Context of teaching and learning school science in Finland: Reflections on PISA 2006 results

Jari Lavonen, Seppo Laaksonen

Research output: Contribution to journalArticlepeer-review

121 Citations (Scopus)

Abstract

Finnish students' opinions about the frequency of learning activities and communication in the Finnish science classroom, their interest in science and science studies and careers, their sense of self-efficacy, and their beliefs about their own competence as well as their performance in science are analyzed based on PISA 2006 Scientific Literacy Assessment data. Students' success on PISA is explained by these context variables and by the national education policy in Finland. The regression analysis revealed that positive student level predictors for PISA science performance were science-related self-efficacy and self-concept, interest in physics and chemistry, and a view of the usefulness of science studies in preparing students for future jobs in science. From the point of view of science teaching, one of the most robust predictors of the high results in Finland were frequent use of teacher demonstrations, practical work in the classroom, and the possibility for students to draw conclusions. Knowledge based society, educational equality, and devolution of decision power at the local level, and teacher education are named as most important educational policy issues behind students' high performance in PISA 2006 science.

Original languageEnglish
Pages (from-to)922-944
Number of pages23
JournalJournal of Research in Science Teaching
Volume46
Issue number8
DOIs
Publication statusPublished - Oct 2009
Externally publishedYes

Keywords

  • Communication
  • Education policy
  • Motivation
  • PISA scientific literacy assessment
  • Science activities

ASJC Scopus subject areas

  • Education

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