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Science and Mathematics Education Commons™
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Full-Text Articles in Science and Mathematics Education
Timss 2015: Reporting Australia’S Results, Sue Thomson, Nicole Wernert, Elizabeth O'Grady, Sima Rodrigues
Timss 2015: Reporting Australia’S Results, Sue Thomson, Nicole Wernert, Elizabeth O'Grady, Sima Rodrigues
TIMSS 2015
The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS 2015 represents the sixth such study since TIMSS was first conducted in 1995. Forty-nine education systems were tested at Year 4 level and 39 tested at Year 8 level. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries …
Timss 2015 Australian Year 4 Data [Sas & Spss], Sue Thomson, Nicole Wernert, Elizabeth O'Grady, Sima Rodrigues
Timss 2015 Australian Year 4 Data [Sas & Spss], Sue Thomson, Nicole Wernert, Elizabeth O'Grady, Sima Rodrigues
TIMSS 2015
This dataset is available for download as a zipped file
This is a data source for the report TIMSS 2015: Reporting Australia’s results.
Timss 2015 Australian Year 8 Data [Sas & Spss], Sue Thomson, Nicole Wernert, Elizabeth O'Grady, Sima Rodrigues
Timss 2015 Australian Year 8 Data [Sas & Spss], Sue Thomson, Nicole Wernert, Elizabeth O'Grady, Sima Rodrigues
TIMSS 2015
Dataset is available for download as zipped file.
This is a data source for the report TIMSS 2015: Reporting Australia’s results.
Teachers’ Conceptions Of The Nature Of Science: A Comparative Study From Pakistan And Uk, Nelofer Halai, Jane Mcnicholl
Teachers’ Conceptions Of The Nature Of Science: A Comparative Study From Pakistan And Uk, Nelofer Halai, Jane Mcnicholl
Institute for Educational Development, Karachi
Curriculum designers in both Pakistan and the UK accept that science education for today’s young people should not just be about learning science, it should also include learning about the nature of science. However, together with other research evidence, this article suggests that for many science teachers, teaching about the nature of science might be problematic as they do not have the necessary understanding of the nature of science themselves. This article also argues that there are benefits in teachers across cultural divides sharing their understandings about the nature of science.