Teaching Practices of Middle School Science Teachers in Light of the PISA 2025 Test Competencies

Background/purpose. The study aimed to identify the teaching practices of middle school science teachers in light of the PISA 2025 test competencies.

Materials/methods. A descriptive-analytical approach was employed, and an observation card was used to collect information. It was applied to a sample of middle school science teachers in public schools in Jubail City (n = 25).

Results. The study reached several results, the most important of which were: The level of the reality of teaching practices of middle school science teachers in light of the PISA 2025 test competencies in Jubail Governorate schools is generally weak, as the arithmetic mean of the total practices in the observation was 2.15. The level was (medium) in the practices of competency (explaining phenomena scientifically), and at a weak level in the practices of competency (building and evaluating designs for scientific research, and interpreting data and scientific evidence critically), and came at an absent level in the practices of competency (research, evaluation, and using scientific information to make decisions and procedures).

Conclusion. The researchers recommended activating the role of training and professional development centers for teachers to develop their teaching skills in general, and those related to developing students' abilities in the PISA test in particular.

Keywords: Teaching practices, science teachers, competencies, PISA 2025 test

References

Abu Hatab, F., & Sadiq, A. (1991). Research methods and statistical analysis: In psychological, educational, and social sciences. Anglo-Egyptian Library.

Abu Ouda, M. F., Al-Nabi, N. H., & Ziyada, S. (2022). The extent to which science textbooks for upper basic stage students include PISA dimensions. Al-Quds Open University Journal for Educational and Psychological Research and Studies, 13(38), 170-182.

Al-Baltan, I. A. (2022). Science teachers' awareness of the Program for International Student Assessment (PISA) and their attitudes toward it. Journal of Educational and Psychological Sciences: Qassim University, 15(1), 164-194.

Al-Khalifa, K. I. (2019). Evaluation of the content of middle school science textbooks in light of the scientific competencies related to scientific knowledge in the PISA program [master’s thesis]. Qassim University, College of Education.

Al-Shammari, M., & Al-Zamil, M. (2024). The performance level of science teachers in light of proposed standards for the requirements of the international PISA assessment. Imam Abdulrahman Bin Faisal University Journal of Humanities and Educational Sciences, 2(2), 24–40.

Al-Talib, S. A. (2018). The difficulties and challenges facing Arab education. Education and Training. Retrieved from https://ila.io/BT2n8

Abdel Fattah, S. S. (2016). Developing science teaching in light of the standards of the International Assessment Project PISA. The Egyptian Journal of Scientific Education: The Egyptian Association for Scientific Education, 19(6), 29-64.

Al-Qawaqza, S. (2019). An evaluative study of the teaching practices of physical education teachers in the educational directorates of Karak Governorate. Al-Manara Journal for Research and Studies, Al al- Bayt University, 25(3), 59-82.

Al-Momani, O. H. (2023). The reality of education in Jordanian public schools. Zaytouna International University Journal, Zaytouna International University, 6, 90-107.

Adey, P., Csapó, B., Demetriou, A., Hautamaki, J., & Shayer, M. (2007). Can we be intelligent about intelligence? Why education needs the concept of plastic general ability. Educational Research Review, 2, 75–97.

Ahokoski, E., Korventausta, M., Veermans, K., & Jaakkola, T. (2017). Teachers' Experiences of an Inquiry Learning Training Course in Finland. Science Education International, 28(4), 305-314.‏

Azigwe, J (2016). Using comparative international studies for modeling educational effectiveness a secondaryanalysis of PISA 2009 study. Journal of education and practice, 7(18), 199-209.

Beese, J., & Liang, X. (2010). Do resources matter? PISA science achievement comparisons between students in the United States, Canada and Finland. Improving Schools, 13(3), 266-279.‏

Breakspear, S. (2012). The policy impact of PISA: an exploration of the normative effects of international benchmarking in school system performance. OECD Education Working Papers, No. 71. Paris: OECD Publishing.

Buntha, A., Yasri, P., & Duangpummet, P. (2024, July). Enhancing science education in Thailand: Implementing the CER framework to improve PISA performance and student argumentation. In 2024 9th International STEM Education Conference (iSTEM-Ed) (pp. 1–6). IEEE.

Cattaneo, M.., & Wolter, S. (2015). Better migrants, better PISA results: findings from a natural experiment. IZA Journal of Migration, 4, 1-19

Connell, M.., Sheridan, K., & Gardner, H. (2003). On abilities and domains. Cambridge, UK: Cambridge University Press.

Cooper,J. M., etal., (1973). "Specifying Teacher Competences". Journal of Teacher Education. 24 (1), 17 – 20.

Doil, M & Pietzner, V (2023). Structure of Science Teacher Education in PISA Leading Countries: A Systematic Review. Sci, 13(8), 826.

