@article {1647,
	title = {DIGITAL CITIZEN PARTICIPATION OF COLLEGE STUDENTS: REALITY AND OPTIMIZATION PATH},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {244-257},
	abstract = {Digital citizenship participation refers to the utilization of digital technology by individuals or groups for the purpose of engaging in networked participatory behaviors. It involves four interconnected elements: individual, policy, political, and social participation. This study surveyed 446 college students from a private university in China and conducted interviews to explore their digital citizenship participation. It is found that college students{\textquoteright} digital citizen participation is characterized by "strong individual interest-driven participation", "weak political concern", and "good digital citizen literacy". In order to improve college students{\textquoteright} participation as digital citizens, it is crucial to cultivate digital literacy by applying the core competency framework of digital citizenship as a guiding principle. To create a sustainable path for students{\textquoteright} participation, a four-pronged approach is proposed involving multi-stakeholders, namely society, government, schools, and teachers. },
	keywords = {college students, digital citizenship participation, multi-stakeholders, optimization path, participation characteristics},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.244},
	url = {https://oaji.net/articles/2023/457-1683097670.pdf},
	author = {Haili Lu and Kefeng Fu and Xiaolin Liu and Wanshan Hu}
}
@article {1666,
	title = {PEDAGOGICAL DOCTORAL STUDENTS IN CHINA UNDER PRESSURE: AN EMPIRICAL ANALYSIS OF CSSCI JOURNALS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {449-461},
	abstract = {The prerequisite for doctoral students in Chinese universities to obtain their degrees was to publish a certain number of papers in designated journals, which is the main pressure on doctoral students in China. This study focused on the publication pressure of doctoral students in pedagogy in China under the policy of breaking the {\textquoteleft}five only{\textquoteright}, which aims to diversify the evaluation criteria for academic quality and reduce the reliance on paper publications. The study analyzed the data of 36 pedagogical CSSCI journals from 2016 to 2020, and examined the trends and patterns of publishing pedagogy articles in these journals. The study also explored the factors that influence the publication pressure of doctoral students in pedagogy, such as the admission system, the expansion of doctoral enrollment, and the recruitment system for young teachers. The results show that Chinese pedagogy CSSCI journals are declining in number and are dominated by well-known scholars and institutions. Doctoral students in pedagogy face a more severe academic situation than university teachers, as they have to publish papers to graduate and compete for limited journal space. They also face the pressure of publication under the application-appraisal system and the system of {\textquotedblleft}promote or leave{\textquotedblright}. The study suggests that colleges and universities need to break through the quantitative evaluation system of doctoral students{\textquoteright} academic achievements and pay more attention to the training system and academic culture that promote their physical and mental health and academic development.},
	keywords = {breaking the {\textquoteleft}five only{\textquoteright}, CSSCI journals, data statistics, pedagogical doctoral students in China, publication pressure},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.449},
	url = {https://oaji.net/articles/2023/457-1691443806.pdf},
	author = {Ming Guan and Xiaodong Fan and Jiao Li}
}
@article {1407,
	title = {EMERGING EDUCATIONAL DESIGN IN ONLINE TRAINING IN HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {397-411},
	abstract = {Universities are living in a time of major transitions regarding the challenge of rethinking and transforming the current pedagogical models so they can respond to the needs of the global knowmad society. In this study, the Design-Based Research (DBR) approach is used to address the improvements of two emerging pedagogical designs in e-learning in the university context: the model of the Center for Research in Education and ICT (CIIET) of the University of Santiago de Chile (Chile) and the model developed by the Education Node research group of University of Extremadura (Spain). The main focus of these models is the student, who by developing activities based on the resolution of a contextualized problem and using new strategies, accompanied by open resources for resolution, resulting in a learning outcome that can be achieved and measured through assessment. This work aims to advance in identifying of some pedagogical keys for the design of online training scenarios that promote environments of production, research, and open dissemination of best practices, to experience new creative forms and collaborative learning, which have emerged within the hyper connected society and the net-culture. },
	keywords = {higher education, instructional design, open educational resources, research-based design},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.397},
	url = {http://oaji.net/articles/2021/457-1623676687.pdf},
	author = {Mar{\'\i}a Rosa Fern{\'a}ndez-S{\'a}nchez and Juan Silva-Quiroz}
}
@article {1372,
	title = {THE FLIPPED CLASSROOM: MEDIA HYPE OR EMPIRICALLY BASED EFFECTIVENESS?},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {312-332},
	abstract = {Few teaching concepts have received as much attention in recent years as the Flipped Classroom (FC). This is clearly linked to media attention on the concept, which is currently being intensified by the Corona pandemic. In this research, the media rise of the concept is explained and the discrepancy between popularity and empirically validated research results is clarified. While the literature basis for the FC has grown enormously over the last decade, reviews and initial meta-analyses have shown, through their filter criteria, that not many of studies can meet scientific standards. The comparison of individual studies is particularly difficult, because there is no uniformly accepted framework and no uniform definition of the concept. For this reason, one of the goals of this research was to give an overview of the variety of FC definitions, discuss its most controversial characteristics, and to provide the key elements for a definition of the FC. A comparison of selected studies and reviews shows an assessment of the effectiveness of the teaching concept. The findings shed light on potential problems and challenges, and provide directions for future research. },
	keywords = {active learning, digitalization of education, e-learning, flipped classroom},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.312 },
	url = {http://oaji.net/articles/2021/457-1617435140.pdf},
	author = {Lars-Frederik Wei{\ss} and Gunnar Friege}
}
@article {1504,
	title = {RECONSTRUCTION OF IRANIAN ENGLISH FOREIGN LANGUAGE TEACHERS{\textquoteright} PROFESSIONAL IDENTITY IN ONLINE CLASSES},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {858-879},
	abstract = {Because of the Covid-19 outbreak, all academic institutions all over the world swiftly shifted to reconstitute the presentation of their courses that customarily took place on campus. This study explored the kind of online professional identities that English teachers in private language institutes constructed during the Covid-19 Pandemic. Additionally, it examined possible impacts of adopting online solutions on teachers{\textquoteright} performance and teaching skills and their perceptions of communities of practice and their effect on their PI in online classes during this period. The study was conducted on 35 English teachers, teaching English in language institutes in Yazd, Iran. The study followed a qualitative approach. Semi-structured interviews were conducted individually and also in groups, to gain access to their lived experiences of running online classes. Results revealed four main characteristics that (re)constructed and affected teachers{\textquoteright} PI in online classes, namely, teachers{\textquoteright} role, competency and self-effectiveness, appreciation and connection, and future plans. The findings also revealed that streamlined communication and communities of practice were very beneficial in (re)constructing their changing identities in online classes. Membership in communities of practice was found to be an essential action to make teachers{\textquoteright} teaching skills and social learning better and share common experiences. The results showed that these aspects highly influence the teachers{\textquoteright} reconstruction of PI in a positive way in language institutes. },
	keywords = {communities of practice, English as a foreign language, language institute, online professional identity, qualitative approach},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.858},
	url = {http://oaji.net/articles/2021/457-1639553956.pdf},
	author = {Raziyeh Fallah and Azizeh Chalak and Heidari Tabrizi, H.}
}
@article {1274,
	title = {ASSESSING STUDENTS{\textquoteright} HIGHER ORDER THINKING SKILLS USING MULTIDIMENSIONAL ITEM RESPONSE THEORY},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {196-214},
	abstract = {The development of the economics HOTS test that combines critical thinking skills, problem-solving, and critical thinking are essential to meet the challenges of the 21st century life skills. The combination of these thinking skills in the HOT test will help teachers to diagnose students{\textquoteright} strengths and weaknesses. However, it could interfere with the accuracy of the measurement results if analyzed using IRT in a single analysis. The Multidimensional Item Response Theory (MIRT) resolved the accuracy of the measurement issues. This research aimed to develop the economics HOTS test to estimate the student{\textquoteright}s abilities in higher order thinking skills using the MIRT.  The samples were 750 high school students selected from fourteen high schools in West Sumatera, Indonesia. The data were collected using tests which calibrated through the simple-structure MIRT model using R studio. The test reliability was calculated based on coefficients Alpha and test information function. The results show MIRT offers accurate measurement in estimating multidimensional test parameters. The item had a moderate average multidimensional discriminant and difficulty, while the students had a moderate HOTS ability. Their ability to think creatively was lower than critical thinking and problem-solving abilities. The test was proven to be reliable with coefficients Alpha of 0.81, it yielded a high-test information function of the 4.0124, and a low measurement error of 0.4992. It is suitable to be tested on students who have moderate abilities in problem-solving and critical thinking, but with high creative thinking ability.},
	keywords = {creative thinking, critical thinking, HOTS, MIRT, problem solving},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.196},
	url = {http://oaji.net/articles/2020/457-1587022339.pdf},
	author = {Friyatmi and Djemari Mardapi and Haryanto}
}
@article {1278,
	title = {ECONOMIC ATTITUDES AND PERCEPTIONS OF POVERTY IN INDIGENOUS COLLEGE STUDENTS IN MEXICO FROM THE INTERCULTURAL APPROACH},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {263-281},
	abstract = {Behavioral economics has tried to explain the economic and financial decisions of the individuals. It has been used to understand the economic perceptions and attitudes of vulnerable groups; however, for indigenous peoples, especially in Latin America, there are unresolved issues. Thus, from an intercultural perspective, this research examines the association between the economic attitude and the perception of poverty through the comparison of a sample of intercultural college students from different ethnic groups in Mexico. For this reason, a quantitative, descriptive and correlational research was carried out with a non-experimental design from a sample of 207 intercultural college students. Two research questions were raised, the questions were tested by Pearson correlation and linear regression. Attribution theory was analyzed to assess the association between the economic attitude and the perception of poverty in intercultural students. It was found that the economic attitude is related to the perception of poverty, because the students presented attitudes of financial optimism oriented towards the structural causes of poverty. Consequently, the model of an intercultural university could benefit the development of indigenous communities, through a pedagogy oriented towards the creation of significant economic attitudes.},
	keywords = {behavioral economics, financial optimism, intercultural college students, perceptions of poverty},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.263},
	url = {http://oaji.net/articles/2020/457-1587022782.pdf},
	author = {Ozuna Beltran, G. A. and Nu{\~n}ez Ram{\'\i}rez, A. M. and V{\'a}zquez Jim{\'e}nez, L. I. and Velarde Flores, L. C.}
}
@article {1297,
	title = {LEARNING STYLE PREFERENCES OF UNIVERSITY AND COLLEGE STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {486-499},
	abstract = {Knowledge of the appropriate learning styles in which students approach the study supports the effectiveness of the teaching process. There is international research that explores the factors that influence student learning styles or students{\textquoteright} preferences. The results of some research based on the similar methodologies are inconsistent. The aim of this research under the conditions of Czech tertiary education was to verify what factors students{\textasciiacute} learning style preferences in the subject Marketing depend on. The method of questioning based on quantitative research was used. 132 students of University of Economics, Prague and of College of Polytechnics Jihlava were involved in the research. The questions were formulated in a way to be able to define the learning style and whether students were aware of their sensory preferences. The model was based on the VARK model and the learning style according to motivation and intent. A chi-square test of independence was used for verification. The preferences of a deep problem-based learning style prevail. Learning styles preferences depend on factors related to the practical preparation of the students and the difficulty of the subject.  },
	keywords = {Czech tertiary education, deep problem-based learning style, learning style, subject Marketing, VARK model},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.486},
	url = {http://oaji.net/articles/2020/457-1596902254.pdf},
	author = {Kate{\v r}ina Berkov{\'a} and Jana Bor{\r u}vkov{\'a} and Dagmar Frendlovsk{\'a} and Pavel Krp{\'a}lek and David Melas}
}
@article {1313,
	title = {LIMITATIONS OF TEACHING AND LEARNING REDOX: A SYSTEMATIC REVIEW},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {698-718},
	abstract = {Redox reactions are considered one of the most difficult chemistry subjects to teach and learn. However, this is an important content that permeates several topics and includes many everyday life-related phenomena. To understand the teaching and learning difficulties of the {\textquoteleft}redox reactions{\textquoteright} topic, a systematic literature review was conducted. Initially, 318 articles were mapped, between the years 2000 to 2019, related to the teaching of redox reactions. The inventoried articles were analyzed to identify, in their results, the aforementioned difficulties. Only 54 presented difficulties related to teaching and learning redox reactions. To analyze these articles, the year of publication, the conceptual/procedural difficulties resulting from the study, the researched participants, and the strategies used throughout the data collection were adopted as categories. As a result, the main participants of the investigations were students. It was observed that the research studies favored bachelor degree as the level of education. Moreover, most of the analyzed studies mainly proposed experimentation as teaching strategy for teaching redox reactions. This study points to the need for continuing education courses for chemistry teachers to discuss emerging difficulties, in addition to proposing teaching strategies to remedy these difficulties.},
	keywords = {education proposals, learning difficulties, redox reactions, state of the art},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.698},
	url = {http://oaji.net/articles/2020/457-1600951544.pdf},
	author = {Luciane F. Goes and Keysy S. C. Nogueira and Carmen   Fernandez}
