Teaching Science in Five Countries: Results from the TIMMS 1999 Analyses Report

The report, Teaching Science in Five Countries: Results from the TIMMS 1999 Analyses Report, (United States Department of Educations, Institute of Education Sciences NCES 2006-011) is comprised of 271 pages of tables, figures and text explaining the methods and limitations of the study, the content differences of eighth grade science lessons, how evidence was used in the lessons, methods for inquiry, collaboration, methods of engaging students, and the significance of students’ responsibility in learning science.   A summary of the results of this paper was presented in my previous blog.

A limitation is included in the report that the achievement test results may not be related to teaching methods because a student’s background, both in and out of school, his or her parental influence and or cultural influences may also play a role in academic achievement.  I find this a rather strange limitation considering that the 4 countries chosen for comparison to the United States were chosen based on the fact that they scored higher on the 1999 Trends in Mathematics and Science (TIMSS) assessment.  

Table 1.2 - Average Science Scale Scores of Eighth Grade Students, by Country, 1995, 1999, and 2003, (below) provides a great insight to the relative achievement of students in the United States versus the other 4 countries.  It appears that we are slowly closing the achievement score gap.  In 2003, the difference in achievement between all 5 countries was 25 points, compared to 42 in 1999.  The United States was the only country that has improved achievement consistently since 1995. 

The report looked at what the 4 countries that scored higher than the United States had in common with respect to teaching methods.  Two similarities were observed. 

“First, in each of the four higher-achieving countries, the core instructional approach appeared to hold students to high science content standards defined in various ways. Second, in each country, the means to achieve these content standards appeared to be a consistent, commonly shared strategy across teachers for organizing the content and engaging students in doing science work.”

So in order to improve the academic achievement of students in the United States, the students must truly understand the basis for their learning and connect the science to the exercise or lesson plan.  This idea seems so basic that by allowing the students to ask “Why are we leaning this?” or ”What is the significance to my life?” and challenging them to ask questions, they will become engaged, will learn and will retain the material.  Also, presenting the information in a consistent, organized manner will provide clarity to the students. 

I love the following line that ended the section in the report called “Do the Higher-Achieving Countries Share Any Commonalities?” 

“That being said, it must also be kept in mind that a different set of analyses or using different data collection methods may lead to alternative hypotheses or conclusions.”

I am not sure it that is a lack of confidence in the study, an effort to cover the proverbial butt or just a reiteration of scientific method, but it seems out of place in the report.  Any comments on that line?

I will leave this paper for now.  My next step will be to see which countries have the highest academic achievement in science of all countries, and why.   I am not sure at this point where the four countries included in the study (Netherlands, Japan, Australia, Czech Republic and the United States) are in relation to the rest of the world.