@article {646,
	title = {OMANI SCIENCE TEACHERS USE OF COOPERATIVE WORK IN BASIC EDUCATION SCHOOLS},
	journal = {Problems of Education in the 21st Century},
	volume = {38},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {8-14},
	abstract = {The aim of this study is to explore the use of cooperative work by science teachers. Quasi-experimental research design was used. This study was carried out in academic year of 2010-2011 at Basic Education schools in Oman. The sample consisted of 25, male (N=12) and female (N=13) science teachers working in 5 Basic Education schools. A 4-point of 39 statement scale observation checklist was developed to find out the extent to which teachers were applying collaborative work effectively.
 Findings reveal that teachers either followed the traditional seating arrangements, or just placing students in groups without any cooperative learning strategies. Findings also indicated no statistically significant difference due to the teacher{\textquoteright}s gender in the way collaborative work is applied in co-schools.},
	keywords = {cooperative work, school science, science teacher},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.38.08},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=971783},
	author = {Ali Huwaishel  Al-Shuaili}
}
@article {175,
	title = {MEDIATION OF STUDENT LEARNING: DIMENSIONS AND EVIDENCES IN SCIENCE TEACHING},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Original article},
	chapter = {42-52},
	abstract = {Our study intends to focus the teacher mediation of student learning in sciences{\textquoteright} classrooms in new theoretical and empirical perspectives. The science teacher action, in a research perspective, has been considered as sum of several aspects. Our research problem is how to consider, in a scientific way, the mediation of student learning in science classroom by facing the teaching activity as a whole. We present a theoretical framework to analyse the teacher mediation. We also developed an innovative methodological instrument to obtain data relevant to analyse the teacher mediation. Our instrument is a multimodal account of what happens inside the classroom or what particular context conditions some teacher decisions. We provide preliminary results from two particular science teachers to evidence the usefulness of this framework, in particular the dimensions of analyse and the richness of the instrument to collect data from multiple sources.},
	keywords = {science teacher, teacher mediation, teaching activity},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392298120.pdf},
	author = {J. Bernardino  Lopes and J. Paulo  Cravino and Maria Branco and Elisa Saraiva and Ant{\'o}nio Silva}
}
@article {22,
	title = {IS CREATIVITY CHARACTERISTIC FOR INCOMING TEACHERS OF SCIENCE?},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {39-43},
	abstract = {Creativity as one of the characteristics is typical for every human and is expressed in many ways. However it isn{\textquoteright}t developed at the same level by everyone. We are able to determine it and to strengthen it. The components of creativity are newness, novelty and usefulness and we can define it as a creation of new and useful ideas, solutions, or products. For incoming teachers it is very important to be creative. Science teaching provides opportunity to be creative, but the necessity as well. We can expect, that creative teacher will stimulate the pupils to be creative more than a person who isn{\textquoteright}t very inventive. In this contribution we are focused on finding out the level and the scale of future science teachers{\textasciiacute} creativity according to results of Figural Form of Torrance Test of Creative Thinking named the Unfinished Figures. It can give us the first view on creative potential of an individual. We can identify students with extraordinary creative abilities and on the other hand, the ones whose abilities are below-average and help them to develop it for that reason. The study sample consisted of 80 second year college students studying natural science, who would like to be science teachers. The divergent thinking abilities, 4 dimensions (fluency, flexibility, originality and elaboration) were tested. According to the results of TTCT we find out, tha tincoming teachers dispose of figural creativity. Most of them (63.75\%) completed all offered unfinished figures. Just 20.0\% of them are characterized in high level of flexible creative thinking, 60.0\% are in average. The results of originality and elaboration were not satisfying. It is very important to develop incoming teachers{\textasciiacute} abilities as creativity evidently is. },
	keywords = {science teacher, Torrance Test of Creative Thinking},
	issn = {1822-7864 },
	url = {http://oaji.net/articles/2014/457-1392217536.pdf},
	author = {Zuzana Hal{\'a}kov{\'a}}
}
