Scientific Processes in PISA Tests

Observed for Science Teachers

Authors: Roser Pinto a; Samira El Boudamoussi a
Affiliation: a Universitat Autonoma de Barcelona, Spain

DOI: 10.1080/09500690802559074
Publication Frequency: 18 issues per year
Published in: International Journal of Science Education, Volume 31, Issue 16
November 2009 , pages 2137 - 2159
First Published: November 2009
Subject: Science Education;
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Abstract

A research study, mainly based on the notion of 'scientific literacy' from the Programme
for International Student Assessment (PISA) 2003 assessment framework, was carried
out obtaining data from the administration of an open written questionnaire with items
covering three central scientific processes—describing, explaining and predicting
scientific phenomena; understanding scientific investigation; and interpreting scientific
evidence and conclusions—to 30 experienced in-service secondary school science
teachers. The purpose was to analyse their views regarding the competences on the
mentioned scientific processes assessed by Science PISA tests: which of the
competences assessed were the most frequently identified by teachers, which of the
competences they considered presenting difficulties for their students, and, finally,
which activities they used in their classes to promote similar competences. Our results
indicated that teachers had different perceptions of one or other scientific processes
considered relevant for scientific literacy in the PISA framework. Their awareness of
the expected students' difficulties did not necessarily match the competences intended to
be assessed by either PISA or what they thought to be assessed. Moreover, their views
differed depending not only on the type of scientific process but also on the underlying
subject. Concern about the students' need of reading fluently with understanding and of
paying special attention during the test time was also observed.