Developing Competencies in Science and Maths in Bulgaria

Autor/in	Walsh, Ed
Titel	Developing Competencies in Science and Maths in Bulgaria
Quelle	In: Education in Science, (2012) 248, S.16-17 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1377
Schlagwörter	Educational Change; Foreign Countries; Competency Based Education; School Visitation; Comparative Analysis; Comparative Education; Performance Factors; Institutional Characteristics; Educational Practices; Minimum Competencies; Mathematics Skills; Mathematics Achievement; Educational Strategies; Observation; Bulgaria + Suchen Sie Ihr Suchwort? Bildungsreform; Ausland; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Vergleichende Erziehungswissenschaft; Leistungsindikator; Bildungspraxis; Fundamentum; Mindestwissen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Lehrstrategie; Beobachtung; Bulgarien
Abstract	Most countries are either reforming their education systems, or thinking about doing so. The EU, through its "Transversal" programme, funds hundreds of study visits every year to enable education professionals to learn at first hand about developments in its member states. The author joined a group from France, Germany, Italy, Portugal, Spain and Turkey studying the development of maths and science competencies in Bulgaria. In this article, he shares what they observed and leaned from the study visit. It is always interesting to visit another country and see how they educate their children. However, the real value of a study visit is greater than that. Looking at another system inevitably prompts questions about one's own. Furthermore, looking at that system alongside people from a number of different countries helps to identify generic characteristics of the challenges being faced and the solutions being developed. It moves the debate on from considering specific questions such as, for example, how many years should a key stage cover or which examination course to use, to broader questions such as about how to engage students in science and maths and the role of approaches such as inquiry-based learning. Many European countries are moving from a focus on "delivering content" to "developing competencies" and this is tied in with the "learning how to learn" agenda. This is important, rather than easy. Supporting effective learning in science and maths means challenging students with problems that are engaging and relate to the real world, i.e. using both intrinsic and extrinsic motivation. They need to see the subjects as tools to make sense of the world and to change it. (ERIC).
Anmerkungen	Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1707-283000; Fax: +44-1707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10