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Das "PISA Phänomen": Ein Plädoyer für einen interdisziplinären Ansatz zur Erforschung von Bildungsproduktion im Kontext von Large-Scale-Assessments

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Listed:
  • Martens, Kerstin
  • Breiter, Andreas
  • Idel, Till-Sebastian
  • Knipping, Christine
  • Teltemann, Janna

Abstract

International vergleichende Schulleistungsuntersuchungen wie das Programme for International Student Assessment (PISA) der Organisation for Economic Cooperation and Development (OECD), Trends in International Mathematics and Science Study (TIMSS) oder die Internationale Grundschul-Leseuntersuchung (IGLU; englisch: Progress in International Reading Literacy Study/PIRLS) zeigen Schwächen und Stärken der Bildungssysteme teilnehmender Länder auf. Sie zielen darauf ab, die Produktionsleistung von Bildungssystemen messbar zu machen, und erlauben es, Bildungsansätze verschiedener Länder und Regionen bis auf die Ebene einzelner Schulen hinsichtlich ihrer Leistungskapazitäten zu quantifizieren und miteinander zu vergleichen. In diesem Beitrag argumentieren wir für eine interdisziplinäre Perspektive auf den Prozess der Bildungsproduktion nach bzw. durch PISA und ähnliche Studien, um die Existenz von Konvergenzprozessen im Bildungsbereich und eventuelle Wechselwirkungen zu analysieren. Wie wir zeigen werden, untersuchen die einzelnen Fachdisziplinen aufgrund ihrer disziplinär verankerten Fragestellungen und Foki jeweils für sich unterschiedliche Aspekte des Forschungsgegenstandes. Nach nunmehr gut zehn Jahren mit einer weitestgehend disziplinären Beschäftigung mit PISA und ihren Folgen ist es notwendig, sich auf einer übergreifenden Ebene mit den Veränderungen in der Organisation und Produktion von Bildung nach und durch PISA zu befassen. Eine solche Meta-Perspektive auf den Wandel verspricht besonders erkenntnisfördernd zu sein, wenn sie interdisziplinär verschiedene sozialwissenschaftliche Perspektiven und Zugänge integriert. Gerade auf diese Weise lassen sich Zusammenhänge und Wechselwirkungen von Prozessen im Bildungsbereich rekonstruieren, die Konvergenzen befördern. Infolgedessen vermittelt ein interdisziplinärer Forschungsansatz ein umfassenderes und genaueres Bild der Folgen internationaler Schulleistungsstudien, als es aus einer isolierten Fachperspektive möglich wäre.

Suggested Citation

  • Martens, Kerstin & Breiter, Andreas & Idel, Till-Sebastian & Knipping, Christine & Teltemann, Janna, 2013. "Das "PISA Phänomen": Ein Plädoyer für einen interdisziplinären Ansatz zur Erforschung von Bildungsproduktion im Kontext von Large-Scale-Assessments," TranState Working Papers 175, University of Bremen, Collaborative Research Center 597: Transformations of the State.
    • Handle: RePEc:zbw:sfb597:175
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    References listed on IDEAS

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