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11P
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Performance in environmental science and geoscience among 15-year-old students
A perspective from PISA 2006
OECD Programme for International Student Assessment (PISA)
Andreas Schleicher and Pablo ZoidoIndicators and Analysis DivisionOECD Directorate for Education
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OPISA
A three-yearly global assessment that… … examines the performance of 15-year-olds
in key subject areas as well as a wider range of educational outcomes
• Including students attitudes to learning and their learning behaviour
… collects contextual data from… … students, parents, schools and systems…
… in order to identify policy levers
Coverage Representative samples of between 3,500 and
50,000 15-year-old students drawn in each country Most federal countries also draw state-level
samples PISA covers roughly 90% of the world economy .
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Coverage of world economy 77%81%83%85%86%87%
OECD’s PISA assessment of the knowledge and skills of 15-year-olds
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O Deciding what to assess...
looking back at what students were expected to have learned
…or…
looking ahead to how well they can extrapolate from what they have learned
and apply their knowledge and skills in novel settings.
For the PISA assessment of the knowledge and skills of 15-year-olds, participating countries chose the latter
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OPISA defines environmental science performance in terms of a student’s:
• Scientific knowledge and use/extrapolation of that knowledge to… … identify scientific issues,
… explain biological and geoscience phenomena related to the environment, and
… draw evidence-based conclusions about the environment
• Understanding of the characteristic features of environmental science as a form of human knowledge and enquiry
• Awareness of how environmental science can shape our use of earth’s resources, policies about environmental sustainability, and future responsibility towards environmental quality?
• Willingness to engage with environmental science
For example
When reading about global warming, can students separate scientific-related from non-scientific aspects of the text ?
66P
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OPISA defines environmental science performance in terms of a student’s:
• Scientific knowledge and use/extrapolation of that knowledge to… … identify scientific issues,
… explain biological and geoscience phenomena related to the environment, and
… draw evidence-based conclusions about the environment
• Understanding of the characteristic features of environmental science as a form of human knowledge and enquiry
• Awareness of how environmental science can shape our use of earth’s resources, policies about environmental sustainability, and future responsibility towards environmental quality?
• Willingness to engage with environmental science
For example
Do students know the difference between evidence-based explanations and personal opinions about the environment?
77P
ISA
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OPISA defines environmental science performance in terms of a student’s:
• Scientific knowledge and use/extrapolation of that knowledge to… … identify scientific issues,
… explain biological and geoscience phenomena related to the environment, and
… draw evidence-based conclusions about the environment
• Understanding of the characteristic features of environmental science as a form of human knowledge and enquiry
• Awareness of how environmental science can shape our use of earth’s resources, policies about environmental sustainability, and future responsibility towards environmental quality?
• Willingness to engage with environmental science
For example
Are students aware of environmental changes and the effects of those changes on economic and social stability?
88P
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OPISA defines environmental science performance in terms of a student’s:
• Scientific knowledge and use/extrapolation of that knowledge to… … identify scientific issues,
… explain biological and geoscience phenomena related to the environment, and
… draw evidence-based conclusions about the environment
• Understanding of the characteristic features of environmental science as a form of human knowledge and enquiry
• Awareness of how environmental science can shape our use of earth’s resources, policies about environmental sustainability, and future responsibility towards environmental quality?
• Willingness to engage with environmental science
This addresses the value students place on environmental science, both in terms of topics and in terms of the scientific approach to understanding environmental issues
1010P
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OExample: Greenhouse effect – fact or fiction?
Living things need energy to survive. The energy that sustains life on the Earth comes from the Sun, which radiates energy into space because it is so hot. A tiny proportion of this energy reaches the Earth. The Earth’s atmosphere acts like a protective blanket over the surface of our planet, preventing the variations in temperature that would exist in an airless world.
Most of the radiated energy coming from the Sun passes through the Earth’s atmosphere. The Earth absorbs some of this energy, and some is reflected back from the Earth’s surface. Part of this reflected energy is absorbed by the atmosphere.
As a result of this the average temperature above the Earth’s surface is higher than it would be if there were no atmosphere. The Earth’s atmosphere has the same effect as a greenhouse, hence the term greenhouse effect.
The greenhouse effect is said to have become
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OQuestion A:
What is it about the graphs that supports André’s conclusion?
Question B:
Another student, Jeanne, disagrees with André’s conclusion. She compares the two graphs and says that some parts of the graphs do not support his conclusion. Give an example of a part of the graphs that does not support André’s conclusion. Explain your answer.
Question C:
André persists in his conclusion that the average temperature rise of the Earth’s atmosphere is caused by the increase in the carbon dioxide emission. But Jeanne thinks that his conclusion is premature. She says: “Before accepting this conclusion you must be sure that other factors that could influence the greenhouse effect are constant”.
Name one of the factors that Jeanne means
Gives a factor referring to the energy/radiation coming from the Sun.
For example:
• The sun heating and maybe the earth changing position.
• Energy reflected back from Earth.
Gives a factor referring to a natural component or a potential pollutant. For example:
• Water vapour in the air.
• Clouds.
• The things such as volcanic eruptions.
• Atmospheric pollution
• The amount of exhaust
• Ozone.
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0
10
20
30
40
50
60
70
80
Hon
g K
ong-
Chin
a
Can
ada
Jap
an
Fin
land
Est
onia
Chin
ese
Tai
pei
Uni
ted K
ingd
om
Fra
nce
Kor
ea
New
Zea
land
Mac
ao-C
hin
a
Spa
in
Irel
and
Icel
and
Den
mar
k
Sw
eden
Uni
ted S
tate
s
OE
CD
ave
rage
Nor
way
Ger
man
y
Port
ugal
Cze
ch R
epub
lic
Rus
sian
Fed
erat
ion
Lit
hua
nia
Gre
eece
Aus
tria
Uru
guay
Isra
el
Slo
veni
a
Chile
Ital
y
Slo
vak
Rep
ublic
Tur
key
Tun
isia
Arg
enti
na
Bra
zil
Indon
esia
Rom
ania
Jor
dan
Ser
bia
Thai
land
Col
ombia
Mex
ico
Qat
ar
Kyr
gyzs
tan
Question A: As emissions increased the temperature increased
Question B: Deviations from the pattern
Question C: Factors that need to remain constant
%
Percentage of correct answersGreenhouse effect
24 tasks with an environmental context weregiven to 15-year-olds. The results of this test weresummarised in an index
1313P
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60
40
20
0
20
40
60
80
100F
inla
nd
Hon
g K
ong-
Chin
a
Est
onia
Can
ada
Chin
ese
Tai
pei
Lie
chte
nste
in
OE
CD
ave
rage
Port
ugal
Ital
y
Tur
key
Mexic
o
Indon
esi
a
Bra
zil
Level A Level B Level C Level D Below Level D%
474 475 424 410 489 522
Large proportion of top performers
Percentage of students at each proficiency level on the environmental science performance index
Large proportion of poor performers
These students are not able to interpret a graph or figure when given appropriate cues, nor are they able to show basic knowledge of common environmental processes…
These students can thoroughly explain environmental phenomena. They demonstrate an ability to compare and differentiate among competing explanations by examining supporting evidence and drawing from their knowledge. They are able to synthesize answers from multiple sources…
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High environment science performance
Low environment science performance
Finland
JapanCanadaEstonia
KoreaAustraliaNew ZealandLiechtenstein
GermanyHungaryCzech Republic BelgiumSwitzerland
PolandIreland United KingdomAustriaDenmarkOECD average
France CroatiaLithuaniaSpainSlovak Republic
Norway United StatesIceland
Luxembourg Greece
ItalyPortugal
BulgariaSerbia
Uruguay
Thailand
MexicoArgentina
ColombiaBrazil
Hong Kong-China
Indonesia
Israel
Jordan
Latvia
Netherlands
Sweden
Macao-China
MontenegroRomania
Russian Federation
Chile
Slovenia
Chinese Taipei
Turkey
Tunisia
Azerbaijan
400
420
440
460
480
500
520
540
6 16
Studentperformance canbe summarised in
terms of the mean performance
on the index
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Sco
re p
oint
dif
fere
nce
Gender differences in environmental science performance
-25
-20
-15
-10
-5
0
5
10
15
20
Jor
dan
Qat
ar
Thai
land
Lie
chte
nste
in
Gre
ece
Icel
and
Tur
key
Fin
land
Kor
ea
Nor
way
Uni
ted S
tate
s
Mac
ao-C
hin
a
Chin
ese T
aipe
i
Fra
nce
Pola
nd
Sw
eden
Hun
gary
Aus
tral
ia
Belg
ium
OE
CD
ave
rage
Can
ada
Sw
itze
rlan
d
Den
mar
k
Mex
ico
Spa
in
Rus
sian
Feder
atio
n
Port
ugal
Jap
an
Hon
g K
ong-
Chin
a
Ital
y
Indon
esia
Irel
and
Lux
embou
rg
Uni
ted K
ingd
om
Bra
zil
Ger
man
y
Chile
Males performbetter than
females
Femalesperform better
than males
Note: Gender differences that are statistically significant are marked in darker colour
Largest differences in favour of females
Largest differences in favour of males
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Bubble size indicates students
level of awareness of environmental issues (green if positive values,white if negative values)
Environmental performance and attitudes of students
Env
iron
ment
scienc
e p
erf
ormanc
e ind
ex
Student’s optimism regarding environmental issues
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…being aware of acid rain …can identify a source of acid rain
% o
f st
udent
s who
repo
rt…
Australia
Austria
Belgium
Canada
Czech
Republic
Denmark
Finland
France
Germany
Greece
Hungary
Iceland
Ireland
Italy
JapanKorea
Luxembo
urg
Mexico
Netherlan
ds
New
Zealand
Norway
Poland
Portugal
Slovak
Republic
Spain
Sweden
Switzerla
nd
Turkey
United
Kingdom
United
States
OECD
average
ArgentinaAzerbaija
nBrazil
Bulgaria
Chile
Colombia
Croatia
Estonia
Hong
Kong-
China
Indonesia
Israel
Jordan
Kyrgyzsta
n
Latvia
Liechtens
tein
Lithuania
Macao-
ChinaMonteneg
ro
Qatar
Romania
Russian
Federatio
n
Serbia
Slovenia
Chinese
Taipei
Thailand
Tunisia
Uruguay
0
10
20
30
40
50
60
70
80
90
100
FinlandHong
Kong-
ChinaAustriaSloveniaNetherlan
dsIrelandCanadaChinese
TaipeiHungaryGermanyLiechtens
teinEstonia
PolandBelgiumCzech
RepublicCroatiaLatviaUnited
KingdomKoreaSwitzerla
ndGreeceOECD
AverageAustralia
New
ZealandMacao-
ChinaSwedenJapanNorwayIcelandUnited
StatesLuxembo
urgLithuaniaDenmarkSlovak
RepublicSpainJordanPortugalItalyRussian
Federatio
nMexicoFranceIsraelUruguayMonteneg
roRomaniaChileBulgariaSerbia
ColombiaArgentinaBrazilAzerbaija
nTunisiaTurkey
ThailandQatar
Kyrgyzsta
nIndonesia
0
10
20
30
40
50
60
70
80
90
100
% o
f st
udent
s who…
Acid rain
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0
25
50
75
Air pollution
Energy shortages
Extinction of
plants and animals
Clearing of
forests for other
land use
Water shortages
Nuclear waste
School
TV, Radio, Newspaper or magazines
Friends
Family
Internet or Books
Main sources of knowledge on environmental issues (OECD average)
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OSources of learning and performance
No
Yes400
420
440
460
480
500
520
540
NoYes
450
509
480
523
No
Yes0%
5%
10%
15%
20%
25%
30%
35%
40%
NoYes
5%
24%
36%34%
Note: Figures refer to OECD average
Proportion of students wholearn from…
Performance of students wholearn from…
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OSome conclusions
In most countries, most 15-year-olds are familiar with environmental issues and show high levels of engagement
Performance in environmental science varies widely both within and across countries Close to 20% of students can tackle the most difficult environment
related science questions in PISA 2006, such as finding alternative explanations for the increase of CO2 emissions and the rising temperature of the earth. In four OECD countries, Canada, Finland, Japan and Korea, a quarter or more of students can answer this question correctly.
On the other side, across OECD countries, 16% of students cannot cope with very basic environment-related science questions, such as the role of freezing water in erosion
Students who have mastered the science of the environment feel better informed about complex environmental issues
Limited competency is often associated with complacency
Schools are the most common place where students find out about such issues Higher-performing students are also using the media and to a lesser
extent the internet to find out about these issues .
