Abstract
The purpose of this master thesis is to examine the possibility to assess Action competence in scientific items. The concept competence is ruling the world of education and the mercantile area, this on behalf of “bildung” or literacy, but is it possible to do a competence assessment? My problem is as follows: “Can I assess scientific competence, especially Action competence, and specific if it is possible to do in inquiry inspired education. Is the concept of competence operational as goal of education.”
My argument is that Action competence is connected the “bildung” concept and that our understanding should be in this relation instead of a “mercantile” understanding seeing humans as a production assed. I see Action competence as an ideal for “bildung”.
One of the main problems in having competencies as educational goals is that it is difficult to assess, not only because competencies is to be seen as future potentials driven by will, but also because of the action part. I have divided knowledge in Aristotle’s three types of knowledge: episteme, techne and phronesis and argues that competences, contains all three kinds of knowledge. I argue that most assessment is on epistemic knowledge only, leaving techne and phronesis out of assessment. Goals not assessed tend to disappear on behalf of easily assessed goals which means, that competence goals are facing a silent death. In this thesis I argue that we should see the concept of assessment broader than tests with more qualitative kinds of assessment to capture signs of competencies. I also argue that if we do not chance our assessment it will have an influence on the way we teach.
I see “socio cultural” theories of learning fruitful for achieving action competence. These theories is focused on contextual matters, knowledge displayed In a social relations with cultural artifacts before It can be used on a personal level, but since knowledge is connected to the situation I am interested in how knowledge can go further, if all knowledge is situated competencies would not exist.
I have selected education based on inquiry principles to try to assess action competence. Inquiry suits well socio cultural theories of learning and competence goals, partly because of action and problem solving. Giving 8 grade class in science a new and authentic problem to solve I have tried to see signs of all three kinds of knowledge to estimate if action competence has been displayed in that specific day in that specific context. To do so, I have mainly recorded the pupils, talks to solve the given problem and interviewed a selected group out of the context.
The purpose of this master thesis is to examine the possibility to assess Action competence in scientific items. The concept competence is ruling the world of education and the mercantile area, this on behalf of “bildung” or literacy, but is it possible to do a competence assessment? My problem is as follows: “Can I assess scientific competence, especially Action competence, and specific if it is possible to do in inquiry inspired education. Is the concept of competence operational as goal of education.”
My argument is that Action competence is connected the “bildung” concept and that our understanding should be in this relation instead of a “mercantile” understanding seeing humans as a production assed. I see Action competence as an ideal for “bildung”.
One of the main problems in having competencies as educational goals is that it is difficult to assess, not only because competencies is to be seen as future potentials driven by will, but also because of the action part. I have divided knowledge in Aristotle’s three types of knowledge: episteme, techne and phronesis and argues that competences, contains all three kinds of knowledge. I argue that most assessment is on epistemic knowledge only, leaving techne and phronesis out of assessment. Goals not assessed tend to disappear on behalf of easily assessed goals which means, that competence goals are facing a silent death. In this thesis I argue that we should see the concept of assessment broader than tests with more qualitative kinds of assessment to capture signs of competencies. I also argue that if we do not chance our assessment it will have an influence on the way we teach.
I see “socio cultural” theories of learning fruitful for achieving action competence. These theories is focused on contextual matters, knowledge displayed In a social relations with cultural artifacts before It can be used on a personal level, but since knowledge is connected to the situation I am interested in how knowledge can go further, if all knowledge is situated competencies would not exist.
I have selected education based on inquiry principles to try to assess action competence. Inquiry suits well socio cultural theories of learning and competence goals, partly because of action and problem solving. Giving 8 grade class in science a new and authentic problem to solve I have tried to see signs of all three kinds of knowledge to estimate if action competence has been displayed in that specific day in that specific context. To do so, I have mainly recorded the pupils, talks to solve the given problem and interviewed a selected group out of the context.
The purpose of this master thesis is to examine the possibility to assess Action competence in scientific items. The concept competence is ruling the world of education and the mercantile area, this on behalf of “bildung” or literacy, but is it possible to do a competence assessment? My problem is as follows: “Can I assess scientific competence, especially Action competence, and specific if it is possible to do in inquiry inspired education. Is the concept of competence operational as goal of education.”
My argument is that Action competence is connected the “bildung” concept and that our understanding should be in this relation instead of a “mercantile” understanding seeing humans as a production assed. I see Action competence as an ideal for “bildung”.
One of the main problems in having competencies as educational goals is that it is difficult to assess, not only because competencies is to be seen as future potentials driven by will, but also because of the action part. I have divided knowledge in Aristotle’s three types of knowledge: episteme, techne and phronesis and argues that competences, contains all three kinds of knowledge. I argue that most assessment is on epistemic knowledge only, leaving techne and phronesis out of assessment. Goals not assessed tend to disappear on behalf of easily assessed goals which means, that competence goals are facing a silent death. In this thesis I argue that we should see the concept of assessment broader than tests with more qualitative kinds of assessment to capture signs of competencies. I also argue that if we do not chance our assessment it will have an influence on the way we teach.
I see “socio cultural” theories of learning fruitful for achieving action competence. These theories is focused on contextual matters, knowledge displayed In a social relations with cultural artifacts before It can be used on a personal level, but since knowledge is connected to the situation I am interested in how knowledge can go further, if all knowledge is situated competencies would not exist.
I have selected education based on inquiry principles to try to assess action competence. Inquiry suits well socio cultural theories of learning and competence goals, partly because of action and problem solving. Giving 8 grade class in science a new and authentic problem to solve I have tried to see signs of all three kinds of knowledge to estimate if action competence has been displayed in that specific day in that specific context. To do so, I have mainly recorded the pupils, talks to solve the given problem and interviewed a selected group out of the context.
