Third National PISA Symposium Science Session II Science

Third National PISA Symposium Science Session II Science curriculum and PISA science – first cousins or distant relatives? Bill Lynch, NCCA

Overview § PISA; scientific literacy § Curriculum science § Relationship between science curriculum and PISA science – What evidence can be examined? – What does it tell us? – What can we conclude? § Summary and conclusion 2

PISA Score A Rather than assessing school-based curricula, PISA assesses students’ performance on ‘real-life’ tasks that are considered relevant for effective participation in adult society and for life-long learning. 3

Scientific literacy (OECD, 2006) Score B An individual’s: § scientific knowledge and use of that knowledge to identify questions, to acquire new knowledge, to explain scientific phenomena, and to draw evidencebased conclusions about science-related issues § understanding of the characteristic features of science as a form of human knowledge and enquiry § awareness of how science and technology shape our material, intellectual, and cultural environments, and § willingness to engage in science-related issues, and with the ideas of science, as a reflective citizen. 4

Four dimensions of scientific literacy § Context (real-life settings/contexts) § Knowledge (of science, about science) § Competencies (identifying, explaining, using) § Attitudes (interest, support, responsibility) 5

Assessment in PISA Score C § Competencies – Identifying scientific issues (22%) – Explaining phenomena scientifically (48%) – Using scientific evidence (30%) § Knowledge of science (56. 3%) – Earth and space systems (10. 7%); living systems (21. 3%) – physical systems (16. 5%); technology systems (7. 8%) § Knowledge about science (43. 7%) – scientific enquiry (23. 3%); scientific explanations (20. 4%) 6

Curriculum science - background § Development of JC Science – Intermediate Certificate Science – Day Vocational (Group) Certificate Science – Junior Certificate Science; Local Studies (1989) § Addressing issues – Under-representation of the physical sciences in Core and Extensions – Effect of choice on course coverage § Revised syllabus (2003) 7

Curriculum science (DES, 2003/2008) Score D The study of science: § contributes to a broad and balanced educational experience for students, extending their experiences at primary level § is concerned with the development of scientific literacy and associated science process skills, together with an appreciation of the impact that science has on our lives and environment § In an era of rapid scientific and technological change… (it) is fundamental to the development of the confidence required to deal with the opportunities and challenges that such change presents in a wide variety of personal and social contexts. 8

Syllabus aims and objectives (pp. 4, 5) Score E Aims § Development of skills though practical activities § Acquiring a body of scientific knowledge § Developing appreciation and awareness § Balanced understanding of physical, biological and chemical dimensions of science Objectives § Knowledge and understanding § Skills § Attitudes 9

Syllabus structure (p. 5) Score F § Biology – food digestion and associated body systems – skeletal/muscular system, senses, reproduction – animals, plants and micro-organisms § Chemistry – classification of substances – air, oxygen, carbon dioxide and water – atomic structure, reactions and compounds § Physics – force and energy – heat, light and sound – magnetism, electricity and electronics 10

Syllabus presentation § Main topics § Sub-topics § Learning outcomes – mandatory investigations (10 per section) § Assessment – Coursework A (10%) – Coursework B (25%) – Terminal examination (65%) 11

Examining the relationship between curriculum science and PISA science § Why are we examining this? § How should we examine it? – What evidence is available? – What does it tell us? – What significance should we attach to it? § What conclusions can we draw? § What influence can/should it have? 12

Student performance Score G § Strong correlation between performance on PISA science and on JC Science (including sub-scales) § Performance on PISA a reasonable proxy for performance on JC Science – OL versus non-science students (no benefit in terms of scientific literacy? ) § Test-curriculum rating – all items somewhat or very familiar (see Tables 5. 11, 5. 12, 5. 13, 5. 14) – Change since 2000 13

Score H PISA items and JC Science Syllabus section % PISA items Not on the syllabus 15. 5 Biology 29. 1 Chemistry 14. 6 Physics 22. 3 Other/general 18. 4 14

JC Science PISA competencies Score I § Examination paper (HL/OL) – Explaining (90. 8/97. 7); – Identifying (2. 3/0. 8) – Using (6. 9/1. 5) § Coursework (A/B) – Explaining (33. 3/0) PISA competencies Explaining (48%) Identifying (22%) Using (30%) – Identifying (13. 3/60) – Using (53. 3/40) 15

Drawing conclusions from the evidence § Closer alignment between JC Science and PISA in 2006, but little difference in performance § In science, a weaker link between PISA item familiarity and performance compared to reading or mathematics § Different elements of JC Science relate in different ways to PISA competencies § So… 16

First cousins or distant relatives? § Different origins/parentage (thus not siblings!) § Some similar characteristics (potential family ties? ) § Strong (cor)relation between them in terms of student performance 17

Score J Over to you … § How closely related did you judge them to be? § How closely related do you think they should be? § Thank You! 18