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Volumn , Issue , 2007, Pages 215-229

Values in the measurement of students' science achievement in Timss and Pisa

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EID: 84889998157     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter
Times cited : (12)

References (26)
  • 1
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    • AERA Expert Group (1994). Report on TIMSS achievement project. Washington, D.C.: AERA Grants Program Advisory Board.
    • (1994) Report on TIMSS achievement project
  • 2
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    • The OECD study of innovations in science, mathematics and technology education
    • Atkin, J. M. (1998). The OECD study of innovations in science, mathematics and technology education. Journal of Curriculum Studies, 30(6), 647-660.
    • (1998) Journal of Curriculum Studies , vol.30 , Issue.6 , pp. 647-660
    • Atkin, J.M.1
  • 3
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    • Mapping variety in public understanding of science
    • (London)
    • Bauer, M., & Schoon, I. (1993). Mapping variety in public understanding of science. Nature (London), 340, 11-14.
    • (1993) Nature , vol.340 , pp. 11-14
    • Bauer, M.1    Schoon, I.2
  • 6
    • 2942591503 scopus 로고    scopus 로고
    • Review essay: Reflections in a critical eye (1): On the pitfalls of international assessment
    • Bonnet, G. (2002). Review essay: Reflections in a critical eye (1): On the pitfalls of international assessment. Assessment in Education: Principles, Policy and Practice, 9(3), 387-399.
    • (2002) Assessment in Education: Principles, Policy and Practice , vol.9 , Issue.3 , pp. 387-399
    • Bonnet, G.1
  • 7
    • 85136020533 scopus 로고    scopus 로고
    • Identifying strengths and weaknesses in Australian primary science from TIMSS and other data: International success, but is it Science?
    • Fensham, P. J. (1999). Identifying strengths and weaknesses in Australian primary science from TIMSS and other data: International success, but is it Science? Australian Science Teachers Journal, 45(2), 27-36.
    • (1999) Australian Science Teachers Journal , vol.45 , Issue.2 , pp. 27-36
    • Fensham, P.J.1
  • 8
    • 85135977516 scopus 로고    scopus 로고
    • Context or Culture: Can TIMSS and PISA teach us about what determines comparative science achievement?
    • W. Attwill & C. Keitel
    • Fensham, P.J. (in press). Context or Culture: Can TIMSS and PISA teach us about what determines comparative science achievement? In W. Attwill & C. Keitel. Globalisation and Mathematics and Science Education.
    • Globalisation and Mathematics and Science Education
    • Fensham, P.J.1
  • 9
    • 3042776206 scopus 로고    scopus 로고
    • Why students answer TIMSS items the way they do
    • Harlow, A., & Jones, A. (2003). Why students answer TIMSS items the way they do. Research in Science Education, 34(2), 221-238.
    • (2003) Research in Science Education , vol.34 , Issue.2 , pp. 221-238
    • Harlow, A.1    Jones, A.2
  • 10
    • 0033474711 scopus 로고    scopus 로고
    • Performance assessment in TIMSS: An international perspective
    • Harmon, M. (1999). Performance assessment in TIMSS: An international perspective. Studies in Educational Evaluation, 25(3), 243-262.0
    • (1999) Studies in Educational Evaluation , vol.25 , Issue.3 , pp. 243-262
    • Harmon, M.1
  • 12
    • 0033474563 scopus 로고    scopus 로고
    • Performance assessment in science: What are we measuring?
    • Kind, P. M. (1999). Performance assessment in science: What are we measuring? Studies in Educational Evaluation, 25(3), 179-194.
    • (1999) Studies in Educational Evaluation , vol.25 , Issue.3 , pp. 179-194
    • Kind, P.M.1
  • 18
    • 85135997180 scopus 로고    scopus 로고
    • (February) Paper presented at the annual Conference of the Korean Association for Research in Science Education, Seoul
    • Ogawa, M. (2005, February). Recent affairs in Japanese science education. Paper presented at the annual Conference of the Korean Association for Research in Science Education, Seoul.
    • (2005) Recent affairs in Japanese science education
    • Ogawa, M.1
  • 19
    • 85067160515 scopus 로고
    • What counts as science education?
    • P. J. Fensham (Ed.), London: Falmer Press
    • Roberts, D. A. (1988). What counts as science education? In P. J. Fensham (Ed.), Developments and dilemmas in science education (pp. 27-54). London: Falmer Press.
    • (1988) Developments and dilemmas in science education , pp. 27-54
    • Roberts, D.A.1
  • 21
    • 0035593208 scopus 로고    scopus 로고
    • Conceptual knowledge in talk and text: What does it take to understand a science question?
    • Saljo, R., & Wyndhamn, J. (2001). Conceptual knowledge in talk and text: What does it take to understand a science question? Instructional Science, 29(3), 213-236.
    • (2001) Instructional Science , vol.29 , Issue.3 , pp. 213-236
    • Saljo, R.1    Wyndhamn, J.2
  • 23
    • 84892783642 scopus 로고    scopus 로고
    • Science and technology in the new millennium: Friend or foe?
    • Lublin, Poland
    • Sjøberg, S. (2004). Science and technology in the new millennium: Friend or foe? Proceedings of the 11th IOSTE Symposium (pp. 1-2). Lublin, Poland.
    • (2004) Proceedings of the 11th IOSTE Symposium , pp. 1-2
    • Sjøberg, S.1
  • 25
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    • Problematic aspects of the scoring system of the TIMSS practical performance assessment
    • Zuzovsky, R. (1999). Problematic aspects of the scoring system of the TIMSS practical performance assessment. Studies in Educational Evaluation, 25(3).
    • (1999) Studies in Educational Evaluation , vol.25 , Issue.3
    • Zuzovsky, R.1
  • 26
    • 85135979691 scopus 로고    scopus 로고
    • Peter J Fensham Centre for Science, Mathematics and Technology Education Faculty of Education Monash University
    • Peter J Fensham Centre for Science, Mathematics and Technology Education Faculty of Education Monash University


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