@article {1702,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {82},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 82, No. 1, 2024},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1708676157.pdf},
	author = {Editorial Board}
}
@article {1712,
	title = {CORRECTION ON THE OPINIONS AND NEEDS OF SCIENCE CENTER INSTRUCTORS: THE CASE OF GOKMEN SPACE AND AVIATION TRAINING CENTER (GUHEM)},
	journal = {Problems of Education in the 21st Century},
	volume = {82},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {149-150},
	abstract = {Abstract. Erratum for {\textquotedblleft}Aslan, A. (2022). The opinions and needs of science center instructors: The case of Gokmen space and aviation training center (GUHEM). Problems of Education in the 21st Century, 80(6), 792{\textendash}810. https://doi.org/10.33225/pec/22.80.792{\textquotedblright}.  
Keywords: erratum 

This document presents the changes belonging to the published article (p. 802).
},
	keywords = {erratum},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/24.82.149 },
	url = {https://oaji.net/articles/2023/457-1708677117.pdf},
	author = {Ay{\c s}eg{\"u}l Aslan}
}
@article {1701,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {82},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 82, No. 1, 2024},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1708676132.pdf},
	author = {Editorial Board}
}
@article {1660,
	title = {CHARACTERIZATION OF CURRICULUM LEADERSHIP BY SOUTH AFRICAN SCHOOL LEADERS AND TEACHERS IN ENVIRONMENTAL EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {401-415},
	abstract = {Integrating environmental education into the school curriculum in South Africa remains a concern. Various curriculum and instructional design factors affecting environmental education have been explored. However, the role of curriculum leadership in environmental education is not well understood despite research that shows that curriculum leadership is a critical challenge facing the education system in general. Poor curriculum leadership has been shown to contribute to ineffective curriculum implementation and poor quality of education. In the current research, we used qualitative research methods to determine the characterization of curriculum leadership by teachers and school leaders involved in environmental education as a preliminary effort to understand the challenges facing environmental education. We used distributed leadership as a theoretical framework for the research. The findings show that some environmental education teachers, school managers, and environmental education subject advisors do not understand the concept of curriculum leadership. Participants{\textquoteright} understanding of curriculum leadership was associated with socio-political dynamics rather than educational principles. We conclude that the poor understanding of curriculum leadership and its role may lead to ineffective integration of environmental education in the South African school curriculum.  },
	keywords = {Curriculum leadership; distributed leadership; environmental education; school leaders and teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.401},
	url = {https://oaji.net/articles/2023/457-1687425497.pdf},
	author = {Nonkanyiso Pamella Shabalala and Headman Hebe and Lindelani Mnguni}
}
@article {1655,
	title = {CONSTRUCTION AND VALIDATION OF MATHEMATICAL SATISFACTION QUESTIONNAIRE: AN EXPLORATORY AND CONFIRMATORY FACTOR ANALYSIS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {327-339},
	abstract = {Mathematics satisfaction can drive students to work harder in math class. Thus, it is vital to assess the satisfaction of learners using an instrument to intervene in the teaching and learning process. There are research studies that have independently developed questionnaires to measure students{\textquoteright} mathematics satisfaction, but most of them focused on students{\textquoteright} satisfaction with mathematical resources and online mathematics courses. Thus, previously developed instruments had limitations. The purpose of this study was to develop and validate a mathematical satisfaction questionnaire for students. Face validation, content validation, exploratory factor analysis, confirmatory factor analysis, and reliability testing were used in the study to construct and validate the instrument. The initial draft of the mathematical satisfaction questionnaire has 44 items divided into five categories: skill, real-life, academic, praise, and task completion. The study{\textquoteright}s sample included 317 students from the Nueva Ecija University of Science and Technology {\textendash} Gabaldon campus. The content validity of the test was assessed by ten instructors and professors using Aiken{\textquoteright}s V technique. The construct validity was examined using exploratory and confirmatory factor analysis. Aiken{\textquoteright}s V coefficient ranged from 0.73-0.87, which is adequate for the content validity index. Every construct has an acceptable reliability coefficient. Eight items were removed following EFA. Construct validation confirmed 36 items distributed among the five mathematical satisfaction constructs. The final instrument is reliable and can be used to assess students{\textquoteright} mathematical satisfaction.},
	keywords = {Item measurement, mathematical satisfaction, reliability test, validity test},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.327 },
	url = {https://oaji.net/articles/2023/457-1687425080.pdf},
	author = {Andie Tangonan Capinding}
}
@article {1641,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {171},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 2, 2023},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1683097113.pdf},
	author = {Editorial Board}
}
@article {1652,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {295},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 3, 2023},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1687424746.pdf},
	author = {Editorial Board}
}
@article {1611,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 1, 2023},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1677582395.pdf},
	author = {Editorial Board}
}
@article {1663,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {421},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 4, 2023},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1691443450.pdf},
	author = {Editorial Board}
}
@article {1675,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {569},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 5, 2023},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1698378212.pdf},
	author = {Editorial Board}
}
@article {1688,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {721-722},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 6, 2023},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1702995450.pdf},
	author = {Editorial Board}
}
@article {1643,
	title = {CONTRIBUTIONS OF LAKATOSIAN THEORY TO THE EVALUATION OF EXPLANATORY MODELS OF INTERMOLECULAR FORCES MADE BY UPPER-SECONDARY SCHOOL STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {176-187},
	abstract = {The focus of the present study is the learning processes of concepts related to hydrogen bonds, which were developed using a didactic sequence (DS). Based on the perspective of Imre Lakatos, it was observed whether the explanatory models created by upper-secondary students form progressive transition sequences, which are similar to what Lakatos, in his text The History of Science, calls a {\textquotedblleft}problem{\textquotedblright} that increases the explanatory/heuristic power of the model. To evaluate the evolution of these models, which generally consist of progressive transitions, four phases were developed: 1) the categorization of answers obtained in the DS in Realist, Empiricist or Rationalist zones, as well as an attribution of scores; 2) the determination of a score range for said zones; 3) hierarchical cluster analysis (HCA) and 4) an analysis of the progressive transition of the explanatory models. A continuous review of the ideas expressed by the students during their learning of the subject revealed that a significant share of students progressed conceptually. In a general way, it can be said that the activities developed in the DS contributed substantially to the progressive transition of the explanatory models made by most students. Furthermore, the approach of the DS toward the subject of hydrogen bonds allowed the students to interpret the phenomena studied using their knowledge of Chemistry. },
	keywords = {chemistry teaching, London force and dipole-dipole interactions, progressive transition},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.176},
	url = {https://oaji.net/articles/2023/457-1683097353.pdf},
	author = {Ana Carolina Gomes Miranda and Maur{\'\i}cius Selvero Pazinato}
}
@article {1656,
	title = {COOPERATIVE LEARNING STRATEGIES: IMPLEMENTATION CHALLENGES IN TEACHER EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {340-360},
	abstract = {The research in cooperative learning (CL) is robust. Despite the empirical research benefits of CL, its implementation faces challenges in teacher education classrooms. Teacher educators resist using CL and stick to the frontal teaching method. All this may be due to the difficulties perceived by teacher educators in implementing CL. The researchers used a concurrent triangulation mixed method research design to explore the perceived challenges of cooperative learning implementation among teacher educators from India. The researchers administered a questionnaire and obtained 300 responses from teacher educators through a survey, followed by a semi-structured interview among eight survey participants. The research findings revealed that the average perceived challenges among teacher educators are 63\% due to teacher challenges, learner challenges, curriculum syllabus, and administrative challenges. Female teacher educators perceived higher challenges than males. ANOVA results revealed a difference in challenges faced across the age group. These results demonstrate the need for future researchers to conduct a more in-depth examination of the challenges in implementing CL with more extensive samples in various educational settings in other world regions to develop effective solutions.},
	keywords = {active learning, collaborative learning, cooperative learning, mixed-method, student-centred learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.340},
	url = {https://oaji.net/articles/2023/457-1687425145.pdf},
	author = {Nisha Chakyarkandiyil and Prakasha, G. S.}
}
@article {1665,
	title = {THE CORRELATION AMONG DIFFERENT TYPES OF EXAMS IN AZERBAIJAN},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {431-448},
	abstract = {It is crucial to examine the alignment of different exam results conducted by various organizations to improve the quality of assessment. The research used a document analysis method with recent, publicly available national and international reports addressing the research question. The following main question was examined through the document analysis: What exams have the highest correlation and are more trustworthy in Azerbaijan for short and long-term outcomes? The data were analyzed to discover any statistical comparisons of university admission exams with the 9th and 11th grade SEC exams, school grades, and other assessments. Research shows that the State Examination Center{\textquoteright}s exams align with its own evaluations and international assessment (OECD). They can be considered methodologically rigorous, providing a more valid yardstick for measuring student knowledge and achievement. Overall, exams by the SEC had a high correlation coefficient compared to Higher Education Institutions{\textquoteright} assessments. As more and more international students want to pursue their education in Azerbaijan, these findings can be valuable for their decision-making and tertiary level. },
	keywords = {educational evaluation, exam correlation, large-scale exams, national and international measurement},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.431},
	url = {https://oaji.net/articles/2023/457-1691443697.pdf},
	author = {Gunel A. Alasgarova}
}
@article {1640,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {169-170},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 2, 2023},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1683097084.pdf},
	author = {Editorial Board}
}
@article {1610,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 1, 2023},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1677582356.pdf},
	author = {Editorial Board}
}
@article {1651,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {293-294},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 3, 2023},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1687424700.pdf},
	author = {Editorial Board}
}
@article {1674,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {567-568},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 5, 2023},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1698378181.pdf},
	author = {Editorial Board}
}
@article {1662,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {419-420},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 4, 2023},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1691443409.pdf},
	author = {Editorial Board}
}
@article {1687,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {719-720},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 6, 2023},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1702995409.pdf},
	author = {Editorial Board}
}
@article {1695,
	title = {CULTURAL BILINGUALISM AND LANGUAGES IN CONTACT IN TEXT PRODUCTION: EXPLAINING THE CASE OF PERMANENT INTERFERENCES IN WRITTEN BRAZILIAN PORTUGUESE},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {811-824},
	abstract = {A critical review of the nature of Education as a universal right in peripheral societies, based on the analysis of the social and cultural circumstances that permeate the learning experience of the written Portuguese language in Brazilian schools. The concept of cultural bilingualism is defended as necessary in facing the demand for subjectivation of the universal right to Education, supported by facts of written production among school subjects. It also justifies the overcoming of the classic concepts of bilingualism, listed exclusively from grammatical-functional aspects or issues of use that are restricted to linguistic facts. Situations of tension stand out in the contact between oral and written Portuguese of Brazil - symbolically considered the Brazilian national language - whose origin goes back to historical-cultural aspects that acted in the process of the implantation of the Portuguese Language in Brazilian territory. Derived from such aspects, there are situations of languages in contact that can only be properly explained by the concept of cultural bilingualism.},
	keywords = {cultural bilingualism, linguistic rights, mother tongue teaching, public education policies, teacher training},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.811},
	url = {https://oaji.net/articles/2023/457-1702996071.pdf},
	author = {Gomes Senna, L. A.}
}
@article {1551,
	title = {CLASSROOM CLIMATE AND STUDENT SELF-EFFICACY IN E-LEARNING},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {304-323},
	abstract = {The last two decades have seen significant growth in e-Learning in many institutions, with the main growth engine being significant development of technologies providing access to information. These technologies have dramatically changed how societies and individuals communicate. The current study examined whether the paradigm of good teaching dimensions customary in the research literature can predict students{\textquoteright} self-efficacy and social-academic climate in e-Learning. For this purpose, 147 students from different academic institutions were sampled and asked to choose one course they had studied online, completing a questionnaire on their experience of the course. The questionnaire was divided into four sub-topics, where at first the participants were asked to answer several demographic questions and the rest of the questions were divided by the research variables as follows: the first group of questions dealt with perceived self-efficacy; the second group dealt with the teaching dimensions presented in Hativa{\textquoteright}s (2015) theory, from which select teaching behaviors were extracted. In the final part, the questionnaire examined the social-academic climate during the course. The research results show correlations between the research variables and some of the demographic variables. The higher the respondent{\textquoteright}s age and years of schooling, the higher the lecturer{\textquoteright}s evaluation. Furthermore, men were found to rank lecturers on teaching dimensions significantly lower than did women. Respondent self-efficacy rose with age and years of schooling. Moreover, the higher the participants{\textquoteright} age, the more positive the climate reported, and women tended to rank classroom climate higher than did men.},
	keywords = {classroom climate, e-learning, self-efficacy, teaching dimensions},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.304},
	url = {https://oaji.net/articles/2022/457-1651338281.pdf},
	author = {Nitza Davidovitch and Roman Yavich}
}
@article {1530,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 80, No. 1, 2022, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1645650233.pdf},
	author = {Editorial Board}
}
@article {1545,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {237},
	abstract = {Contents, Vol. 80, No. 2, 2022, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1651337787.pdf},
	author = {Editorial Board}
}
@article {1558,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {391},
	abstract = {Contents, Vol. 80, No. 3, 2022, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1657803011.pdf},
	author = {Editorial Board}
}
@article {1568,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {493},
	abstract = {Contents, Vol. 80, No. 4, 2022, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1662400575.pdf},
	author = {Editorial Board}
}
@article {1596,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {743},
	abstract = {Contents,
Problems of Education in the 21st Century, 
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 80, No. 6, 2022},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1672600310.pdf},
	author = {Editorial Board}
