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Original Title
Chemistry education in Kosovo: issues, challenges and time for action
Parallel titleKemijsko izobrazevanje na Kosovu: vprasanja, izzivi in cas za ukrepanje
Author
SourceCEPS Journal 10 (2020) 1, S. 125-144
Document
License of the document In copyright
Keywords (German)Chemieunterricht; Curriculum; Bildungsreform; Lehrerausbildung; Bildungssystem; Bildungspolitik; Analyse; Kosovo
sub-disciplineEmpirical Educational Research
Teaching Didactics/Teaching Maths and Sciences
Document typeArticle (journal)
ISSN2232-2647
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):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. (DIPF/Orig.)
other articles of this journalCEPS Journal Jahr: 2020
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Checksumschecksum comparison as proof of integrity
Date of publication30.06.2020
Suggested CitationBerisha, Fatlume: Chemistry education in Kosovo: issues, challenges and time for action - In: CEPS Journal 10 (2020) 1, S. 125-144 - URN: urn:nbn:de:0111-pedocs-202577 - DOI: 10.26529/cepsj.728
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