scholarly journals INTERNATIONAL RESEARCH SYSTEMS PISA, TIMSS: SYSTEM OF TASKS AND THEIR ANALYSIS

2021 ◽  
pp. 203-213
Author(s):  
A. D. Sarman ◽  
Zh. T. Issabergenova ◽  
V. A. Kubieva
Keyword(s):  
International Research ◽  
Rank Order ◽  
School Program ◽  
Academic Knowledge ◽  
Research Systems ◽  
Headline News ◽  
Mathematics And Science

In the last 20 years, international surveys assessing learning in reading, mathematics and science have been headline news because they put countries in rank order according to performance. The three most well-known surveys are TIMSS, PISA and PIRLS. The main difference between TIMSS and PISA is type of sample and focus of research. Pupils of the 4th and 8th classes take part in TIMSS. Only 15-year-old pupils of schools (7–12 classes) and colleges participate in PISA. TIMSS measures the academic knowledge (What? Where? When?), 80 % of the TIMSS tasks are directed to reproduction of knowledge. PISA measures functional competences – ability to effectively apply knowledge in various life situations, to logically think and draw valid conclusions (Why? What for? As?) to interpret information schedules and charts, etc. Our teenagers know the school program in biology, but don’t understand what GMO is. They are not bad in calculations, but have problems with statistics... Recently was published results of PISA-2015, sample is more than 400 thousand teenagers from 57 countries.

Blast-off mathematics

1971 ◽  
Vol 18 (4) ◽  
pp. 215-221
Author(s):  
Elton E. Beougher
Keyword(s):  
Elementary School ◽  
Space Science ◽  
The Other ◽  
Space Travel ◽  
School Program ◽  
Mathematics And Science

A more appropriate and informative title for this discussion might be “Astronomy, Space Travel, and Arithmetic.” An attempt will be made here to support the claim that the study of arithmetic and of topics from space science can be coordinated in the elementary school program. Further, it is claimed that this coordination can enhance both the mathematics and science areas and that each can promote learning in the other. The author hopes to provide some ideas that teachers might use to give variety to their lessons.

Mathematics in elementary science

1967 ◽  
Vol 14 (8) ◽  
pp. 636-670
Author(s):  
Sam S. Blanc
Keyword(s):  
Elementary School ◽  
Elementary Science ◽  
Human Mind ◽  
Common Language ◽  
School Program ◽  
Salt And Pepper ◽  
Mathematics And Science

Mathematics and science seem to be terms that are joined together in our common language almost as firmly as day and night, salt and pepper, and love and marriage! Everywhere, that is, but in our typical elementary school program. Here, for some reason, a dichotomy of emphasis occurs. As every experi enced teacher knows, mathematics is commonly taught quite separately from science. Children may not be led to discover the relationships that exist between these two major investigative activities of the human mind.

International Research and Variation in Views of Ethnicity

2012 ◽  
Vol 2 (2) ◽  
pp. 66-72
Author(s):  
Ella Inglebret ◽  
Amy Skinder-Meredith ◽  
Shana Bailey ◽  
Carla Jones ◽  
Ashley France
Keyword(s):  
United States ◽  
Classification System ◽  
International Research ◽  
The United States ◽  
Research Articles ◽  
Journal Articles ◽  
Research Participants ◽  
The Past ◽  
International Scale ◽  
Publication Patterns

The authors in this article first identify the extent to which research articles published in three American Speech-Language-Hearing Association (ASHA) journals included participants, age birth to 18 years, from international backgrounds (i.e., residence outside of the United States), and go on to describe associated publication patterns over the past 12 years. These patterns then provide a context for examining variation in the conceptualization of ethnicity on an international scale. Further, the authors examine terminology and categories used by 11 countries where research participants resided. Each country uses a unique classification system. Thus, it can be expected that descriptions of the ethnic characteristics of international participants involved in research published in ASHA journal articles will widely vary.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

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