}
@article {1579,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {623},
	abstract = {Contents, Vol. 80, No. 5, 2022, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1667682308.pdf},
	author = {Editorial Board}
}
@article {1567,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {491-492},
	abstract = {Cover page, Vol. 80, No. 4, 2022, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1662400521.pdf},
	author = {Editorial Board}
}
@article {1529,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 80, No. 1, 2022, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1645650178.pdf},
	author = {Editorial Board}
}
@article {1595,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {741-742},
	abstract = {Cover page,
Problems of Education in the 21st Century, 
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 80, No. 6, 2022},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1672600274.pdf},
	author = {Editorial Board}
}
@article {1544,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {235-236},
	abstract = {Cover page, Vol. 80, No. 2, 2022, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1651337740.pdf},
	author = {Editorial Board}
}
@article {1578,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {621-622},
	abstract = {Cover page, Vol. 80, No. 5, 2022, PEC},
	keywords = {cover},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1667682268.pdf},
	author = {Editorial Board}
}
@article {1557,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {389-390},
	abstract = {Cover page, Vol. 80, No. 3, 2022, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1657802965.pdf},
	author = {Editorial Board}
}
@article {1478,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {693},
	abstract = {Contents, Vol. 79, No. 5, 2021, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1634799511.pdf},
	author = {Editorial Board}
}
@article {1339,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 79, No. 1, 2021},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1612638378.pdf},
	author = {Editorial Board}
}
@article {1427,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {511-512},
	abstract = {Contents, Vol. 79, No. 4, 2021, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1628686515.pdf},
	author = {Editorial Board}
}
@article {1501,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {833},
	abstract = {Contents, Vol. 79, No. 6, 2021, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1639553641.pdf},
	author = {Editorial Board}
}
@article {1362,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {191},
	abstract = {Contents, Vol. 79, No. 2, 2021},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1617434276.pdf},
	author = {Editorial Board}
}
@article {1402,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {339},
	abstract = {Contents, Vol. 79, No. 3, 2021, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1623676220.pdf},
	author = {Editorial Board}
}
@article {1409,
	title = {CORRELATES OF SCIENCE CLASSROOM TEACHING WITH SOUTHEAST ASIAN AND EAST ASIAN EIGHTH GRADERS{\textquoteright} SCIENCE ACHIEVEMENT IN TIMSS 2015 },
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {425-450},
	abstract = {Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that has been implemented by the International Association for the Evaluation of Educational Achievement (IEA) since 1995. This proposed study is aimed to identify the correlations of science classroom teachings with eighth graders{\textquoteright} science achievement in TIMSS among Southeast Asian and East Asian countries. The freely downloadable secondary data were analyzed using IEA{\textquoteright}s International Database (IDB) Analyzer (version 4.0) for TIMSS, a plug-in for SPSS. TIMSS uses an imputation methodology, involving plausible values, to report student performance. This study found that countries with higher average science achievement allocated higher percentage of educational hours for science teaching, students were taught the TIMSS science topics, students attended schools with science laboratories and have assistance available when conducting experiments, computer availability during science lessons, with science teachings were not limited by student needs, and less frequency of student absences. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders{\textquoteright} science performance in the forthcoming TIMSS assessments. },
	keywords = {classroom teachings, comparative study, science achievement, TIMSS},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.425},
	url = {http://oaji.net/articles/2021/457-1623676864.pdf},
	author = {Yoon Fah Lay and Khar Thoe Ng}
}
@article {1477,
	title = {COVER },
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {691-692},
	abstract = {Cover page, Vol. 79, No. 5, 2021, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1634799472.pdf},
	author = {Editorial Board}
}
@article {1500,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {831-832},
	abstract = {Cover page, Vol. 79, No. 6, 2021, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1639553519.pdf},
	author = {Editorial Board}
}
@article {1338,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 79, No. 1, 2021, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1612638347.pdf},
	author = {Editorial Board}
}
@article {1401,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {337-338},
	abstract = {Cover page, Vol. 79, No. 3, 2021, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1623676168.pdf},
	author = {Editorial Board}
}
@article {1426,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {509-510},
	abstract = {Cover page, Vol. 79, No. 4, 2021, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1628686469.pdf},
	author = {Editorial Board}
}
@article {1361,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {189-190},
	abstract = {Cover page, Vol. 79, No. 2, 2021},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1617434220.pdf},
	author = {Editorial Board}
}
@article {1503,
	title = {CYBERSPACE AS A SPACE: ANALYSIS OF METAPHORICAL STATEMENTS OF UNIVERSITY STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {838-857},
	abstract = {Over the last thirty years, technology has created a new space (cyberspace) where people meet each other, seek information, or simply try to navigate through. However, there is no consensus in research on the character of cyberspaces and the extent to which they are real. In the first systematic empirical research of this nature, the study found an answer to this question through a survey of metaphorical accounts of university students in Information Studies, and Librarianship (N=102) collected over three years (2019-2021). Cyberspace is a real space in students{\textquoteright} experiences, language, and thought structures. A space that allows movement, orientation, and search to be related with one another. An environment in which cognition, learning, and knowledge are structuring activities. Learning and cognition in this space occur differently than in the physical environment, which poses a challenge for developing specific didactic practices and social programs for students. Students perceive cyberspace as linked to the need to acquire new epistemic tools to help them overcome the crisis of knowledge they experience through this space.},
	keywords = {cyberspace, didactic practices, information literacy, metaphors, on life, pragmatism, tacit knowledge},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.838},
	url = {http://oaji.net/articles/2021/457-1639553887.pdf},
	author = {Michal {\v C}ern{\'y}}
}
@article {1319,
	title = {CHALLENGES OF DIFFERENTIATED AND INDIVIDUALIZED TEACHING IN VOCATIONAL EDUCATION: THE CASE OF SLOVENIA},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {815-831},
	abstract = {One of the main factors contributing to students{\textquoteright} optimal development in school settings is the implementation of appropriate differentiating and individualizing measures. While this topic is well researched and addressed in the context of primary and lower secondary education, the theoretical and empirical research on differentiated and individualized teaching in vocational education and training (VET) programs is relatively scarce. However, well-applied individualization measures seem equally important in the context of VET programs, as they are frequently attended by students with lower educational aspirations, diverse socio-cultural backgrounds, and complex educational and personal needs. Our research explores what kind of individualization practices exist in Slovenian VET programs and what roles teachers and school management play in implementing individualized teaching. A single case study with one class of 16-year-old students (N = 22) attending the confectioner VET program was conducted. The data were collected by means of interviews, observations, and questionnaires, and were analyzed and interpreted by combining qualitative and quantitative methodological approaches. The results indicate that the school strove to address the diversity of the student population and used a number of different activities at institutional (school) as well as individual (teacher) levels. However, the potential of a more individualized approach seems to be largely unexploited. It is necessary to understand individualization as a principle implemented at the level of direct teaching and at the school level. Students should receive guidance that adapts the education process to their individual characteristics and aspirations as much as possible. },
	keywords = {differentiated teaching, individualized teaching, school management, Slovenia, vocational education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.815},
	url = {http://oaji.net/articles/2020/457-1600952028.pdf},
	author = {Ermenc, K. S. and Damijan {\v S}tefanc and Jasna Ma{\v z}gon}
}
@article {1358,
	title = {A COLLABORATIVE EXCHANGE TO IMPROVE EARLY CHILDHOOD EDUCATION OUTCOMES},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1126-1136},
	abstract = {International collaborative research has great value in helping each of the participant{\textquoteright}s view their respective situations from novel and various perspectives. When people involved in the same work tackle problems from different perspectives, new awareness arises, and innovative solutions are created. Kagawa University and Colorado State University have conducted excellent research exchanges in the field of early childhood education based on their international exchange agreements.
 As the trend in Japan towards nuclear families continues in tandem with Japan{\textquoteright}s aging society and low childbirth rate, a number of parents and guardians are becoming increasingly isolated and unsure of how to raise their children. The process of introducing a new childcare support system based on Japan{\textquoteright}s national policies and the problems Japanese regional prefectural governments face in early childhood education were clarified through exchanges between Kagawa University and Colorado State University. By sharing information and giving an overview concerning efforts and successful cases in Japan and the U.S., mutual clues were found for problem analysis and problem solving.
This research analyzed the factors for constructive interaction and provided clues for the problems highlighted by the results. It enabled several researchers in Kagawa who have experience in this field, overseas as well as locally, and those at the prefectural level involved as leaders in professional guidance in this field of childcare, to understand the current situation and trends for childcare in the U.S. This has the potential to lead to improvements in the quality of childcare and the training of teachers in Japan. It also put forward a direction and recommendations for development in international collaborative research.
},
	keywords = {childcare, collaborative exchange, early childhood education, international collaboration},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.1126},
	url = {http://oaji.net/articles/2021/457-1612881000.pdf},
	author = {Yumiko Takagi and Paul Batten and Karen Rattenborg}
}
@article {1264,
	title = {COMPETENCY-BASED ASSESSMENT AND THE USE OF PERFORMANCE-BASED EVALUATION RUBRICS IN HIGHER EDUCATION: CHALLENGES TOWARDS THE NEXT DECADE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {Febrary/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {61-79},
	abstract = {Rubrics are assessment guides for grading and giving feedback to students while demonstrating acquired knowledge and skills. In the last decades, rubrics have been all part of the most used learning evaluation tools in higher education. Its use is further well-related to competency-based assessment purposes. Nevertheless, criticism around design and application has been also implemented in certain reports. In order to understand rubrics{\textquoteright} evolution, practice, benefits, and trends, a systematic literature review on rubrics{\textquoteright} design and use has been conducted. Two databases were selected: Scopus and ProQuest Education. Two phases were determined: The first allowed to identify articles related to rubrics{\textquoteright} design and application for almost three decades. 584 articles were found. From these, most cited articles served to give a scope of rubric evolution and trends. The second phase permitted to identify design and use of performance-based evaluation rubrics from 2009 and 2019. Five terms and Boolean combinations were used. A total of 259 articles was found. After analyzing abstracts and content, 11 open access articles on performance-oriented rubric design and application were chosen. As a result, some facts and reflections on rubric design complexity are discussed towards responding to educational challenges related to competency-based assessment contemporary demands: integration of human learning domains going beyond cognition, authenticity, and interdisciplinarity as features that characterize learning design situations, follow students{\textquoteright} progression, educator{\textquoteright}s preparation on assessment literacy for responding to CBA demands, and the involvement of experts of the work field in determining essential evaluation indicators as the main topics looking forward to the next decade.},
	keywords = {competency-based assessment, competency-based education, higher education, learning taxonomy, rubric design},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.61},
	url = {http://oaji.net/articles/2020/457-1581494848.pdf},
	author = {Katherina Gallardo}
}
@article {1336,
	title = {CONCEPTUAL SUBITIZING AND PRESCHOOL CLASS CHILDREN{\textquoteright}S LEARNING OF THE PART-PART-WHOLE RELATIONS OF NUMBER},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1038-1054},
	abstract = {Few research studies within the field of mathematics education have focused on the ability to recognize quantities quickly and accurately without counting (i.e. subitizing). The aim of this research was to empirically explore the role of conceptual subitizing activities for enhancing preschool class children{\textquoteright}s learning of the part-part- whole relations of number. 24 children (aged 6-7) and two teachers participated in the intervention. Due to ethical issues, data were only collected from 18 of the children. The design was a collaborative and iterative intervention, employing a mixed-method approach. Data consisted of pre-and post-test, teacher observation notes and teacher responses to questions about the children{\textquoteright}s learning. Both the quantitative and qualitative analysis showed that conceptual subitizing activities supported children{\textquoteright}s knowledge development regarding part-part-whole relations of number. At the group level, the children{\textasciiacute}s results between  pre-and post-test showed an increase of 18.1 percent units and more  than half of the children showed conceptual subitizing abilities in a qualitatively more developed way after having participated in the intervention. The result indicated that conceptual subitizing activities might enhance preschool class children{\textquoteright}s understanding of the part-part-whole relations of number. The results however also elucidated that not all children improved their understanding of the part-part -whole relations of number. Future research should therefore consider individual differences when developing and carrying out interventions.},
	keywords = {collaborative intervention, conceptual subitizing, part-part-whole relations of numbers, preschool class children},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.1038},
	url = {http://oaji.net/articles/2020/457-1607330330.pdf},
	author = {Catarina Anna W{\"a}sterlid}
}
@article {1259,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 78, No. 1, 2020, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1581494475.pdf},
	author = {Editorial Board}
}
@article {1270,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {135},
	abstract = {Contents, PEC, Vol. 78, No. 2, 2020},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1587021962.pdf},
	author = {Editorial Board}
}
@article {1282,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {307-308},
	abstract = {Contents, Vol. 78, No. 3, PEC, 2020},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1592832208.pdf},
	author = {Editorial Board}
}
@article {1295,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {471},
	abstract = {PEC, Vol. 78, No. 4, 2020, Contents },
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1596902101.pdf},
	author = {Editorial Board}
}
@article {1352,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {1061},
	abstract = {Contents, Vol. 78, No. 6A, PEC, 2020
Special issue: {\textquotedblleft}EDUCATIONAL CHALLENGES IN EAST ASIA{\textquotedblright}},
	keywords = {contents, East Asia},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1612880528.pdf},
	author = {Editorial Board}
}
@article {1324,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {879-880},
	abstract = {Contents, PEC, Vol. 78, No. 6, 2020},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1607329239.pdf},
	author = {Editorial Board}
}
@article {1309,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {669-670},
	abstract = {Contents, Vol. 78, No. 5, 2020},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1600951134.pdf},
	author = {Editorial Board}
}
@article {1351,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {1059-1060},
	abstract = {Cover, PEC, Vol. 78, No. 6A, 2020.