}
@article {1287,
	title = {MOTIVATION TO LEARN NATURAL SCIENCES IN THE CONTEXT OF A TRAINING OF TEACHERS COURSE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {359-370},
	abstract = {The present research verified the role motivational factors play in the learning process, using an undergraduate Natural Sciences course. The overall aim was to evaluate the motivation of these students, determine if motivation varied with the number of years of university attended and identify which motivational factors influence the learning of Natural Sciences. In total, 73 students, during different course offerings from 2012 to 2017, participated in the research, which corresponded to 56.5\% of the total enrollment from that time frame. A questionnaire, which was organized into two parts, was employed for data collection, and scored using the Likert scale. In the first part, the following motivational factors were assessed: intrinsic motivation, self-determination, career motivation, self-efficacy and grade motivation. In the second part, the teaching strategies and activities utilized during the course were evaluated with regards to their motivational character. It was found that a majority of students were motivated and that the level of motivation increased throughout the course, being driven by intrinsic factors, that indicated that the students were trying harder to learn scientific concepts, rather than seeking approval and rewards. Furthermore, it was found that participation in projects was the most motivational activity, followed by the academic week and internships. },
	keywords = {career motivation, motivation for grades, motivational factors, self-efficacy, students self-determination},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.359},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2537293},
	author = {Renata Texeira Gomes de Freitas and Camila Aparecida Tolentino Cicuto and Maur{\'\i}cius Selvero Pazinato}
}
@article {1206,
	title = {ASSESSMENT OF SCIENCE TEACHERS{\textquoteright} CAREER SATISFACTION AND SCHOOL ORGANISATIONAL CLIMATE IN ENHANCING JOB PERFORMANCE IN RURAL LEARNING ECOLOGIES},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {254-269},
	abstract = {Science teachers{\textquoteright} career satisfaction and organisational climate, which influence their job performances, are very important. This research examined the extent to which science teachers{\textquoteright} career satisfaction and organisational climate are related to their job performances in rural learning ecologies. Within a survey and correlational research design of a quantitative type, 250 science teachers were selected in Ondo State, Nigeria using a purposive sampling technique. Data were collected using an adapted questionnaire on science teachers{\textquoteright} career satisfaction, school organisational climate and job performance. Descriptive and inferential statistics were used to analyse data. The results showed that 65.2\% of the science teachers in rural learning ecologies were satisfied with their careers while 34.8\% were dissatisfied with their careers. It was discovered that a combination of career satisfaction and organisational climate significantly influenced their job performances. It was found that the teachers{\textquoteright} career satisfaction had a significant positive effect on their job performances while school organisational climate had a significant negative effect on their job performances. In light of the results, it can be concluded that science teachers{\textquoteright} career satisfaction is the most effective significant contribution to their job performances. Further, it can be inferred that the school organisational climate does not significantly predict job performance in rural learning ecologies. To this end, results of the current research have some implications worth considering for the employers of science teachers, principals of schools and other stakeholders in creating a healthy school organisational climate and demonstrate good leadership behaviour in order to achieve improvement in the job performance of science teachers in rural learning ecologies. },
	keywords = {rural learning ecologies, school organisational climate, science education, teachers{\textquoteright} career satisfaction, teachers{\textquoteright} job performance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.254},
	url = {http://oaji.net/articles/2019/457-1556863871.pdf},
	author = {Yinusa A. Faremi and Loyiso C. Jita}
}
@article {1190,
	title = {THE EFFECTIVENESS OF GEOGEBRA WHEN TEACHING LINEAR FUNCTIONS USING THE IPAD},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {55-81},
	abstract = {There is concern about mathematics success and its related pedagogy. Society has seen rapid changes in the economy and technology with a call for these changes to be reflected within the classroom. New methods of teaching mathematics are being sought with the purpose to improve teaching and learning while making mathematics relatable to the new generation of learners. The incorporation of technology within the classroom has been seen an option to make this change. The purpose of this research was to determine how effective the use of the GeoGebra app is in allowing learners to successfully discover the properties of straight line graphs.  Furthermore, the research looked at learner responses to using the app.  A qualitative research design was used with data generated through a task-based investigation, as well as individual interviews.  Results of the research showed that the use of GeoGebra aided learners successfully in discovering the properties of straight-line graphs with the majority of learners understanding both concepts.  The results also showed that learners had a positive outlook to the use of the app and enjoyed the experience. },
	keywords = {GeoGebra, iPad technology, linear functions, mathematics teaching, software manipulation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.55},
	url = {http://oaji.net/articles/2019/457-1550425100.pdf},
	author = {Vimolan Mudaly and Tamryn Fletcher}
}
@article {1221,
	title = {LEARNING EXPERIENCE AS A FACTOR OF MOTIVATION IN LOWER-SECONDARY SCHOOL IN FOREIGN LANGUAGE LEARNING},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {437-448},
	abstract = {This research focusses on the analysis of learning experience. Together with the other factors of motivational structure: Intrinsic motivation, Personal goals, Attractivity of foreign language community, and Worries about learning, it creates motivational profile of foreign language (FL) learners. The analysis is based on the theoretical concept of foreign language motivational self-system by D{\"o}rnyei.  
The research aim was to find out the perception of learning experience and the level of its dependence on the category of the Associations with the expression {\textquotedblleft}German{\textquotedblright} in the selected categories. Moreover, it was to find out the differences in perception of learning experience, motivational structure, and the length of foreign language studying. The research sample consisted of German FL learners from six different lower-secondary schools within Slovakia. Motivational Structure Questionnaire was used as a research tool to obtain the research data. The data were processed by the selected quantitative and qualitative research methods. The research results supported ambivalence of learning experience. 
The statistical significance was found in the two categories: the category of Negative emotions related to the category negative perception of educational situation, and the category of German speaking countries related to the higher level of motivation in the factor of learning experience. Furthermore, significant relations were found between the factor of learning experience and the factors of the ideal self of the motivational structure and the length of studying a foreign language. The results in the qualitative part of the research opened up a possible intervention steps towards foreign language motivation reinforcement.
},
	keywords = {foreign language, learning experience, motivation in education, qualitative research methods, quantitative research methods},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.437},
	url = {http://oaji.net/articles/2019/457-1561382464.pdf},
	author = {Eva Stranovsk{\'a} and Anik{\'o} Ficzere and Silvia Hvozd{\'\i}kov{\'a} and Be{\'a}ta Hockickov{\'a}}
}
@article {1148,
	title = {LECTURERS{\textquoteright} MANAGERIAL COMPETENCIES IMPORTANT FOR STUDENTS AT THE CZECH UNIVERSITY OF LIFE SCIENCES},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {465-482},
	abstract = {This research identifies the lecturers{\textquoteright} competencies which are the most important from the students{\textquoteright} perspective at the Czech University of Life Sciences Prague and compares students{\textquoteright} opinion and their change over the whole study period. It does not deal with the knowledge competencies of lecturers that students cannot objectively evaluate, but with lecturers{\textquoteright} managerial competencies that affect the organization, forms and ways of teaching. The examined competencies are hierarchically organized into three groups of particular competencies comprising of bipolar characteristics. Based on survey of students at the University, the evaluation of importance of managerial competencies using the Analytic Hierarchy Process was performed. The findings show that Innovative education, Good communication skills, Ability of improvisation, and Democratic way of teaching are the most important lecturers{\textquoteright} competencies from students{\textquoteright} point of view. Surprisingly, Oral based presentation is preferred to IT based one. Knowledge of the most important managerial competencies can help lecturers and universities to increase quality of educational process and attractiveness of the university for students. },
	keywords = {Analytic Hierarchy Process, higher educational institutions, lecturer{\textquoteright}s managerial competencies, students{\textquoteright} perception},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.465},
	url = {http://oaji.net/articles/2017/457-1533495547.pdf},
	author = {Helena Bro{\v z}ov{\'a} and Jana Hor{\'a}kov{\'a} and Ji{\v r}{\'\i} Fiedler}
}
@article {1108,
	title = {THE RELIABILITY OF AN INSTRUMENT TO MEASURE TEACHER KNOWLEDGE FROM THE PERSPECTIVE OF LEARNERS IN THE CONTEXT OF PIBID},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {69-86},
	abstract = {This research sought to analyze the reliability of an instrument to measure teacher knowledge of a group of pre-service chemistry teachers participating in the Institutional Program for Scholarships for Beginner Teachers in Brazil (PIBID).. Thus, it was analyzed  the evaluation of a group of students about the Pedagogical Content Knowledge (PCK) of five pre-service chemistry teachers from the program. Accordingly, an instrument containing 28 statements and an open question was applied to a group of 70 students from a public school to whom the pre-service teachers had applied their didactic proposals. The purpose of the instrument was to measure the perception of the students{\textquoteright} about the components of the teacher knowledge (Subject Matter Knowledge - SMK, Instructional Representation and Strategies - IRS, Instructional Objective and Context - IOC and Knowledge of Students{\textquoteright} Understanding - KSU) of the pre-service teachers. The results of the analysis revealed that the instrument about teacher{\textquoteright}s knowledge has a high reliability based on the alpha Cronbach values. The results of the alpha coefficient for the pre-service teachers were all above 0.9 suggesting that the instrument is reliable and has consistent measurements. Regarding to the exploratory analysis, the main scale in the PCK evaluation of the undergraduates was four which means that the students consider that the aspects related to the SMK, IRS, IOC and KSU are frequently present in the classes of the future teachers.},
	keywords = {instrument reliability, PCK, PIBID, redox reactions, teaching knowledge},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.69},
	url = {http://oaji.net/articles/2017/457-1519988181.pdf},
	author = {Keysy S. C. Nogueira and Carmen   Fernandez}
}
@article {1166,
	title = {RUSSIAN LANGUAGE NEEDS AMONG UNIVERSITY STUDENTS IN MALAYSIA},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {693-705},
	abstract = {In the context of higher education foreign language courses are viewed as skills-oriented subjects that aim to enable students to communicate in a foreign language. The main four language skills to be developed are listening, speaking, reading and writing. Until recently, decisions about which of the linguistic skills should be emphasized in a foreign language program have been taken without seeking the opinions of language learners. To address this issue, the present research examined needs for learning the Russian language among students in a Malaysian public university. To achieve this research aim, a survey questionnaire was distributed among prospective learners of Russian. Four different statistical methods were performed to analyse the data, namely, the descriptive statistics, the independent t-test, the exploratory factor analysis and the reliability test. The findings from the descriptive statistics revealed that the respondents considered developing face-to-face interactive skills, such as the speaking and listening skills, as most important. The findings of the t-test suggested that demographic variables might have some influence on the students{\textquoteright} perceptions of the skills{\textquoteright} importance. For example, the students who spoke Malay at home placed a higher value on developing their ability to speak in a polite manner and to understand non-verbal communitive acts, such as gestures. The results of the exploratory factor analysis revealed that the language skills as perceived by the students formed several dimensions where interactive and non-interactive skills tended to form distinct clusters. This research concludes with a discussion of pedagogical implications to be drawn from the findings. },
	keywords = {higher education, language needs, Malaysia, Russian language},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.693},
	url = {http://oaji.net/articles/2017/457-1540320341.pdf},
	author = {Larisa Nikitina and Ma Tin Cho Mar and Fumitaka Furuoka}
}
@article {1081,
	title = {COLLECTIVE ACTION AND COLLECTIVE SCHEME IN THE MOBILIZATION OF LEARNING CHEMISTRY ACCORDING TO VERGNAUD{\textquoteright}S THEORY OF CONCEPTUAL FIELDS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {419-433},
	abstract = {This research{\textquoteright}s aim was to analyze the mobilization in learning chemistry promoted by the collective action of three entrant students in higher education courses, in a college located in Santo Andr{\'e}. For such, cognitive indicators mobilized by them while living individual and group situations on water{\textquoteright}s boiling point, using Screencast video lessons as a motivational strategy, were analyzed. The fulfilment of these situations{\textquoteright} corresponding tasks was filmed, and the recordings were transcribed and analyzed with the help from the Transana software. The indicators used for the Discursive Textual Analysis were created by associating Vicente Talanquer{\textquoteright}s Chemistry Knowledge Space to G{\'e}rard Vergnaud{\textquoteright}s Theory of Conceptual Fields.  The results displayed higher quantity and better quality to the indicators in situations with collective character, to the detriment to the ones with individual character.  Thus, one might conclude that, under this research{\textquoteright}s conditions, collective action, generated by a collective scheme, was capable of mobilizing the learning of chemistry.  },
	keywords = {collective action, collective scheme, space of knowledge of chemistry, Theory of Conceptual Fields},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.419},
	url = {http://oaji.net/articles/2017/457-1509895362.pdf},
	author = {Lucia Machado de Andrade and K{\'a}thia Maria Hon{\'o}rio and Marco Antonio Bueno Filho}
}
@article {1041,
	title = {INFLUENCE OF LEARNING STRATEGIES ON LEARNING STYLES:  THEIR IMPACT ON ACADEMIC ACHIEVEMENT OF COLLEGE STUDENTS FROM BUENOS AIRES},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {6-18},
	abstract = {Frequently, college students have issues to learn academic contents included in the subjects of their courses. Such low quality learning is reflected in failures and academic dropout, therefore being matters of concern for teachers and governments.
