Table of Contents
Executive Summary
Introduction
Chapter 1
Chapter 2
Chapter 3
Chapter 4

Chapter 5 Contents
	Science Subjects Offered Up To and Including Eighth Grade
	Does Decision Making About the Intended Curriculum Take Place at the National, Regional, or Local Level?
	How Do Education Systems Support and Monitor Curriculum Implementation?
	What TIMSS 1999 Countries Have Assessments And Exams in Science?
	What Benchmarking Jurisdictions Have Assessments in Science?
	How Do Education Systems Deal with Individual Differences?
	What Are the Major Characteristics of the Intended Curriculum?
	What Science Content Do Teachers Emphasize at the Eighth Grade?
	What Science Topics Are Included in the Intended Curriculum?
	Have Students Been Taught the Topics Tested by TIMSS?
	What Can Be Learned About the Science Curriculum?

Chapter 6
Chapter 7
Reference 1
Reference 2
Reference 3
Reference 4
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E

 

 

© 2001 International Association for the Evaluation of Educational Achievement (IEA)

 

 

 

 

 

 

What Can Be Learned About the Science Curriculum?

In contrast to the United States, most countries around the world have well-established, centrally-mandated national curricula. Recently, however, states and districts in the US have been making great strides in establishing content standards and curriculum frameworks to guide curriculum implementation in schools. Furthermore, many education systems in the US have begun to assess whether the intended curriculum in science is being attained or learned by their students. Thoroughly examining the Benchmarking jurisdictions’ results in an international context can provide insights into what students are expected to learn in science, what is taught in classrooms, and what policies and practices provide the best match between the intended and the implemented curriculum to improve student achievement.