Special issue: "EDUCATIONAL CHALLENGES IN EAST ASIA{\textquotedblright}},
	keywords = {cover, East Asia, special issue},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1612880453.pdf},
	author = {Editorial Board}
}
@article {1258,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 78, No. 1, 2020, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1581494438.pdf},
	author = {Editorial Board}
}
@article {1323,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {877-878},
	abstract = {Cover, PEC, Vol. 78, No. 6, 2020},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1607329185.pdf},
	author = {Editorial Board}
}
@article {1269,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {133-134},
	abstract = {Cover page, PEC, Vol. 78, No. 2, 2020},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1587021914.pdf},
	author = {Editorial Board}
}
@article {1281,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {305-306},
	abstract = {Cover page, Vol. 78, No. 3, PEC, 2020},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1592832157.pdf},
	author = {Editorial Board}
}
@article {1308,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {667-668},
	abstract = {Cover page, Vol. 78, No. 5, 2020 },
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1600951094.pdf},
	author = {Editorial Board}
}
@article {1294,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {469-471},
	abstract = {PEC, Vol. 78, No. 4, 2020},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1596902063.pdf},
	author = {Editorial Board}
}
@article {1354,
	title = {CULTURALLY RESPONSIVE TEACHING FOR THE CHILDREN OF NEW IMMIGRANTS IN TAIWAN: PERSPECTIVES OF NEW IMMIGRANT PARENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1065-1080},
	abstract = {International marriages have increased the population of new immigrants in Taiwan. Most Taiwanese educators are unaware of the expectations of the new immigrant parents. This ethnographic research explored whether Taiwanese primary school teachers implemented culturally responsive teaching to help the children of new immigrants become academically accomplished from the perspectives of the new immigrant parents. The findings indicated that most Taiwanese primary school teachers were aware of the challenges the children of new immigrants faced but culturally responsive teaching approaches were rarely implemented in any meaningful way, and that Taiwan still lacked effective communication styles, multicultural curriculum design and culturally congruent teaching. While most Taiwanese teachers recognized cultural differences, they failed to pursue measures to achieve educational equity. The new challenges and relevant issues are discussed.},
	keywords = {culturally responsive teaching, ethnographic research, international marriages, primary school teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.1065},
	url = {http://oaji.net/articles/2021/457-1612880709.pdf},
	author = {Mei-ying Chen and Geneva Gay}
}
@article {1213,
	title = {CHARACTERISTICS OF INDEPENDENT SCHOOLS DIRECTED AT STUDENTS IN NEED OF SPECIAL SUPPORT: A STUDY OF SCHOOL WEBSITE PRESENTATION},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {317-337},
	abstract = {The aim of the research was to explore how 55 Swedish independent schools, directed at (or limited to) students in need of special support (SNSS), describe their organisation, work and visions. The empirical data of the research consisted of the schools{\textquoteright} website presentations, which were processed and analysed in consecutive steps. The results showed that the students{\textquoteright} complicated school- and life situations were often combined with disabilities mainly in the neuropsychiatric field. The majority of the schools (76\%) practiced both schooling and methods for treatment and care, differentiating their role from the mainstream track. Neuropsychiatric and psychological perspectives had a significant influence, reflected in how the schools describe their daily routines, therapeutic methods of treatment and access to specific categories of staff. Small groups, individual instruction and competent staff were described as specific features. Teaching content and didactic aspects were seldom highlighted. The focus on the websites was on socialisation and subjectification while qualification, i.e. knowledge development, had a more limited role. The study points to a need for further research exploring daily pedagogical practice in more depth and calls for a greater focus on student perspectives. Consequences for learning contexts are discussed in the concluding part of the article. The specialist role, the independent schools in the present study tended to take on are most urgent issues to discuss in an educational context striving for equity and inclusive learning environments.},
	keywords = {inclusive education, independent schools, students in need of special support, treatment methods, website presentation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.317},
	url = {http://oaji.net/articles/2019/457-1561381868.pdf},
	author = {Lotta Anderson and Gunvie M{\"o}ll{\r a}s and Lisbeth Ohlsson}
}
@article {1232,
	title = {CHOOSING TEACHING AS A PROFESSION: VALIDATION OF AN SMVUP-4-S ASSESSMENT TOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {545-559},
	abstract = {The aim of the present research was to validate the Scale of motivation for choosing teaching profession (SMVUP-4-S), and to explore its basic psychometric properties on a sample of Slovak teacher trainee students. SMVUP-4-S scale was completed by 1235 respondents with a mean age of 20.1 years. SMVUP-4-S scale consists of 44 items arranged into 11 subscales, which are arranged into three main categories of motivation: intrinsic, extrinsic and altruistic. A latent structure of SMVUP model that consists of two four-factor (intrinsic and extrinsic motivation) and a one three-factor model (altruistic motivation) was tested. Internal consistency was assessed using Cronbach{\textquoteright}s alpha. Exploratory factor analysis (EFA) was calculated using the Maximum Likelihood estimation. To evaluate Confirmatory factor analysis (CFA) χ2-test, CFI, RMSEA, SRMR, AIC, BIC and TLI indicators were used. SMVUP-4-S scale showed an acceptable internal consistency. Using EFA two four-factor and one three-factor model were extracted. CFA indicated that four-factor models had a good fit to the empirical data (Intrinsic motivation χ2/df  = 4.925, Extrinsic motivation χ2/df = 4.781). Modifying indexes have shown that several items have correlated  with residual variances which leads to low fit to the empirical data in three-factor-model. After the implementation of covariants between items this model has also shown a good fit to the empirical data (Altruistic motivation χ2/df  = 4.715). 
***
NOTE: The use of this tool is exclusively permitted with the author{\textquoteright}s explicit consent.},
	keywords = {career choice, psychological assessment, teacher development, teacher motivation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.545},
	url = {http://oaji.net/articles/2019/457-1566969462.pdf},
	author = {Robert Tom{\v s}ik}
}
@article {1215,
	title = {CLASSIFICATION OF ENGINEERING STUDENTS{\textquoteright} SELF-EFFICACY TOWARDS VISUAL-VERBAL PREFERENCES USING DATA MINING METHODS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {349-363},
	abstract = {The purpose of this research was to build a classification model and to measure the correlation of self-efficacy with visual-verbal preferences using data mining methods. This research used the J48 classifier and linear projection method as an approach to see patterns of data distribution between self-efficacy and visual-verbal preferences. The measurement of the correlation of engineering students{\textquoteright} self-efficacy with visual-verbal preferences using the data mining method approach gets the result that self-efficacy does not correlate with visual-verbal preferences. However, engineering students{\textquoteright} self-efficacy influences the achievement of initial learning outcomes. Visual-verbal preference is more influenced by students{\textquoteright} interest in images so it can be concluded that self-efficacy affects the initial results of learning but does not have a correlation with visual-verbal preferences. The results of the decision tree provide the results that are easily understood and present a correlation between self-efficacy and visual-verbal preferences in a visual form.},
	keywords = {data mining, self-efficacy, visual-verbal preferences},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.349},
	url = {http://oaji.net/articles/2019/457-1561381997.pdf},
	author = {Citra Kurniawan and Punaji Setyosari and Waras Kamdi and Saida Ulfa}
}
@article {1196,
	title = {COMPARISON OF SPECIAL EDUCATION PRESCHOOL PROGRAM AND INCLUSIVE PRESCHOOL PROGRAM FOR MATH ACHIEVEMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {156-164},
	abstract = {Transition period from preschool years to school years is a time of rapid changes in children{\textquoteright}s development. Children with intellectual disability lag behind their peers without disabilities in their school readiness skills, especially in math skills. Thus, there is a great importance of school preparation programs for children with intellectual disability in improving their math abilities. The aim of the present research was to compare the effectiveness of two preschool programs in improving math abilities of children prior to their enrollment in elementary schools. The sample for this research comprised 90 children aged 60-72 months. Of those, there were 60 children with intellectual disability and 30 typically developing children. Math abilities were assessed with a subscale from Peabody Individual Achievement Test. The results of this research indicated that children with intellectual disability attending special education preschool program achieved significantly better math results than children with intellectual disability attending inclusive preschool program. Some suggestions to preschool teachers on how to improve the effectiveness of their work with children with intellectual disability were given. },
	keywords = {children with intellectual disability, inclusive education preschool programs, math abilities, quasi-experimental design, school readiness, special education preschool programs},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.156},
	url = {http://oaji.net/articles/2019/457-1550425490.pdf},
	author = {Marija Slavkovic and Haris Memisevic}
}
@article {1242,
	title = {CONFRONTING EFFECT OF ONLINE TEACHER AND PEER FEEDBACK ON THE STUDENTS{\textquoteright} WRITING PERFORMANCE},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {650-666},
	abstract = {This research explored the combination of these three aspects, namely: teacher feedback, peer feedback, and Schoology, and looked at the effect on the students{\textquoteright} writing performance. Schoology is an online learning management system (LMS) that is used as the platform of online feedback. The problem mainly focuses on the explored effect of online teacher and peer feedback provided through Schoology on the students{\textquoteright} writing performance. A total of 70 students were assigned as the participants of the research. The students in the experimental group experienced having teacher and peer feedback provided through Schoology; meanwhile, the students in the control group experienced having conventional teacher feedback. The data were collected based on the students{\textquoteright} writing performance in pre-test and posttest as well as the results of questionnaire on the students{\textquoteright} perception towards the experimental condition. Then, data analysis was done step by step by comparing the pretest scores at the initial stage which was followed by comparing the posttest scores.
The result of this research revealed that the students who experienced having teacher and peer feedback provided through Schoology did not perform better in writing than those who experienced having conventional teacher feedback.
