Projects / Programmes
International studies of students' knowledge:
Explaning the Slovene students' lagging behind the students from best achieving countries
| Code |
Science |
Field |
Subfield |
| 5.01.01 |
Social sciences |
Educational studies |
Pedagogy |
| Code |
Science |
Field |
| S270 |
Social sciences |
Pedagogy and didactics |
knowledge, curriculum, learning, teaching, education, mathematics, natural science
Researchers (9)
Organisations (2)
Abstract
Following the announcement of the findings of the Trends in International Mathematics and Science Study, TIMSS 2003, the expert and general public as well as the education policy demanded a thorough analysis of the causes for Slovenia’s lagging behind the most successful countries in terms of pupils’ achievement in the scope of TIMSS. The objective of the project is to find answers to the following questions: what is the scope of such lag, at which levels and in which parts of the education system it occurs, what are the reasons for such lag and which changes should be introduced in order to reduce or even eliminate it. The following hypothesis will be verified in the scope of the project: One of the reasons why the modernisation has so far failed to reduce the lag of Slovene students behind those from other countries is the fact that the modernisation of Slovene elementary schools was until now focused on teaching procedures, strategies and circumstances, i.e. procedural and contextual aspects of education rather than the goals of education process, which are gaining knowledge and developing a positive attitude of students, teachers and parents towards knowledge.
The purpose of the project is to compare Slovenia with the most successful countries in Europe and the Far East with the focus on educational context. A series of comparative curricular analyses will be conducted simultaneously. We will use internationa databases of the TIMSS and some other studies. It is expected that the results of the project will serve as the basis for shaping the strategy that will help us gradually eliminate the reasons for the lagging of Slovene students behind those from more successful countries, as established by international comparative studies. The results will reveal the level and type of co-dependence of sociological factors and knowledge acquired in school and gain insight into the rules of the education process.
