Secondary Analysis of the TIMSS Data by Albert E.Beaton & David F.Robitaille

Author:Albert E.Beaton & David F.Robitaille
Language: eng
Format: epub
Publisher: Springer Netherlands
Published: 2015-04-13T16:00:00+00:00

There is no easy explanation for why countries differ along this science-mathematics dimension. Obviously, different traditions regarding structure, emphasis, and content of the curriculum may play important roles; traditions that in turn may have deep cultural antecedents. Such cultural factors may be instrumental if one tries to understand what makes English-speaking countries “science countries” and French-speaking and East Asian countries “mathematics countries.” However, concerning the difference among the Nordic countries, a more “local” explanation is called for, due to the otherwise close similarities in cultural traditions (Allerup et al., 1998; Lie et al., 1997).

Geographical factors may have some influence on what is considered important and therefore emphasized in school. Wilderness in the form of forests, mountains, lakes, or coastlines is within close reach for essentially all Norwegian, Swedish, and Icelandic (as well as Finnish) people. A common extensive right for everybody to go wherever they want (except gardens and fields during the summer) exists in these countries. By using nature for all sorts of purposes, students in these countries may well have learned some science outside school that has helped them to solve TIMSS items. In this respect Denmark is somewhat different with its high population density and more cultivated landscapes. It should be noted here that from the results of TIMSS-99, Finland also appears to be a “science country,” with a science-mathematics difference of 15 score points (see Martin et al., 2000 and Mullis et al., 2000).

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