Science Education in the United States: An International Perspective Oregon Summer Institute August 2006 William H. Schmidt Michigan State University.

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Presentation transcript:

Science Education in the United States: An International Perspective Oregon Summer Institute August 2006 William H. Schmidt Michigan State University

© 2005 Center for Research in Mathematics and Science Education, Michigan State University Instructional Content Constructs  Curricular Coherence Curricular Structure  Curricular Focus Exposure Time (OTL)  Curricular Rigor Level of Complexity

Number of Science Topics Intended by Standards for Each Grade © 2005 Center for Research in Mathematics and Science Education, Michigan State University

Yearly Science Instruction Time 4 th Grade: 100 hours/year ≈ 33 minutes/day

© 2005 Center for Research in Mathematics and Science Education, Michigan State University Science Topics Intended by the Top-Achieving TIMSS Countries

© 2005 Center for Research in Mathematics and Science Education, Michigan State University Science Topics Intended by the Top-Achieving TIMSS Countries (Part 1)

© 2005 Center for Research in Mathematics and Science Education, Michigan State University Science Topics Intended by the Top-Achieving TIMSS Countries (Part 2)

© 2005 Center for Research in Mathematics and Science Education, Michigan State University Science Topics Intended by the Top-Achieving TIMSS Countries (Part 3)

© 2005 Center for Research in Mathematics and Science Education, Michigan State University Science Topics Intended by 22 U.S. States for Grades 1-8

© 2005 Center for Research in Mathematics and Science Education, Michigan State University Science Topics Intended by 2 U.S. States for Grades 1-8 Michigan Ohio

© 2005 Center for Research in Mathematics and Science Education, Michigan State University Science Topics Intended by One U.S. State at Each Grade

© 2005 Center for Research in Mathematics and Science Education, Michigan State University Science Topics Intended by On U.S. State at Each Grade (continued)

© 2005 Center for Research in Mathematics and Science Education, Michigan State University Percent of students taking each type of science course in 7 th and 8 th grade in the U.S. (TIMSS 1995)

© 2005 Center for Research in Mathematics and Science Education, Michigan State University LSAY High School Science Course Enrollment

© 2005 Center for Research in Mathematics and Science Education, Michigan State University Number of Science Courses Offered in 7 Districts

© 2005 Center for Research in Mathematics and Science Education, Michigan State University Number of Course Patterns for Meeting High School Science Requirement in 7 Districts

© 2005 Center for Research in Mathematics and Science Education, Michigan State University Physics II Earth Science 1 Earth Science 2 Biology 1Biology 2 Physical Science 1 Physical Science 2 Gen. Life Sci. 1 Gen. Life Sci. 2 Anatomy/Physio. 1 Anatomy/Physio. 2 AP Biology 2 Chemistry 1 Chemistry 2 CP Biology 1 CP Biology 2 AP Chemistry 1AP Chemistry 2 Physics 1 CP Chemistry 1CP Chemistry 2 Master Research Master Program Gen. Sci. 1 Gen. Sci. 2 Gen. Sci. 3 Gen. Sci. 4 AP Biology 1 Diagram of Science Course-Taking Sequences in District F

© 2005 Center for Research in Mathematics and Science Education, Michigan State University Average Percent Correct on PROM/SE Science Items Types by Type of High School Science Courses

© 2005 Center for Research in Mathematics and Science Education, Michigan State University Average Percent Correct on PROM/SE Science Items Types by Socio-Economic Status

International Grade Placement of Curriculum Content Across Districts © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR Grade International Grade Placement (IGP)

Average Percent Correct on 1995 TIMSS Science Items © 2005 Center for Research in Mathematics and Science Education, Michigan State University

Average Percent Correct on TIMSS 1995 End-of-Secondary Science Literacy Test © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR