Comparison of curricular breadth, depth, and recurrence and physics achievement of TIMSS Population 3 countries

This study is a secondary analysis of data from the 1995 administration of the Third International Mathematics and Science Study (TIMSS). The purpose is to compare breadth, depth, and recurrence of the typical physics curriculum in the United States with the typical curricula in different countries and to determine if there are associations between these three curricular constructs and physics achievement.;The first data analysis consisted of descriptive statistics (means, standard deviations, and standardized scores) for each of the three curricular variables. This analysis was used to compare the curricular profile in physics of the United States with the profiles of the other countries in the sample. The second data analysis consisted of six sets of correlations relating the three curricular variables with achievement. Five of the correlations were for the five physics content areas and the sixth was for all of physics. This analysis was used to determine if any associations exist between the three curricular constructs and achievement.;The results show that the U.S. curriculum has low breadth, low depth, and high recurrence. The U.S. curricular profile was also found to be unique when compared with the profiles of the other countries in the sample. The only statistically significant correlation is between achievement and depth in a positive direction. The correlations between breadth and achievement and between recurrence and achievement were both not statistically significant. Based on the results of this study, depth of curriculum is the only curricular variable that is closely related to physics achievement for the TIMSS sample. Recurrence of curriculum is not related to physics achievement in TIMSS Population 3 countries. The results show no relationship between breadth and achievement, but the physics topics in the TIMSS content framework do not give a complete picture of breadth of physics curriculum in the participating countries. The unique curricular profile of the United States indicates that the U.S. physics curriculum needs to be changed with respect to depth to increase science literacy for all, as well as to better prepare some students to pursue science-related careers. Further study in this area should include more research that is empirical, studies that cover the entire K-12 science curriculum rather than just single courses or disciplines, and studies comparing science curricula within the United States.