Competence Models for Science in Switzerland
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Autor:innen
Gut, Christoph
Autor:in (Körperschaft)
Publikationsdatum
22.08.2017
Typ der Arbeit
Studiengang
Typ
06 - Präsentation
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
Ausgabe / Nummer
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Verlag / Herausgebende Institution
Verlagsort / Veranstaltungsort
Dublin
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
Within the Swiss project HarmoS (harmonization of the compulsory school) an interdisciplinary structural model of competence has been developed. Based on this model, progressions focused on science processes such as “to ask questions and to investigate”, “to exploit information sources”, “to organise, structure and model”, “to assess and judge”, and “to develop and realise” have been described and validated empirically (Labudde, 2008). From these results, nationwide basic performance standards for science for the end of grades 2, 6, and 9 have been derived (Labudde, Nidegger, Adamina & Gingins, 2012). The achievement of the standards should be checked regularly in national education monitoring. In addition, an interdisciplinary normative progression model for experimental competence has been worked out for practical assessments (Metzger, Gut, Hild & Tardent, 2014). In this model, experimental competence is structured by sub-dimensions referring to experimental problem types such as “categorical observation”, “measurement with a given scale”, “scientific investigation” and “constructive problem solving”. The progression of competence is modelled for each problem type separately, differentiating three to five levels in terms of quality standards. Based on the progressions used to define the basic performance standards, detailed progressions of levels of competence were described in a new curriculum (“Lehrplan 21”: D-EDK, 2016). In this paper, the two competence models and associated progressions are presented. Even if these progressions are focused on the students’ abilities, there are no references how students can reach the next level. Therefore the connection between competence models and curriculum with teaching still needs to be established. It will be discussed how this can be achieved and what steps are necessary to get from competence models to learning progressions.
Schlagwörter
Experimentieren, Kompetenzen, Sekundarstufe I, Naturwissenschaften, Kompetenzmodelle
Fachgebiet (DDC)
370 - Erziehung, Schul- und Bildungswesen
500 - Naturwissenschaften
500 - Naturwissenschaften
Veranstaltung
Konferenz der European Science Education Research Association
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
Sprache
Deutsch
Während FHNW Zugehörigkeit erstellt
Ja
Zukunftsfelder FHNW
Publikationsstatus
Unveröffentlicht
Begutachtung
Keine Begutachtung
Open Access-Status
Lizenz
Zitation
METZGER, Susanne und Christoph GUT, 2017. Competence Models for Science in Switzerland. Konferenz der European Science Education Research Association. Dublin. 22 August 2017. Verfügbar unter: http://hdl.handle.net/11654/25756