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TIMSS 1999 Benchmarking Science Report Chap5_1 (687 words) |
 | The most striking difference among science curricula of the TIMSS 1999 countries in the eighth and earlier grades is that the sciences are taught as separate subjects in some countries and integrated to form a general science course in others. |
| Exhibit 5.1 shows how science instruction is organized in these grades in the TIMSS 1999 countries and Benchmarking jurisdictions. |
| Of the countries that taught science as separate subjects, most taught chemistry and physics as separate subjects by the eighth grade, while in separate-science Benchmarking jurisdictions these were taught together as physical science. |
| TIMSS 1999 Science Achievement Report (385 words) |
| The description of the different major areas of study for earth science and physics teachers having science as the major area of study in footnote 1 has been corrected. |
| The standard error for the international average achievement for students at the low index level in earth science is 2.2. |
| The international average for the percentage of formally scheduled school time averaged across students for teaching science, mathematics, and other subjects is 71 with a standard error of 0.2. |
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