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      The influence of educational context on science learning: a cross-national analysis of PISA

      Coll, Richard K.; Dahsah, Chanyah; Faikhamta, Chatree
      DOI
       10.1080/02635140903513532
      Link
       www.informaworld.com
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      Citation
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      Coll, R. K., Dahsah, C. & Faikhamta, C. (2010). The influence of educational context on science learning: a cross-national analysis of PISA. Research in Science & Technological Education, 28(1), 3-24.
      Permanent Research Commons link: https://hdl.handle.net/10289/3708
      Abstract
      The literature is replete with studies about the importance of context in relation to teaching and learning. Major international studies such as PISA, among others, attempt to develop an understanding of achievement in science learning in a variety of educational contexts. Here we explore the influence of educational context itself on science learning as measured by PISA. Comparison is made between two countries: one developed or 'western' nation, New Zealand, and one non-western developing nation from southeast Asia, Thailand. In this work the authors seek to establish links between the nature of the educational context (based on Lave's notion of situated cognition) and achievement in the PISA science evaluation exercise.
      Date
      2010
      Type
      Journal Article
      Publisher
      Routledge
      Collections
      • Science and Engineering Papers [3122]
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