Experts’ Opinions on the High Achievement of Scientific Literacy in PISA 2003: A Comparative Study in Finland and Korea

Minkee Kim; Jari Lavonen; Masakata Ogawa

doi:10.12973/ejmste/75288

Full Text (PDF)

Minkee Kim ¹ ^* , Jari Lavonen ¹, Masakata Ogawa ²

More Detail

¹ University of Helsinki, Helsinki, FINLAND² Kobe University, Kobe, JAPAN^* Corresponding Author

Abstract

Despite the breadth of coverage and collaboration, few empirical studies have concerned educational background and its implementation in order for scrutinising the reasons for students’ high scientific literacy in Program for International Student Assessment (PISA) 2003 at international level. Rather, many report the data as evidence of successful accountability in a country. In order to illuminate reasons for the high achievement, experts from Finland and Korea participated in a web-based survey. Their opinions revealed heterogeneous contributors: Korean parental support and private education, and Finnish policy involving educational equality; Finnish and Korean teacher education; and Korean centralisation, and Finnish devolution of curriculum and its implementation. Because of the reasons which are irrelevant to the policy orientation of PISA, careful analysis of the educational background and implementation ought to be recognised in advance of reporting the students’ achievement as evidence of national accountability.

Keywords

PISA 2003
private education
public education
comparative study
Finland
Korea

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2009, Volume 5, Issue 4, 379-393

