This project has been funded with support from the European Commission.
This material reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
This project has been funded with support from the European Commission.
This material reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
Homepage > Students’ Motivation > Database of Publications > Publication's Form
PUBLICATION INFORMATION
Comments about this Publication
Date: 2012.10.03
Posted by Marco Rametta (Italy)
Message: This paper shows some aspects and problems about Bulgarian school chemical or scientific education. Results of these studies along with some national studies on the students’ achievements in Chemistry and Environmental Protection school subject are discussed. Reports of competent educational researchers and institutions are taken also into consideration in the identification of the factors that affect the actual state of Bulgarian school science education. According to the account of these studies the quality of Bulgarian science education in school drops signally during the past years. Bulgarian students lack competences such as the ability to process and present data, to solve unknown problems, as well as meta-cognitive skills to think scientifically and to present a problem in scientific terms, to formulate scientific hypotheses. The necessity to improve science instruction in school is obvious, and several indispensable prerequisites to do it have been suggested. Among the major determinants of the quality of school science education are: attracting and retaining of good teachers, enforcing of the school discipline, monitoring the status of schools, external student assessment and school evaluation by uniform standards, greater school autonomy, and special observation of the low achievement schools.
The paper doesn’t report successful experiences in motivating students to study chemistry and doesn’t present the difficulties of chemistry teachers to keep update to the continuous progresses of the research.
National Reports on successful experiences to promote lifelong learning for chemistry The national reports on chemistry successful experiences to promote lifelong learning for chemistry are now available on the related section of the project portal. The reports presents examples of successful experiences in the partner countries and the results of testing of ICT resources with science teachers.
.
