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http://dx.doi.org/10.15523/JKSESE.2019.12.2.119

Exploration of Changes in TIMSS Science Achievement and Educational Context Variables of Cohort Groups with Grade Change  

Kwak, Youngsun (Korea National University of Education)
Publication Information
Journal of the Korean Society of Earth Science Education / v.12, no.2, 2019 , pp. 119-130 More about this Journal
Abstract
The TIMSS assessment is conducted every four years, and Korean fourth grade cohort in TIMSS 2011 participated in TIMSS 2015 again as eighth graders, which produced the first achievement data of the cohort group of elementary and middle schools. In this study, in order to investigate the causes of the decline in Korean students' science achievement with grade changes from the fourth to the eighth grade, we analyzed educational context variables such as characteristics of students, teachers, and classroom instructions of the top 5 achievement countries participated in both TIMSS 2011 and TIMSS 2015. According to the results, students' sense of school belonging increased, whereas students' positive attitudes toward science teaching decreased with the grade change from the fourth to the eighth. As for the teacher characteristics, the teacher's professional development activity increased, and the teacher's confidence in science teaching showed similar tendency to the international average. Regarding classroom instruction characteristics, the frequency of inquiry-related science activities was highest at the fourth grade, and lower than the international average at the eighth grade. Based the results, we suggested implications for science teaching and learning as well as further studies including development of differentiated strategy by the school level to improve students' achievement, the necessity of converting into more student-engaging science classes, and the necessity of in-depth study on the teacher related educational contextual variables.
Keywords
TIMSS cohort; educational context variables; teacher characteristics; classroom instruction;
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