@article {1677,
	title = {EFFECTS OF A SHORT COURSE TRAINING PROGRAM ON APPROACHES TO TEACHING IN HIGHER EDUCATION: EXAMPLE FROM CROATIA},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {572-585},
	abstract = {European countries, in accordance with their higher education policy, regulate in various ways the need for additional professional education of higher education teachers. In the Republic of Croatia, despite the recognized need to improve the process of teaching and learning at the higher education level, efforts and activities in this direction are left to the universities.
The main aim of the present study was to examine how the participants of the short course training program on approaches to teaching in higher education in Croatia perceived their own teaching and learning competencies before and after attending the program. University teachers from five higher education institutions in the Republic of Croatia participated in the research. The participants assessed agreement with the statements related to various teaching competencies, important for university teachers, on a 5-point Likert-type scale. The results obtained through research quantitative and qualitative methods indicate that the participants of the short course training program on approaches to teaching in higher education evaluate their own teaching competencies better at the end than at the beginning of the program. The obtained results indicate the importance of formal training and improvement of teaching competencies of university teachers and can serve as an assessment of the expediency of the short course training program on approaches to teaching in higher education at the national level and as a basis for comparison with programs implemented at other European universities.
},
	keywords = {higher education, short course training program, teacher training, university teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.572},
	url = {https://oaji.net/articles/2023/457-1698378984.pdf},
	author = {Bu{\v s}ljeta Kardum, R. and Juri{\'c} Vukeli{\'c}, D. and Lovorka Brajkovi{\'c}}
}
@article {1697,
	title = {TASK DESIGN FOR TEACHING CARDIOID CURVE WITH DYNAMIC GEOMETRY SOFTWARE AND EDUCATIONAL ROBOTICS IN UNIVERSITY PRACTICE},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {840-860},
	abstract = {Considering Gen Z{\textquoteright}s learning needs, primarily focusing on bachelor IT students, a STEAM-based methodology was developed and tested for teaching and learning the principal properties of the cardioid curve. The four-component methodology is based on visuality and combines frontal teaching techniques with educational robotics, dynamic geometry software and project-based learning elements. Interactive learning materials were set up to support independent learning, including tasks which follow the guidelines of recent research on task design. Moreover, a cardioid drawing LEGO robot model was designed and built to visualise the generation process of the curve and to provide first-hand experiences for students. The participants involved in testing the methodology had to solve two homework problems using dynamic geometry software. An assessment system was set up to evaluate students{\textquoteright} solutions. After a statistical analysis of the data obtained, it could be concluded that the four-component methodology is an effective didactic technique to facilitate the learning of the cardioid curve. },
	keywords = {cardioid curve, dynamic geometry software, educational robotics, project-based learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.840},
	url = {https://oaji.net/articles/2023/457-1702996220.pdf},
	author = {Attila K{\"o}rei and Szilvia Szil{\'a}gyi and Ingrida Vai{\v c}iulyte}
}
@article {1532,
	title = {GENDER VARIATIONS FAVOURING MALE STUDENTS IN PERCEIVED NATURE OF LEARNING MOLE CONCEPT },
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {9-29},
	abstract = {A good number of instructional strategies are identified to help students overcome their learning difficulties in the mole concept. However, Ghanaian senior high school students continue to have difficulties in the mole concept. Hence, there was the need to examine the perceived nature of learning the mole concept in the perspectives of male and female students. An explanatory sequential mixed methods design was adopted to collect quantitative and qualitative data. The students, selected through a multistage sampling procedure from four schools, responded to questionnaire and interview guide. Through independent-samples t-test statistics it was established that though students were full of uncertainty about the perceived nature of the mole concept that of males differed from their female counterparts. Hence, chemistry teachers should create learning environment conducive enough for male and female students to overcome their uncertainty in the mole concept.},
	keywords = {chemistry teachers, gender variations, learning mole concept, perceived nature},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.09},
	url = {https://oaji.net/articles/2022/457-1645650423.pdf},
	author = {Kenneth   Adu-Gyamfi and Elikem Vorsah, R.}
}
@article {1485,
	title = {THE DESIGN AND IMPLEMENTATION OF A TEACHER TRAINING PROGRAM FOR IMPROVING TEACHERS{\textquoteright} DISASTER LITERACY: INTERDISCIPLINARY DISASTER EDUCATION PROGRAM (IDEP)},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {781-803},
	abstract = {The interdisciplinary aspect of natural disasters requires their correlation with more than one discipline and orientation for understanding and teaching the inevitable nature of disasters. This study aimed to design a teacher training program called the Interdisciplinary Disaster Education Program (IDEP) and reveal its effect on improving teachers{\textquoteright} natural disaster literacy. Furthermore, teachers{\textquoteright} opinions about program were examined. The mixed-method design was used in the study. The study participants consisted of 36 teachers (science, classroom, and social studies teachers) working on different subjects. Data were obtained using the Natural Disaster Literacy Scale and the survey for the IDEP. The data collected from the scale were analyzed using two-way mixed ANOVA. The qualitative data collected from the survey were subjected to content analysis. The results indicated that the IDEP statistically improved teachers{\textquoteright} natural disaster literacy. Moreover, the survey results highlighted that different instructional activities (experiments, modeling, workshops, rock/soil analysis, coding, augmented reality, and STEM applications, etc.) related to natural disasters contributed to a lot of professional and personal knowledge of teachers, particularly disaster management. },
	keywords = {disaster literacy, interdisciplinary education, mixed method, natural disaster, teacher training program},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.781},
	url = {http://oaji.net/articles/2021/457-1634800239.pdf},
	author = {Ay{\c s}eg{\"u}l {\c S}eyiho{\u g}lu and Ay{\c c}a Kartal and Ahmet Tekbiyik and Sezen Vekli, G. and Birinci Konur, K.}
}
@article {1438,
	title = {STUDENT MISBEHAVIOUR, TEACHER SELF-EFFICACY, BURNOUT AND JOB SATISFACTION: EVIDENCE FROM CROATIA},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {657-673},
	abstract = {Student misbehaviour is an increasing problem of contemporary school. The aim of this research was to examine the extent to which teachers perceive student misbehaviour, how self-efficient they are, how satisfied they feel with support from their environment and with the teaching job itself, and to which extent they experience the burnout syndrome. The research included 603 primary and secondary school teachers in the Republic of Croatia, and it found quite low, but significant negative correlations between student misbehaviour and teachers{\textquoteright} self-efficacy, personal accomplishment, and job satisfaction. Besides, positive correlations between student misbehaviour and teacher burnout were also proven. Statistically significant differences between primary and secondary school teachers were found in their experience of student misbehaviour, dealing with adversities related to student misbehaviour and provided support from expert associates. The results of regression analysis indicate that the overall misbehaviour and satisfaction with help from parents significantly contribute to satisfaction with the teaching profession, and emotional exhaustion and depersonalization lead to decrease of job satisfaction. The results also indicate that demographic characteristics, namely years in service and the type of school, do not contribute to the explanation of neither burnout nor job satisfaction. The implications applicable in practice could relate to the need for preventing student misbehaviour and empowering teachers, regardless of their in-service years and the type of school they work at.},
	keywords = {burnout, classroom management, job satisfaction, quantitative methodology, self-efficacy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.657},
	url = {http://oaji.net/articles/2021/457-1628687525.pdf},
	author = {Tomislava Vidi{\'c} and Marina {\DJ}uranovi{\'c} and Irena Klasni{\'c}}
}
@article {1368,
	title = {STUDENT PERCEPTIONS OF ECUADORIAN VIRTUAL PLATFORMS DURING THE COVID-19 PANDEMIC},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {241-254},
	abstract = {In February 2020 Ecuador declared a health emergency due to the Covid-19 pandemic. On-site classes were suspended. The Ecuadorian university population does not adapt to virtual educational platforms. The objective of the study was to analyse student perception of Ecuadorian educational platforms in higher education during the COVID-19 pandemic. The study was quantitative. The sample was non-probabilistic participatory, consisting of students from different universities in the Province of Chimborazo. For data collection, a questionnaire with four study variables was applied. The results were analysed with T student and MANOVA. There is a positive perception of students using the educational platforms. There were significant statistical differences according to gender variables, contrary to the levels of study and location, there is a greater sympathetic affection of students when receiving virtual classes by female teachers. It can be concluded that the Covid-19 pandemic accelerated the adoption of online learning by higher education institutions. },
	keywords = {Covid-19, Ecuador, education platform, higher education, virtual education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.241},
	url = {http://oaji.net/articles/2021/457-1617434819.pdf},
	author = {Cejas Martinez, M. F. and Navarro Cejas, M. and Venegas Alvarez, G. S. and Proano Rodriguez, C. E. and Mendoza Velazco, D. J.}
}
@article {1267,
	title = {A BIBLIOMETRIC ANALYSIS OF THE USE OF OPEN SOURCE SOFTWARE IN EDUCATIONAL CONTEXTS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {114-128},
	abstract = {Open source software has now become a significant alternative in meeting different needs in business, government and academic environments, such as needs related to economics, management, learning and innovation, among others. The purpose of this research was to examine the research trends and evolution of the field of open source software adoption between 2001 and 2019. The methodology used involved bibliometric analysis of 289 documents obtained through a Scopus extracted search equation, generating indicators of quantity and quality and analyzing the emerging themes in said field of knowledge. The findings of the research include the existence of a strong trend towards research and dissemination regarding open source software, particularly in countries such as the United States, whose institutions and authors demonstrate high levels of productivity and dissemination. There was also evidence of an interest in reducing barriers and encouraging the adoption and implementation of the software in other sectors where its use is still lagging behind. The main conclusion of the research is that the research of open source software adoption focuses on the following topics: innovation, Linux, FLOSS, engineering requirements, risk management, open innovation, the public sector, social network analysis and total cost of ownership. },
	keywords = {bibliometric analysis, information technology, open source software, research trends, technology adoption},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.114},
	url = {http://oaji.net/articles/2020/457-1581495058.pdf},
	author = {Orfa Nidia Pati{\~n}o Toro and Yesenia Acevedo Correa and Alejandro Valencia-Arias and Martha Benjumea-Arias}
}
@article {1326,
	title = {DISTANCE EDUCATION DURING COVID-19: THE PERSPECTIVE OF SLOVAK TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {884-906},
	abstract = {As the new coronavirus SARS-CoV-2 (causing COVID-19) has begun to spread around the world, education has taken the form of distance education from one day to the next. To this day, little is known about distance education during the pandemic period from teachers{\textquoteright} point of view, so the study focused on perception and management of distance education in primary school (primary and lower secondary education) and upper-secondary school (upper secondary education) teachers; and the main aim was to explore the connection between teaching experience, personality traits, and emotions of teachers and their perception and management of distance education during the coronavirus pandemic. The research sample consisted of 379 teachers (89.7\% women) aged 23 {\textendash} 70 years (M = 44.91; SD = 10.38). They completed the questionnaire which consisted of: demographic questions, questions related to perception and management of distance education, the Positive and Negative Affect Schedule and the Big Five Inventory 2. During the pandemic period, the negative emotions of teachers increased while positive emotions decreased; distance education was closely related to emotions (and changes in emotions) and personality; moreover, teachers reported willingness to implement partial changes into their teaching after the pandemic period.},
	keywords = {distance education, negative emotions, personality traits, positive emotions},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.884},
	url = {http://oaji.net/articles/2020/457-1607329450.pdf},
	author = {Ballov{\'a} Miku{\v s}kov{\'a}, E. and Marcela Vere{\v s}ov{\'a}}
}
@article {1328,
	title = {PERCEPTIONS OF TODAY{\textquoteright}S YOUNG GENERATION ABOUT MEANINGFUL LEARNING OF STEM},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {920-932},
	abstract = {The necessity of STEM knowledge is being more widely acknowledged as the priority in the development of education; however, students lack sufficient knowledge and interest in the acquisition of STEM subjects. Therefore, more attention should be paid to the teaching and learning methods that would correspond to the contemporary young generation and that would facilitate meaningful learning of modern students. Performing the survey of 256 students in Grades 10 {\textendash} 12 of Latvia, students{\textquoteright} perceptions on how they understand and interpret their STEM learning and methods used by teachers have been explored. The questionnaire in the QuestionPro e-environment was designed according to the criteria describing meaningful learning considering the peculiarities of the young generation. Respondents{\textquoteright} answers were analyzed with the help of the SPSS program, using the methods of non-parametric statistics. Many representatives of the young generation tend to avoid difficulties which confirms a typical feature of this generation {\textendash} to achieve an immediate result easily and quickly. These students also have a weaker understanding about the importance of STEM that testifies the lack of the learning motivation. The majority of students consider that it is necessary to acquire STEM only at school, failing to connect it with the everyday life. The study describes the national context, yet the presented trends could be significant also on the international level for understanding meaningful learning of STEM.},
	keywords = {meaningful learning, STEM education, teaching/learning methods, today{\textquoteright}s new generation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.920},
	url = {http://oaji.net/articles/2020/457-1607329642.pdf},
	author = {Dagnija  Cedere and Rita Birzina and Tamara Pigozne and Elena Vasilevskaya}
}
@article {1306,
	title = {THE STATUS OF EDUCATIONAL SCIENCES IN VIETNAM: A BIBLIOMETRIC ANALYSIS FROM CLARIVATE WEB OF SCIENCE DATABASE BETWEEN 1991 AND 2018},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {644-662},
