Abstract
Comparative studies of science education can emphasise either student learning of school science in a competitive sense or the variety of science learnings that contemporary curricula for science expect. The Third International Maths and Science Study (TIMSS) is endeavouring to achieve a balance between these two different and psychometrically conflicting possibilities. The impact of STS on a number of countries' science curricula in the last few years is used to explore these tensions in the planning of TIMSS.
Original language | English |
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Pages (from-to) | 33-38 |
Number of pages | 6 |
Journal | Research in Science Education |
Volume | 25 |
Issue number | 1 |
DOIs | |
Publication status | Published - 1 Mar 1995 |