Formative Assessment to Support Students' Competences in Inquiry-Based Science Education
Formative Assessment to Support Students' Competences in Inquiry-Based Science Education
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DOI：
10.7771/1541-5015.1673
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发表时间：
2017-01-01
影响因子：
1.2
通讯作者：
Labudde, Peter
中科院分区：
文献类型：
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作者：
Grob, Regula;Holmeier, Monika;Labudde, Peter
在过去的几十年里，探究式教育一直是创新科学教学的一部分。随着能力导向成为许多国家课程的基础，一个新出现的问题是如何在探究式科学教育的背景下培养学生能力。形成性评价是支持学生学习的一种方法，但在日常教学实践中，这种方法并不经常以结构化的方式使用。因此，本研究的目的是探讨什么样的措施可以支持科学教师在他们的探究式教育中实施形成性评价活动。为此，首先，我们从教师的角度调查了在探究式科学教育中使用形成性评价方法时在课堂上遇到的挑战。其次，分析了教师对支持措施的建议。基于各自的研究结果，本文讨论了实施结构化形成性评价在探究式科学教育，以提高学生的能力的影响。
Inquiry-based education has been part of innovative science teaching for the last few decades. With the competence orientation now underlying many national curricula, one of the emerging questions is how the development of student competences can be fostered in the context of inquiry-based science education. One approach to supporting students in their learning is formative assessment, which is, however, not frequently used in a structured way in daily teaching practice. The aim of this study therefore is to explore what kinds of measures might support science teachers in implementing formative assessment activities in their inquiry-based education. For this, firstly, we investigated the challenges that occur on a classroom level when using formative assessment methods in inquiry-based science education from teachers' perspectives. Secondly, we analyzed the teachers' suggestions on measures of support. Based on the respective results, this paper discusses implications for an implementation of structured formative assessment in inquiry-based science education to enhance student competences.