Learning processes in college depend, in part, on the coincidence between teaching methods and students{\textquoteright} learning styles. They are defined as the preference of students when they have to deal with information, particularly the way to perceive it and process it. Learning styles can be trained by the repeated use of specific learning strategies. In such cases, when learning styles coincide with the learning context in order to facilitate the acquisition of new knowledge and its integration with previous information, academic success can be achieved more naturally. To get this match it is required from teachers to adapt their styles and strategies to their students{\textquoteright} learning preferences. Other alternative rests on the design of actions to train students in the use of the appropriate learning styles able to enhance learning. Focused on the second option, the present study aims at: 1) the description of the influence of different learning strategies on each learning style, and 2) the analysis of the way each style explains students{\textquoteright} academic achievement. A transversal, non-experimental, explicative design was employed. 763 college students from Buenos Aires with ages ranging from 17 to 36 years were included in the sample. Locally adapted versions of the Honey-Alonso Questionnaire of Learning Styles -CHAEA as its Spanish acronym-, and Learning and Study Strategies Inventory {\textendash}LASSI- were used for data gathering. Results showed that the Accommodating style is explained positively and significantly by the Collaborative Learning, Resources for Learning and Information 2.0 Management Competence strategies. Besides, it is observed that the strategies Collaborative Learning, Resources for Learning and Motivation explain to the Assimilating style in a significant and positive way. The Pragmatist and Converging styles are explained significantly but negatively by the Motivation and Information 2.0 Management Competence strategies respectively. Finally, Converging style explained Academic Achievement in a significant and negative way. These findings led to the possibility to plan specific actions to train students{\textquoteright} learning styles. Furthermore, this information could be useful for different actors in higher education, such as -institutions, teachers, educational psychologists, students, etc., in order to design academic activities which require the repeated use of the specific learning strategies which each student needs to train, aiming at the improvement of particular learning styles able to facilitate learning. At this point, it seems important to discourage the use of Converging style given the negative effect it would have on the students{\textquoteright} performance. Results and limitations of the study are discussed and future research lines are proposed.
},
	keywords = {academic achievement, college students, Learning Strategies, learning styles},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.06},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1232390},
	author = {Agust{\'\i}n Freiberg-Hoffmann and Juliana Beatriz Stover and Natalia Donis}
}
@article {1050,
	title = {JUST A MATTER OF CHOICE},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Editorial},
	chapter = {120-122},
	abstract = {What is learning? What is teaching? What would be students and teachers{\textquoteright} role regarding the process of learning and teaching? These are basic questions that have been answered in different ways throughout the twentieth century by various currents of thought in the field of education. As teachers we also tend to respond to them based on our past pedagogical readings and experiences, resulting in a plurality of positions where cognitivism, socio-cultural, behavioral, and political aspects can be appreciated jointly or to some degree polarized relative to each other.},
	keywords = {cognitive process, concept fields, teaching research, thinking operations},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.120},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1237077},
	author = {Marco Antonio Bueno Filho}
}
@article {1056,
	title = {ON SYNERGIES AND CONFLICTS BETWEEN THE SUSTAINABLE DEVELOPMENT GOALS (2016-2030) AND RENEWABLE ENERGY SOURCES FOR EDUCATION OF AND BY SUSTAINABILITY},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {182-193},
	abstract = {In September 2015 the United Nations (UN) accepted the Sustainable Development Goals (2016-2030) for mankind, including 17 Goals and 169 detailed Targets. Sustainability is understood in the wider sense by the document, considering society and economy not just as conditions for environmental sustainability, but as equally important pillar of the {\quotedblbase}building of sustainability{\textquotedblright}. Fulfilment of these goals and targets needs active participation of present and future generations, hence education of these tasks is inevitable. The aim of the research is to specify those goals and detailed targets in which renewable energy sources are involved. The latter is just one aspect for bringing the whole complex closer to the adults and youngsters to educate. This topic, however, is characterised by three features that make this aspect appealing: renewable energies are (i) fast developing, (ii) future oriented by saving the environment and (iii) they represent relatively new pieces of knowledge, so contemporary information should not fight with older learning. Before turning to these goals and targets, a reasonable classification of the 17 goals, listed without any systematic order in the UN document, is provided. The presented classification of the goals recommends the following groups: (i) Primary needs of humans (Goals 2, 3, 6 and 7) (ii) Equality between humans (1, 4, 5 and 10), (iii) Efficient, sustainable production (8, 9, 12 and 13), (iv) Landscapes in danger (11, 14 and 15) and (v) Worldwide cooperation (16, 17). From these Goals, No. 7 (affordable and clean energy) and No 13 (climate action) are in full synergy with the aim of extended renewable energy utilisation, but No 2 (zero hunger) might be in contradiction with extensive land use for bio-energy. If consumption of timber for bio-energy continues to be intense than No. 15 (life on land) may also contradict to other goals of sustainable development. Six further targets are identified as related to renewable energies without relatedness of the complete goals. So, we may consider 14 targets belonging to 9 goals to be related to energy sources. The recommended classification of the goals and quotations of the energy-relevant targets are illustrated by some world-wide and Hungarian indicators. Being acquainted with these objectives is useful for all youngsters, presented at their level of knowledge, and it provides a good basis to refresh one{\textquoteright}s activity expressed in the environmental education. },
	keywords = {climate change, environmental education, renewable energy, sustainable development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.182},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1237099},
	author = {Janos Mika and Andrea Farkas}
}
@article {1010,
	title = {AUTHENTIC SCIENCE EXPERIENCES: PRE-COLLEGIATE SCIENCE EDUCATORS{\textquoteright} SUCCESSES AND CHALLENGES DURING PROFESSIONAL DEVELOPMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {70},
	year = {2016},
	month = {April/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {59{\textendash}73},
	abstract = {Twenty-three pre-collegiate educators of elementary students (ages 5-10 years) and secondary students (ages 11-18 years) attended a two-week science, technology, engineering, and mathematics (STEM) astronomy focused professional development in the summer of 2015 with activities focused on authentic science experiences, inquiry, and partnership building. {\textquoteleft}Authentic{\textquoteright} in this research refers to scientific skills and are defined. The study explores the authentic science education experience of the pre-collegiate educators, detailing the components of authentic science as seen through a social constructionism lens. Using qualitative and quantitative methods, the researchers analyzed the successes and challenges of pre-collegiate science and mathematics educators when immersed in STEM and astronomy authentic science practices, the educators{\textquoteright} perceptions before and after the authentic science practices, and the educators{\textquoteright} performance on pre to post content tests during the authentic science practices. Findings show that the educators were initially engaged, then disengaged, and then finally re-engaged with the authentic experience. Qualitative responses are shared, as are the significant results of the quantitative pre to post content learning scores of the educators. Conclusions include the necessity for PD team delivery of detailed explanations to the participants - before, during, and after {\textendash} for the entire authentic science experience and partnership building processes. Furthermore, expert structure and support is vital for participant research question generation, data collection, and data analysis (successes, failures, and reattempts). Overall, in order to include authentic science in pre-collegiate classrooms, elementary and secondary educators need experience, instruction, scaffolding, and continued support with the STEM processes.},
	keywords = {astronomy outreach, authentic science, inquiry activities, partnership building, professional development, STEM education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.70.59},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1203605},
	author = {Andrea   C. Burrows and Michael A. DiPompeo and Adam D. Myers and Ryan C. Hickox and Mike   Borowczak and Debbie A. French and Andria C. Schwortz}
}
@article {987,
	title = {ANALYSING EXPERIENCED ORGANIC CHEMISTRY TEACHERS{\textquoteright} TEACHING PLANS AND TASK PERFORMANCES BASED ON THE THEORY OF CONCEPTUAL FIELDS},
	journal = {Problems of Education in the 21st Century},
	volume = {67},
	year = {2015},
	month = {October/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {81-94},
	abstract = {This research analyses two experienced Organic Chemistry teachers{\textquoteright} teaching plans and task performances. The recorded audiovisual interviews were analyzed with computer assisted qualitative data analysis software (CAQDAS). Based on the Theory of Conceptual Fields, the teachers used an energetic-structural resolution approach characterized by the simultaneous use of structural field (SCF) and thermodynamics (TCF) articulated electronegativity, polar covalent bond, steric effects, inductive effects, resonance, aromaticity and stereochemistry. The development of the lesson plans indicated more emphasis to the structural field (SCF). The performance schemes of Organic Chemistry Tasks were not reflected into the lesson plans. Lesson planning knowledge that is subtly dependent on a teacher{\textquoteright}s career often has an implicit impact on the mobilization of the schemes. },
	keywords = {organic chemistry teachers, teaching planning, Theory of Conceptual Fields},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.67.81},
	url = {http://oaji.net/articles/2015/457-1449642605.pdf},
	author = {Marcelo G. Nascimento and Marco Antonio Bueno Filho}
}
@article {995,
	title = {CHEMICAL CONCEPTS IN MOTION: THE ROLE OF COLLECTIVE SCHEMES ON THE LEARNING ABOUT INTERMOLECULAR INTERACTIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {68},
	year = {2015},
	month = {December/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {64{\textendash}73},
	abstract = {The purpose of this research is to access data related to how College students collectively develop structural schemes during the resolution of experimental problems of investigative nature. This research included two situations presented to six students in the Undergraduate and Teacher{\textquoteright}s Licensure Chemistry Course at the Federal University of ABC (Brazil) involving Liquid Chromatography contents. The students were divided into groups and asked to make a decision about the best experimental conditions to separate a mixture of chlorophyll, xanthophyll and -carotene in spinach extract. They possessed different stationary phases and elements. The students{\textquoteright} explanations were recorded on an audio-visual device and analysed via computer assisted qualitative data analysis software (CAQDAS) supported by the Transana software. As a result, evidence of the collective development of a scheme characterized by conceptual relations pertinent to the structural field was identified; however, such evidence was incomplete. The interference of the teacher in the students{\textquoteright} decision making was a relevant factor during the resolution of the problems. Conceptual and logical operations of thinking (operative invariants) gaps may be an opportunity for a pedagogical intervention during the resolution of problems in the classroom. },
	keywords = {collective schemes, intermolecular interactions, Theory of Conceptual Fields},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.68.64},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1191867},
	author = {Marcelo Gouveia Nascimento and Gabriel Nicolas Garcia Alves and Marco Antonio Bueno Filho}
}
@article {969,
	title = {{\textquoteleft}WHEN YOUR SON ASKS YOU{\textquoteright}.... HOW REMEMBRANCE CAN TEACH LIFE-SATISFACTION},
	journal = {Problems of Education in the 21st Century},
	volume = {65},
	year = {2015},
	month = {June/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {66-72},
	abstract = {Jewish-christian tradition is memory-tradition. Just from the beginning, people are confronted with the God of Abraham, Isaak and Jacob and with particular situations, which are worth remembering (Exodus, Ten Commandments). Because the Bible combines remembering and teaching ({\quotedblbase}When your son{\textquotedblright}... (Dtn 6, 20)), religious education means memory-education. Like Israel in real Exile and Diaspora, young pupils and students suffer from {\quotedblbase}virtual Exile or Diaspora{\textquotedblleft}, when they are dwelling within their digital global village, and in {\quotedblbase}patchwork-families{\textquotedblleft}, often without real home-experience and without any sense of belonging. Suffering from such experiences of missed orientation and belonging, they feel {\textendash} as discussions in schools and groups underline - unsatisfied and uncomfortable, and look for authentic coping-models. Therefore, the study emphasizes {\textendash} based on narrations of elder people - on a particular religious education-approach, which facilitates life-satisfaction by memory-learning from other experiences. The focus of research is on the question, whether memory-learning, combined with religious contents, rituals and/or metaphoric, could encourage life-satisfaction, and whether there are significant differences between East (Latvia) and West (Germany). },
