PISA 2006 Science Competencies for Tomorrow's World | Executive summary
Table of contents | Errata | How to obtain these publications
Tables, figures, annex material and online database |
News releases and press material
PISA 2006 Science Competencies for Tomorrow's World
PISA 2006: Science Competencies for Tomorrow’s World presents the results from the most recent PISA survey, which focused on science and also assessed mathematics and reading. It is divided into two volumes.
Volume 1: Analysis gives the most comprehensive international picture of science learning today, exploring not only how well students perform, but also their interests in science and their awareness of the opportunities that scientific competencies bring as well as the environment that schools offer for science learning. It places the performance of students, schools and countries in the context of their social background and identifies important educational policies and practices that are associated with educational success. By showing that some countries succeed in providing both high quality education and equitable learning outcomes, PISA sets ambitious goals for others.
Volume 2: Data/Données presents the PISA 2006 full data set underlying Volume 1.
Together with the PISA 2000 and PISA 2003 surveys, PISA 2006 completes the first cycle of assessment in the three key subject areas. PISA is now conducting a second cycle of surveys, beginning in 2009 with reading as the major subject and continuing in 2012 (mathematics) and 2015 (science).
Finland, with an average of 563 score points, was the highest-performing country on the PISA 2006 science scale.
Six other high-scoring countries had mean scores of 530 to 542 points: Canada, Japan and New Zealand and the partner countries/economies Hong Kong-China, Chinese Taipei and Estonia. Australia, the Netherlands, Korea, Germany, the United Kingdom, the Czech Republic, Switzerland, Austria, Belgium and Ireland, and the partner countries/economies Liechtenstein, Slovenia and Macao-China also scored above the OECD average of 500 score points.
On average across OECD countries, 1.3% of 15-year-olds reached Level 6 of the PISA 2006 science scale, the highest proficiency level. These students could consistently identify, explain and apply scientific knowledge, and knowledge about science, in a variety of complex life situations. In New Zealand and Finland this figure was at least 3.9%, three times the OECD average. In the United Kingdom, Australia, Japan and Canada, as well as the partner countries/economies Liechtenstein, Slovenia and Hong Kong-China, between 2 and 3% reached Level 6.
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Table of contents
Chapter 1: Introduction
Chapter 2: A profile of student performance in science
Chapter 3: A profile of student engagement in science
Chapter 4: Quality and equity in the performance of students in schools
Chapter 5: School and system characteristics and student performance in science
Chapter 6: A profile of student performance in reading and mathematics from PISA 2000 to PISA 2006
Annex A: Technical background
Annex B: The development and implementation of PISA - a collaborative effort
Annex C: Links to data underlying the report
How to obtain these publications
Readers can access the full version of Volumes 1 & 2 of PISA 2006: Science Competencies for Tomorrow's World by choosing from the following options:
Tables, figures, annex material and online database
Chapter 2 looks at student performance in science:
Chapter 3 looks at student engagement in science:
Chapter 4 looks at quality and equity in the performance of students in schools:
Chapter 5 looks at school and system characteristics and student performance in science:
Chapter 6 looks at student performance in reading and mathematics from PISA 2000 to PISA 2006:
Results for regions within countries:
Annex A provides the technical background:
Interactive country profiles
News releases and press material
Also available: PISA 2006 - résultats
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