Exploring Content Knowledge: Country Profile of Science Strengths and Weaknesses in TIMSS. Possible Implications for Educational Professionals and Science Research

Autor/inn/en	Daus, Stephan; Nilsen, Trude; Braeken, Johan
Titel	Exploring Content Knowledge: Country Profile of Science Strengths and Weaknesses in TIMSS. Possible Implications for Educational Professionals and Science Research
Quelle	In: Scandinavian Journal of Educational Research, 63 (2019) 7, S.1102-1120 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Daus, Stephan) ORCID (Nilsen, Trude) ORCID (Braeken, Johan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2018.1478882
Schlagwörter	Foreign Countries; International Assessment; Achievement Tests; Science Achievement; Science Tests; Secondary School Students; Grade 8; Difficulty Level; Curriculum Development; Teacher Education; Science Education; Scientific Research; Scientific Literacy; Adolescents; Scientific Concepts; Biology; Chemistry; Earth Science; Physics; Norway; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; School year 08; 8. Schuljahr; Schuljahr 08; Schwierigkeitsgrad; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerausbildung; Lehrerbildung; Naturwissenschaftliche Bildung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Biologie; Chemie; Earth sciences; Geowissenschaften; Physik; Norwegen
Abstract	This study offers curriculum developers, teachers, and science education researchers a fine-grained profile on strengths and weaknesses in specific science domains and topics. The study involved a representative sample of 3844 Norwegian pupils in grade 8. Their responses on 216 TIMSS items in 18 topics from 4 science domains were modelled in a hierarchical item response model. An internal comparison identified topics that were relatively harder or easier compared to other topics for Norwegian pupils, and an external comparison identified topics that were relatively harder or easier for the Norwegian pupils compared with the average of TIMSS participating countries. Interpretation of the profile necessitates contextualisation; hence, these strengths and weaknesses, as well as their plausible explanations and possible implications, are discussed from the perspectives of curriculum development, teacher training, and science education research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01