Examining Item Difficulties with respect to Science Teachers’ Backgrounds and their Views on Science Instruction

Abstract

Considering the undeniable importance of science teachers in teaching science, this study was carried out to examine the average item difficulties in TIMSS 2011 with respect to various eighth grade student groups which were formed based on their science teachers’ background information and these teachers’ views on science learning environments. The results indicate that the average percentages of the students who answered science items correctly are higher in the group of students whose teachers have a major degree in science than those in the group of students whose teachers have a major degree in science education. In addition, the average percentage of the students who answered the science items correctly is lower in the group of students whose teachers preferred to use instructional strategies to engage their students in science instruction in most lessons than that in the group of students whose teachers preferred to use instructional strategies to engage their students in science instruction in only some lessons.