	abstract = {Since 2013, Vietnam has implemented a plan to reform the whole education sector. However, there is little understanding on the status of educational research in Vietnam, which may lay the foundation for such plan. Thus, this research aims to analyze the whole picture of educational research from Vietnam, as seen from the Clarivate Web of Science (WOS) database: 215 publications were recorded, ranging from 1991 to 2018. These 215 publications were further analyzed from five perspectives: 1) number of publications by year; 2) research fields and levels of education; 3) top institutions with the highest number of publications; 4) international collaboration; and 5) quality. Some of the most notable results are: 1) the educational sciences in Vietnam have been still under-developed until recently; 2) among different research topics  research among educational sciences, some (e.g., Vocational Education and Training or Early Childhood Education) seemed to be overlooked whereas others (e.g., Higher Education and Teaching and Learning) seemed to receive more attention from educational scholars; 3) all the most major education {\textendash} specialized universities did not appear among the top five institutions with highest number of publications; 4) Australia, Thailand, the USA, New Zealand and China were the countries with the highest number of co-publications with Vietnamese researchers; and 5) The majority of publications belonged to low-ranked journals. Implications would be withdrawn for Vietnamese policymakers, education leaders, educational researchers and teachers in order to adjust their policies and/or action plans; thus, enhancing the performance and impacts of educational research in the future.},
	keywords = {academic database, bibliometrics analysis, Clarivate WOS, educational sciences, international publishing, Vietnam},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.644},
	url = {http://oaji.net/articles/2020/457-1596902896.pdf},
	author = {Quan-Hoang Vuong and Minh-Trang Do and Thi-Van-Anh Pham and Thi-An Do and Phuong-Thuc Doan and Anh-Duc Hoang and Thu-Hang Ta and Quynh-Anh Le and Hiep-Hung Pham}
}
@article {1216,
	title = {THE FORMATIVE RESEARCH OF ECUADORIAN UNIVERSITY TEACHING STAFF},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {364-378},
	abstract = {University research is the way in which lecturers can perceive, analyze and be illustrated about unknown topics or something that has been omitted and that is why it is important and is the key in the academic researcher{\textasciiacute}s life, the gathering of information, the analysis and the search for a solution to an existing or detected problem. This research includes three phases: the first, where the search, collection and data analysis is proposed; the second, where models of teacher formation and theorization are included and the third, where the final idea of formation of university researchers and lecturers is proposed. This research was developed from a qualitative perspective, since it is implemented in an epistemic conceptualization that corresponds to its nature, highlighting the interest of deepening the intuition of the object research. As key informants, the participation of 15 (fifteen) lecturers from different universities of Ecuador is highlighted. The constant comparison of theories and grounded theory was applied for the analysis of the subtracted data, in order to make a theoretical approach through the emerging categories and sub-categories, through the operating software Atlas.ti version 8; with the aim to contribute to the theoretical and methodological basis. The subcategories were derived: professional teaching function and novel teaching profile. The conclusions mention the idea or model of formation for higher education teaching staff. It also mentions the importance of improving the formation of lecturers through scientific research to promote knowledge and strategies that require the need to theorize, produce and increase the level of thinking.},
	keywords = {complex thinking, continuous research, educational innovation, educational theory, formation of teaching staff, university education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.364},
	url = {http://oaji.net/articles/2019/457-1561382097.pdf},
	author = {Mendoza Velazco, D. J. and Irma Abrigo C{\'o}rdova and Janela Romero Ch{\'a}vez and Fredy Cueva Bravo and Magda Francisca Cejas}
}
@article {1241,
	title = {TEACHERS{\textquoteright} VIEW OF LANGUAGE(S) IN (CLIL) SCIENCE EDUCATION: A CASE STUDY IN PORTUGAL},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {636-649},
	abstract = {The development of meaningful environments at school for the learning of Science as well as of foreign languages is an educational concern. CLIL (Content and Language Integrated Learning), aimed at the students{\textquoteright} acquisition of both the foreign Language and specific subject Content, is an approach that may promote the learning of English in use during subject classes and could result in the improvement of conditions and practices of Science education. Research, actually, reveals that teaching methodologies aware of language {\textendash} such as CLIL {\textendash} and other semiotic modes implied in Science are beneficial for the learning of Science. Studying a CLIL programme ({\textquotedblleft}English Plus{\textquotedblright} project, EP), in which Science is taught/learnt with/in English, is thus relevant. A case study on the EP project and its participants (English and Science teachers, students involved in different school years) in one lower secondary state school in Portugal was carried out. In the present research, qualitative data collected through teacher interviews are presented and discussed, with the goal of understanding the role of Language(s) (verbal language in the mother tongue or English and other representation modalities) in the teaching of Science for EP teachers, both in conventional and project classes. A greater teacher awareness and use of Language(s), when an additional language (English, here) is also present for Science education, results from this work. This contributes to research on CLIL Science studies and teacher reflections on adopting a language-focused approach for Science education, also when the mother tongue is spoken.},
	keywords = {CLIL (Content and Language Integrated Learning), EFL (English as a foreign language), language-focused science education, qualitative design, reflections on teaching},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.636},
	url = {http://oaji.net/articles/2019/457-1572076366.pdf},
	author = {Valentina Piacentini and Ana Raquel Sim{\~o}es and Rui Marques Vieira}
}
@article {1208,
	title = {TRENDS IN THE M-LEARNING SUBJECT AREA OVER A 15-YEAR PERIOD (2002-2017) USING SCOPUS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {292-306},
	abstract = {The current social dynamics perceive education as an impeller of social and economic change.  However, there are problems of coverage, relevance and methodology in the educational process, mainly in Higher Education Institutions (HEIs). Recently, tools have emerged that adopt and appropriate ICTS in learning processes, such as mobile learning, which seeks to meet the requirements of mobility, accessibility and interactivity that traditional teaching mechanisms have not covered satisfactorily.  Based on the necessity to identify the factors that drive the adoption of mobile learning by different HEIs, this research identifies the factors that encourage the adoption of mobile learning in the institutions. For this, results of an exercise of technological surveillance in indexed database (Scopus) were analyzed by means of scientometric indicators. Some of the most significant factors detected are: preparation of the professor, perceptions and attitudes of students, technological culture, and technological environment that leverages new learning models.  },
	keywords = {bibliometric analysis, high education, mobile learning, research trends},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.292},
	url = {http://oaji.net/articles/2019/457-1556864001.pdf},
	author = {Alejandro Valencia-Arias and Laura Duque Cano and Diana Arango-Botero}
}
@article {1120,
	title = {CHARACTERISTICS OF PRESCHOOL TEACHING IN LANGUAGE, COMMUNICATION AND MULTILINGUALISM: EXPRESSIONS FROM TEN SWEDISH MUNICIPALITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {189-214},
	abstract = {The aim of this research is to explore what may characterise teaching in language, communication and multilingualism in preschools, as expressed in writing by preschool teachers and managers in 10 Swedish municipalities in 2016. The data consists of written answers to an open-ended question in a reflective document. The reflective document was sent to 243 preschool teachers and managers, of whom 222 responded. A didactically oriented analysis was performed based on three levels: practice-related action level, theoretical level and meta-theoretical level. The results of the analysis are distributed in distinctive traces that more clearly refer to the practice-related action level than to the theoretical level or meta-theoretical level. Child-centred teaching, which may or may not be delimited, is characteristic of language, communication and multilingualism. Teaching is said to be constant: spontaneous but deliberate in all contexts and situations but also delivered through planned activities, projects and themes. Verbal communication is predominant in teaching. Vague and low-frequency traces of multivoiced teaching related to multilingualism and special support have emerged. The multivoiced teaching described mainly ends with general teaching of children in preschool {\textendash} a multivoiced approach in general.},
	keywords = {communication teaching, didactic analysis, language teaching, multilingualism teaching, Swedish preschool},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.189},
	url = {http://oaji.net/articles/2017/457-1524597539.pdf},
	author = {Linda Palla and Vallberg Roth, A. C.}
}
@article {1169,
	title = {HUNGARIAN SECONDARY SCHOOL STUDENTS{\textquoteright} PHYSICAL ACTIVITY PATTERNS WITH REGARD TO GENDER},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {739-752},
	abstract = {The rationale behind the research is the Hungarian government{\textquoteright}s decision to introduce daily physical education lessons in schools. The system was expanded to all grades by the 2016/2017 academic year. It aims to improve students{\textquoteright} health consciousness and sports habits. Hungarian high school students{\textquoteright} physical activity, participation in competitive sport, body mass index and lifestyle determiners were examined with regard to gender. Altogether, 333 students completed the anonymous questionnaire, their average age was 16.12. Their Body Mass Index (BMI) was used to estimate the prevalence of obesity. The association between BMI and lifestyle determiners was analysed. 63.8\% of girls and 70.4\% of boys exercise daily or several times a week. Girls love individual sports, while boys would rather choose team sports. More boys participate in competitive sports (26.2\%) than girls (16.5\%). Both genders{\textquoteright} biology marks are better than those of students who do no sport. 46.81\% of girls and 27.59\% of boys have been on a slimming diet, and a high percentage of girls were on a slimming diet, even those with a normal BMI.  The results suggest that despite having five physical education (PE) lessons every week, students want to get more exercise. However, a lack of time and fatigue prevents them from doing so. Most children chose PE as their favourite subject, but out of all sporting venues it is at school that they like doing sport the least.},
	keywords = {eating habits, physical activity patterns, physical education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.739},
	url = {http://oaji.net/articles/2017/457-1540320558.pdf},
	author = {Veronika V{\'e}gh and Gergely Horzsa and Zsolt B. Nagy and G{\'a}bor Elbert and Henriette Pusztafalvi}
}
@article {1115,
	title = {TECHNOLOGICAL TOOLS: FROM TECHNICAL AFFORDANCES TO EDUCATIONAL AFFORDANCES},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Editorial},
	chapter = {116-120},
	abstract = {The integration of these tools in education and in authentic and effective learning/teaching environments has become an issue of great concern among educators, researchers and other related audiences. All emphasize the need to design and develop technology-enhanced curricula and teaching/learning environments (formal, non-formal and informal) that are developmentally appropriate for young and/or older learners. The vision is to integrate the tools and their associated technical affordance in teaching/learning environments in such a way, so that all learners, irrespective of their cognitive differences and abilities, could increase their learning gains, and develop the abilities and skills that are needed for citizens of the 21st century.},
	keywords = {learning/teaching environments, Technological Pedagogical Content Knowledge, technological tools},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.116},
	url = {http://oaji.net/articles/2017/457-1524597237.pdf},
	author = {Nicos Valanides}
}
@article {1085,
	title = {THE EFFECTS OF USING EDMODO IN BIOLOGY EDUCATION ON STUDENTS{\textquoteright} ATTITUDES TOWARDS BIOLOGY AND ICT},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {483-495},
	abstract = {ICT has gained a vital role within education, helping to facilitate the teaching-learning process. This paper examines the efficacy of the Edmodo interface within biology education in high schools. Two 10th grade classes were studied for a one semester period. Both classes followed the same curriculum, however Edmodo usage was compulsory for the experimental class. Anonymous pre-and post-test questionnaires were filled out by the students and statistically analyzed. The research included 58 students; 34 females and 24 males. Over the course of the semester, the experimental group developed increased feelings of importance towards Biology, whereas no change was observed in the control group. At the end of the semester, the experimental group scores leant favorable towards the positive impact of Edmodo use in the classroom, in comparison to the control group. These results show a positive impact of using Edmodo in the classroom, as a facilitative tool, to improve student comprehension in the participating Hungarian students.},
	keywords = {biology learning, biology teaching, Edmodo, ICT in biology teaching, ICT in education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.483},
	url = {http://oaji.net/articles/2017/457-1509895649.pdf},
	author = {Veronika V{\'e}gh and Zsolt B. Nagy and Csilla Zsigmond and G{\'a}bor Elbert}
}
@article {1014,
	title = {MEDICINE CASE STUDY HIGHLIGHT THE PROBLEMS OF FINNISH HOUSEHOLDS IN MEDICINE CONSUMPTION PRACTICES},
	journal = {Problems of Education in the 21st Century},
	volume = {71},
	year = {2016},
	month = {June/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {31-43},
	abstract = {Medicine education as part of health education aims to educate about rational medicine use: the right medicine taken in the right way at the right time for the right problem. Storage places of medicines are one issue discussed in medicine education. This participative observation research of Finnish households{\textquoteright} (n = 10) medicine storage places was conducted together with interviews of 12 mothers and 12 children concerning medicine consumption habits. Data were analysed using directed content analysis. In all interviewed households (n = 12), children and mothers confirmed the same storage places for the medicines. None of the households locked the medicine storage places even if the cabinets had a lock and key. The number of medicine types varied widely among the studied households (n=10), from 8 to 33. The number of expired medicines ranged from 1 to 10 pieces per household. At home medicines are discussed consciously when the child, family member, relative or a friend has a long-term illness, when being sick and while taking medication. Mothers identified themselves as being responsible for the medicine cabinet at home. Mothers were categorised into four groups - home nurses (2), forgetful (2), reckless (2) and health conscious (4) - based on their medicine consumption and storage practices. Some of these practices do not demonstrate the appropriate use and storage of medicines. Based on the findings, we recommend that educational material should be developed on medicine storage and use.},
	keywords = {medicine consumption, medicine education, medicine safety, medicine storage},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1210959},
	author = {Johanna Hokkanen and Anna-Liisa Elorinne and Kirsti Vainio and Tuula Keinonen}
}
@article {997,
	title = {FORMATION OF YOUTH WORKER PROFESSIONALISM: PROBLEMS IN ESTONIA},
	journal = {Problems of Education in the 21st Century},
	volume = {68},
	year = {2015},
	month = {December/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {84{\textendash}96},
	abstract = {Youth field has been in constant evolution during the restoration period of Estonian independence, since 1991. The theoretical overview is about youth worker professionalism, associated with the developments in the European and Estonian youth field and in the context of the Berliner competency levels development model. It explains the expectations set for youth workers, to teaching and youth field institutions.
