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Suzanne Gatt

University of Malta, Education, Faculty Member

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Researcher in early years and primary science education
Phone: +356 23402926
Address: Rm221
Faculty of Educaiton
University of Malta
Msida
MSD 8080
Malta

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Noel B. Salazar

KU Leuven

University of Texas at El Paso (UTEP)

József Böröcz

Rutgers, The State University of New Jersey

Kansas State University

University of Cologne

Nina Glick Schiller

The University of Manchester

Armando Marques-Guedes

UNL - New University of Lisbon

Francesc Esteve

Universitat Jaume I de Castelló

The Australian National University

Eduardo Domenech

Universidad Nacional de Córdoba

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Papers by Suzanne Gatt

Young Children Interacting with the Physical World

Challenges in Physics Education, Dec 31, 2022

Helping young children understand science concepts

Central to constructivism is the idea that children construct their own knowledge . They do this ... more Central to constructivism is the idea that children construct their own knowledge . They do this both formally, within a classroom context, and informally, when they try to make sense of the everyday phenomena that they come across. Consequently, children construct ideas about scientific concepts before they encounter them at school. Teachers, then, need to take these ideas in consideration when teaching science to children.

An example of Newton's Third Law of Motion

\SLOO\Jwu ~{j])'JXJ) Helping Students Understand Physic.s An example of Newton's Third Law of Mot... more \SLOO\Jwu ~{j])'JXJ) Helping Students Understand Physic.s An example of Newton's Third Law of Motion d7~8faa-T his article outlines the factors which may make Physics a difficult and demanding subject for Maltese secondary students. The constructivist approach currently adopted by educators worldwide is described and a scheme, developed and tried out to help Maltese Junior Lyceum students understand Newton's Third Law of Motion, is described. The use of cognitive conflict, scaffolding and the social construction of knowledge in this scheme are illustrated through the activities designed. Finally, the students' reactions to this approach to teaching, and to the particular activities adopted are included.

Girls studying physics at post-secondary level in Malta

All secondary level students in Malta study, at least, one science subject (Physics, Chemistry an... more All secondary level students in Malta study, at least, one science subject (Physics, Chemistry and/or Biology) up to school-leaving level. This is due to a pass in one science subject being compulsory for entry into general post-secondary education. On the other hand, Physics, rather than Chemistry or Biology, is compulsory in State Schools. This ensures that a large percentage of girls, in Malta, study Physics. Analysis of Physics exam results at school-leaving level, the Secondary Education Certificate (SEC), shows that there is little difference, if any, in performance between boys and girls in the overall grade. A specific study has shown that the only consistent difference obtained was in coursework, this favouring girls with a moderate effect size of 0.35 and 0.57 for two consecutive years. When one considers the number of students opting to study Physics at Advanced Level in post-secondary education, however, the number of boys is significantly larger than girls, even though more girls than boys follow general post-secondary education. It is argued that the image of careers requiring Physics at advanced level (Engineering and Architecture) are male-oriented and girls tend to opt for other career paths, even within the sciences. Possible influences regarding the choice of science subjects are looked into in order to try to understand better why, even though officially there is the same possible access for girls into Physics courses, this is not taken up. There is, therefore, a need to promote these courses with girls.

Aprendizaje entre iguales en Ciencias Naturales de Educación Primaria: Perspectivas teóricas y sus implicaciones para la práctica en el aula

Revista electrónica de investigación psicoeducativa y psicopedagógica, Nov 6, 2017

Aprendizaje entre iguales en Ciencias Naturales de Educación Primaria: Perspectivas teóricas y su... more

European integration in education of the EQF and National Qualifications Frameworks : challenges and achievements by Malta

What a Coronacoaster!' Navigating primary science education in primary schools during the ongoing COVID-19 pandemic: EYFS and primary school teacher perspectives on the affective and pedagogical impacts of the pandemic

Scientific literacy and citizenship

In March 2000 the Lisbon Agenda set as new strategic goal for the European Union to become "the m... more In March 2000 the Lisbon Agenda set as new strategic goal for the European Union to become "the most competitive and dynamic based economy in the world capable of sustainable economic growth with more and better jobs and greater social cohesion". Science and Technology have a major increasing role in today' society and in the lives of everyone of us. No further substantive and sustainable development .of our economy and society may be foreseen without a leading enlarged and improved scientific and technological research. Improving science education throughout the European Union is fundamental as well as effectively setting as major priority to raise the levels of scientific and technological literacy at all levels of our society and in all EU' countries. The establishment of a science culture in our societies, as steady basis for the improvement of Science and its technological applications, should also constitute a way of promoting a fast full and sound integration of the new country members (and foreseeable future new members) in our enlarged European Union, prosperous and solidary.

