An international comparison of science teaching and learning

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The OECD Programme for International Student Assessment (PISA) evaluates the competencies of 15-year-old students globally. The 2006 report specifically examined the science competencies developed by these students, but it did not systematically address the science learning environments in schools and their connection to cognitive and motivational outcomes related to scientific literacy. Given that schools are where students engage with science over time, this book aims to provide comprehensive insights into science teaching and learning within OECD countries. Utilizing data from the PISA 2006 questionnaires for school principals and students, the book begins by outlining the context of science education in schools, setting the stage for further analysis. It then offers an in-depth examination of various components of science teaching that impact student learning, while also exploring international patterns in science education. A significant focus is placed on the teaching of scientific enquiry, as it mirrors researchers' thought processes and fosters the development of scientific literacy in students. Additionally, the book investigates how different teaching patterns affect student literacy and concludes with recommendations for policy and practice.