},
	keywords = {peer feedback, Schoology, students{\textquoteright} writing performance, teacher feedback},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.650},
	url = {http://oaji.net/articles/2019/457-1571679550.pdf},
	author = {Saiful and Wardani Dwi Wihastyanang and Gunadi Harry Sulistyo and Nur Mukminatien}
}
@article {1224,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {455},
	abstract = {Contents, Vol. 77, No. 4, 2019, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1566968916.pdf},
	author = {Editorial Board}
}
@article {1246,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {687},
	abstract = {Contents, Vol. 77, No. 6, 2019},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1575642120.pdf},
	author = {Editorial Board}
}
@article {1185,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 77, No. 1, 2019, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1550561580.pdf},
	author = {Editorial Board}
}
@article {1235,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {567},
	abstract = {Contents, Vol. 77, No. 5, 2019, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1571384039.pdf},
	author = {Editorial Board}
}
@article {1199,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {171},
	abstract = {Contents, PEC, Vol. 77, No. 2, 2019},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1556863363.pdf},
	author = {Editorial Board}
}
@article {1211,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {313},
	abstract = {Contents, PEC, Vol. 77, No. 3, 2019},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1561381637.pdf},
	author = {Editorial Board}
}
@article {1198,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {169-170},
	abstract = {Cover page, PEC, Vol. 77, No. 2, 2019},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1556863326.pdf},
	author = {Editorial Board}
}
@article {1210,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {311},
	abstract = {Cover page, PEC, Vol. 77, No. 3, 2019},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1561381600.pdf},
	author = {Editorial Board}
}
@article {1245,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Centry},
	volume = {77},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {685},
	abstract = {Cover, Vol. 77, No. 6, 2019},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1575642029.pdf},
	author = {Editorial Board}
}
@article {1184,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 77, No. 1, 2019, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1550424683.pdf},
	author = {Editorial Board}
}
@article {1234,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {565},
	abstract = {Cover page, Vol. 77, No. 5, 2019, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1571383971.pdf},
	author = {Editorial Board}
}
@article {1223,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {453-454},
	abstract = {Cover page, Vol. 77, No. 4, 2019, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1566968874.pdf},
	author = {Editorial Board}
}
@article {1201,
	title = {CREATING A DECOLONISED CURRICULUM TO ADDRESS FOOD INSECURITY AMONG UNIVERSITY STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {179-194},
	abstract = {A plethora of debates about intellectual imagination regarding decolonised curriculum development has dominated the South African higher education discourses. There is a need to purge Africa of the marginalisation that has been perpetuated by curricula established during the past century. The aim of this research was to add a practical dimension to this discourse, by altering traditional curriculum activities in a biology module, in order to address the issue of food insecurity among university students. In this qualitative inquiry, the following questions were asked: {\textquotedblleft}How can pre-service teachers engage with decolonised curricular activities, in order to address food insecurity among students?{\textquotedblright} and {\textquotedblleft}What are the consequences of pre-service teachers{\textquoteright} engagement with decolonised curricular activities which respond to food insecurity?{\textquotedblright} Thirty-six pre-service biology teachers and 12 non-biology university students were purposively selected to participate in a food gardening activity. Data were generated using individual interviews, focus group interviews and the development of portfolios. Findings revealed that pre-service teachers{\textquoteright} consciousness of the social reality of food insecure students was raised, and their feelings of empowerment to enable others, and themselves, to become self-reliant, were enhanced through decolonised curricular activities. This is significant because it signalled a freeing of pre-service teachers from material and intellectual shackles which is critical to decolonised thought and action. This research has implications for higher education science teacher education modules, which can incorporate science from Western and indigenous sources, to create transformed curricula which are socially responsive and reflect epistemic justice.},
	keywords = {decolonised curriculum, food gardening, indigenous knowledge, qualitative methodology, self-reliance, transformation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.179},
	url = {http://oaji.net/articles/2019/457-1556863529.pdf},
	author = {Oluwakemi Ayodeji Adebayo and Ronicka Mudaly}
}
@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 {1110,
	title = {CHOOSING TEACHING AS A PROFESSION: INFLUENCE OF BIG FIVE PERSONALITY TRAITS ON FALLBACK CAREER},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {100-108},
	abstract = {Personality plays a significant role in influencing motivation for choosing a perspective profession. As empirical evidence confirmed, personality traits conscientiousness, openness to experience, extraversion are in positive correlation with intrinsic motives for choosing teaching as a profession (in negative with personality trait neuroticism), and in negative correlation with extrinsic motivation and fallback career (in positive with personality trait neuroticism). The primary aim of research is to point out the importance of personality traits in career choices via detecting which personality traits are predictors of fallback career. In the research first grade university students (teacher trainees; N = 402) completed the Five Factor Inventory and SMVUP-4-S scale. As results show, Big Five personality traits are in correlation with fallback career and are a significant predictor of fallback career. The Big Five model together explained 17.4\% of the variance in fallback career, where personality traits agreeableness, conscientiousness, openness to experience and neuroticism has been shown as a statistically significant predictor of fallback career of teacher trainees.},
	keywords = {Big Five, career choice, fallback career, personality traits},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.100},
	url = {http://oaji.net/articles/2017/457-1519988297.pdf},
	author = {Robert Tom{\v s}ik and Viktor Gatial}
}
@article {1180,
	title = {COGNITIVE LOADING DUE TO SELF-DIRECTED LEARNING, COMPLEX QUESTIONS AND TASKS IN THE ZONE OF PROXIMAL DEVELOPMENT OF STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {864-880},
	abstract = {The aim of the research was to explore the levels of cognitive loading induced by certain tenets of constructivist pedagogy namely self-directed learning complex questions and zone of proximal development. The study also sought to investigate the associations between these constructs and with cognitive loading and complex questions. Data for the research were collected using a questionnaire survey of a sample of students studying towards undergraduate degrees in construction-related studies at - public universities in South Africa. The data were factor analyzed to determine the factor structure of the constructs and to assess instrument validity and reliability. The relationships between the various constructs were analyzed using structural equation modeling (SEM). Consistent with other studies, the research found that complex questions induce a statistically significant amount of cognitive loading in students. The study also found that self-directed learning does not induce cognitive loading while subjecting students to tasks which are in their zone of proximal development is likely to induce some cognitive loading albeit much less than that from complex questions. Locating tasks in the zone of proximal development of students is likely to lead students to engage in some self-directed learning. It was also found that complex questions had a small significant association with self-directed learning. To reduce the amount of cognitive loading which students are subjected to, complex questions should be avoided for students with little subject prior knowledge, otherwise, students should be appropriately scaffolded. Students should be encouraged to engage in self-directed learning in order to reduce cognitive loading. Learning tasks assigned for self-directed learning should not be complex relative to the knowledge of the students as this discourages students from persisting with self-directed learning due to high cognitive loading.},
	keywords = {cognitive loading, complex questions, self-directed learning, zone of proximal development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.864},
	url = {http://oaji.net/articles/2017/457-1545497920.pdf},
	author = {Ephraim Zulu and Theodore Haupt and Vittorio Tramontin}
}
@article {1116,
	title = {THE CONCEPTUAL FOUR-SECTOR MODEL OF DEVELOPMENT OF THE COGNITIVE PROCESS DIMENSIONS IN ABSTRACT VISUAL THINKING},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {121-139},
	abstract = {The research deals with the development of cognitive process dimensions in economic education. The aim is to research factors that influence academic achievement of students according to their intellectual level and grades. The researchers used quantitative design of research based on standardized assessment of intelligence and non-standardized questionnaire. The questionnaire was used to analyse the pedagogical competences of the teachers of economic subjects from the students{\textquoteright} point of view in close relation to the teaching management and the impact on the motivation to learn and the achievement of students in these subjects. The respondents were 277 Czech students aged 16-17 who were divided into groups according to their intellectual level and grades. The data were analysed by a correlation analysis and a multiple regression model. In conclusion, the following can be stated: (a) From the point of view of the above average intelligent students, expertise can be considered as an important competency of the teacher; teaching average intelligent students, communication and presentation skills seem to be important. (b) It is desirable to develop cognitive processes, critical thinking actively, to lead students to become aware of changes in their own thinking and to orient them towards mastery goals. (c) Particularly for students with weaker results it is necessary to create intrinsic motivation, which develops cognition and thus is able to develop higher cognitive dimensions further. The links between these areas are of utmost importance for education and, above all, for developing of students{\textquoteright} scholarship. Each student can be educated, and it is necessary to influence them to develop their personality and all of their potential abilities. The conceptual four-sector model represents the initial pathway to lead students who are differentiated according to the intellectual level and academic achievement to the active development of thinking, learning and critical insight.},
	keywords = {abstract visual thinking, academic achievement, cognitive process dimensions, intellectual level, motivation to learn},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.121},
	url = {http://oaji.net/articles/2017/457-1524597299.pdf},
	author = {Kate{\v r}ina Berkov{\'a} and Krist{\'y}na Krej{\v c}ov{\'a} and Alena Kr{\'a}lov{\'a} and Pavel Krp{\'a}lek and Katar{\'\i}na Krp{\'a}lkov{\'a} Krelov{\'a} and Dana Kol{\'a}{\v r}ov{\'a}}
}
@article {1140,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {285},
	abstract = {Contents, Vol. 76, No. 3, 2018},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1529089208.pdf},
	author = {Editorial Board}
}
@article {1101,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 76, No. 1, 2018},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1519987667.pdf},
	author = {Editorial Board}
}
@article {1157,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {581-582},
	abstract = {Contents, Vol. 76, No. 5, 2018},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1540319713.pdf},
	author = {Editorial Board}
}
@article {1172,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {759},
	abstract = {Contents, Vol. 76, No. 6, 2018, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1544951700.pdf},
	author = {Editorial Board}
}
@article {1143,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {421},
	abstract = {Contents, Vol. 76, No. 4, 2018},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1533495182.pdf},
	author = {Editorial Board}
}
@article {1114,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {115},
	abstract = {Contents, Vol. 76, No. 2, 2018},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1524597093.pdf},
	author = {Editorial Board}
}
@article {1109,
	title = {THE CONTRADICTORY NATURE OF TEACHER EDUCATION IN THE PARTNERSHIP BETWEEN UNIVERSITY AND SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {87-99},
	abstract = {There is a growing understanding that teacher education should not be handled either exclusively by the University or in School settings. Nevertheless, the issues on how to foster a fruitful partnership between these two different institutions remains an open and challenging point. The practicum is a critical point in the pre-service teacher{\textquoteright}s development, usually because it is the first time they have to face the concrete professional issues, which they only had a partial view of as students. This research is a year-long inquiry on practicum in the Physics teaching program developed in the Institute of Physics at the University of S{\~a}o Paulo, Brazil. Drawing on cultural-historical activity theory, contradiction is used as an explanatory principle to examine change and development in the practitioners{\textquoteright} activity. Therefore, the research includes in the analytical framework the contradictions and the processes of overcoming it. Examples are provided in which there is little control therefore demanding extra efforts but makes room for active participation. The data analysis indicates that the source of agency and activities transformation is precisely a contradictory process, which might be overlooked. The pre-service teachers{\textquoteright} agency is shaped by contradictory process within the activity {\textendash} practicum - rather than aligned forces pushing it toward autonomy, student sensitiveness or professional identity.},
	keywords = {initial teacher education, practicum, qualitative research, university-school partnership},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.87},
	url = {http://oaji.net/articles/2017/457-1519988243.pdf},
	author = {Andr{\'e} Machado Rodrigues and Cristiano Rodrigues de Mattos}
}
@article {1145,
	title = {CO-REGULATION PROCESSES WITHIN INTERACTIVE DYNAMICS: INSIGHTS FROM SECOND GRADERS{\textquoteright} COOPERATIVE WRITING},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {425-436},
	abstract = {This research aims at analyzing the features of interactive dynamics in second graders{\textquoteright} peer interactions (age 7-8) during cooperative writing in classroom settings. Focused on in-depth qualitative analyses of videotaped data, four pupil pairs{\textquoteright} interactions have been examined in light of three dimensions: social, cooperative and cognitive. Within two main types of dynamics (favoring vs. not favoring learning), conjectures have been drawn about co-regulation processes in peer learning. While negative dynamics have shown to be detrimental for the cognitive processing of the task, thus needing teacher contextual regulation, positive dynamics have revealed three forms of teamwork, labelled self-reliant, autonomous and dependent. The results show that young learners, even when engaged in positive dynamics, are not always able to co-regulate peer learning. These findings call for teacher{\textquoteright}s careful observation in order to scaffold learners{\textquoteright} cognitive processing.},
	keywords = {collaborative writing, cooperative learning, interactive dynamics, learning processes, qualitative analysis},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.425},
	url = {http://oaji.net/articles/2017/457-1533495354.pdf},
	author = {Katia Lehraus and G{\'e}ry Marcoux}
}
@article {1113,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {113},
	abstract = {Cover page, Vol. 76, No. 2, 2018},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1524597060.pdf},
	author = {Editorial Board}
}
@article {1127,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {283},
	abstract = {Cover page, Vol. 76, No. 3, 2018 },
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1529089167.pdf},
	author = {Editorial Board}
}
@article {1141,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {419},
	abstract = {Cover page, Vol. 76, No. 4, 2018},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1533495145.pdf},
	author = {Editorial Board}
}
@article {1156,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {579},
	abstract = {Cover page, Vol. 76, No. 5, 2018},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1540319679.pdf},
	author = {Editorial Board}
}
@article {1171,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {757},
	abstract = {Cover page, Vol. 76, No. 6, 2018, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1545498490.pdf},
	author = {Editorial Board}
}
@article {1100,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 76, No. 1, 2018},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1519987609.pdf},
	author = {Editorial Board}
}
@article {1160,
	title = {A CROSS-AGE COMPARISON OF SCIENCE STUDENT TEACHERS{\textquoteright} CONCEPTUAL UNDERSTANDING OF SOIL EROSION},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {601-619},
	abstract = {The relevant literature has shown that student teachers hold alternative conceptions of soil erosion. Even though Turkish science student teachers are expected to teach the concept of {\textquoteleft}soil erosion{\textquoteright} in lower secondary schools (grades 5-8), none of the earlier studies have explored their conceptual growth and/or mental models throughout a 4-year undergraduate program. Indeed, science (student) teachers, who play a pivotal role in teaching the sustainability of soil as an environmental heritage, are able to transfer their environmental knowledge and mental models to younger generations. Therefore, the aim of this research was to elicit science student teachers{\textquoteright} (SSTs) understanding of soil erosion. In a cross-age comparison, the sample of the research was comprised of the first-year (n=54), second-year (n=62), third-year (n=60), and fourth-year of a four-year science education program (n=65), a total of 241 SSTs, enrolled at the Department of Science Education in Karadeniz Technical University in Turkey. A questionnaire with 4 open-ended questions and semi-structured interviews were used to collect data. The results indicated that the majority of the SSTs confused the concept of {\textquoteleft}soil erosion{\textquoteright} with the one {\textquoteleft}landslide{\textquoteright}. For this reason, the current research suggests the development of analogies and computer simulations to overcome this confusion.},
	keywords = {conceptual understanding, cross-age, mental model, science student teacher, soil erosion},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.601},
	url = {http://oaji.net/articles/2017/457-1540319925.pdf},
	author = {Sibel Er Nas and Muammer   {\c C}al{\i}k}
}
@article {1164,
	title = {CUTTING THE PREVALENCE OF PLAGIARISM IN THE DIGITAL ERA: STUDENT TEACHERS{\textquoteright} PERCEPTIONS ON PLAGIARISM IN INDONESIAN HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {663-677},
	abstract = {It seems that plagiarism has not been seen as misconduct in higher education in some developing countries including in Indonesia which might be affected by cultural, economic, and technological issues. The research aimed at exploring the perceptions of Indonesian student teachers towards plagiarism in four higher education institutions. The research was undertaken as a mixed-method research. Questionnaire and face to face interviews were the instruments to collect data. A paper-based questionnaire was administered to 534 student teachers while face to face interviews were conducted with twenty voluntary participants. The data from the questionnaire were analyzed and presented in the form of percentages, frequencies, and standard deviation while interview data were first analyzed by transcribing the audiotaped interviews into texts, which were then read line-by-line to find and list every significant statement relevant to knowledge of plagiarism definition, research ethic, and research misconduct types, attitudes towards plagiarism,  practicing of plagiarism, and  reasons of plagiarism among twenty participants. Results showed that most student teachers knew the definition of plagiarism, but they did not know the types of research misconduct. They considered plagiarism as an act of stealing but being unable to avoid in for their study. They tended to do plagiarism because they wanted to save time and they considered about the pressure of their study. Based on the findings of this study, it is important that participants should be required to have more education on plagiarism and its effects and consequences on the ethics of research and education. More strict policies should be implemented to evaluate and supervise plagiarism emerged in Indonesian higher education institutions for undergraduate programs.},
	keywords = {Indonesian higher education, plagiarism in higher education, student teachers, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.663},
	url = {http://oaji.net/articles/2017/457-1540320224.pdf},
	author = {Maimunah and Lenny Marzulina and Herizal and Muhamad Holandyah and Amirul Mukminin and Robin Pratama and Akhmad Habibi}
}
@article {1094,
	title = {CAREER IN THE LIGHT OF EDUCATIONAL ATTAINMENT AND CAREER MANAGEMENT SKILLS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {568-580},
	abstract = {The career usually refers to individuals{\textquoteright} working life, education and training and to life in general. The studies and reports evaluating the relations between these components mainly justify the power of educational attainment level in gaining employment or higher socio-economic status. In contrast to Bourdieu{\textquoteright}s concept of cultural capital providing the theoretical background of these reports and studies, the concept of career management paradigm shift, elaborated by Jarvis, justifies the power of career management skills over the educational attainment level in gaining employment or higher socio-economic status.