Why physics seems to be beyond some students' grasp

It is quite common for many students to complain about having to study physics. Some clearly stat... more

Key topics in education in Europe volume 3 : the teaching profession in Europe : profile, trends and concerns : supplementary report reforms of the teaching profession : a historical survey (1975-2002), general lower secondary education, country reports : Malta

The impact of the Bologna process on higher education institutions in Malta : an overview of the targets achieved and future challenges

The preparation and publication of this report have been co-financed by the European Union.

Improving teachers’ professionalism. Inquiry-based learning: pedagogical approach to teaching science

International audienc

Formas de participación y éxito educativo

Cuadernos De Pedagogia, 2012

El proyecto INCLUD-ED ha clasificado las diferentes formas de participación de la comunidad en la... more El proyecto INCLUD-ED ha clasificado las diferentes formas de participación de la comunidad en la escuela para identificar las que son realmente transformadoras. Cuando las familias dejan de ser meras espectadoras del proceso educativo para participar en la toma de decisiones y en la evaluación de resultados, no solo mejora el
aprendizaje de niños y niñas sino también el de las personas adultas.

Med Journal 03-1

This paper studies the school differences in performance in Physics in the last two years of comp... more This paper studies the school differences in performance in Physics in the last two years of compulsory secondary education in Malta. Five grammar type schools are included in the study. Students’ performance in their fourth year annual Physics examination and the Secondary Education Certificate (SEC) School leaving examination one year later are considered. The longitudinal study shows that although there is a correlation between the fourth form annual examination and the papers for SEC Physics up to a value of 0.68, a shift in performance from one year to another was observed in certain schools, especially in one girls’ school which registered a drastic decrease in performance from one year to the next. It is argued that these school differences, which may also reflect gender differences since schools are single sex, reflect the still prevailing attitude in Malta for the male to be the family breadwinner. This seems to be the case mainly in families from a lower socio-economic lev...

Science at primary level

University of Malta. Faculty of Education, Dec 1, 1997

Gender differences in students’ ideas about Newton’s law of motion

The Impact of the Bologna Process on Higher Education in Slovakia

European Education, 2008

The feasibility of establishing a common higher education area in Latin America, by means of a pr... more The feasibility of establishing a common higher education area in Latin America, by means of a process similar to the Bologna Process or a variant thereof, is a subject of debate in the region. Despite widespread recognition of the benefits of the Bologna Process in terms of modernisation, innovation and internationalisation, the prevailing notion is that such a process would be unfeasible for Latin America. The arguments at the heart of that idea centre on the risk of homogenising all Latin America's higher education systems, which would endanger regional diversity and distinctiveness; on the intra-regional asymmetries among those systems; and on interregional asymmetries, specifically the lack of a macro-level project for economic, political and social integration in Latin America, and the differences between European and Latin American higher education. This article examines the 

The changing face of science education : preparing scientifically literate citizens of tomorrow

Science has social implications. Educating students in science involves more than the acquisition... more Science has social implications. Educating students in science involves more than the acquisition of 'facts' or the development of investigative skills. If students are to become independent and responsible citizens, they need to be capable of understanding scientific issues and their impact on society. An argument will be put forward in favour of a science education that considers the social implications of scientific activity on both a local and global scale. Teachers need to change traditional teaching methods to more innovative activities that are more child-centred and take into consideration the social and ethical aspects of the scientific enterprise.

Hands-on science science education and sustainable development

Statistics show that the percentage number of females in science courses at the University of Mal... more Statistics show that the percentage number of females in science courses at the University of Malta is low when compared to other undergraduate courses. The ratio of males to females varies according to the science undergraduate course. This paper aims to identify reasons for gender differences in science undergraduate courses, lecturing staff and employees in science related professions. A questionnaire was addressed to two hundred and twenty three (223) undergraduate students following science related courses at the University of Malta. They were asked about their experience of science at Primary, Secondary and Post Secondary levels and about their choice of course/career. Personal interest in science was found to be the key factor that determines the decision in whether to pursue a science career or not. No gender difference was found to be statistically significant in this regard. Based on these [mdings, suggestions are made about how to improve science education with a view of ...

D2.2 conceptual framework ADDENDUM 4 of 4 : literature review of comparative education

This review has been created for the working purpose of the CLS project to add and strengthen the... more This review has been created for the working purpose of the CLS project to add and strengthen the understanding of comparative education. The area is rather unfamiliar among the project partners except for some research and teaching experiences in the area of comparative education. In the first phase the task leaders created the outline for the task and it was reviewed by other task leaders in WP2. The outline was described in detail in guidelines for WP2 and delivered for all partners. The review is based on the research and policy material provided by project partners and the task leaders. The material provided by the other project partners were uploaded from the drop box and reviewed carefully by the authors. The relevant references were quoted systematically according to the structure of the outline. The subheadings were added during the writing process when the descriptions sharpened. This review does not cover the area of comparative education from all sides, but the main dime...

