A Competence-Based Science Learning Framework Illustrated through the Study of Natural Hazards and Disaster Risk Reduction

Autor/inn/en	Oyao, Sheila G.; Holbrook, Jack; Rannikmäe, Miia; Pagunsan, Marmon M.
Titel	A Competence-Based Science Learning Framework Illustrated through the Study of Natural Hazards and Disaster Risk Reduction
Quelle	In: International Journal of Science Education, 37 (2015) 14, S.2237-2263 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1075076
Schlagwörter	Science Education; Hazardous Materials; Risk; Guidelines; Scientific Literacy; Competency Based Education; Teaching Methods; Resilience (Psychology); Sustainability; Student Evaluation; Natural Disasters + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Hazardous substance; Gefahrstoff; Risiko; Richtlinien; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Teaching method; Lehrmethode; Unterrichtsmethode; Nachhaltigkeit; Schulnote; Studentische Bewertung; Natural disaster; Naturkatastrophe
Abstract	This article proposes a competence-based learning framework for science teaching, applied to the study of "big ideas", in this case to the study of natural hazards and disaster risk reduction (NH&DRR). The framework focuses on new visions of competence, placing emphasis on nurturing connectedness and behavioral actions toward resilience and sustainability. The framework draws together competences familiarly expressed as cognitive knowledge and skills, plus dispositions and adds connectedness and action-related behaviors, and applies this by means of a progression shift associated with NH&DRR from abilities to capabilities. The target is enhanced scientific literacy approached through an education through science focus, amplified through the study of a big idea, promotion of sustained resilience in the face of disaster and the taking of responsibilities for behavioral actions. The framework is applied to a learning progression for each interrelated education dimension, thus serving as a guide for both the development of abilities and as a platform for stimulating student capabilities within instruction and assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01