Page 102 - Kukanja Gabrijelčič, Mojca, and Maruška Seničar Željeznov, eds. 2018. Teaching Gifted and Talented Children in A New Educational Era. Koper: University of Primorska Press.
P. 102
ra Pejić Papak, Jasna Arrigoni, and Željka Ivković
to the development of logical and critical thinking (Pešikan & Ivić, 2005). Es-
pecially emphasized is thereby the influence of science on the development
of experimental thinking, i.e. the type of thinking that occurs when conduct-
ing experiments. This implies recognizing variables that have an effect on the
occurrence.
However, research suggests that an increasing number of 15-year-olds are
losing interest in science. Reiss (2007) comments on the results of an inter-
national study called ROSE (Relevance of Science Education),¹ a project co-
ordinated by experts from the University of Oslo in Norway. The results of
tens of thousands of children surveyed in more than 40 countries point to
the relationship between a country’s level of development and the interest
in science. This has revealed that in more developed countries children are
less interested in sciences at school.²
The Nuffield Foundation report (Osborne & Dillon, 2008) concluded that
education in the field of science has seven recommendations based on sci-
entific research and indicators of significant organizations, as follows:
– The primary goal of science education in Europe should be to educate
pupils in the direction of main explanations of the material world that
science offers;
– Making innovations in the curriculum to motivate less interested pupils,
especially girls;
– European countries need to invest more in resources to inform pupils
how to develop their career in science;
– European countries should ensure the highest quality professional staff
at the level of primary and secondary education, and that the emphasis
on scientific education be in the period up to the 14th year of the child’s
life;
– Developing and expanding the way of teaching science is a key factor
in encouraging pupils to engage more actively in learning about sci-
ence;
– Invest more in research with a view to raising the level of knowledge,
skills, and competences of pupils so as to become scientifically literate
citizens of Europe;
¹ ROSE, The relevance of Science Education, is an international comparative study aimed at iden-
tifying significant factors in science and technology learning. 40 countries from around the
world are included in this research. The Republic of Croatia did not participate in this study. For
more see http://www.ils.uio.no/english/rose/about/rose-brief.html.
² Consequences of this are the closure of about 80 university physics departments in the UK in
the last 6 years.
100
to the development of logical and critical thinking (Pešikan & Ivić, 2005). Es-
pecially emphasized is thereby the influence of science on the development
of experimental thinking, i.e. the type of thinking that occurs when conduct-
ing experiments. This implies recognizing variables that have an effect on the
occurrence.
However, research suggests that an increasing number of 15-year-olds are
losing interest in science. Reiss (2007) comments on the results of an inter-
national study called ROSE (Relevance of Science Education),¹ a project co-
ordinated by experts from the University of Oslo in Norway. The results of
tens of thousands of children surveyed in more than 40 countries point to
the relationship between a country’s level of development and the interest
in science. This has revealed that in more developed countries children are
less interested in sciences at school.²
The Nuffield Foundation report (Osborne & Dillon, 2008) concluded that
education in the field of science has seven recommendations based on sci-
entific research and indicators of significant organizations, as follows:
– The primary goal of science education in Europe should be to educate
pupils in the direction of main explanations of the material world that
science offers;
– Making innovations in the curriculum to motivate less interested pupils,
especially girls;
– European countries need to invest more in resources to inform pupils
how to develop their career in science;
– European countries should ensure the highest quality professional staff
at the level of primary and secondary education, and that the emphasis
on scientific education be in the period up to the 14th year of the child’s
life;
– Developing and expanding the way of teaching science is a key factor
in encouraging pupils to engage more actively in learning about sci-
ence;
– Invest more in research with a view to raising the level of knowledge,
skills, and competences of pupils so as to become scientifically literate
citizens of Europe;
¹ ROSE, The relevance of Science Education, is an international comparative study aimed at iden-
tifying significant factors in science and technology learning. 40 countries from around the
world are included in this research. The Republic of Croatia did not participate in this study. For
more see http://www.ils.uio.no/english/rose/about/rose-brief.html.
² Consequences of this are the closure of about 80 university physics departments in the UK in
the last 6 years.
100
