Differences in science teaching and learning across Australian states

John Ainley, ACER

Abstract

This paper examines the differences among and within the Australian States in science teaching and learning based on the analysis of data from Trends in International Mathematics and Science Study (TIMSS). It focuses on science achievement at Grade 8 in 2002. The paper begins with a consideration of the differences among states in science achievement at Grade 4 and Grade 8 and the way in which patterns changed between 1994 and 2002. It then examines the influence of factors operating at state, school, and student levels on science achievement at Grade 8 in the national picture and the way those influences differ among states. It concludes with a discussion of the factors influencing Grade 8 science achievement. [Author abstract]