Youth work is expected, like formal education, with more clearly defined educational goals, and it is emphasized that it is a non-formal education. An important aspect is enjoying of the activities and its educational elements. The National Curriculum for Basic Schools and Gymnasium (2011) sets the expectations that the non-formal education will give more support to students to complete the curriculum of formal education. Youth work in Estonia is an essential component of the educational system. Therefore, the professionalism of youth workers and their coping with new challenges is very important. Over the last ten years, major changes in the Estonian youth worker professionalism and in the aspects of professional development haven{\textquoteright}t been mentioned. 
The answers are briefly: in Estonia youth worker profession has been associated with the development of youth field, but the staff preparation is very different and characterised by low working experience. Berliner presented development model of competency levels, treats the professional development as long-term, complex process, distinguishing between the five stages of development of the professional staff, which are also regarded in the context of the professional development of the youth worker. Youth work quality is dependent on the availability of professional youth workers and in order to gain it, the high mobility inside the sector should be reduced, a better situation and more support should be created for the formation of youth worker professionalism at the various levels of the professional growth. 
},
	keywords = {competency, professional level, professionalism, youth work, youth worker},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.68.84},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1191871},
	author = {Maarika Veigel}
}
@article {925,
	title = {DEVELOPING SPATIAL ABILITY USING 3D MODELING IN LOWER SECONDARY SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {113-120},
	abstract = {In recent years 3D modeling has been increasingly utilized during product design in lower secondary schools as well. Its greatest advantage over classical technical drawing and 2D drawing software lies in the fact students are able to observe the object they are designing from all the viewpoints of a virtual three-dimensional space. Since thinking and visualization in the process of object design also appear in three dimensions, the mental manipulation and guesswork required from students in order to add another dimension to an object pictured on a level plane are no longer necessary. Additionally, 3D modeling has a range of contributions to the cognitive development of children, which was also the subject of this research. The central question raised was whether students are able to improve their spatial ability by using modeling tools. The research included 196 students aged between 11{\textendash} 15 years, of which 95 were placed in the experimental group and 101 in the control group. Spatial ability was measured using pre-test and post-test. },
	keywords = {cognitive development, spatial ability, visualization},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.61.113},
	url = {http://oaji.net/articles/2015/457-1422204168.pdf},
	author = {Andrej   {\v S}afhalter and Sre{\v c}ko   Glode{\v z} and Boris Aber{\v s}ek and Karin  Bakra{\v c}evi{\v c}  Vukman}
}
@article {899,
	title = {LATVIAN CHEMISTRY TEACHERS{\textquoteright} SKILLS TO ORGANIZE STUDENT SCIENTIFIC INQUIRY},
	journal = {Problems of Education in the 21st Century},
	volume = {59},
	year = {2014},
	month = {April/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {86-98},
	abstract = {In 2005 a new chemistry subject standard for basic education was developed in Latvia. It includes a new component, {\textquoteleft}scientific inquiry{\textquoteright}. In order to develop students{\textquoteright} inquiry skills, their teachers need to master them first. The purpose of this study was to examine Latvian chemistry teachers{\textquoteright} skills to effectively organize student scientific inquiry within their lessons. From 2009 to 2011, experts from the project {\textquoteleft}Natural Sciences and Mathematics{\textquoteright} observed and analyzed the performance of 18 chemistry teachers at basic schools in 31 lessons. 56 lesson observation and analysis work sheets were analized on the student scientific inquiry. Chemistry teachers with experience in modernized chemistry contents have better skills to plan the study process towards the results, to apply study methods correctly and organize collaboration among students, to provide efficient feedback, analyze their performance in the lesson and reflect on it. In order to develop teachers{\textquoteright} skills to organize student scientific inquiry, it is important to focus on teachers{\textquoteright} skills to organize their work during the lesson and to reflect on it. This can be done through organizing teachers{\textquoteright} learning groups for investigating their professional performance, conferences and experience exchange seminars with lesson observation and analyses. },
	keywords = {chemistry teachers{\textquoteright} skills, lesson observation, scientific inquiry},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.59.86 },
	url = {http://oaji.net/articles/2014/457-1420362076.pdf},
	author = {Jelena Volkinsteine and Dace Namsone and Liga Cakane}
}
@article {884,
	title = {TEACHER EDUCATION AS A PROMOTER OF HEALTH: TEACHER STUDENTS{\textquoteright} PERCEPTIONS ABOUT MEDICINE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {58},
	year = {2014},
	month = {March/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {82-98},
	abstract = {Being a part of health education from primary school to the university level, medicine education is a fairly new opening in the field of education. The purpose of this study was to clarify Finnish primary school teacher students{\textquoteright} (N=21) perceptions about medicine education. Data was collected in several ways: a questionnaire, shared blog writings and group discussions. Teacher students{\textquoteright} perceptions about the content of medicine education were quite limited. Although they were well aware of the importance of the proper use of medicines, they also highlighted the discussion of misuse, which is not in accordance with the aims and methods of medicine education. Teacher students only mentioned a few methods on how to teach the proper use of medicines, having themselves had few experiences of medicine education from their own time at school. In teacher education, medicine education could be developed using teaching methods that particularly concentrate on the critical search for information, also emphasizing the importance of modeling, and co-operation with parents and health experts. This study increases and broadens researchers{\textquoteright} and teacher educators{\textquoteright} knowledge about the challenges of medicine education both in teacher education and in schools.},
	keywords = {health education, medicine education, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.58.82},
	url = {http://oaji.net/articles/2014/457-1420361404.pdf},
	author = {Sirpa K{\"a}rkk{\"a}inen and Katri H{\"a}meen-Anttila and Kirsti Vainio and Tuula Keinonen}
}
@article {912,
	title = {USING SELECTED PERSONALITY VARIABLES IN A LEARNING PROCESS FOR HOLISTIC EDUCATION: A CASE OF A VOICE TRAINING COURSE PARTICIPANTS},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {167-184},
	abstract = {This article aims to find ways to support a learner in a holistic manner, applying Myers-Briggs Typology Indicator (MBTI) as a methodological tool to facilitate learning process by considering learner individualities. Suggestions how to use MBTI in short-term courses of adult training, concentrating on feedback, performance, communication needs are made, based on the results of a study conducted among participants of the voice training. As the MBTI results can be understood and grouped in several ways, this study also compared the results with 3 different versions: Hanson \& Silver (1995), Schroeder (1993) and Keirsey \& Bates (1978, 1998) findings. Results were found matching most to the findings of Hanson \& Silver (1995). This study reveals the typology of learners as Introverts and Extroverts, Analytical Thinkers, Social-Reflective Feelers and Holistic Visionaries. Although the research gives only preliminary conclusions, it gives certain recommendations how to approach different learners during the learning process.},
	keywords = {adult learning, ecological paradigm, learner individualities, Voice Training},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.167},
	url = {http://oaji.net/articles/2015/457-1421877025.pdf},
	author = {Katri-Liis  Vainio and Rea   Raus}
}
@article {861,
	title = {EFFECTS OF AN EVIDENCEBASED DANCE PROGRAM (TANZPRO-BIODANZA{\textregistered}) FOR KINDERGARTEN CHILDREN AGED FOUR TO SIX ON IMMUNEGLOBULINE A, TESTOSTERONE AND HEART RATE},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {128-143},
	abstract = {Present study addresses the question of the effects of the evidence based TANZPRO-Biodanza{\textregistered}-Program (Stueck \& Villegas, 2009, St{\"u}ck, 2013) based on BIODANZA by Rolando Toro and Cecilia Luzzi (Toro, 2010). TANZPRO-Biodanza{\textregistered} is the nonverbal part of the School of Empathy concept by Marcus Stueck (Stueck, 2013), which was developed in the project {\textquotedblleft}Healthy Lifestyles in Kindergardens{\textquotedblright} of the Geman Ministry of Health (2009 until 2011). Biodanza is a contact and motion-based intervention method with auto-regulative claim on immune competence and the autonomic system of children of kindergarten age. The evaluation took ten weeks. A TANZPRO{\textregistered}-Biodanza class with girls aged four to six was carried out from September 2011 until December 2012. The immunological parameters immunoglobuline A and testosterone as well as the autonomic heart rate parameters were collected before and after each TANZPRO{\textregistered}-Biodanza sessions of the course as a process variable. Especially, the reduced testosterone levels after the meetings in the saliva of children show positive effects of the method on the immune system. The decrease of IgA levels after TANZPRO{\textregistered}-Biodanza in the saliva of children towards age norm might be due to an immune regulative effect. The specific effects of TANZPRO{\textregistered}-Biodanza on heart rate towards a mean level show improvement of physical autoregulatory processes.},
	keywords = {auto regulative immune competence, empathy, Immuneglobuline A, TANZPRO{\textregistered}-Biodanza, testosterone},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.128},
	url = {http://oaji.net/articles/2014/457-1420056211.pdf},
	author = {Marcus  Stueck and Alejandra Villegas and Cathleen Schoenichen and Katrin Bauer and Paul Tofts and Ulrich Sack}
}
@article {872,
	title = {PEDAGOGY 1:1 IN HIGHER EDUCATION: A CASE STUDY},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {102-110},
	abstract = {The use of ICT in education has changed substantially over the last two decades. The development of new technologies has enabled us, the users, to mature and gain experience. The introduction of ICT in the educational process at the same time means a change of the teachers{\textquoteright} role. The teacher appears in the role of a mentor who directs the activities of the learner. There has been a change in the teacher preparation to teach. He should provide both the content as well as technical support and to create a suitable learning environment. The way of teaching in the natural science and engineering education is specific due to the need of transfer knowledge into the practice. The nature of work in this kind of education requires more experimental work, based on individual learning process. There are many different implementation options of laboratory exercises that advantageously incorporate ICT into the nature of their work. The most popular in engineering education are two different types of laboratories: Simulation (virtual) and Remote controlled (online) labs, defined by Balamuralithara and Woods (2009). A remote controlled laboratory for conducting remote experiments at the University of Maribor, Faculty of Mechanical Engineering was developed. Development of the remote lab was carried out as an exploratory work of the group of students and professors. The lab was developed in the following three phases: development of the construction with corresponding technical documentation, development of the control system and development of the system for remote control of a lift. The successful student project is evident through the applicability of the developed laboratory that serves as a great tool for studying and offers all the benefits of ICT.},
	keywords = {experimental work, higher education, learning environment, pedagogy 1:1},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.102},
	url = {http://oaji.net/articles/2014/457-1420056880.pdf},
	author = {Mateja Ploj Virti{\v c} and Uro{\v s} {\v Z}uperl and Marija Javornik Kre{\v c}i{\v c}}
}
@article {837,
	title = {SPATIAL ABILITY, 3D MODELING AND STYLES OF THINKING IN RELATION TO BRAIN HEMISPHERE DOMINANCE},
	journal = {Problems of Education in the 21st Century},
	volume = {54},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {91-98},
	abstract = {The progress of neuroscience and the understanding of children{\textquoteright}s styles of thinking are opening up new teaching styles that take into account differences in individual cognitive perception. Students can be classified into three distinctive perceptive types, according to the pronounced activity of one cerebral hemisphere in their thinking and information processing: left-hemisphere, right-hemisphere, and integrative type that does not exhibit a considerable dominance of one particular hemisphere.
 The purpose of the research was to establish differences in the 3D modeling encouraged progression of spatial ability between the left-hemisphere, right-hemisphere and integrative types of students.
 Computerized 3D modeling employed during technical extra-curricular activity in lower secondary school (grades 6 to 9) may affect the spatial ability of students, which according to other studies, appears to be predominantly connected with the right brain hemisphere. Research was conducted among a variety of lower secondary school students across Slovenia aged 11 {\textendash} 15 years. Data on spatial ability and its development was collected using a hybrid spatial intelligence test conducted on two separate occasions, while assessment of the learning perception type of students {\textendash} depending on hemispheric dominance {\textendash} was obtained using a self-evaluation questionnaire. The 3D modeling of technical objects and objects drawn in orthographic or isometric projection was done with the software Trimble SketchUp.},
	keywords = {cognitive development, hemispheric dominance, spatial ability},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.54.91},
	url = {http://oaji.net/articles/2014/457-1420054374.pdf},
	author = {Andrej   {\v S}afhalter and Sre{\v c}ko   Glode{\v z} and Karin  Bakra{\v c}evi{\v c}  Vukman}
}
@article {857,
	title = {UNIVERSITY-LEVEL REFLECTIVE WRITING, ANALYZING THE INTERNSHIP REPORTS OF STUDENTS OF FRENCH AS A FOREIGN LANGUAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {86-92},
	abstract = {Reflective writing is an important aspect, especially for students who are majoring in teaching a foreign language, because it constitutes an initial step for finding a solution to problems arising in practice.  Reflectivity in writing can be acquired by working since the first cycle studies, even in the pre-university system but in the Albanian context, it is not always realized from one level to another. This paper will focus on reflectivity in writing by means of internship reports handed by students at the end of their two-month internship in middle and secondary schools.
