Center for Educational Policy Studies Journal 2020-03-20T09:57:39+01:00 Iztok Devetak Open Journal Systems <p>The C·E·P·S Journal is an open-access, peer-reviewed journal devoted to publishing research papers in different fields of education, including scientific.</p> Chemistry Education in the Countries of the Former Yugoslavia 2020-03-20T09:57:39+01:00 Silvija Markic 2020-03-20T00:00:00+01:00 Copyright (c) 2020 Center for Educational Policy Studies Journal Chemical Education Research in Slovenia after 1991: A Systematic Review 2020-03-20T09:56:16+01:00 Iztok Devetak Vesna Ferk Savec <p>During the last three decades, chemical education in Slovenia has developed mainly in two chemistry education research groups, one located at the University of Ljubljana and the other at the University of Maribor. The present study aims to identify research papers in the field of chemical education published between 1991 and 2019 through a database survey. From a total of 273 identified research papers in the field of chemical education, an analysis of the papers published in respected international and Slovenian journals and monographs revealed four main research fields: (1) Submicrorepresentations, Models and Animations, (2) Chemistry Teacher Education, (3) Experimental Work, and (4) Conceptions of Basic Chemical Concepts. For further analysis, only papers published in English in respected peer-reviewed international journals were used (<em>N </em>= 41). Based on citations in Web of Science or Scopus, it seems that papers published in the first field have the greatest impact on the international research community. Some research monographs published in Slovenian aim specifically at contributing to bridging the gap between chemical education research and classroom practice, but further actions are necessary to achieve this goal in the future.</p> 2020-03-20T00:00:00+01:00 Copyright (c) 2020 Center for Educational Policy Studies Journal Initial Beliefs of Preservice Chemistry Teachers in Croatia 2020-03-20T09:56:22+01:00 Lana Šojat <p>In the past thirty years, there have been many political changes in Croatia. These changes have had an impact on the education system, as well. The success of such educational changes depends on the teacher. The importance of teachers’ knowledge and their beliefs about teaching and learning for their action in the classroom is well known. Beliefs influence teachers’ representation of science, science knowledge and the organisation of knowledge and information. Keeping teacher professional development in mind, preservice teachers’ beliefs need to be sought out and examined by educators. These beliefs should be developed in the direction of teaching chemistry taking into account recent reforms, as well as teaching and learning theories. Various studies have been undertaken in different education backgrounds and systems regarding the beliefs of both preservice and in-service teachers. These studies show different results depending on the context in which they are undertaken. Transferring data to the Croatian system is therefore difficult. However, there are no studies in Croatia focusing on the teachers’ beliefs regrading teaching and learning chemistry. The present study evaluates the initial beliefs of preservice chemistry teachers in Croatia. The participants were instructed to draw themselves as chemistry teachers in a typical classroom situation in chemistry, and to answer four open questions. Data analysis follows a pattern representing a range between the predominance of more traditional orientations versus more modern teaching orientations, in line with educational theory focusing on: 1) beliefs about classroom organisation, 2) beliefs about teaching objectives, and 3) epistemological beliefs. The data revealed mostly traditional and teacher-centred knowledge among all of the participants. In the present paper, the data will be discussed and the implications for Croatian chemistry teacher training will be established.</p> 2020-03-20T00:00:00+01:00 Copyright (c) 2020 Center for Educational Policy Studies Journal Evidence of the Development of Pedagogical Content Knowledge Related to Chemical Bonding during a Course for Preservice Chemistry Teachers 2020-03-20T09:56:18+01:00 Roko Vladušić Robert Bucat Mia Ožić <p>The impression that many preservice chemistry teachers demonstrate issues in the application of their pedagogical content knowledge in teaching practice, especially in the area of fundamental chemistry topics, served as motivation for changes to the Chemistry Education 2 course curriculum. In order to stimulate pedagogical content knowledge, the course has been changed in the following areas: intending learning outcomes, the language of chemistry instruction, awareness of “Johnstone’s triangle” of operations, and common alternative conceptions. To obtain evidence of preservice teachers’ in-practice pedagogical content knowledge about chemical bonding, especially pedagogical content knowledge related to the revised areas of the Chemistry Education 2 course, we designed and conducted a case study based on detailed monitoring of one preservice teacher’s pre-teaching, teaching and teaching evaluation activities. The findings demonstrate evidence of growth of the preservice teacher’s pedagogical content knowledge of chemical bonding, with particular characteristics indicating that the source of this growth is almost certainly the revised Chemistry Education 2 curriculum.