@article {834,
	title = {PROMOTING BASIC COGNITIVE SKILLS THROUGH CONSTRUCTIVIST-BASED STRATEGIES IN A PHYSIOLOGY COURSE},
	journal = {Problems of Education in the 21st Century},
	volume = {54},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {53-59},
	abstract = {One of the main purposes of education today is to develop student{\textquoteright}s ability to think in a systemic, analytical and logical manner to become self-directed, critical thinkers. Hence, students need to be efficient in one or more basic cognitive skills (BCS), since they are the foundational skills for the continued growth of these and other intellectual higher level abilities. According to constructivist theorists, the development of students{\textquoteright} deep conceptual understanding takes place when they are engaged in learning tasks that explicitly makes them aware of their BCS, based on students{\textquoteright} previous knowledge and matter content. From this perspective, teachers can promote BCS in the classroom through the design of constructivist-based strategies. Therefore, the main purpose of the present study was to examine how the BCS of analysis and synthesis are attained in a university physiology course, examining differences in two groups of students from different classes using different learning methods: problem-based learning (PBL) and PBL plus diagrams. A self-report questionnaire was designed for this purpose. A knowledge exam was also applied to both groups at the end of the intervention to evaluate students{\textquoteright} basic knowledge attainment. Results indicate that there were no significant differences between the two groups in their BCS acquisition. Exam scores were not different between groups either. However, a significant relationship between BCS and basic knowledge attainment was found. Results are discussed in more detail within the document.},
	keywords = {basic knowledge, cognitive skills, problem based learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.54.53},
	url = {http://oaji.net/articles/2014/457-1420054144.pdf},
	author = {Francisca   Mendoza and Martha   Gaeta and Virginia   Sede{\~n}o}
}
@article {757,
	title = {NEUROSCIENCE, WORLD WIDE WEB AND READING CURRICULUM},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {66-73},
	abstract = {Neuroscience has proved a malleable nature of our brain. The way of thinking is changing lifelong and not only in early childhood. New media as television, video games, and the Internet change students{\textquoteright} cognitive skills. New visual-spatial skills, such as iconic representation and spatial visualization are developed. But parallel to these changes new weaknesses occur. Those are in higher-order cognitive processes, as abstract vocabulary, mindfulness, reflection, inductive problem solving, critical thinking, and imagination (Greefield, 2009). Those are the reasons why reading curriculum in contemporary educational system should focus on two groups of aims: deep online reading and linear literature reading. By deep reading is meant the sophisticated processes that propel comprehension and that include inferential and deductive reasoning, analogical skills, critical analysis, reflection, and insight. By linear literature reading is meant primarily reading of fiction, which develops the imagination, inductive analysis, critical and abstract thinking.},
	keywords = {cognitive skills, linear reading, reflexive reading of fiction},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.66},
	url = {http://oaji.net/articles/2014/457-1413728109.pdf},
	author = {Kordigel Aber{\v s}ek, M.}
}
@article {613,
	title = {THE EFFECT OF THE MATHEMATICAL SKILLS ACQUIRED IN WOODWORK ON STUDENTS{\textquoteright} ACHIEVEMENT IN MATHEMATICS},
	journal = {Problems of Education in the 21st Century},
	volume = {35},
	year = {2011},
	month = {November/2011},
	type = {Original article},
	chapter = {85-96},
	abstract = {Economic status of students, gender and family size have been found to affect students{\textquoteright} achievement in mathematics. However, there seems to be limited research on the effects of knowledge and affective skills acquired from other subjects on students{\textquoteright} achievement in mathematics. The research objectives of the study were to determine whether the cognitive and practical skills acquired in woodwork affects students{\textquoteright} achievement in mathematics. The study also sought to find out whether the learning of similar topics in woodwork affected students{\textquoteright} achievement in mathematics. The research methodology applied was ex-post facto design. The study was carried out in four secondary schools which offered woodwork in Machakos County, Kenya and involved a student sample of 158. Data was collected by use of three mathematics tests and a questionnaire for woodwork students. The results revealed that cognitive and practical skills acquired in woodwork have a positive effect on students{\textquoteright} achievement in mathematics. The learning of similar topics in woodwork and mathematics has a positive effect on students{\textquoteright} achievement in mathematics},
	keywords = {cognitive skills, practical skills, students{\textquoteright} achievement},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=968805},
	author = {Richard P.  Kimiti and Samuel N.  Waweru and David M.  Mulwa and Elizabeth N.  Muema and Titus M.  Kituka}
}