The corpus consists of the internship reports of the last two years (2011-2013) submitted by 80 master{\textquoteleft}s students, in order to point out that the students{\textquoteright} reflection on their internship in various schools are not realistic due to their inability to express their viewpoint on their experience. The main results of the analysis indicate that the students fail to coherently organize the data according to the internship report{\textquoteright}s structure and they cannot explain accurately the problems encountered in the Albanian context. Instead, in most of the cases, they depart from an ideal context found in various foreign authors{\textquoteright} works. They are unable to argue on the importance of teaching experience for exercising their future profession. Furthermore they display several deficiencies in describing sample classes that they have taught in the schools.
},
	keywords = {internship, reflexivity, students, university},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.86},
	url = {http://oaji.net/articles/2014/457-1420055971.pdf},
	author = {Eldina  Nasufi and Silvana  Vishkurti and Migena   Alimehmeti}
}
@article {680,
	title = {CONTROL, FREEDOM AND TRUST: SEEKING FOR A HIGHER EDUCATION MODEL IN A POST-COMMUNIST COUNTRY},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {88-95},
	abstract = {Higher education in Estonia as in all post-communist countries has undergone rapid changes during the last 20 years. Soviet-type centralised model was replaced during the 1990s with liberal and sometimes even chaotic self-organisation of the whole sector. From the beginning of the new century, through the use of both financial mechanisms and quality control procedures state regulation has been strengthened. During last years the new paradigm of trust has been frequently discussed, and some first steps taken to introduce this approach, for example the replacement of control-centred curricula accreditation with quality evaluation and institutional accreditation, aimed at supporting the development of university{\textquoteright}s strategic management and quality culture.
 Analysis of the higher education paradigm change in the research is based on Hargreaves{\textquoteright}s Bigger, Tighter, Harder and Flatter model, which describes the large scale educational change taking place in the western world during recent decades. The article studies changes in the Estonian higher education sector and observes possible future developments originating from the EU and Estonian strategies.},
	keywords = {educational change, higher education, quality assurance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.40.88},
	url = {http://oaji.net/articles/2014/457-1408532108.pdf},
	author = {Mati   Heidmets and Birgit Vilgats}
}
@article {765,
	title = {DEVELOPING SPATIAL VISUALIZATION WITH 3D MODELING},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {131-137},
	abstract = {The research was carried out in 2011 among 22 pupils from 14 {\textendash} 15years old. The purpose of the pilot study was to determine the influence of 3D modeling on the spatial visualization of pupils, as well as the gender difference in the spatial visualization of the tested pupils and the progress of this visualization in individual genders. In addition, it tried to determine whether the sensory style of the pupils, visual, auditory or kinesthetic, influences spatial perception and the development of spatial visualization. 
 Pupils were divided into two groups, the test group and the control group. Pupils in the test group attended a 3D modeling extra-curricular activity for twelve teaching hours in the second evaluation period of the 2010/2011 school year. Spatial visualization was determined with a modified spatial visualization test, namely before the extra-curricular activity and afterwards. The modified test consisted of different spatial visualization tests: PSVT: R, MCT, MRT, DAT: SR, and tests of rotation within a plane. For 3D modeling exercises pupils used the open-source software Google SketchUp. None of the tested pupils have encountered the mentioned software before.
 After a second testing, the test group showed greater progress in solving spatial visualization tasks in comparison with the control group, while gender differences were minimal. The results of the spatial visualization test were also compared with the sensory style of pupils, which was filled out by all the pupils included in the study.
 In the 2011/2012 school year a broader study is underway, involving almost two hundred pupils of various elementary schools in Slovenia.},
	keywords = {3D modeling, perception styles, spatial visualization},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.131},
	url = {http://oaji.net/articles/2014/457-1413728559.pdf},
	author = {Andrej   {\v S}afhalter and Sre{\v c}ko   Glode{\v z} and Karin  Bakra{\v c}evi{\v c}  Vukman}
}
@article {779,
	title = {AN EARLY UNDERSTANDING OF MECHANISM OF RAINFALL: A STUDY EXAMINING THE DIFFERENCES BETWEEN YOUNG MINORITY IMMIGRANT AND NATIVE-BORN CHILDREN},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {152-164},
	abstract = {Preschool and lower grades of primary education (that is, before the age of 8) are a crucial period to attempt to reduce the educational performance gap between minority immigrant and native-born children. Regarding the science education field, it is believed that early exposure to scientific explanations on natural phenomena may positively influence to not only a better comprehension of the surrounding world but, also, the pupils{\textquoteright} success in grasping subsequent and more formal scientific concepts. 
 In this respect, little research has been conducted to examine whether the learning process on the subject of the comprehension of natural phenomena varies significantly in the case of young minority immigrant children in comparison with the mainstream process covered by native-born children.
 In this vein, this study aims to study how 5 to 7 year old children understand the rainfall phenomenon (N=124) and to examine whether this comprehension differs according to the differences regarding the socio-cultural background of the children comprised in the sample. 
 To that end, children{\textquoteright}s answers to a semi-open questionnaire and their pictorial representations are analyzed and socio-cultural perspectives on the human cognitive development are utilized to assign meaning to the results obtained.},
	keywords = {cognitive development, early understanding, natural phenomena, science education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.152},
	url = {http://oaji.net/articles/2014/457-1413729386.pdf},
	author = {Jos{\'e}  Domingo  Villarroel}
}
@article {713,
	title = {FACTORS INFLUENCING PARENTAL CONTROL FOR THE SAFE AND PEDAGOGICAL INTERNET USE AMONG PRIMARY SCHOOL STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {42},
	year = {2012},
	month = {May/2012},
	type = {Original article},
	chapter = {125-135},
	abstract = {Due to the increasing children{\textquoteright}s use of the Internet at home and at school as well as that inappropriate Internet content may jeopardize their health or safety, the aim of the present study is twofold: a) to examine parents{\textquoteright} perceptions of the degree to which children may be exposed to negative Internet content, and b) to find out the differences in parents{\textquoteright} attitudes to the use of the Internet by students of 4th, 5th and 6th grade, as an acknowledgment of being an important part of their children{\textquoteright}s day-to-day educational and interpersonal life. 1503 questionnaires from urban and rural provinces of Crete demonstrate that parents{\textquoteright} technological efficacy is strongly related to their better evaluation of the Internet hazards and their effectiveness in promoting Internet safety awareness when navigating with their children at home.},
	keywords = {internet safety awareness, parental control, primary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.42.125},
	url = {http://oaji.net/articles/2014/457-1410006648.pdf},
	author = {Elena  Vitalaki and Panagiotes   S. Anastasiades and George   Tsouvelas}
}
@article {762,
	title = {IMPROVING QUALITY OF THE EDUCATIONAL PROCESS BY RAISING TEACHERS{\textquoteright} COMMUNICATION SKILLS},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {109-115},
	abstract = {The quality of the educational process can be measured by different criteria. These criteria are based on factors, including good communication as an important aspect. Similarly to good communication being able to improve the quality of life, the quality of the educational process largely depends on the communication ability of teachers or implementers of education. In his or her job, the teacher has to master communication on different levels: with his or her superior (the principal), colleagues, parents and pupils (students). Not only does the teacher have to educate students by example, he/she occasionally also need to provide assistance in solving conflicts so as to avoid peer violence. During their studies at the university, student teachers should acquire good communication skills. Even though these have been introduced in the content of pedagogical study programmes, their extent is still not sufficient. This paper presents an example of trial Communication in Education laboratory work that was implemented with three generations of 4th year students {\textendash} future teachers of technical education. Their reaction was very positive and they expressed the desire for additional work to be prepared.},
	keywords = {personal orientation, reference framework, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.109},
	url = {http://oaji.net/articles/2014/457-1413728402.pdf},
	author = {Mateja Ploj Virti{\v c} and Robert Repnik}
}
@article {695,
	title = {LEARNING ATTAINMENTS AS A RESULT OF STUDENT ACTIVITY, COGNITION AND THE CLASSROOM ENVIRONMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Original article},
	chapter = {75-86},
	abstract = {The purpose of the study was to construct a model to comprehensively describe the relationships between the classroom learning environment, student{\textquoteright}s cognition (student mediation) and learning outcomes. In studies of the learning environment, mostly direct (distal) connections have been in-vestigated in relationships between psycho-social properties and learning outcomes. Aspects of student mediation (proximal), such as student{\textquoteright}s self-efficacy and metacognition, have also often been overlooked in traditional teacher effectiveness research. Using a model that includes mediation vari-ables and that allows for indirect connections between variables increases understanding of how these mechanisms interact. A questionnaire was used to collect data from 218 fifth- and sixth-grade students in Finnish comprehensive schools (girls, N = 116; boys, N = 102). Drawing on prior research findings, a conceptual model was first developed to identify the range of statistically significant relationships between the learning environment, student{\textquoteright}s cognition and learning attainment. To further develop the model, a number of modification indices of the AMOS program were employed and then the revised model was tested. The goodness of fit indices for the re-specified model provided evidence for an adequate fit to the data. It was concluded that qualities of classroom learning, including metacognitive orientation, student-teacher relationships and conditions for studying, will have both indirect and direct effects on student{\textquoteright}s cognition and participation and enhance student{\textquoteright}s learning.},
	keywords = {classroom learning environment, structural equation models, student learning, student mediation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.75},
	url = {http://oaji.net/articles/2014/457-1409840240.pdf},
	author = {Harri   Pitk{\"a}niemi and Petteri  Vanninen}
}
@article {750,
	title = {METACOGNITIVE ACCURACY AND LEARNING TO LEARN: A DEVELOPMENTAL PERSPECTIVE},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {15-21},
	abstract = {Metacognition belongs to higher-order mental processes and enables us to control, plan and accordingly regulate our own learning and problem solving process. In the present study we researched developmental changes in different reasoning domains and in metacognitive accuracy, which is considered as part of successful metacognitive monitoring/ regulation, and as an essential element of self-regulated learning and learning to learn competence.
 The study involved 282 participants from four different age groups: 13-15-, 23-25-, 33-35- and 43-45- year olds. These participants solved tasks addressed to spatial, verbal-propositional and social reasoning, and evaluated their own performance on these tasks. To specify possible differences in metacognitive accuracy, the metacognitive accuracy index was computed. 
 Results showed that metacognitive evaluations were accurate in spatial domain, less accurate in verbal-propositional and quite inaccurate in the social domain. The accuracy of self-evaluation increased with age and males were more accurate in their self-evaluations than females. Improvement of metacognitive accuracy with age is in tune with findings that metacognition becomes more effective with development and that people with age become more reflective and self-aware.},
	keywords = {accuracy, metacognition},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.15 },
	url = {http://oaji.net/articles/2014/457-1413727763.pdf},
	author = {Karin  Bakra{\v c}evi{\v c}  Vukman}
}
@article {705,
	title = {SENSORY MOTOR INTERACTION IN VIRTUAL ENVIRONMENT TO PROMOTE TEACHING-LEARNING PROCESS},
	journal = {Problems of Education in the 21st Century},
	volume = {42},
	year = {2012},
	month = {May/2012},
	type = {Original article},
	chapter = {29-37},
	abstract = {"So far the school has been structured on the book, on the laborious acquisition of knowledge formulated in verbal language. Nowadays, thanks to the computer and its ability to simulate reality, it is possible to learn more naturally and without effort using our faculties of perception" (Antinucci, 2011). The statement by Antinucci, as well as the studies on many scientific domains supporting the idea of the involvement of sensory-motor integration in the development of intelligence and learning (Piaget, 1952; Vereecken, 1961), suggest to investigate in the didactics methodologies and instruments able to foster this integration ability. These studies also justify the current full attention in the field of movement teaching for new technologies, therefore the present research aims at testing a {\textquotedblleft}shapes game{\textquotedblright} module that uses Microsoft Kinect System as an input device for the acquisition of data related to the movement of the body segments of the user. The possibility to identify the movement of specific body segments allows to develop teaching methodologies designed to foster the achievement of visual-motor abilities useful to the process of learning in school, through immersive modes of interaction, typical of {\textquotedblleft}exergames{\textquotedblright} based on a full body involvement (Coshott, 2009). The present study shows the results of the pre-test software, built on a sample of pupils (aged 8 to 10) attending the fifth year of Italian primary school.},
	keywords = {edutainment, exergame, sensory-motor coordination},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.42.29},
	url = {http://oaji.net/articles/2014/457-1410006144.pdf},
	author = {Stefano   Di Tore and Paola  Aiello and Carmen   Palumbo and Rodolfo   Vastola and Gaetano   Raiola and Francesca   D{\textquoteright}Elia and Nadia   Carlomagno and Maurizio  Sibilio}
}
@article {778,
	title = {TEACHER CAREERS AND TEACHER EDUCATION : A BRAZILIAN DILEMMA},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {144-151},
	abstract = {The professional aspect of teacher education is in the core of a more general context of teachers{\textquoteright} work. One of the most marking issues of this work{\textquoteright}s conditions, as cause and consequence of many problems, is its insertion in a career framework. At which point of this framework are teaching careers? What consequences for the teaching work may be anticipated from this relative position of teaching in the general career framework? Let us examine this situation from the Brazilian viewpoint. To discuss this subject, a study that deals with career hierarchy in higher education, the socioeconomic profile of undergraduates of some careers related to teacher formation and the position of these careers in the Brazilian university context was conducted. Socioeconomic data were obtained from national microdata of undergraduate students in a time series from 2000 to 2008. The investigation concluded that there is a strong internal hierarchy among careers in Brazil, revealing its effects in symbolic, intra institutional, employment, salary, and corporate terms. This scenario has persisted over time, without the entry of new profiles in teaching careers, traditionally addressed to low-income students.},
	keywords = {careers hierarchy, sociology of education, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.144},
	url = {http://oaji.net/articles/2014/457-1413729342.pdf},
	author = {Hustana  Maria  Vargas}
}
@article {726,
	title = {TEXTILE CRAFT STUDENTS{\textquoteright} PERCEPTIONS OF SUSTAINABLE CRAFTS},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {131-140},
	abstract = {Future teachers have an important role in education for sustainable development. This article describes textile craft teacher students{\textquoteright} perceptions of sustainable textile craft. The data derives from a survey of craft teacher students of the University of Eastern Finland (N = 20). The questionnaire included open-ended and multiple choice questions about sustainability of textile craft education and the relevance of sustainability in the students{\textquoteright} lives. The study reveals textile craft teacher students{\textquoteright} conceptions as consumers, craft makers and future textile craft teachers. The open-ended questions were analyzed by content analysis and the multiple choice questions were analyzed with statistical methods. The results were reflected to Victor Papanek{\textquoteright}s function complex. 