	keywords = {Life-satisfaction, memory-learning, religiousness},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.65.66},
	url = {http://oaji.net/articles/2015/457-1438197252.pdf},
	author = {Geert Franzenburg}
}
@article {926,
	title = {THE CHALLENGES OF COMPLETE INFORMATIZATION OF EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {121-131},
	abstract = {Since the methods of teaching and learning are currently changing, Slovenian society is challenged to respond. Ministries responsible for the development of the educational system encourage informatization of education by launching strategically oriented tenders. This research presents three such projects, which together propose guidelines on how to further develop the Slovenian educational system with an emphasis on the introduction of information and communication technologies into everyday life in Slovenian schools at all levels (teaching, learning, management, etc.). There are three main areas that are covered: (1) technical assistance and support, (2) development and deployment of e-learning materials and e-textbooks and (3) teacher training. Using these approaches it would be possible to achieve an increase in digital competences and a change in our pedagogical paradigm. Results show a better motivation, communication and improved teamwork among students. This is a consequence of changes in the way of thinking and teaching by both teachers and other school participants, especially the headmasters who put the student in the centre of activities. The whole process of school informatization depends on a coherent development of various fields. The focus is on a change of pedagogical paradigm and the consequential teacher and managerial staff training. },
	keywords = {e-competent school, e-competent teacher, innovative 1:1 pedagogy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.61.121},
	url = {http://oaji.net/articles/2015/457-1422204234.pdf},
	author = {Magdalena {\v S}verc and Igor Pesek and Andrej Flogie}
}
@article {916,
	title = {CLASSROOM CLIMATE AS A PART OF CONTEMPORARY DIDACTICAL APPROACHES},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {28-36},
	abstract = {To achieve successful teaching in the 21st century school, teachers must change their didactical approaches in order to create a stimulating pro-activeness in a pleasant classroom climate for better development of student{\textquoteright}s achievement. A classroom climate in the present research means the combination of variables within a classroom that work together to promote learning in a comfortable environment. In the present research, classroom{\textquoteright}s climate will be evaluated, and what kind of influence different didactical approaches have on the atmosphere in the classroom. The classroom climate of two 6th grade classes at a lower secondary school will be studied: a class with traditional methods of teaching and a class with innovative methods, as regards searching for ideas, monitoring the students{\textquoteright} progress and giving instructions. Students in both classes filled out a questionnaire with thirteen statements, which included three dimensions of a classroom atmosphere: personal relationship, contribution to the class and research work. The results confirmed a change in the perception of the classroom climate, depending on different innovative didactical approaches. The values of individual dimensions are higher in the class with innovative methods, which was confirmed with a better atmosphere in this class and an increased activeness of the students. When introducing changes in an educational process, it is necessary to establish a positive classroom atmosphere. },
	keywords = {active learning, classroom atmosphere, structure of education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.61.28},
	url = {http://oaji.net/articles/2015/457-1422203675.pdf},
	author = {Majda   Fiksl and Boris Aber{\v s}ek}
}
@article {906,
	title = {KNOWLEDGE BASE FOR TEACHING AND PEDAGOGICAL CONTENT KNOWLEDGE (PCK): SOME USEFUL MODELS AND IMPLICATIONS FOR TEACHERS{\textquoteright} TRAINING},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {79-100},
	abstract = {In recent years the profession of teaching has reached a maturity to the point of being considered a producer of own knowledge necessary to the practice. The teacher is no longer seen as a technician, but as an intellectual actor and the specialized literature advocates teaching as a profession, and it recognizes that the teacher has {\textquotedblleft}knowledge base{\textquotedblright}, a set of skills that are developed during his teaching activity. The Pedagogical Content Knowledge (PCK) is a concept that seeks to represent the teachers{\textquoteright} professional knowledge and it has been widely used in the literature about teachers{\textquoteright} knowledge. It has proved a fruitful model for investigations aimed to document the knowledge that makes one a good teacher. Despite the relevance that the PCK is, the consensus on what is the PCK is still far from being achieved and many researches propose different models and concepts for the PCK, sometimes conflicting. Many works brings the PCK and speak of it as if it were a clear concept and do not clarify which model / conception are using, which makes investigations on the PCK difficult and ends up attracting a lot of criticism. Thus, this study aims to look critically at the various models proposed in the literature most used and point differences and similarities so that an overview can be built with more insight and analyze their use and validity. The study will also present some ways to have access to PCK and the relation between PCK and teacher education is also discussed.},
	keywords = {knowledge base of teaching, pedagogical content knowledge, professional knowledge, Teachers{\textquoteright} education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.79},
	url = {http://oaji.net/articles/2015/457-1421876658.pdf},
	author = {Carmen   Fernandez}
}
@article {938,
	title = {KNOWLEDGE OF ASSESSMENT: AN IMPORTANT COMPONENT IN THE PCK OF CHEMISTRY TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {124-127},
	abstract = {Assessment of learning plays a central role in the teaching-learning process, and it has been extensively investigated due to the recognized necessity of adjusting didactic models to the new curricula and social demands. The knowledge of assessment is considered one of the components of pedagogical content knowledge (PCK) by some authors and for other authors is considered one component of the knowledge base for teaching. It is also recognized the strong link between knowledge of the educational ends, goals, purposes and values and the knowledge of assessment procedures. In this work, results focused on ten chemistry teachers are presented with the main goal of assessing and describing the knowledge of assessment practices and its close relationship with the purposes and educational aims. The results of the current study are based on semi-structured interviews, schools{\textquoteright} educational projects, questionnaires, evaluations and teacher lesson plans. The data suggest that there exists an inconsistency in the discourse regarding general education and chemistry education. Although the discourse at all levels, including educational projects, planning and interviews, can be considered as innovative, in actual practice we observed a strong tendency toward the teacher-centered approach and summative assessment. The results show that, in general, the investigated chemistry teachers lack the intrinsic knowledge to elaborate questions that assess students{\textasciiacute} higher-order thinking, to use assessment results to improve teaching and learning, to inform planning, and ultimately, to perform assessments for learning that regulate and promote the learning process, in line with their own beliefs regarding the objectives of chemical education. As a result, we can infer problems in other PCK components of these teachers.},
	keywords = {chemistry teacher education, knowledge base of teaching, pedagogical content knowledge},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.62.124},
	url = {http://oaji.net/articles/2015/457-1423570850.pdf},
	author = {Marina Miyuko Akutagawa Tacoshi and Carmen   Fernandez}
}
@article {907,
	title = {MAKING GENDER A SUBJECT OF DISCUSSION - A MISSION (IM) POSSIBLE IN THE 21TH CENTURY?! STUDENTS OF EDUCATIONAL STUDIES AS AN EXAMPLE WITHIN THE CONTEXT OF ACADEMIA},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {101-113},
	abstract = {Higher education is supposed to create open-minded graduates within social topics. General assump-tions about educational science transfer a quiet sensitive picture across in particular gender issues and the awareness of gender inequalities. In contrast to other disciplines, scientific debates about gen-der issues do have a long tradition, even if not always thematised as such. The curriculum of educa-tional science offers a wide range of so called gender-seminars, where students can spend time on gender related topics and the awareness of gender equality. Women are overrepresented among edu-cational students and regarding to a {\textquotedblleft}new deal for young women{\textquotedblright} (McRobbie 2009), which may influ-ence the way young woman and men think about the importance of gender-related topics, the question about the relevance of gender and gender issues for the discipline of educational studies often remains vague. According to this following research questions arose: how do students of educational science discuss gender issues, how does a de-articulation form gender issues, and how is rhetoric equality produced among university students of educational science. The data are based on a qualitative em-pirical survey composed of four group discussions carried out with 14 university students of educa-tional studies from German speaking universities. The aim was to reconstruct and analyse both - an individual and collective - understanding or interpretations regarding gender issues. The findings of this study have revealed that the reflection of gender issues and talking about gender is somehow caught between gender equality, difference and usurpation. This takes into account the mechanisms and masking effects of neoliberal activation. Deliberations about how educational studies can handle these challenges should imply a gender-reflected understanding of learning and educational processes.},
	keywords = {gender, higher education, university students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.101},
	url = {http://oaji.net/articles/2015/457-1421876706.pdf},
	author = {Sabine Klinger and Ines Findenig}
}
@article {930,
	title = {SCIENCE COMPETENCY OF ARGENTINIAN UNIVERSITY STUDENTS IN THE FIRST YEAR OF BIOCHEMISTRY AND BIOTECHNOLOGY COURSES},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {29-39},
	abstract = {The aim of this study is to assess the science competency of university students enrolling in the School of Biochemistry and Biological Sciences (first year of the courses of Biochemistry and Biotechnology at the Universidad Nacional del Litoral de Santa Fe, Argentina) and examine the effects of these courses on their competencies of Chemistry proficiency. The concept of science competency has been drawn from the 2006 Program for International Student Assessment (PISA). To collect the information, two ad hoc questionnaires were drafted with questions addressing three science sub-competencies: identifying scientific issues (ISI), explaining phenomena scientifically (EPS) and using scientific evidence (USE). The first questionnaire was designed with the aim to inquire into the initial sub-competencies of the first-year students (n= 84). The second one (n= 50) was designed to explore the influence of the courses on their developments of such sub-competencies. The results indicate that first-year students started with a low performance level for all the sub-competencies assessed but the first-year of education influenced to develop the sub-competencies identifying scientific issues and explaining phenomena scientifically. Performance levels on using scientific evidence decreased. Therefore, the findings suggested that the courses in the first year need to help students or boost this sub-competency to be able to draw conclusions based on evidence about science-related issues. },
	keywords = {higher education, science competency, scientific knowledge},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.62.29},
	url = {http://oaji.net/articles/2015/457-1423570474.pdf},
	author = {Claudia Beatriz Falicoff and Jose Manuel Dom{\'\i}nguez Casti{\~n}eiras and Hector Santiago Odetti}
}
@article {515,
	title = {DIALOGUE WITH THE TEXT ON THE LESSONS IN RUSSIAN LANGUAGE AND LITERATURE IN THE DIASPORA},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {137-150},
	abstract = {This article is devoted to strategy named "dialogue with the text" for development of text and culturological knowledge and abilities of pupils of schools of the ethnic minorities of Latvia.
 Formulating the problem of research, authors focus attention on the reasons of difficulties which are experienced by pupils of diaspora perceiving the implied levels of the text. The authors of article emphasize, that necessity of the decision of this problem is caused first of all by an insufficient level of a Russian cultural knowledge and a culturological lexicon. Russian pupils lived in Latvia don{\textquoteright}t know the realities and values of the Russian culture.
 The authors researched the problem in real educational process. The methodology of research is based on strategy {\textquotedblleft}dialogue with the text". The authors of paper have analysed the reasons why this strategy effectively {\textquotedblleft}works{\textquotedblright} in the described pedagogical conditions. In the center of the authors attention are the didactic methods and receptions which promote to form the textual competence of pupils.As an illustration authors give detailed description of their own experiment.
 In the article authors tell about diagnostics of text and culturological knowledge and abilities of pupils. This diagnostics includes questioning, group research and the standardized composition. The main results of the diagnostics are given in tables and in description of speech behavior of the pupils.
 In the final part of the article the authors draws the reader{\textquoteright}s attention to the the analysis of the actual points of view in modern pedagogics on the problem of reading.
