Third National PISA Symposium Science Session II Science curriculum and PISA science – first cousins or distant relatives? Bill Lynch, NCCA

2 Overview  PISA; scientific literacy  Curriculum science  Relationship between science curriculum and PISA science –What evidence can be examined? –What does it tell us? –What can we conclude?  Summary and conclusion

3 PISA Rather than assessing school-based curricula, PISA assesses students’ performance on ‘real-life’ tasks that are considered relevant for effective participation in adult society and for life-long learning. Score A

4 Scientific literacy (OECD, 2006) An individual’s:  scientific knowledge and use of that knowledge to identify questions, to acquire new knowledge, to explain scientific phenomena, and to draw evidence- based conclusions about science-related issues  understanding of the characteristic features of science as a form of human knowledge and enquiry  awareness of how science and technology shape our material, intellectual, and cultural environments, and  willingness to engage in science-related issues, and with the ideas of science, as a reflective citizen. Score B

5 Four dimensions of scientific literacy  Context (real-life settings/contexts)  Knowledge (of science, about science)  Competencies (identifying, explaining, using)  Attitudes (interest, support, responsibility)

6 Assessment in PISA  Competencies –Identifying scientific issues (22%) –Explaining phenomena scientifically (48%) –Using scientific evidence (30%)  Knowledge of science (56.3%) –Earth and space systems (10.7%); living systems (21.3%) –physical systems (16.5%); technology systems (7.8%)  Knowledge about science (43.7%) –scientific enquiry (23.3%); scientific explanations (20.4%) Score C

7 Curriculum science - background  Development of JC Science – Intermediate Certificate Science – Day Vocational (Group) Certificate Science – Junior Certificate Science; Local Studies (1989)  Addressing issues – Under-representation of the physical sciences in Core and Extensions – Effect of choice on course coverage  Revised syllabus (2003)

8 Curriculum science (DES, 2003/2008) The study of science:  contributes to a broad and balanced educational experience for students, extending their experiences at primary level  is concerned with the development of scientific literacy and associated science process skills, together with an appreciation of the impact that science has on our lives and environment  In an era of rapid scientific and technological change… (it) is fundamental to the development of the confidence required to deal with the opportunities and challenges that such change presents in a wide variety of personal and social contexts. Score D

9 Syllabus aims and objectives (pp.4,5) Aims  Development of skills though practical activities  Acquiring a body of scientific knowledge  Developing appreciation and awareness  Balanced understanding of physical, biological and chemical dimensions of science Objectives  Knowledge and understanding  Skills  Attitudes Score E

10 Syllabus structure (p.5)  Biology –food digestion and associated body systems –skeletal/muscular system, senses, reproduction –animals, plants and micro-organisms  Chemistry –classification of substances –air, oxygen, carbon dioxide and water –atomic structure, reactions and compounds  Physics –force and energy –heat, light and sound –magnetism, electricity and electronics Score F

11 Syllabus presentation  Main topics  Sub-topics  Learning outcomes –mandatory investigations (10 per section)  Assessment –Coursework A (10%) –Coursework B (25%) –Terminal examination (65%)

12 Examining the relationship between curriculum science and PISA science  Why are we examining this?  How should we examine it? –What evidence is available? –What does it tell us? –What significance should we attach to it?  What conclusions can we draw?  What influence can/should it have?

13 Student performance  Strong correlation between performance on PISA science and on JC Science (including sub-scales)  Performance on PISA a reasonable proxy for performance on JC Science –OL versus non-science students (no benefit in terms of scientific literacy?)  Test-curriculum rating – all items somewhat or very familiar (see Tables 5.11, 5.12, 5.13, 5.14) –Change since 2000 Score G

14 PISA items and JC Science Syllabus section% PISA items Not on the syllabus15.5 Biology29.1 Chemistry14.6 Physics22.3 Other/general18.4 Score H

15 JC Science  PISA competencies  Examination paper (HL/OL) –Explaining (90.8/97.7); –Identifying (2.3/0.8) –Using (6.9/1.5)  Coursework (A/B) –Explaining (33.3/0) –Identifying (13.3/60) –Using (53.3/40) PISA competencies Explaining (48%) Identifying (22%) Using (30%) Score I

16 Drawing conclusions from the evidence  Closer alignment between JC Science and PISA in 2006, but little difference in performance  In science, a weaker link between PISA item familiarity and performance compared to reading or mathematics  Different elements of JC Science relate in different ways to PISA competencies  So…

17 First cousins or distant relatives?  Different origins/parentage (thus not siblings!)  Some similar characteristics (potential family ties?)  Strong (cor)relation between them in terms of student performance

18 Over to you …  How closely related did you judge them to be?  How closely related do you think they should be?  Thank You! Score J