Decision-making Competence in Biology Education: Implementation into German Curricula in Relation to International Approaches

Benjamin Steffen; Corinna Hößle

doi:10.12973/eurasia.2014.1089a

Full Text (PDF)

Benjamin Steffen ¹ ^* , Corinna Hößle ¹

More Detail

¹ Carl-von-Ossietzky University of Oldenburg, GERMANY
^* Corresponding Author

Abstract

The integration of decision-making competence or comparable constructs into science education has been strongly enforced during the last twenty years. Germany captured the tendency with the introduction of national standards for science education that included a domain that refers to decision-making competence. This domain – ‘evaluation and judgement competence’ – is currently depicted by different models. This paper describes the models and existing international approaches on decision-making. To give insights into current research on the German construct, selected results of two studies regarding teachers’ pedagogical content knowledge with the focus on improving the integration of evaluation and judgement competence into biology lessons are presented. Relations of evaluation and judgement competence to international approaches and its integration into biology lessons are discussed.

Keywords

decision-making
evaluation and judgement competence
German national standards
moral judgement
Pedagogical Content Knowledge
socioscientific issues

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2014.1089a

EURASIA J Math Sci Tech Ed, 2014 - Volume 10 Issue 4, pp. 343-355

Publication date: 15 Dec 2014

Article Views: 1219

Article Downloads: 578

Open Access References How to cite this article

References

Alfs, N. (2012). Ethisches Bewerten fördern. Eine qualitative Untersuchung zum fachdidaktischen Wissen von Biologielehrkräften zum Kompetenzbereich „Bewertung“[Fostering ethical judgement. A qualitative study on biology teachers’ pedagogical content knowledge regarding the competence domain ‚Evaluation and judgement competence‘]. Hamburg: Dr. Kovač.
Artelt, C., & Gräsel, C. (2009). Diagnostische Kompetenz von Lehrkräften [Diagnostic competence of teachers]. Zeitschrift für Pädagogische Psychologie 23, 157-160.
Baumert, J., & Kunter, M. (2006). Stichwort: professionelle Kompetenz von Lehrkräften [Catchword: Professional competence of teachers]. Zeitschrift für Erziehungswissenschaften 9, 469-520.
Baggiani, J., & Fosl, P.S. (2003). The philosopher’s toolkit. A compendium of philosophical concepts and methods. Oxford: Blackwell.
Betsch, T., & Haberstroh, S. (2005). The routines of decision making. Mahwah, NJ: Erlbaum.
Bögeholz, S. (2007). Bewertungskompetenz für systematisches Entscheiden in komplexen Gestaltungssituationen Nachhaltiger Entwicklung [Evaluation and judgement competence for systematic decision-making in complex shaping situations of sustainable development]. In D. Krüger, & J. Vogt (Eds.), Theorien in der biologiedidaktischen Forschung. Ein Handbuch für Lehramtsstudenten und Doktoranden [Theories in the research of didactics of biology. A handbook for students and doctoral candidates] (pp. 209-220). Berlin: Springer.
Bögeholz, S. (2010). Bewertungskompetenz im Kontext Nachhaltiger Entwicklung. Ein Forschungsprogramm [Evaluation and judgement competence in the context of sustainable development. A research program]. In D. Höttecke (Ed.), Naturwissenschaftliche Bildung als Beitrag zur Gestaltung partizipativer Demokratie [Scientific literacy as contribution to the shaping of Participatory democracy]. Gesellschaft für Didaktik der Chemie und Physik, Jahrestagung in Potsdam 2010 (pp. 32-46). Münster: LIT-Verlag.
Corbin, J., & Strauss, A. (2008). Basics of Qualitative Research. Techniques and Procedures for Developing Grounded Theory. Thousand Oaks: Sage.
Eggert, S., & Bögeholz, S. (2006). Göttinger Modell der Bewertungskompetenz – Teilkompetenz „Bewerten, Entscheiden und Reflektieren“ für Gestaltungsaufgaben Nachhaltiger Entwicklung [Göttinger model of evaluation and judgement competence – subdomain „evaluation, choice and reflection“ for shaping tasks of sustainable development]. Zeitschrift für Didaktik der Naturwissenschaften 12, 177-197.
Feierabend, T. Stuckey, M., Nienaber, S., & Eilks, I. (2012). Two approaches for analyzing students’ competence of ‘evaluation’ in group discussions about climate change. International Journal of Environmental & Science Education 7, 581-598.