 As consumers, students favour good quality products and recycling of textiles. They are concerned about workers{\textquoteright} work conditions and against child labour. Although values and perceptions related to sustainable consumerism are high, sometimes the actual purchasing behaviour differs from the values because of the students{\textquoteright} meagre budgets. As craft makers, availability of locally produced materials and materials made of natural fibres are important to students. As future textile craft teachers, students think that craft is an excellent way to teach sustainability and sustainable craft. They consider it is important to teach life-cycle thinking but also craft culture and skills. 


 
},
	keywords = {clothing and textile design, sustainable craft, textile craft teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.43.131},
	url = {http://oaji.net/articles/2014/457-1410007629.pdf},
	author = {Leena  Vartiainen and Minna   Kaipainen}
}
@article {561,
	title = {BLOGGING TO SUPPORT INQUIRY-BASED LEARNING AND REFLECTION IN TEACHER STUDENTS{\textasciiacute} SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {73-84},
	abstract = {This study aims to clarify primary school teacher students{\textquoteright} experiences about the use of blogs in the context of a science course which includes collaborative inquiry-based approaches and a field trip. Teacher students were asked to design and conduct a small inquiry and report the phases of the process in a blog and then write their ideas about inquiry-based teaching and learning in it. The inquiry process was loosely scaffolded by linking the blogs together. The students were also asked to fill in a questionnaire of technological pedagogical content knowledge (TPACK), in order to acquire insight into their views on the scaffolding needed for their own inquiry process, as well as the role of scaffolding in the inquiry method in primary school. The findings showed that after discussing them with each other, teacher students were able to formulate personally meaningful problems for their investigation. Teacher students investigated multidisciplinary elements and learned about different phases of the inquiry and the blogs enabled them to follow the process of others. Teacher students{\textquoteright} information retrieval and processing skills developed through out the inquiry and aided them in other teacher education courses, also giving them a firm foundation and confidence in accessing and applying information as life-long learners.},
	keywords = {biology, inquiry learning, teacher students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.31.73},
	url = {https://oaji.net/articles/2014/457-1406540688.pdf},
	author = {Jari  Kukkonen and Sirpa K{\"a}rkk{\"a}inen and Teemu  Valtonen and Tuula Keinonen}
}
@article {588,
	title = {EFFECTS OF GROUP LEARNING ON THE ACADEMIC PERFORMANCE OF UNIVERSITY STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {33},
	year = {2011},
	month = {August/2011},
	type = {Original article},
	chapter = {111-117},
	abstract = {This paper addresses two teaching approaches that many faculty members in Albania pursue nowadays when they teach large classes: the lecture approach and the group or cooperative learning approach. It describes the effects of both approaches on the academic performance of adult students. An empirical study is conducted with 243 students from the Faculty of Foreign Languages, University of Tirana, who are enrolled in the course of Communication Skills. The analysis presented, attempts to show that group learning provides opportunities for negotiation (of form, content and classroom rules of behavior), which create an environment favorable to learning. In contrast, the large class lecture-centered approach is shown to provide rare opportunities for student engagement, transfer of knowledge to new situations, long term knowledge retention and motivation for further learning. Placing the analysis within the role of group communication in the enhancement of one{\textquoteright}s academic, social and personal knowledge, this study demonstrates that when teachers move from primary reliance on the lecture to group learning, they lead their students to academic and cognitive benefits. The purpose of this study is to give empirical support to the use of group approaches in large class settings.},
	keywords = {education, group learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.33.111},
	url = {https://oaji.net/articles/2014/457-1406576474.pdf},
	author = {Rudina  Vrioni}
}
@article {523,
	title = {FOREST IN TEACHER EDUCATION: HOW TEACHER STUDENTS PERCEIVE AND RELATE TO FOREST},
	journal = {Problems of Education in the 21st Century},
	volume = {28},
	year = {2011},
	month = {April/2011},
	type = {Original article},
	chapter = {72-83},
	abstract = {In a country like Finland, there has been intensive discussion on the use of forests. Forest has a special meaning for Finnish people and also a significant role in comprehensive education. Teacher education should also focus on forest{\textquoteright}s role in students{\textquoteright} life. This study describes one approach which could include forest issues in teacher education. Teacher students{\textquoteright} (N=117) perceptions of forest and their relationship to it is discussed in the context of this course. The data has been collected by a questionnaire which the students filled in partly before and partly after their visit to the forest. They were asked to explain their relationship to forest and how they view its use in their future life and teaching profession. For most of them, forest is important. The main reasons for students to visit forests were to seek tranquility and recreation, physical exercise, and to collect berries and mushrooms. In their future profession, they said that they would generally be willing to make different kinds of trips to forests, and be there in order to learn everyday living skills as well as values.},
	keywords = {forest perceptions, learning environment, relationship with forest},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=939900},
	author = {Sinikka  P{\"o}ll{\"a}nen and Tuula Keinonen and Petteri  Vanninen and Sirpa K{\"a}rkk{\"a}inen}
}
@article {563,
	title = {GENDER DIFFERENCES IN SPORTS INVOLVEMENT AND MOTIVATION FOR ENGAGEMENT IN PHYSICAL EDUCATION IN PRIMARY SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {94-100},
	abstract = {Physical education plays a central role in increasing the level and quality of physical activity, especially among young people, with a tendency to such a pattern of behavior one day become life-style. Since that physical ability, level of interest and commitment is varying from student to student, the study of problems of motivation for active involvement in physical activity is very important. At sample of 706 pupils from the 4th - 7th grade primary schools (age 11 {\textendash} 14) were examined the gender differences in sports involvement and motivation for engagement in physical education. There was a statistically significant difference between boys and girls. Boys who were actively involved in sport attained the highest scores on the motivation scale, and girls who were not involved in sport at all attained the lowest scores. So, raising pupils{\textquoteright} awareness of the advantages for health, regular growth and development, have their engagement in physical activities, at least in the most basic form, such as active participation in PE, would be important for girls since their scores at Motivation scale for measurement of involvement in PE were significantly lower than boys, no matter on their sports involvement.},
	keywords = {gender, motivation, sports involvement},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.31.94},
	url = {https://oaji.net/articles/2014/457-1406540795.pdf},
	author = {Dragan  Martinovi{\'c} and Jelena  Ili{\'c} and Dragoljub  Vi{\v s}nji{\'c}}
}
@article {528,
	title = {ISSUES OF SCIENCE TEACHING IN HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {28},
	year = {2011},
	month = {April/2011},
	type = {Original article},
	chapter = {123-130},
	abstract = {This paper aims to propose some ways on how to improve the relation between didactics and science in the field of science teaching in universities. Educating young people in sciences is one of the objectives of a general reform of programs that has swept Higher Education in Albania, due to the Bologna process. But this reform was originally conceived as training for teachers or students rather as an interactive process between these two actors. This paper argues that training teachers with the didactics of science would enable students to acquire knowledge more actively and efficiently. From a socio-constructivist perspective this study analyzes the situation in which vocational education is in Albania as well as the teacher{\textquoteright}s role in helping students develop an independent intellectual thought. The results of this study are based on three sources: student questionnaires, teachers{\textquoteright} interviewing and class observations. Data analysis reveals that it is essential for teachers to be professionally trained with innovative methods of didactic research. Their implementation will allow the selection of those practices in science teaching which will facilitate the students{\textquoteright} knowledge acquisition.},
	keywords = {active pedagogy, change strategies, didactics of sciences, teaching methods},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=939905},
	author = {Silvana  Vishkurti and Aida  Spahiu and Margarita  Paci}
}
@article {565,
	title = {MODERN TOOLS FOR POPULARIZATION AND MOTIVATION STUDENTS IN PHYSICS TEACHING},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {112-118},
	abstract = {The project {\textquotedblleft}Modern ICT tools in science and economic disciplines and their presentation{\textquotedblright} (ICTEDUCA) takes place in the period between June 2009 and June 2012. The project was aimed at improving the quality of the study programmes of the physics teacher training by means of using information and communication technologies (ICT) in physics teaching and show relations between subjects. Some surveys in the Czech Republic show that physics is negatively evaluated by students in primary and secondary schools. In this article it is described some possibilities how to popularize in physics and science education using modern tools. The first part this article describes a searching interdisciplinary relation, which has an assignment to show connections between physics phenomena and human body. In the second part is introduced a voting system, through the teachers improve students in their lessons. The last part of the article attend to remote control experiments, which students, experimenters, teachers or any users can control all our experiments from its personal computer through the Internet from the website http://www.ictphysics.upol.cz/remotelab/.},
	keywords = {interdisciplinary relations, physics teaching, remote experiment},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.31.112},
	url = {https://oaji.net/articles/2014/457-1406541007.pdf},
	author = {Marie  Voln{\'a} and Franti{\v s}ek  L{\'a}tal and Veronika  Kainzov{\'a} and Jan  {\v R}{\'\i}ha}
}
@article {631,
	title = {MUSEUM EDUCATION AS A TOOL FOR PROMOTING SCHOOL-WIDE COMMUNITY AND FAMILY COOPERATION IN ELEMENTARY: A PRELIMINARY REPORT},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {116-125},
	abstract = {Building relationships among students and their wider community may encourage participation and impact student learning. This study describes the implementation of a three-month model project in Museum Education in a primary school in a rural province of Crete. Observational data of students (N = 11) and their parents (10 fathers and 10 mothers) focuses on: a) what extent students with different educational needs acquired new educational and interpersonal experiences by the investigation of the historical, cultural habits and customs of contemporary children and the children of Minoan civilization, and b) examining the notion of parents{\textquoteright} participation in their children{\textquoteright}s educational and social school activities. It is indicated that the whole process encouraged student participation in class activities, achieved a more comfortable classroom environment, promoted collaboration with peers, their teacher and museum-educators and created a sense of community. Due to the children{\textquoteright}s maximum interest for the programme, parents in order to strengthen the access of such efforts, offered a further cooperation with the teacher and administrators of the program, as well as with other support services that leaded to the constitution of a parent-teacher association and the founding of a new library in their province.},
	keywords = {elementary students, museum educators, school-wide community cooperation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.36.116},
	url = {https://oaji.net/articles/2014/457-1408435347.pdf},
	author = {Elena  Vitalaki}
}
@article {625,
	title = {POPULARITY OF SPORT AMONG PUPILS OF PRIMARY SCHOOLS IN SERBIA},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {51-59},
	abstract = {The aim of this study was to determine which sports are most popular among pupils of primary school in Serbia, in order to determine which sports would be advisable to introduce in the classes of physical education to increase the level of interest of pupils to actively participate in PE. The sample included 8120 students, of which 30\% are actively involved in sports, 28 \% drop out and 42\% had never engaged in sports. Most students would like to introduce as an optional sport basketball, swimming, volleyball, football, handball, karate and at least students would like to introduce acrobatics, orienteering, rhythmic gymnastics. Obtained were statistically significant differences according to gender (boys would like to be introduced basketball and football and girls would like volleyball and swimming), success (excellent pupils would most like to be introduced swimming and volleyball; pupils with very good, good and enough success prefered basketball) and sport (pupils involved in sports and those who retreated would like to be introduced basketball and swimming and those who have never been involved in sports would like volleyball and basketball). The results indicated that for the students of primary schools in Serbia basketball the most popular sport and that on promotion of other sports in the school environment should still be done.},
	keywords = {elective course, primary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.36.51},
	url = {https://oaji.net/articles/2014/457-1408435059.pdf},
	author = {Jaroslava  Radojevi{\'c} and Jelena  Ili{\'c} and Dragoljub  Vi{\v s}nji{\'c} and Sre{\'c}ko  Jovanovi{\'c}}
}
@article {656,
	title = {STUDY PROGRAM {\textquotedblleft}HOME ENVIRONMENT AND INFORMATICS IN EDUCATION{\textquotedblright} DEVELOPING OPPORTUNITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {38},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {122-130},
	abstract = {The aim of the research is to clear up the necessity of the information and communication technologies (ICT) integration methodology, offered by author, in the household and home economic education. Studies with the ICT integration methodology, worked out by author, include: 1) possibilities of unassisted and intensive household, home economic and informatics mutual integration providing and development; 2) diversifying and improving of study methods; 3) extended application of ICT. Worked out ITC integration methodology was evaluated with analytic hierarchy process (AHP), by comparing defined criterions and sub-criterions coupled together in relation to set aims. According to global priority summary of experts, it is possible to conclude, that the highest total rating have alternative studies with the global priority vector of ICT integration methodology {\textendash} 0.393. As well as compliance with study content based on criterions (0.321) and the effectiveness of studying (0.248) the first place takes alternative studies with ICT integration methodology. It means, that worked out and offered by author ICT integration methodology is necessary in household and home economic studies. 
