Chemistry Education in Kosovo: Issues, Challenges and Time for Action

  • Fatlume Berisha Faculty of Education, University of Prishtina, Kosovo
Keywords: chemistry education, chemistry curriculum, chemistry teacher education, pre-service chemistry education

Abstract

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.

Downloads

Download data is not yet available.

References

Bache, I., & Taylor, A. (2003). The politics of policy resistance: reconstructing higher education in Kosovo. Journal of Public Policy, 23(3), 279–300.

Baliqi, B. (2010). Higher Education Policy in Kosovo – Its Reform Chances and Challenges. Der Donauraum, 50(1), 43–62.

Berisha, F. (2013). Drinking Water Quality in Kosovo investigated by Inductively Coupled Plasma Mass Spectrometry and Science Education in Kosovo, Doctoral thesis. Graz, Austria: University of Graz.

Bicaj, A., & Berisha, F. (2013). Teacher Preparation Reforms in Kosovo. Journal of Education Culture and Society, 1, 199–208.

Bodner, G. M. (1992). Why changing the curriculum may not be enough? Journal of Chemical Education, 69(3), 186–190.

Bucat, R. (2004). Pedagogical content knowledge as a way forward: applied research in chemistry education. Chemistry Education: Research and Practices, 5(3), 215–228.

Calik, M., & Ayas, A. (2005). A comparison of level of understanding of eighth‐grade students and science student teachers related to selected chemistry concepts. Journal of Research in Science Teaching, 42(6), 638–667.

Cheung, D. (2009). Students' attitudes toward chemistry lessons: The interaction effect between grade level and gender. Research in Science Education, 39, 75–91.

Cooper, M. M., & Stowe, R. L. (2018). Chemistry education research – From personal empiricism to evidence, theory, and informed practice. Chemical Reviews, 118(12), 6053–6087.

De Jong, O. (2008). Context-based chemical education: how to improve it? Chemical Education International, 8(1), 1–7.

De Jong, O., Veal, W. R., & Van Driel, J. H. (2002). Exploring chemistry teachers' knowledge base. In J. K. Gilbert, O. De Jong, R. Justi, D. F. Treagust, & J. H. Van Driel (Eds.), Chemical Education: Towards Research-based Practice (pp. 369–390). Dordrecht: Springer.

European Commission. (2004). Europe needs more scientists: Report by the high-level group on increasing human resources for science and technology. Brussels: European Commission.

European Commission. (2010, November 9). Kosovo∗2010 progress report accompanying the communication from the commission to the European Parliament and the council. Retrieved from https://ec.europa.eu/neighbourhood.../sec_1423_final_progress_report_ks_en.pdf

European Commission. (2011, October 12). Kosovo∗2011 progress report accompanying the communication from the commission to the European Parliament and the council. Retrieved from https://ec.europa.eu/neighbourhood-enlargement/sites/near/files/pdf/key_documents/2011/package/ks_rapport_2011_en.pdf

European Commission. (2019, May 29). Commission Staff Working Document, Kosovo* 2019 Report. Retrieved from https://ec.europa.eu/neighbourhood-enlargement/sites/near/files/20190529-kosovo-report.pdf

European Commission. (2019). Reflection Paper “Towards Sustainable Europe by 2030”. Brussels: European Commission.

European Commission/EACEA/Eurydice. (2013). Education and training in Europe 2020: Responses from the EU member states. Eurydice Report. Brussels: Eurydice. Retrieved from https://op.europa.eu/en/publication-detail/-/publication/4cd55a97-854d-4fff-8ebd-3fd3f38ca58a

Haste, H. (2004). Science in my future: a study of values and beliefs in relation to science and technology amongst 11–21-year-olds. London, UK: Nestle Social Reseach Programme.

Holbrook, J. (2005). Making chemistry teaching relevant. Chemical Education International, 6(1), 1–12.

KEEN. (2019). Professional Development of Teachers in Kosovo. Prishtina: Kosovo Education and Employement Network, EU Project.

Kind, V. (2014). A degree is not enough: A quantitative study of aspects of pre-service science teachers' chemistry content knowledge. International Journal of Science Education, 36(8), 1313–1345.