https://doi.org/10.12973/ejmste/75288

Publication date: 22 Dec 2009

Article Views: 2050

Article Downloads: 1522

Open Access References How to cite this article

References

Aikenhead, G. S. (2008, 20-23 February). Importation of science programs from Euro-American countries into Asian countries and regions: A recipe for colonization? Paper presented at the Conference of Asian Science Education, Kaohsiung, Taiwan.
Alamäki, A. (2000). Current trends in technology education in Finland. Journal of Technology Studies, 26(1), 19-23.
Aydagül, B. (2006). Education: An overarching 'acquis' for Turkey. Turkish Policy Quarterly, 5(1), 93-103.
Ball, S. J. (1993). Education policy, power relations and teachers' work. British Journal of Educational Studies, 41(2), 106-121.
Barton, A. C. (2007). Science learning in urban settings. In S. K. Abell & N. G. Lederman (Eds.), Handbook of Research on Science Education (pp. 319-344). London: Lawrence Erlbaum Associates, Publishers.
Cho, H.-H., Lee, M.-W., Cho, Y.-S., & Han, I.-S. (1989). A study on the program for substantial science education in secondary schools: Secondary school science teacher education and in-service training. Journal of the Korean Association for Research in Science Education, 9(2), 1-12.
DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601.
Ertl, H. (2006). Educational standards and the changing discourse on education: The reception and consequences of the PISA study in Germany. Oxford Review of Education, 32(5), 619-634.
George, R., & Kaplan, D. (1998). A structural model of parent and teacher influences on science attitudes of eighth graders: Evidence from NELS: 88. Science Education, 82(1), 93-109.
Gorard, S., & Smith, E. (2004). An international comparison of equity in education systems. Comparative Education, 40(1), 15-28.
Guo, Y. (2005). Asia's educational edge - Current achievements in Japan, Korea, Taiwan, China, and India. Maryland: Lexington Books.
Han, J. (2004). Parents' educational fever: Object and motivations of children's early learning activities. The journal of Korea Open Association for Early Childhood Education, 3(9), 219-251.
Hanson, M. (2006). Transnational corporations as educational institutions for national development: The contrasting cases of Mexico and South Korea. Comparative Education Review, 50(4), 625-650.
Hargreaves, A., Earl, L., Moore, S., & Manning, S. (2001). Learning to change: Teaching beyond subjects and standards. San Francisco: Jossey-Bass.
Harlen, W. (2003). Developments in the assessment of scientific literacy in the OECD/PISA project. School Science Review, 85(311), 91-98.
IMD. (2005). IMD world competitiveness yearbook. Lausanne: Institute for Management Development, Lausanne, Switzerland.
Jamieson, S. (2004). Likert scales: How to (ab)use them. Medical Education, 38(12), 1217–1218.
Jeong, D.-S. (2003). A study on the enrollment satisfaction of students and the attitudes of preparation for entering the teaching profession in teacher's college. The University of Suwon, Suwon.
KEDI. (2005). Look on Korean secondary education through the analysis of the PISA study. Seoul: Korean Educational Development Institution.
KICE. (2004). The results from PISA 2003. Seoul: Korea Institute of Curriculum & Evaluation.
KICE. (2005). Technical report for PISA 2006 and TIMSS 2007. Seoul: Korea Institute of Curriculum & Evaluation.
KICE. (2007). The results from PISA 2006. Seoul: Korea Institute of Curriculum & Evaluation.
Kim, H.-B., Pak, S. J., & Kim, Y.-S. (1994). A status survey on the preservice education of secondary science teachers. Journal of the Korean Association for Research in Science Education, 14(2), 199-213.
Kim, J. (2003). The cause of education fever. The Korean Society for Economics and Finance of Education, 10, 123-148.
Kim, Y.-H. (2000). Concurrent development of education policy and industrialization strategies in Korea (1945- 95): A historical perspective. Journal of Education and Work, 13(1), 95-118.
Kim, Y., & Kim, M. (2002). Analysis of educational situation of cram schools designed to prepare students for college entrance examination. Seoul: Korea Educational Development Institute.
Kivirauma, J., & Ruoho, K. (2007). Excellence through special education? Lessons from the Finnish school reform. International Review of Education, 53(3), 283-302.
Kwon, J. (2001). The problems of Korean school science curriculum and suggestions for a new direction. Journal of the Korean Association for Research in Science Education, 21(5), 968-978.
Laine, A., Lavonen, J., & Meisalo, V. (2004). Current research on mathematics and science education (Research Report 253). Helsinki: Department of Applied Sciences of Education, University of Helsinki.
Lavonen, J., Krzywacki-Vainio, H., Aksela, M., Krokfors, L., Oikkonen, J., & Saarikko, H. (2007). Pre-service teacher education in chemistry, mathematics and physics. In E. Pehkonen, M. Ahtee & J. Lavonen (Eds.), How Finns Learn Mathematics and Science. Rotterdam: Sense Publisher.
Lee, J. G., & Kim, K. S. (2003). A comparative study on conceptions of 'education fever'. Korean Journal of Educational Research, 41(3), 191-214.
Maslowski, R., Scheerens, J. & Luyten, H. (2007). The effect of school autonomy and school internal decentralization on students' reading literacy. School Effectiveness & School Improvement, 18(3), 303-334.
MOE&HRD. (1997). Middle school curriculum (I). Seoul, Korea: Ministry of Education & Human Resources Development.
MOE&HRD. (2006). Statistical yearbook of education. Seoul: Ministry of Education & Human Resources Development.
NBE. (2004). National core curriculum for basic education. Helsinki: National Board of Education.
Nevo, B. (1985). Face validity revisited. Journal of Educational Measurement, 22(4), 287-293.
Nisbett, R. E. (2003). The geography of thought - How Asians and Westerners think differently ... and Why. New York: Free Press.
NRC. (1996). National science education standards. Washington, DC: National Research Council: National Academy Press.
OECD. (2004). Learning for tomorrow's world - First results from PISA 2003. PARIS: OECD.
OECD. (2005). OECD in Figures - 2005 edition [Electronic Version]. Retrieved 21-January-2009 from http://www.oecd.org/document/62/0,2340,en_2649_3 4489_2345918_1_1_1_1,00.html.
OECD. (2007a). PISA 2006: science competencies for tomorrows world: Volume 1. Paris, France.
OECD. (2007b). The programme for international student assessment (PISA). Paris, France: OECD Publications.
Ogawa, M. (2008, 20-23 February). Canadian school science study project in 1980s: Science council of Canada’s challenge. Paper presented at the Conference of Asian Science Education, Kaohsiung, Taiwan.
Osborne, J., Collins, S., Ratcliffe, M., Millar, R., & Duschl, R. (2003). What "ideas-about-science" should be taught in school science? A Delphi study of the expert community. Journal of Research in Science Teaching, 40(7), 692 - 720.
Reinikainen, P., & Isozaki, T. (2007). Comparison of explanatory variables of science achievement in Finland and in Japan. Journal of Science Education in Japan, 31(3), 179-192.
Sahlberg, P. (2004). Teaching and globalization. Managing Global Transitions, 2(1), 65-83.
Sahlberg, P. (2007). Education policies for raising student learning: The Finnish approach. Journal of Education Policy, 22(2), 147-171.
Schleicher, A. (2006). The economics of knowledge: Why education is key for Europe's success. Brussels: Lisbon Council Policy Brief.
Schreiner, C., & Sjøberg, S. (2004). Sowing the seeds of ROSE. Background, rationale, questionnaire development and data collection for ROSE (The relevance of science education) - a comparative study of students' views of science and science education. Oslo: Dept. of Teacher Education and School Development, University of Oslo.
Schwager, R. (2005). PISA-schock und hochschulmisere-hat der bildungsföderalismus versagt? Perspektiven der Wirtschaftspolitik, 6(2), 189-205.
Simola, H. (2005). The Finnish miracle of PISA: Historical and sociological remarks on teaching and teacher education. Comparative Education, 41(4), 455-470.
Stevenson, D. L., & Baker, D. P. (1992). Shadow education and allocation in formal schooling: transition to university in Japan. The American Journal of Sociology, 97(6), 1639-1657.
Tilastokeskus. (2007). Esi- ja peruskouluopetus [pre- and comprehensive school education] [Electronic Version]. Retrieved 21 January 2009 from http://www.stat.fi/ til/pop/index.html
Tsai, C.-C., & Kuo, P.-C. (2008). Cram school students' conceptions of learning and learning science in Taiwan. International Journal of Science Education, 30(3), 353-375.
Välijärvi, J., Linnakylä, P., Kupari, P., Reinikainen, P., & Arffman, I. (2002). The Finnish success in PISA and some reasons behind it [Electronic Version]. Retrieved 21-January-2009 from http://ktl.jyu.fi/arkisto/publications/ierpd056.htm.
van Driel, J. H., Beijaard, D., & Verloop, N. (2001). Professional development and reform in science education: the role of teachers' practical knowledge. Journal of Research in Science Teaching, 38(2), 137-158.
Wossmann, L. (2003). Schooling resources, educational institutions and student performance: The international evidence. Oxford Bulletin of Economics and Statistics, 65(2), 117-170.
Yang, I. H., Cho, H. J., Jeong, J. W., Hur, M., & Kim , Y. S. (2006). Aims of laboratory activities in school science: A Delphi study of expert community. Journal of the Korean Association for Research in Science Education, 26(2), 177-190.
Yang, J. (2006). The gulf of private education expenditures in Korea. Seoul: Korea Labor Institute.
Zembylas, M. (2005). Science education: For citizenship and/or for social justice? Journal of Curriculum Studies, 37(6), 709-722.

