@article {1121, title = {TEACHERS{\textquoteright} KNOWLEDGE ABOUT HIGHER-ORDER THINKING SKILLS AND ITS LEARNING STRATEGY}, journal = {Problems of Education in the 21st Century}, volume = {76}, year = {2018}, month = {April/2018}, pages = {Continuous}, type = {Original article}, chapter = {215-230}, abstract = {Higher order thinking skill (HOTS) is one of the students{\textquoteright} abilities that should be developed through teaching and learning. Teachers{\textquoteright} knowledge about HOTS and its teaching and learning tactics is a key to successful education. The purpose of this research is to describe teachers{\textquoteright} knowledge about higher order thinking skills (HOTS). The research involves qualitative study with the phenomenological approach. The research participants are 27 mathematics teachers from state and private junior high schools across 7 provinces in Indonesia. The researcher collected data with a test followed by focus group discussion (FGD) and interviews. The analysis of data involved Bogdan \& Biklen model and descriptive statistics for data from the test. The analysis of FGD, and test data intends to get information on 6 sub-themes; teachers{\textquoteright} knowledge about HOTS, importance of HOTS, teaching about HOTS to students, improving students{\textquoteright} HOTS, measuring and assessing HOTS, and teachers{\textquoteright} ability for solving HOTS-based problems. The results indicate that teachers{\textquoteright} knowledge about HOTS, their ability to improve students{\textquoteright} HOTS, solve HOTS-based problems, and measure students{\textquoteright} HOTS is still low. There are facts, however, that teachers already understand the importance of HOTS and teaching it by using various innovative learning models. }, keywords = {HOTS, measurement and assessment, teachers{\textquoteright} knowledge, teaching and learning}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/18.76.215}, url = {http://oaji.net/articles/2017/457-1524597598.pdf}, author = {Heri Retnawati and Hasan Djidu and Kartianom and Ezi Apino and Risqa D. Anazifa} } @article {811, title = {DIGITAL TEACHING AND LEARNING CONTENT IN NATURAL SCIENCE EDUCATION: A CASE STUDY}, journal = {Problems of Education in the 21st Century}, volume = {50}, year = {2012}, month = {December/2012}, type = {Original article}, chapter = {46-55}, abstract = {Teaching/learning technologies in comprehensive schools are rapidly changing. Increasing amount of information, growing pupils{\textquoteright} learning load raises the need to search for new, more effective teaching/learning methods. For a long time it has been thought, that it is an object of classical pedagogy and further research works are not urgent. However, in the process of rapid development of ICT, traditional pedagogy conception also inevitably changes. So-called {\textquotedblleft}classical pedagogy{\textquotedblright} shifts to {\textquotedblleft}online pedagogy{\textquotedblright}. An adjacent educational trend - a "shift from teaching to learning" is also related with this shift. New computer aids for increasing lesson content interactivity are being created in Lithuanian context. In the cooperation of a publishing house, teachers and scientists, a computer aid for the 5th-6th formers{\textquoteleft} biology lessons, was created. Therefore, a complex pedagogical evaluation research was carried out between January and April, 2011. 20 teachers participated in the digital content testing, who totally gave 577 lessons. In the lessons a) an interactive board (IL) was used, and a lesson content was prepared by Power Point (PPT) slide show or Active Inspire (AcIns) programme; b) projector (S), and a lesson content - by PPT or AcIns. The results, obtained on the basis of qualitative analysis, are presented in this article. It is thought, that the results of this research would contribute to implementation of computer technologies in other countries as well. Research results show, that digital teaching/learning content together with arranged lesson scenarios for the realization of the latter is undoubtedly, an innovative phenomenon in the educational practice. It is necessary to assess the context of the country, to accomplish representative evaluations in the population of Lithuanian students and teachers.}, keywords = {digital content, qualitative analysis, teaching and learning}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.50.46}, url = {http://oaji.net/articles/2014/457-1419345741.pdf}, author = {Vincentas Lamanauskas and Violeta {\v S}lekiene and Renata Bilbokaite and Loreta Raguliene} } @article {619, title = {DISABILITY AND THE USE OF ICT IN EDUCATION: DO STUDENTS WITH SPECIAL NEEDS RECOGNISE THE SUPPORT GIVEN BY TEACHERS WHEN USING TECHNOLOGY}, journal = {Problems of Education in the 21st Century}, volume = {35}, year = {2011}, month = {November/2011}, type = {Original article}, chapter = {149-158}, abstract = {The Information and Communication Technologies are a decisive element to normalize the conditions of the students{\textquoteright} life with special needs, and in some cases, one of the options for the access to a school curriculum. However, in the context academic, the development of the new technologies has favored the appearance in new ways of social exclusion. In presented study it was analysed the availability of the necessary resources to these students, checks the usage of the available technology and examines up to what point the students recognise the support of the teachers using information and communication technologies - ICT, to help them succeed in their studies. Thirty-seven students with special needs participated in this study, coming from a secondary school in Alicante and from the University of Alicante. Was prepared a questionnaire to investigate the use, experience and recognition of the support given by the teachers using ICT with these students. The results indicated that these students felt ready to use the technology resources in their studies. However, they did not receive support by the teachers and they noticed differences in approach, depending on the stage of the educational course and the type of disability. There still exist important obstacles in obtaining a total integration for disabled students; in particular making the role of the teacher a vital issue to provide an educational answer to such diversity.}, keywords = {formative stages, students with disabilities, teacher preparation, teaching and learning}, issn = {1822-7864}, url = {http://journals.indexcopernicus.com/abstract.php?icid=968813}, author = {Raquel Suri{\'a} Mart{\'\i}nez} }