Mahaffy, P. (2004). The future shape of chemistry education. Chemistry Education: Research and Practice, 5(3), 229–245.

MEST. (2007). Strategy for development of Pre-University-Education in Kosovo (2007–2017). Prishtina: Ministry of Education, Science, and Technology (MEST).

MEST. (2016). Kosovo education strategic plan 2017 - 2021. Retrieved from http://www.kryeministri-ks.net/repository/docs/KOSOVO_EDUCATION_STRATEGIC_PLAN.pdf

MEST. (2016a). Korniza Kurrikulare e Arsimit Parauniversitar të Republikës së Kosovës (e rishikuar) [Curriculum Framework of Pre-University Education of the Republic of Kosovo (revised)]. Retrieved from https://masht.rks-gov.net/uploads/2017/03/korniza-kurrikulare-finale.pdf

MEST. (2016b). Kurrikula Bërthamë e arsimit të mesëm të ulët të Kosovës (klasa VI, VII, VIII dhe IX) (e rishikuar) [Core curriculum for lower secondary education in Kosovo (Grades VI, VII, VIII, and IX)]. Retrieved from https://masht.rks-gov.net/uploads/2017/03/korniza-berthame-2-final.pdf

MEST. (2016c). Kurrikula Bërthamë për arsimin e mesëm të lartë të Kosovës (Gjimnazet - klasa X, XI, XII) (e rishikuar) [Core curriculum for upper secondary education in Kosovo (Gymnasiums - Grades X, XI, and XII)]. Retrieved from https://masht.rks-gov.net/uploads/2017/03/korniza-berthame-3-final.pdf

OECD. (2006). Evolution of student interest in science and technology studies policy report. Paris: Organization for Economic Cooperation and Development.

OECD. (2016). Pisa 2015, Results in focus. Retrieved from https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf

Osborne, J. (2007). Engaging young people with science: thoughts about the future direction of science education. In C. Linder, L. Ostman & P. Wickman (Eds.), Promoting scientific literacy: science education research in transaction (pp. 105–112). Uppsala: Proceeding of Linnaeus Tercentenary Symposium held at Uppsala University.

Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections (Vol. 13). London, UK: Nuffield Foundation.

Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079.

Pinto, G. (2010). The Bologna process and its impact on university - level chemical education in Europe. Journal of Chemical Education, 87(11), 1176–1182.

Pupovci, D. (2000, November). Shifra dhe fakte mbi arsimin e Kosovoes [Figures and facts on Kosovo education]. Prishtine.

Pupovci, D. (2002). Teacher education system in Kosovo. Metodika, 3(5), 125–145.

Rocard, M., Csermely, P., Jorde, D., Lenzen, D., Walberg-Henriksson, H., & Hemmo, V. (2007). Science education now: A renewed pedagogy for the future of Europe. Brussels: Directorate - General for Research, Science, Economy, and Society. European Commission.

Sheppard, K., & Robbins, D. M. (2005). Chemistry, the central science? The history of the high school science sequence. Journal of Chemical Education, 83(4), 561–566.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23.

Sjoberg, S., & Schreiner, C. (2005). How do learners in different cultures relate to science and technology? Asia-Pacific Forum on Science Learning, and Teaching, 6(2), 1–19.

Taber, K. S. (2017). Science Education. In K. S. Taber, & B. Akpan (Eds.), Science education: An international course companion (pp. 3–19). The Netherlands: Springer.

UNDP. (2016). Making the labor market work for women and youth. Kosovo human development report 2016. Retrieved from http://hdr.undp.org/sites/default/files/human_development_report_2016.pdf

Vula, E., & Saqipi, B. (2009). Education in Kosova: Struggling between recovering and following modern trends. International Studies in Education, 10(1), 23–26.

Vula, E., Saqipi, B., Kraja, T., & Mita, N. (2012). Moving towards Practice-Oriented and Research-Based Teacher Education: Challenges of Kosovo and Albania. Excellence in Higher Education, 3(1), 37–45.

Published
2020-03-20
How to Cite
Berisha, F. (2020). Chemistry Education in Kosovo: Issues, Challenges and Time for Action . Center for Educational Policy Studies Journal, 10(1), 125-144. https://doi.org/10.26529/cepsj.728