 In conclusion authors point out that productive text activity allows to expand a culturological outlook of diaspora pupils, and also purposefully and successfully to improve dialogue, communicative and textual abilities of the pupils. Besides the authors of the article emphasize the integrative role of text activity of the pupils wich promotes education humanitarization.},
	keywords = {pupils of schools of the ethnic minorities, strategy, text and culturological abilities},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.137},
	url = {http://oaji.net/articles/2014/457-1419413081.pdf},
	author = {Margarita  Gavrilina and Oksana Filina}
}
@article {854,
	title = {DISPLACED VALUES: FROM REMEMBRANCE TO RESILIENCE},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {59-65},
	abstract = {The different considerations of this study analyze in biblical tradition and modern times experiences of displacement and their consequences for educational purposes and resilience. Exemplified by Baltic experiences, it demonstrates how memory constructs coping strategies, which can be transferred into models of enculturation and value-education. Following the stages of the Biblical story of Jewish exile and diaspora, the considerations analyze, how modern people in situations of crisis, transition, mobbing or displacement can draw benefit from the existential experiences memorized in these narratives and actualized in rituals as a memory-culture and process of enculturation. In this context, different memory cultures, focused on a common situation, underline different expressions of remembrance and suggest different approaches to cope with them: symbolic, ritualized, narrative. In this study the Exile- and Diaspora-oriented EXODUS, exemplified by the Baltic exile before and after 1945, facilitates a framework for educators to identify and integrate experiences of exile and diaspora into a concept of enculturation, which combines holistic exercises in non-violent communication, awareness, creative work, intercultural discourse and similar experiences. Furthermore, it assists them to facilitate opportunities to make helpful experiences in their own diaspora-like framework. },
	keywords = {Baltic, diaspora, enculturation, Exodus, resilience},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.59},
	url = {http://oaji.net/articles/2014/457-1420055766.pdf},
	author = {Geert Franzenburg}
}
@article {845,
	title = {FOLLOWING EARLY CAREER CHEMISTRY TEACHERS: THE DEVELOPMENT OF PEDAGOGICAL CONTENT KNOWLEDGE FROM PRE-SERVICE TO A PROFESSIONAL TEACHER},
	journal = {Problems of Education in the 21st Century},
	volume = {55},
	year = {2013},
	month = {July/2013},
	type = {Original article},
	chapter = {57-73},
	abstract = {In this study the aim was to investigate the development of Pedagogical Content Knowledge (PCK) of early career chemistry teachers. Two pre-service chemistry teachers were followed during a one-semester course and after a three-year period as formal high school teachers. The data involved teachers{\textasciiacute} writings, recordings of lessons and reflections during the course. After three years, the same content lessons in an actual school environment were videotaped. The teachers were then interviewed using the videotapes for stimulated recall. The instruments Content Representation (CoRe) and Pedagogical and Professional-experience Repertoires (PaP-eR{\textasciiacute}s) were used to document and to describe teachers{\textquoteright} PCK. Analysis of discursive interaction patterns was performed during lessons. Data analysis was based on the components of teacher knowledge as described in the Morine-Dershimer Model. The development of PCK was enhanced during the pre-service teacher education through the experiences of planning and conducting interventions in the classroom and particularly during the reflection-on-action activities. Results after three years of professional experience revealed an improvement in these teachers{\textquoteright} PCK and highlighted the central role of the reflection process and practical experience. From the analysis carried out, it emphasized the need to act in these early years of professional experience through collaborative groups, supporting the reflection process and aiming to contribute more directly to the development of teachers{\textquoteright} PCK.},
	keywords = {pedagogical content knowledge, teacher{\textquoteright}s knowledge, teacher{\textquoteright}s professional development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.55.57},
	url = {http://oaji.net/articles/2014/457-1420055017.pdf},
	author = {Gildo   Girotto J{\'u}nior and Carmen   Fernandez}
}
@article {868,
	title = {INTEGRATING VISUALIZATIONS IN SCIENCE TEACHING: TEACHERS{\textquoteright} DIFFICULTIES AND PEDAGOGICAL APPROACHES},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {48-60},
	abstract = {This study is a qualitative research where it tries to finding out and analyze the teacher{\textquoteright}s pedagogical approaches and difficulties to introduce visualizations in science classroom.  The use of visualizations in classroom has increased substantially, especially since the development of Information and Communication Technology (ICT). Fourteen in-service teachers were investigated across a teachers{\textquoteright} training course to seek their difficulties and pedagogical approaches for integrating these tools in teaching and learning sequences (TLS).  During the training teachers were invited to build in group (five groups) teaching learning sequences about some science content using visualizations. The methodology is qualitative and a case study design was adopted. It was analysed the TLS made by them and the audiovisual record of their oral communications to the class. It was also analyzed the final semi-structured interview with these teachers{\textquoteright} groups and a final report about the TLS application in classroom. These teachers present mainly pedagogical difficulties in order to select the suitable resource and to realize the full potentialities of these resources and sometimes the role of the teacher towards students and resources in the classroom. The technical barriers were the lack of school computers and appropriated software. The results suggest that these teachers are using mostly constructivist approaches to incorporate the visualizations in classroom trying to take advantage of the interactivity that some of these tools allow. Two groups fall more in transmission view, using this resources mostly to present information and the rest tried to use this resources to build inquiry tasks. They chose above of all multimedia tools to enhance particular concepts and skills and sometimes to innovate presentations. Some difficulties related to pedagogical approaches and technical barriers to use these resources are discussed.},
	keywords = {approaches, difficulties, teacher pedagogical education, visualizations},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.48},
	url = {http://oaji.net/articles/2014/457-1420056645.pdf},
	author = {Celeste  Ferreira and M{\'o}nica Baptista and Agnaldo Arroio}
}
@article {754,
	title = {THE DEVELOPMENT AND MEASUREMENT OF THE EFFICIENCY OF MODERN DIDACTICAL MODELS IN THE TECHNICAL EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {43-51},
	abstract = {Presented research shown a sensible inclusion of intelligent didactical environments in the practical work in the education of the technical field in Primary School. The teacher with his modest repertoire of hours dedicated to technical education confronts great challenges, like how to inspire the students for the subject with the introduction of many different interesting themes. Firm example of study lesson is based on theoretical foundations of Didactical learning theory, advanced version also named The Berlin model. During the process of teaching we transform knowledge into practical work and through a concrete example, designed a new modern didactical model. In this model the competences of a lifelong learning are included: methods for encouraging the motivation, use of ICT and developing informational literacy, encouragement of flexibility and persistence at confrontation with new challenges and exercises, ability to self evaluation, developing of communication and social skills. The results of experimental group, which execute activities in form of new didactical model in comparison with control group shown, that students of experimental group had less faults at making the model and they also spend less time to finish it. Consequential students of experimental group were much more satisfied with their product, they gained knowledge and they were also motivated for further work.},
	keywords = {educational model, lesson factors, lifetime learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.43 },
	url = {http://oaji.net/articles/2014/457-1413727957.pdf},
	author = {Majda   Fiksl}
}
@article {771,
	title = {DISTANCE, REMEMBRANCE, TOLERANCE: EUROPEAN REMARKS ON CONTEXTUAL CHRISTIAN EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {40-49},
	abstract = {Individuals, groups and communities are coping with conflicts and crisis, which include the diversity of lifestyles. This statement can be made in different ages and cultures; it becomes of interest when combined with a church or confessional context. Therefore, the first issue and authority for Christian education is how to develop opportunities to find one{\textquoteright}s own ways of remembering leading to a tolerant attitude towards other ways of life. The study underlines the importance of the contextual approach in Christian education (consisting of religious, systemic, biographical and intercultural research) by analyzing examples of different European traditions. Decoding, deconstructing and reconstructing coping strategies and cultures of remembrance in a contextual way make sure that only by facilitating opportunities of sharing experiences people and organizations can learn to cope with transitions and difficulties in a reasonable and equitable manner.},
	keywords = {christianity, remembrance, tolerance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.40},
	url = {http://oaji.net/articles/2014/457-1413728986.pdf},
	author = {Geert Franzenburg}
}
@article {658,
	title = {IMPLEMENTING E-LEARNING ENVIRONMENT IN REAL VOCATIONAL SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {February/2012},
	type = {Original article},
	chapter = {8-14},
	abstract = {Students in vocational schools in Macedonia are less motivated and both enter and finish with ever decreasing knowledge. Teachers are still keeping to conventional ways of teaching. How to improve this situation? Is it possible that a Moodle eLearning environment will do this? Тhe project, by itself, will lead to easier communication between students and teachers, 24-hour support for the students learning needs, modern e-learning and improvement of the teachers Information and Communication Technology (ICT) competences. With implementation of this educational plan, both teachers and students will increase their use of ICT (e-tests and quizzes, online teaching, preparation of electronic multimedia lectures) and improvement of the group and team work among teachers and students as well. In surveys, teachers and students confirmed that they want to be trained to begin to use the eLearning environment, and underwent training. Also, video tutorials are prepared for that purpose. The results can be seen through observations and interviews in which students are asked if this project started to improve their knowledge skills and whether teachers have started to prepared electronic resources and activities for them.},
	keywords = {ICT, Moodle, vocational education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.39.08 },
	url = {http://oaji.net/articles/2014/457-1408437056.pdf},
	author = {Ilche   Acevski and Valentina   Acevska and Linda   Fahlberg-Stojanovska}
}
@article {735,
	title = {THE PRESENCE OF ICT IN VOCATIONAL GUIDANCE: A TRAINING PROPOSAL},
	journal = {Problems of Education in the 21st Century},
	volume = {44},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {72-80},
	abstract = {At present, the transformations in the use and management of the technological tools in the overall society and particularly in Guidance are developed so quickly, that there is the concern of creating training systems, which offer opportunities to update the ICT competences in Counselors, as the use of such resources turns into a strategic worry of the training long life politics (European Life Long Learning).
 In this context, the Project {\textendash}ICT-Skills 2: ICT Tools and training for E-practitioners- is framed, with the aim of designing an e-Counselor professional profile, including the strategic competences with respect to Guidance training and teaching. These competences have to be shared in a transnational level with enough flexibility to be adapted to several contexts.
 The different stages and tasks were made under the cooperation of the social organizations (which come from Italy, the United Kingdom, Spain and Romania), offering, as a result, the design of a training profile and a number of tools (self-assessment resources and an e-portfolio) logical for the Counselors professional development with and for ICT, being, likewise, a starting point for the development of future services in e-Guidance. 
 
},
	keywords = {lifelong learning, professional development, technological competences},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.44.73},
	url = {http://oaji.net/articles/2014/457-1413726860.pdf},
	author = {Luis Mart{\'\i}n  Sobrado  Fern{\'a}ndez and Cristina  Ceinos  Sanz and Miguel Angel  Nogueira P{\'e}rez}
}
@article {690,
	title = {PRESERVICE INFORMATION TECHNOLOGY TEACHERS{\textquoteright} INTERNET USAGE PROBLEMATIC: INTERNET INFORMATION POLLUTION},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Original article},
	chapter = {28-41},
	abstract = {The main purpose of this study is to determine the views of preservice teachers of Information Technologies and investigate the effect of information pollution on internet use. Semi-structured interview and questionnaire methods were used in this mixed methods study. 12 preservice teachers participated in the interview part and 67 4th, 3rd and 2nd course students participated in the questionnaire on voluntary basis, from Computer Education and Instructional Technologies Department. As a result of the analysis of the data obtained, it was found out that the preservice teachers consider information pollution unnecessary, incorrect and out-of-date information found disorganized in an environment; the preservice teachers regard the most important factor causing information pollution on the internet is the fact that everybody can write about anything. Also preservice teachers denoted that the most important effect of internet information pollution is waste of time.},
	keywords = {information access, information overload, information pollution},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.28},
	url = {http://oaji.net/articles/2014/457-1409839899.pdf},
	author = {Adile  A{\c s}k{\i}m  Kurt and Mehmet   Firat}
}
@article {770,
	title = {A PROPOSAL TO TEACH LIGHT IN A UNIFIED FRAMEWORK USING THE FEYNMAN METHOD},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {27-39},
	abstract = {The goal of this proposal is to teach the basic aspects of light from the point of view of quantum mechanics at high school level. To this end, we have adapted Feynman{\textasciiacute}s Path Integral Method of Quantum Mechanics. This is a continuation of previous works where we considered the quantum behaviour of matter. The situations were to promote the conceptualization of the electron as a quantum system, the probabilistic function and the transition quantum{\textendash}classic. Now, the goal is to build a new proposal to teach the behaviour of the light from an actual vision and from a unified model: the quantum mechanics, from the reconstruction of a reference that also uses the approach Path Integrals of Richard Feynman. It is adapted for secondary school students using vectors and sums, and it is inserted in a problems context about the light. Careful and accurate language is used, avoiding terms like photon or expressions like particles of light or wave-particle duality, because these ideas could present obstacles to understanding key aspects of quantum theory. This proposal is an alternative to avoid historical approaches commonly used so far and it is being implemented in two groups of students in secondary school (15-16 years old).},
	keywords = {Feynman method, quantum mechanics, secondary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.27},
	url = {http://oaji.net/articles/2014/457-1413728945.pdf},
	author = {Maria  de los {\'A}ngeles  Fanaro and Maria  Rita  Otero and Marcelo   Arlego}
}
@article {808,
	title = {THE ROLE OF BIOGRAPHIES IN CHEMISTRY EDUCATION AND ITS CONTRIBUTION TO UNDERSTANDING HOW SCIENTISTS AND SCIENCE WORKS},
	journal = {Problems of Education in the 21st Century},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {14-22},
	abstract = {In this study it is presented several considerations concerning the elements that biographies could contribute to chemistry education. It is analyzed two particular cases: biographies from two high school chemistry textbooks and an audiovisual in the form of an animated fictional documentary about the life of Marie Curie. The analysis was carried out following a methodology designed to analyze textbooks in which we visualize science as a network where we identify elements that allow us to track how science circulates; we have used previously these elements in analyzing audiovisual materials for classroom (Arroio and Far{\'\i}as, 2011).