Young Children Interacting with the Physical World

Challenges in Physics Education, Dec 31, 2022

Helping young children understand science concepts

Central to constructivism is the idea that children construct their own knowledge . They do this ... more Central to constructivism is the idea that children construct their own knowledge . They do this both formally, within a classroom context, and informally, when they try to make sense of the everyday phenomena that they come across. Consequently, children construct ideas about scientific concepts before they encounter them at school. Teachers, then, need to take these ideas in consideration when teaching science to children.

An example of Newton's Third Law of Motion

\SLOO\Jwu ~{j])'JXJ) Helping Students Understand Physic.s An example of Newton's Third Law of Mot... more \SLOO\Jwu ~{j])'JXJ) Helping Students Understand Physic.s An example of Newton's Third Law of Motion d7~8faa-T his article outlines the factors which may make Physics a difficult and demanding subject for Maltese secondary students. The constructivist approach currently adopted by educators worldwide is described and a scheme, developed and tried out to help Maltese Junior Lyceum students understand Newton's Third Law of Motion, is described. The use of cognitive conflict, scaffolding and the social construction of knowledge in this scheme are illustrated through the activities designed. Finally, the students' reactions to this approach to teaching, and to the particular activities adopted are included.

Girls studying physics at post-secondary level in Malta

All secondary level students in Malta study, at least, one science subject (Physics, Chemistry an... more All secondary level students in Malta study, at least, one science subject (Physics, Chemistry and/or Biology) up to school-leaving level. This is due to a pass in one science subject being compulsory for entry into general post-secondary education. On the other hand, Physics, rather than Chemistry or Biology, is compulsory in State Schools. This ensures that a large percentage of girls, in Malta, study Physics. Analysis of Physics exam results at school-leaving level, the Secondary Education Certificate (SEC), shows that there is little difference, if any, in performance between boys and girls in the overall grade. A specific study has shown that the only consistent difference obtained was in coursework, this favouring girls with a moderate effect size of 0.35 and 0.57 for two consecutive years. When one considers the number of students opting to study Physics at Advanced Level in post-secondary education, however, the number of boys is significantly larger than girls, even though more girls than boys follow general post-secondary education. It is argued that the image of careers requiring Physics at advanced level (Engineering and Architecture) are male-oriented and girls tend to opt for other career paths, even within the sciences. Possible influences regarding the choice of science subjects are looked into in order to try to understand better why, even though officially there is the same possible access for girls into Physics courses, this is not taken up. There is, therefore, a need to promote these courses with girls.

Aprendizaje entre iguales en Ciencias Naturales de Educación Primaria: Perspectivas teóricas y sus implicaciones para la práctica en el aula

Revista electrónica de investigación psicoeducativa y psicopedagógica, Nov 6, 2017

Aprendizaje entre iguales en Ciencias Naturales de Educación Primaria: Perspectivas teóricas y su... more

European integration in education of the EQF and National Qualifications Frameworks : challenges and achievements by Malta

What a Coronacoaster!' Navigating primary science education in primary schools during the ongoing COVID-19 pandemic: EYFS and primary school teacher perspectives on the affective and pedagogical impacts of the pandemic

Scientific literacy and citizenship

In March 2000 the Lisbon Agenda set as new strategic goal for the European Union to become "the m... more In March 2000 the Lisbon Agenda set as new strategic goal for the European Union to become "the most competitive and dynamic based economy in the world capable of sustainable economic growth with more and better jobs and greater social cohesion". Science and Technology have a major increasing role in today' society and in the lives of everyone of us. No further substantive and sustainable development .of our economy and society may be foreseen without a leading enlarged and improved scientific and technological research. Improving science education throughout the European Union is fundamental as well as effectively setting as major priority to raise the levels of scientific and technological literacy at all levels of our society and in all EU' countries. The establishment of a science culture in our societies, as steady basis for the improvement of Science and its technological applications, should also constitute a way of promoting a fast full and sound integration of the new country members (and foreseeable future new members) in our enlarged European Union, prosperous and solidary.

Why physics seems to be beyond some students' grasp

It is quite common for many students to complain about having to study physics. Some clearly stat... more

Key topics in education in Europe volume 3 : the teaching profession in Europe : profile, trends and concerns : supplementary report reforms of the teaching profession : a historical survey (1975-2002), general lower secondary education, country reports : Malta

The impact of the Bologna process on higher education institutions in Malta : an overview of the targets achieved and future challenges

The preparation and publication of this report have been co-financed by the European Union.

