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http://dx.doi.org/10.14697/jkase.2017.37.4.599

Analysis of Features of Korean Fourth Grade Students' TIMSS Science Achievement in Content Domains with Curriculum Change  

Kwak, Youngsun (Korea Institute for Curriculum and Evaluation)
Publication Information
Journal of The Korean Association For Science Education / v.37, no.4, 2017 , pp. 599-609 More about this Journal
Abstract
The goal of this research is to analyze the trend of Korean fourth grade students' achievement in TIMSS 2011 and TIMSS 2015 science content domains and to suggest implications for science curriculum and teaching & learning improvement. With four elementary science teachers and three science educators, we analyzed Korean fourth grade students' percentage of correct responses in TIMSS 2015 science content and cognitive domains, and conducted item-curriculum matching analysis for test items. According to the results, Korean students performed relatively better in test topics covered in the science curriculum for 3-4 grades regardless of the science content domain (i.e., Life science, Physical science, or Earth science). Korean students showed low percentage of correct answers for items related to such topics as heat conduction, the action of electricity, the motion of the earth and the moon, etc., which were covered in the 5th-6th grades in the 2009 revised curriculum. For science cognitive domains, Korean students' achievement dropped significantly in reasoning between TIMSS 2011 and TIMSS 2015. Discussed in the conclusion are implications to reconstruct elementary school science curriculum, and ways to improve science teaching and learning.
Keywords
TIMSS; Life science; Physical science; or Earth science; content domain; Trend; reasoning;
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Times Cited By KSCI : 7  (Citation Analysis)
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