International Comparative Study on Science Achievement

本研究通过对国际教育成就评价协会（IEA）分别于1995年和1999年进行的第三次国际数学与科学研究（TIMSS）和第二阶段调查（TIMSS- r）的数据进行分析和比较，试图了解日本学生的科学成就。如果学生对科学的兴趣/欲望/态度和思维能力/表达能力在国际上表现较低，特别是在TIMSS中，这些在TIMSS- r中是如何变化的？为了使其清晰，输入并分析了初中学生的所有描述性回答（句子等）。以5000多名初中2年级学生为对象，将数学和科学的1 ~ 8册中需要用句子和图画回答的科学题输入到数据库中。此外，还可以搜索和打印有关项目编号，学校编号，性别区分，正确答案/错误答案的数据。此外，整理了TIMSS和TIMSS- r中所有参与国家/地区对初中二年级科学项目的回应率，并将其汇总在中间报告中作为数据。在研究成果报告中，概述了TIMSS和TlIMSS-R的概况、影响、主要参与国家/地区的结果以及对我国教育政策的影响。

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.