Assessing scientific literacy as readiness to deal with civic issues concerned with science
Person photo Dr Maria Andrée
Department of Mathematics and Science Education

Studies have shown that people does not necessarily apply science learnt in scholastic environment in their everyday civic (or professional) life. Use of science in everyday civic life would consequently benefit from being assessed in contexts that are as similar to everyday civic life as possible. In the first National assessments of Science 2009, science teachers reported inexperience in assessing skills like argumentation, media critique, decision making and nature of science and its connection to science. Our standpoint is that all participants in a community are responsible for the repertoire of their common enterprises as they negotiate what is valued as competence. Since I believe what is considered meaningful cannot be imposed on a practice we started to study what meaning student negotiated of curricula standards in argumentation tasks and scrutiny of experimental designs and publications. The students became more and more involved in the assessment process and were asked to provide feedback on each other's performances. Data material has been gathered with video and audio recorders as well as collection of written student work. Right now I am studying how groups of teachers discuss assessment and feedback of tasks concerning argumentation, decision making and scrutiny of media.
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Dr Jens Anker-Hansen
I work with praxisdeveloping project where I in co-operation with active schoolteachers try to find forms of assessment to evaluate and improve student readiness to deal with situations with a scientific component that student are likely to encounter as citizens. We are trying to make the tasks as ...