What was the goal?
The goal of the project was to propose ways of managing classroom heterogeneity and stimulating student interest in the general education Chemistry course in the second year of upper secondary school (Lyceum). The problem arose from two directions: students following a different academic track showed a lack of interest in attending or studying Chemistry, while students who had chosen the Science or Health track paid little attention because the material was already familiar to them from private tutoring and seemed too easy.
How did the project proceed?
The project was approached in two ways. First, an extensive discussion was held with the teacher who posed the question, exploring the challenges she and other secondary education teachers face regarding student behavior in class. Second, the team conducted a search of international literature to find references from other countries regarding the problem of classroom heterogeneity, examining how it manifests and what methods are used to address it. The team also studied approaches from Finland and research conducted by Manjola Bani, a researcher at the University of Tirana.
What were the results?
The international literature confirmed that the problem of classroom heterogeneity exists in other countries as well, with common causes including learning gaps carried over from previous grades and a lack of motivation. Four key prerequisites for addressing the problem were identified: self-efficacy, initiating and maintaining interest, autonomy, and positive teacher-student relationships. An analysis of the Chemistry curriculum revealed insufficient experimental procedures and a lack of adequate experiments. Experiential learning was found to be an important factor, achievable through visits to research institutions, universities, and industry. The Finnish model highlighted the integration of technological resources into teaching and student-centered practices that allow students to explore science on their own terms. Research by Manjola Bani proposed specific methods for high school Chemistry, including combining lessons with experiment demonstrations, connecting Chemistry concepts to everyday life, equipping laboratories with necessary tools, using visual media for virtual representation of Chemistry experiments, and adapting the curriculum and teaching methods to the teacher’s specialization. The project concluded that heterogeneity caused by lack of interest is a problem for educators both in Greece and across Europe, and that international research provides valuable and applicable solutions.