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An International Comparison of Science Teaching and Learning. Further Results from PISA 2006

:	Mareike Kobarg, Manfred Prenzel, Tina Seidel et al.
:	An International Comparison of Science Teaching and Learning. Further Results from PISA 2006
:	Waxmann Verlag GmbH
:	9783830975069
:	1
:	CHF 20.20
:

:	Pädagogik
:	English

:	100
:	kein Kopierschutz/DRM
:	PC/MAC/eReader/Tablet
:	PDF

The OECD Programme for International Student Assessment (PISA) assesses the competencies of 15-year-old students around the world. In 2006, the PISA report focused on the science competencies 15-year-old students developed. The report does not reflect a systematic consideration of science learning environments in schools and their relationship to cognitive and motivational outcomes in terms of scientific literacy. However, in all investigated countries, schools are where young people become familiar with science over an extended period of time.
Hence, this book aims to provide detailed information on science teaching and learning in schools in the OECD countries. Data from the PISA 2006 school principals’ and students’ questionnaires is used for the description of science teaching and learning. First, the context of science teaching in schools is described to provide a background for the analyses that follow. Then, the book draws a detailed picture of different components of science teaching relevant for student learning. In addition, international patterns of science teaching and learning are investigated. The investigation focuses on the teaching of scientific enquiry. This focus is chosen because the process of scientific enquiry models the way in which researchers think, and it provides students with ample opportunities to develop science literacy. Further investigations include the effects of different patterns of science teaching on student literacy. The book concludes with implications for policy and practice.

	Contents	6
	1 Science Teaching and Learning	8
	1.1 Introduction	8
	1.2 Framework for the investigation of science teaching and learning	11
	1.3 Research Questions	23
	2 General and School Settings for Science Teaching and Learning	24
	2.1 General settings for science teaching in OECD countries	24
	2.2 School settings for science teaching in OECD countries	30
	2.3 Conclusion	35
	3 Time Students Spend Learning Science	37
	3.1 Opportunities to learn science in and out-of-school	37
	3.2 In-school science learning time	40
	3.3 Association between learning time and scientific literacy	44
	3.4 Conclusion	47
	4 Characteristics of Science Teaching and Learning	49
	4.1 Science teaching and learning in OECD countries	54
	4.2 Comparison of the four teaching and learning scales	63
	4.3 Conclusion	67
	5 International Patterns of Scientific Enquiry and their Effects on Students’ Scientific Literacy	70
	5.1 Introduction	70
	5.2 International patterns of scientific enquiry in science teaching and learning	71
	5.3 Effects of patterns of scientific enquiry on scientific literacy	76
	5.4 Conclusion	82
	6 Implications for Policy and Practice	85
	6.1 Introduction	85
	6.2 Key findings of the description of science teaching and its effects on students’ scientific literacy	85
	6.3 Implications for educational policy and practice	90
	References	93
	List of Tables and Figures	99