Science teaching in Serbia in the context of the TIMSS-FT 2007 results

Abstract

The paper is the result of the TIMSS 2007 (Trends in International Mathematics and Science Study) field trial conducted in 34 primary schools in the Republic of Serbia. The study included 1461 students of the eighth grade and 160 science teachers. Separate questionnaires for the students and the teachers were used in order to gather various data, including those related to contextual variables which determine the level and the quality of students' attainment. Analyzed were only basic characteristics of indoor and outdoor class activities, orientation towards research in teaching evaluation and homework assignments, and the use of the computer and the Internet in the teaching process. The data show that the students are not sufficiently encouraged towards independence in learning. Science teachers most commonly, resort to classical lecturing, and devote considerably less time to research class activities. Both the students and the teachers report to have scarce opportunities to use computers for educational purposes. Although science teachers hold that homework assignments contribute to better understanding of the teaching contents, they assign them less frequently compared to teachers of mathematics. It is noticeable that science teachers include students in the evaluation process more and more, which is an important segment of students 'participation in school life.

Rad je rezultat TIMSS 2007 (Trends in International Mathematics and Science Study) probnog istraživanja (field trial) koje je realizovano u 34 osnovne škole u Republici Srbiji. Istraživanjem je obuhvaćen 1.461 učenik osmog razreda i ukupno 160 nastavnika iz oblasti prirodnih nauka. Uz pomoć upitnika koji su namenjeni učenicima osmog razreda i nastavnicima prirodnih nauka prikupljani su, izmeću ostalog, podaci o kontekstualnim varijablama koje određuju nivo i kvalitet učeničkog postignuća. Razmatrane su osnovne karakteristike nastavnih aktivnosti u učionici i izvan učionice, orijentacija na istraživački pad u nastavi, ocenjivanje i domaći zadaci, kao i korišćenje kompjutera i interneta u nastavi prirodnih nauka. Analiza dobijenih podataka ukazuje na nedovoljno podsticanje učenika na samostalnost u školskom radu. Nastavnici prirodnih nauka najčešće primenjuju klasičan tip predavanja, dok znatno ređe posvećuju vreme naučnoistraživačkim aktivnostima u nastavi. Kada je reč o korišćenju kompjutera, učenici i nastavnici potvrđuju da retko imaju priliku da koriste kompjuter u obrazovne svrhe. Iako nastavnici prirodnih nauka misle da domaći zadaci doprinose dubljem razumevanju nastavnih sadržaja, znatno ih ređe zadaju u odnosu na nastavnike matematike. Uočeno je da nastavnici sve više uključuju učenike u proces vrednovanja, što je važan segment učeničke participacije u školskom životu.