</p> 2020-03-20T00:00:00+01:00 Copyright (c) 2020 Center for Educational Policy Studies Journal Chemistry Education in Bosnia and Herzegovina 2020-03-20T09:56:28+01:00 Meliha Zejnilagić-Hajrić Ines Nuić <p>In this paper, the education system in Bosnia and Herzegovina is presented in the light of current state-level legislation, with an emphasis on chemistry education at the primary, secondary and tertiary level. The consequences of the last war in our country still persist and are visible in many aspects of everyday life, including the education system, thus limiting the efforts of education professionals to follow international trends in education. There are three valid curricula for primary education at the national level, each of which differs in the national group of school subjects. Teaching methods are common for all three curricula and are mainly teacher-oriented. The situation is similar with regard to secondary education. Study programmes at the university level are organised in accordance with the Bologna principles. The programmes are made by the universities themselves and approved by the corresponding ministry of education. Chemical education research in Bosnia and Herzegovina is mainly conducted at the University of Sarajevo. It deals with (1) the problems of experimental work in chemistry teaching, resulting in more than 60 experiments optimised for primary and secondary school, (2) integrating the knowledge of chemistry, physics and physical chemistry for university students, with regard to students’ difficulties observed during university courses and potential solutions, and (3) the effectiveness of web-based learning material in primary school chemistry for the integration of macroscopic and submicroscopic levels. For the purpose of this paper, official documents for primary, secondary and higher education have been used.</p> 2020-03-20T00:00:00+01:00 Copyright (c) 2020 Center for Educational Policy Studies Journal The Development of Research in the Field of Chemistry Education at the University of Novi Sad since the Breakup of the Socialist Federal Republic of Yugoslavia 2020-03-20T09:56:24+01:00 Mirjana D. Segedinac Dušica D. Rodić Tamara N. Rončević Saša Horvat Jasna Adamov <p>The first PhD thesis in the field of Chemistry Education at the Faculty of Sciences, University of Novi Sad, was defended in 1992. This can be regarded as the symbolic dawn of Chemistry Education as a scientific discipline in this region. After the official breakup of the Socialist Federal Republic of Yugoslavia, research that had started in the 1980s, and which was focused on the development of tools for assessing the quality and flexibility of student knowledge, was continued through the 1990s. This research included the application of computers to chemistry teaching, as well as the development of appropriate chemistry learning programmes. In the following period, research focused on the analysis of chemical teaching programmes in the Republic of Serbia, with a special emphasis on the possibility of including eco-chemical content in curricula. Accordingly, potentially efficient models were suggested. The most recent research has been focused on the investigation of the effectiveness of instructional strategies based on a systemic approach and a triplet model of content representation, using combined measures of students’ performance and mental effort. In this regard, tools for the efficient assessment of knowledge (systemic synthesis questions, context-based questions) have been developed along with tools for the efficient assessment of students’ misconceptions (multi-tier tests). Furthermore, in order to make teaching more effective, procedures for assessing the cognitive complexity of chemical problems have recently been developed and subsequently validated both statistically and by applying Knowledge Space Theory.</p> 2020-03-20T00:00:00+01:00 Copyright (c) 2020 Center for Educational Policy Studies Journal Chemistry Education in Kosovo: Issues, Challenges and Time for Action 2020-03-20T09:56:26+01:00 Fatlume Berisha <p>Although several reforms have shifted the direction of education, a debate on the strengths and limitations of science education in Kosovo has not yet been initiated. The present article analyses the development of chemistry education in Kosovo and encourages questions that could shape science education practices in general. In particular, the article analyses the pre-university chemistry curriculum in Kosovo over the years, as well as examining chemistry teacher education programmes. The analysis is based on descriptive research of data and document analysis. The multidimensional analysis of the issues and challenges of chemistry education will provide recommendations for future research on chemistry education and chemistry teaching practices in order to make chemistry education and the pre-university chemistry curriculum relevant to the context of Kosovo. As pre-university education curricula, especially the curriculum for the natural sciences, and the preparation of both pre-service and in-service teachers in Kosovo are considered challenging, a firm conclusion for actions has not been reached. Nevertheless, the article seeks to spark a debate in the field.