Improving teachers’ professionalism. Inquiry-based learning: pedagogical approach to teaching science

International audienc

Formas de participación y éxito educativo

Cuadernos De Pedagogia, 2012

El proyecto INCLUD-ED ha clasificado las diferentes formas de participación de la comunidad en la... more El proyecto INCLUD-ED ha clasificado las diferentes formas de participación de la comunidad en la escuela para identificar las que son realmente transformadoras. Cuando las familias dejan de ser meras espectadoras del proceso educativo para participar en la toma de decisiones y en la evaluación de resultados, no solo mejora el
aprendizaje de niños y niñas sino también el de las personas adultas.

Med Journal 03-1

This paper studies the school differences in performance in Physics in the last two years of comp... more This paper studies the school differences in performance in Physics in the last two years of compulsory secondary education in Malta. Five grammar type schools are included in the study. Students’ performance in their fourth year annual Physics examination and the Secondary Education Certificate (SEC) School leaving examination one year later are considered. The longitudinal study shows that although there is a correlation between the fourth form annual examination and the papers for SEC Physics up to a value of 0.68, a shift in performance from one year to another was observed in certain schools, especially in one girls’ school which registered a drastic decrease in performance from one year to the next. It is argued that these school differences, which may also reflect gender differences since schools are single sex, reflect the still prevailing attitude in Malta for the male to be the family breadwinner. This seems to be the case mainly in families from a lower socio-economic lev...

Science at primary level

University of Malta. Faculty of Education, Dec 1, 1997

Gender differences in students’ ideas about Newton’s law of motion

The Impact of the Bologna Process on Higher Education in Slovakia

European Education, 2008

The feasibility of establishing a common higher education area in Latin America, by means of a pr... more The feasibility of establishing a common higher education area in Latin America, by means of a process similar to the Bologna Process or a variant thereof, is a subject of debate in the region. Despite widespread recognition of the benefits of the Bologna Process in terms of modernisation, innovation and internationalisation, the prevailing notion is that such a process would be unfeasible for Latin America. The arguments at the heart of that idea centre on the risk of homogenising all Latin America's higher education systems, which would endanger regional diversity and distinctiveness; on the intra-regional asymmetries among those systems; and on interregional asymmetries, specifically the lack of a macro-level project for economic, political and social integration in Latin America, and the differences between European and Latin American higher education. This article examines the 

The changing face of science education : preparing scientifically literate citizens of tomorrow

Science has social implications. Educating students in science involves more than the acquisition... more Science has social implications. Educating students in science involves more than the acquisition of 'facts' or the development of investigative skills. If students are to become independent and responsible citizens, they need to be capable of understanding scientific issues and their impact on society. An argument will be put forward in favour of a science education that considers the social implications of scientific activity on both a local and global scale. Teachers need to change traditional teaching methods to more innovative activities that are more child-centred and take into consideration the social and ethical aspects of the scientific enterprise.

Hands-on science science education and sustainable development

Statistics show that the percentage number of females in science courses at the University of Mal... more Statistics show that the percentage number of females in science courses at the University of Malta is low when compared to other undergraduate courses. The ratio of males to females varies according to the science undergraduate course. This paper aims to identify reasons for gender differences in science undergraduate courses, lecturing staff and employees in science related professions. A questionnaire was addressed to two hundred and twenty three (223) undergraduate students following science related courses at the University of Malta. They were asked about their experience of science at Primary, Secondary and Post Secondary levels and about their choice of course/career. Personal interest in science was found to be the key factor that determines the decision in whether to pursue a science career or not. No gender difference was found to be statistically significant in this regard. Based on these [mdings, suggestions are made about how to improve science education with a view of ...

D2.2 conceptual framework ADDENDUM 4 of 4 : literature review of comparative education

This review has been created for the working purpose of the CLS project to add and strengthen the... more This review has been created for the working purpose of the CLS project to add and strengthen the understanding of comparative education. The area is rather unfamiliar among the project partners except for some research and teaching experiences in the area of comparative education. In the first phase the task leaders created the outline for the task and it was reviewed by other task leaders in WP2. The outline was described in detail in guidelines for WP2 and delivered for all partners. The review is based on the research and policy material provided by project partners and the task leaders. The material provided by the other project partners were uploaded from the drop box and reviewed carefully by the authors. The relevant references were quoted systematically according to the structure of the outline. The subheadings were added during the writing process when the descriptions sharpened. This review does not cover the area of comparative education from all sides, but the main dime...