prof. dr Goran Đorđević Regionalni simpozijum “Položaj fizike u srednjim školama u regionu” 1 – 3. februar 2013. godine, Aleksinac

1. ODELJENJE ZA UČENIKE SA POSEBNIM
SPOSOBNOSTIMA ZA FIZIKU – PRVIH 10
GODINA
Goran S. DJORDJEVIC, Ljubisa NESIC,
and Dragoljub DIMITRIJEVIC
Department of Physics, University of Niš, Niš, 18000, Serbia and
Grammar School "Svetozar Marković", Branka Radičevića 1, Niš, Serbia
Položaj fizike u srednjim školama u regionu
Aleksinac, 01 – 03. februar 2013. godine

2. PREFACE
Ten years ago, one high school class for
students with special abilities in physics was
founded in Nis, Serbia.
http://www.pmf.ni.ac.rs/f_odeljenje
In the countries of former Yugoslavia, classes
for students with special abilities have had a
pretty long and successful tradition
As a consequence of political and economical
instability many of these classes in Serbia
disappeared (Krusevac, Leskovac).
Interest of pupils and students in sciences, in
particular in physics, has decreased.

3. Despite some “improvement” that has been
made through last few years, today three
fundamental problems still characterize the
teaching, science as well, at the schools in
Serbia:
obsolete equipment,
national strategy and concepts of education is in
preparation, but still not adopted and operative
insufficient motivation of teachers.

4. Some consequences and problems:
Skills of pupils in using methods and tools
developed in physics and other sciences
seem to decrease at the same time with a
new, revolution in science and technology in
developed countries.
A very small, in general decreasing, number
of students in the natural sciences and
engineering sciences at the university

5. PROJECT:
“GRAMMAR SCHOOL CLASS FOR STUDENTS
WITH SPECIAL ABILITIES IN PHYSICS”
The main goals of the project:
to offer a high-quality education
to give gifted pupils a perspective for continuing
education in a competitive atmosphere
to convey initiative and enthusiasm

6. These goals are to be reached by the:
focus on the natural science, in particular on physics
provision of basic laboratory equipment and PCs
(virtual experiments and Internet access)
close collaboration with the University
close collaboration with similar projects in EU and
Eastern Europe
more intensive foreign languages teaching (especially
English),

7. General Syllabus
1st grade - 4th grade
Serbian, 4, 3, 3, 4
English, 2, 3, 3, 2
Chemistry, 3, 3, 2, 2
Biology, 2, 2, 3, 2
Physical Education, 2, 2, 2, 2
Mathematics, 5, 5, 5, 5
Computer Science, 3, 3, 2 (+30), 2(+30)
Practice, +60, +60, +60, +60
Physics courses : 5 (+60), 5 (+60), 6 (+30), 5
(+30)
(The + sign before the numbers marks the number of practical classes)

8. 1st grade -2th grade
History, 2, 2
Geography, 2, 2
3th grade
Sociology with constitution and civil rights, 2
Psychology, 2
4th grade
Philosophy, 2
Latin, 2
Astronomy, 2

9. The Physics Syllabus
1st grade
Elements of mechanics and thermodynamics, 3/w
Computational exercises I, 2/w
Laboratory exercises I, 60/y
2th grade
Electromagnetism and Optics, 3/w
Computational exercises II, 2/w
Laboratory exercises II, 60/y

10. The Physics Syllabus
3th grade
Mechanics with the Theory of relativity, 2/w
Atomic and Molecular physics, 2/w
Physical Electronics , 2/w
4th grade
Modeling in physics, 3/w +30/y
The physics of the micro world, 3/w

11. EVALUATION
The authors of the curricula and project have
been faced with a lot of problems in
implementation of the project.
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

