关于IBSE的国际评估报告

我们已经收到了IAP专家工作组寄来的关于进行探究式科学教育项目（年龄段为5－12 或13岁）进行国际评估的报告（Report of the Working Group on International Assistance in the Evaluation of Inquiry-Based Science Education (IBSE) programs）报告有近100页，我们正在组织翻译。

目前在进行类似“做中学”科学教育改革的国家有30个。

Afghanistan Argentina Belgium Brazil Cambodia Canada Chile China Colombia Egypt

Estonia France Germany Hungary Italy Malaysia Mexico Netherlands Norway Panama

Portugal Senegal Serbia Slovenia Spain Sweden, UK USA Venezuela Vietnam

报告附录中给出了撰写报告专家和顾问的简历。

报告中还给出有关的参考资料，为了说明评估的严肃性和重要性我把参考文献附在后面。

今年年初我们虽然接到了参加专家工作组的邀请，由于种种原因没有能参加此报告的起草。现在已接到参加9月份定稿会议的邀请，我们将参加会议和会议后的后续活动。我希望除了汉博中心直接进行实验的GE项目的学校以外，还有正在进行“做中学”实验的学校和地区愿意参加这一评估活动。

我认为“做中学”科学教育改革是以认真的科学态度在从事这项改革，因为教育改革不是儿戏。我也希望国内正在进行的一些教育改革项目能出示他们的评估标准。

五年多来，我们摸索了一条利用知识共享和国际合作方式，加快发展我国探究式科学教育的路子，利用可以获得的研究基础发展自己。我同样认为用同样的方式才能在以下两个十分紧迫的领域－发育神经心理学和早期儿童教养的实证式教育科学方面建立我们的学科队伍和工作基础。我们会为此而继续努力。

 

 

附：Resources

 

1. Research and evaluation methods

 

Guba, E.G. and Lincoln, Y.S. (1997) Fourth Generation Evaluation. Newbury Park: Sage.

Harlen, W. and Doubler, S. (2004) Can teachers learn through enquiry on-line? Studying professional development in science delivered on –line and on-campus. International Journal of Science Education 26 (10) 1247-1267

Harlen, W. and Altobello, C.(2003) An Investigation of ‘Try Science’ Studied On-line and Face-to-Face. Cambridge,MA: TERC

Harlen, W. (1975) Science 5-13: a Formative Evaluation. London: Macmillan Education

Patton, M. Q. (2001) Qualitative Research and Evaluation Methods. Sage.

Patton, M. Q. (1997) Utilization-Focused Evaluation: The New Century Text. Beverly Hills; Sage.

 

2. Students’ learning and development

 

Anderson, J. R., Reder, L. M. & Simon, H. A. (1996). Situated Learning and Education. Educational Researcher, Vol. 25, No. 4, pp. 5-11

Anderson, J. R., Greeno, J. G., Reder, L. M. & Simon, H. A. (2000) Perspectives on learning, thinking, and activity. Educational Researcher, Vol.29, No. 4, p.11-13

Black, P. J and Lucas, A. M. (Eds) (1993) Children’s Informal Ideas in Science. London: Routladge

Chi, M. T. H. and Hausmann, R. G. M., 2003. Do Radical Discoveries Require Ontological Shifts? In L. V. Shavinina and R. Sternberg, International Handbook on Innovation (New York: Elsevier), pp. 430-444

Cobb, P. (1994) Constructivism in Mathematics and Science Education. Educational Researcher, Vol.23, No. 7, p.4

Cobb, P. & Bowers, J. (1999) Cognitive and Situated Learning Perspectives in Theory and Practice. . Educational Researcher, Vol.28, No. 2, p.4-15

Driver, R., Asoko, H., Leach, J., Mortimer, E. & Scott, P. (1994) Constructing Scientific Knowledge in the Classroom. . Educational Researcher, Vol.23, No. 7, p.5-12

Driver, R & Scott, P. (1995) Mind in Communication: A response to Erick Smith. Educational Researcher, Vol.24, No. &, pp.27-28

Fay, A.L., & Klahr, D. (1996).  Knowing about guessing and guessing about knowing: Children's understanding of indeterminacy.  Child Development, 67,  689-716 ;  Piéraut-Le Bonniec, G. (1980) The development of modal reasoning: the  genesis of necessity and possibility notions. New York: Academic Press.