 These results show that despite the fact that biographies have elements which justify the criticism they have received within science education they can improve the contextualization and localization of scientific activity by making new connections between those actors that are not generally part of schools{\textquoteright} accounts of science: scientists, institutions, and places, amongst others. This fact was further substantiated after analyzing the documentary.
 It is proposed that the inclusion of biographies has a vast potential for conveying a more realistic image of scientific activity - but only if the biographies are specifically designed for teaching and are understood to be narrowly related to the popularization of science, science education, and the historiography of science. Moreover, biographies can lend more weight to the role of scientists as narrative axes, where then the school discourse can recover the person, that is, the scientist as a subject and individual. Within a setting where school science is primarily centered on concepts this process can strengthen the affective links between students and teachers.},
	keywords = {image of science, narratives},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstracted.php?level=5\&icid=1025544},
	author = {Diana M.  Far{\'\i}as and Agnaldo Arroio}
}
@article {943,
	title = {THE ROLE OF BIOGRAPHIES IN CHEMISTRY EDUCATION AND ITS CONTRIBUTION TO UNDERSTANDING HOW SCIENTISTS AND SCIENCE WORKS},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {14-22},
	abstract = {In this study it is presented several considerations concerning the elements that biographies could contribute to chemistry education. It is analyzed two particular cases: biographies from two high school chemistry textbooks and an audiovisual in the form of an animated fictional documentary about the life of Marie Curie. The analysis was carried out following a methodology designed to analyze textbooks in which we visualize science as a network where we identify elements that allow us to track how science circulates; we have used previously these elements in analyzing audiovisual materials for classroom (Arroio and Far{\'\i}as, 2011). These results show that despite the fact that biographies have elements which justify the criticism they have received within science education they can improve the contextualization and localization of scientific activity by making new connections between those actors that are not generally part of schools{\textquoteright} accounts of science: scientists, institutions, and places, amongst others. This fact was further substantiated after analyzing the documentary. It is proposed that the inclusion of biographies has a vast potential for conveying a more realistic image of scientific activity - but only if the biographies are specifically designed for teaching and are understood to be narrowly related to the popularization of science, science education, and the historiography of science. Moreover, biographies can lend more weight to the role of scientists as narrative axes, where then the school discourse can recover the person, that is, the scientist as a subject and individual. Within a setting where school science is primarily centered on concepts this process can strengthen the affective links between students and teachers.},
	keywords = {image of science, narratives, scientists},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.50.14    },
	url = {http://oaji.net/articles/2014/457-1419345586.pdf},
	author = {Diana M.  Far{\'\i}as and Agnaldo Arroio}
}
@article {798,
	title = {THE ROLE OF ICT TO RAISE STUDENTS{\textquoteright} ACHIEVEMENT IN ITALIAN TECHNICAL AND PROFESSIONAL SCHOOLS},
	journal = {Problems of Education in the 21st Century},
	volume = {49},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {15-26},
	abstract = {The research examines the role of using ICT to raise students{\textquoteright} achievement in Italian technical and professional schools. The hypothesis developed in this research is that students who obtain better learning results are those students who use ICT more than those students who are low performers. Data from the Programme for International Student Assessment (PISA) 2009 by OECD (Organisation for Economic Co-operation and Development) have been analyzed. The relationship between using ICT at school and students{\textquoteright} digital skills and attitudes has been analyzed by comparing the lowest performers and strong performers in reading literacy in Italian technical and professional schools. Results show that in Italian technical and professional schools, strong performers in reading literacy in PISA 2009 are more capable to do tasks at computer than low performers; however reading online and using ICT have greater positive effects towards achievement among low performers. 


 
},
	keywords = {professional school, reading literacy, technical school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.49.15},
	url = {http://oaji.net/articles/2014/457-1419344998.pdf},
	author = {Michela   Freddano and Paolo   Diana}
}
@article {618,
	title = {EFFECT OF TRACK POSITION ON STUDENTS{\textquoteright} ATTITUDE TOWARDS SCIENCE},
	journal = {Problems of Education in the 21st Century},
	volume = {35},
	year = {2011},
	month = {November/2011},
	type = {Original article},
	chapter = {138-148},
	abstract = {Attitude towards science (ATS) is major concern in science education due to its positive correlation with students{\textquoteright} science achievement. However, previous studies showed that students{\textquoteright} ATS is decreasing in many countries. Although many attempts have been taken to solve this problem, little consideration has been given to the effect of track position and students{\textquoteright} ATS. While cognitive aspect plays major role in tracking, affective aspect such as ATS is overlooked. It might be one of the factors that contributing to the decrease of students{\textquoteright} ATS. Accordingly, this paper aimed to investigate the effect of tracking on students{\textquoteright} ATS. A total of 450 science stream students and 299 arts stream students were involved in this study. The findings showed that among science stream students, 21 students (4.67\%) prefer arts stream rather than science stream. Their ATS level is statistically significant lower than science stream students who prefer science stream and the effect size is large (Cohen{\textquoteright}s d = 1.1028). Meanwhile, among arts stream students, 47 students (15.7\%) prefer science stream rather than arts stream. Although their ATS level is higher than arts stream students who prefer arts stream, the difference is not statistically significant, with negative and small effect size (Cohen{\textquoteright}s d = -.2271). The findings of this study would bear significant implication to enhance awareness of public and educators about the important of ATS in tracking. Moreover, this study would provides useful information for stakeholders in determining students{\textquoteright} stream.},
	keywords = {attitude towards science, science education},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=968812},
	author = {Chin Sook  Fui and Lim Hooi  Lian}
}
@article {611,
	title = {KNOWING MATHEMATICS-FOR-TEACHING: THE CASE OF PLANNING LEARNING ACTIVITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {35},
	year = {2011},
	month = {November/2011},
	type = {Original article},
	chapter = {58-69},
	abstract = {Traditionally mathematical subject matter knowledge for teachers was defined with reference to the academic discipline of mathematics. Since the 1990s, however, a reconceptualization of what Shulman has called content knowledge for teachers has been suggested. In mathematics education, it has been conceptualized by some researchers through the notion of mathematics-for-teaching: the mathematics teachers need to know derives from the practice of teaching mathematics at the school level. The study reported upon in this article inquired into the mathematics-for-teaching used by elementary school teachers during joint lesson planning sessions. Implications for teacher education are discussed.},
	keywords = {mathematics teacher education, mathematics-for-teaching, teachers{\textquoteright} subject matter knowledge, teaching mathematics},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=968802},
	author = {Thomas  Falkenberg}
}
@article {634,
	title = {POSSIBLE CONTRIBUTIONS OF CINEMA IN NATURAL SCIENCE EDUCATION TO UNDERSTAND HOW SCIENTISTS AND SCIENCE WORKS},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {18-28},
	abstract = {It is presented some considerations related to the role of cinema to introduce and contextualize issues as the image of science and scientists and how science works. Cinema can be used as an important tool in science teacher training or education because it lets to establish connections between two relevant aspects in natural science classrooms: the emotional component that allows the audience to establish a relation with the characters of scientific stories (Arroio, 2010) and the historical-philosophical-sociological component which contributes to show a more real image of science in school. Cinema can help to show the presence of different influences in science as the importance of contexts, and to discuss about the presence of some stereotypes, and an idealized image of individual-male scientific work, a neutral science, the meaning of discovery among others. Some movies were analized to establish this possible contribution. In further, according to these results it is possible to compare some important elements of scientific discourse presented in cinema and this one in science school textbooks.},
	keywords = {natural science education, science and scientist image, scientific speech},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.18},
	url = {https://oaji.net/articles/2014/457-1408435629.pdf},
	author = {Agnaldo Arroio and Diana M.  Far{\'\i}as}
}
@article {545,
	title = {THE ROLE OF METACOGNITION IN EVERYDAY PROBLEM SOLVING AMONG PRIMARY STUDENTS IN KENYA},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {9-21},
	abstract = {Metacognition is an important dimension of problem solving because it includes problem-relevant awareness of one{\textquoteright}s thinking, monitoring and regulation of cognitive processes, and application of heuristics. This study investigated the effect of Metacognition on problem solving among 150 students at Muraka Primary School, Kenya in June 2010. Students answered a 25-item self-report Metacognitive Awareness Inventory (MAI), and a 1-item multiple choice Problem solving questionnaire (PSQ). Data were analyzed using linear regression and ANOVA. Results indicated that metacognition is a good predictor of problem solving ability. Students showed significant differences in problem solving based on grade. There was also a significant difference in metacognition level based on grade. These results imply that metacognitive ability develops with age, such that the higher the grade levels the higher the metacognitive ability. Therefore, understanding the role of metacognition in children{\textquoteright}s everyday problem solving may lead to the development of more effective instruction, by teachers, which incorporates metacognitive skills to help children improve in their problem solving skills and overall academic achievement.},
	keywords = {metacognition, problem solving},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.30.09},
	url = {https://oaji.net/articles/2014/457-1405179582.pdf},
	author = {Catherine M.  Aurah and Setlhomo  Koloi-Keaikitse and Calvin  Isaacs and Holmes  Finch}
}
@article {603,
	title = {TWENTY-FIRST CENTURY LEARNING AND TECHNOLOGY EDUCATION NEXUS},
	journal = {Problems of Education in the 21st Century},
	volume = {34},
	year = {2011},
	month = {October/2011},
	type = {Original article},
	chapter = {149-161},
	abstract = {The new Knowledge (or Conceptual) Age of this millennium is creating a globalised economy that requires a much more diverse range of skills and dispositions yet many countries{\textquoteright} education systems still promote an outdated Industrial Age model of teaching and learning. In New Zealand, as in many other countries, there has recently been an emphasis on raising the level of qualification and success of students in school. {\textquoteleft}No child left behind{\textquoteright} philosophies feature in many countries and much money has been spent on trying to raise the levels of achievement of underperforming groups and keeping students in schools longer. Industrial Age schools screened, sorted and disciplined students for work and life in society (Bolstad \& Gilbert, 2008). This has been done through traditional learning disciplines where study has been largely content and assessment driven. A 21st century curriculum will develop in students a generic capacity and aspiration to learn (Claxton 2007). Recent research has identified the twenty-first century skills people will require for successful integration into a wider range of communities. The writers will introduce two perspectives developed to address twenty-first century learning and highlight how the Technology Education curriculum and Guided Inquiry are ideally suited for delivering this skill set. Technology Education and Guided Inquiry (Kuhlthau, Maniotes \& Caspari 2007) pedagogy engage students in meaningful and successful 21st century learning. The first perspective is the Framework for 21st Century Learning (Partnership for 21st Century Skills 2009) and the other, the New Zealand Curriculum (Ministry of Education 2007). },
	keywords = {guided inquiry, life-long learning, twenty first century learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.34.149},
	url = {https://oaji.net/articles/2014/457-1406612449.pdf},
	author = {Paul  Snape and Wendy  Fox-Turnbull}
}
@article {637,
	title = {VISUAL TOOLS IN TEACHING LEARNING SEQUENCES FOR SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {48-58},
	abstract = {The accelerated development of information and communication technologies followed by several studies in the cognitive theory area, have promoted the use and the construction of many visual tools (3D concrete models, statics or dynamics virtual 2D and 3D images, simulations, animations, interactive software, etc) that have been available to educators. With this research it was aimed to investigate how in-service teachers (n=14) enrolled in a teachers{\textquoteright} training course of 40h, understand the nature and the role of visualizations in science teaching as well as the impact of this training. It was also discussed the nature and role of models in science. During the training teachers were invited to build in group teaching learning sequences (TLS) about some science content using visualizations. At the beginning a questionnaire to identify some previous conceptions on this issue have been applied and analyzed. On a later stage it was analyzed the TLS made by them and the audiovisual record of their oral communications to the class. It was also analyzed the final semi-structured interview with these teachers{\textquoteright} groups. As main results we highlight a development of the knowledge about these tools, especially on the impact of the visual language on apprenticeship and on the notion of scientific model. We could also observe a change on the reasons and criteria to use these tools. According to the findings it can be said that this training has expanded the teachers{\textquoteright} initial notion of models and the theoretical background that support the use of this visual resources which was reflected on theirs TLS.},
	keywords = {teacher education, visual tools, visualization},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.48},
	url = {https://oaji.net/articles/2014/457-1408435793.pdf},
	author = {Celeste  Ferreira and M{\'o}nica Baptista and Agnaldo Arroio}
}
@article {451,
	title = {FACTS AS EXPERIENCES: HOW TO LEARN AND TEACH HISTORY IN A BIOGRAPHICAL WAY},
	journal = {Problems of Education in the 21st Century},
	volume = {25},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {21-28},
	abstract = {The process of historical research, learning and teaching consists of data-sampling, interpretation and communication. Researchers, learners and teachers have to cope with de- and reconstructing historical experiences and their documentations as expressions of impressions. Therefore, the objectives of the study are historical experiences documented in autobiographical texts and in archival material.
