基于PISA国际研究的自然科学胜任力观的形成

Serhii Makieiev
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引用次数: 0

摘要

本文分析了科学胜任力概念装置的形成及其在PISA国际教育质量研究过程中的作用。在欧盟和经济合作与发展组织的教育文件中,考虑了科学能力的组成部分和方面。研究发现,欧洲理事会的建议和欧盟委员会的参考框架“终身学习的关键能力”区分了科学能力的知识、技能和态度等组成部分。值得注意的是,经济合作与发展组织的PISA国际教育质量研究框架文件制定了一个等效的“科学素养”概念,包括许多方面——环境、能力、知识和态度。分析了2000-2022年PISA研究中科学素养测定的变化及其各方面的特点。重点关注PISA术语的具体情况,其复杂性和多功能性。研究了乌克兰在国家规范性教育文件和概念中对科学能力的定义。确定它们主要集中于外国建议和国际研究的框架文件,并区分能力的某些组成部分- -基本知识、技能和态度。结合我国基础学校向以胜任力为基础的新教育标准学习的转变,强调了我国教育体系在实施胜任力方法方面进一步借鉴世界经验的必要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Formation of natural science competency concept based on PISA international research
The article presents an analysis of conceptual apparatus formation of science competency and a role in this process of PISA international study of education quality. The components and aspects of science competency are considered, presented in educational documents of the European Union and the Organisation for Economic Co-operation and Development. It is revealed that recommendations of the European Council and reference frameworks of the European Commission “Key competences for lifelong learning” distinguish such components of science competency as knowledge, skills and attitudes. It is noted that the Organisation for Economic Co-operation and Development framework documents for PISA international study of education quality formulates an equivalent concept of “science literacy”, consisting of a number of aspects – contexts, competencies, knowledge and attitudes. Changes in determination of science literacy in PISA study for the period 2000–2022 and characteristics of its aspects are analyzed. Significant attention is paid to specifics of PISA terminology, its complexity and versatility. Ukrainian definitions of science competency in national normative educational documents and concepts are investigated. It is determined that they are largely focused on foreign recommendations and framework documents of international research, and also distinguish certain components of competency – basic knowledge, skills and attitudes. The author emphasized the need to further borrowing by national education system of world experience in the field of competency approach implementation, in connection with transition of basic school to study by new educational standards on competent basis.
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