| Status | 已發表Published |
| Active learning in physics classrooms for enquiry-based instruction: Lessons learned from the PISA2006 study | |
Cheung, K.C. 
| |
| 2013-08-01 | |
| Source Publication | Active learning – in a changing world of new technologies
 |
| Publication Place | Prague |
| Publisher | ICPE-EPEC |
| Abstract | OECD’s Programme for International Student Assessment (PISA) conducted its first full- scale scientific literacy study for the 15-year-olds studying in secondary schools in 57 participating economies in 2006. The research data collected were then made public in the official website (i.e. http://www.oecd.org/pisa/). Researchers are welcome to make use of the test and questionnaire data to answer questions pertaining to quality and equity of science education provision in schools of the participating economies. In PISA2006, both “knowledge of science” and “knowledge about science” are assessed. Students are asked to demonstrate their competence in three aspects of science learning outcomes: (1) explain phenomena scientifically, (2) evaluate and design scientific inquires, and (3) interpret data and evidence scientifically. Earning full credit to the test items necessitate deployment of three types of knowledge, namely content, procedural and epistemic knowledge. The concerned knowledge is drawn from the physical, living, and earth science and space knowledge systems appropriate to the developmental level of the 15-year-olds. In addition, students are required to exhibit various types of favorable dispositions and attitudes, such as interests in science, environmental awareness and valuing approaches to scientific inquiries. Although it has never been the intention of PISA2006 to link assessment directly to the participating school’s physics, chemistry and biology implemented curriculum, students are required to demonstrate their “knowledge of science” and “knowledge about science” by responding to a number scientific and technological issues (e.g. health and diseases, hazards, environmental quality) presented in personal, local, national or global contexts. Given such a rich and good quality database, the present study seeks to analyze the student’s performance on the released PISA2006 test units from a comparative education perspective so as to allow teachers to know what aspects of scientific literacy are needed fostered in our students so as to help them become scientific literate persons in the new millennium. The analysis results are valuable to guide teachers on how to foster active learning in physics and other science classrooms for enquiry-based instruction. |
| Keyword | scientific literacy physics learning assessment and evaluation |
| Language | 英語English |
| The Source to Article | PB_Publication |
| PUB ID | 10272 |
| Document Type | Conference paper |
| Collection | Faculty of Education MOON CHUN MEMORIAL COLLEGE |
| Corresponding Author | Cheung, K.C. |
| Recommended Citation GB/T 7714 | Cheung, K.C.. Active learning in physics classrooms for enquiry-based instruction: Lessons learned from the PISA2006 study[C], Prague:ICPE-EPEC, 2013. |
| APA | Cheung, K.C..(2013). Active learning in physics classrooms for enquiry-based instruction: Lessons learned from the PISA2006 study. Active learning – in a changing world of new technologies. |
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