Naslov
Differences in educational achievement of students in geography on external evaluation exam in Republic of Croatia as indicator of marginalization

Autori
Vranković, Biljana

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
Geographies of Marginality: The Realities of Physically Marginalized Areas, Dubrovnik 19-23 August 2012 - Book of Abstracts / Lukić, Aleksandar - Zagreb : Geografski odsjek PMF-a Sveučilišta u Zagrebu, 2012, 41-41

ISBN
978-953-7245-12-2

Skup
Geographies of Marginality: The Realities of Physically Marginalized Areas

Mjesto i datum
Dubrovnik, Hrvatska, 19.08.2012. - 23.08.2012

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
external evaluation; educational achievement of students in geography; primary education; marginalization; Republic of Croatia

Sažetak
The general socio-economic development in the second half of the 20th century had caused markedly spatial polarization of demographic and socio-economic potentials what has caused a delay in the development of certain areas. The educational achievements of students are one of the main indicators of a successful education, and indirectly may be an indicator of future socio-economic development of a region. Besides the importance of geography in modern society, it has great significance in the Croatian educational system. Systematic monitoring of progress made in implementing the goals of education is carried out by external evaluation based on standardized tests conducted by independent institutions in each school. In Croatia, the external evaluation of the geography carried out in 2008. on a sample of 21 481 pupils, which is half of all eighth grade pupils of primary education. The test was examining spatial structure, processes, concepts and spatial relationships related to contents of general geography, regional geography of the world and geography of Croatian in approximately equal proportions. The aim of this paper is to present the results of educational achievement of students from eighth grade in geography on external evaluation exam and determine the spatial differences in the achievement of students using the model center-periphery. As in the polarized development the cities have focal meaning as places with a concentration with certain positive and negative consequences, the paper analyzes the effectiveness of educational attainment of pupils in schools located in cities, in relation to student achievement of schools outside the cities. It also discusses the correlation between demographic and socio-economic potentials and student achievement in geography as indicators of marginalization. The analysis was conducted at the local, regional and national level (settlements, counties, NUTS II regions and the Republic of Croatia). Based on the determined differences, the "geographic" center knowledge of students in geography has been determined and marginalized areas according to varying degrees of marginalization. The degrees of marginalization depending on the achievements of students in geography in Croatia as well as the center are shown by cartographic methods.

Izvorni jezik
Engleski

Znanstvena područja
Geologija, Pedagogija, Demografija

POVEZANOST RADA