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Qualitative research for education: An introduction to theories and methods

National Science Education Standards

In both the United States and Europe, concerns have been raised about whether preservice and in-service training succeeds in equipping teachers with the professional knowledge they need to deliver consistently high-quality instruction. This article investigates the significance of teachers’ content knowledge and pedagogical content knowledge for high-quality instruction and student progress in secondary-level mathematics. It reports findings from a 1-year study conducted in Germany with a representative sample of Grade 10 classes and their mathematics teachers. Teachers’ pedagogical content knowledge was theoretically and empirically distinguishable from their content knowledge. Multilevel structural equation models revealed a substantial positive effect of pedagogical content knowledge on students’ learning gains that was mediated by the provision of cognitive activation and individual learning support.

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Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress:

Stichwort : Professionelle Kompetenz von Lehrkräften

In this review, we discuss (1) how the notion of conceptual change has developed over the past three decades, (2) giving rise to alternative approaches for analysing conceptual change, (3) leading towards a multiperspective view of science learning and instruction that (4) can be used to examine scientific literacy and (5) lead to a powerful framework for improving science teaching and learning

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Conceptual Change: A Powerful Framework for Improving Science Teaching and Learning

PISA 2000: Basiskompetenzen von Schülerinnen und Schülern im internationalen Vergleich

This article presents an overview of interest research and describes the theoretical and methodological background for the assessment of interest in science in large‐scale assessments like the ‘Programme for International Student Assessment’ (PISA). The paper starts with a short retrospective on the history of interest, bringing out theoretical roots that help to understand recent discussions on interest in science education. As interest is a widely used concept with manifold facets, it is essential to discuss different ways of modelling the relationship between a person and a comprehensive object like science with all of its different aspects, including wide ranges of content as well as contexts. Models that can be used for describing the content structure of science interest and the process of interest development are presented. Based on an overview of typical methods for assessing interests, exemplary findings on students’ interest in science are presented, which play an important role in the current s...

https://hal.archives-ouvertes.fr/hal-00658698/document

Research on Interest in Science: Theories, methods, and findings

PISA 2003: Der Bildungsstand der Jugendlichen in Deutschland - Ergebnisse des zweiten internationalen Vergleichs

Grundschule aktuell : Zeitschrift des Grundschulverbandes (2003) 83, S. 4-14
Padagogische Teildisziplin: Empirische Bildungsforschung; Schulpadagogik;

Erste Ergebnisse aus IGLU. Schülerleistungen am Ende der vierten Jahrgangsstufe im internationalen Vergleich

"International vergleichende empirische Studien haben gravierende Mangel im deutschen Schulsystem offen gelegt. Die erfolgreichen PISA-Lander zeigen, dass eine der wichtigsten Voraussetzungen fur die Ruckkehr in die internationale Leistungsspitze eine Umsteuerung im System ist. Nicht mehr durch detaillierte Richtlinien und Regelungen, sondern durch die Definition von Zielen, deren Einhaltung auch tatsachlich uberpruft wird, muss der Staat fur Qualitat im Bildungswesen sorgen. Die Entwicklung von bundesweit gultigen Bildungsstandards auf der Basis von Kompetenzmodellen ist dabei ein zentrales Element. Ziel der vorliegenden Expertise ist zunachst, das Konzept der Bildungsstandards auf dem Hintergrund der internationalen bildungspolitischen und bildungswissenschaftlichen Diskussion fachlich zu klaren und eine Rahmenkonzeption vorzulegen, die die Funktion von Bildungsstandards im Gesamtkontext von Bildungsmonitoring, Schulevaluation und programmspezifischer Evaluation beschreibt. Da Bildungsstandards so zu gestalten sind, dass sie zum Motor padagogischer Gestaltung an unseren Schulen werden konnen, enthalt die Expertise auch Uberlegungen zu den Bedingungen ihrer erfolgreichen Implementation. Ferner beschreibt die Expertise die notwendige Infrastruktur fur die Entwicklung und Evaluation von Bildungsstandards in Deutschland." (Autorenreferat).;
 "International empirical studies have revealed serious flaws in the German school system. Comparison with the countries that performed well in the PISA study indicates that Germany cannot expect to return to the top of the international ranking tables unless radical reforms are undertaken in the education system. The state can no longer ensure quality by issuing detailed guidelines and regulations, but must define goals and objectives and then monitor their achievement. The development of nationwide educational standards based on competency models is a key element of this reform process. This report aims to provide a specialist definition of the concept of educational standards, taking the international debate on education policy and educational science into account, and to present a framework describing the function of educational standards in the overall context of educational monitoring, school evaluation and the evaluation of specific programmes. Since educational standards are to be designed in such a way that they become the driving force in the pedagogical development of our schools, the expertise also considers the conditions that will facilitate their successful implementation. Furthermore, the report describes the infrastructure required for the development and evaluation of educational standards in Germany." (author's abstract)

Manfred Prenzel

Papers

PISA 2000: Basiskompetenzen von Schülerinnen und Schülern im internationalen Vergleich

Research on Interest in Science: Theories, methods, and findings

PISA 2003: Der Bildungsstand der Jugendlichen in Deutschland - Ergebnisse des zweiten internationalen Vergleichs

Erste Ergebnisse aus IGLU. Schülerleistungen am Ende der vierten Jahrgangsstufe im internationalen Vergleich

Zur Entwicklung nationaler Bildungsstandards. Eine Expertise