 
},
	keywords = {household and home economic studies, ICT, integration methodology},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.38.122},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=971793},
	author = {Natalia Vronskaya}
}
@article {583,
	title = {A TEXTILE-BASED LEARNING GAME AS A DESIGN CHALLENGE: A LEARNING BY DESIGN PROJECT IN TEACHER EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {33},
	year = {2011},
	month = {August/2011},
	type = {Original article},
	chapter = {50-61},
	abstract = {High quality teachers and teacher education are the key components in meeting the challenges education has confronted over the past few decades. Thus, the focus in teacher education can no longer be on theory-based and lecturing-based pedagogy. This article describes one pilot-project in teacher education which may break down the traditional concept of a curriculum unit, disciplines, and knowledge-based and teacher-centred instructional strategies. This pilot-project was contextualized within the framework of learning-by-design. The students{\textquoteright} design challenge was to produce a textile-based learning game for teaching textile material knowledge at school. The idea of this article is to describe the produced learning game, the students{\textquoteright} learning process, and their experiences while playing the game with pupils. The data derives from artefacts, essays and portfolios from two craft student teachers. The project changed the learners{\textquoteright} practices: the students had to solve the design challenge; they needed different kinds of skills, multi-disciplinary knowledge, holistic thinking, information processing, critical evaluation and co-operation to support the activity. The produced learning game integrated different school subjects. Almost invariably, all the pupils liked to learn textile material knowledge through playing, the only thing the students would have altered was the size and the rules of the game.  
 
},
	keywords = {learning game, learning-by-design, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.33.50},
	url = {https://oaji.net/articles/2014/457-1406576145.pdf},
	author = {Sinikka  P{\"o}ll{\"a}nen and Leena  Vartiainen}
}
@article {443,
	title = {FUTURE TEACHERS{\textquoteright} OPINIONS ON THE DIGITAL COMPETENCIES OBTAINED DURING THEIR STUDIES},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {95-105},
	abstract = {Different information and communication technologies have become part of the necessary competencies, as teachers are educators of the web generation, which is characterised by its members using the computer in each aspect of their lives. The use of the computer is specific for each individual field of teaching and as such cannot be directly compared. This article presents the results of a survey into how the field of study influences the use of ICT and the computer in future teachers. The participants in this study were 252 forth-year students from three faculties from University of Maribor, which educate future teachers: Faculty of Natural Sciences and Mathematics, Faculty of Arts and Faculty of Education. Our research has shown that students of natural, technical and computer science provided the most positive feedback about the availability of computers at the faculty, their performance, software, internet access at the faculty and internet access in their town of study. Future teachers expressed a more positive opinion on statements relating to the necessity of using the computer in class than on statements relating to their competencies for using the computer in class.},
	keywords = {different fields of study, future teachers, use of ICT},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594541},
	author = {Mateja Ploj Virti{\v c} and Mateja  P{\v s}under}
}
@article {384,
	title = {A HERMENEUTIC APPROACH TOWARDS AN EDUCATIONAL PROCESS PROJECTING IN THE SYSTEM OF THE HIGH SCHOOL},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {191-198},
	abstract = {The present paper is based upon some methodological principles of the pedagogical hermeneutics. It focuses on a question of realizing a hermeneutic approach to an educational process projecting in the system of the high school.
 Having analyzed philosophic, psychological, as well as pedagogical researches, we came to a conclusion that in order to project an educational process it is necessary to reveal specific psycho-pedagogical and organizational conditions of the cognition of a studied matter. 
A humanitarian value orientation in a student {\textendash} professor interaction is considered to be a constitutive condition of the educational process projecting. Humanitarian component is a principal qualitative characteristic of the educational process. According to ideas concerning the nature of humanitarian component by M. Buber, M. Bakhtin, G. Batischev, it is possible to say that it is engendered by a specific type of a human attitude towards the world, a {\textquotedblleft}Me {\textendash} You{\textquotedblright} relations.
 Determining psycho-pedagogical conditions of the cognition of a studied matter, we are founded on an essential specificity of the cognition. A sense is only understood with the help of a dialogue, {\textquotedblleft}by adjoining another (somebody else{\textquoteright}s) sense{\textquotedblright}. As a result of a dialogue an integrity of dialogue participants{\textquoteright} self-view and the subject of the dialogue is reconstructed which means revealing its inner sense.
 Organizational conditions are determined by the necessity of choosing a pedagogical technology at the heart of which there are {\textquotedblleft}Me {\textendash} You{\textquotedblright} relations. This is possible thanks to, first of all, the fact of dominating in the educational process such a specific type of pedagogical technologies as a humanitarian one. The humanitarian technology is that means of interaction of which creates conditions for forming an experience of the activity and an experience of the value attitude towards non-typical, new situations in the professional activity. A technology of organizing the pedagogical communication, a technology of projecting the dialogic form of studies, communicative technologies in educational activity can be examples of this type of technologies.
 In the second place, organizational conditions are established due to including to the educational process situations that are recognized by the professional community as significant and repeatable but not given optimal behavior models and common estimation. Thus, preconditions of forming the capacity of choosing, social responsibility of future specialists are created.
 At last, these organizational conditions are established owing to including new bearers of an educational content. These are, above all, schoolbooks, textbooks and other study aids organized according to a dialogic interaction. },
	keywords = {educational process projecting, educational programe, hermeneutic approach},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400135063.pdf},
	author = {Irina  M. Brodskaya and Natalya  O. Vereschagina}
}
@article {386,
	title = {INTRODUCTION OF ICT IN PRACTICE OF MANAGEMENT OF EDUCATIONAL INSTITUTION},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {206-213},
	abstract = {Purpose of the research: a study and analysis of introduction of information technology in management of educational institution.
 For example when mentioning the introduction of information technologies in the management systems of educational institutions in Latvia, it is possible to mention the unified information system of the Latvian Informatisation System for Universities (LAIS). This system is composed of a student register, curriculum register and courses register which organize the in-house turnover of documents in the local network, together with monitoring of visiting lessons and student progress.
 Our university has popularized the accessibility of electronic lecture materials and work assignments, also connection students with a teacher for consultation by e-mail.
 Other information system (IS) is provided for student LUA, which can follow to own educational process, i.e. see the chosen subjects and got mark for this subject. 
Conclusion: The information systems teach you the systematic and independent studies, and it is also possible to study whenever time and place.},
	keywords = {information system, institution management},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400135172.pdf},
	author = {Natalie  Vronskaya}
}
@article {360,
	title = {ONLINE COURSE INSTRUCTIONAL DESIGN FROM THE PROFESSORS{\textquoteright} PEDAGOGIC KNOWLEDGE AND TECHNOLOGICAL SKILLS},
	journal = {Problems of Education in the 21st Century },
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {84-93},
	abstract = {The educational design of seven on-line courses was analyzed with the aim to relate the professors{\textquoteright} pedagogic knowledge and technological abilities with the course design. The courses already imparted where analyzed in the LMS where they were designed (Virtual U, Moodle and Virtual UABC). Assessments were carried out to evaluate the quality of the designs, also semi structured interviews and questionnaires were done to determine the professors{\textquoteright} knowledge and perceived abilities. The professors were selected looking to cover all the possible combinations among high (T) and low (t) technological abilities and high (P) and low (p) pedagogic knowledge. Seven courses were selected; two with professors who had high technological abilities and high pedagogical knowledge (TP); two with professors with high technological abilities and low pedagogical knowledge (Tp); two with professors with low technological abilities and high pedagogical knowledge (tP); and finally one with low technological abilities and low pedagogical knowledge (tp). The analysis showed no relationship between the coherence and structure of the course design with the professors{\textquoteright} technological abilities and pedagogical knowledge. Analysis of the interviews suggests that the most important element for a coherent and well structured educational course design is the professor{\textquoteright}s interpersonal relationships and the informal fellowship communications with experience in on-line education.},
	keywords = {pedagogical knowledge, technological skills},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399917485.pdf},
	author = {Lewis  McAnally-Salas and Gilles  Lavigne and Carolina  Armijo de Vega}
}
@article {416,
	title = {PSYCHO-PHYSIOLOGICAL PRECONDITIONS FOR THE INDIVIDUALISATION OF TEACHING/LEARNING PROCESS FOR LEFTHANDERS},
	journal = {Problems of Education in the 21st Century },
	volume = {22},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {109-116},
	abstract = {One of the basic principles in organising educational (teaching/learning) process is individualisation, in other words - ensuring opportunities and environment for successful learning considering individual students{\textquoteright} personal characteristics. Approximately 10\% of our society is the so called left-handers - people with a dominant left hand. Obviously we encounter them at school, too. Left-handed children differ in the ways how they perceive information, analyse space and time, think and feel, i.e. in their psycho-physiological processes.
 Our work deals with research results obtained by means of psycho-physiological testing: e.g. the computerised DT (Determination Test) S1 version and MLS (Motor performance series) test from Vienna Test System. The acquired results reveal that left-handers differ from right-handers in such psycho-physiological aspects as attention distribution and stability, information perception and processing, reaction to conflict situations and reactive stress duration. The former also consume more oxygen while under pressure than the latter.
 The research results indicate that left-handers require an individual educational approach.},
	keywords = {functional asymmetry of brain hemispheres, lefthanders, right-handers},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400515875.pdf},
	author = {Gunita  Praulite and Viktorija  Perepjolkina and Juris  Porozovs and Daina  Voita}
}
@article {362,
	title = {SCIENCE EDUCATION AND STUDENTS WITH INTELLECTUAL DISABILITY: TEACHING APPROACHES AND IMPLICATIONS},
	journal = {Problems of Education in the 21st Century },
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {103-112},
	abstract = {This literature review aims at discussing current educational perspectives in the specific field of science teaching to students with mild to moderate intellectual disability. The present critical approach focuses on the availability and appropriateness of teaching methods and learning strategies that might effectively support science education of students with intellectual disability, given the cognitive characteristics, the learning difficulties and competencies of these students, the particular academic and learning skills associated with the acquisition of science concepts, and finally the perspective of promoting the access of students with intellectual disability in the general educational programs. Discussion of the evidences reveals a complex picture, which suggests further empirical verification of the research findings specifically in regard to the inquiry learning method and its implementation on science teaching to students with intellectual disability. Given the implementation of the appropriate instruction methods and learning strategies, science education and even more inclusive science education with an emphasis on hands-on activities and real life experiences could yield benefits, at least for students with mild to moderate intellectual disability, related to their everyday functioning in the context of functional academic skills acquisition. },
	keywords = {intellectual disability, science education, teaching methods},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399917637.pdf},
	author = {Panayiota  Stavroussi and Panagiotis  F. Papalexopoulos and Dionisios  Vavougios}
}
@article {256,
	title = {CHANGING THE EDUCATION CULTURE THROUGH TECHNOLOGY},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {127-137},
	abstract = {Technology has a potentially rich, but largely unrealized, role in teaching and learning. This role is defined variously by what the teacher has available, has had time to learn, or can find an appropriate use for, and by what students have access to, are familiar with, and are willing to use. In all of these ways, technology usually plays an adjunct role to others, more traditional modalities for teaching and learning, including lecture, laboratory, library, textbook, tutorial, and practicum.
 Researchers perceive problems arising from the significant cultural and organizational differences affecting the management and leadership environment of the education institutions integrating technology in relation to traditional higher education institutions. 
The study describes and analyzes the culture effects in higher education organizations and supports the view that transformational leadership, collaboration and the classroom culture are three major characteristics of change in higher education institutions, where integrating technology is considered as a way to help the university to be a more effective learning organization. 
