@article {1683,
	title = {DIGITAL CITIZENSHIP IN GEORGIA{\textquoteright}S TEACHERS, STUDENTS AND PARENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {667-686},
	abstract = {The Council of Europe{\textquoteright}s (CoE) model on Digital Citizenship Education (DCE) has at its basis the {\textquoteleft}Competencies of Democratic Culture{\textquoteright} model, which considers being an active and responsible citizen and implies the development of a set of lifelong competencies both online and offline at various levels, as well. Taking the {\textquoteleft}Competencies of Democratic Culture{\textquoteright} the CoE experts elaborated on the DCE domains, which are the appropriate way to develop democratic culture competences in the digital environment. Georgia, as a member country, signed the agreement on DCE to be applied at the K-12 curriculum level and joined the DCE project of the CoE in July 2020. Thus, as an educational concept, DCE is relatively new to the education system of Georgia. The aim of the study was to describe the current situation concerning DCE in Georgia, namely on awareness of the concept and its foundations, as well as identifying self-reported DCE competences by teachers, students and parents, in the light of the Ribble{\textquoteright}s and the CoE{\textquoteright}s models. Data was collected in five schools in 2020. The issue was studied using the quantitative method, an online survey, 1954 respondents were involved in the research. It was demonstrated that most of the respondents had a lack of awareness about information-communication technologies. It can be concluded that communication among school teachers, students and parents about the issues of digital security has not started yet. The correlation between the geographic location of a school and teachers{\textquoteright} digital competences is not confirmed. },
	keywords = {digital citizenship education, digital competences, digital domains, digital school culture, exploratory sequential design},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.667},
	url = {https://oaji.net/articles/2023/457-1699124594.pdf},
	author = {Sofiko Lobzhanidze and Giorgi Urchukhishvili and Marika Sikharulidze}
}
@article {1553,
	title = {ISSUES IN SUBJECT COMBINATIONS CHOICE AT ADVANCED LEVEL SECONDARY SCHOOLS IN RWANDA},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {339-352},
	abstract = {The present study explored the issues related to subject combinations choice at advanced level secondary schools in Rwanda. Three schools with various subject combinations were conveniently selected from three districts in Rwanda. Two hundred and thirty-eight participants, including 211 students (grade 10 to 12), three director of studies (DOS), and 24 teachers, were selected purposively to participate in this study. A survey questionnaire for students, interviews with DOS, and focus group discussions with teachers were employed to collect qualitative and quantitative data for triangulation purposes. For instance, a questionnaire was used to reveal students{\textquoteright} choice of their subject combinations, a DOS interview to learn how combinations are assigned to students, and teacher FGD to learn difficulties students face due to assigned subjects. Quantitative data were analyzed with descriptive statistics, while qualitative data were analyzed using thematic analysis methods. The results analysis revealed that some students studied what they chose, while others were given what to study based on their performance or influenced by their parents{\textquoteright} preferences. Therefore, students reported that they struggled to perform successfully at A{\textquoteright} level while they used to perform well at the O{\textquoteright} level. It was noticed that what some students learn at A{\textquoteright} level have a negative effect on their future life. This study recommends that (i) the career development stakeholders should sensitize students about the impact of the wrong choice, (ii) Rwanda Basic Education Board (REB) should train career guides to help students choose their best combinations, and (iii) students{\textquoteright} interests should be given preference than their performance.},
	keywords = {advanced level secondary, career path, Rwandan schools, students{\textquoteright} choice, subject combinations},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.339},
	url = {https://oaji.net/articles/2022/457-1651338438.pdf},
	author = {Kizito Ndihokubwayo and Fidele Ukobizaba and Edwin Byusa and Jean Claude Rukundo}
}
@article {1603,
	title = {THE PREDICTIVE EFFECT OF TOXICITY ON SATISFACTION WITH LIFE AT SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {823-835},
	abstract = {The effect of toxicity on satisfaction with life at school affects many variables. As parts of school culture, satisfaction and toxicity are related concepts. This study aims to determine the predictive effect of toxicity on satisfaction with life at school. In Turkey, no study has been found to be conducted about the relationship between organizational toxicity and satisfaction with life. Method of the research: This was a descriptive study based on the correlational survey model. In this study, it was supposed to determine the effects of teachers{\textquoteright} demographic characteristics (gender, alma mater, professional seniority, and number of teachers in the school) and toxicity perceptions on satisfaction with life. The study group consisted of 1600 teachers working at 54 secondary schools in Sivas city center. Based on the calculation made, a sample of 223 teachers representing the population was created. The dependent variable of the study was teachers{\textquoteright} satisfaction with life. Stepwise regression was used as a multiple regression analysis technique. In this regression analysis, a linear structure of the relationship between one dependent and more than one independent variable was tested. The results showed that the toxicity avoidance behaviors of teachers positively affected their perceptions of satisfaction with life. It was teachers{\textquoteright} displaying conflict behaviors (β= -,226) regarding toxicity. There was a decrease in the satisfaction with life of teachers who ventured conflict. Likewise, there was a negative effect (β= -184) between the level of narcissistic behavior in the organizational environment and the level of satisfaction with life. The satisfaction with life levels of teachers who thought that narcissistic behaviors were exhibited in the organizational environment decreased. A positive relationship was found between the fourth ranked variable resistance (β= ,149) and satisfaction with life. Teachers{\textquoteright} resistance to painful toxic situations increased their level of satisfaction with life.},
	keywords = {organizational toxicity, satisfaction with life, school teachers, toxic organization},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.823},
	url = {https://oaji.net/articles/2022/457-1672601067.pdf},
	author = {{\.I}zzet Kaplan and Celal Teyyar U{\u g}urlu}
}
@article {1540,
	title = {TEACHING AND LEARNING MECHANICS EXPLORED THROUGH THE USE OF THE 5E{\textquoteright}s EDUCATIONAL MODEL},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {179-194},
	abstract = {This study assesses the level of application of the 5E{\textquoteright}s educational model by Rwandan physics teachers and how the model affects the learning of basic classical mechanics in secondary school physics classrooms. For this analysis, quantitative data were collected using the classroom observation tool framed at the 5E{\textquoteright}s educational model. A sample of six secondary physics teachers was selected purposively from three boarding secondary schools of Nyamasheke district in the western province of Rwanda to participate in this study. Twenty-four classroom observations were conducted during teaching and learning mechanics concepts in the way of four observations for each teacher before being trained on 5E{\textquoteright}s educational model. This was done to help the researcher to have the real picture of the prior ability of teachers to incorporate 5E{\textquoteright}s aspects in their usual teaching practices. Similarly, a total of 24 observations were done after teachers{\textquoteright} training. The collected data were tabulated in Microsoft Excel, and descriptive statistics were analyzed and presented. The overall mean scores on the teachers{\textquoteright} ability to apply 5E{\textquoteright}s educational model during lesson delivery on introductory mechanics were low before training and increased due to teacher training on the use of 5E{\textquoteright}s educational model. The main findings from this study revealed that 5E{\textquoteright}s educational model is more effective in stimulating students{\textquoteright} motivation and strong interaction and a better understanding of mechanics concepts through interactive activities, discrepant events, and computer simulations. Based on the findings of this study, some recommendations were suggested that would improve more physics students{\textquoteright} active learning.},
	keywords = {5E{\textquoteright}s educational model, active learning of mechanics, classroom observation, physics students, Rwanda, secondary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.179},
	url = {https://oaji.net/articles/2022/457-1645651104.pdf},
	author = {Nkurikiyimana, J. D. and Jean Uwamahoro and Kizito Ndihokubwayo}
}
@article {1371,
	title = {REVIEW OF THE STATE OF METHODOLOGICAL TRENDS IN OPEN AND DISTANCE LEARNING LITERATURE 2009-2018},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {296-311},
	abstract = {Methodological trends are a key to the development of research in open and distance learning as a cognitive field. The purpose of this study was to review the methodological trends in the open and distance learning scholarly communication literature. It is important that research strategies are reviewed often to ensure the production of quality research output in a cognitive discipline. The study adopted qualitative content analysis to a sample of 1,393 articles published in five open and distance learning (ODL) journals from 2009 to 2018. The main findings of the study indicated that qualitative and quantitative methodologies were used more often than mixed methods research methodology, which was underrepresented. This implies that research in ODL relied heavily on positivist and interpretivist epistemologies, rather than pragmatist ones. Survey research approaches dominated in the research articles published in the ODL journals during the period under study. The main data analysis techniques were statistical and narrative techniques. Having ascertained that there is a gap in the use of mixed methods research in ODL, there is a need to set the future direction for open and distance learning research to focus on mixed methods research to minimise the weakness inherent in using only one method.},
