Aditomo & Klieme, 2020 Jerrim et al., 2019), the role of teacher beliefs in fostering different STL practices (e.g. For instance, some studies focused on the relationships between various types of STL activities and student outcomes (e.g. By leveraging TIMSS and PISA, researchers could address limitations in the current research on STL, including validating and comparing STL measures across grades, educational levels, and countries (Teig, 2019).
In their last assessment cycle, 64 countries participated in TIMSS 2019, and 79 countries participated in PISA 2018. They provide the opportunities to inspect the prevalence of findings from small-scale research within a population (Tai et al., 2022), as well as to map and monitor STL at the system level over time and across a range of educational contexts worldwide. The data were drawn from representative samples and account for inclusiveness and diversity in a population. These assessments generate a wealth of data about STL, not only from the perspectives of students but also from teachers and school leaders. While findings from small-scale studies provide an in-depth analysis of STL within a specific classroom context and have been used to guide the frameworks of STL in these large-scale assessments, TIMSS and PISA based research offers a broader investigation of STL across educational settings. Researchers have utilised data from TIMSS and PISA to investigate a broad range of research questions to facilitate better implementation of science teaching and learning (STL). Despite the increasing number of studies examining TIMSS and PISA, the extent to which these large-scale assessments have influenced research in science education is scarcely documented. In a systematic review of studies focusing on PISA, science education research was found to be the third most frequently studied discipline, after educational research in general and economics (Hopfenbeck et al., 2018). Currently, the Trends in International Mathematics and Science Study (TIMSS) and the Programme for International Student Assessment (PISA) are the most prominent large-scale assessments in science.
The number of studies examining international large-scale assessments to inform research in science education has been on the rise (Hopfenbeck et al., 2018 Zhang & Bae, 2020). It also encourages researchers to reflect upon the knowledge gained from harnessing these data to examine STL and discusses the challenges and opportunities that lie ahead. This review calls for the studies examining TIMSS and PISA data to enhance the quality of research approaches and clarity in reporting them. Their findings were largely inconsistent and could be traced back to different ways STL was conceptualized and measured. Most studies examined STL related to inquiry activities and their relationships to student outcomes. Second, patterns of the findings were summarized by focusing on the (1) relationships between STL and student outcomes (2) factors that explain STL variation and (3) patterns of STL. First, we mapped their characteristics based on the aims, data, STL measures, and research approaches. Consequently, this review synthesises empirical studies investigating STL using TIMSS and PISA. Reviewing the status of research on STL, including the trends, approaches, and findings is crucial for identifying research gaps that require greater attention. Nevertheless, there is little effort to synthesise these studies. A great number of studies have investigated science teaching and learning (STL) using data from the Trends in International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA).
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