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The study addresses persistently weak outcomes of Romanian students in international assessments such as PISA and TIMSS and aims to identify common curricular points and the competency system Romanian learners need to strengthen performance in international testing. It also outlines how international surveys inform education policy by collecting information on curricula, teacher preparation, resources, technology use, and learning activities.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the main purpose of the comparative study?","Question",{"text":63,"@type":64},"To compare the TIMSS 2007 Science curriculum with Romanian Science curricula for 4th and 8th grades and identify competencies needed to improve international test performance.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does TIMSS 2007 structure the cognitive domain in the Science curriculum?",{"text":68,"@type":64},"It uses a three-level hierarchy: Knowing, Applying, and Reasoning, consistent for both 4th and 8th grades.",{"name":70,"@type":61,"acceptedAnswer":71},"Which types of information do international TIMSS surveys collect to support education policy?",{"text":72,"@type":64},"They gather extensive data on curricula content and implementation, teacher preparation, availability of teaching resources, technology use, and aspects of the teaching–learning 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CURRICULUM OF TIMSS 2007  \nTESTING  \nLiliana Ciascai  \nAbstract: The results of Romanian school students in Science PISA and TIMSS testings have been and continue to be systematically slack. In the present paper we intend to do a comparative analysis of Science curriculum TIMSS 2007 and Romanian Science school curricula of 4th and 8th grades. This analysis, based on Bloom’s taxonomy of cognitive domain, identifies both the common points of these curricula and the system of competencies necessary to be developed for Romanian students in order to increase their results in international testings.  \nZusammenfassung: Die von rumänischen Schülern (Studenten) bei verschiedenen internationalen Tests (TIMSS, PISA) erzielten Ergebnisse sind derzeit schlecht und werden möglicherweise auchin Zukunft nicht befriedigend sein.Ziel dieses Artikels ist eine vergleichende Analyse des Schullehrplans zur Umwelterziehung mit den wissenschaflichen Anforderungen auf der Grundlageder Testergebnisse des TIMSS 2007, special für 4 und 8 grad. Diese Analyse zeigt als gemeinsames Ergebnis die Notwendigkeit der Wissensvermittlung in der Universität, um eine Verbesserung der in den internationalen Tests erzielten Ergebnisse zu erreichen.  \nKey words: TIMSS, environment, Science, school curricula  \n1. Introduction. What is TIMSS 2007?  \nTIMSS (Trends in International Mathematics and Sciences Study) and PIRLS (Progress in International Reading Literacy Study) are two directions of a complex international investigations managed by the International Association for evaluating school performance (IEA) in collaboration with a global network of organizations and representatives of participating countries.  \nThese investigations aimed to compare the acquisitions in Mathematics, Science and Reading of students after four and eight years of training. In these testings are involved students from 40 countries, speaking about 30 different languages.  \nIn order to inform education policy from the participating countries, this project usually collects extensive information regarding the quantity, quality and content of training in these countries. For example, TIMSS 2007, which represents the fourth international test of a comparative assessment cycle (1995, 1999 and 2001), has collected detailed information on application and implementation of curricula for Mathematics and Science. It collected information about the level of teachers preparation, the availability of teaching resources and the use of technology in teaching and learning activities, too. In brief, the importance of international surveys of Mathematics and Science learning lies in answers provided to questions on the next directions:  \na) the characteristics of learning Mathematics and Science:  \n◦ learning results:  \n- How to relate the knowledge and competencies in Mathematics and Science of Romanian students with those of students from other countries?  \nReceived 28 March 2009, accepted 20 April 2009, published 24 June 2009  \n- What are the strengths and weaknesses in Mathematics and Science of Romanian students in comparison with those of students from other countries?  \n◦ curricula of Mathematics and Science:  \n- What are the structure and the content of Mathematics and Science school curricula in comparison with that of other participating countries?  \n- Which competencies in Mathematics and Science are developed to students in their first fourth and eight school years, in Romania and other countries?  \n◦ conducting the teaching – learning process:  \n- What kind of learning activities is preferred in Romania and other countries?  \n- What are the teaching methods usually used by Romanian teachers beside those put in practice by their colleagues from other countries?  \n- How much time allocates students to their homework for mathematics and Science in Romania and other countries? etc.  \n◦ attitudes of students, pare","cbCaihGa9HEyDFlY","https://ap.wps.com/l/cbCaihGa9HEyDFlY","pdf",271152,"English","# Introduction\n## What is TIMSS 2007?\n# Analysis of Science curriculum investigated by TIMSS 2007 testing\n## Cognitive domain hierarchy (4th and 8th grades)","[{\"question\":\"What is the main purpose of the comparative study?\",\"answer\":\"To compare the TIMSS 2007 Science curriculum with Romanian Science curricula for 4th and 8th grades and identify competencies needed to improve international test performance.\"},{\"question\":\"How does TIMSS 2007 structure the cognitive domain in the Science curriculum?\",\"answer\":\"It uses a three-level hierarchy: Knowing, Applying, and Reasoning, consistent for both 4th and 8th grades.\"},{\"question\":\"Which types of information do international TIMSS surveys collect to support education policy?\",\"answer\":\"They gather extensive data on curricula content and implementation, teacher preparation, availability of teaching resources, technology use, and aspects of the teaching–learning process.\"}]","COMPARATIVE STUDY ON ROMANIAN SCHOOL SCIENCE CURRICULA AND THE CURRICULUM OF TIMSS 2007 - Testing - Volume 2, Number 2, 2009 | PDF",1792065256,25]