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The First International Science Study (FISS) *

1968–1972

The study focused on three fields of science: biology, chemistry, and physics. The data were collected shortly after the introduction in many countries of reforms in science education. Thus, the study was concerned not only with achievement across the domain of science, but also with attitudes, methods of teaching, the development of practical skills, and an understanding of the nature of science. The data were collected in 1970–1971.

Target Population

The target population was 10-year-old students, 14-year old-students, and students in the final grade of the secondary school.

Participating Educational Systems

Australia, Belgium (Flemish), Belgium (French), Chile, England, Germany (FRG), Finland, France, Hungary, India, Iran, Italy, Japan, Netherlands, New Zealand, Scotland, Sweden, Thailand, United States.

Key Findings

  1. The inter-correlations between the subscale scores in biology, chemistry, physics, and practical performance were sufficiently high for calculation and usage of the total score of science achievement.
  2. Schools had an effect on learning science. This was deducted from an examination of growth scores between age levels, the variance explained by school and classroom factors, and the effects of variables involving the time given to the study of science.
  3. Boys outperformed girls in science. However, differences in achievement and attitude were not clearly related to whether boys and girls were taught together in co-educational schools or whether they were taught separately.
  4. There was limited evidence to support the view that controlled practical work led to better performance in science than did more informal investigation at the primary school level. At the terminal secondary school level, freer methods of inquiry did not lead to higher achievement.
  5. At both secondary school levels, students of teachers who were specialist science teachers or who had received more post-secondary education, had participated in science curriculum reform, had spent more time on preparation, or were members of a subject association tended to perform better on the science achievement test.

Major Publications

 

Comber, L.C., & Keeves, J. P. (1973).

Science Education in Nineteen Countries.

Stockholm: Almquist & Wiksell; New York: John Wiley & Sons.

 

Walker, D.A. (1976).

The IEA Six-Subject Survey: An Empirical Study of Education in Twenty-One Countries.

Stockholm: Almquist & Wiksell; New York: John Wiley & Sons.

 

* Part of the Six-Subject Survey

 

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