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SUMMARY:To measure is to know –learning progressions in scientific inqui
 ry - Professor Rüdiger Tiemann\, Humboldt-Universität zu Berlin\, Instit
 ut für Chemie
DTSTART:20140429T153000Z
DTEND:20140429T170000Z
UID:TALK52272@talks.cam.ac.uk
CONTACT:Ann Waterman
DESCRIPTION:Modelling and assessing the development of learning competenci
 es\, such as problem solving\, is currently promoted as the basis for deci
 sion-making in the educational system (e.g.\, Klieme\, Leutner\, & Kenk\, 
 2010) in Germany\, particular in the area of secondary education\, both at
  school level as well as for higher education\, e.g. science teacher educa
 tion.  Of particular importance are skills in Scientific Inquiry\, underst
 ood\, for example\, as a part of problem solving competencies or as a comp
 onent of teachers’ professional knowledge (see e.g.\, Baumert & Kunter\,
  2006). Consequently\, research in science education has to provide reliab
 le and valid data for this fundamental development of the educational syst
 em.\n\nTwo approaches of the Chemistry Education Group at Humboldt-Univers
 ität zu Berlin will illustrate theories\, methods and instruments used by
  my group in the field of knowledge acquisition in science. In the first e
 xample we investigate school pupils at the age of 15 and look in detail at
  similarities and differences in scientific inquiry between chemistry and 
 biology. The second study deals with students at university level. Here we
  are focusing in different university systems and different “pathways”
  at university (e.g. bachelor of science vs. joint honours science/educati
 on).\n
LOCATION: Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, DM
 B\, Room GS5
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