	keywords = {data analysis technique, methodological trends, open distance learning, research paradigm},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.296},
	url = {http://oaji.net/articles/2021/457-1617435056.pdf},
	author = {Scholastica Chizoma Ukwoma and Patrick Ngulube}
}
@article {1433,
	title = {STEM ATTITUDES OF STUDENTS AS PREDICTOR OF SECONDARY SCHOOL TECHNOLOGY AND DESIGN COURSE ACHIEVEMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {585-596},
	abstract = {Achievement in a course mostly depends on the students{\textquoteright} characteristics and how teachers make their courses effective for their students{\textquoteright} learning. Although different characteristics of teachers and students can affect learning outcomes, new approaches like STEM may cause new characteristics which affect students{\textquoteright} achievement as STEM attitudes. This study examines the correlation between secondary school students{\textquoteright} STEM attitudes and their achievement in the Technology and Design Course (T \& DC). A correlational survey model was applied in the study. A total of 400 students studying in the seventh and eighth grades constitute the sample of the study. A personal data form and STEM attitude test were utilized to collect data. Pearson Correlation Analysis and Regression Analysis techniques were used in the data analysis process. As a result of the analysis, it was found a positive and significant correlation between students{\textquoteright} Technology and Design Course achievement and STEM attitudes. Students{\textquoteright} attitudes to STEM predict their achievement in the Technology and Design Course by 5.1\%. Students developing positive STEM attitudes can further enhance achievement in the (T\&DC), which enables students to acquire the necessary design skills to produce technology in the future.},
	keywords = {academic achievement, and design course, correlational survey, secondary school, STEM attitude, technology},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.585},
	url = {http://oaji.net/articles/2021/457-1628687092.pdf},
	author = {Kamil Arif K{\i}rk{\i}{\c c} and Feriha Uluda{\u g}}
}
@article {1315,
	title = {TECHNOLOGICAL LITERACY: TEACHERS{\textquoteright} PROGRESSIVE APPROACH USED FOR 21ST CENTURY STUDENTS{\textquoteright} ACADEMIC SUCCESS IN VIBRANT ENVIRONMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {734-753},
	abstract = {Technology plants concrete effects on the supremacy of humans{\textquoteright} technological success that have been remaining awe-inspiring aspects for stakeholders; teachers and students since last eras. Teachers make students technologically literate, reshape their hidden potential, skill them through modern gadgets, help in understanding and evaluating their functions applying technological and engineering standards for goal achievements. Present research was conducted to explore the effect of teachers{\textquoteright} technological literacy on students{\textquoteright} academic success occurs in vibrant environment on conveniently selected sample of 200 teachers working in public and private universities of district Lahore. Researchers administered a self-developed survey to collect data from teachers. Content validity of questionnaire was ensured from experts and reliability was confirmed by calculating Cronbach{\textquoteright}s Alpha Scores .821. Normality of the data was assured by calculating Shapiro-Wilk{\textquoteright}s test, {\textlnot} n < 2000, p > .05. Students{\textquoteright} academic success was measured through acquiring achievement scores, obtained from concerned university offices ensuring ethical considerations, as in data collections. Results of independent samples t-test and regression analysis ascertained no significant difference between usage of technological literacy by teachers{\textquoteright} gender and university type; male teachers working in public and private universities have same usage of technological literacy as compared to female teachers. Moreover, teachers{\textquoteright} technological literacy affect 43\% on students{\textquoteright} academic success occurs in vibrant learning environment. On the basis of results, research recommends that universities may established digital lab ensuring vibrant environment and hire technologically literate staff providing fringe benefits to meet 21st century technological literacy demands for students{\textquoteright} success.},
	keywords = {digital citizenship, students{\textquoteright} achievement scores, technological concepts, technological literacy, vibrant environment},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.734},
	url = {http://oaji.net/articles/2020/457-1601053384.pdf},
	author = {Hassan, Ul. M. and Akbar, R. A.}
}
@article {1215,
	title = {CLASSIFICATION OF ENGINEERING STUDENTS{\textquoteright} SELF-EFFICACY TOWARDS VISUAL-VERBAL PREFERENCES USING DATA MINING METHODS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {349-363},
	abstract = {The purpose of this research was to build a classification model and to measure the correlation of self-efficacy with visual-verbal preferences using data mining methods. This research used the J48 classifier and linear projection method as an approach to see patterns of data distribution between self-efficacy and visual-verbal preferences. The measurement of the correlation of engineering students{\textquoteright} self-efficacy with visual-verbal preferences using the data mining method approach gets the result that self-efficacy does not correlate with visual-verbal preferences. However, engineering students{\textquoteright} self-efficacy influences the achievement of initial learning outcomes. Visual-verbal preference is more influenced by students{\textquoteright} interest in images so it can be concluded that self-efficacy affects the initial results of learning but does not have a correlation with visual-verbal preferences. The results of the decision tree provide the results that are easily understood and present a correlation between self-efficacy and visual-verbal preferences in a visual form.},
	keywords = {data mining, self-efficacy, visual-verbal preferences},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.349},
	url = {http://oaji.net/articles/2019/457-1561381997.pdf},
	author = {Citra Kurniawan and Punaji Setyosari and Waras Kamdi and Saida Ulfa}
}
@article {1137,
	title = {ENVIRONMENTAL PERCEPTION ABOUT MARINE AND COASTAL ECOSYSTEMS: EVALUATION THROUGH A RESEARCH INSTRUMENT BASED ON MODEL OF ECOLOGICAL VALUES},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {393-405},
	abstract = {The first aim of research is to propose a research instrument based on Wiseman and Bogner{\textquoteright}s Model of Ecological Values, the {\textquotedblleft}Coastal Environment Questionnaire{\textquotedblright} (CEQ), specifically developed to evaluate the Environmental Perception about marine and coastal ecosystems. The second aim is to explore, using CEQ, the position on the categories from Model of Ecological Values of some basic education students and some pre-service biology teachers from cities located near coastal areas from Brazil. CEQ was modified from {\textquotedblleft}The Environment Questionnaire{\textquotedblright} (TEQ), which consists of a questionnaire composed of 16 items with Likert-type responses. The first process to have elaborated the new instrument changed the general situations described in the items of TEQ (most related with land environments) to situations related to marine and coastal environments. CEQ has been used with: 63 pre-service biology teachers from a non-coastal city; 79 basic education students from a non-coastal city; and 74 basic education students from a coastal city. All pre-service teachers were placed at Preservation+Utilization- category (100\%). However, most students were placed at the Preservation+Utilization- category (around 70\%), followed by Preservation+Utilization+ (around 25\%), regardless their city location. It is expected that CEQ can be useful on research aim to better understand the perception about marine and coastal environments, contributing to development and evaluation of future Environmental Educational program focus on these important ecosystems.},
	keywords = {basic education students, Coastal Environment Questionnaire (CEQ), environmental perception, Model of Ecological Value, pre-service biology teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.393},
	url = {http://oaji.net/articles/2017/457-1529405483.pdf},
	author = {Suzana Ursi and Naomi Towata}
}
@article {1179,
	title = {PRE-SERVICE MATHEMATICS TEACHERS{\textquoteright} KNOWLEDGE OF MATHEMATICS FOR TEACHING: QUADRATIC FUNCTIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {847-863},
	abstract = {Many researchers and education stakeholders in South Africa point to the need to develop teachers{\textquoteright} personal knowledge of the mathematics concepts that they teach to their learners.  In this research study we explore the understanding of 42 pre-service mathematics teachers of one aspect of school level mathematics, that of quadratic functions. Data were generated from the written responses to an assessment as well as semi-structured interviews. The purpose was to explore the methods used by pre-service mathematics teachers to derive a symbolic equation for a quadratic function expressed in graphical form. Furthermore, we looked at whether the pre-service teachers were able to use different methods to generate the symbolic equation.  The results showed that 25 participants were able to determine the equation of a parabola using one method, while 11 of them were able to use two different methods. The most common method used was based on the intercept form of the equation. Some students identified different forms that the equation of a quadratic function could be expressed as but were unable to apply this to derive the equation. These results indicate that these students are not yet ready to teach these school level concepts even though they have studied advanced mathematics topics as part of their pre-service training. The study recommends that pre-service teachers should also be provided with more structured opportunities to help develop pedagogic content knowledge of the school level content as part of their teacher training programme.},
	keywords = {graphical representation, parabola, pre-service mathematics teachers, quadratic functions, symbolic representation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.847},
	url = {http://oaji.net/articles/2017/457-1545497857.pdf},
	author = {Ifunanya Julie Adaobi Ubah and Sarah Bansilal}
}
@article {1042,
	title = {THE OPPORTUNITIES AND OBSTACLES OF SCHOOL PATHS OF FINNISH YOUNG PEOPLE WITH INTELLECTUAL DISABILITY (ID)},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {19-33},