Gardner, J. (2006) Assessment and Learning. London: Sage

Harnqvist, K and Burgen, A. Growing up with Science. Developing Early Understanding of Science. London: Jessica Kingsley and Academia Europaea

Hodson, D. (1998) Teaching and Learning Science. Towards a Personalized Approach.Buckingham: Open University Press

 

Klahr, D. & Simon, H. A. (1999) Studies of Scientific Discovery: Complementary Approaches and Convergent Findings. Psychological Bulletin, 125 (5), 524-543

Kuhn, D. (1989). Children and adults as intuitive scientists. Psychological Review, 96, 674-689;  Kuhn, D., Amsel, E., & O'Loughlin, M. (1988). The development of scientific reasoning skills. Orlando, FL: Academic Press.

Lehrer, R., & Schauble, L. (2006). Scientific thinking and science literacy: Supporting development in learning contexts. In , (Eds) W. Damon, R. Lerner, K. Anne Renninger, and I. E. Sigel Handbook of Child Psychology, Sixth Edition, Volume Four: Child Psychology in Practice. Hoboken, NJ: John Wiley & Sons

Nersessian, N. J. (1992) How do scientists think? Capturing  the dynamics of conceptual change in science. In R. N.  Giere (Ed.) Cognitive models of science. Minnesota studies in the philosophy of science (Vol. 15). Minneapolis:  University of Minnesota Press. p. 3 - 44.

Newell, A., & Simon, H. A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice-Hall.

Orlando, FL: Academic Press; Kuhn, D., Garcia-Mila, M., Zohar, A., Andersen, C. (1995)  Strategies of Knowledge Acquisition. Monographs of the Society for Research in Child Development. #245, 60, no. 3

She, H. C. (2004). Fostering “Radical” conceptual change through Dual Situated Learning Model. Journal of Research in Science Teaching, 41(2), 142–164 

Smith, E. (1995) Where is the mind? Knowing and Knowledge in Cobb´s Constructivist and Sociocultural Perspectives. Educational Researcher, Vol.24, No. 6, p.23-24

Smith, J., di Sessa, A., & Roschelle, J. (1993). Misconceptions reconceived: A constructivist analysis of knowledge in transition. Journal of the Learning Sciences , 3, 115-163.

 

 

3. Science education practices

 

Boctor, S. & Rowell, P. M. (2004). Why do bees sting? Reflecting on talk in science lessons. Primary Science Review, 82,  15-17

Ebbers, M. & Rowell, P. M. (2002). Description is not enough: Scaffolding student explanations. Primary Science Review, 74, 10 – 13

Harlen, W (Ed) (2006) ASE Guide to Primary Science Education. Hatfield: The Association for Science Education

Harlen, W. and Qualter, A. (2004) The Teaching of Science in Primary Schools.(4^th Edition) London: David Fulton Publishers

Harlen, W.  and Simon, S.(2001) The rise and rise of primary science.  School Science Review 82 (300) March 1 – 8

Harlen, W. (2002) Teaching for scientific literacy in the primary school. Education in the North, No 10 26 - 34

Prophet, R. and Rowell, P.M. (1990).  "The Curriculum Observed".  Chapter 1 in C.W. Snyder, Jr. and P.T. Ramatsui (Eds.), Curriculum in the Classroom:  Context of Change in Botswana's Junior Secondary School Instructional Program.  Gaborone:  MacMillan.

Raizen, S.  (1991) The reform of science education in the U.S.A. Déjà vu or de novo? Studies in Science Education. Vol 19, 1-41

Rowell, P. M. & Ebbers, M. (2004). Constructing explanations of flight: A study of instructional discourse in primary science.  Language and Education, 18 (3), 264-280.

Rowell, P. M. & Ebbers, M. (2004). School science constrained: Print experiences in two elementary classrooms.  Teaching and Teacher Education, 20(3), 217-230.

Rowell, P. M. & Ebbers, M. (2004). Constructing school science: Competing discourses in an inquiry-based elementary program. International Journal of Science Education, 26(8), 915-934.

Rowell, P. M. & Ebbers, M. (2004). Elementary Science Education in Alberta Schools. Edmonton: Centre for Mathematics, Science and Technology Education, University of Alberta.

Rowell. P. M. (2004).  Developing technological stance. International Journal of Technology and Design Education,  14(1), 45-59.

Rowell, P. M. (2002). Peer interactions in shared technological activity: A study of participation. International Journal of Technology and Design Education, 12, 1-22.

Rowell, P. M. (1997). Learning in school science: The promises and practices of writing.  Studies in Science Education, 19-56.

Schoultz, J., Hultman, G. (2004). Science teaching and the school- when concepts meet context. Journal of Baltic science education. 2(6). 22-33.

