Abstract
This chapter utilizes two major international student assessments, the Trends in International Mathematics and Science Study (TIMSS) and the Programme for International Student Assessment (PISA), and explores key issues about science pedagogies internationally from a comparative perspective. It explores the following questions: What do the findings from TIMSS and PISA say about science teaching and learning internationally? What do the findings from TIMSS and PISA suggest about the influence of culture and context on science teaching and learning? What can countries internationally learn from TIMMS and PISA to develop science teaching and learning in their own countries? There are many more, of course, and the combination of research and continuing to use PISA and TIMSS data in a critical way, while also promoting quality teacher education, is crucial to ensure that science teaching and learning is high quality, culturally appropriate and engages all our young people.
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