POLISH STUDENTS’ SCIENCE REASONING SKILLS IN THE CONTEXT OF TWO BIG EDUCATIONAL STUDIES: PISA AND LABORATORY OF THINKING
Science was the main domain of PISA (Programme for International Student Assessment) study in 2006 and in 2015. Polish students took part in both of this studies. Our main aim is to present comparative results of PISA research in 2006 and in 2015 and focus on specific changes in students’ results in three sub-domains of science skills: explain phenomena scientifically, evaluate and design scientific enquiry and interpret data and evidence scientifically. In 2006 Polish students’ performance prevailed in one of the sub-domains - explain phenomena scientifically, which depend most on the factografic knowledge, while in 2015 the results were at the same level in each of the three sub-domains. In the paper we will try to provide the explanation for this change taking in to consideration results from another important study called Laboratory of thinking strictly bounded whith assessmeent of students reasoning skills in science subjects.