	abstract = {The experiences and perceptions that people with intellectual disability (ID) who have participated in vocational education have about their study paths is a less studied theme in Finland and also internationally. The purpose of  this research was to find out whether their transitions from basic education to vocational education have been successful in their opinion and how their parents perceived the study paths. The purpose of this research  was to analyze  the study paths of young adults with ID and their school experiences as described by themselves and their parents. The focus was on memories of basic education, transition to vocational education, and studies at the vocational special education school. The research participants comprised 14 young adults with ID (aged 17-23, 10 boys and 4 girls) and their parents (N= 14). They all had personal study plans in basic education, and except for one, they all had completed basic education according to their study plans. The research leaned on the narrative research approach. The youngsters and their parents were interviewed personally in 2012 and 2014. The study paths of young people with ID could be grouped into three narratives: the fluent, complex, and interrupted study paths. Study success in young people with ID is a sum of many factors. The study illustrates four core factors directing the study processes: the student, school community, curriculum, and teacher. In addition, support from home is extremely important to the fluency of study paths. The purpose of education should be to prepare train, rehabilitate, and guide students with ID into good life that includes work, health, and relationships. Based on this study, educational options for people with ID are limited and should be developed so that secondary education would educate future experts to work markets and promote learning and societal participation in the young who need special support.},
	keywords = {intellectual disability, narrative research, personal study plan, study path, vocational special education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.19},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1232391},
	author = {Anneli Hermanoff and Kaarina   M{\"a}{\"a}tt{\"a} and Satu   Uusiautti}
}
@article {1023,
	title = {STUDENTS{\textquoteright} PERCEPTIONS OF FACTORS SLOWING DOWN THEIR STUDY PROGRESS: THE CASE OF UNIVERSITY OF LAPLAND},
	journal = {Problems of Education in the 21st Century},
	volume = {72},
	year = {2016},
	month = {August/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {65-75},
	abstract = {Fast graduation, smooth studies, and fluent study progress are the goals of today{\textquoteright}s university education. How do students themselves perceive their study processes and what do they think about the factors hindering them from succeeding? The purpose of this research was to find out from the first-year-students of one Finnish university their experiences and opinions. The research investigated what the most difficult issues the students have faced during their first year of university studies have been and what factors have hindered their study progress according to their own perceptions. The students (N=186) answered to an internet-based open-ended questionnaire. The data were analysed in a qualitative data-based manner which resulted in seven most frequently mentioned hindrances in the questionnaire data. The main hindrances were deficiencies in study skills, difficulties in adjustment to academic studies, unclear directions in studies, difficulties in making study plans and scheduling, lack of guidance in studies and difficulties in finding help, lack of community, and overlapping courses and busy study periods. Based on the findings, it is possible to pay attention to the difficulties mentioned by students. 
~},
	keywords = {smooth studies, study process, study skills, university education, university teaching},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.72.65},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1221619},
	author = {Kaarina   M{\"a}{\"a}tt{\"a} and Satu   Uusiautti}
}
@article {981,
	title = {EFFECTIVENESS OF TEACHING METHODS USED IN HIGHER EDUCATION: A CASE STUDY OF EUROPEAN UNIVERSITY OF MADRID, SPAIN},
	journal = {Problems of Education in the 21st Century},
	volume = {67},
	year = {2015},
	month = {October/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {17-28},
	abstract = {The purpose of this research was to determine the effectiveness of various teaching methods used in higher education and the perception of the students regarding these methods. In order to determine the possible ways to obtain strategic advantages and benefit from the strengths, the university has to know what drives foreign students in choosing a certain study program, even if it is outside their country of origin. At the same time, knowing the disadvantages that prevent them from doing so, helps the university include ways to correct the weaknesses or to offer solutions to them. The students, participating in this research, are enrolled at the European University in Madrid, from different study programs and degrees (license, master and doctoral programs) and were asked to answer a questionnaire about the use of teaching methods, about their perceptions upon effective teaching and the reasons that have determined them to choose to follow a study program. The results were in favor of a higher use of projects, group activities and case studies during classes and seminars at the European University of Madrid and of using new technologies in the educational system (e-learning, simulations, use of intranet, and activities in laboratories). As a primer characteristic searched for when choosing a study program, the students mentioned practice, mainly for developing abilities useful for applying for a job as soon as possible. It is, therefore, important to analyze the teaching methods and this research helps us understand how students see the teaching process and which are the methods that help them to better understand and to be more active during classes. },
	keywords = {creativity development, innovative teaching, practical activities, teaching methods},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.67.17},
	url = {http://oaji.net/articles/2015/457-1449572177.pdf},
	author = {Leila Bardasuc and Jose Luis Martinez Rubio and Nicusor Marcel Udrea and Monica Delia Domnica}
}
@article {974,
	title = {TWO PERSPECTIVES ON CARING RESEARCH: RESEARCH ON WELL-BEING AND RESEARCHER WELL-BEING},
	journal = {Problems of Education in the 21st Century },
	volume = {66},
	year = {2015},
	month = {August/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {29-41},
	abstract = {Caring research is a new concept that is discussed and defined from two supplementary perspectives: (1) as research aiming at promoting well-being and (2) as a caring research community that cares for the researcher well-being and reciprocal relationships between colleagues and between supervisors and students. These dimensions are discussed in the light of the latest findings and theories of positive psychology as well as based on the authors{\textquoteright} studies in the field. The caring research ideology contributes a comprehensive viewpoint to the world of academic research because it also pays attention to the actual research process within the research community. This well-being focused approach can serve as a means to flourish within the ever-increasing demands of the academic world.},
	keywords = {caring research, positive psychology, researcher well-being, well-being at work},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.66.29},
	url = {http://oaji.net/articles/2015/457-1441442011.pdf},
	author = {Kaarina   M{\"a}{\"a}tt{\"a} and Satu   Uusiautti}
}
@article {902,
	title = {ASSESSMENT OF EDUCATION POLICY THRUST OF THE NATIONAL ECONOMIC EMPOWERMENT AND DEVELOPMENT STRATEGY (NEEDS) IN NIGERIA},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {23-45},
	abstract = {The National Economic Empowerment and Development Strategy (NEEDS) is Nigeria{\textquoteright}s plan for prosperity. The plan focuses on four key strategies: reorienting values, reducing poverty, creating wealth and generating employment. In realizing the plan, education is recognized as the vital transformational tool and a formidable instrument for any socioeconomic empowerment. Policy frameworks for education were developed to propel and sustain the NEEDS initiative. The NEEDS set six goals (with targets) for education, and each of the goals is keyed to each of the policy thrust. This study, therefore, attempted to assess the extent to which the targets of NEEDS for education are implemented. A structured questionnaire was developed to elicit 250 university lecturers{\textquoteright} views on the extent of implementation of the education policy thrust of the NEEDS. It was found that, the targets of each of the goals of the plan that were originally designed to be a medium{\textendash}term development strategy; spanning year (2004-2007) have not been fully realized 10 years after its inception. Conclusion was drawn and recommendations were made, among which are: the NEEDS planners and operators should set specific, realizable targets and time framework of human development, for students to become self-sufficient in the areas of basic needs through skills acquisition and job creation.},
	keywords = {targets and education, the National Economic Empowerment and Development Strategy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.23  },
	url = {http://oaji.net/articles/2015/457-1421876455.pdf},
	author = {Isaac Olakanmi Abimbola and Esther Ore Omosewo and Johnson Enero Upahi}
}
@article {894,
	title = {ENHANCING ENTREPRENEURSHIP IN LEARNERS {\textendash} AN IMPLEMENTATION AND EVALUATION OF ENTREPRENEURSHIP EDUCATION THROUGH MUSIC EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {59},
	year = {2014},
	month = {April/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {34-48},
	abstract = {Entrepreneurship education is recommended to be a part of education already from the beginning of children{\textquoteright}s school paths. Often, entrepreneurship education has been defined in a political level and through economic ideologies. However, one of the goals of entrepreneurship education is to achieve entrepreneurial ways of acting regardless of the context or community. This study is a case study of the implementation of entrepreneurship education in music education in basic education. The findings introduce and evaluate the pedagogical solutions in the music education of one Finnish seventh grade. The pupils were given opportunities to set their own goals, experiment multiple options, make decisions and reflect on their actions. They were encouraged and guided to become aware of their entrepreneurial features, skills, and ways of acting. The most important result was that entrepreneurial education can be included in basic education. Suggestions for teachers are given based on the findings. },