Fensham, P. J. (2013). International assessments of science learning: Their positive and negative contribution to science education. In D. Corrigan, R. Gunstone & A. Jones (Eds.), Valuing assessment in science education: Pedagogy, curriculum, policy (pp. 11-31). Dordrecht: Springer.
Fensham, P. J. & Rennie, L. J. (2013). Towards an authentically assessed science curriculum. In D. Corrigan, R. Gunstone & A. Jones (Eds.), Valuing assessment in science education: Pedagogy, curriculum, policy (pp. 69-100). Dordrecht: Springer.
Helmke, A. (2009). Unterrichtsqualität und Lehrerprofessionalität. Diagnose, Evaluation und Verbesserung des Unterrichts [Quality of lessons and teachers‘ professionalism. Assessment, evaluation and improvement of lessons]. Seelze-Velber: Kallmeyer-Klett.
Hesse, I., & Latzko, B. (2011). Diagnostik für Lehrkräfte [Assessment for teachers]. Opladen: Budrich.
Hostenbach, J., Fischer, H.E., Kauertz, A., Mayer, J., Sumfleth, E., & Walpuski, M. (2011). Modellierung der Bewertungskompetenz in den Naturwissenschaften zur Evaluation der Nationalen Bildungsstandards [Modeling the evaluation and judgement competence in science to evaluate national educational standards]. Zeitschrift für Didaktik der Naturwissenschaften 17, 261-288.
Hößle, C. (2001). Moralische Urteilsfähigkeit. Eine Interventionsstudie zur moralischen Urteilsfähigkeit von Schülern zum Thema Gentechnik [Moral judgement. An intervention study on pupils’ moral judgement regarding gene technology]. Innsbruck: Studienverlag.
Jahnke, L. & Hößle, C. (2011). Entwicklung diagnostischer Kompetenz in Lehr-Lern-Laborsituationen – eine Chance für die Lehrerbildung? [Developing diagnostic competence in teaching-learning-laboratories – a chance for teacher training?] In A. Fischer, V. Niesel, & J. Sjuts (Eds.), OLAW Tagungsband (pp. 115-128). Oldenburg: BIS.
Jones, A., McKim, A., & Reiss, M. (2010). Towards introducing ethical thinking in the classroom: Beyond rhetoric. In A. Jones, A. McKim, & M. Reiss (Eds.), Ethics in the science and technology classroom: A new approach to teaching and learning (pp. 1-5). Rotterdam: Sense.
Jorde, D., & Mark, S. (2007). The contribution of information technology for inclusion of socioscientific issues in science: The case of wolves in Norway. In D. Corrigan, J. Dillon, & R. Gunstone (Eds.). The re-emergence of values in the science curriculum (pp. 179-198). Rotterdam: Sense.
Kohlberg, L. (1974). Zur kognitiven Entwicklung des Kindes [Cognitive development of the child]. Frankfurt: Suhrkamp.
Kohlberg, L. (1976). Moral stages and moralization: The cognitive-development approach. In T. Lickona (Ed.), Moral development and behaviour. Theory, research and social issues (pp. 31-53). New York, NY: Holt, Rinehart and Winston.
Kolstø, S. D. (2001). Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues. Science Education 85, 291-310.
Kultusministerkonferenz (KMK) (2004). Bildungsstandards im Fach Biologie für den Mittleren Schulabschluss [Educational standards of the subject of biology for secondary schools]. Retrieved April, 10, 2014 from http://www.kmk.org/fileadmin/veroeffentlichungen_b eschluesse/2004/2004_12_16-BildungsstandardsBiologie.pdf.
Mayring, P. (2000). Qualitative content analysis. Forum: Qualitative Social Research. Vol. 1, Nr. 2. Retrieved November, 4, 2013 from http://www.qualitativeresearch.net/index.php/ fqs/ article/view/1089/2385.
Meier, M. & A. Nitsch (2012). Miesmuschel vs. Pazifische Auster. Ein Duell im Wattenmeer. [Blue Mussel vs. Pacific Giant Oyster. A duel in the wadden sea]. Praxis der Naturwissenschaften Biologie 61, 6-14.
Modgil, S. & Modgil, C. (Eds.) (1986). Lawrence Kohlberg. Consensus and controversy. Philadelphia: Palmer.
Nunner-Winkler, G. (1996). Moralisches Wissen, moralische Motivation, moralisches Handeln. Entwicklungen in der Kindheit [Moral knowledge, moral motivation, moralisch acting. Developments during childhood]. In M.S. Honig, H. R. Leu & U. Nissen (Eds.), Kinder und Kindheit. Soziokulturelle Muster – sozialisationstheoretische Perspektiven [Children and childhood. Sociocultural patterns – socialization theretical perspectives] (pp. 129-156). Weinheim: Juventa.
Park, S., & Oliver, J.S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education 38, 261-284.
