The Programme for International Student Assessment (or PISA) is a triennial international survey which aims to evaluate the skills and knowledge of 15-year-old students in OECD countries.
Education ministers generally try to took advantage of PISA surveys to legitimate their reforms. But this edition shows unexpected results.
The data evaluating science performance underline how the teaching method can drive students knowledge for better, for worse.
Active learning is a very negative indicator of performance. Despite the fact that this kind of teaching are supposed to more involve pupils to their own studies, it seems to have failed to bring children to sufficient academic skills.
In the opposite, teacher-directed instruction is related to good indicators. Frequently subject of mockery for being “too traditional” or for “neglecting children’s needs”, this method showed its successful experience.
Everybody needs a mediation to learn, unless you are all-knowing since your childhood! In an economy of knowledge, our pupils are desperately in need of transmission.
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