New Perspectives in Science Education

We are undertaking a large-scale analysis to explore patterns across the international database before the focus on the reports from pupils, teachers and schools within the linked NPD-TIMSS data in England¹. Many of the headline ‘compound’ variables (instructional time, practices and strategies and instructional clarity), comprising questions broadly exploring topics. Disaggregating² these enable us to explore associations between attainment, teaching strategies, time spent, etc. at a much finer-grain level of detail.  We will also examine ‘affective’ factors associated with primary pupils’ achievement in TIMSS, such as their interest in, their enjoyment of, and attitudes towards science; we will explore factors within classes that are associated with achievement in science, with a focus on teacher professional support for and subject knowledge, instruction clarity, practices, and strategies³.

At the student-level in addition to the science achievement scale (published as a series of plausible values), there are further ordinal questions on experiences learning science, perspectives on science lessons and their own performance with science learning. At the teacher-level post-secondary science qualifications data are collected, in addition to ordinal questions addressing confidence in teaching science, lesson delivery, science topics taught, how well prepared they are for teaching aspects of science, and a series of dichotomous questions on professional development⁴. Our analysis will reveal the frequency and types of science-specific continuous professional development (CPD), how much they have been able to access in the previous two years and what CPD needs they identified as being important to deliver a balanced science curriculum.

Keywords Science, Primary (Elementary), TIMSS

References
1. Richardson, M. et al. (2020) Trends in International Mathematics and Science Study (TIMSS) 2019: National report for England. Available at: https://www.gov.uk/government/publications/trends-in-international-mathematics-and-science-study-2019-england
2. Martin, M.O., von Davier, M. & Mullis, I.V.S. (2020) Methods and Procedures: TIMSS 2019 Technical Report. Available at: https://timssandpirls.bc.edu/timss2019/methods/
3. Bianchi, L., Whittaker C. & Poole, A. (2021) The 10 key issues with children’s learning in primary science in England, The University of Manchester and The Ogden Trust. Available at: https://www.scienceacrossthecity.co.uk/primary-science-report/ 
4. Vlaardingerbroek, B. & Taylor, T.G.N. (2003) ‘Teacher education variables as correlates of primary science ratings in thirteen TIMSS systems’, International Journal of Educational Development, 23(4), 429-438.