	keywords = {basic education, entrepreneurship education, music education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.59.34},
	url = {http://oaji.net/articles/2014/457-1420361861.pdf},
	author = {Lenita Hietanen and Satu   Uusiautti and Kaarina   M{\"a}{\"a}tt{\"a}}
}
@article {901,
	title = {{\textquotedblleft}THE TEACHER SHOULD NOT JUST BOSS AROUND ALL THE TIME{\textquotedblright}. GOOD TEACHERHOOD IN THE LIGHT OF YOUNG PRISONERS{\textquoteright} EXPERIENCES},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {10-22},
	abstract = {The purpose of this study is to analyze the essence of good teacherhood through young prisoners{\textquoteright} school experiences and memories in order to find means to prevent antisocial and exclusion-oriented development in youths. The assumption is that young prisoners{\textquoteright} teacher descriptions include also positive memories. How do they describe teachers who have supported them or could support children{\textquoteright}s school going? How do the research participants perceive themselves in relation to teachers and teachers{\textquoteright} actions? The data consisted of young prisoners{\textquoteright} narratives regarding their school time. Twenty-nine young prisoners, aged 17-21, from two prisons in northern Finland participated in the study. This study employed the narrative research approach. The data were obtained through free-form interviews that resembled the narrative interview method. The qualitative content analysis and the narrative analyzing models were employed when analyzing the narrative data. According to the young prisoners{\textquoteright} perceptions, good teachers shared certain features and skills that could be categorized into three: interaction skills, pedagogical and didactic skills, and subject knowledge. The study contributed unique information about the positive actions and features of teacherhood that can support the school work also among the children in danger of exclusion.},
	keywords = {exclusion, teacherhood, young prisoners},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.10},
	url = {http://oaji.net/articles/2015/457-1421876400.pdf},
	author = {Tanja {\"A}{\"a}rel{\"a} and Satu   Uusiautti and Kaarina   M{\"a}{\"a}tt{\"a}}
}
@article {839,
	title = {ADEQUACY OF READING COMPREHENSION OF TURKISH LANGUAGE TEACHERS AND ELEMENTARY SCHOOL TEACHERS WORKING IN GAZIANTEP IN THE SOUTHEAST ANATOLIAN REGION},
	journal = {Problems of Education in the 21st Century},
	volume = {54},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {112-124},
	abstract = {Through the university entrance exam taken once a year in Turkey, language, mathematics, science and social studies proficiencies of high school students and graduates are tested. The results of this exam demonstrate the individual achievement of students and in light of these results, the achievement of each school, which in terms of the curriculum evaluation. Based on the outcomes of university entrance exam, the achievement level of each region can also be evaluated. According to the 2012 university entrance exam results out of 81 cities in Turkey. Gaziantep was among the least successful, ranked number 76 in mathematics and Turkish Language test results. The city of Gaziantep is located in the Southeast Anatolia region. The latest PISA 2009 results show that among the OECD countries, Turkey is the last but third in the list after Chile and Mexico. Again, according to 2009 PISA results, the Southeast Anatolian region is at the bottom among the other regions of Turkey in terms of reading competencies. The purpose of the present study is to investigate the reading habits of the Turkish Language teachers working in elementary and secondary schools in Gaziantep because these teachers have great influence on the development of reading proficiency of students. To collect the data, a questionnaire based on the components of reading comprehension was given to 407 teachers working in elementary and secondary schools. The collected data were interpreted through percentages and Chi-Square. The result of the study shows that reading habits of teachers differ in accordance with the socio economic level and education level of teachers{\textquoteright} parents, socio economic level of parental education and socio economic level of the family, time devoted to reading-and level interpreting what is read.},
	keywords = {efficiency of recognizing words, fluent reading, reading habits},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.54.112 },
	url = {http://oaji.net/articles/2014/457-1420054465.pdf},
	author = {Y.G{\"u}rcan   {\"U}ltan{\i}r}
}
@article {497,
	title = {THE CHALLENGES OF HEALTH EDUCATION: FINNISH STUDENTS{\textquoteright} PERCEPTIONS OF HOW TO CHERISH HEALTH},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {91-103},
	abstract = {Youngsters{\textquoteright} health is widely studied from various points of view but a holistic approach to health has been minimal. The purpose of this research was to study general upper secondary education students{\textquoteright} health knowledge and perceptions of health by analyzing their answers concerning the subject of health education in the general studies battery of tests in the Finnish matriculation examination. The sample of the research consisted of 611 essays that were the test answers in health education in 2007. The essays covered altogether eight questions about health education. 81 candidates for the spring 2007 matriculation examination and 60 candidates for the fall 2007 matriculation examination participated in this research; altogether 141 candidates. The research approach was phenomenological-hermeneutic. The data was analyzed through qualitative content analysis. According to the results, students recognized people{\textquoteright}s responsibility for their own health. They disapproved especially those who consciously neglect their health. According to the findings, it seemed evident that health education as a subject should be further developed so that it supports youngsters{\textquoteright} health appreciation and ability to make health-promoting choices in life. This decade sets special challenges to health education in schools, and therefore, it is important to listen to the youth{\textquoteleft}s opinions and perceptions of health in order to, for example, develop curriculum planning.},
	keywords = {general upper secondary education, health education, matriculation examination},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.51.91},
	url = {http://oaji.net/articles/2014/457-1419346482.pdf},
	author = {Maija   Rask and Kaarina   M{\"a}{\"a}tt{\"a} and Satu   Uusiautti}
}
@article {510,
	title = {DEVELOPMENT OF AN OBJECTIVE STRUCTURED SKILL EXAMINATION IN PHYSIOLOGY EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {84-91},
	abstract = {The efficacy of objective structured skill examination (OSSE) was evaluated as a new and useful examination. The second grade students at Kinki University Faculty of Medicine were prospectively eligible. Students took problem-based learning (PBL) tutorials in addition to classroom lectures and laboratory practice in each session. The sessions were on: cardiac, circulation, hematological, and renal systems. At the end of each session, students took the paper examination as a part of conventional evaluation. After all sessions, OSSE was performed to evaluate the students{\textquoteright} performance. The technical skills evaluated in OSSE were as follows: electrocardiogram recording, blood pressure measuring, use of centrifuge, pipette technique, hematocrit measurement, urinary specific gravity determination, and measurement of urine volume. One order sheet and the experimental apparatus for OSSE were positioned at each station and students terminate the maneuver in 2 min. The score from OSSE was compared to that from the conventional evaluation. Significant positive correlation was not observed. More than half of the students considered OSSE to be meaningful. In conclusion, we developed a new structured examination to objectively assess the students{\textquoteright} technical skills in laboratory practice.},
	keywords = {curriculum reform, laboratory practice, objective structured skill examination},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.84},
	url = {http://oaji.net/articles/2014/457-1419412840.pdf},
	author = {Osamu   Matsuo and Koji   Matsuo and Naoyuki   Kawao and Yukinori   Tamura and Masato   Yano and Kiyotaka   Okada and Nobuo   Nagai and Shigeru   Ueshima}
}
@article {794,
	title = {COMPARATIVE TEACHING EXAMPLE RELATED TO COURSE ACTIVITIES DEVELOPING TRANSFER SKILL IN PROBLEM SOLVING IN ELEMENTARY SCHOOL PROGRAMS IN SOUTHEAST ANATOLIA REGION},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {148-156},
	abstract = {As of 2004-2005 school year, principles of constructivism have been adopted to a great extent in the education system of Turkey. In the present study, the lessons were video recorded in order to observe the activities to develop the transfer skills used in problem solving by the students attending 4th and 5th grades of elementary schools in Tarsus province of Icel in Southeast Anatolian Region. Moreover, lessons were also video recorded in order to observe the problem solving behaviors of the 6th grade Turkish students attending Turkish language lessons given by a Turkish teacher in Linden province of Hannover in Germany. The lessons given in Linden and Tarsus were compared in terms of {\textquotedblleft}environment and process{\textquotedblright} through tables. It was concluded that the environmental conditions existing in the elementary school in Southeast Anatolian Region are not suitable for constructivist applications and here, it was observed that direct instruction model was continuously in use. On the other hand, at the school in the Linden region, while transfer skills necessary for real life are being developed, {\textquotedblleft}asking question and discussion{\textquotedblright} behaviors are also gained.},
	keywords = {direct instruction model, flexible knowledge, self-explaining},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.148},
	url = {http://oaji.net/articles/2014/457-1415392785.pdf},
	author = {Y. G{\"u}rcan   {\"U}ltan{\i}r}
}
@article {804,
	title = {ERGONOMIC CULTURE OF STUDENTS AS COMPUTER USERS},
	journal = {Problems of Education in the 21st Century},
	volume = {49},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {81-94},
	abstract = {The use of computer as an important educational tool throughout the world is increasing with every year and Latvian schools is no exception. Currently there are some important topical issues in pedagogy, as well as in school ergonomics: student{\textquoteright}s work posture, time spent at the computer, health friendly work organization on the computer, etc. This paper presents a pilot survey data collected in grade 5-12 (a total of 507 respondents) in several Latvian schools in the school year 2010/2011.
