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Educational inputs are grouped into training inputs and training outputs, while student science achievements are used to identify which countries manage these inputs more effectively. Turkey’s effectiveness in science teaching is evaluated relative to nearby countries, and recommendations are proposed to improve secondary science education outcomes.",{"@graph":14,"@context":77},[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 study?","Question",{"text":63,"@type":64},"The study aims to determine how effectively different countries use educational inputs in the process of science education at the secondary level.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What data source and research model are used?",{"text":68,"@type":64},"The research uses a descriptive model and relies on the PISA 2015 dataset, analyzing data from 70 countries, including Turkey.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the study define educational inputs and outputs?",{"text":72,"@type":64},"Educational inputs include student and teacher behaviors hindering learning, shortages of materials and staff, and related indicators, while effectiveness is assessed through training inputs and training outputs alongside student science achievements.",{"name":74,"@type":61,"acceptedAnswer":75},"How are Turkey’s results positioned compared with other countries?",{"text":76,"@type":64},"The findings 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10.20448/journal.522.2019.52.349.361  \n© 2019 by the authors; licensee Asian Online Journal Publishing Group  \nWhich Country is More Effective in Science Teaching? Evidence from PISA 2015 asa Secondary School Assessment Tool  \nGökhan Ilgaz 1 􀀣   \nMenekşe Eskici2   \nLevent Vural3   \n1,3Faculty of Education, Educational Sciences Department, Dr. Trakya University, Turkey  \n2Faculty of Science and Art, Educational Sciences Department, Dr. Kırklareli University, Turkey  \n(􀀣 Corresponding Author  \nAbstract  \nThe aim of this study is to determine how effectively different countries use educational inputs in  \nthe process of science education. The study is in the descriptive model and the data is derived from  \nthe PISA 2015 data set, which provides information to countries on secondary education programs. Data from 70 countries, including Turkey, were used in the study. The effectiveness of Turkey in the process of science teaching in secondary education has been compared with other countries and suggestions have been made to increase the effectiveness of secondary education  teaching. The data for this study are grouped into training inputs and training outputs.  \nStudent behaviour hindering learning”, “teacher behaviour hindering learning”, “shortage of educational  \nmaterial”, “shortage of educational staff”, “professional development”, “teachers participation”, “curricular  \ndevelopment”, “total number of science teachers at school”, “index science-specific resources (sum)” were  \ndefined as the educational inputs. The science achievements of students have been taken into  \naccount in determining which countries have more effective management of educational inputs  \naccepted in this study. Secondary scholl level education inputs while nearby countries respectively  \nto use effectively Slovakia (97.30%), Slovenia (91.16%), Brazil (90.50%), Turkey (89.75%), Finland  \n(84.65%), Greece (83.31%), Denmark ( 83.25%), and Czech Republic (80.61%) . education outcomes  \nin Turkey is ranked as 20th in science teaching secrets to use it effectively.  \nKeywords: Secondary school, Curriculums, Effective science teaching, PISA 2015, Data envelopment, Training inputs and training outputs.  \nAcknowledgement: All authors contributed to the conception and design of the study.  \nFunding: This study received no specific financial support.  \nCompeting Interests: The authors declare that they have no conflict of interests.  \nTransparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study was reported; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained.  \nEthical: This study follows all ethical practices during writing.  \nContents  \n1. Introduction .................................................................................................................................................................................... 350  \n2. Purpose of the Study ..................................................................................................................................................................... 350  \n3. Method ............................................................................................................................................................................................. 351  \n4. Findings ........................................................................................................................................................................................... 353  \n5. Discussion........................................................................................................................................................................................ 358  \nReferences ................................................................................................","cbCaijaAcN8vyR9l","https://ap.wps.com/l/cbCaijaAcN8vyR9l","pdf",1177385,13,"English","# Introduction\n# Purpose of the Study\n# Method\n# Findings\n# Discussion\n# References","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study aims to determine how effectively different countries use educational inputs in the process of science education at the secondary level.\"},{\"question\":\"What data source and research model are used?\",\"answer\":\"The research uses a descriptive model and relies on the PISA 2015 dataset, analyzing data from 70 countries, including Turkey.\"},{\"question\":\"How does the study define educational inputs and outputs?\",\"answer\":\"Educational inputs include student and teacher behaviors hindering learning, shortages of materials and staff, and related indicators, while effectiveness is assessed through training inputs and training outputs alongside student science achievements.\"},{\"question\":\"How are Turkey’s results positioned compared with other countries?\",\"answer\":\"The findings state that Turkey’s science teaching outcomes are ranked 20th, and the study compares Turkey with nearby countries and proposes ways to increase effectiveness.\"}]","Which Country is More Effective in Science Teaching? Evidence from PISA 2015 - A descriptive study using secondary school assessment data | PDF",1792075219,33]