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Figure 4: Framework-level essential competencies - a proposal with potential for science education.  Points of major relevance of the six future focussed themes are also shown.

Three other competencies

RELATING AND CONTRIBUTING

 Citizenship

[Understanding interactions between scientists’ work, the science community and social values]

 Social cohesion

[Taking considered action related to socio-scientific issues]

MANAGING SELF

[Respecting evidence; being honest and avoiding personal bias; suspending judgement while continuing to pursue investigations]

MAKING MEANING

 Enterprise and innovation

[Exploring fruitful links between science ideas, technological devices and human needs]

 Critical literacy

[Using information communication technology and other technologies to build personal understandings of science]

[Creating and critiquing scientific models]

Cross-cutting competency

THINKING AND BEING

Bicultural and multicultural awareness

Education for a sustainable future

# Creativity

[Creative science involves hard wor, persistence, curiosity, playfulness, experimentation.]

# Metacognition

Including …

-     Critical thinking

[Interrogating science ideas to identify changes over time]

[Being aware of differences in interdisciplinary perspectives]

[Being able to recognise what skills are necessary in science]

-     Logical thinking

[Focussing and planning a science investigation]

[Gathering information in science]

[Processing and interpreting science data]

[Reporting science understandings]

-

Learning to learn

[Appreciating multiple perspectives of knowledge, including specific features of Western science ways of knowing the world]

# Belonging

Including  …

-     Motivation

[Having a sense of ownership of a science environment]

-     Connectedness

[Feeling part of a collaborative science enterprise]

Figure 5: Curriculum document-level science competencies - a proposal that resonates with the Framework-level essential competencies. [Instances of science competencies that exemplify the essential competencies in Figure 4 are shown.]

From TKI | NZ Curriculum Marautanga Project | What’s happening | Science ­|  Reframing the essential skills        

http://www.tki.org.nzcurriculum/whats_happening/index_e.phppage 9 of 11

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