PISA

ISSN :
1996-3777 (online)
ISSN :
1990-8539 (print)
DOI :
10.1787/19963777
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A series of reports on the OECD’s Programme for International Student Assessment’s (PISA) periodic testing program on student performance. The reports generally compare student (15 year olds) academic performance across countries, or discuss the methodology used to gather the data.

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Green at Fifteen?

Green at Fifteen?

How 15-Year-Olds Perform in Environmental Science and Geoscience in PISA 2006 You do not have access to this content

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Author(s):
OECD
Publication Date :
12 May 2009
Pages :
116
ISBN :
9789264063600 (PDF) ; 9789264061293 (print)
DOI :
10.1787/9789264063600-en

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The OECD’s PISA 2006 assessment of the science competencies of 15-year-olds offers the first comprehensive and internationally comparative knowledge base of students’ knowledge about the environment and environment-related issues. Green at Fifteen? presents an analysis of this knowledge base, including information on the sources of students’ awareness of environmental science, their attitudes towards the environment and how these attitudes interrelate with their performance in environmental science.

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    Overview
    The OECD’s PISA 2006 assessment of the science competencies of 15-year-olds offers the first comprehensive international comparison of what students know about the environment and environment-related issues. This evidence comes at a time when global environmental challenges, such as climate change and biodiversity, have never been greater. Young people’s knowledge, skills and attitudes in this area will be crucial in terms of the ability and willingness of a new generation to respond to these challenges. 
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    Reader's Guide
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    PISA 2006 and Students' Performance in Environmental Science and Geoscience
    Never have the stakes been so high for the role of science education in shaping how people interact with the earth and its environment. The rising importance of the environment as a scientific and public policy topic over the past fifty years has been built around a framework stressing the functional interdependencies between human life and the natural environment. As science about the environment generates even more knowledge, increasingly large proportions of the world’s population are challenged to understand and use this knowledge (Kastens and Turrin, 2006; NA S, 2007; Bybee, 2008).
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    A Profile of Student Performance in Environmental Science and Geoscience
    A solid education in environmental science and geoscience can help students in their future academic and professional careers. Equally important, it will help them become capable citizens ready to make personal and social decisions based on scientific evidence about future environmental challenges. It is therefore worth asking: What do students know about environmental science and geoscience? What can they do with this knowledge? How competent are they in explaining scientific evidence and using scientific evidence in environmental science and geoscience?
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    Making Connections and Taking Responsibility
    While knowledge and scientific understanding of the environment and geoscience are essential, if youths cannot make connections between their cognitive skills and real issues, or if they see the future too optimistically or pessimistically to address issues, then they may not be able to fully capitalise on their academic training in these topics.
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    Learning About Environmental Science and Geoscience
    With the intensification of public concern over the environment, many nations are engaged in extensive public debates. 15-year-olds in OECD countries have access to large amounts of information on the environment and its scientific study. Not only schools, but the media and Internet as well, have become rich sources of material from which students can learn and apply their scientific literacy.
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    References
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    Appendix A
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    Appendix B
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