International Comparative Study on Science Achievement

国际科学成果比较研究

• 批准号: 12480035
• 负责人: SHIMONO Hiroshi
• 金额: $ 9.47万
• 依托单位: National Institute for Educational Policy Research
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (B)
• 财政年份: 2000
• 资助国家: 日本
• 起止时间: 2000 至 2002
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-12480035/
• 关键词: science; achievement; international comparison; IEA; TIMSS; TIMSS-R; TIMSS-R; 第3回国際数学・理科教育調査

In this research, by the analysis and comparison of the data of the Third International Mathematics and Science Study (TIMSS) and its second stage survey (TIMSS-R) which were both iadministrated by the International Association for the Evaluation of Educational Achievement (IEA) respectively in 1995 and 1999, the Japanese students' science achievement was tried to be made clear.As if the students' interest/desire/attitude and thinking power/expressive power to the science, that were observing low internationally in TIMSS especially, how those changed in TIMSS-R ? In order to make it clear, all the descriptive responses (the sentence etc.) of the lower secondary school students were input and analyzed.The students' responses of the science items that should be answered with sentences and drawings among booklets 1 to 8 of the mathematics and also science items that were set for about 5,000 second graders in the lower secondary schools specifically were input and turned to the database. Furthermorje the data on the item number, school number, sex distinction, right answer/wrong answer could be searched and printed.Also, tidying the response rate of all the participating nations/areas of the science items for the second graders in the lower secondary schools in TIMSS and also TIMSS-R were summarised in an intermediate report as the data.In the research result report, the outline, the influence of TIMSS and also TlIMSS-R the results in the main participating nation/area and the influence to the education policy in our country were summarized.

本研究通过对1995年和1999年国际教育成就评价协会（IEA）第三次国际数学与科学研究（TIMSS）及其第二阶段调查（TIMSS-R）的数据进行分析和比较，日本学生的科学成就，尤其是在TIMSS中国际上观察到的较低的学生对科学的兴趣/愿望/态度和思维能力/表达能力，在TIMSS-R中是如何变化的为了使它清楚，所有的描述性的反应（句子等）。输入并分析了学生对数学小册子1至8中的应该用句子和图画回答的科学项目的回答，还输入了专门为大约5，000名初中二年级学生设置的科学项目，并将其转入数据库。此外，还可以检索和打印项目编号、学校编号、性别区分、正确答案/错误答案等数据。此外，整理了TIMSS和TIMSS-R初中二年级科学项目所有参与国家/地区的回答率，并将其汇总在中期报告中作为数据。在研究结果报告中，概述了综述了TIMSS和TlIMSS-R的影响、在主要参与国家/地区的成果以及对我国教育政策的影响。