Description
What must we teach students to enable them to fully participate in a world community where science and technology play an increasingly significant role? That’s a question that science educators continually face and that the Programme for International Student Assessment (PISA) helps answer.
Beginning in 2000 and every three years since, PISA has assessed the reading, mathematical, and scientific literacy of 15-year-olds in some 65 countries. In 2006 the assessment concentrated on science, and researchers evaluated students’ knowledge and skills by measuring the depth of scientific literacy attained rather than the elements of curricula mastered.
PISA Science 2006 provides a thorough examination of the assessment—including chapters on creating a framework for scientific literacy, test design and development, and frequently answered criticisms—plus more than a dozen essays on important themes for science teachers and the study’s implications for teaching science in the future. Comprehensive, thought-provoking, and indispensable, this book provides educators with a top-down view of where we stand today in science education and what this means for students and educators.
Contents
Preface
Acknowledgments
Foreword: Why Is International So Important and What Role Do International Comparisons Play?
Michael Padilla
About the Editors
Part I. PISA Science
Chapter 1
PISA: An Introduction and Overview
Ross Turner
Chapter 2
PISA 2006: An Assessment Framework for Scientific Literacy
Rodger W. Bybee and PISA 2006 Science Expert Group
Chapter 3
PISA 2006 Test Development and Design
Barry J. McCrae
Chapter 4
PISA: Frequently Answered Criticisms
Raymond J.Adams
Part II. International Comparisons
Chapter 5
PISA Science 2006: International Results
John Charles Cresswell
Chapter 6
Knowledge Of and About Science
Rolf V. Olsen and Svein Lie
Chapter 7
What Scientific Knowledge Remains When the Rest Is Forgotten?
Ewa Bartnik and Barbara Ostrowska
Chapter 8
What Lies Behind Finnish Students’ Success in PISA Science?
Merike Kesler and Jari Lavonen
Chapter 9
Overcoming Challenges and Succeeding in PISA 2006 Science
Robert Laurie
Chapter 10
Everyday Conceptions Across the World
Svein Lie and Rolf V. Olsen
Chapter 11
A Perspective on U.S. Science Teaching and Learning
Manfred Prenzel and Tina Seidel
Chapter 12
Improving Science Teaching and Learning
Paulina Korsnakova, Barry J. McCrae, and Rodger W. Bybee
Chapter 13
Windows into High-Achieving Science Classrooms
Joseph A. Taylor, Molly A.M. Stuhlsatz, and Rodger W. Bybee
Chapter 14
The Importance of Aligning Teaching and Assessment
Andrée Tiberghien
Chapter 15
PISA 2006 Assessment of Attitudes Toward Science
Yasushi Ogura
Chapter 16
What Science Do Students Want to Learn?
Barry J. McCrae
Chapter 17
Teaching and Learning Science: PISA and the TIMSS Video Study
Sue Thomson
Part III. Implications for Science Teaching
Chapter 18
Seeing the United States Education System Through the Prism of PISA
Andreas Schleicher
Chapter 19
Teaching Science to Achieve Scientific Literacy
Peter J. Fensham
Chapter 20
Designing a Science Curriculum to Enhance Students’ Scientific Literacy
Robin Millar
Chapter 21
Assessing PISA 2006 Scientific Competencies
Marietta Bloch and Robert Laurie
Part IV. PISA and Science Education
Chapter 22
Scientific Literacy: Implications of PISA Science 2006 for Teachers and Teaching
Rodger W. Bybee and Barry J. McCrae
Appendix: PISA 2006 Science Units