 Computer usage among school children more deviates to the side of the computer use as a tool for entertainment, thereby reducing the proportion of computer use for educational purposes. However, the total time spent on the computer is likely to increase, therefore, it is especially important to obtain high level ergonomic culture skills as a necessary condition for health friendly work organization at the computer.},
	keywords = {ergonomics, use of computer},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.49.81},
	url = {http://oaji.net/articles/2014/457-1419345330.pdf},
	author = {Janis  Gedrovics and Inese  Urpena}
}
@article {793,
	title = {THE FACTORS AFFECTING CAREER GUIDANCE AND CURRENT STATUS OF CAREER GUIDANCE SERVICES IN TURKEY},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {135-147},
	abstract = {The purpose of the present study is to investigate the factors affecting career guidance and their reflections of the career guidance services given in the country. Based on a literature review, it is known that career guidance services can be a part of economic and social development. In the present study, these factors are analyzed under these headings as the structure of the region, economic conditions (labor force of the country and employment), historical and socio-cultural factors (family structure, changing values) and educational factors. Moreover, it is emphasized that the country is the only secular country and only candidate for the European Union membership among the Muslim communities. After drawing a framework with these factors, the state of the country in guidance services and its reflections abroad were investigated. It is of great importance to draw the attention to such issues in Turkey and to develop {\textquotedblleft}career guidance programs{\textquotedblright} as in developed countries.},
	keywords = {career guidance, economic conditions, influential factors},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.135},
	url = {http://oaji.net/articles/2014/457-1415392726.pdf},
	author = {Emel   {\"U}ltan{\i}r}
}
@article {791,
	title = {FAILING IN BASIC SCHOOL: DISCOURSES OF EXPLANATION},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {117-126},
	abstract = {Discourse study was aimed to analyse the methodolody of educational research concerning problems of failing in basic school. There the gender discourse appeared as a substantial issue, while remarkable differences between boys and girls are revealed by official statistics and educational studies. 
 The sustainability of a society with such a gender imbalance in education is at risk, since the educational choices will influence choices in the labor market and in lifestyle in broader terms. It is therefore important to look for explanations for gender differences in education (coping strategies, achievement, etc.). In line with the theories of multiple masculinities can be argued that looking at the so-called failing boys as a homogenous group will not take us very far in understanding the underlying reasons for the causes of failing. If the coping at school is related to the gender, then the solution of the problem has to be derived from the gender differences too, but this kind of thinking would connote to the gender stereotypes. 
 Thus, a historical overview of educational research carried out in Estonia in the last century is provided, focusing on the discourse of gender in the educational science. There are different periods pointed out in relation to the focus in studies of academic success: there have been years, when the boys{\textquoteright} results in academic skills were higher than girls{\textquoteright} results; problems of health and social relations have been treated in different way during different periods. Content analysis of the studies concerning gender issues will be the basis for the discussion, and special attention will be given to the research of pupils{\textquoteright} lifestyle.},
	keywords = {essentialist vs. sociocultural approach, lifestyle, multiple masculinity},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.117   },
	url = {http://oaji.net/articles/2014/457-1415392626.pdf},
	author = {Mare  M{\"u}{\"u}rsepp and Anne Uusen}
}
@article {717,
	title = {INCLUSIVE TOLERANCE AS A BASIS OF PROFESSIONAL COMPETENCE OF PROSPECTIVE TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {21-32},
	abstract = {The article describes the results of the comparative analysis of tolerance as a basis of professional competence of prospective teachers, whose professional activity can be carried out under the conditions of educational integration or/and inclusive education. The research purpose is to study tolerance among first-year and senior pedagogues, which makes it possible to discuss determinacy of the formation process of inclusive tolerance by the content of pedagogical education in the comparative (the first-year and senior students of the department of pedagogy) aspect.
 The study of inclusive tolerance of prospective teachers has been carried out using a set of standardized methods adapted to the conditions of the research purpose. Thus, the stimulus material of the methods included the questions among many others the answers to which implied the expression of attitudes towards children/persons with special needs.
 The obtained results show, that the actual formation level of inclusive tolerance of the students of pedagogical specializations do not permit to determine their professional competence as sufficient in professional realization under the conditions of inclusive education. The paradoxicality of the obtained results consists in the fact, that in general the indices characterizing the formation level of inclusive tolerance decrease from the first to final years. This fact enables to state, that the content of pedagogical education does not have strong enough influence on the formation of this professional quality.},
	keywords = {children with special needs, inclusive education, inclusive tolerance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.43.21},
	url = {http://oaji.net/articles/2014/457-1410007067.pdf},
	author = {Vera   V. Khitruk and Olga A.   Ulianova}
}
@article {799,
	title = {LITERACY MATTERS {\textendash}THE 21ST-CENTURY CHILDREN{\textquoteright}S OPINIONS ON THE SIGNIFICANCE OF LITERACY},
	journal = {Problems of Education in the 21st Century},
	volume = {49},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {27-39},
	abstract = {Although teaching of reading skills and the prerequisites of literacy are extensively studied, children{\textquoteright}s opinions on learning to read are not. The aim of this research was to reveal children{\textquoteright}s opinions on learning to read at the time they start school. Forty-three children (23 girls, 20 boys), aged six and a half years, were interviewed preceded by measurements of their level of literacy. Children were divided into three groups: the good readers (n= 8, 19 \%) who were able to read easy texts; the ones who recognized some words (n=16, 37 \%) or letters but were not exactly able to read; and the non-readers (n=19, 44 \%) who recognized some letters but were not able to read words. Data were analyzed with the phenomenographic method. Learning to read appeared as a surprising and pleasant experience, but also demanding. School entrants showed strong belief and trust in their own abilities to learn to read and were careful and realistic when evaluating them. A challenge of today{\textquoteright}s teaching is to pay attention to all children with their various skills and learning perceptions to secure each individual child{\textquoteright}s learning, especially when instructing them with new methods and means. Multiple literacies are considered necessary for succeeding in the postmodern world.},
	keywords = {children{\textquoteright}s perceptions, learning to read, reading comprehension},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.49.27},
	url = {http://oaji.net/articles/2014/457-1419345063.pdf},
	author = {Kaisa   Kiiveri and Kaarina   M{\"a}{\"a}tt{\"a} and Satu   Uusiautti}
}
@article {737,
	title = {NEW STRUCTURES IN PUBLIC EDUCATION CENTERS IN TURKEY},
	journal = {Problems of Education in the 21st Century},
	volume = {44},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {92-100},
	abstract = {The purpose of this study is to determine what kind of reform will be provided by the General Directorate of Lifelong Learning, which was reconstructed in 2011, in their education policy based on theories of adult education in Public Education Centers such as {\textquotedblleft}adult educator qualifications{\textquotedblright}, {\textquotedblleft}content formation{\textquotedblright}, selection of methodology in teaching courses{\textquotedblright} and {\textquotedblleft}achievement evaluation{\textquotedblright}. This research has questioned some dimensions of education programs, in the Ministry of Education with some of the provinces of Ankara and Mersin Public Education Centers. Open ended question survey was applied to collect the data. The result of the research shows that the content of the program comes from the center as a modular program. There is no training center for adult educators in Turkey. Teachers coming from different academic ranks and instructors specialised in their fields give courses in these institutions. Their teaching methods are compatible with pedagogy. Test type exams are applied. Moreover, like the other newly EU participant countries, Turkey has accepted Life Long Learning programs without preliminary preparations.},
	keywords = {adult education, andragogical model, public education center},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.44.92 },
	url = {http://oaji.net/articles/2014/457-1413726977.pdf},
	author = {Gurcan   Ultanir and Emel   {\"U}ltan{\i}r}
}
@article {805,
	title = {СOMPUTER VIZUALIZATION IN MATHEMATICS EDUCATION AS A PRACTICAL EDUCATIONAL TASK},
	journal = {Problems of Education in the 21st Century},
	volume = {49},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {95-103},
	abstract = {The appearance of up-to-date computer technologies extended the application of visualization in mathematics itself as well as in mathematics education drastically. In a number of recent studies the problem of design of technological tools, capable of fostering the students{\textquoteright} mathematical thinking has been discussed hotly. Taking into consideration the primary importance of dynamic visualization (DV) in educational multimedia it is necessary to state that the creation of didactically efficient DV becomes an independent and the urgent educational task.