 Following the different lessons/modules of a course about biographical history, students can learn how to become aware of certain aspects behind historical facts and events, which are often hidden in documents or neglected by textbooks. They become motivated to make their own experiences in this method by using oral history elements (interviews) and to look for alternative points of view in learning and research.},
	keywords = {biography, hermeneutics},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=924378},
	author = {Geert Franzenburg}
}
@article {393,
	title = {INTERCULTURAL COACHING IN EDUCATION: THEORY AND PRACTICE},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {64-70},
	abstract = {Based on coaching and educational experiences with Latvian and German students, the importance and characteristics of intercultural training and coaching may be demonstrated. Besides targeting to an increase of intercultural sensibility for a group of participants, intercultural coaching focuses on accompanying the individual{\textquoteright}s specific processes and provides support to the individual working internationally. As such intercultural coaching focuses strongly on the requirements of the targeted group and cannot be standardized. Each and every situation and interaction has its own individual context and history. International coaching should therefore be part of a target or specific goal oriented agreement which acts as the basis of a relationship between coach and client; thus, the coach has the task to analyze the spontaneous dynamics, the meanings and the consequences of the new situation. The research describes theoretical aspects of and practical experience with intercultural coaching concerning educational situations and contexts (communication, learning, teaching, counseling), following the different aspects of intercultural coaching in educational situations (language, history, mentality).},
	keywords = {coaching, intercultural},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400135694.pdf},
	author = {Geert Franzenburg}
}
@article {441,
	title = {METAVISUALIZATION: AN IMPORTANT SKILL IN THE LEARNING CHEMISTRY},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {75-83},
	abstract = {This paper is a theoretical discussion about three important concepts related with chemistry learning. The terms visualization, metacognition and metavisualization were reviewed in the literature, in regard to aspects of definition and importance as constructors of knowledge in science education, especially in chemistry. There is a stead growing body of research that recognizes the importance of being metacognitive in the learning process. Also, given the frequent use of visualization in chemistry instruction we began to encounter studies that suggest that metacognition in respect with visualization exits and it{\textquoteright}s referred to as {\textquotedblleft}metavisualization{\textquotedblright}. Particularly, this term has been perceived as a metavisual skill, where the student will monitor and regulate specifically their internal representations, helping him to build concepts in science. Many definitions have been found about these terms, however there seems to be a uniformity to consider its importance in the learning process of students, which allows us to conclude that there is still a great demand for research in this area to clarify many aspects regarding these cognitive and metacognitive processes.},
	keywords = {chemistry instruction, metacognition, metavisualization},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594538},
	author = {Solange W. Locatelli and Celeste  Ferreira and Agnaldo Arroio}
}
@article {435,
	title = {THE USAGE OF A SIMULATION TO STUDY INTERMOLECULAR FORCES: SOME FINDINGS},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {19-29},
	abstract = {The purpose of this research was to discuss and reflect about the use of a computer simulation in the learning of intermolecular forces. Simulations are dynamic representations of chemical processes or systems, and allow users to select values for input variables from within suitable ranges and observe the results on output variables. In this study we used free software named {\textquotedblleft}Liga{\c c}{\~o}es Intermoleculares{\textquotedblright}, from http://nautilus.fis.uc.pt/molecularium/pt/ligintermol/index.html. The goal of this activity was to help students build internal representations (mental models) for course content. The research is qualitative. We applied a pre-test and a post-test to a class of students (n=30) from a secondary school trying to find what these internal representations are like. The research indicates that students{\textquoteright} pictographic representations of intermolecular forces improved substantially. These findings suggest that the use of this visual tool helped students to make a better connection between the chemical representations and the macroscopic phenomena presented during a mini-course about solubility. },
	keywords = {chemistry, simulation, visualization},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594528},
	author = {Claudia  Ayres and Celeste  Ferreira and Agnaldo Arroio}
}
@article {291,
	title = {ADAPTATION OF SUBJECTS LECTURED AT THE UNIVERSITY OF BURGOS (SPAIN) TO THE EUROPEAN CREDIT TRANSFER SYSTEM},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {132-138},
	abstract = {The European Credit Transfer System (ECTS) implies to modify the actual Spanish credit system based on the time that students are attending lectures and seminars. One ECTS stands for around 25-30 hours of work (in and out of class). The aim of this paper has been to adapt to the ECTS system the subjects {\textquotedblleft}Bromatology{\textquotedblright} (140 hours of teaching {\textquotedblleft}in class{\textquotedblright}), {\textquotedblleft}Food and Culture{\textquotedblright} (45 hours), {\textquotedblleft}Microbiology{\textquotedblright} (60 hours) and {\textquotedblleft}Food Microbiology{\textquotedblright} (70 hours), currently lectured in Food Science and Technology Degree at the University of Burgos. Focusing on the student, a specific questionnaire was designed. The questionnaire included some sections such as the student work schedule, an evaluation of the seminars and lectures given, and the most appropriate methodology of teaching. The current number of theoretical lectures and seminars should remain, at least, the same for the new design of the mentioned subjects. Theoretical lectures must combine the use of blackboard, transparency films and power point presentations, teaching the students to learn and to value the formative possibilities of the use of the data processing network, and will be necessary to stimulate them to carry out reviews of topics related with the subjects, and to set them out in front of the lecturer and other students.},
	keywords = {demand on students, food science and technology, methodology of teaching},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395387202.pdf},
	author = {Gonzalo  Sacrist{\'a}n P{\'e}rez-Minayo and Juan Ignacio  Reguera-Useros and Miguel Angel  Fern{\'a}ndez-Mui{\~n}o and Maria Teresa  Sancho-Ortiz}
}
@article {319,
	title = {CRITICAL ANALYSIS OF POPULARISATION DOCUMENTS IN THE PHYSICS CLASSROOM: AN ACTION RESEARCH IN GRADE 10},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {72-96},
	abstract = {Critical work on popularisation resources is a widely recommended activity, one considered to motivate students and prepare them to be responsible citizens. This investigation explores the extent to which some activities aimed at this goal can be fruitfully organised in the classroom, in the course of an ordinary syllabus, at grade 10 level. Two expectations orientate our research: in this context, students presented with written popularisation documents would tend to limit their comprehension of the core message to what is directly connected with their syllabus; and they would not easily evaluate the respective importance - in terms of comprehension - of the implausible elements used in the document to facilitate its reading. After a preliminary investigation with teachers and students, a teaching-learning sequence was designed on the basis of our expectations, completed by the hypothesis that three specific aspects of students{\textquoteright} learning processes would be mutually resonant in a {\textquotedblleft}virtuous circle{\textquotedblright}. The implementation of this sequence for three successive years (Nt=94 students) with the same teacher provides stable results. Beyond analysing to what extent the outcomes support our expectations (to a rather large extent, in fact) we discuss the value of the elements within the {\textquotedblleft}virtuous circle{\textquotedblright} to orientate the analysis of student learning processes in this type of classroom interaction.},
	keywords = {popularisation resources, school-oriented reduction, teaching physics},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399914586.pdf},
	author = {Ivan  Feller and Philippe  Colin and Laurence Viennot}
}
@article {247,
	title = {DISENGAGEMENT WITH SCHOOL: CLASSROOM INVESTIGATIONS AS A POSSIBLE SOLUTION},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {44-53},
	abstract = {We live in a highly complex society that presents its citizens with many challenges and problems. In order to respond it, by making informed decisions, citizens have to appropriate certain key competencies, for instance, reasoning, communication, life long learning, among others. So education has never been seen such a central issue to promote individual growth as nowadays, and also a central issue to enact societal and economical growth. Despite education playing a central role in the international agenda, the failure of the school systems to teach all the students has never been so visible. Nowadays, one of the greatest challenges is to provide an answer to those students who have dropped out of school, or to those who have disengaged from it. Several actions have been developed, some of which concern pedagogic actions. Activities based on investigations in science classes are seen nowadays as a way to enact key competencies, but also to involve students with their own learning. But, what make these activities so successful in getting to all students and, even more, to those who have disengaged from the school system? In this paper, we will discuss the impact of activities based on investigation in secondary students{\textquoteright} involvement with school. Its efficacy seems to be related to identity issues. By changing classroom practices and relationships, not only among teachers and students, but also between students and school knowledge, this kind of activity allows the students to reconstruct new identities, where they can envisage new future paths. },
	keywords = {classroom investigations, educational exclusion},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393666230.pdf},
	author = {Sofia  Freire and M{\'o}nica Baptista and Carolina Carvalho and Ana Freire and Teresa Oliveira and M{\'a}rio Azevedo}
}
@article {246,
	title = {EDUCATIONAL INTERVISION: THEORY AND PRACTICE},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {37-43},
	abstract = {Teachers are confronted with challenges, which are of individual and organizational character (in classroom, in educational purposes, in groups and institutional structures). Therefore, they need assistance to find solutions in their own context without depending on external experts.
 Such external counselling often is neither necessary nor helpful in every aspect and any circumstances, because of the biographical and institutional frame of the problem or conflict. Therefore, a method combining individual and organizational aspects of counselling, which recognizes the participants in the problem as the experts of its solution, is helpful. On the other hand free group discussions without a systematic methodical approach have to be avoided. Therefore, a certain training is needed in order to assist groups to work effective and systematically. 
The following manual for instructing problem-solving peer groups (PSPGs) is developed from own experiences in teacher training in Latvia and Germany.
 Although there are connections and interdependencies between this model of educational intervision with similar concepts (Balint groups, encounter groups, peer supervision, KoBeSu etc.), it has its special characteristics in the focus on integrating teaching, biographical methods and counselling with the concept of self-actualisation and self-organizing into a program, which is based on the conviction that persons and groups can become subjects of a systematic problem-solving process. Analysing the method of intervision in theory (literature) and practice (in teacher training) can open ways to such assistance without external experts. 