Patton, M.Q. (2002). Qualitative evaluation and research methods. London: Sage.
Peltzer, U. (1986). Lawrence Kohlbergs Theorie des moralischen Urteilens. Eine wissenschaftstheoretische und forschungspraktische Analyse [Lawrence Kohlberg’s theory of moral judgement. A scientific theoretical and research practical analysis]. Wiesbaden: Springer.
Ratcliffe, M., & Grace, M. (2003). Science education for citizenship: Teaching socio-scientific issues. Maidenhead: Open University.
Reitschert, K., & Hößle, C. (2007). Wie Schüler ethisch bewerten. Eine qualitative Untersuchung zur Strukturierung und Ausdifferenzierung von Bewertungskompetenz in bioethischen Sachverhalten bei Schülern der Sek. I [How students judge ethically. A qualitative study on the structure and differentiation of competence of moral judgement with respect to bioethical issues concerning students of Sek. I]. Zeitschrift für Didaktik der Naturwissenschaften 13, 125-143.
Reitschert, K. (2009). Ethisches Bewerten im Biologieunterricht. Eine qualitative Untersuchung zur Strukturierung und Ausdifferenzierung von Bewertungskompetenz in bioethischen Sachverhalten bei Schülern der Sekundarstufe I [Moral judgement in biology lessons. A qualitative study on the structure and differentiation of competence of moral judgement with respect to bioethical issues concerning students of Sek. I]. Hamburg: Dr. Kovač.
Roberts, D. A. (2007). Scientific literacy/science literacy. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 729–780). Mahwah, NJ: Lawrence Erlbaum Associates.
Sadler, T.D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching 41, 513-536.
Sadler, T. D. (2011a). Situating socio-scientific issues in classrooms as a means of achieving goals of science education. In T. D. Sadler (Ed.), Socio-scientific issues in the classroom. Teaching, learning and research (pp. 1-9). Heidelberg: Springer.
Sadler, T. D. (2011b). Socio-scientific issues-based education: What we know about science education in the context of SSI. In T. D. Sadler (Ed.), Socio-scientific issues in the classroom. Teaching, learning and research (pp. 355-369). Heidelberg: Springer.
Sadler, T.D., & Donnelly, L.A. (2006). Socioscientific argumentation: The effects of content knowledge and morality. International Journal of Science Education 28, 1463- 1488.
Sadler, T.D., Barab, S.A., & Scott, B. (2007). What do students gain in engaging in socioscientific inquiry? Research in Science Education 37, 371-391.
Schecker, H., & Parchmann, I. (2006). Modellierung naturwissenschaftlicher Kompetenz [Modelling scientific competence]. Zeitschrift für Didaktik der Naturwissenschaften 12, 45-66.
Schwanewedel, J., & Mayer, J. (2012). Modellierung von Bewertungskompetenz im Rahmen der Evaluation der Bildungsstandards [Modelling of evaluation and judgement competence in the context of the evaluation of educational standards]. In U. Harms, & F.X. Bogner (Eds.), Lehr- und Lernforschung in der Biologiedidaktik [Research in didactics of biology]. Vol. 5 (pp. 99-115). Innsbruck: Studienverlag.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher 15, 4-14.
Reuss, S. & Becker, G. (1996). Evaluation des Ansatzes von Lawrence Kohlberg zur Entwicklung und Messung Moralischen Urteilens. Immanente Kritik und Weiterentwicklung. [Evaluation of Lawrence Kohlberg’s approach of development and measuring moral judgement. Immanent criticism and advancement]. Berlin: Max Planck-Institut für Bildungsforschung.
Weinert, F.E. (2001). Vergleichende Leistungsmessung in Schulen – eine umstrittene Selbstverständlichkeit [Comparative assessment in schools – a contentious naturalness]. In F.E. Weinert (Ed.), Leistungsmessung in Schulen [Assessment in schools] (pp. 17-31). Weinheim: Beltz.
Witzel, A. (2000). The problem-centered interview. Forum: Qualitative Social Research. Vol. 1, Nr. 1. Retrieved November, 4, 2013 from http://www.qualitative research.net/index.php/fqs/ article/view/1132/ 252.
Zeidler, T.D., & Nichols, B.H. (2009). Socioscientific issues: Theory and practice. Journal of Elementary Science Education 21, 49-58.
Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research-based framework for socioscientific issues education. Science Education 89, 357- 377.
Zeidler, D. L., & Sadler, T. D. (2007). Social and ethical issues in science education: A prelude to action. Science & Education 17, 799-803.