The problem is approached by analyzing and evaluating the scientific literature for the development of the methodological basis of research. The article includes theoretical analysis of topical issues, like definitions of organization culture, interaction of the culture of education institutions and achievement, efficient ingredients of school culture as well as some important aspects of school culture.},
	keywords = {culture of education institutions, information and communication technologies, organisation culture},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393666529.pdf},
	author = {Anna Vintere and Larisa Malinovska}
}
@article {218,
	title = {CONTEMPORARY TEACHING METHODS EMPHASIZING CONCEPTUAL UNDERSTANDING ADAPTED FOR ENGINEERING EDUCATION AT ESTONIAN CENTRE FOR ENGINEERING PEDAGOGY},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {159-169},
	abstract = {Engineering educators should gain greater confidence through the use of extended range of contemporary teaching tools by obtaining specifics of the art of teaching. Teaching methods fostering active and long-term engagement with learning tasks are used at Estonian Centre for Engineering Pedagogy. Understanding student different learning styles is one of the midpoints of teacher training. The aim of the study programme for engineering educators is to abolish mismatches between students{\textquoteright} common learning styles and traditional teaching styles of engineering educators. The curriculum for engineering educators concentrates on interactive lectures and contemporary teaching methods emphasising conceptual understanding, adapted specially for engineering education, being introduced in the following article.     },
	keywords = {interactive lectures, teaching methods},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392409067.pdf},
	author = {Tiia R{\"u}{\"u}tmann and J{\"u}ri Vanaveski}
}
@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 {255,
	title = {EDUCATIONAL ROLE OF TEACHERS{\textasciiacute} VOICE AND PERFORMANCE- CHANGING TEACHERS{\textasciiacute} ATTITUDE TOWARDS THEIR VOICE IN FIELD CONDITION},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {115-126},
	abstract = {Considerable research has been done concerning the prevalence of vocal problems and disorders among teacher students and teachers. All research shows that voice disorders are very typical and are mostly connected to external factors such as environmental factors associated with vocal loading, health-related factors and stress-related factors. How voice disorders are connected to speakers posture, use of resonance and registers has not yet been studied. The primary prevention of voice disorders refers to elimination of circumstances that might cause a voice disorder, involving also teaching vocal hygiene strategies, while secondary prevention involves early detection and treatment of voice disorders. This article shows how teachers{\textasciiacute} attitudes towards their voice in field condition can be changed by giving them new models of (1) vocal hygiene strategies and (2) vocal exercises, combined to the Eerola ABC and balance-method and the Pilates-method. The article also gives a model to incorporate such training for all new teachers, for example in Tallinn University. },
	keywords = {Pilates-method, voice disorders},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393666476.pdf},
	author = {Katri-Liis  Vainio}
}
@article {328,
	title = {EFFECTIVE STRATEGIES AND MODELS FOR TEACHING THINKING SKILLS AND CAPITALIZING DEEP UNDERSTANDING IN ENGINEERING EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {176-187},
	abstract = {The article introduces effective teaching strategies and models suitable for teaching engineering, implemented at Estonian Centre for Engineering Pedagogy. Strategies are general approaches to instruction, used to meet a range of learning objectives: skilled questioning, clear communication, organizing lessons, effective feedback, starting lessons with a review and ending with closure, applicable in all teaching situations. Models are specific approaches to instruction having four characteristics: they help students acquire deep understanding and develop critical thinking abilities; they include a series of specific steps intended to reach the objectives; they are grounded in learning theory; they are supported by motivation theory. Introduced models are designed to capitalize deep understanding and critical thinking in teaching engineering. Accordingly students will be able to explain, find evidence and examples, generalise, apply, analogise and represent a topic in a new way. At least four different kinds of knowledge are essential for expert teaching: knowledge of content; pedagogical content knowledge; general pedagogical knowledge; and knowledge of learners and learning. The goal of the article is to help engineering teachers acquire knowledge in each of these areas. },
	keywords = {deep understanding, engineering education, teaching models},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399915280.pdf},
	author = {Tiia R{\"u}{\"u}tmann and J{\"u}ri Vanaveski}
}
@article {263,
	title = {ENHANCEMENT OF EDUCATIONAL PROCESS USING EXPERIENCE BASED TUTORING APPROACHES},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {7-23},
	abstract = {In any technological development we must always take into account very important set of equations:
 
Better vocational training = more skilled workers = better production = more competitive production = greater employability = reduce unemployment and its effects.
 
The equations clearly show that any technological development requires adequate preparation i.e. education of human resources for this development. Slovenia wishes to base its own development and prosperity mainly on knowledge. Therefore, the change and modification of education system became an imperative. Consequently, the following article deals with the demand: Slovenia has to fulfil in this process of transformation. 
From the experiences of recent years, it seems clear that the existing education system in Slovenia, as a whole, is perceived as an ailing system that fails to meet the needs of a major portion of the society it serves. Every aspect of the educational process and system must be studied and reconsidered in light of new and different societal expectations. And for these purposes we would like to use all positive experiences from different systems in the world.},
	keywords = {learning environment, quality enhancement},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393668265.pdf},
	author = {Boris Aber{\v s}ek and Mateja Ploj Virti{\v c}}
}
@article {209,
	title = {INDIVIDUALISED PHYSICAL CONDITION AS MEANS TO PROMOTE STUDENTS{\textquoteright} HEALTH IN LONG TERM PERIOD},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {51-59},
	abstract = {The insufficient parameters of students{\textquoteright} physical and functional condition at schools in Latvia make us study their causes and work out strategies to improve students{\textquoteright} health. It creates the necessity to realize consequently the aims forwarded in society health policy documents, considering the quality of the means used to reach the aims. Thus, the aim of the study was the development of strategic formulations of the sports standard of the secondary education correction. The results of the grade 11 students (N = 254) were analyzed in the research. The following methods of the research were applied: testing, anthropometry, mathematical statistics. Strategic changes in the sports standard of secondary education in Latvia, directed to the use of separate kinds of sport as the means to facilitate students{\textquoteright} health in sports classes have been developed. In the assessment of the subject the qualitative criteria of knowledge, skills and individual attitude have been included. To assess a student{\textquoteright}s bio-motor ability standard control exercise tables are replaced by individual result progress assessment.},
	keywords = {individualized approach, sport education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392408425.pdf},
	author = {Rasma Jansone and Zermena Vazne}
}
@article {253,
	title = {JOINT SINGING AS A PHENOMENON OF ESTONIAN CULTURAL TRANSMISSION},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {103-109},
	abstract = {The recent decades have been revolutionary in Estonia and in all spheres of life including education, quests and changes have taken place. In the period of globalisation it is the time to find out whether and to what extent Estonia manages to maintain its cultural values and national identity in the process of those dynamic changes. In the Estonian context joint singing can be viewed as a representative of cultural transmission. Joint singing originates from the so-called older folk song, Lutheran hymns and, most recently, powerfully emerged choral singing. Joint singing has developed into an important cultural metaphor of the identity of Estonian nation {\textendash} song festivals.
 The current article focuses on the nature of joint singing and its development in the music education of Estonian comprehensive schools, what was founded by the pedagogue, composer, publicist and researcher Riho P{\"a}ts in 1930s. The methodological basis of the research is the concept of joint singing, one type of which is choral singing, in the cultural transmission of the new generation of Estonians today. In the study participation of pupils in youth song festivals (1962-2007) is analysed to investigate the tendencies of development of joint singing. The results of the study prove that in contemporary Estonia choral singing is the most powerful type of joint singing and carries a phenomenon of cultural transmission based on innovative-traditional approach in music education.},
	keywords = {choral singing, joint singing, transmission},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393666393.pdf},
	author = {Inge  Raudsepp and Maie  Vikat}
}
@article {277,
	title = {MODEL OF ICT IMPLEMENTATION IN THE TECHNICAL EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {144-158},
	abstract = {The operation of a modern university and its competitiveness on the knowledge market are becoming increasingly dependent on the implementation and use of information and communication technology (ICT) in its educational processes. The University of Maribor is entering the process of changes bringing new dimensions to teaching and learning. The present article presents a research that included students/student teachers of technical education at the Faculty of Natural Sciences and Mathematics of the University of Maribor and the Faculty of Education of the University of Ljubljana and design and technology teachers. This research was conducted with the aim to study four fundamental issues important for the implementation of ICT in the educational process on the entire vertical of technical education. These are the available computer equipment, beliefs of students/student teachers of technical education and design and technology teachers about the circumstances regarding the use of the computer and individual forms of e-learning in the educational process, their experiences with using the computer in the educational process and their opinion about the applicability of portals as social environments. One of our main findings was that the viewpoints of both students/student teachers of technical education and design and technology teachers regarding the use of the computer in class were positive. Both confirmed that in technical education different forms of e-learning were appropriate. A high percentage of teachers who regularly use educational portals indicate a great interest for the online social environment. The final finding that students/student teachers of technical education and design and technology teachers support the use of the computer for educational purposes importantly influenced further activities related to the implementation of e-learning into the study process and the preparation of an educational portal.},
	keywords = {e-learning, technical education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393669179.pdf},
	author = {Mateja Ploj Virti{\v c}}
}
@article {195,
	title = {THE ORIGIN OF NUMERICAL CONCEPTS: EARLY MEANINGS OF {\textquoteright}ONE{\textquoteright}, {\textquoteright}TWO{\textquoteright}, AND {\textquoteright}THREE{\textquoteright} AMONG BASQUE- AND SPANISH-SPEAKING CHILDREN},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {109-123},
	abstract = {This study examines the conceptual origins of the meaning of the first number-words and what role language can play in developing the notion of number. The original hypothesis is related to the idea that the meaning of the number-words {\textquotedblleft}one{\textquotedblright}, {\textquotedblleft}two{\textquotedblright} and {\textquotedblleft}three{\textquotedblright} is supported by the conceptual framework of grammatical numbers, rather than that of integers (Sarnecka, Kamenskaya, Yamana, Ogura \& Yudovina, 2006).
 To that end the counting abilities of Spanish and Basque monolingual children and Spanish-Basque bilingual children are tested, because the Spanish and Basque languages express grammatical number in different ways (Perea, Urkia, Davis, Agirre \& Carreiras, 2006).
 On the one hand, the findings are in line with the initial hypothesis and with Sarnecka{\textquoteright}s work (Sarnecka et al., 2006), and on the other hand with a growing body of evidence that shows that the meaning of the count list appears from mapping numerals onto numerical cognitive representations produced by early core systems of number (Le Corre \& Carey, 2007; 2008).},
	keywords = {cognitive development, early education, scientific education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315714.pdf},
	author = {Jos{\'e}  Domingo  Villarroel and Teresa Ang{\'o}s and Alfredo Grandmontagne}
}
@article {214,
	title = {STRESSING THE COHERENCE OF PHYSICS: STUDENT JOURNALISTS{\textquoteright} AND SCIENCE MEDIATORS{\textquoteright} REACTIONS},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {104-128},
	abstract = {With this investigation, we sought to assess the extent to which future journalists and science mediators are able to take a positive attitude towards stressing the coherence of physical theories in their chosen profession. To this end, we also examined a second question: how members of this same population react to an exercise designed to stress the value of coherence in physics, as a possible source of intellectual satisfaction. We sought to document the possible impact of the obstacles we had anticipated, and to characterize the students{\textquoteright} progression in relation to the goals just described. Our investigation was based on 14 interviews with third-year university students who hoped to become journalists or science mediators. We focused our interaction with them on a specific example in physics, concerning a problematic hypothesis widely used in explaining how a hot air balloon operates. We provided elucidation in the course of each student{\textquoteright}s intellectual progression during the interview. Finally, we report their value judgements {\textendash} impressively positive {\textendash} concerning the two questions outlined above. The results suggest that, despite their low level of specialization in physics, such students can develop, at least in the very particular circumstances described, a critical and positive attitude towards searching for and stressing coherence in physics. They also support the idea that, were a concern for coherence to be taken as a desirable component of a training programme, corresponding teaching-learning sequences should be prepared, designed and evaluated in great detail, to ensure optimum adaptation to each individual{\textquoteright}s progression.},
	keywords = {critical analysis, physics education, science mediators and journalists education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1505377865.pdf},
	author = {St{\'e}phanie Math{\'e} and Laurence Viennot}
}
@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 {79,
	title = {ASSESSING FOREIGN PEDAGOGICAL EXPERIENCE: IDENTIFYING SPECIFIC FACTORS},
	journal = {Problems of Education in the 21st Century },
	volume = {4},
	year = {2008},
	month = {February/2008},
	type = {Original article},
	chapter = {57-64},
	abstract = {The article explores the concept of foreign pedagogical experience, viewing it as such experience that originated and developed in different from domestic socio-cultural environs, is conditioned by them and reflects the socio-cultural experience of the country of its origin: its traditions, stereotypes of activity and thinking, mentality, etc., and characterizes the established educational practice. It is viewed as a means of enhancing and up-dating the quality of professional training of would-be teachers of foreign languages. 
Lack of research in field of assessing foreign pedagogic experience together with a number of examples of negative pedagogical borrowing bring about the need of exploring the problem. 
