DODË PRENGA, SONILA BOÇI, RUDINA OSMANAJ
KEYWORDS : Concept Inventory, physics knowledge, index theory, the Rasch Model, sociometric measuring and instruments.
Abstract :
The teaching of climate and environmental issues to undergraduate students in our education system and usually elsewhere is primarily oriented towards educating them with responsibility and care for nature and therefore, the corresponding knowledge is offered through several subjects mostly as supplementary or illustrative acquaintance. These specifics impose changes in the corresponding learning structure compared to fundamental subjects such as physics, mathematics, etc., inflicting additional complexity on studying and measuring it. This work was initiated as an assessment of the level of knowledge of students on climate, environment and earth sciences within the framework of the 2024 National Conference on Climate and Environment of the Department of Physics, and then is expanded into a comparative analysis of the structure of learning and acquisition of knowledge which are offered through distributed sources, with those presented by structured and fundamental disciplines In this regard, this work also aims to evoke some methodologies for measuring the level of students’ knowledge in general and identifying problems in the learning and teaching process. This analytical assessment was carried out through the CI Knowledge Inventory technique, index theory and the Rasch model.