The document summarizes a study comparing 8th grade science teaching practices in the US, Czech Republic, Japan, Australia, and Netherlands. It found that while the US uses hands-on activities and discussions, it does not connect lessons to real-life issues as well as other countries. Japan focuses on conceptual content over theories through inquiry. Australia keeps students engaged with games and demonstrations. The Netherlands uses independent learning supplemented by short lectures. All countries emphasized making lessons relevant to students except the US.

1. WHAT DIFFERENCES ARE
THERE WITH RESPECT TO
TEACHING SCIENCE IN THE
UNITED STATES VERSUS
OTHER COUNTRIES?
LEARNERS FIRST
BLOG PROJECT
Bernadette Scheller

2. WHAT SCIENCE TEACHING LOOKS LIKE:
AN INTERNATIONAL PERSPECTIVE 1
(1)Roth, K., and Garnier, H. December 2006/January 2007. What Science Teaching Looks Like: An International
Perspective. Science in the Spotlight, Pages 16-23, Volume 64, Number 4.
This article summarizes a study of teaching practices for
8th
grade science students in the following 5 countries:
Czech Republic;
Japan;
Australia;
Netherlands; and
United States.
The 4 countries were chosen to compare to the United States because they
outperformed the United States I science achievement on the 1999 Trends in
Mathematics and Science (TIMSS) assessment.

3. WHAT SCIENCE TEACHING LOOKS LIKE:
AN INTERNATIONAL PERSPECTIVE 1
(1)Roth, K., and Garnier, H. December 2006/January 2007. What Science Teaching Looks Like: An International
Perspective. Science in the Spotlight, Pages 16-23, Volume 64, Number 4.
The Czech Republic….
Challenges students in theoretical
science topics
Engages students via
classroom discussions.
Calls on and grades students in the class to
answer topic and off topic questions

4. WHAT SCIENCE TEACHING LOOKS LIKE:
AN INTERNATIONAL PERSPECTIVE 1
(1)Roth, K., and Garnier, H. December 2006/January 2007. What Science Teaching Looks Like: An International
Perspective. Science in the Spotlight, Pages 16-23, Volume 64, Number 4.
Japan….
Teaches its students via
inquiry-based methods
Uses evidence to develop concepts
Focuses on conceptual content
rather than theoretical

5. WHAT SCIENCE TEACHING LOOKS LIKE:
AN INTERNATIONAL PERSPECTIVE 1
(1)Roth, K., and Garnier, H. December 2006/January 2007. What Science Teaching Looks Like: An International
Perspective. Science in the Spotlight, Pages 16-23, Volume 64, Number 4.
Australia…
Often ends lessons with “tentative conclusions”
with a question for students to further ponder.
Includes “real life” applications to
their science lessons
Teaches via activities such as
games, puzzles, comedy and
exciting demonstrations to keep
students focused

6. WHAT SCIENCE TEACHING LOOKS LIKE:
AN INTERNATIONAL PERSPECTIVE 1
(1)Roth, K., and Garnier, H. December 2006/January 2007. What Science Teaching Looks Like: An International
Perspective. Science in the Spotlight, Pages 16-23, Volume 64, Number 4.
Netherlands…
Teach via independent learning
Uses class discussions and short
demonstrations/lectures to supplement the
“self-learn” strategy

7. WHAT SCIENCE TEACHING LOOKS LIKE:
AN INTERNATIONAL PERSPECTIVE 1
(1)Roth, K., and Garnier, H. December 2006/January 2007. What Science Teaching Looks Like: An International
Perspective. Science in the Spotlight, Pages 16-23, Volume 64, Number 4.
United
States…
Poorly connects content with real life issues
(does not make the lessons pertinent to the students)
Uses hands on activities, independent learning, and
classroom discussions as teaching methods

8. WHAT SCIENCE TEACHING LOOKS LIKE:
AN INTERNATIONAL PERSPECTIVE 1
Reflections….
The lessons MUST be pertinent to the student, not
only to engage the students, but the provide a
foundation for continual learning.
To be successful in achieving scientific academic
excellence, scientific inquiry and activities must be
linked to the content or purpose of the lesson and to
real-life scenarios.