PISA: a political project and a research agenda

IF 4.7 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Science Education Pub Date : 2020-09-27 DOI:10.1080/03057267.2020.1824473

Svein Sjøberg, E. Jenkins

引用次数: 14

Abstract

ABSTRACT PISA (Programme for International Student Assessment) is one of two large scale international comparative projects of student assessment that now exert considerable influence upon school science education policy, the other being TIMSS (Trends in International Mathematics and Science Study). This paper focuses on PISA, now the most influential study. This article outlines the origins of PISA, identifies some of the challenges in its construction and the claims made for it. It argues that while the statistical and methodological aspects of PISA have received much research attention, other elements of PISA have been largely ignored. In particular, there are several outcomes of PISA testing that point towards a significant research agenda. In addition, the political, ideological and economic assumptions underpinning the PISA project have implications for school science curriculum policy that deserve closer scrutiny and debate.

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PISA:一个政治项目和一个研究议程

摘要PISA（国际学生评估计划）是目前对学校科学教育政策产生重大影响的两个大型国际学生评估比较项目之一，另一个是TIMSS（国际数学与科学研究趋势）。本文的重点是PISA，这是目前最具影响力的研究。本文概述了PISA的起源，确定了PISA构建中的一些挑战以及对PISA的主张。文章认为，尽管PISA的统计和方法方面受到了广泛的研究关注，但PISA的其他元素在很大程度上被忽视了。特别是，PISA测试的几个结果指向了一个重要的研究议程。此外，支撑PISA项目的政治、意识形态和经济假设对学校科学课程政策有影响，值得仔细审查和辩论。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Science Education EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

15.30

自引率

2.00%

发文量

审稿时长

>12 weeks

期刊介绍： The central aim of Studies in Science Education is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. In addressing this aim, the Editor and Editorial Advisory Board, are guided by a commitment to: maintaining and developing the highest standards of scholarship associated with the journal; publishing articles from as wide a range of authors as possible, in relation both to professional background and country of origin; publishing articles which serve both to consolidate and reflect upon existing fields of study and to promote new areas for research activity. Studies in Science Education will be of interest to all those involved in science education including: science education researchers, doctoral and masters students; science teachers at elementary, high school and university levels; science education policy makers; science education curriculum developers and text book writers. Articles featured in Studies in Science Education have been made available either following invitation from the Editor or through potential contributors offering pieces. Given the substantial nature of the review articles, the Editor is willing to give informal feedback on the suitability of proposals though all contributions, whether invited or not, are subject to full peer review. A limited number of books of special interest and concern to those involved in science education are normally reviewed in each volume.

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