 Methodically grounded realization of dynamic connection between representations of mathematical objects, design of auxiliary visual elements and effects, as well as highlighting of significant objects and relations are prerequisites of potential DV efficacy. While interacting with DV a student can realize how a certain mathematical construction is {\textquotedblleft}built{\textquotedblright}, detect essential connections between its elements, and in the long term comprehend the underlying mathematical ideas and concepts. 
 The key advantage of DV in comparison with static vizualization is in the fact that DV gives the opportunity to have a good look at a genesis of a new mathematical object in its dynamics, and to explore the connections between graphical representations without necessity to perform labor-consuming calculations, which gives the possibility to concentrate students{\textquoteright} attention on conceptual aspects of a studied mathematical objects.
 In teaching DV can be used both as an additional tutorial visualizing some elements of knowledge and as a dominant one influencing significantly all the other components of a methodological system. The latter can include for example software {\textquotedblleft}analogue{\textquotedblright} of the physically existing artefact {\textendash} positional abacus. In any case the teacher acquires the opportunity to create new in their essence, often nontrivial didactical tasks with DV employment. 
 
},
	keywords = {computer technologies, mathematics education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.49.95},
	url = {http://oaji.net/articles/2014/457-1419345391.pdf},
	author = {Sergey   Sergeev and Maria   Urban}
}
@article {587,
	title = {BARRIERS IN THE INTEGRATION OF ICT AT THE SCHOOL FOR THE HANDICAPPED},
	journal = {Problems of Education in the 21st Century},
	volume = {33},
	year = {2011},
	month = {August/2011},
	type = {Original article},
	chapter = {92-110},
	abstract = {Before developing action plans for effective information and communication technologies (ICT) integration, it is important to determine and overcome the barriers encountered in the teaching-learning process of the educational institutions. Therefore the purpose of this study is to determine the barriers experienced in the process of ICT integration at the School for the Handicapped (SfH)- the only school in Turkey that gives vocational higher education to hearing impaired students. The study was carried out with the qualitative case study at the SfH in the academic year of 2007{\textendash}2008. The participants of the study were all from the SfH, 60 hearing-impaired students, 21 faculty members and 3 administrators. The data were collected through the participant observations. Interviews, open-ended questionnaires, researcher{\textquoteright}s journal, documents, archival records and artifacts were compiled and analyzed inductively. Among the findings obtained in the study, the barriers experienced in the process of the ICT integration were the problems experienced by administrators, by the faculty members and by the students. The barriers experienced in the process of ICT integration by the participants at the SfH were found to be in relation to technical problems, technical support problems and problems based on lack of knowledge. The data have been discussed in the light of the related literature. },
	keywords = {case study, hearing impaired, participant observation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.33.92},
	url = {https://oaji.net/articles/2014/457-1406576416.pdf},
	author = {Sema  Unluer}
}
@article {594,
	title = {HOW TO DEVELOP INDIGENOUS PEOPLES{\textquoteright} EDUCATION? ISSUES AND SOLUTIONS OF S{\'A}MI EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {34},
	year = {2011},
	month = {October/2011},
	type = {Original article},
	chapter = {34-49},
	abstract = {This research presents today{\textquoteright}s educational challenges of one indigenous people: the S{\'a}mi. The data was collected by school ethnography in Norway during 2001-2007 in six S{\'a}mi schools. In spite of the many centuries{\textquoteright} educational efforts, the S{\'a}mi have not managed to form their own school culture because the current school system has been imported in the S{\'a}mi areas by outsiders, namely western educators and missionary workers. S{\'a}mi education relates to a whole new dimension at a time when Norway is engaged in another S{\'a}mi primary school education reform, while in other countries inhabited by the S{\'a}mi people{\textemdash}Finland, Sweden, and Russia{\textemdash}the situation is much more challenging. In this study, results concerning the history-bound and practical problems of S{\'a}mi education are introduced. Based on the results, it will be discussed how teacher education should be developed and what issues should be paid attention to in order to develop S{\'a}mi education. },
	keywords = {indigenous people, primary school education, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.34.34},
	url = {https://oaji.net/articles/2014/457-1406611925.pdf},
	author = {Pigga  Keskitalo and Kaarina   M{\"a}{\"a}tt{\"a} and Satu   Uusiautti}
}
@article {655,
	title = {SCHOOL PREVENTION AGAINST SUICIDAL BEHAVIOUR ON THE BASIS OF DATA INCLUDED IN GOOD-BYE LETTERS OF MINOR SUICIDES},
	journal = {Problems of Education in the 21st Century},
	volume = {38},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {105-121},
	abstract = {This article tackles the issue of reconstructing the circumstances of suicides committed among adolescents aged 14,15 and 17, on the basis of analysis of good-bye letters and the discourse of life stories of individual cases. The presented research procedure focuses on capturing linguistic categories conveyed within the statements of young suicides{\textquoteright} good-bye letters. Abstracting adequate linguistic categories from the entire content has been combined with analysis of their meaningfulness and context in entire statement, hence enabling reconstruction of the interpretation applied by the young suicides while perceiving themselves and the reality around. The methodology implied model of hermeneutic analysis of statements with additional usage of categorizing affiliation method. Conclusions from the research are of practical value, contributing to the issues of early prevention under circumstances of suicidal behaviour, constituting relevant source of practical knowledge for teachers and tutors. The research into young suicide{\textquoteright}s statements provides material which may in its practical dimension establish aspects crucial for school discussions facilitating expressions of own interpretation and judgments, as well as making teachers aware of various signals sent out by the pupils. The research results embrace linguistic categories expressed in letters, with presentation of their description and the context. Concurrently those constitute clear information about inadequate ways of interpreting the reality, additionally revealing number of similarities in communication patterns among the suicides. },
	keywords = {good-bye letter, prevention, suicide},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.38.105},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=971792},
	author = {Arkadiusz  Urbanek}
}
@article {586,
	title = {TECHNOLOGY USE FOR COLLABORATION IN BLENDED LEARNING},
	journal = {Problems of Education in the 21st Century},
	volume = {33},
	year = {2011},
	month = {August/2011},
	type = {Original article},
	chapter = {83-91},
	abstract = {E-learning traditionally is seen as individually oriented learning. The main effort was on creation of effective learning materials. Development of information and communication technologies (ICT) is bringing new possibilities for e-learning mainly on the area of collaboration. The idea of collaborative learning in e-learning becomes more popular. The main question for research is - is it possible or appropriate to use technology for collaborative learning in blended-learning settings at Liepaja University. Research based on partly structured interviews with lecturers about their experience and future view of usage of ICT as a tool for collaborative learning. Case studies of e-learning part of blended learning shows that lecturers still using e-learning tools mainly for content delivering. And for the future they still see e-learning as tool to make learning materials available. },
	keywords = {blended learning, collaborative learning, e-learning, higher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.33.83},
	url = {https://oaji.net/articles/2014/457-1406576325.pdf},
	author = {Lasma  Ulmane-Ozolina}
}
@article {624,
	title = {WHEN A CHILD{\textquoteright}S EMOTIONAL COPING FAILS},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {37-50},
	abstract = {The aim of this research is to increase understanding about children{\textquoteright}s emotional coping and to support teachers{\textquoteright} work on enhancing children{\textquoteright}s readiness to handle challenging social situations at school. Emotional coping skills are important to human beings{\textquoteright} success and wellbeing and the basis for these skills is built already in early childhood. In this research, various interactive learning activities were planned and carried out in the classroom and the measures of emotional coping were created. Nine pupils aged between seven and eight who had problems with their emotional coping were selected as the research participants. Their forms of emotional coping, development and teaching were observed and the pupils{\textquoteright} self-evaluations were collected during the study year 2006-2007 in interactional classroom situations that involved mathematical problem-solving tasks. As a result, six various forms of emotional coping were found, which exemplified either constructivist, operational, or emotional coping. Results showed that pupils{\textquoteright} individual emotional coping can be illustrated through various mathematical reasoning and problem-solving tasks in stages. Familiarizing oneself with the various forms of emotional coping contributes to the teacher{\textquoteright}s abilities to enhance students{\textquoteright} emotional coping to survive and direct their emotions when the goal is to develop toward emotional directedness.},
	keywords = {child research, emotional coping, emotional intelligence, primary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.36.37},
	url = {https://oaji.net/articles/2014/457-1408435013.pdf},
	author = {Eeva-Liisa  Peltokorpi and Kaarina   M{\"a}{\"a}tt{\"a} and Satu   Uusiautti}
}
@article {407,
	title = {BIOLOGICAL OBJECTS REFLECTED IN THE VERBAL ASSOCIATIONS OF BULGARIAN TEENAGERS},
	journal = {Problems of Education in the 21st Century },
	volume = {22},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {16-24},
	abstract = {The article aims to introduce the reader with the results from the second part of a survey on the concept of {\textquotedblleft}Nature{\textquotedblright} in the minds of 13-year-old Bulgarian students. This time, we focus on the question: What biological objects and knowledge are reflected in the verbal associations of the students? 
