Table
of Contents Chapter 6
© 2001 International Association for the Evaluation of Educational Achievement (IEA)
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What Are the Major Characteristics of the Intended Curriculum?Exhibit 5.16 indicates the relative emphasis given to various aspects of science instruction in the intended curriculum. Knowing basic science facts and understanding science concepts received major emphasis in the curriculum of most participating countries, and at least moderate emphasis was placed on application of science concepts in almost all national curricula. In addition to these three areas, the United States reported placing major emphasis on using laboratory equipment, performing experiments, and designing and conducting scientific experiments, as did top-performing Singapore, Korea, and Japan. The Czech Republics intended curriculum had minor or no emphasis on any aspect of practical work. The Benchmarking jurisdictions were similar to the United States overall in the curricular areas that they reported placing major emphasis on. All Benchmarking jurisdictions reported placing major emphasis on understanding science concepts and on applying science concepts, and all jurisdictions except Pennsylvania and the Fremont/Lincoln/Westside Public Schools on designing and conducting scientific experiments. There were also areas of different emphasis. Although the pattern varied quite a lot, relatively less emphasis was reported by Benchmarking states on knowing basic science facts (particularly in Massachusetts and Michigan), on using laboratory equipment, and on performing experiments, and relatively more emphasis on assessment. The Benchmarking districts and consortia resembled the United States overall rather more closely, although again there was relatively more emphasis on assessment, as well as on communicating scientific procedures and explanations, reported in almost all of these jurisdictions. It is possible that in some entities some of the approaches and processes reported as being given minor or no emphasis in the intended curriculum may receive more emphasis in the implemented curriculum. Conversely, it is also possible that some of the approaches and processes reported as being given major or moderate emphasis in the intended curriculum may receive less emphasis in the implemented curriculum. |
TIMSS 1999 Benchmarking is a project of the
International Study Center
Boston College, Lynch School of Education