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Übersicht zur Erhebung: Chapter 17 - Science Teaching and Learning in Schools: Theoretical and Empirical Foundations for Investigating Classroom-Level Processes

Erhebung: Chapter 17 - Science Teaching and Learning in Schools: Theoretical and Empirical Foundations for Investigating Classroom-Level Processes
Übergeordnete Studie: PISA 2015 - Programme for International Student Assessment
Abstract: This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "Classroom-Level Processes for Science Teaching and Learning": In order to develop students’ scientific competencies systematically, educational experiences in school, especially high-quality classroom level processes, are crucial. The integration of educationally-relevant teaching variables in International Large-Scale Assessments provides an opportunity to analyze components of instructional quality within and between countries. This chapter outlines pivotal considerations and challenges in developing constructs in the field of science teaching and learning in schools that were implemented in the Field Trial student questionnaire of the Programme for International Student Assessment (PISA). It aims to identify educationally relevant teaching variables based on the current theoretical and empirical background of research in science education. In addition, it proposes a framework for describing science teaching and learning in school, investigating country-specific profiles, and analyzing the relationship between science teaching and students’ cognitive and non-cognitive outcomes. The constructs for the Field Trial presented at the end, consider both design-related limitations and trend issues concerning previous PISA cycles.
Studienleitung: Klieme, Eckhard / Kuger, Susanne / Jude, Nina
Koordination: German Institute for International Educational Research
Persistent identifier:
Website: http://www.oecd.org/pisa/
Beteiligte Institutionen:
Förderung: OECD
Erhebungsmethode: Fragebogen - papierbasiert
Erhebungszeitraum: 2014
Stichprobe: Student, Teacher General and Science
Erhebungsraum: Albania, Algeria, Argentina, Australia, Austria, Belgium, Brazil, Bulgaria, Canada, Chile, People's Republic of China, Chinese Taipei, Colombia, Costa Rica, Croatia, Czech Republic, Denmark, Dominican Republic, Estonia, Finland, Former Yugoslav Republic of Macedonia, France, Georgia, Germany, Greece, Hong Kong- China, Hungary, Iceland, Indonesia, Ireland, Israel, Italy, Japan, Jordan, Kazakhstan, Korea, Kosovo, Latvia, Lebanon, Lithuania, Luxembourg, Macao-China, Malaysia, Malta, Mexico, Moldova, Montenegro, Netherlands, New Zealand, Norway, Peru, Poland, Portugal, Qatar, Romania, Russian Federation, Singapore, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, Thailand, Trinidad and Tobago, Tunisia, Turkey, United Arab Emirates, United Kingdom, United States of America, Uruguay, Vietnam
Erhebungsschwerpunkte der Studie auf einen Blick: tagcloud
Skalen nach Konstrukt: Individual and institutional background Processes of teaching and learning
Skalenhandbuch:
  • Kuger, Susanne / Jude, Nina / Klieme, Eckhard: Documentation of Scales (online): PISA 2015 Field Trial – Core 6, Context , In: Datenbank zur Qualität von Schule (DaQS) , Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung (DIPF) 2016 DOI:10.7477/150:0:1
Studienbezogene Publikationen:
  • Kuger, Susanne / Klieme, Eckhard / Jude, Nina / Kaplan, David: Assessing Contexts of Learning. An International Perspective , Dordrecht: Springer 2016 , ISBN: 978-3-319-45356-9
Zusätzliche Materialien: Leider liegen uns die Fragebögen zu dieser Studie nicht vor.
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