Such approach towards the evaluation of someone{\textquoteright}s career entirely overlooks the individuals{\textquoteright} notion of what would be relevant for their working life, education and training or life in general. Secondly, neither the concept of career relevance from the individuals{\textquoteright} point of view nor the career management skills were included when the relation between different career components was evaluated. The survey addressing these two problems was based on quantitative empirical methodology, conducted in 2016 in Slovenia. The non-random sample of 150 men and 468 women, born between 1940 and 1998, was collected through an online questionnaire.
Four different variables were set: career relevance, career management skills, social, cultural and economic capital. The indicators of career relevance were built upon various definitions of career. Career management skills were conceptualised according to Law{\textquoteright}s and Krumboltz{\textquoteright}s theoretical discourse of social learning and career learning. Their forms of capital were conceptualised according to the Bourdieu{\textquoteright}s conception of social, cultural and economic capital which is in direct relation to the OECD concept of socio-economic status.
Bivariate analysis proved a statistically significant correlation between career relevance from individuals{\textquoteright} perspective and career management skills, educational attainment level, social, cultural and economic capital. However, the multivariate linear regression model confirms that only career management skills and economic capital, as independent variables, influence the dependent variable career relevance from individual{\textquoteright}s perspective. One-way ANOVA proved that employed and unemployed differ statistically significant in the level of career management skills, career relevance, social and economic capital. In this respect, the results imply more systemic approach to career management skills learning in formal education.
},
	keywords = {career guidance, career management skills, career relevance, policy making, socio{\textendash}economic status},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.568 },
	url = {http://oaji.net/articles/2017/457-1513710549.pdf},
	author = {Miha Lov{\v s}in}
}
@article {1046,
	title = {COLLABORATIVE LEARNING: USE OF THE JIGSAW TECHNIQUE IN MAPPING CONCEPTS OF PHYSICS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {92-101},
	abstract = {The aim of the present research was to compare two methodological tools with two groups of pre-university secondary education students (17-18 years old). The experimental group worked constructing concept maps using the jigsaw technique (experimental teaching approach, ETA) on the topic of radioactivity in five sessions of their physics course. The control group worked on the same subject in a traditional teaching method (lecture-based teaching approach, LTA). The research design was quasi-experimental, with 28 students of a school in Extremadura (Spain). The results of a pre-test and a post-test were compared for the two groups. The working hypotheses were: (a) students who work collaboratively in constructing concept maps using the jigsaw technique perform better in learning the topic of radioactivity; and (b) this method fosters a positive attitude of the students towards how the topic is taught. With respect to Hypothesis (a), the results appeared to show an improvement in learning in the experimental group, although without reaching statistical significance. Neither were there any statistically significant differences between the post-test results of the two groups. With respect to Hypothesis (b), most of the experimental group students found the method to be very encouraging; despite the insecurity they felt with something new that they were not used to. The experimental group{\textquoteright}s pre-test and post-test results were strongly correlated (r=0.707), so that the ETA can be regarded as fairly effective since the students learnt more meaningfully and with less effort.},
	keywords = {collaborative learning, concept map, jigsaw technique, physics education, teaching radioactivity},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.92},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1232395},
	author = {Luis Manuel Tobaja M{\'a}rquez and Julia Gil Llin{\'a}s and Francisco Solano Mac{\'\i}as}
}
@article {1081,
	title = {COLLECTIVE ACTION AND COLLECTIVE SCHEME IN THE MOBILIZATION OF LEARNING CHEMISTRY ACCORDING TO VERGNAUD{\textquoteright}S THEORY OF CONCEPTUAL FIELDS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {419-433},
	abstract = {This research{\textquoteright}s aim was to analyze the mobilization in learning chemistry promoted by the collective action of three entrant students in higher education courses, in a college located in Santo Andr{\'e}. For such, cognitive indicators mobilized by them while living individual and group situations on water{\textquoteright}s boiling point, using Screencast video lessons as a motivational strategy, were analyzed. The fulfilment of these situations{\textquoteright} corresponding tasks was filmed, and the recordings were transcribed and analyzed with the help from the Transana software. The indicators used for the Discursive Textual Analysis were created by associating Vicente Talanquer{\textquoteright}s Chemistry Knowledge Space to G{\'e}rard Vergnaud{\textquoteright}s Theory of Conceptual Fields.  The results displayed higher quantity and better quality to the indicators in situations with collective character, to the detriment to the ones with individual character.  Thus, one might conclude that, under this research{\textquoteright}s conditions, collective action, generated by a collective scheme, was capable of mobilizing the learning of chemistry.  },
	keywords = {collective action, collective scheme, space of knowledge of chemistry, Theory of Conceptual Fields},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.419},
	url = {http://oaji.net/articles/2017/457-1509895362.pdf},
	author = {Lucia Machado de Andrade and K{\'a}thia Maria Hon{\'o}rio and Marco Antonio Bueno Filho}
}
@article {1054,
	title = {COMPETENCE CONDITIONS ENABLING EDUCATION IN PRE-SCHOOL EDUCATION ESTABLISHMENTS: PARENTS{\textquoteright} EVALUATION},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {157-169},
	abstract = {Competence, psychological and material-organisational conditions determine favourable educational environment for parent education in pre-school education establishments. The aim of this research is - to identify competence conditions determining favourable educational environment for parent education in pre-school education establishment. Competence conditions, determining favourable educational environment for parent education in pre-school education establishments, which are formed of pedagogues and parents{\textquoteright} collaboration and parents{\textquoteright} communication between themselves, have been examined in the research. One of the determining factors, forming favourable educational environment for parent education is- pre-school educational establishment pedagogues, therefore both professional and personal pedagogues{\textquoteright} abilities were analysed to apply the most suitable communication and collaboration forms with parents in a concrete situation, to give parents pedagogical-psychological support. Standardised interview was applied for the research (for gathering empiric research data) and content analysis (empiric data analysis). Parents of the children attending pre-school education establishments participated in the research. The obtained results allowed making concrete conclusions about competence conditions determining favourable environment for parent education and to identify, according to parents, the most necessary for parents{\textquoteright} education improvement educational environment area, {\textendash} pedagogues and parents{\textquoteright} communication and collaboration. },
	keywords = {communication and collaboration, competence conditions, educational environment, parent education, parent involvement, pre-school education establishment},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.157},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1237090},
	author = {Skaiste Koviene}
}
@article {1070,
	title = {COMPULSORY EDUCATION IN BRAZIL: PRIVATIZATION TRENDS AND LIMITS THE RIGHT TO EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {324-334},
	abstract = {This research aims to present a result on three educational policies in force in Brazil that link public education at the stage of compulsory schooling to the interests of corporations or sectors linked to them. The first is called Integral Secondary Education and was implemented in one of the poorest regions of the country, the state of Pernambuco; The second identified as Education - Commitment Program S{\~a}o Paulo is being developed in the richest region of Brazil, the state of S{\~a}o Paulo, where the third policy was also disseminated with the adoption of so - called Private Education Systems in public schools. The research, of a qualitative nature, derives from research in primary documentary sources and semi-structured interviews with educational managers. The results confirm the trends identified in the literature, according to which education, when it is a field for business expansion through the performance of private companies directly in the management of public education, accentuates inequalities of access to schooling processes. In the analyzed cases, these inequalities are observed in the unequal access to the time of permanence in the school; In the unequal working conditions of teachers and in the allocation of public funds to profitable companies, to the detriment of investment in public education.},
	keywords = {privatization of education, public primary education, right to education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.324},
	url = {http://oaji.net/articles/2017/457-1503906007.pdf},
	author = {Theresa Adri{\~a}o and Teise Garcia and Juliana Azevedo}
}
@article {1068,
	title = {Contents},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {321},
	abstract = {Contents, issue 4},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1503750080.pdf},
	author = {Editorial Board}
}
@article {1079,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {415},
	abstract = {Contents},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1509895925.pdf},
	author = {Editorial Board}
}
@article {1059,
	title = {Contents},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	chapter = {211},
	abstract = {Contents},
	keywords = {contents},
	isbn = {E-ISSN 2538-7111},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1498500835.pdf},
	author = {Editorial Board}
}
@article {1088,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {501-502},
	abstract = {Contents},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1513710020.pdf},
	author = {Editorial Board}
}
@article {1067,
	title = {Cover page},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {319},
	abstract = {Cover page },
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1503750021.pdf},
	author = {Editorial Board}
}
@article {1058,
	title = {Cover page},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	chapter = {209},
	abstract = {Cover page},
	keywords = {cover page},
	isbn = {E-ISSN 2538-7111},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1498500704.pdf},
	author = {Editorial Board}
}
@article {1087,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {499-500},
	abstract = {Cover page and Editorial Board},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1513709968.pdf},
	author = {Editorial Board}
}
@article {1049,
	title = {Cover Page},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {117},
	abstract = {Cover Page},
	keywords = {cover page, editorial board},
	issn = {1822-7864},
	author = {Editorial Board}
}
@article {1078,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {413},
	abstract = {Cover page},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1509895896.pdf},
	author = {Editorial Board}
}
@article {1016,
	title = {THE CHALLENGES OF ADULT EDUCATION POLICY IMPLEMENTATION IN MOZAMBIQUE},
	journal = {Problems of Education in the 21st Century},
	volume = {71},
	year = {2016},
	month = {June/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {53-61},
	abstract = {The current socio-economic development in Mozambique is characterized by growing social inequalities, in particular concerning the imbalanced access to education and the increased poverty of women and the unemployed. Adult education is a way to provide youth and adults with opportunities to improve their knowledge and skills. Through education they can gain power and they can learn how to cope with social and economic challenges. The purpose of this research is to examine how far policies concerning adult education, especially with respect to Non-Formal Vocational Education and Training (NFVET) are implemented. The research is qualitative in nature, based on document analysis with a focus on the policies that have guided the implementation of adult education and training in Mozambique during the period 2000-2015. The findings reveal that Mozambique has been strongly influenced by international initiatives within the framework of {\textquoteleft}Education for all{\textquoteright} and {\textquoteleft}Education for development{\textquoteright}. There is an apparent need to strengthen policy implementation strategies, particularly in the area of NFVET in order to ensure the real empowerment of learners and teachers.},
	keywords = {activity theory, adult education, power and development},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1210961},
	author = {Alzira Manuel and Oleg Popov}
}
@article {1381,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {70},
	year = {2016},
	month = {April/2016},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 70, 2016, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1622302559.pdf},
	author = {Editorial Board}
}
@article {1384,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {69},
	year = {2016},
	month = {February/2016},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, PEC, Vol. 69, 2016},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1622364417.pdf},
	author = {Editorial Board}
}
@article {1378,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {71},
	year = {2016},
	month = {June/2016},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 71, 2016, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1622013567.pdf},
	author = {Editorial Board}
}
@article {1375,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {72},
	year = {2016},
	month = {August/2016},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 72, 2016, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1621964724.pdf},
	author = {Editorial Board}
}
@article {1374,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {72},
	year = {2016},
	month = {August/2016},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 72, PEC, 2016},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1621964677.pdf},
