Country profiles of scientific competence in TIMSS 2003

Kjærnsli, Marit; Lie, Svein

doi:10.1080/13803610801896588

Cited by 7 publications

(6 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This clustering pattern and the finding that there are distinct groups of countries with similar curricula is consistent with other research, such as that conducted by Kjaernsli and Lie (2008), who investigated the achieved curriculum in different countries using item responses to TIMSS science questions for TIMSS 2003 data. This study also identified a number of distinct groupings of countries that clustered together.…”

Section: Are There Groups Of Countries Where Curricula Aresupporting

confidence: 90%

“…For both grades and in all cycles, our discriminant analysis produced two groupings. Other studies using a similar approach also identified multiple groupings, and this is true for both science (Kjaernsli and Lie 2008) and mathematics (Zanini and Benton 2015). These studies found a tendency for countries to group based on geographic and cultural lines, suggesting that these factors still play an important role in aspects of the curriculum for both science and mathematics.…”

Section: Evidence That Suggests Science Curricula Are Not Becoming Inmentioning

confidence: 76%

See 1 more Smart Citation

The Globalization of Science Education and Science Curricula: Discussion and Conclusions

Stacey

Lazzari

Grayson

et al. 2018

IEA Research for Education

View full text Add to dashboard Cite

In this exploration of the globalization of science curricula, a coding exercise, cluster analysis and discriminant analysis of twenty years of TIMSS data were used to answer three research questions: (1) Have there been changes in intended science curricula over the last 20 years? (2) If changes do exist, do they support the hypothesis that science curricula are becoming increasingly similar across countries? (3) Are there groups of countries where curricula are increasingly similar; can the basis of an international core curriculum be identified? The analysis provides strong evidence to suggest that there have been changes to countries' intended science curricula. The coding exercise found that all countries in the analysis had made changes to their intended curricula, although the extent of curricular changes varied considerably between countries. Cluster and discriminant analyses showed that over time there was a tendency for countries to cluster into one particular grouping based on responses to the TIMSS curriculum questionnaire. The number of TIMSS science topics that could be considered core to the curricula of the majority of participating countries increased over time, particularly at Grade 4, suggesting that science curricula are becoming increasingly similar across countries. Among the two groups of countries identified by the cluster and discriminant analyses, there was a clear tendency for one group to include a wider science curriculum encompassing a greater range of science topics than the other group. At Grade 8 the results strongly suggest that there has been convergence in science curricula over time. In terms of whether an international core curriculum can be identified, there are some TIMSS science topics which could be considered core to the curricula of most countries. Assessment is likely to play an important role, as high-stakes assessment is likely to influence science curricula and what is taught in schools. Keywords Core science curriculum Á Curriculum change Á Curriculum convergence Á Curriculum development Á Globalization Á Science curriculum Science education Á Trends in Mathematics and Science Study (TIMSS)

show abstract

Section: Are There Groups Of Countries Where Curricula Aresupporting

confidence: 90%

Section: Evidence That Suggests Science Curricula Are Not Becoming Inmentioning

confidence: 76%

The Globalization of Science Education and Science Curricula: Discussion and Conclusions

Stacey

Lazzari

Grayson

et al. 2018

IEA Research for Education

View full text Add to dashboard Cite

show abstract

“…The table invites further comments, particularly related to individual European, as well as East-Asian countries, but that is outside the scope of this chapter. For similar studies see , Kjaernsli & Lie 2008, Olsen 2005.…”

Section: Similarities and Differences On Single Itemsmentioning

confidence: 86%

Northern Lights on PISA 2006

Matti¹

2009

TemaNord

View full text Add to dashboard Cite

“…A hierarchical cluster analysis was then conducted for the 1995, 1999 and 2003 TIMSS cycles to investigate the degree of alignment in curricula across different countries and how this changed between the three TIMSS cycles. Kjaernsli and Lie (2008) used a similar approach with TIMSS 2003 science data. Probablity value (p-value) residuals were calculated, which measured how much better or worse students in each country performed on a particular science item compared to what would be expected based on the average student achievement of the country and the overall difficulty of the item.…”

Section: What Methods Have Been Used Previously To Investigate Globalmentioning

confidence: 99%

“…This has been done for mathematics curricula (Rutkowski and Rutkowski 2009) and science curricula (Kjaernsli and Lie 2008). In mathematics, Rutkowski and Rutkowski (2009) investigated 16 countries that participated in TIMSS Grade 8 mathematics in both 1995 and 2003.…”

Section: What Methods Have Been Used Previously To Investigate Globalmentioning

confidence: 99%

A Review of the Existing Literature on Globalization of Science Curricula

Stacey

Lazzari

Grayson

et al. 2018

IEA Research for Education

View full text Add to dashboard Cite

Given the extensive nature of globalization and its wide-ranging impact, the review of the literature on the effect of globalization on science education and science curricula was restricted to three particular aspects. Firstly, identifying the factors that potentially contribute to the globalization of science education; secondly, exploring research evidence for the globalization of science curricula over time; and thirdly, analyzing the approaches and methods that have been used in previous research studies to empirically investigate the globalization of curricula. A wide range of factors were identified as promoting the globalization of science education and curricula, including the growing use of information technologies and the increasing influence of intergovernmental organizations in education. However, regional and local cultural factors may counteract globalization to some extent. The literature review identified some evidence for globalization of science curricula over time; the impacts of international large-scale assessments, such as the Trends in International Mathematics and Science Study (TIMSS), may have driven changes and reforms in the science curricula of many participating countries. The literature revealed that a number of both qualitative and quantitative methods had been used to investigate globalization of curricula over time, and the advantages and drawbacks of each of the approaches were considered.

show abstract

Country profiles of scientific competence in TIMSS 2003

Cited by 7 publications

References 5 publications

The Globalization of Science Education and Science Curricula: Discussion and Conclusions

The Globalization of Science Education and Science Curricula: Discussion and Conclusions

Northern Lights on PISA 2006

A Review of the Existing Literature on Globalization of Science Curricula

Contact Info

Product

Resources

About