miun.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Using hierarchical linear models to test differences in Swedish results from OECD's PISA 2003: Integrated and Subject-specific science education
Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
Mid Sweden University, Faculty of Science, Technology and Media, Department of Engineering, Physics and Mathematics.
Responsible organisation
2007 (English)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, no 2, p. 121-131Article in journal (Refereed) Published
Abstract [en]

The possible effects of different organisations of the science curriculum in schools participating in PISA 2003 are tested with a hierarchical linear model (HLM) of two levels. The analysis is based on science results. Swedish schools are free to choose how they organise the science curriculum. They may choose to work subject-specifically (with Biology, Chemistry and Physics), integrated (with Science) or to mix these two. In this study, all three ways of organising science classes in compulsory school are present to some degree. None of the different ways of organising science education displayed statistically significant better student results in scientific literacy as measured in PISA 2003. The HLM model used variables of gender, country of birth, home language, preschool attendance, an economic, social and cultural index as well as the teaching organisation.

Place, publisher, year, edition, pages
2007. no 2, p. 121-131
Keywords [en]
science education
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:miun:diva-5130Local ID: 5274OAI: oai:DiVA.org:miun-5130DiVA, id: diva2:30162
Available from: 2008-09-30 Created: 2008-09-30 Last updated: 2017-12-12Bibliographically approved
In thesis
1. Defining Integrated Science Education and Putting It to Test
Open this publication in new window or tab >>Defining Integrated Science Education and Putting It to Test
2008 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The thesis is made up by four studies, on the comprehensive theme of integrated and subjectspecific science education in Swedish compulsory school. A literature study on the matter is followed by an expert survey, then a case study and ending with two analyses of students’ science results from PISA 2003 and PISA 2006. The first two studies explore similarities and differences between integrated and subject-specific science education, i. e. Science education and science taught as Biology, Chemistry and Physics respectively. The two following analyses of PISA 2003 and PISA 2006 data put forward the question whether there are differences in results of students’ science literacy scores due to different types of science education.

The expert survey compares theories of integration to the Swedish science education context. Also some difference in intention, in the school case study, some slight differences in the way teachers plan the science education are shown, mainly with respect to how teachers involve students in their planning.

The statistical analysis of integrated and subject-specific science education comparing students’ science results from PISA 2003 shows no difference between students or between schools. The analysis of PISA 2006, however, shows small differences between girls’ results with integrated and subject-specific science education both in total scores and in the three scientific literacy competencies. No differences in boys’ results are shown on different science educations.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2008. p. 75
Series
Studies in Science and Technology Education, ISSN 1652-5051 ; 26
Keywords
Science education, international studies, PISA, curriculum integration
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-15345 (URN)978-91-7393-770-2 (ISBN)
Public defence
2008-11-11, Olof Högbergssal, Mittuniversitetet, Härnösand, 10:15 (Swedish)
Opponent
Supervisors
Available from: 2008-11-11 Created: 2008-11-04 Last updated: 2012-01-31Bibliographically approved

Open Access in DiVA

fulltext(146 kB)80 downloads
File information
File name FULLTEXT01.pdfFile size 146 kBChecksum SHA-512
89a7f23a9666915883ed293ac53490932b1f32e3ebb39faaee96aa9550aa93f9aad102623149e525a197f01db413e823734911d89c3dd5b137cfb2524aeef80e
Type fulltextMimetype application/pdf

Other links

https://www.journals.uio.no/index.php/nordina/article/view/375/407

Authority records BETA

Åström, MariaKarlsson, Karl-Göran

Search in DiVA

By author/editor
Åström, MariaKarlsson, Karl-Göran
By organisation
Department of Engineering, Physics and Mathematics
In the same journal
NorDiNa: Nordic Studies in Science Education
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar
Total: 80 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 162 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf