Trends in International Mathematics and Science Study

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TIMSS - Trends in International Mathematics and Science Study is an international comparative student achievement tests, which are carried out since 1995 in the four- year cycle of the International Association for the Evaluation of Educational Achievement (IEA).

TIMSS studied mathematics and science performance in primary school, in secondary I and II TIMSS was originally an acronym for Third International Mathematics and Science Study ( Third International Mathematics and Science Study ), the 1999 passage was continued as TIMSS -R ( R for Repeat); since TIMSS 2003 is the acronym for Trends in International Mathematics and Science Study.

Previous studies were FIMS ( First International Mathematics Study, 1964, 12 countries) and SIMS ( Second International Mathematics Study, 1980-82, 20 countries without German participation ) and FISS and SISS ( First and Second International Science Study, 1968-1972 and 1982-1986, SISS without German participation).

Germany, Austria and Switzerland participated in TIMSS 1995. For the second time Germany and Austria participated in TIMSS 2007. The third time that Germany and Austria participated in TIMSS 2011.

Implementation

With TIMSS data on the performance of more than half a million students in about 15,000 schools in 46 countries have been identified ( figures from 2007) and background information about teaching, the teachers, the schools and aspects of extracurricular life environment of the students won.

With TIMSS simultaneously mathematics and science performance of key vintages in elementary school ( TIMSS I, without German and Swiss participation), in lower secondary school ( TIMSS II) and secondary ( TIMSS III ) were investigated.

In contrast to TIMSS 1995 TIMSS is applied in Germany as a primary school examination in 2007.

Whereas traditional researchers from the Max Planck Institute for Human Development participating in TIMSS on the German side, the Leibniz Institute for Science Education at the University of Kiel and the Humboldt University of Berlin. TIMSS 2007 is mainly responsible edited the University of Dortmund, Institute for School Development Research (IFS). For TIMMS 2011, the Technical University of Dortmund took the lead.

Results

The ranked top in TIMSS regularly take the Asian countries. Singapore reached in 1995, 1999, 2003 and 2011 first place in the mathematical part of the TIMSS study ( conducted on students in the seventh classes). In 2007 it reached the 3rd place. South Korea reached 1995, 1999, 2003 and 2007 respectively to the 2nd place. The science skills were able pupils in Singapore in 1995, remaining in the first place ranking in 2003 and 2007. The values ​​of the test in mathematics and the natural sciences, each powerful five states or territories are listed in the table below.

Striking and often quoted was the result that there has been some overlap of the mathematical skills of secondary school students and high school students.

The results of TIMSS / III for the German students in detail:

Mathematics and Scientific Literacy

The main findings (see Baumert eg in 2000, vol.1 ):

  • Here are the test performance of German students are in the group of comparable countries in the lower area.
  • The potentially most powerful German students can not exist in comparison with top students of neighboring European countries.
  • Relative weaknesses exist in tasks that
  • The self- applying what has been learned,
  • The transfer into new contexts or
  • A flexible restructuring of problem situations
  • The deficit in mathematical literacy is not just limited to the vocational education system, but also marks the sixth form.

Specialized services at pre-university mathematics instruction

The main findings (see, inter alia, Baumert 2000, Vol 2):

  • In the top groups from German students also intersect only mediocre.
  • In the international leaders in the German students are not represented. The more demanding a task, the more the German high school graduates fall behind students from other European countries.

Specialized services at pre-university physics teaching

The central findings ( Baumert et al 2000, Vol 2):

  • The test performance of German pupils attending the secondary school physics courses, are in the middle range.
  • Even with the most powerful German students students lie in a wide midfield.
  • Although from German students cut when comparing the best performers significantly better than the students from the U.S., but international excellence of Scandinavian students are not reached by German students.
  • German high school graduates particularly hard time with tasks that require the overcoming of typical misconceptions or require special conceptual knowledge. Comparatively, however successful they are in open task formats.

Reception

The study was hotly debated among educators, but had barely taken by the wider public. It was, however, a few exceptions, the first performance review using standardized methods at the international level, in which Germany participated. Thus, an empirical turn in the German education took away from a more humanistic orientation. Far more attention was paid, however, the PISA study by the OECD, which in 2000 her first of three passes completed ( Koller, Baumert 2001).

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