Schoultz, J., Hultman, G. (2003). In the beginning we used our fantasy, paper at the Second Monterry international conference on K-12 science education. Monterry, Mexico. May 11-13, 2003

Schoultz, J., Hultman, G. (2003). Learning and non-learning in the science classroom. Paper at 10th Biennial Conference Padova, Italy - August 26 – 30, 2003

Schoultz, J.; Hultman, G. (2004). Theory-based evaluation and sustained interaction  - NTA in Sweden. Paper at the International Workshop on Evaluation of Inquiry Based Science Education  Santiago, Chile – January 22-23, 2004

Schoultz, J., Hultman, G. (2004). Science teaching and the school- when concepts meet context. Paper at NERA´s 32nd Congress. Iceland Reykjavik March 11-13, 2004

Schoultz, J., Hultman, G. (2002). NTA is a great idea We don’t do things just to get bored but because we want to learn. Department of Educational Science, University of Linköping

Schoultz, J., Hultman, G., Lindkvist, M. (2003). At first we got to use our imagination and that was fun. Department of Educational Science, University of Linköping

Schoultz, J., Hultman, G. and Lindkvist, M. 2005. Apprentices in context and complex didactical situations. Pupils’ learning in science teaching, In Educational Science in Sweden, 2005 – findings and future research. Stockholm: Swedish Research Council, Committee for Educational Science, 2005: 13.

Siegel, A. 2001. Telling lessons from the TIMSS Videotape: remarkable teaching practices as recorded from eight-grade mathematics classes in Japan, Germany and the US. Dep of Comp. Sc., Courant Institute of Mathematical Sciences, New York University.

 

4. Assessment issues and assessment items for students

 

Cavendish, S., Galton, M., Hargreaves, L. and Harlen, W. (1990) Assessing Science in the Primary Classroom: Observing Activities. London: Paul Chapman Publishing

Harlen, W. (2006) Teaching, Learning and Assessing Science 5-12( 4^th Edition)  London:Sage

Harlen, W. (2006) The role of assessment in developing motivation for learning. In J. Gardner (ed) Assessment and Learning. London: Sage

Harlen, W. (2006) On the relationship between assessment for formative and summative purposes. In J. Gardner (ed) Assessment and Learning. London: Sage

Harlen, W. (2005) Trusting teachers’ judgment: research evidence of the reliability and validity of teachers’ assessment used for summative purposes. Research Papers in Education  vol 22 (3)

Harlen, W. (2005) Teachers’ summative practices and assessment for learning – tensions and synergies The Curriculum Journal, 16 (2) 207-223

Harlen, W. (2005) The role of assessment in the implementation of science in the primary school. In (Eds) T. Ellermeijer and P. Kemmers Science is Primary. Proceedings of the 2004 European Conference on Primary Science and Technology.  Amsterdam: AMSTEL Institute 27 -48

Harlen, W. (2003) Enhancing Inquiry through Formative Assessment. San Francisco: Exploratorium

Harlen, W. Macro, C., Reed, K. and Schilling, M. (2003) Making Progress in Primary Science  A Handbook for Inservice and Preservice Course Leaders. (2^nd Edition) London: RoutledgeFalmer

Harlen, W. (2001) The assessment of scientific literacy in the OECD/PISA project. Studies in Science Education, Vol  36, 79-104

Harlen, W. (1983)  Science at Age 11. APU Science Report for Teachers: 1. London: DES/WO/DENI

Harlen, W. (1986) Planning Scientific Investigations at Age 11. APU Science Report for Teachers: 8. London: DES/WO/DENI

Murphy, P. and Gott, R. (1984) Science Assessment Framework Age 13 and 15. APU Science Report for Teachers: 2. London: DES/WO/DENI

Neill, H, Bursch, P., Schaeffer, R., Thall, C., Yohe, M., and Zappardino, P. (nd) Implementing Performance Assesments. Cambridge, MA: Fairtest

OECD (1999)  Measuring Student Knowledge and Skills. OECD Programme for International Student Assessment (PISA) Paris: OECD p. 9.

Russell, T. and Harlen, W. (1990) Assessing Science in the Primary Classroom: Practical Tasks. London: Paul Chapman Publishing

Schilling, M., Hargreaves, L., Harlen, W., with Russell, T. (1990) Assessing Science in the Primary Classroom: Written Tasks. London: Paul Chapman Publishing

Stiggins, R. J. (2001) Student-Involved Classroom Assessment (3^rd Edition). Upper Saddle River: Merrill Prentice Hall

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