Analysis of the Science Course Curriculum Objectives and High School Entrance Examination Questions According to TIMSS Framework

Abstract

The aim of this study is to compare 2018 Science Course Curriculum (SCC), 2015 Trends in International Mathematics and Science Study (TIMSS) and 2018 High School Entrance Examination (HSE) in terms of content domains, cognitive domains and learning objectives. Qualitative research method, was used in this study. Data were analyzed using document review matrices to determine the similarities and differences between the objectives of SCC, TIMSS and HSE. SCC outcomes and HSE science questions were also classified according to TIMSS cognitive domains. Results show that the learning objectives of the fields of Physics, Biology and Earth Sciences of TIMSS are compatible with those of all grade levels of SCC and that the objectives of Chemistry are compatible with those of the seventh and eighth grades. Most of HSE questions are compatible with the objectives of SCC, however, the latest revision in the curriculum has introduced some eighth grade objectives to other grade levels. HSE science questions measure higherlevel skills than TIMSS science questions. The subject domain of the "Organisms and Life" of SCC has the most learning objectives in the levels of "knowing" and "reasoning" while the subject domain of the "Physical Events" has the most learning objectives in the levels of "applying." Besides, the seventh-, fifth-and eighth-graders have the most objectives in the levels of "knowing," "applying," and "reasoning," respectively. It is hoped that the results will contribute the literature in improvement of science curricula and interpretation of national and international exams.

Factors Influencing Students’ Achievements in the Content and Cognitive Domains in TIMSS 4th Grade Science and Mathematics in the United Arab Emirates

“…For the insignificant association between the engagement in science lessons and student performance, the explanations for these findings might be related to ineffective teaching strategies that were implemented in science classes. Littledyke [68] stated that students might have a negative attitude toward learning science when the concept is not linked to their experiences through the integration of the cognitive and affective domains.…”