	author = {Editorial Board}
}
@article {1380,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {70},
	year = {2016},
	month = {April/2016},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 70, 2016, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1622302511.pdf},
	author = {Editorial Board}
}
@article {1383,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {69},
	year = {2016},
	month = {February/2016},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 69, PEC, 2016},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1622364378.pdf},
	author = {Editorial Board}
}
@article {1377,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {71},
	year = {2016},
	month = {June/2016},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 71, 2016, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1622013529.pdf},
	author = {Editorial Board}
}
@article {1001,
	title = {A CRITICAL REFLECTION OF BRONFENBRENNER{\textasciiacute}S DEVELOPMENT ECOLOGY MODEL},
	journal = {Problems of Education in the 21st Century},
	volume = {69},
	year = {2016},
	month = {February/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {22-28},
	abstract = {This analysis is a theory based reflection out of the development ecology. When studying an organisation, transformation and spheres of influence of professions and in education, the Development Ecology model provides a tool for understanding the encounter between societal, organisational and individual dimensions, a continual meeting point where phenomena and actors occur on different levels, including those of the organisation and society at large. However, the theory of development ecology may be questioned for how it looks at the individual{\textquoteright}s role in relation to other actors in order to define and understand the forces underlying the professional development. The focus on the individual might prevent the understanding of group wise development. Resilience capacity on a mental, intra level and an entrepreneurial way of building, developing and keeping networks gives the different levels in the Development Ecology model a broader understanding of what stimulates learning processes. Factors relating to both the inside of the individual and social ties between individuals in a group context in relation to global factors need to be discussed. },
	keywords = {development ecology, organisation, resilience, science education, social ties},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.69.22},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1199720},
	author = {Jonas Christensen}
}
@article {975,
	title = {A CANADIAN TEACHER{\textquoteright}S PERCEIVED AUTONOMY AND SELF-CONFIDENCE IN THE MIDST OF AN EDUCATIONAL REFORM},
	journal = {Problems of Education in the 21st Century},
	volume = {66},
	year = {2015},
	month = {August/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {42-53},
	abstract = {Autonomy is essential for teachers{\textquoteright} commitment, satisfaction and retention. However, teacher autonomy is consistently being reduced in the current era of reforms and the sharing of global policies. In this narrative case study, the account of one Canadian teacher (Nora) was examined in relation to how an educational reform influenced her work life in terms of her perceived autonomy and self-confidence. The relation between teacher autonomy and self-confidence was addressed, and the ramifications prompted by the fluctuations in both constructs. The findings suggest that the relationship between Nora{\textquoteright}s perceptions of teacher{\textquoteright}s professional autonomy and her self-confidence is complex. Nora{\textquoteright}s self-confidence was strongly related to her perceived autonomy and the reduction of autonomy triggered significant downward spiralling, leading to isolation. Some discussion on the possible ways to help teachers break this downward spiralling is provided. Finally, this research broadens the collection of stories by teachers on challenges introduced by educational reform and gives voice to teachers suffering in isolation.},
	keywords = {educational reform, narrative inquiry, perceived self-confidence, Teacher autonomy, teacher isolation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.66.42},
	url = {http://oaji.net/articles/2015/457-1441442110.pdf},
	author = {Audrey Paradis and Sonja Lutovac and Raimo   Kaasila}
}
@article {971,
	title = {CHANGING EDUCATIONAL THEORY AND PRACTICE},
	journal = {Problems of Education in the 21st Century },
	volume = {66},
	year = {2015},
	month = {August/2015},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {4-6},
	abstract = {How do we think, how do we learn, memorize and dream, how does pleasure come to be, where are the emotions hidden and how do we reach decisions? Cognitive science and neuroscience tries to answer such questions. It tackles the fields of the human mind in an interdisciplinary, even transdisciplinary way {\textendash} by connecting discoveries from all the disciplines that could shed light on cognitive occurrences. Cognitive science brings together psychology, philosophy, linguistics, artificial intelligence, social sciences and many others. It tries to deal with mental processes in a holistic way and to create a deeper understanding of the field that is empirically closest to us.},
	keywords = {artificial Intelligence, cognitive neuroeducation, Cognitive Science, educational systems},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.66.04},
	url = {http://oaji.net/articles/2015/457-1441441743.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {995,
	title = {CHEMICAL CONCEPTS IN MOTION: THE ROLE OF COLLECTIVE SCHEMES ON THE LEARNING ABOUT INTERMOLECULAR INTERACTIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {68},
	year = {2015},
	month = {December/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {64{\textendash}73},
	abstract = {The purpose of this research is to access data related to how College students collectively develop structural schemes during the resolution of experimental problems of investigative nature. This research included two situations presented to six students in the Undergraduate and Teacher{\textquoteright}s Licensure Chemistry Course at the Federal University of ABC (Brazil) involving Liquid Chromatography contents. The students were divided into groups and asked to make a decision about the best experimental conditions to separate a mixture of chlorophyll, xanthophyll and -carotene in spinach extract. They possessed different stationary phases and elements. The students{\textquoteright} explanations were recorded on an audio-visual device and analysed via computer assisted qualitative data analysis software (CAQDAS) supported by the Transana software. As a result, evidence of the collective development of a scheme characterized by conceptual relations pertinent to the structural field was identified; however, such evidence was incomplete. The interference of the teacher in the students{\textquoteright} decision making was a relevant factor during the resolution of the problems. Conceptual and logical operations of thinking (operative invariants) gaps may be an opportunity for a pedagogical intervention during the resolution of problems in the classroom. },
	keywords = {collective schemes, intermolecular interactions, Theory of Conceptual Fields},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.68.64},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1191867},
	author = {Marcelo Gouveia Nascimento and Gabriel Nicolas Garcia Alves and Marco Antonio Bueno Filho}
}
@article {986,
	title = {CLOSENESS OF FIT TO THE IDEAL: CLASSIFICATION AND SIMILARITY OF TEACHERS{\textquoteright} REFLECTIONS USING MULTI-DIMENSIONAL SCALING},
	journal = {Problems of Education in the 21st Century},
	volume = {67},
	year = {2015},
	month = {October/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {72-80},
	abstract = {The objectives of this research are to provide the theoretical basis for the analysis of qualitative data, such as teachers{\textquoteright} responses to reflective questions using quantitative methods such as multidimensional scaling. The starting point is Estes{\textquoteright} assumption that classification is basic to all intellectual activities, and since reflections are artefacts of intellectual activities, they should be amenable to classificatory methods such as multidimensional scaling. Similarity relates to distance between perceptions and MDS can utilise this feature. By way of example, N=29 teachers - graduates, experienced primary and experienced secondary - were probed for reflections on a science lesson and the results reflections analysed by the application of a scoring rubric and subsequent MDS - they were compared to a hypothetical {\textquoteright}ideal{\textquoteright}. This method is discussed and future possibilities for analysing teachers{\textquoteright} perceptions and reflections. The results of this method provide a valuable means to adapt a standard classification tool to involve a comparative element thus moving beyond mere representation of data.},
	keywords = {measuring to the ideal, Multidimensional scaling, teachers{\textquoteright} reflections},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.67.72},
	url = {http://oaji.net/articles/2017/457-1529249133.pdf},
	author = {Thomas McCloughlin}
}
@article {963,
	title = {COLLABORATION BETWEEN GENERAL AND SPECIAL EDUCATION TEACHERS: DEVELOPING CO-TEACHING SKILLS IN HETEROGENEOUS CLASSES},
	journal = {Problems of Education in the 21st Century},
	volume = {64},
	year = {2015},
	month = {April/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {108-119},
	abstract = {A considerable amount of research evidence suggests that collaboration between general and special education teachers is a pillar of the effective teaching for all students, including those with learning difficulties. Adopting the above position the present study aimed to present and discuss fifteen cases regarding co-teaching in the context of {\textquotedblleft}parallel support{\textquotedblright}, where a special education teacher supports a learning disabled student in a mainstream classroom. Particularly, after an in-service training for promoting effective instructional skills, fifteen pairs of general and special teachers were asked to record the co-teaching procedures in their classrooms. Data collection was carried out through the participants{\textquoteright} self-evaluation rubrics. The quantitative analysis showed that in almost all cases, the collaboration between the pairs of educators was improved, they applied the in-service training knowledge in order to meet the different needs of all students, using the most effective strategies and procedures. The most interesting finding was that in most cases the initially adopted model of co-teaching was replaced by the parallel co-teaching where each teacher provides instruction to different students to the {\textquoteleft}team teaching{\textquoteright}, where both teachers are responsible for planning and they share the instruction of all students. Thus, it seems that it is achievable to build an effective co-teaching model for heterogeneous classrooms.},
	keywords = {co-teaching, parallel co-teaching, self-evaluation rubric, team-teaching},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.64.108},
	url = {http://oaji.net/articles/2015/457-1432232591.pdf},
	author = {Sotiria Tzivinikou}
}
@article {966,
	title = {COMMUNICATION IN STEM EDUCATION: A NON-INTRUSIVE METHOD FOR ASSESSMENT \& K20 EDUCATOR FEEDBACK},
	journal = {Problems of Education in the 21st Century},
	volume = {65},
	year = {2015},
	month = {June/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {18-27},
	abstract = {The current push to educate highly qualified and productive Science, Technology, Engineering and Mathematics (STEM) professionals typically culminates in collegiate capstone projects. These group projects attempt to prepare STEM professionals for entry into the real world as they exemplify early career group dynamics and expose the reality that communication and other soft-skills are often just as important as technical skills. Since attitudes of STEM students and early career professions are established throughout the entire K-20 curriculum, this article also provides some feedback to educators. The research presented utilized, a free cloud based collaboration tool to observe the communication habits of three senior capstone teams (n= 13 participants) and was able to predict communication success and failures through straight-forward analysis of several key parameters, including: discussion frequency, number of responses and the distribution of work over time.},
	keywords = {ABET, communication assessment, communication in STEM, engineering education, senior capstones},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.65.18},
	url = {http://oaji.net/articles/2015/457-1438197091.pdf},
	author = {Mike   Borowczak}
}
@article {955,
	title = {CONSTRUCTIVISTIC PATHS IN TEACHING PHYSICS: FROM INTERACTIVE EXPERIMENTS TO STEP-BY-STEP TEXTBOOKS},
	journal = {Problems of Education in the 21st Century},
	volume = {64},
	year = {2015},
	month = {April/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {6-23},
	abstract = {Teaching Physics, in-between theory and technical applications is nowadays a tedious task. Apparent abundance of web resources makes access to information easy, but its use by pupils is quite unclear. These difficulties, added to less importance held by physics nowadays than in the last decades, inside the national educative system, caused in many countries a fall of interest in studying science and technology. Within several national and international programs, involving mainly Poland and Italy, various recipes for school education at lower and higher secondary level were developed in our group. All these recipes were oriented towards real experiments and constructing the discovery paths with pupils. The school (and extra-scholastic activities for primary-age pupils) included: collections of simple experiments {\textquotedblleft}Physics and Toys{\textquotedblright}, interactive lectures for children, itinerary exhibitions, innovative textbooks inviting the reader to a heuristic dialog, computer-guided experiments, and collections of problems in physic solved step-by-step. We resume some of these implementations and draw main results. Actions were undertaken with three cultural goals: trigger a wide interest in physics through {\textquotedblleft}Fun in Physics{\textquotedblright} activities, improve didactical efficiency at schools, induce students{\textquoteright} initiative in an independent discovery of science. In detail, for a lower secondary school simple interactive experiments on electromagnetism were introduced, and a textbook on mechanics. For higher secondary schools {\textendash} a textbook on modern physics and computer-guided experiments; for children aged 5-10 {\textendash} interactive lectures on mechanics, electricity, acoustics. Evaluations were performed by qualitative and quantitative measures, in Poland and Italy, in collaboration with several teachers and PhD students. All these, constructivist applications show an improved efficiency and find positive evaluations among teachers and pupils. However, partial and sporadic actions do not lead to significant results. Only conjugated implementations of new experimental tools (real objects) and didactical methods (inquiry-based teaching) shows achievements congruent with the Lisbon EU declaration on Knowledge-based Societies (EU Commission White Paper: Education and Training, 1995). },
