Title: Quality of Teaching and Learning in Science
Authors: DINIS MOTA DA COSTA PATRICIADE SOUSA LOBO BORGES DE ARAUJO LUISA
Publisher: Publications Office of the European Union
Publication Year: 2018
JRC N°: JRC109064
ISBN: 978-92-79-76294-9
ISSN: 1831-9424
Other Identifiers: EUR 28865 EN
OP KJ-NA-28865-EN-N
URI: http://publications.jrc.ec.europa.eu/repository/handle/JRC109064
DOI: 10.2760/860512
Type: EUR - Scientific and Technical Research Reports
Abstract: Quality teaching and learning is linked to the structural and process characteristics of educational systems. Importantly, the role of education policies, of schools and of teachers in promoting high student performance is increasingly recognized (IEA, 2016; Hanushek & Woessmann, 2014). International large-scale surveys (ILSA) such as PISA allow for envisioning what is amenable to change beyond what is determined by culture and to consider reforms that improve learning conditions (Hanushek & Woessmann, 2014). This report focuses on identifying the variation in different teaching practices in the Science classroom and their relation with students’ achievement. Using PISA 2015 data collected in the student and school questionnaires, the report offers an overview of the variations in teaching practices across European Member States (EU MS) and how they relate to students’ Science achievement. For this purpose, we present univariate statistics and we explore the proportion of variance in students’ achievement that can be explained by the use of different teaching practices. More specifically, this report answers the following research question: What is the relationship between teaching practices, the learning environment and students’ achievement in EU MS? A multilevel analysis is used for the available PISA 2015 data including different levels of analysis. These analyses contribute to our understanding of the differences and similarities among countries and provide evidence regarding teaching effectiveness, giving an overview about what works well in the Science classroom in EU MS. This information strengthens the evidence-base and can be used at the EU level to share knowledge about good practices and to inform policy initiatives that focus on high quality teaching (European Commission, 2016). Specific actions in this area are intended to help raise the skills’ levels of pupils and the workforce by improving the effectiveness of education and training systems (European Commission, 2015).
JRC Directorate:Growth and Innovation

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