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Differences between students in Swedish compulsory schools with integrated andsubject-specific Science education in PISA 2006
Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
(English)Manuscript (Other academic)
Abstract [en]

This study is a comparison between three groups of teaching organisations in Sweden that work either with integrated Science, subject-specific Science or a mixed form of the two. Comparison is made between the students’ total Science scores in the PISA 2006 study and the three scores in student competency regarding Knowledge in Science and Knowledge about Science. This comparison is made both at the individual and school level. There are differences between students with integrated Science education and students with subjectspecific Science. These differences are found both in the total scores and in some of the subscores. An even more striking difference is found between boys and girls in the different groups. There are big differences in test scores for girls with integrated Science as compared to girls with subject-specific Science; this difference is almost nonexistent for boys. Some caution must be shown in drawing conclusions from this finding, however, since girls’ and boys’ groups differ in mean ESCS, and there are differences in the percentage of students who speak another language at home than Swedish. Some plausible explanations for the differences are discussed based on inferences from other studies.

National Category
URN: urn:nbn:se:liu:diva-15365OAI: diva2:114054
Available from: 2008-11-05 Created: 2008-11-05 Last updated: 2010-01-14Bibliographically approved
In thesis
1. Defining Integrated Science Education and Putting It to Test
Open this publication in new window or tab >>Defining Integrated Science Education and Putting It to Test
2008 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The thesis is made up by four studies, on the comprehensive theme of integrated and subjectspecific science education in Swedish compulsory school. A literature study on the matter is followed by an expert survey, then a case study and ending with two analyses of students’ science results from PISA 2003 and PISA 2006. The first two studies explore similarities and differences between integrated and subject-specific science education, i. e. Science education and science taught as Biology, Chemistry and Physics respectively. The two following analyses of PISA 2003 and PISA 2006 data put forward the question whether there are differences in results of students’ science literacy scores due to different types of science education.

The expert survey compares theories of integration to the Swedish science education context. Also some difference in intention, in the school case study, some slight differences in the way teachers plan the science education are shown, mainly with respect to how teachers involve students in their planning.

The statistical analysis of integrated and subject-specific science education comparing students’ science results from PISA 2003 shows no difference between students or between schools. The analysis of PISA 2006, however, shows small differences between girls’ results with integrated and subject-specific science education both in total scores and in the three scientific literacy competencies. No differences in boys’ results are shown on different science educations.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2008. 75 p.
Studies in Science and Technology Education, ISSN 1652-5051 ; 26
Science education, international studies, PISA, curriculum integration
National Category
urn:nbn:se:liu:diva-15345 (URN)978-91-7393-770-2 (ISBN)
Public defence
2008-11-11, Olof Högbergssal, Mittuniversitetet, Härnösand, 10:15 (Swedish)
Available from: 2008-11-11 Created: 2008-11-04 Last updated: 2012-01-31Bibliographically approved

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Åström, I. Maria
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Department of Social and Welfare StudiesFaculty of Arts and Sciences

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