Windows into High-Achieving Science Classrooms

  • The study found that the frequency with which “Students are given opportunities to explain their ideas” was correlated with student achievement (literacy).
  • There are also statistically significant correlations between student achievement and the frequency with which “Students are asked to draw conclusions from an experiment they have conducted” and “The teacher explains how a science idea can be applied to a number of different phenomena (e.g., the movement of objects, substances with similar properties).”
  • The findings of this Program for International Student Assessment (PISA) analysis suggest that there is a synergy between students exploring, explaining, and applying scientific understanding that optimizes learning outcomes.

This article, written by BSCS science educators Joseph A. Taylor and Molly A.M. Stuhlsatz, and former BSCS Executive Director Rodger W. Bybee, explores the frequency of learning experiences reported by students in the 30 Organisation for Economic Co-operation and Development (OECD) countries and identifies those most strongly associated with achievement on the PISA 2006 Science Assessment. From the analysis, we make connections to contemporary research literature on teaching and learning, and present implications for science instruction and science program improvement.

To read the full report, visit NSTA Press Book, PISA Science 2006: Implications for Science Teachers and Teaching.

Taylor, J. A., Stuhlsatz, M. A. M., & Bybee, R. (2009). Windows into high-achieving science classrooms. In R. Bybee & B. McCrae (Eds.), PISA Science 2006: Implications for Science Teachers and Teaching (pp. 1-11). Arlington, VA: NSTA Press.