@article {949, title = {POLISH LOWER AND UPPER SECONDARY SCHOOL STUDENTS{\textquoteright} CONCEPTIONS OF A SCIENTIST}, journal = {Problems of Education in the 21st Century}, volume = {63}, year = {2015}, month = {February/2015}, pages = {Discontinuous}, type = {Original article}, chapter = {40-52}, abstract = {There is an increasing problem of a much smaller number of students in natural sciences or mathematics in Poland. The number of students is decreasing so dramatically that some courses are closed. Therefore, it becomes very important to look for the possible causes. The starting point for these considerations is the study on the image of a scientist. The image of a scientist and the factors that shape it have been the subject of research in various countries around the world for more than fifty years. The aim of the present research was to determine what the image of a scientist according to Polish students is. Additionally, the impact of the students{\textquoteright} age (in the range of 13-19 years old) on this image was analysed. The study involved 938 students of lower and upper secondary public schools from all over the country chosen randomly. The research was based on a questionnaire which was anonymous and community-based. The main questions were preceded by an enquiry about the respondent{\textquoteright}s personal information such as gender, age, type of school they attend, and school locality. These data were needed for the analysis of such factors as, for example, the effect of gender. The obtained results showed that the image of a scientist according to Polish students is quite similar to the stereotype adopted by students from other countries. Contrary to some earlier reports, Polish students usually presented a scientist as a young person and paid more attention to personal safety equipment like a lab coat, gloves and goggles. It should be noted that this stereotype is quite archaic and is not associated with a real vision of a scientist. This lack of awareness may have an impact on shortage of students }, keywords = {Draw-A-Scientist Test (DAST), images of a scientist, stereotype of a scientist}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/15.63.40}, url = {http://oaji.net/articles/2015/457-1430294420.pdf}, author = {Karol Dudek and Pawe{\l} Bernard} } @article {606, title = {E-ASSESSMENT OF STUDENTS BASED ON PERSONAL RESPONSE SYSTEM}, journal = {Problems of Education in the 21st Century}, volume = {35}, year = {2011}, month = {November/2011}, type = {Original article}, chapter = {11-16}, abstract = {Tools for electronic assessment are being developed mainly with growth of distance learning platforms. However, the possibility of electronic testing seems to be valuable also in the classroom, which is not usually equipped with computers. For this purpose, systems of remote controllers have been in development for over ten years. The first versions of controllers were operating in infrared technology which significantly limited the amount of data that could be transferred from remote controls to computers. That allowed only using simple multiple-choice and single number questions. Those limitations excluded those systems as an effective assessment tool. In recent years new versions of systems were presented. Modern remote controls are operating in radio technology and possess their own memory that makes it possible to code and send more complex questions. Also, new controllers can operate in asynchronous mode which creates the opportunity for personalization of students{\textquoteright} work. Thanks to new functionality, modern response systems can potentially be used as assessment tools. This fact creates new opportunities and challenges for educators in developing a methodology of use of this tool during various types of courses. Presented results were obtained during the pilot implementation of the Personal Response System - PRS RF during laboratory classes for first year students of Biophysics in years 2009-2011 at Jagiellonian University.}, keywords = {electronic assessment, interactive learning environment, personal response system}, issn = {1822-7864}, url = {http://journals.indexcopernicus.com/abstract.php?icid=968796}, author = {Pawe{\l} Bernard and Pawe{\l} Bro{\'s} and Anna Migda{\l}-Mikuli} } @article {98, title = {PURPOSE AND FORM OF REALIZATION OF THE BLENDED LEARNING SYSTEM DURING CHEMISTRY ACADEMIC COURSES}, journal = {Problems of Education in the 21st Century }, volume = {5}, year = {2008}, month = {April/2008}, type = {Original article}, chapter = {98-104}, abstract = {In the academic year 2003/2004, the Department of Chemistry Didactics began modification of courses: {\textquoteleft}General Chemistry with the Elements of Physical Chemistry{\textquoteright} for the first year of biophysics and {\textquoteleft}Phase transitions in a Solid State{\textquoteright}, intended for fourth-year chemistry students. The main reasons for modification of these courses were the unsatisfactory final grades of students in both courses. Preliminary research shows that students have difficulties in understanding the above-mentioned lectures due to lack of elementary knowledge. There is also a great differentiation between the levels of the skills and knowledge of students. Considering the above-mentioned situation, we have proposed to use elements of distance learning for equalization of the level of knowledge, the so-called blended learning system (Bonk \& Graham, 2004). The full paper presents the methodology of preparing and the application of blended learning classes at an academic level, the findings of questionnaire surveys on how students find the blended learning system and statistical analyses of exams. }, keywords = {blended learning, distance learning, general chemistry, learning system}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392224018.pdf}, author = {Anna Migda{\l}-Mikuli and Pawe{\l} Bro{\'s} and Pawe{\l} Bernard} }