The method of study used is a chain associative experiment carried out following the S (stimulus) {\textendash} Ri (reactions) pattern. Each participant is required to write down the first 7 words that come to their mind when the word "nature" is pronounced. 1400 reactions are used to reconstruct the associative fields objectifying the conscious and unconscious layers of the cultural concept of {\textquoteleft}nature{\textquoteright} in the linguistic consciousness of the participants (100 students in the 6th and 100 students in the 7th grade). We analyze 988 words-reactions that have connection to the biological aspects of the concept of {\textquotedblleft}Nature{\textquotedblright}.
 We have also described how the associative experiment became a stimulus for organizing a competition for best painting and essay on the subject of {\textquotedblleft}Me and Nature{\textquotedblright} at a school in Sliven.},
	keywords = {associative experiment, knowledge in biology, the concept of {\textquotedblleft}Nature{\textquotedblright}},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400514737.pdf},
	author = {Yordanka Dimova and Margarita  Panayotova and Darina  Uzova}
}
@article {403,
	title = {ORTHOGRAPHIC SKILLS AND TEACHING ORTHOGRAPHY IN LIGHT OF THE RENEWED ESTONIAN LANGUAGE SYLLABUS},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {170-184},
	abstract = {The National Curriculum is a document that prescribes the bases of teaching. All the issues in the National Curriculum are compulsory for each teacher. The issue of spelling skills in the curriculum has always had an active feedback, either positive or negative, among mother tongue teaching specialists in Estonia. Therefore, before starting the next curriculum reform, it is reasonable to analyze former versions and to research what is actually fulfilled or not in the real school life. 
The modern viewpoint of teaching spelling, described by keywords such as the usage of language and focusing on the text, is the basis of renewing the syllabus of mother tongue in Estonia. It means that orthography is taught and evaluated from the basis of informal teaching approach or in other words, by taking into account the language using situation and/or the language using purposes in teaching orthography. It has a clear and convincing scientific basis and ground, which is described also in the current article. 
Strong scientific ground and the results of studying the writing skills in students{\textquoteleft} independent pieces of writing gave a foundation to claim that the curriculum reform team in Estonia is on the right path. The results of the study also confirmed that orthographical skills and knowledge are acquired more effectively and consciously, when they are learned in the environment, where they are really needed or in other words, connected with the process of writing texts. The fact that the most frequently used words are written correctly even at the end of the first stage of compulsory school, makes it possible to draw more attention to teaching syntax, punctuation and writing different texts in different purposes at the 2nd stage of compulsory school. },
	keywords = {native language pedagogy, writing skills},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400136237.pdf},
	author = {Anne Uusen and Mare  M{\"u}{\"u}rsepp}
}
@article {379,
	title = {READING ACTIVENESS AND READING PREFERENCES OF THE 6TH GRADE STUDENTS OF BASIC SCHOOL IN ESTONIA},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {135-145},
	abstract = {Reading skills, reading interest, understanding of text and other aspects connected with reading have been researched quite a lot during the last decades in Estonia. A number of studies have reached the conclusion that basic school students in Estonia are rather good readers. However, teachers often claim that teenagers tend to read less and less and also in newspapers there are complaints about bad reading skills of youngsters. One of the reasons of the above mentioned attitude is that we tend to define the concept of reading differently and if somebody complains because of students{\textquoteright} low reading interest, he/she mostly refers to reading belles-lettres or fiction. 
Living in the 21st century demands much more from teenagers as readers than it did in the past century and many well-known reading researchers stress the need to be able to properly do our jobs, and simply, to live and manage an everyday life. In these two areas we need to be able to understand what all kinds of written messages are about.
 The content of the broader meaning of reading and the concept of reading literacy is discussed in the current article. Also an overview of the results of the study about reading activeness and reading preferences, the goal of which was to find out what kind of texts are authentic for the students and to start a larger study for analyzing the amount of time teenagers spend with reading, what they read etc., is given in this article. 
Based on the results of the study it became evident that students read quite a lot, but they rather read newspapers and magazines than belles-lettres or fiction. The most frequent texts that students read in the newspapers are news. Also comic strips, TV-programs and book reviews are read rather often. A positive finding was that a large proportion of students read belles-lettres quite often. 
