The thesis is made up by four studies, on the comprehensive theme of integrated and subject specific science education in 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…
Contents
1. INTEGRATED VERSUS TRADITIONAL SCIENCE EDUCATION
1.1 Science education integration, content and structure
1.1.1 A history of integrated Science education
1.1.2 Integrated Science education
1.1.3 Interdisciplinary or trans-disciplinary integration?
1.1.4 Integration of general competencies
1.2 Subject-specific (traditional) Science
1.3 Integrated Science education in the Swedish school system
1.3.1 Studies of the occurrence of integrated Science in Sweden
1.3.2 Integrated Science education in previous Swedish curricula
1.3.3 Integrated Science education in the current Swedish curriculum
1.4 Summary of theories regarding science education integration
2. PREVIOUS RESEARCH ON STUDENT RESULTS
2.1 Studies of teaching styles and student results
2.1.1 Bennett’s study of Reading, Mathematics and English
2.1.2 Swedish studies
2.2 International studies
2.2.1 The rationale behind TIMSS
2.2.2 Student results in PISA
2.2.3 The framework of PISA as it relates to integrated Science education
2.2.4 Comparing the frameworks of PISA and TIMSS
2.3 STS intervention studies
3. THE RESEARCH QUESTION IN THIS STUDY
3.1 The structure of Sweden’s Science education compared to Science education in other countries
3.2 A Science education research question
4. METHODOLOGICAL CONSIDERATIONS
4. 1 Ontological framework
4.2 Different results for an individual
4.3 Regarding international student assessments
5. METHODS OF DATA ANALYSIS
5.1 Analysis of quantitative data
5.1.1 Hypothesis testing
5.1.2 Validity
5.1.3 Reliability
5.1.4 Generalisation
5.2 Analysis of qualitative data
5.2.1 Case study method
1 2(75)
5.2.2 Experts’ study
5.2.3 Validity
5.2.4 Reliability
5.2.5 Generalisation
5.3 Ethics
6. RESULTS
6.1 Defining integrated Science education in Sweden
6.1.1 The experts’ view of integrated Science education
6.1.2 A case study of four schools in a Swedish town
6.2 Statistical analysis of data from PISA 2003 and PISA 2006
6.2.1 Hierarchical Linear Model (HLM) analysis of data from PISA 2003
6.2.2 Hypothesis testing of data from PISA 2006
6.2.3 Concluding results from the two statistical studies
7. DISCUSSION
7.1 Compulsory Science Education in Sweden
7.1.1 Experts’ view of Science education
7.1.2 Case study
7.1.3 Findings of the essence of integrated Science education
7.2 Discussing the results of the statistical analysis of data from PISA 2003 and PISA 2006
7.2.1 Similarities and differences between PISA 2003 and PISA 2006 data
7.2.2 Differences between boys and girls
7.2.3 Divergent results in the two statistical studies
7. 3 Further research
Acknowledgements
List of papers
REFERENCES
Author: Åström, I. Maria
Source: Linköping University
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