the road to the clarification of meaningful and fruitful learning outcomes. The set of papers in Part C provides deep insights into different, although comparable approaches which aim to frame, to assess, and to promote learning and learning outcomes in science education. Smaller projects are presented as well as broad, coordinated national programs. The papers in Part D outline the individual historical development from different national perspectives, reflecting the deficits and problems that led to current reforms. Finally, a summary of the organizers analyses the conclusions from different vantage points. (DIPF/Orig.).

KW - Research in teaching and learning

KW - Kompetenz

KW - Wissen

KW - Forschung

KW - Bildungsstandards

KW - Grundschule

KW - Lernerfolg

KW - Schülerleistung

KW - Curriculum

KW - Fachdidaktik

KW - Chemieunterricht

KW - Naturwissenschaftliche Bildung

KW - naturwissenschaftlicher Unterricht

KW - Physikunterricht

KW - Konzeption

KW - Leistungsmessung

KW - Forschungsprojekt

KW - Australien

KW - Deutschland

KW - England

KW - Finnland

KW - Frankreich

KW - Irland

KW - Niederlande

KW - Schweiz

KW - Taiwan

KW - Türkei

KW - USA

M3 - Collected edition/anthology

SN - 978-3-8309-2644-3

BT - Making it Tangible

PB - Waxmann

CY - Münster [u.a.]

ER -