Page 103 - 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. 103
Excellence in Pupils and Teachers’ Attitudes Towards Science
– The priority of European politics must be to ensure a high level of pro-
fessional teacher training (Osborne & Dillon, 2008).
In the last decade, some progress has been made in the area of scientific
research on science, natural sciences, importance of sciences for the devel-
opment of society, but also of humanity as a whole. Thus, the possibilities of
developing scientific abilities and creativity are considered as a prerequisite
for high achievements and innovations in highly gifted individuals, and they
conclude that the primary factors lie in the motivation and concept of self-
perception (Heller, 2007). The possibilities of encouraging girls with greater
involvement in mathematics and science are discussed with regards to the
observed gender inequality in favour of boys (Kerr & Robinson Kurpius, 2004;
Freeman & Garces-Bascal, 2015), as well as the relationship between poten-
tially gifted pupils and their development within the framework of education
for scientific contents (Taber, 2010; Taber & Cole, 2010; Chowdhury, 2016), as
well as ways to enrich the content of science education in schools in order
for gifted pupils to meet their educational needs, curiosity, and interest in
these areas (VanTassel-Baska, 1998; Taber, 2007; Australian Science Innova-
tions, 2013).
Significant guidelines on the development of natural sciences rely on the
results of PISA research, e.g. example between the years 2006 and 2015 in
the context of international results. The result Croatia achieved in 2006 (493
points) suggests a statistically significantly lower average than the OECD
project (500 points). According to the list of countries ranked by average re-
sults, it can be concluded that ‘less than 20 of Croatian pupils are not able
to use and apply acquired science skills in an adequate way’ (Braš Roth, Gre-
gurović, Markočić Dekanić, & Makuš, 2008, p. 94). The latest results of the PISA
test conducted in 2015 indicate a weaker result for Croatia in the area of sci-
ence literacy. Every three years the average pupil’s success in Croatia in this
area drops by 5 points.³
Significantly better results for the Republic of Croatia have been achieved
in the international research of trends in the knowledge of mathematics and
sciences (Trends in International Mathematics and Science Study – TIMSS).⁴
³ PISA – OECD’s Programme for International Pupil Assessment – Program for international as-
sessment of student literacy, mathematics and natural sciences. It is conducted by the Interna-
tional Consortium, led by the Australian Council for Research in Education. See www.pisa.oecd
.org.
⁴ For more about the results of the TIMSS research visit the website of the National Centre for Ex-
ternal Evaluation, which is responsible for conducting research in Croatia (https://www.ncvvo
.hr/poziv-objavu-rezultata-medunarodnog-istrazivanja-timss-2015/).
101
– The priority of European politics must be to ensure a high level of pro-
fessional teacher training (Osborne & Dillon, 2008).
In the last decade, some progress has been made in the area of scientific
research on science, natural sciences, importance of sciences for the devel-
opment of society, but also of humanity as a whole. Thus, the possibilities of
developing scientific abilities and creativity are considered as a prerequisite
for high achievements and innovations in highly gifted individuals, and they
conclude that the primary factors lie in the motivation and concept of self-
perception (Heller, 2007). The possibilities of encouraging girls with greater
involvement in mathematics and science are discussed with regards to the
observed gender inequality in favour of boys (Kerr & Robinson Kurpius, 2004;
Freeman & Garces-Bascal, 2015), as well as the relationship between poten-
tially gifted pupils and their development within the framework of education
for scientific contents (Taber, 2010; Taber & Cole, 2010; Chowdhury, 2016), as
well as ways to enrich the content of science education in schools in order
for gifted pupils to meet their educational needs, curiosity, and interest in
these areas (VanTassel-Baska, 1998; Taber, 2007; Australian Science Innova-
tions, 2013).
Significant guidelines on the development of natural sciences rely on the
results of PISA research, e.g. example between the years 2006 and 2015 in
the context of international results. The result Croatia achieved in 2006 (493
points) suggests a statistically significantly lower average than the OECD
project (500 points). According to the list of countries ranked by average re-
sults, it can be concluded that ‘less than 20 of Croatian pupils are not able
to use and apply acquired science skills in an adequate way’ (Braš Roth, Gre-
gurović, Markočić Dekanić, & Makuš, 2008, p. 94). The latest results of the PISA
test conducted in 2015 indicate a weaker result for Croatia in the area of sci-
ence literacy. Every three years the average pupil’s success in Croatia in this
area drops by 5 points.³
Significantly better results for the Republic of Croatia have been achieved
in the international research of trends in the knowledge of mathematics and
sciences (Trends in International Mathematics and Science Study – TIMSS).⁴
³ PISA – OECD’s Programme for International Pupil Assessment – Program for international as-
sessment of student literacy, mathematics and natural sciences. It is conducted by the Interna-
tional Consortium, led by the Australian Council for Research in Education. See www.pisa.oecd
.org.
⁴ For more about the results of the TIMSS research visit the website of the National Centre for Ex-
ternal Evaluation, which is responsible for conducting research in Croatia (https://www.ncvvo
.hr/poziv-objavu-rezultata-medunarodnog-istrazivanja-timss-2015/).
101
