Session Information
09 SES 14 A, Strategies and Implications of Changing Educational Systems: Consequences of Large-Scale Assessments (Part 2)
Symposium, continues from 09 Ses 13 A
Contribution
In recent years, Estonia has done remarkably well in three major international comparative studies TIMSS 2003, PISA 2006, and 2009 assessing the students' learning outcomes in science. But at the same time, comparative data from international surveys have shown that Estonian young people do not value science very much and scientific inquiry as an approach is not very common in Estonian science lessons. The second important country specific finding from PISA studies showed that Estonia is one of the top-performing countries in terms of students’ performance, but has the modest numbers of 15-year-olds who are highly proficient in science reaching Level 5 or 6. School curriculum reforms have been permanently the subject of debate in Estonia. The new national curricula for basic schools and for upper secondary schools were approved by the Government in January 2010. To increase student’s motivation to learn science and proficient the instructions for inquiry based science teaching and learning were incorporated in all science subjects (science, biology, chemistry, physics). Debates on the development of Estonian Education Strategy have been permanently going on too. To promote Estonian education structural and systemic changes the evidence based data from international assessment studies are used for development of strategy.
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