How to cite this article

APA

Steffen, B., & Hößle, C. (2014). Decision-making Competence in Biology Education: Implementation into German Curricula in Relation to International Approaches. Eurasia Journal of Mathematics, Science and Technology Education, 10(4), 343-355. https://doi.org/10.12973/eurasia.2014.1089a

Vancouver

Steffen B, Hößle C. Decision-making Competence in Biology Education: Implementation into German Curricula in Relation to International Approaches. EURASIA J Math Sci Tech Ed. 2014;10(4):343-55. https://doi.org/10.12973/eurasia.2014.1089a

AMA

Steffen B, Hößle C. Decision-making Competence in Biology Education: Implementation into German Curricula in Relation to International Approaches. EURASIA J Math Sci Tech Ed. 2014;10(4), 343-355. https://doi.org/10.12973/eurasia.2014.1089a

Chicago

Steffen, Benjamin, and Corinna Hößle. "Decision-making Competence in Biology Education: Implementation into German Curricula in Relation to International Approaches". Eurasia Journal of Mathematics, Science and Technology Education 2014 10 no. 4 (2014): 343-355. https://doi.org/10.12973/eurasia.2014.1089a

Harvard

Steffen, B., and Hößle, C. (2014). Decision-making Competence in Biology Education: Implementation into German Curricula in Relation to International Approaches. Eurasia Journal of Mathematics, Science and Technology Education, 10(4), pp. 343-355. https://doi.org/10.12973/eurasia.2014.1089a

MLA

Steffen, Benjamin et al. "Decision-making Competence in Biology Education: Implementation into German Curricula in Relation to International Approaches". Eurasia Journal of Mathematics, Science and Technology Education, vol. 10, no. 4, 2014, pp. 343-355. https://doi.org/10.12973/eurasia.2014.1089a