Page 108 - 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. 108
ra Pejić Papak, Jasna Arrigoni, and Željka Ivković
towards gifted pupils (Jung, 2014; Arrigoni, 2017). Research conducted in the
Republic of Croatia (Krijan & Borić, 2015) has shown that primary school teach-
ers have positive attitudes towards the educational needs of gifted pupils,
but they show ambivalent attitudes towards acceleration as one of the pos-
sible forms of support to the gifted in the educational system and towards
grouping based on skills.
There are still many prejudices and stereotypes about the gifted (Baudson,
2016) and the growing number of scientific research is one way of contribut-
ing to solving the many dilemmas that come to mind to those who are teach-
ers, but also to those who are not.
Research Methodology
Research Aim
The aim of this research was to examine teachers’ views on science and to
determine whether such attitudes are associated with promoting excellence
in pupils.
Research Tasks
1. To analyse teachers’ attitudes towards science.
2. To determine the correlation between the teachers’ views on science
with the created excellence index of schools and the length of teachers’
work experience.
3. To examine the connection between the teachers’ attitudes towards
science with respect to the county in which they work and the size of
the residential area in which the respondents have grown up and are
currently living.
Process of Data Collection
The research was conducted in May of 2015 by means of a survey method
conducted in the Republic of Croatia among primary school teachers in the
Primorsko-goranska, Lika-Senj, and Istria counties. Data were collected by at-
tending three Expert Councils of classroom teaching (one Expert Council per
each county), organized by the Agency for Science and Higher Education, at
which classroom teachers from various schools of the mentioned counties
were present. Completing the survey was voluntary and anonymous. Teach-
ers received the survey during the Expert Council, and it took approximately
20 minutes to complete it. A total of 230 surveys were distributed, and 220
fully completed surveys were returned and analysed.
106
towards gifted pupils (Jung, 2014; Arrigoni, 2017). Research conducted in the
Republic of Croatia (Krijan & Borić, 2015) has shown that primary school teach-
ers have positive attitudes towards the educational needs of gifted pupils,
but they show ambivalent attitudes towards acceleration as one of the pos-
sible forms of support to the gifted in the educational system and towards
grouping based on skills.
There are still many prejudices and stereotypes about the gifted (Baudson,
2016) and the growing number of scientific research is one way of contribut-
ing to solving the many dilemmas that come to mind to those who are teach-
ers, but also to those who are not.
Research Methodology
Research Aim
The aim of this research was to examine teachers’ views on science and to
determine whether such attitudes are associated with promoting excellence
in pupils.
Research Tasks
1. To analyse teachers’ attitudes towards science.
2. To determine the correlation between the teachers’ views on science
with the created excellence index of schools and the length of teachers’
work experience.
3. To examine the connection between the teachers’ attitudes towards
science with respect to the county in which they work and the size of
the residential area in which the respondents have grown up and are
currently living.
Process of Data Collection
The research was conducted in May of 2015 by means of a survey method
conducted in the Republic of Croatia among primary school teachers in the
Primorsko-goranska, Lika-Senj, and Istria counties. Data were collected by at-
tending three Expert Councils of classroom teaching (one Expert Council per
each county), organized by the Agency for Science and Higher Education, at
which classroom teachers from various schools of the mentioned counties
were present. Completing the survey was voluntary and anonymous. Teach-
ers received the survey during the Expert Council, and it took approximately
20 minutes to complete it. A total of 230 surveys were distributed, and 220
fully completed surveys were returned and analysed.
106
