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Cognitive Demands of the Reformed Queensland Physics, Chemistry and Biology Syllabus: An Analysis Framed by the New Taxonomy of Educational Objectives
Research in Science Education ( IF 2.469 ) Pub Date : 2021-05-19 , DOI: 10.1007/s11165-021-09988-4
Claudia Johnson , Helen Boon , Maree Dinan Thompson

Learning objectives outline the knowledge and skills to be taught in a subject, thus signaling what is worth learning and what type of thinking is valued. The aim of this syllabus analysis is to determine the cognitive demand of learning objectives in the recently reformed Queensland physics, chemistry and biology syllabus and to analyse whether the development of students’ metacognitive and self-system thinking is embedded in the curriculum. Marzano and Kendall’s (2007) New Taxonomy of Educational Objectives was used as a theoretical framework for the analysis. Results show that cognitive levels of learning objectives are skewed towards the lower order thinking skills retrieval and comprehension in all three sciences, with less than 50% of learning objectives at analysis or knowledge utilisation level. Teaching metacognitive and self-system thinking were found to be implicit rather than explicit objectives of the new syllabi. There may be a mismatch between the policy goals of science education in Australia and the cognitive demands emphasised in the new syllabi, fuelling the debate about the right balance of lower order and higher order cognitive skills in secondary science. Implications for pedagogy and stakeholders in science education are discussed.



中文翻译:

改革后的昆士兰物理,化学和生物学课程大纲的认知需求:以教育目标的新分类法为框架的分析

学习目标概述了一门学科要教授的知识和技能,从而表明了值得学习的东西和重视的思维类型。该教学大纲分析的目的是确定最近改革的昆士兰州物理,化学和生物学教学大纲中学习目标的认知需求,并分析学生的元认知和自我系统思维的发展是否嵌入课程中。Marzano和Kendall(2007)的《教育目标的新分类法》被用作分析的理论框架。结果表明,在所有三门科学中,学习目标的认知水平都偏向于低阶思维技能的检索和理解,而在分析或知识利用水平上,不到50%的学习目标。发现元认知和自我系统思维的教学是新大纲的内隐目标,而不是明确目标。澳大利亚科学教育的政策目标与新课程大纲中强调的认知要求之间可能会出现不一致,这引发了有关中学科学中低阶和高阶认知技能正确平衡的争论。讨论了对教育学和利益相关者在科学教育中的意义。

更新日期:2021-05-19
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