Kind, P. M. (2003) 'TIMSS puts England first on scientific enquiry, but does pride come before a fall?', School science review., 85 (311). pp. 83-90.
England, more than most other countries, has been through several stages of development of ‘process-oriented’ and ‘investigative’ school science and has put considerable effort into developing this approach both in teaching and assessment. In the 1995 TIMSS performance assessment study English 13-year-olds received high scores for problem-solving and investigative skills in science. However, students in England still seem to have a poor understanding of the nature of science. This article examines to what extent this performance assessment tested real understanding of scientific process and reflects on how practical investigative work is taught and assessed in school science.
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