My argument is that Action competence is connected the “bildung” concept and that our understanding should be in this relation instead of a “mercantile” understanding seeing humans as a production assed. I see Action competence as an ideal for “bildung”.
One of the main problems in having competencies as educational goals is that it is difficult to assess, not only because competencies is to be seen as future potentials driven by will, but also because of the action part. I have divided knowledge in Aristotle’s three types of knowledge: episteme, techne and phronesis and argues that competences, contains all three kinds of knowledge. I argue that most assessment is on epistemic knowledge only, leaving techne and phronesis out of assessment. Goals not assessed tend to disappear on behalf of easily assessed goals which means, that competence goals are facing a silent death. In this thesis I argue that we should see the concept of assessment broader than tests with more qualitative kinds of assessment to capture signs of competencies. I also argue that if we do not chance our assessment it will have an influence on the way we teach.
I see “socio cultural” theories of learning fruitful for achieving action competence. These theories is focused on contextual matters, knowledge displayed In a social relations with cultural artifacts before It can be used on a personal level, but since knowledge is connected to the situation I am interested in how knowledge can go further, if all knowledge is situated competencies would not exist.
I have selected education based on inquiry principles to try to assess action competence. Inquiry suits well socio cultural theories of learning and competence goals, partly because of action and problem solving. Giving 8 grade class in science a new and authentic problem to solve I have tried to see signs of all three kinds of knowledge to estimate if action competence has been displayed in that specific day in that specific context. To do so, I have mainly recorded the pupils, talks to solve the given problem and interviewed a selected group out of the context.
The purpose of this master thesis is to examine the possibility to assess Action competence in scientific items. The concept competence is ruling the world of education and the mercantile area, this on behalf of “bildung” or literacy, but is it possible to do a competence assessment? My problem is as follows: “Can I assess scientific competence, especially Action competence, and specific if it is possible to do in inquiry inspired education. Is the concept of competence operational as goal of education.”
My argument is that Action competence is connected the “bildung” concept and that our understanding should be in this relation instead of a “mercantile” understanding seeing humans as a production assed. I see Action competence as an ideal for “bildung”.
One of the main problems in having competencies as educational goals is that it is difficult to assess, not only because competencies is to be seen as future potentials driven by will, but also because of the action part. I have divided knowledge in Aristotle’s three types of knowledge: episteme, techne and phronesis and argues that competences, contains all three kinds of knowledge. I argue that most assessment is on epistemic knowledge only, leaving techne and phronesis out of assessment. Goals not assessed tend to disappear on behalf of easily assessed goals which means, that competence goals are facing a silent death. In this thesis I argue that we should see the concept of assessment broader than tests with more qualitative kinds of assessment to capture signs of competencies. I also argue that if we do not chance our assessment it will have an influence on the way we teach.
I see “socio cultural” theories of learning fruitful for achieving action competence. These theories is focused on contextual matters, knowledge displayed In a social relations with cultural artifacts before It can be used on a personal level, but since knowledge is connected to the situation I am interested in how knowledge can go further, if all knowledge is situated competencies would not exist.
I have selected education based on inquiry principles to try to assess action competence. Inquiry suits well socio cultural theories of learning and competence goals, partly because of action and problem solving. Giving 8 grade class in science a new and authentic problem to solve I have tried to see signs of all three kinds of knowledge to estimate if action competence has been displayed in that specific day in that specific context. To do so, I have mainly recorded the pupils, talks to solve the given problem and interviewed a selected group out of the context.
The purpose of this master thesis is to examine the possibility to assess Action competence in scientific items. The concept competence is ruling the world of education and the mercantile area, this on behalf of “bildung” or literacy, but is it possible to do a competence assessment? My problem is as follows: “Can I assess scientific competence, especially Action competence, and specific if it is possible to do in inquiry inspired education. Is the concept of competence operational as goal of education.”
My argument is that Action competence is connected the “bildung” concept and that our understanding should be in this relation instead of a “mercantile” understanding seeing humans as a production assed. I see Action competence as an ideal for “bildung”.
One of the main problems in having competencies as educational goals is that it is difficult to assess, not only because competencies is to be seen as future potentials driven by will, but also because of the action part. I have divided knowledge in Aristotle’s three types of knowledge: episteme, techne and phronesis and argues that competences, contains all three kinds of knowledge. I argue that most assessment is on epistemic knowledge only, leaving techne and phronesis out of assessment. Goals not assessed tend to disappear on behalf of easily assessed goals which means, that competence goals are facing a silent death. In this thesis I argue that we should see the concept of assessment broader than tests with more qualitative kinds of assessment to capture signs of competencies. I also argue that if we do not chance our assessment it will have an influence on the way we teach.
I see “socio cultural” theories of learning fruitful for achieving action competence. These theories is focused on contextual matters, knowledge displayed In a social relations with cultural artifacts before It can be used on a personal level, but since knowledge is connected to the situation I am interested in how knowledge can go further, if all knowledge is situated competencies would not exist.
I have selected education based on inquiry principles to try to assess action competence. Inquiry suits well socio cultural theories of learning and competence goals, partly because of action and problem solving. Giving 8 grade class in science a new and authentic problem to solve I have tried to see signs of all three kinds of knowledge to estimate if action competence has been displayed in that specific day in that specific context. To do so, I have mainly recorded the pupils, talks to solve the given problem and interviewed a selected group out of the context.
| Originalsprog | Dansk |
|---|---|
| Status | Udgivet - 2012 |
Emneord
- dannelse
- kompetencer i naturfag