This paper summarises data on engagement and achievement in science across primary and secondary schools. This information has been collated across national and international studies undertaken over the last 15 years. This information raises key issues for policy and practice and these are discussed briefly.
Purpose
In this report, we aim to summarise key issues for policy and practice raised by data on engagement and achievement in science across primary and secondary schools. This information has been collated across national and international studies undertaken over the last 15 years. The most recent information for primary schooling comes from the National Education Monitoring Project (NEMP) in 2007 and from TIMSS 2006/07 (Year 5). At the secondary level, information comes from the Programme for International Student Assessment (PISA) in 2006, NCEA results, and TIMSS 2002/03 (Year 9). In addition there is information from the Competent Learners Study, the Transitions Study, and from a national survey of primary schools conducted by NZCER in 2007.
The collated evidence is being used as a basis for engaging with the Strategy and Implementation Board and the Leadership Team; as a means of collaborating with communities of interest in policy, research and practice; and as a broad context that will help develop key messages for the release of New Zealand data internationally in December 2008 from the implementation of TIMSS in 2006/07.