</p> 2020-03-20T00:00:00+01:00 Copyright (c) 2020 Center for Educational Policy Studies Journal Challenges and Recommendations for Improving Chemistry Education and Teaching in the Republic of North Macedonia 2020-03-20T09:56:20+01:00 Marina Stojanovska Ivanka Mijić Vladimir M. Petruševski <p>The study aims to present the development of education in North Macedonia from the country’s independence to the present day, as documented in several national reports and other official documents. The focus is on development and changes in chemistry education throughout the years of primary, secondary and higher education. Particular attention is devoted to the introduction of the new curricula of<em> natural sciences courses</em> in primary education, which is an adapted curricula of the Cambridge International Examinations, and the use of information and communication technology in increasing the efficiency of the education system. Despite numerous reforms over the years, the country is still faced with various challenges and issues regarding chemistry teaching. Investment in education is constantly decreasing and no notable improvements in conditions for teaching chemistry are being made. Recommendations are made regarding the need for appropriately educated, qualified and motivated teaching staff, well-equipped laboratories and teaching resources, continuous professional development of teachers, mutual cooperation of all stakeholders in the educational process, and continuous support from the authorities and policy makers for gifted pupils and chemistry teachers at all levels.</p> 2020-03-20T00:00:00+01:00 Copyright (c) 2020 Center for Educational Policy Studies Journal Business School Teachers’ Experiences with a Student with Autism Spectrum Disorder 2020-03-20T09:56:34+01:00 Jaka Vadnjal Darinka Radoja <p>Autism has become an increasingly relevant topic in the research of neuroscience with the objective of enabling people with this condition to become equal opportunity members of the society; this includes an exploration of the benefits of the public education system. However, the science and knowledge in this field have thus far been limited, and the results of scientific findings have been very rare. The objective of the study was to explore primarily the first experiences of higher education teachers dealing with a student with an autism spectrum disorder. The aim was to learn lessons and contribute to some new understanding of special and adapted pedagogical approaches. The methodology of the study is qualitative, using (i) a case study as an objective of the researchers, and (ii) in-depth interviews with the twelve teachers about their experience with (for them) the new demanding assignment to teach a student with an autism spectrum disorder. The case study is about three years of undergraduate studies of a student with autism spectrum disorder who, in the end, obtained a bachelor’s degree in the field of business. The findings reveal that teachers generally viewed the experience as very positive and found teaching to be a challenge. For success, cooperation with experts and parents is crucial, but the education institution (of which all are stakeholders) could and should have done more. However, taking into account that the challenge is new, this study may contribute to some further development.</p> 2020-03-20T00:00:00+01:00 Copyright (c) 2020 Center for Educational Policy Studies Journal Advancing the Scholarship of Teaching and Learning using Learning Theories and Reflectivity 2020-03-20T09:56:31+01:00 Lester Brian Shawa <p>The Scholarship of Teaching and Learning (SoTL) remains a mostly elusive notion. For universities to genuinely contribute to SoTL, they must delineate clear parameters of engagement. For example, while some engage SoTL at the academic level, others examine it from an institutional policy perspective. Others view it from national and international frameworks that impact teaching and learning in universities. Engaging SoTL at the academic level, this article uses a postgraduate diploma module, Higher Education Context and Policy (mostly attended by university academics from South African universities) to show how a facilitator could draw from learning theories and reflectivity to teach and advance SoTL. More specifically, it demonstrates how a facilitator could mediate the module utilising a social constructivist learning theory perspective.</p> 2020-03-20T00:00:00+01:00 Copyright (c) 2020 Center for Educational Policy Studies Journal Sibel Erduran (Ed.), Argumentation in Chemistry Education: Research, Policy and Practice, Advances in Chemistry Education Series (Vol. 2), Royal Society of Chemistry: London, UK, 2019; 295 pp.: ISBN: 9781788012126 2020-03-20T09:56:12+01:00 Lilith Rüschenpöhler 2020-03-20T00:00:00+01:00 Copyright (c) 2020 Center for Educational Policy Studies Journal Rachel Mamlok-Naaman, Ingo Eilks, George Bogner and Avi Hofstein: Professional Development of Chemistry Teachers – Theory and Practice, Royal Society of Chemistry: Croydon (UK), 2018, 203 pp.: ISBN: 9781782627067 2020-03-20T09:56:09+01:00 Silvija Markic 2020-03-20T00:00:00+01:00 Copyright (c) 2020 Center for Educational Policy Studies Journal