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首页> 外文期刊>Journal of research in science teaching >Assessing task-orientation potential in primary science textbooks: Toward a new approach
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Assessing task-orientation potential in primary science textbooks: Toward a new approach

机译：评估主要科学教科书中的任务导向潜力：迈向新方法

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AbstractTask orientation is currently a prominent concept under discussion in primary school didactics. It focuses on tasks along which pupils acquire competences on distinct levels of competence. The qualitative empirical study TAPSE (Textbook Analysis in Primary Science Education) pursues the question which conception of task orientation is present in current textbooks in primary science education. The study follows two foci: (a) The introduction of a new category system for the analysis of the task‐orientation potential of tasks, based on the further development of existing category systems for analyzing tasks; and (b) the analysis of 994 task statements in science textbooks with respect to the didactic quality of their task orientation. The sample included nine primary science textbooks, four from Germany, and five from Luxembourg. Textbooks were selected from the most frequently sold series in the respective country. All tasks of the textbooks were analyzed deductively and inductively by four coders in three steps: (a) Identifying tasks with task‐oriented potential; (b) itemizing different types of task‐orientation potential; and (c) comparing the textbooks with respect to country‐ and period‐specific manifestations of task orientation. Analysis indicated that (a) there are few tasks which meet the criteria of task orientation; (b) distinct types of task orientation can be generated, among which implicit forms dominate; and (c) differences occur in the characteristics of task orientation between older and newer textbooks as well as between German and Luxembourgish ones. Central points of discussion ensue from this: The need to develop models for social and cognitive activation for tasks, challenges for professional development for teachers, and support for pupils—in particular high achieving heterogenization.
机译：AbstractTask方向目前是在小学教学中的讨论中是一个突出的概念。它侧重于学生获得对不同竞争力水平的能力的任务。定性实证研究临时（主要科学教育教科书分析）追求了任务导向的概念存在于主要科学教育中的教科书中的概念。该研究遵循两个焦点：（a）根据现有类别系统的进一步开发分析任务的进一步发展，引入新类别系统，用于分析任务的任务导向潜力; （b）分析了关于其任务导向的教学质量的994个任务陈述。该样本包括九本主要科学教科书，来自德国的四本，来自卢森堡的五本。教科书是选中各国最常用的系列。在三个步骤中，四个编码器分析了教科书的所有任务：（a）识别有面向任务潜力的任务; （b）逐项列出不同类型的任务导向潜力; （c）将教科书与特定的任务导向表现的比较。分析表明（a）几乎没有符合任务方向标准的任务; （b）可以生成不同类型的任务方向，其中隐式形式支配; （c）较新教科书之间的任务定位特征以及德语和卢森堡之间的特征发生差异。从中讨论的中心讨论：需要为任务，教师专业发展的挑战制定适合社会和认知激活的模型，以及对学生的支持 - 特别是高度实现异因化。

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