Background, concept and aim of this special way of counselling, based on the model of Subjective Theories, should invite teacher-groups to make their own experiences. The manual (Appendix) can help teacher-groups to find own methods, rituals and rules regarding their specific situation. },
	keywords = {intervision, subjective theories},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393666171.pdf},
	author = {Geert Franzenburg}
}
@article {336,
	title = {INNOVATIVE TEACHING STRATEGIES ON THE DIACHRONIC VIEW OF GREEK AS MOTHER TONGUE: FROM ANCIENT TO MODERN GREEK LANGUAGE},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {51-59},
	abstract = {In this chapter we present the implementation of new technologies in mother tongue learning and teaching based on the principles of cooperative learning. The data quoted come from an educational project named {\textquoteleft}Nereides{\textquoteright}, which involved the creation of educational software in support of mother tongue teaching in both obligatory and non-obligatory Greek secondary education, and thus addressed schoolchildren aged from 12 to 18 years.
 Aiming at the optimization of the learning and teaching procedure, the educational tool presented here has sought to combine elements from mother tongue didactics and the use of new technologies in education. At first, educational scenarios were designed based on cooperative learning and teaching of mother tongue in combination with new technologies. This tool was then tested, first, and implemented, after, in the framework of an empirical research, in the school year 2007-2008 in certain Athens schools. The results of this empirical research were encouraging for the research team: pupils responded positively to the learning software, working groups were effective and Greek language teachers highlighted the participation even.},
	keywords = {cooperative learning, modern Greek, mother tongue},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399915777.pdf},
	author = {Maria Zoe  Fountopoulou and Stiliani  Naki and Ioannis  Trifiatis and Maria  Loumou}
}
@article {303,
	title = {TEACHER{\textquoteright}S EDUCATION AND THE USE OF VISUALIZATIONS IN CHEMISTRY INSTRUCTION},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {48-53},
	abstract = {The accelerated development of information and communication technologies followed by several studies in the cognitive theory area, have promoted the construction of many visual tools (3D concrete models, statics or dynamics virtual 2D and 3D images, simulations, animations, interactive software{\textquoteright}s, etc) that have been placed to the disposition of instructors. When they introduce systematically these tools in there classes, with the purpose of getting better learning results, we verify a changing in the teacher{\textquoteright}s role. He is no longer the source nor the transmitter of knowledge, but the mediator between the source and the student. The class dynamic frequently changes without the perception of the teacher. The information was predominantly presented in the verbal and gestural modes, with some punctual introduction of graphics, tables and models, with the purpose of merely illustrating the teacher{\textquoteright}s verbal presentations. With the frequent use of these tools, images became the main vehicle of information, and if the learning impact is bigger so is the risk of misconceptions if the image{\textquoteright}s choice is inappropriate. 
What pre-service educational training do teachers have to deal with learning/instruction processes strongly supported in visualization tools? What conceptions they have about visualization, representations and images, etc? These are the two questions that we are trying to answer throughout the development of this work. The research is qualitative. We applied a questionnaire with 12 open questions answered by 24 pre-service chemistry teachers. We concluded that their training course discusses these topics in some subjects but in superficial way. We also found that their conceptions are not solid, and sometimes even become misconceptions.},
	keywords = {chemistry instructing, teacher{\textquoteright}s formation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396707155.pdf},
	author = {Celeste  Ferreira and Agnaldo Arroio}
}
@article {285,
	title = {TEACHING MECHANICS TO STUDENTS WITH LEARNING DISABILI-TIES: A CASE STUDY IN GREECE},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {78-89},
	abstract = {Mechanics is a basic part of Physics and the main subject of the relevant course in the second grade of Greek high school. The educational implications of the studies in the field of teaching mechanics refer to the instruction of essential concepts such as force, pressure and energy. However there are few research studies of teaching mechanics to students with learning disabilities especially in Greece. In this paper we present a case study of teaching mechanics to students with learning disabilities in the second grade of a general Greek high school. The purpose of this study is to examine the implementation and the efficacy of teaching mechanics to students with learning disabilities of the second grade of a Greek high school by using the conceptual mapping. An experimental teaching procedure took place in a physics resource room for students with learning disabilities of the second grade of a general high school by using the conceptual mapping during a sequence of successive instructions for the concept of energy. A control teaching procedure without the use of conceptual maps was realized in the same resource room during the instructions for the concept pressure in order to compare the two teaching procedures. In both phases, experimental and control teaching procedure, tests were administered before and after each in-struction so as to investigate the prior to the instruction knowledge and the learning outcomes after it. The questions of the student with learning disabilities during the instructions were recorded and analysed in order to define his interest in mechanics by using conceptual mapping. The analysis of the collected data yielded several results. The use of conceptual mapping improved the student{\textquoteright}s performance on achievement tests and contributed to the accomplishment of the teaching objectives. However the use of the maps was not successful in stimulating the student{\textquoteright}s interest for the concept of energy. We also dis-cuss the implications of our findings to teaching practices and future research in the field of teaching physics to students with learning disabilities.
},
	keywords = {conceptual maps, learning disabilities, teaching objectives},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395386885.pdf},
	author = {Anastasia  Ferentinou and Panagiotis  F. Papalexopoulos and Dionisios  Vavougios}
}
@article {349,
	title = {TO THE QUESTION ON CREATION OF RUSSIAN AND LITERATURES TEXTBOOKS IN DIASPORA},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {167-176},
	abstract = {This article is devoted to the creation and practical use of the Russian language and literature textbooks for the pupils from schools of national minorities in Latvia. These textbooks are developed by authors of the article. 
In introduction authors prove necessity of working Latvian textbooks out, which could be addressed to the diaspora pupils. 
In the first part of article authors analyze real problems, which have both teachers - in the process of teaching mother language and literature and pupils, which study the native language and literature at the circumstances of diaspora. 
In the second part of the article authors describe the principles, taken as a textbooks forming basis, which can be useful in solving the problems mentioned: 
- principle of dialogue of languages and cultures, which helps to promote the understanding of language and cultural variety of the world in pupils; 
- communicative principle, which supposes the active pupil{\textquoteright}s position during the study process; development of abilities to make an interpersonal dialogue to successfully participate in (including {\textendash} dialogue with the culture text); considering perception of culture texts as active dialogue with their authors; 
- principle of integrative approach (by the meaning of integration the coordination of skills, knowledge and representation in pupils is understood; these abilities could be developed in pupils during the study of language and literature);
 - principle of the educational content{\textquoteright}s integrity and variability. 
In the conclusion authors pay attention that the experience, which has been gained in the process of textbooks long-term approbation, allows to expand a culturological outlook of diaspora pupils, and also to purposefully and successfully improve dialogue, communicative, language and educational abilities in pupils.
},
	keywords = {educational abilities, national minorities, Russian language},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399916467.pdf},
	author = {Margarita  Gavrilina and Oksana Filina}
}
@article {146,
	title = {DIDACTIC MATERIALS FOR STUDENTS AS MEANING OF EDUCATIONAL QUALITY IMPROVEMENT},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {162-168},
	abstract = {The article is dedicated to one of the actual questions in didactics {\textendash} the making and realization of didactic materials for students. The purpose of given article is showing to the readers the experience of creation of didactic materials on pedagogic for the students of not pedagogical specialties of the Baltic International Academy, which were developed by the author. 
In the introductory part the author goes on telling about the global tendencies of modern education. Namely, O. Filina stresses attention on formation of basic educational competences of the students. In accordance with the author{\textquoteright}s mention, the main components of the educational competences formation are the interactive methods of training.
 In the first part of the article the author characterizes the formation of student{\textquoteright}s pedagogical competence.
 In the second part the author stresses attention on the characterizes of the didactic materials which allow to organize the research study of students.
 In the third part the interactive methods of training in pedagogic, directed on formation of the student{\textquoteright}s pedagogical competence are analysed. As the illustration, the author gives detailed description of the own experiment.
 In conclusion the author points out that the offered didactic materials positively influence to the quality of educational process: develop knowledge and skill of students in pedagogic, intensify the motivation and creative activity of students, form positive attitude to the new for them sphere of socio-cultural activity.},
	keywords = {competence, didactic materials, interactive methods},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392236443.pdf},
	author = {Oksana Filina}
}
@article {60,
	title = {EDUCATIONAL CHALLENGES ARISING FROM STUDENT PERCEPTION OF ELECTRONIC COMMUNICATION},
	journal = {Problems of Education in the 21st Century },
	volume = {3},
	year = {2008},
	month = {January/2008},
	type = {Original article},
	chapter = {7-25},
	abstract = {Contemporary students and instructors have differing views about communication technologies that can impact their learning relationship. We have found that although e-mail is students{\textquoteright} primary method for contacting instructors, some students view it as too slow for their academic needs. At the same time, many students do not want to use more immediate, and consequently, more personal communications technologies such as instant messaging. Meanwhile, instructors are relying more than ever on electronic communication, such as e-mail, {\textquoteleft}blogs,{\textquoteright} instant messaging, and newsgroups to create virtual online environments that replace or supplement traditional classrooms. Thus, instructors must find appropriate technologies that satisfy both educational and student requirements. Unfortunately, instructional needs, such as the ability to create transcripts of communication, can conflict with those of students, such as a desire for anonymity. As a consequence, technologies designed to enhance communication can inadvertently be disruptive and create barriers to effective education. We conducted a survey on student{\textquoteright}s use of e-mail, instant messaging, and other text-based communication technologies to accurately ascertain contemporary attitudes towards these tools and determine their impact on the educational environment. Our results identify currently existing problems, such as differing attitudes about {\textquoteleft}spam,{\textquoteright} for which further study is needed.},
	keywords = {instant messaging, post-secondary education, text-based communication},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392221797.pdf},
	author = {Maryanne Fisher and Anthony Cox}
}
@article {111,
	title = {TOWARDS A PROPOSAL FOR EFFECTIVE ONGOING TRAINING PROGRAMMES FOR SCIENCE TEACHERS},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {60-70},
	abstract = {This paper begins by demonstrating the need to enhance the training of people who currently active teachers and presents a proposal of ongoing training programme founded in the results of science edu-cation research. To begin with, a critical analysis about some of the dominant models of teacher training in which exist a lack of integration between theory and practice is carried out. Next, the hypothesis that the effective formation programs are those that have as objective to facilitate the teacher{\textquoteright}s immersion in the investigation and innovation in science education is developed. In addition, in this programs a group of constructivism based strategies that initiates the teacher in the investigation of the problems that are presented in the classroom have been used. Finally, the existence of investigation or innovation consoli-dated groups in which new teachers could be trained as investigators, or to promote the formation of teacher{\textquoteright}s teams that work in the problems of the educational practice is also required.},
	keywords = {in-service science teacher training, strategies for effective programmes, teacher professional development},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392233272.pdf},
	author = {Carlos Furi{\'o}-M{\'a}s and Jordi Solbes-Matarredona and Cristina Furi{\'o}-G{\'o}mez}
}
@article {21,
	title = {TRANSFORMATION PROCESS IN SCIENCE AND MATHS TEACHER EDUCATION (EXAMPLES FROM SLOVAKIA)},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {31-38},
	abstract = {Slovak universities have had the chance to gain money from the pre-admission funds as well as from the European social fund (ESF) since 2004. In the framework of the several challenges of the Ministry of Education of the Slovak Republic all universities out of capital Bratislava region could submit the projects dealing with the educational activities. The article describes the experience connected with the implementation of the ESF{\textasciiacute}s projects of the Faculty of Natural Sciences of Constantine the Philosopher University in Nitra. It introduces one of the activities of the project A {\textendash} CENTRUM: Academics training and monitoring centre of human sources which was realized by the faculty during 2004-2005 and following project: A-CENTRUM for 21 century: From present to distance education, which is realized now. Faculty of Natural Sciences in these projects has prepared the educational modules for teachers in practice named: Natural sciences dealing with the further education of teachers of mathematics, computer science and natural sciences{\textasciiacute} subjects at the elementary and high schools. The introduced projects and their activities are the example of the real ability of the faculty to communicate with teachers effectively and offered them interesting programme for using at schools. Engagement in these projects reflects also the possibility of an academic space to realize the activities with the positive response in practice.
 Two examples of activities for teachers in practice are given in the article: 
{\textbullet} modern didactic computer teaching programmes in biology,
 {\textbullet} graphics calculators in mathematics education.
 Both examples follow the effect of increasing efficiency of teacher{\textquoteright}s work and pupil{\textquoteright}s motivation. },
	keywords = {courses for teachers, educational programs},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392217485.pdf},
	author = {M{\'a}ria Bauerov{\'a} and So{\v n}a {\v C}eretkov{\'a} and Anna Sandanusov{\'a} and Petra Frantov{\'a}}
}