	keywords = {cognitive sciences, educational systems, interactive exhibitions, simple experiments, teaching physics},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.64.06},
	url = {http://oaji.net/articles/2015/457-1432232064.pdf},
	author = {Grzegorz P. Karwasz and Krzysztof S{\l}u{\.z}ewski and Anna Kami{\'n}ska}
}
@article {1399,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {64},
	year = {2015},
	month = {April/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 64, PEC, 2015},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1623483932.pdf},
	author = {Editorial Board}
}
@article {1396,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {65},
	year = {2015},
	month = {June/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 65, 2015, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1623403344.pdf},
	author = {Editorial Board}
}
@article {1393,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {66},
	year = {2015},
	month = {August/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 66, PEC, 2015},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1623335648.pdf},
	author = {Editorial Board}
}
@article {1390,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {67},
	year = {2015},
	month = {October/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 67, 2015, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1623262207.pdf},
	author = {Editorial Board}
}
@article {1387,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {68},
	year = {2015},
	month = {December/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 68, PEC, 2015},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1622441628.pdf},
	author = {Editorial Board}
}
@article {1415,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {December/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 63, 2015, PEC },
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1626702375.pdf},
	author = {Editorial Board}
}
@article {972,
	title = {CORRECTIVE MAINTENANCE SKILLS REQUIREMENTS IN DVD HOME THEATRE FOR INTEGRATION INTO TECHNICAL COLLEGE CURRICULUM},
	journal = {Problems of Education in the 21st Century},
	volume = {66},
	year = {2015},
	month = {August/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {7-17},
	abstract = {As the world experiences changes in all facets of life, it is equally expected that the school curriculum should not remain static but change in the same direction. The electronic technology workshop practice in technical colleges in Nigeria has overtime been dominated with the teaching of practical skills in radio and television that are gradually phasing away in the electronic world, hence the need to upgrade it by integrating the practical contents of modern digital electronics, of which DVD home theatre sound system is one of the electronic gadgets. This study therefore determined the corrective maintenance skills requirements in DVD home theatre sound system necessary for improving the workshop practice of electronic technology via curriculum innovation in technical colleges. Three research questions were raised and answered using mean statistic, while one hypothesis was formulated and tested using t-test statistic. The descriptive survey research design was employed in the study. A five point scaled questionnaire was the instrument used for data collection. The sample size was 164, comprising electronic technology teachers in universities and technical colleges and DVD home theatre sound system technicians in Edo State. The instrument was validated by experts and its reliability coefficient obtained using Cronbach{\textquoteright}s alpha formula was 0.876. It was found that the corrective maintenance skills requirements in DVD home theatre sound system necessary for integration into technical college curriculum for electronic technology workshop practice are skills in the use of tools and equipment to perform such maintenance, fault diagnosis skills in order to carry out the maintenance and the actual repairs (corrective maintenance) skills. It was therefore recommended that electronic technology teachers should be trained in the teaching of practical skills in maintenance of DVD home theatre sound system for capacity building.},
	keywords = {corrective maintenance, DVD home theatre sound system, electronic technology, technical college},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.66.07},
	url = {http://oaji.net/articles/2015/457-1441441849.pdf},
	author = {Samson Onyeluka Chukwuedo and Anthony U. Ainetor}
}
@article {1392,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {66},
	year = {2015},
	month = {August/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 66, PEC, 2015},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1623335611.pdf},
	author = {Editorial Board}
}
@article {1386,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {68},
	year = {2015},
	month = {December/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover, Vol. 68, PEC, 2015},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1622441589.pdf},
	author = {Editorial Board}
}
@article {1395,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {65},
	year = {2015},
	month = {June/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 65, 2015, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1623403304.pdf},
	author = {Editorial Board}
}
@article {1398,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {64},
	year = {2015},
	month = {April/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 64, PEC, 2015},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1623483897.pdf},
	author = {Editorial Board}
}
@article {1389,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {67},
	year = {2015},
	month = {October/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 67, 2015, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1623262164.pdf},
	author = {Editorial Board}
}
@article {1414,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {December/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 63, 2015, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1626702332.pdf},
	author = {Editorial Board}
}
@article {926,
	title = {THE CHALLENGES OF COMPLETE INFORMATIZATION OF EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {121-131},
	abstract = {Since the methods of teaching and learning are currently changing, Slovenian society is challenged to respond. Ministries responsible for the development of the educational system encourage informatization of education by launching strategically oriented tenders. This research presents three such projects, which together propose guidelines on how to further develop the Slovenian educational system with an emphasis on the introduction of information and communication technologies into everyday life in Slovenian schools at all levels (teaching, learning, management, etc.). There are three main areas that are covered: (1) technical assistance and support, (2) development and deployment of e-learning materials and e-textbooks and (3) teacher training. Using these approaches it would be possible to achieve an increase in digital competences and a change in our pedagogical paradigm. Results show a better motivation, communication and improved teamwork among students. This is a consequence of changes in the way of thinking and teaching by both teachers and other school participants, especially the headmasters who put the student in the centre of activities. The whole process of school informatization depends on a coherent development of various fields. The focus is on a change of pedagogical paradigm and the consequential teacher and managerial staff training. },
	keywords = {e-competent school, e-competent teacher, innovative 1:1 pedagogy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.61.121},
	url = {http://oaji.net/articles/2015/457-1422204234.pdf},
	author = {Magdalena {\v S}verc and Igor Pesek and Andrej Flogie}
}
@article {916,
	title = {CLASSROOM CLIMATE AS A PART OF CONTEMPORARY DIDACTICAL APPROACHES},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {28-36},
	abstract = {To achieve successful teaching in the 21st century school, teachers must change their didactical approaches in order to create a stimulating pro-activeness in a pleasant classroom climate for better development of student{\textquoteright}s achievement. A classroom climate in the present research means the combination of variables within a classroom that work together to promote learning in a comfortable environment. In the present research, classroom{\textquoteright}s climate will be evaluated, and what kind of influence different didactical approaches have on the atmosphere in the classroom. The classroom climate of two 6th grade classes at a lower secondary school will be studied: a class with traditional methods of teaching and a class with innovative methods, as regards searching for ideas, monitoring the students{\textquoteright} progress and giving instructions. Students in both classes filled out a questionnaire with thirteen statements, which included three dimensions of a classroom atmosphere: personal relationship, contribution to the class and research work. The results confirmed a change in the perception of the classroom climate, depending on different innovative didactical approaches. The values of individual dimensions are higher in the class with innovative methods, which was confirmed with a better atmosphere in this class and an increased activeness of the students. When introducing changes in an educational process, it is necessary to establish a positive classroom atmosphere. },
	keywords = {active learning, classroom atmosphere, structure of education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.61.28},
	url = {http://oaji.net/articles/2015/457-1422203675.pdf},
	author = {Majda   Fiksl and Boris Aber{\v s}ek}
}
@article {1424,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 60, PEC, 2014},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1627455314.pdf},
	author = {Editorial Board}
}
@article {1421,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 61, 2014, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1627391473.pdf},
	author = {Editorial Board}
}
@article {1442,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {59},
	year = {2014},
	month = {April/2014},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 59, PEC, 2014},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1628769302.pdf},
	author = {Editorial Board}
}
@article {1418,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, PEC, Vol. 62, 2014},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1626876572.pdf},
	author = {Editorial Board}
}
@article {1445,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {58},
	year = {2014},
	month = {March/2014},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 58, 2014, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1628784013.pdf},
	author = {Editorial Board}
}
@article {1444,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {58},
	year = {2014},
	month = {March/2014},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 58, 2014, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1628783966.pdf},
	author = {Editorial Board}
}
@article {1417,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 62, 2014, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1626876534.pdf},
	author = {Editorial Board}
}
@article {1420,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 61, PEC, 2014},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1627391432.pdf},
	author = {Editorial Board}
}
@article {1423,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 60, 2014, PEC},
	keywords = {cover},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1627455269.pdf},
	author = {Editorial Board}
}
@article {1441,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {59},
	year = {2014},
	month = {April/2014},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 59, 2014, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1628769256.pdf},
	author = {Editorial Board}
}
@article {915,
	title = {CRITICAL THINKING IN EDUCATION: WHY TO AVOID LOGICAL FALLACIES?},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {18-27},
	abstract = {The study argues for the claim that a correct argumentation, i.e. a non-fallacious or good reasoning, should be the essential part of the education process, which is not always the case. The bad argumentation makes human standards and interpersonal relationships worse, and leads to the growth of social conflicts and an instable society. If the legislature, executive and judiciary branches of power did not listen to good arguments, our lives would not be as good as they are since the state might pass bad, dangerous and unjust laws. A person trained in critical thinking starting in their youth would be able to tell a difference between good and bad arguments and recognize the fact that accepting the former and dropping the latter is the only way to avoid the above mentioned negative characteristics of a society. By teaching pupils how to employ the prescribed standards of a correct argumentation using everyday examples helps them to avoid adopting certain views on the ground of their popularity, affections produced in observers, their popularity etc., which are classic examples of logical fallacies. An early training in critical thinking could make obvious the fact that, a democracy consisting among other things also in a social, racial and gender equality, after all, does not mean that sometimes left arguments win and sometimes the right ones, and that there is no difference between them in the long run.},
	keywords = {critical thinking, deduction, induction, logical fallacy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.61.18},
	url = {http://oaji.net/articles/2015/457-1422203618.pdf},
	author = {Janez  Bregant}
}
@article {489,
	title = {CHALLENGES IN EVALUATING THE LEARNING EXPERIENCE WITH NOVEL TECHNOLOGIES},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	type = {Editorial},
	chapter = {5-6},
	abstract = {The shift towards constructivism in e-learning creates new opportunities in the modern school and favors the introducing of novel technologies able to promote a learner-centered approach and increase the students{\textquoteright} motivation to learn.
 In general, novel technologies are expensive and the costs are not only related to the hardware and software platform. The implementation in the traditional school requires additional costs for maintenance, content development, and training. Therefore, the first key concern when evaluating such e-learning systems is to capture the added value brought in by the novel technology.
 The second key concern is the usability of a novel technology.