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Performance in environmental science and geoscience among 15-year-old students
A perspective from PISA 2006
OECD Programme for International Student Assessment (PISA)
Bonn, 31 March 2009
Andreas Schleicher and Pablo ZoidoIndicators and Analysis DivisionOECD Directorate for Education
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High environment science performance
Low environment science performance
Mean score atthe environment
science performance
index
Finland
Japan
GermanyPoland
OECD averageSpain
United States
Italy
Turkey
400
420
440
460
480
500
520
540
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8873
9
0
10
20
30
40
50
60
70
80
90
100
Familiar Responsible Aware Knowledgable Optismistic
Finland Japan
69
14
93
Familiar Responsible Aware Knowledgable Optismistic
Germany Poland
91
54
21
0
10
20
30
40
50
60
70
80
90
100
Familiar Responsible Aware Knowledgable Optismistic
Spain United States
49
97
2623
Familiar Responsible Aware Knowledgable Optismistic
Italy Turkey
Students are highly engaged but unequally competentAir pollution / acid rain% of students
% of students
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OBeyond averages: What is the appropriate
level of environmental science competency?
6 10 14 13 16 16 17 223014
1519 22 22 22 25
25
32
2121
21 23 22 24 2121
18
31 28 23 20 19 17 17 13 7
0
10
20
30
40
50
60
70
80
90
100F
inla
nd
Jap
an
Germ
any
Pola
nd
OE
CD
ave
rage
Spa
in
Uni
ted S
tate
s
Ital
y
Tur
key
Level A Level B Level C Level D Below Level D
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OGoing beyond averages: some students are
lagging behindPerformance by socio-economic background
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OSchools are the students’ main source of
learning about the environment
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OStudents and parents attitudes are aligned
Index of sense of responsibility
99 94 99 97 99 97
0
20
40
60
80
100
Pare
nts
Stu
den
ts
Pare
nts
Stu
den
ts
Pare
nts
Stu
den
ts
Germany Italy Turkey
Air pollution96
8695
8695 94
0
20
40
60
80
100
Pare
nts
Stu
den
ts
Pare
nts
Stu
den
ts
Pare
nts
Stu
den
ts
Germany Italy Turkey
Energy shortages
97 87 9179
96 94
020406080
100
Pare
nts
Stu
den
ts
Pare
nts
Stu
den
ts
Pare
nts
Stu
den
ts
Germany Italy Turkey
Extinction of plants
and animals
94 84 89 7897 95
020406080
100
Pare
nts
Stu
den
ts
Pare
nts
Stu
den
ts
Pare
nts
Stu
den
ts
Germany Italy Turkey
Clearing of forests
for other land use 8774
9180
94 92
0
20
40
60
80
100
Pare
nts
Stu
den
ts
Pare
nts
Stu
den
ts
Pare
nts
Stu
den
ts
Germany Italy Turkey
Water shortages97
85 9072
95 92
0
20
40
60
80
100
Pare
nts
Stu
den
ts
Pare
nts
Stu
den
ts
Pare
nts
Stu
den
ts
Germany Italy Turkey
Nuclear waste
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OSources of student attitudes?
Relaying on less sources and optimism
Australia
Austria
Belgium Canada
Czech Republic
Denmark
Finland
France
Germany
Greece
HungaryIceland
Ireland
Italy
Japan
Korea
Luxembourg
MexicoNetherlands
New Zealand
Norway
Poland
Portugal
Slovak Republic
Spain
Sweden
Switzerland
Turkey
United Kingdom
United States
OECD average
Argentina
Azerbaijan
Brazil
Bulgaria
Chile
Colombia
CroatiaEstonia
Hong Kong-ChinaIndonesia
Israel
JordanKyrgyzstan
Latvia
Liechtenstein
Lithuania
Macao-ChinaMontenegro
Qatar
Romania
Russian Federation
Serbia
Slovenia
Chinese Taipei
ThailandTunisia
Uruguay
0
5
10
15
20
25
30
35
40
45
50
0% 10% 20% 30% 40% 50% 60%
`% o
f st
udent
s who
repo
rt b
eing
optimistic
% of students who learn from school and media
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Some additional conclusions
Most students across countries are engaged, the differences are in their competencies Countries can use this data to assess how well their students are
doing on environmental science and set different goals.
In such a new area, there is bound to be different approaches to teaching and learning across countries
Schools have an important role to play, because most students do their learning about the environment at school In terms of attitudes, students and parents are aligned. So, perhaps
educating students can have an impact beyond their own attitudes towards the environment
No room for inaction: Lack of learning at school may lead to complacency Schools may also play a role in shaping attitudes
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Thank you !
www.oecd.org; www.pisa.oecd.org– All national and international publications
– The complete micro-level database
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… and remember:
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