A Systematic Review of Studies Investigating Science Teaching and Learning: Over Two Decades of TIMSS and PISA

Autor/inn/en	Teig, Nani; Scherer, Ronny; Olsen, Rolf Vegar
Titel	A Systematic Review of Studies Investigating Science Teaching and Learning: Over Two Decades of TIMSS and PISA
Quelle	In: International Journal of Science Education, 44 (2022) 12, S.2035-2058 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Teig, Nani) ORCID (Scherer, Ronny) ORCID (Olsen, Rolf Vegar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2109075
Schlagwörter	Research Reports; Teaching Methods; Learning Processes; Science Instruction; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Elementary Secondary Education; Mathematics Achievement; Mathematics Tests; Science Tests; Science Achievement; Outcomes of Education; Inquiry; Active Learning; Correlation; Educational Trends; Trend Analysis; Databases; Research Needs; Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Research report; Forschungsbericht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lernleistung; Schulerfolg; Aktives Lernen; Korrelation; Bildungsentwicklung; Trendanalyse; Datenbank; Forschungsbedarf
Abstract	A great number of studies have investigated science teaching and learning (STL) using data from the Trends in International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA). Nevertheless, there is little effort to synthesise these studies. Reviewing the status of research on STL, including the trends, approaches, and findings is crucial for identifying research gaps that require greater attention. Consequently, this review synthesises empirical studies investigating STL using TIMSS and PISA. First, we mapped their characteristics based on the "aims," "data," "STL measures," and "research approaches." Second, patterns of the findings were summarized by focusing on the (1) "relationships between STL and student outcomes"; (2) "factors that explain STL variation"; and (3) "patterns of STL." Most studies examined STL related to inquiry activities and their relationships to student outcomes. Their findings were largely inconsistent and could be traced back to different ways STL was conceptualized and measured. This review calls for the studies examining TIMSS and PISA data to enhance the quality of research approaches and clarity in reporting them. It also encourages researchers to reflect upon the knowledge gained from harnessing these data to examine STL and discusses the challenges and opportunities that lie ahead. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01