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Everyday Conceptions Across the World
Book Chapter |
In the initial phases of the process of developing items for the PISA 2006 assessment of scientific literacy, efforts were made to develop a smaller number of units called focus units. In addition to contributing to the…
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A Perspective on U.S. Science Teaching and Learning
Book Chapter |
This chapter presents a sketch on how PISA 2006 assessed conditions of teaching and learning in science classrooms. With selected findings from PISA 2006, similarities and differences are shown between approaches taken…
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Improving Science Teaching and Learning
Book Chapter |
In this chapter, attention is drawn to the issue of quality instruction and level of student achievement. The chapter begins with a review of the findings of the McKinsey report (Barber and Mourshed 2007) about the…
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Windows Into High-Achieving Science Classrooms
Book Chapter |
For most science teachers, the vision of science instruction has been limited to what transpires in their own classrooms and possibly those of a few select colleagues. Rarely do they have the opportunity to examine…
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The Importance of Aligning Teaching and Assessment
Book Chapter |
This chapter focuses on the relation that is desirable between assessment and teaching activities in order to keep coherence with teaching goals and help all students to understand this coherence. The PISA 2006…
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PISA 2006 Assessment of Attitudes Toward Science
Book Chapter |
Science teachers want students to develop interest in science and value in learning science. Attitudes toward science play an important role in students' decisions to develop their science knowledge, pursue careers in…
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What Science Do Students Want to Learn
Book Chapter |
A major innovation in PISA 2006 was that many of the science units contained one or two questions designed to assess students' attitudes toward science—in particular, students’ interest in learning about specific…
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Teaching and Learning Science: PISA and the TIMSS Video Study
Book Chapter |
Scientific literacy was the main focus of PISA in 2006, and a number of items on the student questionnaire asked students how frequently they experienced certain teaching and learning activities, or teaching styles, in…
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Seeing the U.S. Education System Through the Prism of PISA
Book Chapter |
For some countries, results from PISA have been disappointing but at the same time, PISA also shows that strong performance, and improvement, is possible. Many countries display strong overall performance while some…
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Teaching Science to Achieve Scientific Literacy
Book Chapter |
Historically, the study of the sciences as part of schooling was first introduced in the senior or last years of secondary schooling for the express purpose of assisting those students who wished to embark on science-…
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PISA 2006: An Assessment Framework for Scientific Literacy
Book Chapter |
The PISA 2006 definition of scientific literacy had its origin in the consideration of what 15-year old students should know, value, and be able to do as a preparedness for life in modern society. The results of PISA…
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Designing a Science Curriculum to Enhance Students' Scientific Literacy
Book Chapter |
Over the past two decades or so, the term scientific literacy has become prominent in discussions of the school science curriculum and proposals for improving it. If improving students' scientific literacy is to become…
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Assessing PISA 2006 Scientific Competencies
Book Chapter |
This chapter begins by considering what is meant by scientific literacy and how the PISA 2006 scientific competencies encompass basic components of scientific literacy. Then it describes some examples of how these…
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Scientific Literacy: Implications of PISA Science 2006 for Teachers and Teaching
Book Chapter |
In the first part of this chapter, the authors briefly review the notion of scientific literacy, emphasize its central focus in the PISA 2006 survey, highlight the overall test performance of countries and students, and…
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PISA 2006: Test Development and Design
Book Chapter |
In PISA 2006 three subject domains were tested, with science being the major domain for the first time in a PISA survey and reading and mathematics being minor domains. This chapter first describes the process by which…
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