A systematic review of studies investigating science teaching and learning: over two decades of TIMSS and PISA

A great number of studies have investigated science teaching and learning (STL) using data from the Trends in International Mathematics Science Study (TIMSS) Programme for Student Assessment (PISA). Nevertheless, there is little effort to synthesise these studies. Reviewing status research on STL, including trends, approaches, findings crucial identifying gaps that require greater attention. Consequently, this review synthesises empirical investigating STL TIMSS PISA. First, we mapped their characteristics based aims, data, measures, approaches. Second, patterns were summarized by focusing (1) relationships between student outcomes; (2) factors explain variation; (3) STL. Most examined related inquiry activities outcomes. Their largely inconsistent could be traced back different ways was conceptualized measured. This calls examining PISA enhance quality approaches clarity reporting them. It also encourages researchers reflect upon knowledge gained harnessing examine discusses challenges opportunities lie ahead.