A recently completed landmark study of mathematics and science education in more than 40 countries gathered information that can help address questions as to why students in one country do better in math and science than students in another. This report focuses on the results of the primary school science test of students in 26 countries, from the Third International Mathematics and Science Study (TIMMS). Details of how the study was conducted, the nature of the science test, country characteristics, differences in student achievement, student achievement by science content area, and an analysis of example problems are included. Ideas of intended and implemented curricula are discussed and a number of questions related to these ideas that TIMMS may answer are listed. (DDR)

The 2007 Trends in International Math and Science Study (TIMSS) is the 4th administration since 1995 of this international comparison. It is used to measure over time the math and science knowledge and skills of 4th- and 8th-graders. TIMSS is designed to align broadly with math and science curricula in the participating countries. This report focuses on the performance of U.S. students relative to that of their peers in other countries in 2007, and on changes in math and science achievement since 1995. Thirty-six countries or educational jurisdictions participated at grade 4 in 2007, while 48 participated at grade 8. This report also describes additional details about the achievement of U.S. student sub-populations. Extensive charts, tables and graphs.

The Third International Mathematics and Science Study is the largest and most ambitious study ever undertaken by the International Association for the Evaluation of Educational Achievement. Forty-five countries collected data in more than 30 languages. Five grade levels were tested in the two subject areas. This report describes the science achievement of seventh and eighth graders, emphasizing the results from the eighth-grade assessment. Results are presented for the 41 countries that completed all the steps necessary to appear in this report. Singapore was the top performing country at both grade levels, with Colombia, Kuwait, and South Africa performing at the lowest levels. Perhaps the most striking finding was the large difference in average achievement between the top-performing and bottom-performing countries. Results provided a chain of overlapping countries, with most countries having an average achievement similar to that of a cluster of others, but with large differences between the top and bottom of the chain. In most countries and internationally, boys outperformed girls at both grade levels. The majority of eighth graders in nearly every country indicated that they liked science, but not all students had positive feelings about the subject. Home factors were strongly related to achievement in every participating country, but relationships between science achievement and instructional practices were less clear within and across countries. Six appendixes present information on study methodology and selected achievement results for some countries. (Contains 61 tables, 23 appendix tables, 19 figures, and 1 appendix figure.) (SLD)

The Teaching of Science in Primary Schools provides essential information for all concerned with primary school education about all aspects of teaching science. It pays particular attention to inquiry-based teaching and learning because of the more general educational benefits that follow from using this approach. These benefits are often expressed in terms of developing general scientific literacy and fostering the ability to learn and the motivation to continue learning. This book also aims to help teachers focus on the ‘big’ or powerful ideas of science rather than teaching a series of unrelated facts. This leads children to an understanding of the nature, and limitations, of scientific activity. This fully expanded and updated edition explores: The compelling reasons for starting science in the primary school. Within-school planning in the context of less prescriptive national requirements. The value of having in mind the ‘big ideas’ of science. The opportunities for children to learn through greater access to the internet and social networking. The expanding sources of materials and guidance now available to teachers on-line. Greater attention to school and teacher self-evaluation as a means of improving provision for children’s learning. The importance for both teachers and learners of reflecting on the process and content of their activities. Other key aspects of teaching, such as:- questioning, the importance of discussion and dialogue, the formative and summative roles of assessment and strategies for helping children to develop understanding, skills, positive attitudes and enjoyment of science, are preserved. So also is the learner-centred approach with an emphasis on children learning to take some responsibility for their activities. This book is essential reading for all primary school teachers and those on primary education courses.