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Desirable science education : findings from a curricular Delphi study on scientific literacy in Germany
- Author / Creator
- Available as
- Online
- Summary
-
As part of an international curricular Delphi study, Theresa Schulte realizes an empirically based approach to a contemporary understanding of scientific literacy from the perspective of different ...
As part of an international curricular Delphi study, Theresa Schulte realizes an empirically based approach to a contemporary understanding of scientific literacy from the perspective of different stakeholders in Germany. The analyses show in which areas changes are necessary so that science education can better fulfill its claim to contribute to students' general education and literacy.
Zusammenfassung; Contents; List of Figures; List of Tables; 1 Introduction; 2 Theoretical Framework; 2.1 Science in the Context of General Education; 2.1.1 Reflections on Concepts of General Education; 2.1.2 The Contribution of Science to General Education; 2.1.3 Scientific Literacy; 2.1.4 General Science and the Tradition of Subject Differentiation; 2.1.5 Enhancing Science Education in Europe - The PROFILES Project; 2.1.6 Summary; 2.2 Science Education and Curriculum; 2.2.1 The Concept of Curriculum; 2.2.2 Curriculum Elements of Science Education; 2.2.2.1 Contexts and Situations.
Details
- Creator
- Theresa Schulte
- Format
- Books
- Language
- English
- Publication
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- Weisbaden, Germany : Springer Spektrum, [2017]
- ©2017
- Physical Details
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- 1 online resource
- ISBNs
- 9783658182540, 9783658182533, 3658182539, 3658182547
- OCLC
- ocn986538796
- Includes bibliographical references.
- 2.2.2.2 Concepts and Topics2.2.2.3 Competences and Attitudes; 2.2.3 Summary; 2.3 Curricular Processes in Science Education; 2.3.1 Components of a Curriculum Process; 2.3.2 Central Stakeholders of Curriculum Processes in Science Education; 2.3.2.1 Students; 2.3.2.2 Teachers; 2.3.2.3 Science Education Researchers; 2.3.2.4 Scientists; 2.3.2.5 Education Policy and Administration; 2.3.3 The Delphi Technique as an Instrument for the Investigation of Curricular Aspects of Science Education; 2.3.3.1 The Delphi Method; 2.3.3.1.1 Initial Question and Question Types
- 2.3.3.1.2 Expertise Criteria and Structure of the Sample2.3.3.1.3 Sample Size; 2.3.3.1.4 Design of Questionnaires; 2.3.3.1.5 Iteration and Number of Rounds; 2.3.3.1.6 Anonymity of the Participants; 2.3.3.1.7 Feedback and Structure of Information Flow; 2.3.3.1.8 Panel Mortality; 2.3.3.1.9 Mode of Interaction; 2.3.3.1.10 General Procedure; 2.3.3.2 Curricular Application of the Delphi Method; 2.3.4 Summary; 2.4 Science Education in Light of Subject Specific Curricular Delphi Studies; 2.4.1 Physics; 2.4.2 Biology; 2.4.3 Chemistry; 2.4.4 Summary; 2.5 Research Questions and Hypotheses; 3 Method
- 3.1 Design of the Berlin Curricular Delphi Study in Science3.1.1 Structure and Procedure of the Study; 3.1.2 Selection of the Sample; 3.2 Instruments for Data Collection and Methods of Data Analysis; 3.2.1 First Round; 3.2.1.1 Leading Questions; 3.2.1.2 Design of the Questionnaire; 3.2.1.3 Data Analysis; 3.2.1.3.1 Qualitative Analysis; 3.2.1.3.2 Preparation of the Data for Quantitative Analysis; 3.2.1.3.3 Descriptive Statistics; 3.2.1.3.4 Statistical Testing Procedures; 3.2.2 Second Round; 3.2.2.1 Leading Questions; 3.2.2.2 Design of the Questionnaire; 3.2.2.3 Data Analysis
- 3.2.2.3.1 Descriptive Statistics3.2.2.3.2 Statistical Testing Procedures; 3.2.2.3.3 Hierarchical Cluster Analysis; 3.2.3 Third Round; 3.2.3.1 Leading Questions; 3.2.3.2 Design of the Questionnaire; 3.2.3.3 Data Analysis; 3.2.3.3.1 Descriptive Statistics; 3.2.3.3.2 Statistical Testing Procedures; 4 Empirical Part; 4.1 Results of the First Round; 4.1.1 Description of the Sample and Response Rate; 4.1.2 Qualitative Analysis; 4.1.2.1 Inter-Rater Agreement; 4.1.2.2 Classification System; 4.1.2.3 Characterization and Examples of the Responses; 4.1.3 Quantitative Analysis; 4.1.3.1 Response Behavior