How to cite this article

APA

Kim, M., Lavonen, J., & Ogawa, M. (2009). Experts’ Opinions on the High Achievement of Scientific Literacy in PISA 2003: A Comparative Study in Finland and Korea. Eurasia Journal of Mathematics, Science and Technology Education, 5(4), 379-393. https://doi.org/10.12973/ejmste/75288

Vancouver

Kim M, Lavonen J, Ogawa M. Experts’ Opinions on the High Achievement of Scientific Literacy in PISA 2003: A Comparative Study in Finland and Korea. EURASIA J Math Sci Tech Ed. 2009;5(4):379-93. https://doi.org/10.12973/ejmste/75288

AMA

Kim M, Lavonen J, Ogawa M. Experts’ Opinions on the High Achievement of Scientific Literacy in PISA 2003: A Comparative Study in Finland and Korea. EURASIA J Math Sci Tech Ed. 2009;5(4), 379-393. https://doi.org/10.12973/ejmste/75288

Chicago

Kim, Minkee, Jari Lavonen, and Masakata Ogawa. "Experts’ Opinions on the High Achievement of Scientific Literacy in PISA 2003: A Comparative Study in Finland and Korea". Eurasia Journal of Mathematics, Science and Technology Education 2009 5 no. 4 (2009): 379-393. https://doi.org/10.12973/ejmste/75288

Harvard

Kim, M., Lavonen, J., and Ogawa, M. (2009). Experts’ Opinions on the High Achievement of Scientific Literacy in PISA 2003: A Comparative Study in Finland and Korea. Eurasia Journal of Mathematics, Science and Technology Education, 5(4), pp. 379-393. https://doi.org/10.12973/ejmste/75288

MLA

Kim, Minkee et al. "Experts’ Opinions on the High Achievement of Scientific Literacy in PISA 2003: A Comparative Study in Finland and Korea". Eurasia Journal of Mathematics, Science and Technology Education, vol. 5, no. 4, 2009, pp. 379-393. https://doi.org/10.12973/ejmste/75288