Assessing Scientific Knowledge of High School Students Participating in an Inquiry-based Hands-on Program, Using a PISA Framework

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  • 高校生を対象とした研究体験で獲得される科学的知識とその限界―PISAの評価枠組みを活用した分析―
  • コウコウセイ オ タイショウ ト シタ ケンキュウ タイケン デ カクトク サレル カガクテキ チシキ ト ソノ ゲンカイ : PISA ノ ヒョウカ ワクグミ オ カツヨウ シタ ブンセキ

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Abstract

<p>PISA offers a framework for assessing scientific knowledge, which consists of knowledge of and about science. In Japan, traditional education has tended to emphasize the knowledge of science. However, Japanese government will revise the national curriculum in order to foster the more innovative persons in five years time. The next generation of curriculum will aim to promote more active learning and scientific methods or mindsets, but it will be difficult to advance the reform because of the lack of suitable teaching methods, contents or materials on knowledge about science developed in Japan, or even world-wide. In this situation, we developed a two-day inquiry-based hands-on program, and used it to assess participants’ scientific knowledge. We showed that participants in the program can acquire knowledge of science, especially in the stem cells research field. On the other hand, we found the limitation that participants could not increase their knowledge about science under the PISA framework. This suggests that longer or higher-frequency programs may be needed for students to acquire knowledge about science. Moreover, in order to assess students’ knowledge about science, simple but effective qualitative evaluation methods need to be developed, in parallel with improving quantitative evaluation methods.</p>

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