12. TABLE 1. Results of the third generation .
Questions 1 Problems 1 Total 1 Questions Problems 2 Total 2(%)
(%) (%) (%) 2(%) (%)
“Physicists”-
Physicists”
52,67 22,40, 42,58 71,11 27,78 56,67
Nis (9)
„Mathematicia
ns“-Nis (7)
ns“ 35,00 000,0 23,33 64,86 4,29 44,67
42,60 000,0 28,40 61,40 0,00 40,93
Standard
class-Nis (20)
class-
“Mathematicia
67,06 00,71 44,94 68,29 29,18 55,25
ns”-BG (17)
ns”
“Mathematicia
69,14 8,29 48,86 81,86 31,43 65,05
ns”-NS (7)
ns”

13. FIGURE 1. Pupil’s success in solving test questions and
problems. Ph-Nis, M-Nis, S-Nis, M-BG, M-NS. (3rd gen.)

14. (3rd gen.)
Problems1
Questions1
Ph-Nis
M-Nis
S-Nis
M-BG
M-NS
Questions 2
Problems2
Ph-Nis
M-Nis
S-Nis
M-BG
M-NS

15. 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.

16. TABLE 2. Results of the second generation
Questions
Problems 1 Total 1 Questions 2 Problems 2 Total 2
1
(%) (%) (%) (%) (%)
(%)
“Physicists”-Nis (6)
Physicists”
66,3 12,7 56,9 56,0 13,3 50,7
„Mathematicians“-Nis
Mathematicians“
(6) 68,2 9,5 55,0 73,7 14,5 63,6
Standard class-Nis (7)
class-
33,6 0,0 22,4 19,8 0,6 13,8
“Mathematicians”-BG
Mathematicians”
(19)
57,2 13,1 51,3 75,5 12,5 62,7
“Mathematicians”-NS
Mathematicians”
(15)
44,7 4,6 34,4 53,9 3,1 39,1

17. (2nd gen.)
Problems1
Questions1
Ph-Nis
M-Nis
S-Nis
M-BG
M-NS
Questions 2
Ph-Nis Problems2
M-Nis
S-Nis
M-BG
M-NS

18. TABLE 3. Results of the first generation
Questions Problems
Total 1 Questions 2 Problems 2 Total 2
1 1
(%) (%) (%) (%)
(%) (%)
“Physicists”-Nis (11 )
31,9 4,6 24,5 39,9
„Mathematicians“-Nis
(16 )
34,7 4,7 27,8 35,8
Standard class-Nis
(21)
32,6 10,4

19. (1st gen.)
Problems1
Questions1
Ph-Nis
M-Nis
S-Nis
Problems2
Ph-Nis
M-Nis
S-Nis

20. EXTERNAL EVALUATION
Metodhology of Evaluation
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
Content analysis of existing documentation.

21. Achievement on Knowledge Test
Mean scores on science
knowledge test: all
groups of students
Mean scores on science
knowledge test by
grades: Special physics
class students

22. CONCLUSION
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

23. “пиши српски да те цео свет разуме”

24. НАСТАВНИ ПЛАН БЛОКА НАСТАВЕ ФИЗИКЕ
ПРВИ РАЗРЕД
Основе механике и 3
термодинамике
Рачунски практикум 2
1
Лабораторијски 60
практикум 1
Проф. др Драган Гајић Проф. др Иван Манчев Проф. др Миодраг Радовић

25. НАСТАВНИ ПЛАН БЛОКА НАСТАВЕ ФИЗИКЕ
ДРУГИ РАЗРЕД
Електромагнетизам и 3
оптика
Рачунски практикум 2 2
Лабораторијски 60
практикум 2

26. НАСТАВНИ ПЛАН БЛОКА НАСТАВЕ ФИЗИКЕ
ТРЕЋИ РАЗРЕД
Механика са 2
теоријом
релативности
Атомска и 2
молекуларна физика
Физичка електроника 2 30

27. НАСТАВНИ ПЛАН БЛОКА НАСТАВЕ ФИЗИКЕ
ЧЕТВРТИ РАЗРЕД
Моделирање у 2 30
физици
Физика микросвета 3

28. Наставни кадар
Више од 50% наставе изводе професори и
асистенти са Универзитета у Нишу, посебно са
Одсека за физику Природно-математичког
факултета.

