Svein Sjøberg
The power and paradoxes of PISA: Should Inquiry-Based Science Education be sacrificed to climb on the rankings?
University of Oslo
since publication first pisa results 2001 pisa scores become kind global gold standard educational quality climbing international pisa rankings become high priority national educational policies worldwide also nordic countries article first explores oecd pisa main instrument emerged key defining organization educational quality policy underlying assumptions ideologies values critiqued secondly article draws attention pisa findings surprising unexpected problematic problematic finding science education pisascores correlate negatively nearly aspects inquirybased science teaching ibse kind teaching recommended scientists well science educators