Abstract
How can large-scale international comparative achievement studies (LINCAS) be used within science education as a scientific discipline? The thesis addresses this question by theoretical discussions and by analysis of data from the PISA study (Programme for International Student Assessment). This study was initiated by the OECD and focuses on 15 year olds’ scientific, mathematical and reading literacy. The definitions of the domains focus on competencies that are seen as important for participation as a reflective and concerned citizen in a democratic society. The empirical analysis in the thesis focuses on how data from the PISA study can increase our understanding of aspects of “scientific literacy”. A key message in the thesis is that LINCAS have a large unused potential for science education researchers. Despite this large potential, it is also argued that the design of such studies can be modified to enhance the possibilities. In particular, it should be possible to construct tests that measure one or a few cognitive traits with high validity and reliability, and also can be used in diagnostic analysis of students’ understanding of fundamental science concepts.
A thesis for the degree of Doctor Scientiarum (Dr. Scient.). (In Norwegian, partly in English)
Correspondence
Dr. Are Turmo
University of Oslo
P.O. Box 1099 Blindern
N-0316 Oslo, Norway
Phone: +47 22 85 43 32
Fax: +47 22 85 74 63
E-mail: are.turmo@ils.uio.no
