[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588478-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588478-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","volume-6-issue-4-2013","Volume 6 - Issue 4 - 2013","","The paper analyzes which specific science abilities and skills Romanian students develop during primary education, using TIMSS 2011 as the reference benchmark. It compares Romanian primary syllabi content and cognitive inquiry processes for “Mathematics and Environment exploration,” “Environmental Education,” and “Natural Sciences” with the TIMSS science framework. Results indicate fourth graders develop less scientific knowledge and skills than those assessed in TIMSS, leading to conclusions that curricula require re-evaluation and stronger reliance on scientific inquiry.",{"@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 & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/volume-6-issue-4-2013/588478/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/volume-6-issue-4-2013/588478.png","ImageObject",300,407,{"name":42,"@type":43},"Putri","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main purpose of the paper?","Question",{"text":63,"@type":64},"To compare Romanian primary education science syllabi with the abilities tested by TIMSS 2011, identifying themes for curriculum reflection and improvement.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which TIMSS dimensions are used to investigate science abilities?",{"text":68,"@type":64},"TIMSS focuses on two dimensions: cognitive and content, with cognitive processes linked to scientific inquiry and organized into Knowing, Applying, and Reasoning.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the study’s conclusions suggest about Romanian primary science curricula?",{"text":72,"@type":64},"Romanian primary syllabi need re-evaluation, and science instruction should rely much more on the scientific inquiry process.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588478,1792190257,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":108,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Volume 6, Number 4, 2013  \nWHAT SPECIFIC SCIENCE ABILITIES AND SKILLS ARE  \nROMANIAN STUDENTS DEVELOPING DURING PRIMARY EDUCATION? A COMPARISON WITH THE ABILITIES TESTED  \nBY THE TIMSS 2011 INQUIRY  \nLiliana Ciascai, Maria-Eliza Dulamă  \nAbstract: The results of Romanian students at international comparative TIMSS and PISA tests have constantly proven to be unsatisfactory. The present paper aims at analyzing the school syllabi“Mathematics and Environment exploration”,“Environmental Education” and “Natural Sciences”  \nstudied during primary education in Romania and the Sciences curricula on which the TIMSS inquiry is based. The goal of this comparative analysis has been to provide themes of reflection for the conceivers of school syllabi in Sciences. For analysis the Romanian school curricula of Primary level we identified that knowledge (content domain) and the abilities involved in building new knowledge (cognitive dimension and scientific inquiry process) are considered necessary to Fourth grade students by TIMSS curriculum. The analysis of school syllabi on which the study of science is carried out demonstrates that Romanian Fourth grade students have developed, based on these curricula, less scientific knowledge and skills than those investigated by the TIMSS inquiry.  \nThe main conclusions of this study are that the school syllabi for primary education in Romania require, without exception, re-evaluation and that the study of Sciences needs to rely on the scientific inquiry process to a large extent.  \nKey words: learning science, scientific inquiry, international testing, primary level.  \n1. Introduction  \nTIMSS is a project of International Association for the Evaluation of Educational Achievement (IEA), based in Amsterdam. It is managed by TIMSS & PIRLS International Study Center in partnership with a worldwide network of organizations and representatives of participant countries. IEA aims to provide political decision-makers in each country with the necessary information in identifying the weaknesses and/or strengths of their education systems, of domains requiring immediate intervention and also for the development of national strategies in the field of education.  \nCarried out during the Fourth and Eight grade every four years, the TIMSS inquiries collects data that allows the identification of trends in learning Mathematics and Sciences. The 2011 TIMSS testing is the last evaluation of the total of five comparative evaluations dedicated to improving the teaching and learning of Mathematics and Sciences for students from participating countries. In 2011, the TIMSS testing was attended by students from 63 countries. The results obtained by Romanian students of Fourth level in the TIMSS inquiry in Mathematics and Sciences were situated under international average, with one exception. ([http://rms.iea-dpc.org/](http://rms.iea-dpc.org/)). Thus, in the last three testing sessions, Romania obtained the following scores: 470 points in 2003, 462 in 2007 and 505 points in 2011, with the international average situated at 500 points (Martin et al., 2008; Martin et al., 2012) .  \n2. The Sciences curriculum of TIMSS inquiries  \nThe TIMSS Sciences curriculum stipulates the knowledge, abilities and values in the scientific domain and their possession by students was investigated. The TIMSS inquiries focus on two dimensions: cognitive and content dimensions.  \nThe cognitive dimension, as shown by Martin et al., (2012, p.50), refers to the set of cognitive processes involved in the learning of Sciences. Learning is placed in relation to scientific inquiry. Recognizing the importance of scientific inquiry in the teaching and learning process, the TIMSS 2011 Science Framework takes the position that the understandings and abilities required to engage in this process should not be assessed in isolation. Rather, scientific inquiry should be assessed in the context of one or other of the TIMSS science content domains and drawing upon the","cbCaiaEKgv2xSDvx","https://ap.wps.com/l/cbCaiaEKgv2xSDvx","pdf",318627,16,"English","# Introduction\n## TIMSS and comparative science assessment\n# The Sciences curriculum of TIMSS inquiries\n## Cognitive and content dimensions\n## Knowing, Applying, Reasoning\n## Inquiry and scientific inquiry process","[{\"question\":\"What is the main purpose of the paper?\",\"answer\":\"To compare Romanian primary education science syllabi with the abilities tested by TIMSS 2011, identifying themes for curriculum reflection and improvement.\"},{\"question\":\"Which TIMSS dimensions are used to investigate science abilities?\",\"answer\":\"TIMSS focuses on two dimensions: cognitive and content, with cognitive processes linked to scientific inquiry and organized into Knowing, Applying, and Reasoning.\"},{\"question\":\"What do the study’s conclusions suggest about Romanian primary science curricula?\",\"answer\":\"Romanian primary syllabi need re-evaluation, and science instruction should rely much more on the scientific inquiry process.\"}]","Volume 6 - Issue 4 - 2013 | PDF",1792065331]