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Science Education in Europe: National Policies, Practices Aand Research

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Science Education in Europe: National Policies, Practices aand Research BG European Commission Science Education in Europe: National Policies, Practices and Research This document is published by the Education, Audiovisual and Culture Executive Agency (EACEA P9 Eurydice). Available in English (Science Education in Europe: National Policies, Practices and Research), French (L'enseignement des sciences en Europe: politiques nationales, pratiques et recherche) and German (Naturwissenschaftlicher Unterricht in Europa: Politische Maßnahmen, Praktiken und Forschung). ISBN 978-92-9201-218-2 doi:10.2797/7170 This document is also available on the Internet (http://eacea.ec.europa.eu/education/eurydice). Text completed in October 2011. © Education, Audiovisual and Culture Executive Agency, 2011. The contents of this publication may be reproduced in part, except for commercial purposes, provided the extract is preceded by a reference to 'Eurydice network', followed by the date of publication of the document. Requests for permission to reproduce the entire document must be made to EACEA P9 Eurydice. Education, Audiovisual and Culture Executive Agency P9 Eurydice Avenue du Bourget 1 (BOU2) B-1140 Brussels Tel. +32 2 299 50 58 Fax +32 2 292 19 71 E-mail: [email protected] Website: http://eacea.ec.europa.eu/education/eurydice FOREWORD A basic understanding of science is considered a necessary skill for every European citizen. Concerns about low student performance in basic skills, as revealed by international surveys, led to the adoption in 2009 of an EU-wide benchmark which states that 'by 2020 the share of 15-year-olds with insufficient abilities in reading, mathematics and science should be less than 15 %' (1). In order to achieve the benchmark target by 2020, we must jointly identify obstacles and problem areas on the one hand and effective approaches on the other. This report, which is a comparative analysis of approaches to science teaching in Europe, aims to contribute to a better understanding of these factors. Many international reports identify the potential shortage of human resources in key scientific professions and call for modernising science teaching in school. How is it possible to raise the motivation of pupils, to increase their interest in science, and at the same time, to increase attainment levels? Can school science be successful in reaching all pupils as well as educating future scientists? Approximately 60 % of higher education graduates in the fields of science, mathematics and computing are men. How can this gender imbalance be improved? These are some of the issues addressed in this study. It follows on from the 2006 'Science Teaching in Schools in Europe' publication, which gathered systematic information on regulations and official recommendations on the subject of science teaching. This new Eurydice study provides a mapping of the organisation of science teaching in schools in Europe today and points out successful policies and strategies in place across Europe to modernise science teaching and learning. It highlights interesting measures such as school partnerships, career guidance initiatives and professional development opportunities for teachers, and reviews relevant research in these areas. This publication provides valuable and comparable European-level data, which I am convinced will be of great help to those responsible at national level for improving science education and raising interest and motivation levels in this crucial area. Androulla Vassiliou Commissioner responsible for Education, Culture, Multilingualism and Youth (1) Strategic Framework for European Cooperation in Education and Training ('ET 2020'), Council Conclusions May 2008, OJL 119, 28.5.2009. 3 CONTENTS Foreword 3 Introduction 7 Executive summary 9 Chapter 1: Student Achievement in Science: Evidence from International Surveys 13 Introduction 13 1.1. Major surveys on student achievement in science 13 1.2. Student achievement in science according to PISA findings 15 1.3. Science achievement according to TIMSS findings 19 1.4. Main factors associated with science performance 21 Summary 24 Chapter 2: Promoting Science Education: Strategies and Policies 25 Introduction 25 2.1. National strategies 25 2.2. Raising motivation in science learning: school partnerships, science education centres, and other promotion activities 32 2.3. Encouraging young people to choose scientific careers through specific guidance 48 2.4. Support actions for gifted and talented students in science subjects 53 Summary 56 Chapter 3: Curriculum Organisation and Content 59 Introduction 59 3.1. Integrated versus separate-subject science teaching 59 3.2. Context-based science teaching 64 3.3. Science learning theories and teaching approaches 67 3.4. Support measures for low achievers 73 3.5. Organisation of science teaching in general upper secondary education 78 3.6. Textbooks, teaching material and extra-curricular activities 80 3.7. Curriculum reform 82 Summary 85 5 Science Education in Europe: National Policies, Practices and Research Chapter 4: Student Assessment in Science 87 Introduction 87 4.1. Student assessment in science: a review of the academic literature 87 4.2. Official guidance on assessment in science subjects 91 4.3. Standardised examinations/tests in science subjects 96 4.4. Assessment in science classes: TIMSS 2007 results 101 Summary 102 Chapter 5: Improving Science Teacher Education 103 Introduction 103 5.1. Initial teacher education and continuing professional development for science teachers: A review of recent research results 103 5.2. Programmes and projects for improving science teachers' skills 110 5.3. Initial education for mathematics/science teachers: generalist and specialist programmes – SITEP results 112 Summary 122 Conclusions 125 References 131 Glossary 143 Table of Figures 147 Annex 149 Acknowledgements 157 6 INTRODUCTION This study deals with one of the priority areas of the 'Education and Training 2020' process and is linked to the 2020 benchmark on basic skills which also includes skills in science. The study attempts to provide a mapping of the policies and strategies in place across Europe to improve and foster science teaching and learning in education systems today. It examines structural contexts and national educational policies regarding the teaching and learning of science, as well as evidence from international surveys and academic research. Scope The comparative overview of policies and measures in place in European countries with respect to science education forms the main part of the report. The study presents strategies in place to raise interest in science subjects, to improve motivation and raise attainment levels. It analyses organisational features of science teaching in Europe and what kind of support is available to teachers and schools for raising students' attitudes and interest with respect to science. The study also contains reviews of the research literature on science education and main findings from international performance surveys on science education. The present study takes the reference year 2010/11 and covers all Eurydice Network countries. All changes and reforms planned for the coming years have also been taken into account where relevant. ISCED levels 1, 2 and 3 are covered, but the great majority of the report is devoted to compulsory rather than upper secondary education. With respect to sources, official documents from central education authorities are the initial sources used. These also include strategy and programme papers. However, in countries where such official documents do not exist, agreements, including those which are private but recognized and accepted by public education authorities, have been used. The study also contains information on smaller-scale projects if they have been considered relevant for the purpose of this study. Apart from official sources, the results of national evaluations have equally been used where available. The study also includes an analysis of the results of a pilot field survey conducted by EACEA/ Eury- dice, which has been sent to 2500 initial teacher education programmes in order to collect information on existing practices in the initial education of science and mathematics teachers across Europe. Only public-sector schools are considered, except in the case of Belgium, Ireland and the Netherlands, where the grant-aided private school sector is also considered, as it accounts for the majority of school enrolments (in the Netherlands, the Constitution provides for equivalent treatment and financing of the two sectors). The study covers the subjects of physics, biology and chemistry in cases where no integrated approach is practised within the curriculum. According to available information (gathered in the framework of the preparation of the first Eurydice study on science education), these seem to be the most often taught science subjects in European countries. 7 Science Education in Europe: National Policies, Practices and Research Structure Chapter 1 explores the patterns in achievement in science subjects referring to relevant international surveys, such as the 'Programme for International Student Assessment' (PISA) and 'Trends in International Mathematics and Science Study' (TIMSS). It looks at different factors which have a potential impact on performance patterns (home background, student characteristics, attitudes, structure of the education system, etc.) Chapter 2 gives an overview of current approaches to and measures in place
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