Timss Science 2015

The development of an understanding of science is important for students in
today’s world if they are to become citizens who can make informed decisions
about themselves and the world in which they live. Every day they will be faced
with a barrage of information, and sifting fact from fiction and understanding
the scientific basis of important social, economic, and environmental issues
is possible only if they have the tools to accomplish this. Students in the early
grades have a natural curiosity about the world and their place in it, thus it is
appropriate for them to capitalize on this curiosity and start to learn science at
a young age, especially because they can begin to use this knowledge to improve
their own health and nutrition. Students’ understanding of science should build
throughout their schooling so that when, as adults, they are faced with decisions
relating to such diverse issues as the treatment of diseases, climate change, and
the applications of technology, they are able to act from a sound scientific basis.
Across the world, there is an increased demand for those qualified to pursue the
careers in science, technology, and engineering that drive the innovation and
invention necessary for economic growth and improving the quality of life. To
meet this demand, it is increasingly important to prepare significant proportions
of students to enter advanced study in these areas.
This chapter contains the frameworks for the TIMSS science assessments at
the fourth and eighth grades. In general, these frameworks are similar to those
used in TIMSS 2011. However, there have been minor updates to particular
topics to better reflect the curricula of the participating countries as reported
in the TIMSS 2011 Encyclopedia (Mullis et al., 2012). Consideration also was
given to current international research and initiatives in science and science
education, such as the Framework for K–12 Science Education (National Research Council, 2012) developed in the United States, the Science (Primary
and Lower Secondary) Syllabi (Singapore Ministry of Education, 2007a; 2007b)
used in Singapore, and the Science Curriculum Guide (Primary 1–Secondary 3)
(Education Bureau, Hong Kong SAR, 2002b) used in Hong Kong.
At each grade, the science assessment framework for TIMSS 2015 is
organized around two dimensions:
• Content dimension, specifying the subject matter to be assessed; and
• Cognitive dimension, specifying the thinking processes to be assessed.
Exhibit 7 shows the target percentage of testing time devoted to each
content and cognitive domain for the TIMSS 2015 fourth and eighth grade
science assessments.

Timss Science 2015

http://timssandpirls.bc.edu/timss2015/downloads/T15_FW_Chap2.pdf

CEVAP VER

Please enter your comment!
Please enter your name here

This site uses Akismet to reduce spam. Learn how your comment data is processed.