Despite Commissioner Pascal Forgione's claims (in the June 1998 "Kappan"), the final-year Third International Mathematics and Science Study obviates comparison of achievement across nations. Comparers are engaging in a political exercise. There are problems with age, cultural, and enrollment-rate differences; definition of the U.S.…

A study of 222 nursing students in England found no significant differences in performance in the sciences among those with different educational qualifications. Age was a better predictor of science performance. (SK)

Describes and analyzes the design and outcomes of the Mathematics and Science Literacy Study of the Third International Mathematics and Science Study (TIMSS) in the Netherlands, focusing on students in the final year of secondary school. In comparison with students from other countries, final-year secondary students in the Netherlands seem to be…

Studied the characteristics of effective high schools in rural Western Australia by investigating factors influencing science and mathematics achievement. Results for at least 1,024 students in each of 3 years show the most variability in achievement at the classroom and student levels, and show that teacher effects are substantial. (SLD)

Compared the impact of robotics (computer-powered manipulative) to a battery-powered manipulative (novelty control) and traditionally taught science class on science achievement and problem solving of fourth through sixth graders. Found that the robotics group had higher scores on programming logic-problem solving than did the novelty control…

Narrative theories of personality help elucidate the complexity of success. (Contains 1 figure.)

"Science Education and Student Diversity: Synthesis and Research Agenda" (Lee & Luykx, in press) analyzes and synthesizes current research on how racial/ethnic, cultural, linguistic, and socioeconomic variability affects science achievement among K-12 students who have traditionally been underserved by the education system. The book begins with…

This paper is a survey of context-based chemistry education in the United States. It begins with a very brief overview of twentieth-century chemistry texts and teaching methods, followed by a short description of a pioneering secondary school text. The major emphasis is on post-secondary instruction and the central case study is provided by…

In this article, the author describes the educational potential of a garden project. When the opportunity to visit a school in Amsterdam arose as part of her primary science PGCE course, the author jumped at the chance to experience science learning in another country. The majority of teaching that took place was topic-based, and science was…

The author shares her personal view about when it is useful for children to record their work in science, what helps their learning, and what switches them off, describing some fairly common scenarios. In her role as an Ofsted inspector, the author is privileged to observe, talk to, and learn from dedicated, inspirational, and gifted teachers who…

Most institutional studies of science have focused on the functioning of its reward system. Less is known about perspectives scientists develop on their variously rewarded and recognized careers. This study examines people's subjective appraisals of attainment in academic science based on a sample of interviews with physicists who discussed their…

Interpretation and construction of graphs are central to the study of physics and to performance in physics. In this paper, I explore the interpretation and construction processes called upon in questions with a graphical component, in Western Australian Physics Tertiary Entrance Examinations. In addition, I list errors made by students as…

The general performance of Hong Kong students in scientific literacy in PISA 2000 has been reported in a previous article. With reference to the released items, this article focuses on a more elaborate analysis of Hong Kong's performance in comparison with that of OECD countries. Hong Kong students were relatively good in "using scientific…

Multiple Intelligences (MI) curriculum has demonstrated increased student achievement including improved engagement and performance on standardized tests. MI-based instruction also improves student achievement in science. Many educators focus solely on delivering content standards instead of infusing their curriculum with pedagogy that engages…

Using panel data from the National Education Longitudinal Study of 1988 (NELS), this study empirically analyzes the relationship between two forms of civic engagement--student government and community service--and educational progress made after the eighth grade by addressing the following questions. Does civic engagement affect academic progress…