期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2009
卷号：05
期号：04
出版社：Pamukkale Univ Dept Sci Education
摘要：Despite the breadth of coverage and collaboration, few empirical studies have concerned
educational background and its implementation in order for scrutinising the reasons for
students’ high scientific literacy in Program for International Student Assessment (PISA)
2003 at international level. Rather, many report the data as evidence of successful
accountability in a country. In order to illuminate reasons for the high achievement,
experts from Finland and Korea participated in a web-based survey. Their opinions
revealed heterogeneous contributors: Korean parental support and private education, and
Finnish policy involving educational equality; Finnish and Korean teacher education; and
Korean centralisation, and Finnish devolution of curriculum and its implementation.
Because of the reasons which are irrelevant to the policy orientation of PISA, careful
analysis of the educational background and implementation ought to be recognised in
advance of reporting the PISA the students’ achievement as evidence of national
accountability.
关键词：PISA 2003, private education, public education, comparative study, Finland,
Korea
