Evaluation of High School Programme for Gifted Pupils in Physics and Sciences in Serbia - Experience in Regional Cooperation -- SEENET-MTP Network

TL;DR

This paper evaluates the effectiveness of a specialized high school physics program in Serbia by analyzing student performance on problem-solving and science knowledge tests, comparing it with standard curricula, and discussing regional cooperation impacts.

Contribution

It provides an analysis of the specialized physics program's impact on student skills and discusses regional cooperation's role in enhancing science education in Serbia.

Findings

Students in the specialized physics class performed better on science tests.

External evaluation showed higher science knowledge scores for special class students.

The program contributed to increased motivation and improved teaching efficacy.

Abstract

The "High school class for students with special abilities in physics" was founded in Nis, Serbia (http://tesla.pmf.ni.ac.rs/f_odeljenje/) in 2003. The basic aim of this project has been introducing a broadened curriculum of physics, mathematics, computer science, as well as chemistry and biology. Now, eight years after establishing of this specialized class, we present analyses of the pupils' skills in solving rather problem oriented test, as PISA test, and compare their results with the results of pupils who study under standard curricula. Also, an external evaluation conducted more recently, shows that Special physics class students performed higher on science knowledge test in comparison with students from control groups (grammar school and special math class students). Establishing of the Special physics class as an interesting educational experiment and its development has been connected, in a sense, with activities of the Southeastern European Network in Mathematical and Theoretical Physics. We present the main achievements of the Network and their possible impact to the students. We make conclusions and remarks that may be useful for the future work that aims to increase pupils' intrinsic and instrumental motivation for physics and sciences, as well as to increase the efficacy of teaching physics and science.