Education and Training Evaluation Commission. (2024). International PISA assessments. Retrieved from https://etec.gov.sa/ar

Jerrim, J (2023). Has Peak PISA passed? An investigation of interest in International Large-Scale Assessments across countries and over time. European Educational Research Journal, 6, 1-27

Kalkan, Ö. K., Altun, A., & Atar, B. (2020). Role of teacher-related factors and educational resources in science literacy: An international perspective. Studies in Educational Evaluation, 67, 100935.

Karabay, E. (2013). Investigation of the predictive power of family and school characteristics for PISA reading skills, mathematics and science literacy. Gazi University, Ankar.

Koerfer, E., Polverini, G., Elmgren, M., Eriksson, L. H., Freyhult, L., Herbert, R. B., ... & Eckerdal, A. (2025). Teachers’ conceptions of the role of mathematics in STEM higher education. Disciplinary and Interdisciplinary Science Education Research, 7(1), 15.

Michel, Alain. (2017). The contribution of PISA to the convergence of education policies in Europe. European Journal of Education. 52,2. 206-216. Retrieved from: https://doi.org/10.1111/ejed.12218

National Research Council. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC.: Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education.

Navarro-Martinez, O & Beatriz Peña-Acuña (2022). Technology Usage and Academic Performance in the Pisa 2018 Report. Journal of new Approaches, 11(1), 130-145'

OECD (2019), PISA 2018 results, Retrieved from https://www.oecd.org/

OECD (2023). PISA 2025 SCIENCE FRAMEWORK (DRAFT).

OECD. (2016). PISA 2015 Results Excellence and Equity in Education. Paris: OECD Publishing.

OECD. (2022). PISA 2020 Results (Volume I). www.oecd.org.

Oliveri, M.., & Ercikan, K. (2011). Do different approaches to examining construct comparability in multilanguage assessments lead to similar conclusions?. Applied Measurement in Education, 24(4), 349-366.

Oreskes, N. (2019). Why Trust Science?. Princeton University Press.

Ping, H & Jen, E (2023). Exploring the gender gap in mathematics and science from the score distribution of PISA~ lessons learned from gifted education teachers’ perspective. Gifted and Talented International, 2(4), 1-28.

Putri, P. N., Rachmadiarti, F., Purnomo, T., & Satriawan, M. (2025). Measuring Scientific Literacy of Students Through Environmental Issues Based on PISA 2025 Science Framework. Jurnal Penelitian Pendidikan IPA, 11(3), 44-53.

Polat, M., Toramanb, C & Turhan, N (2022). Reliability analysis of PISA 2018 reading literacy student questionnaire based on Item Response Theory (IRT): Turkey sample. International Journal of Curriculum and Instruction, 14(1), 1004–1028.

Powers, J., & Pivovarova, M. (2017). Analyzing the achievement and isolation of immigrant and U.S.-born students: insights from PISA 2012. Educational Policy, 31(6), 830-857.

Sahin, Mehmet & Yaykiran, Zeliha. (2017). Teacher Qualification Influence on Teaching Cross-Curricular Skills: A Study Based on PISA 2015 Assessment. Journal of Education and Practice. 8. 21-29 Retrieved from: https://www.researchgate.net

Steiner-Khamsi, G., & Waldow, F. (2018). PISA for scandalisation, PISA for projection: The use of international large-scale assessments in education policy making - an introduction. Globalisation. Societies and Education, 16(5), 557-565.

Susanti, R., & Eijkelhof, H. (2018, February). Designing a Learning Environment for Science Education Based on PISA Prospective Teacher: Chemistry Content. In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017) (pp. 222-224). Atlantis Press.‏

Torrijos-Muelas, M., Gonzalez-Villora, S., Osma, A & Guijarro, E (2023). Teachers and pre-service teachers’ scientific competencies: a methodological development for a systematic review, International Journal of Science Education, 45(14), 1182-1213

Volante, L., & Fazio, X. (2018). PISA, Policy, and Global Educational Governance. New York: Routledge

Winterton, J., Delamare-Le Deist, F., & Stringfellow, E. (2005). Typology of knowledge, skills and competences: Clarifi cation of the concept and prototype. Thessaloniki, Greece: European Centre for the Development of Vocational Training (CEDEFOP). 6, 2-37.

Wu, Y. (2025). Analyzing Scientific Literacy in Asia’s Top Five PISA 2022 Performers Using Hierarchical Linear Modeling and Bourdieu’s Theory of Practice. Asia-Pacific Science Education, 1(aop), 1–36.

Wu, Y. (2025). Scientific Literacy in Asia: Insights from the Top-Performing Economies in PISA 2022. International Journal of Asian Education, 6(1), 1–16.

Zhang, X., Cheng, X & Wang, Y (2023). How Is Science Teacher Job Satisfaction Influenced by Their Professional Collaboration? Evidence from Pisa 2015 Data, Int. J. Environ. Res. Public Health, 20(2), 11-37.

Záhorec, J., Hašková, A., Munk, M., & Bílek, M. (2013). Results of PSA and evaluation of computer science education. Journal of Baltic Science Education, 12(2), 234–248.

Announcement

EDUPIJ Citation Metrics

EDUPIJ News!