Excellence in physics education by the international cooperation Department of Physics and SEENET-MTP Office University of Niš, Serbia Partially based on the common paper: G. S. Dj, D. Pavlovic-Babic and J. Stankovic arXiv:1110.5072, to appear in RRP 2 Goran S. DJORDJEVIC Asia Europe Physics Summit – ASEPS 2011 26-29 October 2011, Wroclaw, Poland
The authors of the curricula and project have been faced with a lot of problems in implementation of the project in its basic form during last three years .
However, one of the most important aims has been permanent evaluation of the pupils in the ``new class`` and comparison of their results with pupils educated in the standard and ``mathematical`` classes.
Results of two tests in physics made in October 2005 and May 2006 are given in the Table. There have been five groups of pupils
All pupils worked out the same test with 20 questions (in total 100 points) and 2 problems (in total 50 points). At this stage we measured abilities of pupils only in physics and mainly in the first class.
Beside results of the third generation - pupils born in 1990, we can briefly see results of the two previous generations.
Student achievement on a science knowledge test (taken by 3 groups of students: basic group – students of all grades involved in the Programe, and two control groups – students of Grammar school and students involved in special math classes);
Perceptions of students, teachers and school management about the planned solutions, applied practices and the quality of teaching, as well as the possibilities and limitations of the Programe in the implementation of the curricula; and
The differences in syllabus in physics are so big in the second and third year that comparison of results is sensible just after the end of the grammar school, i.e. after 4th year.
Let us denote that pupils from the standard class are not able to solve problems (their records in solving problems tend to zero in all three generations).
The “physicists” show slightly better improvement in physics, and continually good records in solving problems.
Very good results at the national competition, in particular in physics and mathematics.
The new class and program “for physicists” has attracted better pupils and that number of pupils is increasing 7, 11 and 15 in 2nd, 3rd and 4th (the newest) generation.
It can be explained by attractive curricula, a lot of guest lecturers, additional laboratory work, excursions, some support in books and awards
Needs and challenges for networking in Balkan region
Recognizing the importance of bridging the gap between Southeastern and Western European scientific community the participants of the UNESCO-ROSTE - sponsored BALKAN WORKSHOP BW2003 " Mathematical, Theoretical and Phenomenological Challenges Beyond the Standard Model: Perspectives of Balkans Collaboration " (Vrnjacka Banja, Serbia, August 29 - September 3, 2003) came to a common agreement on the Initiative for the SEENET-MTP NETWORK
Structure Development 2004 - 2010
17 institutions from 8 countries in the region joined the Network
12 partner institutions all over the world
about 250 individual members
Ankara Bucharest Craiova Istanbul Kragujevac, Nis Sofia Thessaloniki Timisoara Zagreb Network nodes Sarajevo Skopje Belgrade Cankaya University ( Ankara, Turkey) Mathematical Institute, SANU (Belgrade, Serbia) Astronomical Observatory (Belgrade, Serbia) Institute of Physics, Center for Theoretical Physics (Belgrade, Serbia) Faculty of Physics (Belgrade, Serbia) National Institute for Physics and Nuclear Engineering (Bucharest, Romania) Faculty of Physics (Craiova, Romania) Department of Physics, Bogazici University (Istanbul, Turkey) Department of Physics, Faculty of Sciences and Mathematics (Kragujevac, Serbia) Department of Physics, Faculty of Sciences and Mathematics (Nis, Serbia) Department of Physics, Faculty of Science (Sarajevo, Bosnia and Herzegovina) Faculty of Science (Skopje, Macedonia) The Institute for Nuclear Research and Nuclear Energy (Sofia, Bulgaria) Section of Nuclear and Particle Physics, Aristotle University (Thessaloniki, Greece) Department of Mathematical, Physical and Computational Sciences School of Engineering, Aristotle University (Thessaloniki, Greece) Faculty of Physics, West University of Timisoara (Timisoara, Romania) Department of Theoretical Physics, Faculty of Sciences (Zagreb, Croatia) To Be Confirmed Institute for Applied Physics (Chisinau, Moldova) Department of Physics, University of Vlora (Vlora, Albania)
President and Executive Director of SEENET-MTP Radu-Dan CONSTANTINESCU Faculty of Physics, University of Craiova Craiova , Romania Goran DJORDJEVIC Department of Physics, Faculty of Sciences and Mathematics, Nis, Serbia
They were with us Wolfgang Kummer (1935 – 2007) Institute for Theoretical Physics, Vienna University of Technology Wien, Austria
They were with us Julius Wess ( 1934 – 2007 ) Max-Plank-Institut fuer Physik Muenchen, Germany Founders of the WIGV initiative One of founders of the SEENET-MTP Coordinator of SAC (2003 - 2007) Director of Max-Plank-Institut fuer Physik
1. G. S. Djordjevic, Lj. Kostic-Stajkovic, Lj. D. Nesic and T. Misic, Spezialized vs. Standard High School Classes and their Results in Physics , CP899, Sixth International Conference of the Balkan Physical Union, edited by S.A. Cetin and I. Hikmet, American Institute of Physics (2007), 489-490.
2. G. S. Djordjevic and Lj. Nesic, Grammar School Class for Students with Special Abilities in Physics, Proceedings of the BPU5, V. Banja, Serbia, 2003, pp. 161-164.
3. G. S. Djordjevic, Lj. Nesic, and M. K. Radovic, Experimental Education in Physics for Talented Secondary School Students, Proceedings of the Annual Meeting on Physics Education, Belgrade, 1999, pp. 651-654
4. OECD, PISA 2006 Science Competencies for Tomorrow Word, Paris, 2007
5. D. S. Rychen and L. H. Salganik (eds): Key Competencies for a Successful Life and a Well-Functioning Society, Cambridge, 2003