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dc.contributor.authorColl, Richard K.
dc.contributor.authorDahsah, Chanyah
dc.contributor.authorFaikhamta, Chatree
dc.date.accessioned2010-03-12T02:02:54Z
dc.date.available2010-03-12T02:02:54Z
dc.date.issued2010
dc.identifier.citationColl, 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.en
dc.identifier.urihttps://hdl.handle.net/10289/3708
dc.description.abstractThe 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.en
dc.language.isoen
dc.publisherRoutledgeen_NZ
dc.relation.urihttp://www.informaworld.com/smpp/content~content=a919187742~db=all~jumptype=rssen
dc.subjectPISAen
dc.subjectNew Zealanden
dc.subjectThailanden
dc.subjecteducational contexten
dc.subjectscientific literacyen
dc.subjectscience performanceen
dc.titleThe influence of educational context on science learning: a cross-national analysis of PISAen
dc.typeJournal Articleen
dc.identifier.doi10.1080/02635140903513532en
dc.relation.isPartOfResearch in Science & Technological Educationen_NZ
pubs.begin-page3en_NZ
pubs.elements-id34774
pubs.end-page24en_NZ
pubs.issue1en_NZ
pubs.volume28en_NZ


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