可持续发展:在瑞典9年级国家地理考试中探讨性别差异

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH
Andreas Alm Fjellborg, Kajsa Kramming
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引用次数: 1

摘要

摘要本文分析了瑞典15岁儿童在高风险国家地理评估中的表现。它明确指出了哪些项目特征分别产生有利于男孩和女孩的差异项目功能(DIF)。研究结果表明,在具有构建反应的项目中,DIF有利于女孩,主要是可持续发展社会维度的内容,而男孩更受可持续发展领域以外内容的青睐。得出的结论是,达到Bloom分类更高水平的内容有利于女孩——尤其是当主题内容涉及可持续发展时。在分析学校可持续发展问题的教学和考试时,这一点很重要。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Sustainable development: Exploring gender differences in the Swedish national test in geography for grade 9
Abstract This paper provides an analysis of how Swedish 15-year-olds perform on the high-stakes national assessments in geography. It explicitly addresses which item characteristics produce differential item functioning (DIF) in favor of boys and girls respectively. The findings show that DIF occurs in favor of girls in items with constructed response and primarily with content on the social dimension of sustainable development (SD), while boys are more favored by content outside the field of SD. The conclusions drawn are that content that reaches higher levels of Bloom’s taxonomy favors girls, especially when the subject content concerns SD. This is important when analyzing the teaching and examination of sustainability issues in school.
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来源期刊
CiteScore
5.20
自引率
33.30%
发文量
11
期刊介绍: International Research in Geographical & Environmental Education publishes quality research studies within the context of geographical and environmental education. The journal endeavours to promote international interest and dissemination of research in the field, provides a forum for critique, and demonstrates the relevance of research studies to good professional practice.
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