The results of the conducted questionnaire provided the basis for improving and completing the questionnaire for a larger study as well as food for thought about broadening the assortment of reading materials for students and for making Estonian language lessons more pragmatic as well. },
	keywords = {reading activeness, reading literacy, reading skills},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400134678.pdf},
	author = {Anne Uusen}
}
@article {194,
	title = {CHANGING TEACHERS{\textquoteleft} ATTITUDE TOWARDS WRITING, TEACHING OF WRITING AND ASSESSMENT OF WRITING},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {100-108},
	abstract = {Writing is the most visible and probably therefore the most criticized product of education, but often the teacher has not declared to him/her what is the essence of writing and what are the main goals of teaching and assessing writing. Usually, when teachers in Estonia claim about students{\textquoteleft} bad writing skills, they often mean spelling, which is actually only one element of writing. The present article is going to introduce the research, which goal was to convince teachers, that creating text is a complex process, which involves paying attention to numerous factors: choice of words, syntax, message, peculiarities of different text forms, language usage etc. Therefore analytical assessment is described more closely in named above research paper and in this article, with hoping to encourage teachers to use it more systematically and consciously. Analytical assessment model, worked out for the research and used for assessing 740 pupils written texts, gave complex information about pupils writing skills, from what brief overview will be presented in the current article. The fact, that all pupils had their strong sides and weaknesses, confirmed complex nature of writing and proved, that for assessing pupils writing skills we need to assess many aspects of writing, not only spelling and/or content. },
	keywords = {analytical assessment model, analytical assessment of writing, writing skills},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315647.pdf},
	author = {Anne Uusen}
}
@article {205,
	title = {CHEMISTRY FOR SOCIETY: NEW EMPHASIS IN EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {21-27},
	abstract = {In 2007 the cooperation between the Department of Teaching and Didactics of Chemistry, Faculty of Science, Charles University in Prague and the German members of the project CITIES (Chemistry and Industry for Teachers in European Schools) was established. This paper presents information on the results of the cooperation and on a practical laboratory course developed for the further education of European chemistry teachers. According to the aims of the CITIES project, the new experiments presented in the course focuse on the connections between chemical industry and the school chemistry education and on the contributions of chemistry to the whole society. The course was realized for two groups of Czech secondary school chemistry teachers and the evaluation data were obtained from the questionnaire prepared by the German colleagues.},
	keywords = {chemistry experiment, science education},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=886197},
	author = {Hana B{\"o}hmov{\'a} and Eva Urv{\'a}lkov{\'a} and Renata {\v S}ulcov{\'a}}
}
@article {219,
	title = {A COMPARATIVE ANALYSIS OF EARTH SCIENCE EDUCATION IN ELEMENTARY SCHOOLS IN TURKEY AND IN THE USA},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {170-182},
	abstract = {Research in education gives initiatives to countries evaluate and modify their curriculum. Large-scale international assessments such as TIMSS usually inspire these curriculum reforms by that countries compare the results of large-scale assessments with other countries{\textquoteright} scores. Domestic practices also need to be considered for the educational reforms because domestic practices can picture education systems very clearly that international studies might not be able to detect. To make better curriculum decisions both the domestic practices and the large-scale international assessments need to be evaluated together. As a result, local implementations of specific content might be very informative to improve the curriculum of other countries. The purpose of the current study is to compare earth science education in Turkey and in the USA in elementary school levels and identify the characteristics of the instructional practices in order to make suggestions to improve earth science education. },
	keywords = {comparative analysis of educational systems, earth science, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392409111.pdf},
	author = {Sedat U{\c c}ar}
}
@article {316,
	title = {COMPARISON OF THE USAGE OF ICT AMONG SOME COMPULSORY SUBJECTS IN THE SLOVENIAN PRIMARY SCHOOLS},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {39-48},
	abstract = {The ICT occupies a central position both in the knowledgeable information society and in the development strategies of education systems. The ability of working with knowledge, technology and information is one of the three key competences determined by the European Common Principles for Teachers{\textquoteright} Competences and Qualifications, as well as one of the eight key competences for lifelong learning as provided by the European Qualification Framework. Comparison with EU shows that Slovenian schools have, despite highly motivated teachers for using the ICT as well as good equipment and broad band internet access, quite low usage of ICT for instruction in general. Hence, it is a challenge to study the use of ICT for the instruction of some compulsory subjects in the Slovenian schools. 
Our research involved 468 pedagogical workers. Teachers of lower grades classroom teaching level with higher education prevailed. The questionnaire they answered, and which was verified by the factor analysis and Cronbach coefficient alpha in regard to the measurements characteristics, was a combination of numerical rating scales and some open ended and closed questions. The results have shown that computer programmes are used the most for the instruction of mathematic and Slovenian language and the least for musical education. Similar results were obtained for the use of internet sites, which are used the most for teaching Slovenian language, as well as for teaching mathematics and the least for teaching music. The reasons could be found in the shortage of adequate didactic materials and weak equipment of classrooms. 
The results on the relations among the above mentioned subjects concerning the use of ICT are quite interesting, too. We discovered a positive and a statistically significant correlation, which is the highest between the subjects of Slovenian and mathematics and the lowest between the subjects of mathematics and music},
	keywords = {mathematics, music instruction, primary school},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399914337.pdf},
	author = {Majda  Cenci{\v c} and Mara  Coti{\v c} and Vida  Udovi{\v c} and Bogdana  Borota}
}
@article {331,
	title = {EFFICIENCY OF POWERPOINT PRESENTATION AS A COMPONENT OF SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {203-211},
	abstract = {In recent years, information and communication technologies have been used in the educational process, including teaching of natural sciences. It is generally assumed that these tools have positive effect on the motivation and activation of pupils. However, there has not been much research focusing on the effect these new educational means and methods might have on the learning process in pupils, the position of teachers and on the real performance of pupils. For the above mentioned reasons, the research work which is dealt with in this article aims at eliciting the efficiency, advantages and disadvantages of the use of ICT, namely PowerPoint presentations, in different components of educational process in the field of natural sciences. The research focuses not only on the creation of presentations as didactic tools, but also on finding the optimal, most purposeful and most effective way to use presentations in the educational process. The article summarizes results so far yielded by the research which includes several years of work focusing on the production of didactic presentations and on the feed back from teachers and pupils. These efforts allow defining difficulties involved in the use of presentations, offering remedies and testing all the findings in practice.},
	keywords = {effectiveness of teaching, questionnaire investigation, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399915449.pdf},
	author = {Kl{\'a}ra  Urbanov{\'a} and Hana  {\v C}trn{\'a}ctov{\'a}}
}
@article {254,
	title = {PHYSICAL AND MOTORIC DEVELOPMENT OF CHILDREN IN YOUNGER SCHOOL AGE PARTICIPATING IN EXERCISES OF CORRECTIVE GYMNASTICS},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {110-114},
	abstract = {In contemporary school, children more and more frequently appear with different faulty postures. This phenomenon is still dangerously expanding because XXI century civilization changes in our lifestyle encourage them to be non active. Children spent more time watching TV and using computers than participating in physical exercises. In Polish schools, at classes{\textquoteright} I-III, children with faulty postures participate in obligatory corrective gymnastics exercises. In this work, the results of research carried out in preliminary schools of West Pomeranian Province are shown. In this research 288 pupils of younger school age (7-12 y.o.) are examined. In this group anthropometrical measurements are collected (body mass and body height) and the level of motoric efficacy is determined by the Test of Physical Fitness (developed by the International Committee on the Standardization of Physical Fitness Tests). The statistical analysis of the obtained results shows the differentiation in levels of physical fitness. This is related to the kind of faulty posture. Lower levels of physical fitness are presented by pupils with over- or underweight of body mass.},
	keywords = {children, corrective gymnastics, motoric development},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393667026.pdf},
	author = {Danuta Umiastowska and Ewa Szczepanowska}
}
@article {47,
	title = {EMPLOYMENT OF SUITABLE DEVICES AND PREPARATION OF EDUCATIONAL MATERIALS FOR PHYSICAL CHEMISTRY EDUCATION AT HIGH SCHOOLS},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {82-88},
	abstract = {The education of physical chemistry at Czech schools is rarely supported by corresponding experiments and hardly any of them reflects the real-life laboratory and industrial practice, where a large scale employment of devices and applications based on physical chemistry methods and phenomena is typical. For example, various types of methods based on interaction of light and matter are widely used for analysis in science and industry (UV VIS, Infra-Red, Atomic Absorption Spectroscopy etc.) and in various commercial applications (optical devices). Plenty of analytical and commercial applications are based on electrochemical phenomena (pH measurements, ion selective electrodes, dry cells etc.). Therefore, it is necessary to introduce the physical chemistry phenomena and related experiments supported by appropriate devices and methods in high schools chemistry curriculum. However, for majority of high schools in the Czech Republic, the price, space requirements and necessity of trained staff are limiting factors for employment of these devices and experiments in physical chemistry education. Solution of the problem is searching for such devices which are relatively cheap, modular, multifunctional and user-friendly with cheap and easy servicing and creating the experiments and educational materials which reflect the phenomena and applications mentioned above. 
To fulfill the task, spectrometer Ocean Optics USB 2000 and multifunctional device Pierron Infraline Graphic have been employed as suitable devices for preparation and testing of variable educational materials and experiments which are focused on introducing the spectroscopy and spectroscopic methods as well as other methods based on physical chemistry phenomena (pH, conductivity) into high school chemistry curriculum. There have been proposed, prepared and tested the educational materials suitable for high school, including PC presentations (MS PowerPoint, OOo Impress), educational texts and work-sheets describing experiments. These are, for example, qualitative and quantitative analysis of dyes in various foods and drinks, natural dyes in herbs, shortened analysis of water (Cl-, NO3-, pH measurements, and conductivity).},
	keywords = {absorption spectroscopy, instrumental experiments at high schools, physical chemistry education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220266.pdf},
	author = {Ivona Trejbalov{\'a} and Eva Urv{\'a}lkov{\'a} and Petr {\v S}mejkal}
}