The identification of the specific nature of the phenomenon of foreign pedagogical experience makes it possible to introduce a number of extra factors to be taken into consideration when assessing samples of foreign pedagogical experience. They are educational and cultural values, cultural identity, traditions and educational conceptions (paradigms). The detailed appraisal of these factors confirms the belief that this identification could complement the existent approaches towards assessing progressive pedagogical experience through the consideration of socio-cultural aspects of education. },
	keywords = {assessment of quality, foreign pedagogical experience},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222736.pdf},
	author = {Yuliya  Vashchilko}
}
@article {173,
	title = {EDUCATION OF TEACHERS IN ICT APPLICATIONS FOR TEACHING PHYSICS AT PRIMARY AND SECONDARY SCHOOLS},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Original article},
	chapter = {24-33},
	abstract = {The aim of the paper is to discuss the results of the research in the field of using multimedia , ICT, in teaching and learning Physics in the Czech Republic. The first part of the project was realized in 2005, where the analysis of available multimedia resources and their use at schools was done. Evaluation criteria for multimedia materials were summarized. According to the findings in the second part of the project courses for physics teachers in using ICT were created. Basic tools for computer measurements (data processing, procedure management), basic tools for modelling and simulations (including internet tools); work in a virtual laboratory, especially in applets/physlets, work in a distant laboratory, ability to use it effectively, and knowledge of appropriate freeware, shareware and software were presented. There were for example courses: Interactive Physics in teaching physics, Mathematica and Mathematica CalcCenter in teaching physics, Digital phototechniques in laboratories and technical subjects, The word processor, LaTeX for teachers of sciences. The project was evaluated, results of the reliability and validity of the courses will be discussed. },
	keywords = {multimedia resources, teaching and learning physics, using multimedia},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392298005.pdf},
	author = {Renata Holubova and Veronika Kainzova and Jan {\v R}iha and Ivo Vy{\v s}in}
}
@article {140,
	title = {ESTONIAN TECHNICAL TEACHER EDUCATION IN THE PROCESS OF TRANSFORMATION},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {117-125},
	abstract = {During the past 3 years curriculum development has been of essential importance in Estonian Centre for Engineering Pedagogy at Tallinn University of Technology. A three-staged methodology for curriculum design has been used. The proposed innovative methodology for the course design starts with decisions on overall goals, learning objectives and intended learning outcomes. The curriculum was designed according to the following model: Establish Qualification Profile, Establish Admission Quality, Define Course Content, Establish the Curriculum at Macro Level, Establish the Curriculum at Micro Level, Integrate the Curriculum within the University System. The new curriculum for technical teacher education on Master level was completed in 2006. Curriculum for technical teachers has been designed taking account of the most popular and perspective branches of industry in Estonia. Eight possible specializations have been proposed. As the required entrance qualification of the candidate is Master degree in engineering and professional experience for at least one year, it is assumed that the candidate has acquired knowledge in engineering speciality on high level. The curriculum is based on IGIP (International Society for Engineering Education) Recommendations for Studies in Engineering Pedagogy Science. The curriculum has been accepted and registered by Estonian Ministry of Education and Research. The curriculum is the only and the very first one in Estonia providing education in Engineering Pedagogy for technical teachers on Master level in the amount of 60 ECTS credits. The first students were admitted to the designed study programme in 2007. },
	keywords = {curriculum design, engineering pedagogy, technical teacher education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392235361.pdf},
	author = {Tiia R{\"u}{\"u}tmann and J{\"u}ri Vanaveski}
}
@article {65,
	title = {PEDAGOGICAL EVALUATION OF THE PLATFORM BASED ON AUGMENTED REALITY TECHNOLOGY: A POSITION OF THE EXPERTS PROVIDING ASSISTANCE WITH TEACHING/LEARNING},
	journal = {Problems of Education in the 21st Century },
	volume = {3},
	year = {2008},
	month = {January/2008},
	type = {Original article},
	chapter = {56-78},
	abstract = {The primary purpose of the progressing international scientific project ARiSE {\textendash} is to test pedagogical effectiveness introducing augmented reality (AR) into the classroom and creating remote collaboration between classes around the AR display systems. ARiSE will develop an AR platform and associated pedagogical use cases, enabling teachers to promote, with a moderate effort, new teaching practices for teaching scientific and cultural content in primary and secondary school. The aim of the project is to offer to the group of students the possibility of {\textquoteleft}playing{\textquoteright} with virtual objects and thereby to perform learning by doing instead of learning by reading.
 The research was carried out at Siauliai University in Lithuania. 38 respondents - experts assisting students with special educational needs in teaching/learning (psychologists, speech therapy experts, special pedagogues and the specialists from the education department) took part in this research. The focus groups were formed requiring indiscretion i.e. the group members were not allowed to make any specific impact on one another (in terms of work place, competence and social status). Thus, 6 groups of respondents were set up. },
	keywords = {augmented reality, focus group, pedagogical evaluation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222031.pdf},
	author = {Margarita Vilkoniene and Vincentas  Lamanauskas and Rytis Vilkonis}
}
@article {167,
	title = {QUALITY CONCEPTION IN HIGHER EDUCATION LEGISLATION: THE ESTONIAN NATIONAL PROFILE},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {153-161},
	abstract = {The main goal of this paper is to analyse the concept of {\textquotedblleft}quality{\textquotedblleft} which is used quite often in texts of legislation of public universities. The paper provides an analytical overview of the development of Estonian higher education and related legislation focussing particulalrly quality assurance within public universities following the regaining of independence and accession to the European Union. The paper presents results of empirical data collected through analysis of the following documents {\textendash} Universities Act; Standard of Higher Education; Regulation of the Government of the Republic {\textquotedblleft}Procedure for Accreditation of Universities, Institutions of Professional Higher Education and their Curricula and Requirements for Accreditation{\textquotedblright}; Estonian Higher Education Strategy for 2006-2015. The paper{\textquoteright}s main conclusions include that the concept of quality of higher education remains undefined in legislative acts of public universities, which, in turn makes it complicated for them to meet quality-related expectations. It can be further maintained that, at the state level, concepts of quality in higher education refer to the conformity to requirements/standards and value for money. In the context of a multitude of different approaches and stakeholders the process of establishment of a public university quality assurance system in this manner is too narrowly focussed. The conceptualisation of quality should be widened and clarified at the state level as to what universities are expected to do when creating their internal quality assurance systems.},
	keywords = {development of quality-related legislation, quality assurance},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284828.pdf},
	author = {Birgit Vilgats}
}
@article {103,
	title = {REORGANIZATION OF THE SUBJECT HOUSEKEEPING AND TECHNOLOGIES 7 CLASSES AS THE OPPORTUNITY OF INTEGRATION ICT IN EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {136-144},
	abstract = {Introduction
 
In the report are considered the following modern technologies: digital document camera, an interactive board, interactive response system, the interactive pen display for the teacher.
 A project {\textquotedblleft}ICT for quality of education{\textquotedblright} has been developed for improvement of process of information of an education system in Latvia. One task of the project is increase in a parity of those teachers which can to use a computer and other newest technologies for improvement of teaching quality of the subject at a level - computer literacy.
 The author has compared data from the Latvian schools with data of researcher Jennifer Langdon-Pollok from schools of America on frequency of interactive technologies using and analyzed opportunities of teaching subject based on state standard with use of modern interactive technologies.
 
Methodology of research
 
To realize the purpose of research has been used such methods: the theoretical analysis of the educational document (state standard of the basic education), data of two researches have been checked up with help of Chi Square criterion on conformity of distribution of a variable, then data have undergone to statistical processing with help of Kolmogorov-Smirnov test, for comparison of two independent samples, on of disparity difference of one sample from other.
 
Result of research
 
Teacher can use interactive information technologies, for example:
 {\textbullet} Interactive board {\textendash} on groups to equip a living room in computer program Paint;
 {\textbullet} Interactive response system {\textendash} the group virtually lays the table and after teacher lead individual response on conformity - table layout and menu;
 {\textbullet} Digital document camera {\textendash} evident demonstration in a three-dimensional mode as to embroider correctly;
 {\textbullet} Interactive pen display for the teacher {\textendash} teacher corrects work of group.
 
Discussion
 
When the teacher uses interactive technologies there is an active involvement of all pupils into learning process. Scientist G.Kershenshtener considers that training of a subject is formed of cooperation the teacher with all pupils in group.
 Interactive technologies will involve all forms of perception: audio, visual and kinesthetic.
 K.Ushinsky considers, the teacher who wants that the pupil has something remembered, should take care in training of a subject involve all forms of perception.
 The main conclusion {\textendash} at work with interactive technologies, the teacher always is in the center of attention and support regular interactive contact to pupils, that increase pupil engagement and efficiency of learning, develops creative abilities of pupils, maximizes learning motivation and improve pupil behavior. And it is one of the main results of each teacher work.},
	keywords = {interactivity, state standard of education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392224296.pdf},
	author = {Natalia Vronskaya}
}
@article {163,
	title = {STUDENTS{\textquoteright} COPING IN DIFFERENT TYPES OF SCHOOLS AT THE BASIC LEVEL OF COMPREHENSIVE SCHOOLS IN ESTONIA},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {105-117},
	abstract = {The number of students dropping out from the basic level of comprehensive schools has increased during the last years. The current situation has led to a conclusion that the educational system needs to be reorganized in order to support the formation of constructive students{\textquoteright} coping strategies in academic environment. Arising from that the aim of the current study was to find out how students assess their coping at the basic level of different types of schools (4th-9th grades). Because of linguistic and cultural diversity in Estonia, schools can be divided into three groups: Estonian, Russian and bilingual (Estonian-Russian) schools. The results of the study revealed the differences in students{\textquoteright} evaluations on grouped indicators characterizing coping at different levels of school. The students of the second level in basic school (4th-6th grades) did not give higher evaluations to their coping and peer relations than the students of the next level. The students of 7th-9th grades gave lower evaluations to other coping components, the indices were worryingly lower. This is the level where dropping out has its highest rate. Therefore it may be said that students{\textquoteright} coping strategies are the lowest in the 7th-9th grade, which may be one of the causes of dropping out. There were significant differences in coping, discipline and some other indicators of Estonian, Russian and bilingual school types. According to the results it may be concluded that students{\textquoteright} coping strategies grow worse at the third level of basic school and the students of all types of schools have coping problems. },
	keywords = {basic school, different school types},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284636.pdf},
	author = {Monica Sakk and Marika Veisson and Linda Pallas}
}
@article {101,
	title = {THE SUBJECTIVE COMPUTER EXPERIENCE OF UNIVERSITY STUDENTS},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {118-128},
	abstract = {The subjective computer experience (SCE) construct is defined as a private psychological state reflecting the thoughts and feelings that a person ascribes to some previous or existing computing event. Information and communication technologies are currently increasing their influence in the field of education, so the SCE of teacher-treaining students is an interesting subject for analysis. The present study examines the SCE of a sample of 176 university students with different academic profiles, including a sample of students from teacher training colleges. The results show not only differences between students from different fields of knowledge, but also that participating in the design of teaching models based on the use of ICTs is related to distinct SCE profiles.},
	keywords = {computer use, teacher training},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392224161.pdf},
	author = {Jos{\'e}  Domingo  Villarroel}
}
@article {48,
	title = {PUPILS{\textquoteright} EXAMINATION USING INFORMATION TECHNOLOGIES, AS IMPROVEMENT OF THE KNOWLEDGE SYSTEM MONITORING},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {89-94},
	abstract = {The title of the paper is Verification of Students{\textquoteright} Knowledges with the Use of the Newest Information Technologies, as one of Way of Improvement of Checking of Knowledges System.
 Presently in education is practiced the use of informations technologies for the automated verification of students{\textquoteright} knowledges, that is testing on a computer.
 In work is considered Avanesov{\textquoteright}s classification of tests{\textquoteright} tasks, where tests are subdivided into the tasks of the closed and opened form. In work is resulted description of possibilities, are considered advantages and disadvantages of these tests using at verification of students{\textquoteright} knowledge. The analysis of comparison of the computerized testing is conducted with the standard writing testing. 
The methodology of research bases on two researches which purpose was to find out the relation of students to examination with use of information technologies.
 The main conclusion - verification of students{\textquoteright} knowledges with the use of information technologies improves the control of knowledge, if at creation of test tasks are observed the basic criteria of quality of the test and with the maximal feedback are used all the offered opportunities of the computerized test.},
	keywords = {comparison and advantages of tests, testing on a computer},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220327.pdf},
	author = {Natalia Vronskaya}
}
@article {25,
	title = {THE USAGE OF THE INTERNET IN TEACHING PHYSICS IN LITHUANIA: THE ANALYSIS OF A SITUATION AND PERSPECTIVES},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {63-72},
	abstract = {A vision of a modern world can be hardly conveyed without Information and Communication Technology (ICT) recently having a powerful impact on all areas of life. The application of the latest ICT in the educational process raises new possibilities for both a teacher and a learner, enhances the quality of provided education and makes the educational process more adjustable.
 Effective source of the information nowadays is the Internet. It has to be stated that the Internet possibilities in the teaching process are insufficiently used. On the other hand, in principal there are no reliable studies, which would reveal the actual situation in this field. Therefore, the object of our study is the usage of the Internet for teaching physics. The main aim of the study is to analyse the situation of the usage of the Internet for teaching physics and highlight the hindering/encouraging factors of its usage in the teaching process.
 The study employed expert inquiry. The type of expert inquiry {\textendash} {\textquotedblleft}Delphi study{\textquotedblright}, containing several experts{\textquoteright} inquiries (stages). Research has shown, that the Internet in teaching physics is not used in due volume. The majority of problems are connected with material (including information) resources (lack of websites, computers, etc.) and the competence (methodical, information, etc.) teachers of physics.},
	keywords = {science education, teaching physics},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392218228.pdf},
	author = {Vincentas  Lamanauskas and Rytis Vilkonis}
}
