STS and comparative assessment of scientific theory

Peter J. Fensham

doi:10.1007/BF02356458

STS and comparative assessment of scientific theory

Peter J. Fensham

Education Clayton

Research output: Contribution to journal › Article › Research › peer-review

5 Citations (Scopus)

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
Pages (from-to)	33-38
Number of pages	6
Journal	Research in Science Education
Volume	25
Issue number	1
DOIs	https://doi.org/10.1007/BF02356458
Publication status	Published - 1 Mar 1995

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10.1007/BF02356458

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Cite this

Fensham, P. J. (1995). STS and comparative assessment of scientific theory. Research in Science Education, 25(1), 33-38. https://doi.org/10.1007/BF02356458

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