ERIC Number: ED093670
Record Type: Non-Journal
Publication Date: 1973-Aug
Reference Count: N/A
Variation Between Australian States in Science Achievement.
Rosier, Malcolm J.
In 1970 many Australian students, teachers, and schools participated in the International Association for the Evaluation of Educational Achievement (IEA) Science Project. The aim of the project was to measure the science achievement of students in Australia and 18 other countries, and to examine relationships between this achievement and various student, teacher, and school factors. In this report, the IEA data are used to examine science education characteristics and variations in science achievement between the six Australian states. From this investigation of the conditions under which science is taught in Australian schools, there emerges a clear picture of a cluster of factors which influence the science achievement of students. Taken together, these factors indicate that effective learning of science takes place in a consistent school environment where students receive competent, systematic instruction in carefully structured science courses. Students obtain higher science scores at schools where they spend more time on science learning, both at school and as homework, where their teachers spend more time on preparation of lessons, and where the school supports teachers with laboratory assistants and other ancillary staff. The report concludes that both schools and teachers do make a difference in the learning of science. (Author/JR)
Descriptors: Academic Achievement, Educational Research, International Programs, Performance Factors, Science Education, Secondary School Science, Success
Lawrence Verry, Inc., Mystic, Connecticut 96355
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: International Association for the Evaluation of Educational Achievement, Hawthorn (Australia).; Australian Council for Educational Research, Hawthorn.
Identifiers - Location: Australia