<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Claudia Beatriz Falicoff</style></author><author><style face="normal" font="default" size="100%">Jose Manuel Domínguez Castiñeiras</style></author><author><style face="normal" font="default" size="100%">Hector Santiago Odetti</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCIENCE COMPETENCY OF ARGENTINIAN UNIVERSITY STUDENTS IN THE FIRST YEAR OF BIOCHEMISTRY AND BIOTECHNOLOGY COURSES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">higher education</style></keyword><keyword><style  face="normal" font="default" size="100%">science competency</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific knowledge</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1423570474.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">62</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The aim of this study is to assess the science competency of university students enrolling in the School of Biochemistry and Biological Sciences (first year of the courses of Biochemistry and Biotechnology at the Universidad Nacional del Litoral de Santa Fe, Argentina) and examine the effects of these courses on their competencies of Chemistry proficiency. The concept of science competency has been drawn from the 2006 Program for International Student Assessment (PISA). To collect the information, two ad hoc questionnaires were drafted with questions addressing three science sub-competencies: identifying scientific issues (ISI), explaining phenomena scientifically (EPS) and using scientific evidence (USE). The first questionnaire was designed with the aim to inquire into the initial sub-competencies of the first-year students (n= 84). The second one (n= 50) was designed to explore the influence of the courses on their developments of such sub-competencies. The results indicate that first-year students started with a low performance level for all the sub-competencies assessed but the first-year of education influenced to develop the sub-competencies identifying scientific issues and explaining phenomena scientifically. Performance levels on using scientific evidence decreased. Therefore, the findings suggested that the courses in the first year need to help students or boost this sub-competency to be able to draw conclusions based on evidence about science-related issues. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">29-39</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Renate Kalnina</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CONCEPT OF DEVELOPING LEARNING IN THE MODEL OF LEARNING ACHIEVEMENT ASSESSMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">developing learning in chemistry</style></keyword><keyword><style  face="normal" font="default" size="100%">science competency</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2007</style></year><pub-dates><date><style  face="normal" font="default" size="100%">September/2007</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392219795.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">2</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The competitiveness of young people in the labour market is determined by the level of their education or a set of competencies satisfying modern requirements, and objective assessment methodology is needed for the identification and monitoring of students’ ability to master the quality, growth dynamics and improvement of this set of competencies. 
The improvement of organization management system that is aimed at excellent and efficient management makes use of RADAR assessment methodology. The Article deals with the learning achievement assessment model in the chemistry-teaching course that has been synthesized on the RADAR assessment concept basis. 
The developed model is based on four priorities:
 1. Assessment is transformative – it is carried out individually and collectively to stimulate students to develop the adequacy effect aimed at becoming aware of their learning abilities.
 2. Assessment can be reviewed – the set of criteria provides information on improvement possibilities and harmonization that would promote formation of continuous improvement spiral.
 3. Assessment can be deployed – the acquired information is applied, planned and used in experiments to promote changes in learning activities.
 4. Assessment is successive – elements of assessment process promote successive assessment during learning process. 





</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">21-30</style></section></record></records></xml>