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Titolo:
Equity implications based on the conceptions of science achievement in major reform documents
Autore:
Lee, O;
Indirizzi:
Univ Miami, Sch Educ, Dept Teaching & Learning, Coral Gables, FL 33124 USAUniv Miami Coral Gables FL USA 33124 Learning, Coral Gables, FL 33124 USA
Titolo Testata:
REVIEW OF EDUCATIONAL RESEARCH
fascicolo: 1, volume: 69, anno: 1999,
pagine: 83 - 115
SICI:
0034-6543(199921)69:1<83:EIBOTC>2.0.ZU;2-F
Fonte:
ISI
Lingua:
ENG
Soggetto:
ENGLISH-LANGUAGE LEARNERS; PERFORMANCE ASSESSMENTS; SCIENTIFIC LITERACY; EDUCATION STANDARDS; SLIPPERY SLOPES; RESEARCH AGENDA; SCHOOL; STUDENTS; CONSTRUCTIVISM; WORLDVIEW;
Tipo documento:
Review
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
184
Recensione:
Indirizzi per estratti:
Indirizzo: Lee, O Univ Miami, Sch Educ, Dept Teaching & Learning, POB 248065, Coral Gables, FL 33124 USA Univ Miami POB 248065 Coral Gables FL USA 33124 ables, FL 33124 USA
Citazione:
O. Lee, "Equity implications based on the conceptions of science achievement in major reform documents", REV EDUC RE, 69(1), 1999, pp. 83-115

Abstract

The construct of science achievement-what K-12 students should know and beable to do in science-is central to science education reform. This paper analyzes current conceptions of science achievement in major reform documents, and considers equity implications for science achievement and assessmentin the context of standards-based and systemic reform. The paper reviews documents on science content standards (NSES and Project 2061), performance standards (New Standards), and large-scale assessment frameworks (1996 NAEPand TIMSS). Although the documents emphasize equity as the key principle, they present the assimilationist perspective by defining science and science achievement in terms of the Western science tradition with little consideration of alternative views of science and ways of knowing from diverse backgrounds. Based on the conception of equity in terms of social justice, thepaper proposes the cultural anthropological perspective to develop a more inclusive and broader view of science achievement and assessment for diverse students.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 27/11/20 alle ore 22:15:39