The Second International Science Study
1982–1986
The purpose of the study was to examine science achievement and its correlates in the participating countries and to study trends in science achievement from the first testing, which took place in 1970–1971. The student tests were developed for the three age groups of students and included a number of science topics. For each topic, three types of activities were tested: knowledge, understanding of a principle, and application of information and principles to solve a practical problem. The science test was complemented by questionnaires for students, teachers, and school principals. In addition, countries participating in the study prepared a National Science Education Case Study Report on teaching science within the country. The data were collected in 1983–1984.
Target Population
Three target populations were tested: 10-year-old students, 14-year-old students, and terminal secondary school students.
Participating Educational Systems
Australia, Canada, China, England, Finland, Ghana, Hong Kong, Hungary, Israel, Italy, Japan, Korea, Netherlands, Nigeria, Norway, Papua New Guinea, Philippines, Poland, Singapore, Sweden, Thailand, United States, Zimbabwe.
Key Findings
-
There was a general consistency in all countries concerning the content of science taught across 12 years of schooling in the fields of biology, chemistry, and physics, but not in earth science. In the main, science was seen as a practical subject requiring proficiency in the manipulation of apparatus and in experimentation. However, emphasis on the applications of science was rather low.
-
Among the high performing countries at the primary school level were Japan, Finland, Korea, Sweden, Canada, and Hungary. Middle school students performed the best in Hungary, Japan, and the Netherlands. There was a strong relationship between levels of performance (10-year-olds and 14-year-olds) across systems. Thus, countries performing relatively well or poorly at the primary school level performed in a similar way at the middle secondary school level.
-
At the upper secondary school level, students form Hong Kong, England, and Singapore obtained the highest levels of achievement. These results were consistent across the fields of science (biology, chemistry, and physics). Consistently low levels of achievement for all three fields were registered for students in the United States and Canada (French-speaking).
-
The majority of countries at the primary and middle school levels saw a significant improvement in students’ achievement between 1970 and 1984. Science had assumed a more prominent place in the curriculum from the years of beginning schooling. At the upper secondary school stage, the average level of achievement in science dropped in those schools where a higher proportion of students remained at school and continued studying science. However, the performance of the better students did not decline.
-
In several countries, in the period between 1970 and 1984, the difference between boys’ and girls’ achievement at both middle and upper secondary school levels lessened, particularly in the physical sciences.
-
At all grade levels, the opportunity to learn provided in the curriculum as well as time given to the study of science were related to the average achievement level of a country.
-
At both primary and middle school levels, the evidence from a majority of countries showed that students perform better when they are taught by teachers who are experienced and competent in science.
Major Publications
Keeves, J.P. (Ed.). (1992).
The IEA Science Study III: Changes in Science Education and Achievement: 1970 to 1984.
Oxford: Pergamon Press.
Postlethwaite, T.N., & Wiley, D.E. (Eds.). (1992).
Science Achievement in Twenty-Three Countries: The IEA Study of Science II.
Oxford: Pergamon Press.
Rosier, M.J., & Keeves, J.P. (1991).
Science Education and Curricula in Twenty-Three Countries: The IEA Study of Science I.
Oxford: Pergamon Press.
© 2007 IEA