Robyn Baker and Alister Jones
New Zealand is investing in two international studies that assess the achievement of students in science—the International Mathematics and Science Study and the Programme for International Student Assessment.
While the studies have very different purposes, they both provide extensive data on student achievement in science and about factors that impact on this achievement.
Currently the international and national study reports describe general findings but there has been no systematic secondary analysis or commentary by the New Zealand science education community.
The purpose of this paper is to give an overview of these international studies including some of the major findings so as to highlight their potential for further interrogation by science educators both nationally and internationally to inform policy, practice and further research.
The full journal article published in:
International Journal of Science Education, 27 (2), 2005. p. 145-157