NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ633627
Record Type: Journal
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0305-7267
Culturally Specific Patterns in the Conceptualization of the School Science Curriculum: Insights from TIMSS.
Cogan, Leland S.; Wang, Hsingchi A.; Schmidt, William H.
Studies in Science Education, v36 p105-33 2001
Studies how the cultural context of curriculum policy relates to what students are taught in the classroom by using data from the Third International Mathematics and Science Study (TIMSS). Explores how what constitutes school science varies from one culture/nation to another, and that these differences pervade all instantiations of curriculum. Concludes that there are different cultural approaches that are manifested by content standards, textbooks, and teacher instruction. (Contains 14 references.) (ASK)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study