29. Одсек за физику ПМФ-а је
формирао стално тело које у
сарадњи са стручним
активима Гимназије, прати и
унапређује рад одељења.
Рад одељења прати и посебна
комисија Министарства,
састављена од стручњака из
одговарајућих области.
Спона са такмичењима
основаца: олимпијци долазе!
Одељење 2003.
Олимпијада 2004.
Школа физике за основце у
Нишу
Камп физике у Сокобањи за
ученике основних школа

30. ПРИЈЕМНИ ИСПИТ
Припремна настава
Пријемни испити:
Физика или Математика

34. Прва генерација на спортском терену

35. Гостујући предавачи:
Проф. др Владимир Драговић
директор Математичке гимназије у Београду

36. Гостујући предавачи:
др Драган Маркушев
вишегодишњи главни
и одговорни уредник
часописа
``Млади физичар``

37. популарна предавања

38. На часу...

39. Награде и дружења – подељено око 500
књига као награде

40. Сарадња са колегама из Петнице

43. Искуства
крај првог циклуса – оцена резултата и
предлози за даље
добри резултати из физике и математике
приметан тренд пораста постигнућа ученика
такмичења – да ли је то једини показатељ!?
“амбасадори” физике
приметан тренд интересовања за упис у
одељење

44. Дисеминација
Математичка гимназија, 70. године
прошлог века
одељење у Нишу, пре 22 година
одељење за физику, пре 10 године
следећа етапа: још неко одељење у
Србији?!
искуства суседних земаља

45. Где су наши ученици?
Веома су успешни студенти разних
факултета
Често студирају по два паралелно
Добитници Светосавске награде
MIT

46. Network nodes
IPB
Faculty of Sciences Faculty of Physics
Belgrade, Serbia
Zagreb, Croatia Timisoara, Romania
AOB
MI SANU
Belgrade, Serbia
Belgrade, Serbia
NIPNE
Faculty of Science Faculty of Physics Bucharest, Romania
Sarajevo, BiH Belgrade, Serbia
Faculty of Physics
Faculty of Sciences Craiova, Romania
Kragujevac, Serbia
Faculty of Sciences
Nis, Serbia
INRNE
Faculty of Science
Sofia, Bulgaria
Skopje, FYR Macedonia
Bogazici University
School of Engineering Istanbul, Turkey
Thessaloniki, Greece
Aristotle University
Thessaloniki, Greece
Cankaya University
Ankara, Turkey

47. ACKNOWLEDGMENTS
This project and work is partially supported by
UNESCO-ROSTE grant No. 8759145 and
UNESCO-BRESCE grant No. 8758346 and No.
875.922.8 .
We would like to thank Lj. Nesic. Lj. Kostic-
Stajkovic, T. Misic, N. Calukovic, N. Kadelburg,
V. Rapaic, M. Stojanovic, S. Skuban, J. Stankovic
and D. Dimitrijevic for their continual support in
preparing test materials and their realization.

48. S O M E R E F E R E N C E S (1)
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. J. Djelic et al, Report on Evaluation of School Programme
for Students Gifted in Physics, IEQ, Belgrade, Serbia, 1-74
(2010).

49. S O M E R E F E R E N C E S (2)
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. G. S. Djordjevic, J. Stankovic, D. Pavlovic-Babic,
Evaluation of High School Programme for Gifted
Pupils in Physics and Sciences in Serbia - Experience
in Regional Cooperation -- SEENET-MTP Network,
Romanian Reports in Physics, 2, 64 (2012), 619-632

50. Једна молба за крај
Министарству просвете, науке и
технолошког развоја
да преведе одељење у редовни
програм
Унапред захвални ...
Родитељи, наставници, ученици, ....