 The third key concern is the acceptability of a new system. The evaluation of technology acceptance requires a quantitative approach based on larger models that include several factors, such as: characteristics of the system, perceived ease of use, perceived usefulness, relevant social aspects, and perceived enjoyment.},
	keywords = {learning experience, methodology of evaluation, usability evaluation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.51.05},
	url = {http://oaji.net/articles/2014/457-1419346123.pdf},
	author = {Costin   Pribeanu}
}
@article {497,
	title = {THE CHALLENGES OF HEALTH EDUCATION: FINNISH STUDENTS{\textquoteright} PERCEPTIONS OF HOW TO CHERISH HEALTH},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {91-103},
	abstract = {Youngsters{\textquoteright} health is widely studied from various points of view but a holistic approach to health has been minimal. The purpose of this research was to study general upper secondary education students{\textquoteright} health knowledge and perceptions of health by analyzing their answers concerning the subject of health education in the general studies battery of tests in the Finnish matriculation examination. The sample of the research consisted of 611 essays that were the test answers in health education in 2007. The essays covered altogether eight questions about health education. 81 candidates for the spring 2007 matriculation examination and 60 candidates for the fall 2007 matriculation examination participated in this research; altogether 141 candidates. The research approach was phenomenological-hermeneutic. The data was analyzed through qualitative content analysis. According to the results, students recognized people{\textquoteright}s responsibility for their own health. They disapproved especially those who consciously neglect their health. According to the findings, it seemed evident that health education as a subject should be further developed so that it supports youngsters{\textquoteright} health appreciation and ability to make health-promoting choices in life. This decade sets special challenges to health education in schools, and therefore, it is important to listen to the youth{\textquoteleft}s opinions and perceptions of health in order to, for example, develop curriculum planning.},
	keywords = {general upper secondary education, health education, matriculation examination},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.51.91},
	url = {http://oaji.net/articles/2014/457-1419346482.pdf},
	author = {Maija   Rask and Kaarina   M{\"a}{\"a}tt{\"a} and Satu   Uusiautti}
}
@article {494,
	title = {CHANGING LANDSCAPE OF RESEARCH TRADITIONS: PARADIGMATIC AND NARRATIVE ORIENTATIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {63-69},
	abstract = {The objective of the research is to elaborate on changing research traditions in one of the institutions in Latvia. The choices of research traditions highlight changes towards more qualitative research traditions: collaborative action research and narrative research methodologies. Action research tradition opens new horizons for the research as an active, open - minded and cooperative research that affirms the importance of experimentation, and emphasizes a continual growth in researchers{\textquoteright} awareness leading to {\textquoteleft}phronesis{\textquoteright}. By the qualitative research methodology the authors attempt to explore the role of the researcher, what University researchers view as significant in framing their professional landscape as a result of the use of collaborative action research and other types of qualitative research. The results: Research highlights changes and tensions in researchers{\textquoteright} willingness to accept greater ambiguity, uncertainties, and practice of exercising judgments within the qualitative inquiry tradition and teaching process instead of complete reliance on predetermined rules and procedures. Various tensions between paradigmatic and narrative orientations towards teaching and within teachers{\textquoteright} lives are explored and ultimately seen as contributing in complex and ambiguous ways to researchers{\textquoteright} professional knowledge landscape. The study also highlights the co - existence of both equally legitimate epistemological research traditions {\textendash} positivism, and costructivism, as an alternative in educational research in Latvia. The evidence gained in this small scale study indicates to the emergence of the qualitative tradition grounded in constructivism.},
	keywords = {changes in research traditions, narrative ways of knowing, participative action research},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.51.63   },
	url = {http://oaji.net/articles/2014/457-1419346353.pdf},
	author = {Dzintra  Ilisko}
}
@article {855,
	title = {CHARACTERISTIC OF THE MOST POPULAR MOVIE CHARACTERS AMONG CHILDREN {\textendash} EDUCATIONAL CONTEXTS},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {66-73},
	abstract = {Mass media play an essential role at almost every stage of human{\textquoteright}s life. The media have a particular influence on children who are not entirely aware of their message. A part of reality surrounding children was examined in order to determine the features of favourite movie characters and preferable situations in which said a character participates. The results obtained through a  diagnostic survey indicate that there is a statistically significant difference between girls and boys choices of a movie character. This article focuses on the aspects of using children{\textquoteright}s favourite characters by a teacher in education. The presented discussion regarded also the problem of children emulating movie characters. },
	keywords = {education, gender, media, movie character},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.66},
	url = {http://oaji.net/articles/2014/457-1420055808.pdf},
	author = {Tomasz Huk}
}
@article {874,
	title = {CHARACTERIZATION OF THE DEVELOPMENT OF A COMMUNITY OF PRACTICE TO SUPPORT PRE-SERVICE CHEMISTRY TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {124-132},
	abstract = {The concept of communities of practice can be used in different contexts, included the educational context. The development of communities of practice where pre-service teachers work together, refine their practices and learn is a good training for these future teachers.  Since communities of practice help teachers learn about teaching and improve their practices, this study aim to characterize the project PIBID of chemistry carried out at the University of S{\~a}o Paulo as a community of practice. On the first half of 2013 the PIBID project included 12 pre-service teachers who attended weekly meetings. These meetings consisted of theoretical training about the use of visual tools in teaching and other concepts about education and meetings to plan activities and classes about topics of chemistry to be applied in a public school at the city of S{\~a}o Paulo, Brazil. During these meetings was possible to notice that the pre-service teachers were engaged in a community of practice, demonstrating the three characteristics emphasized by Wenger (2008): mutual engagement, joint enterprise, and a shared repertoire. Thus the project PIBID of chemistry could be characterized as a community of practice. Furthermore, it was noticed that the community helps in the training of pre-service teachers, since it is providing support to them learn about teaching in practice and implement their knowledge. },
	keywords = {chemistry teaching, community of practice, pre-service teacher training},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.124 },
	url = {http://oaji.net/articles/2014/457-1420057005.pdf},
	author = {Val{\'e}ria C. Santos and Agnaldo Arroio}
}
@article {493,
	title = {COLLEGE ENGLISH CURRICULUM REQUIREMENTS IN CHINA: EXPECTATIONS AND RESPONSES},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {47-62},
	abstract = {The purpose of the research reported here was firstly to examine the expectations placed on university teachers of English in China in relation to curriculum changes as evidenced in the College English Curriculum Requirements (For Trial Implementation, 2004), designed for non-English majors (hereafter CECR 2004). It further reports on a study of responses to these changes on the part of teachers, administrators and policy-makers as revealed in interviews. The study adopts a mixed method of inquiry to deal with how teachers made sense of multiple realities and constructed complicated interactions between CECR and themselves. Additionally, some aspects of the work of Bourdieu and Bernstein are taken to analyse and interpret the issues. The findings show that CECR gives the impression of being forward-looking, making reference to contemporary English language teaching (ELT) concepts. This leaves a great deal of freedom for individual universities to flesh out the details and adapt the content to their own contexts. However, teachers feel either frustrated with the lack of real change in the syllabus or threatened by new challenges such as the emphasis on speaking and listening for which they believe they have not been adequately prepared.},
	keywords = {College English Curriculum Requirements, tertiary English teaching},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.51.47},
	url = {http://oaji.net/articles/2014/457-1419346313.pdf},
	author = {Lianli   Gao}
}
@article {858,
	title = {COMPARING 1997 AND 2005 ENGLISH CURRICULA APPLIED IN 4th AND 5th GRADES IN TURKEY},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {93-104},
	abstract = {This study aims to collect teacher opinions about two curriculums applied in 4th and 5th grades in 1997 and 2005 both of which aimed to employ constructivist approach but with big differences. The study employed qualitative research method parallel to its aim, and ten teachers of English that were selected by purposive sampling method in order to be sure that they taught in both curriculums participated to it. The data from those participants was collected via a structured interview form that included six questions created by the researchers. Descriptive data analysis was used to examine the gained data, and then findings were coded into themes. It is notable that the most participants followed curriculums for this or that reason. Although they state both positive and negative sides of the two curriculums, all teachers find 2005 curriculum change positive and generally find it more effective and successful. Eight of the participants think that foreign language (English) teaching is either unsuccessful or inadequate due to lack of skills of speaking, writing and listening. They offer to solve this problem by adapting an assessment system that evaluates those skills, taking benefit of internet for more practice, sending pre-service foreign language teachers abroad. },
	keywords = {ELT in Turkey, English curriculum, primary education, teacher opinions},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.93 },
	url = {http://oaji.net/articles/2014/457-1420056013.pdf},
	author = {G{\"u}rb{\"u}z Ocak and Serkan Boyraz and Hasan Kizilkaya}
}
@article {848,
	title = {CONTEMPORARY LEARNING ENVIRONMENT IN THE VOCATIONAL EDUCATION: THE NEW CHALLENGES},
	journal = {Problems of Education in the 21st Century},
	volume = {55},
	year = {2013},
	month = {July/2013},
	type = {Original article},
	chapter = {100-113},
	abstract = {The quantitative research basis is the data of surveys which were filled in by teachers of vocational education institutions and employers. The research is based on researches and reports regarding vocational education, strategic planning documents of development of education of Republic of Latvia and EU, studies, statistics on vocational education (data basis of the Central Statistical Bureau, statistics of the Ministry of Education and Science (MES) on vocational education) also are used. The aim of the research is to analyze factors of the internal and external environment that affect vocational education in order to determine how these factors create challenges for the vocational education system and educational institutions. The article analyzes the correlation between the elements of internal environment: resources, processes and results and external environment (political, demographic social) factors. The challenges make the vocational education change the existing paradigm of vocational education. The research was performed with a purpose to analyze the environmental factors; the quantitative research combines: an analysis of normative documents and a survey of employers and teachers of vocational education. The key results of the research: demographic trends in Latvia have an essential impact upon the human resources of the vocational education institutions; in order to implement the lifelong learning strategy, it is important to involve more adults in the vocational education; the learning environment of vocational education must be developed by following the principles of lifelong learning; cooperation between the state institutions, employers and teachers is required in order to provide effective solutions to the challenges that vocational education is facing. The cooperation between the employers{\textquoteright} institution, educational institutions and state institutions is essential in the process of planning and implementation of the curriculum and evaluation of the results. The prestige of the vocational education in the society affects students{\textquoteright} choice regarding their further education; it also influences the assessment of employers.
 If there were developed and implemented such curricular, which would imply the key competences that are relevant to the vocational areas of education and on the basis of which a flexible transformation of the content of curricular would be possible, the competitiveness and quality of the vocational education would be ensured.},
	keywords = {external environment, learning environment, vocational education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.55.100 },
	url = {http://oaji.net/articles/2014/457-1420055220.pdf},
	author = {Anita   Zalaiskalne}
}
@article {1457,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {54},
	year = {2013},
	month = {June/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 54, PEC, 2013},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630599276.pdf},
	author = {Editorial Board}
}
@article {1463,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 52, 2013, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630689221.pdf},
	author = {Editorial Board}
}
@article {1454,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {55},
	year = {2013},
	month = {July/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 55, 2013, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630346932.pdf},
	author = {Editorial Board}
}
@article {1460,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {53},
	year = {2013},
	month = {April/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 53, 2013, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630675701.pdf},
	author = {Editorial Board}
}
@article {1451,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 56, PEC, 2013},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630090608.pdf},
	author = {Editorial Board}
}
@article {1448,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 57, 2013, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1628874973.pdf},
	author = {Editorial Board}
}
@article {1466,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 51, PEC, 2013},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630934503.pdf},
	author = {Editorial Board}
}
@article {506,
	title = {CONTRIBUTION OF PRIMARY TEACHER EDUCATION CURRICULUM TO QUALITY PRIMARY EDUCATION IN UGANDA},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {35-47},
	abstract = {With the frequent changes in education environment caused by dynamic economy, politics, and global trends among others, primary teacher education should keep abreast with these trends. However, in Uganda this has not been the case. While government designs new curriculum for primary schools, the changes in teacher education curriculum seem to be slower. Teacher educators are not familiar with the new trends in education such as ICT in teaching and learning, gender, learner centered education etc. The teaching materials are not easily available in the teacher training colleges because of shortages of funds. The study sought to: analyse the curriculum of Primary Teacher Education (PTE) since 1990, assess the challenges Primary Teacher Colleges (PTC) experience in the preparation of quality teachers and analyse the extent to which PTE curriculum is responding to the new trends in primary education. Using mainly interviews and focus group discussion, this paper explored the relationship between teacher preparation and quality of teachers produced. Findings showed that the curriculum of the teacher training colleges is not tailored to the requirements of the primary curriculum. In addition PTE faces many challenges that affect the preparation of teachers.},
	keywords = {primary school curriculum, primary teacher education, quality education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.35},
	url = {http://oaji.net/articles/2014/457-1419412419.pdf},
	author = {Alice  Merab  Kagoda and Betty  Akullu  Ezati}
}
@article {862,
	title = {COPING STRATEGIES OF UNIVERSITY STUDENTS IN GEORGIAN CONTEXT},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {144-149},
	abstract = {Studies in university students{\textquoteright} coping strategies have their peculiarities due to particularly acute stresses characteristic of this period of life. On the other hand, there are specific limits regarding the nature of stressors and the lack of coping ability in this period. Due to such limits, it is necessary to consider different approaches to university students{\textquoteright} stressors. Research into university students{\textquoteright} coping strategies has been done in various countries, but this is the first such study done in Georgia. Within the transactional stress concept of Lazarus, we tested the stress buffering effects of various coping strategies such as task-, emotion-, and avoidance-oriented coping strategies, praying, and social support.
Within the framework of the research, 252 university students from a wide variety of disciplines and with an average age of 21 were surveyed. The methods applied in the study are the Coping Inventory for Stressful Situations (CISS) by Endler \& Parker (Endler \& Parker,1990) and the Stress Life Inventory (SRRS) by Holmes and Rahe (Holmes \& Rahe, 1967) combined with the Kucher Adolescent Depression Scale KADS -6 (Brooks et al.,2003). Results show expected main effects: There are different coping strategies used in different critical life events. Coping strategies such as social support and praying have a stress-buffering effect and prove to be situational resources in cases of strong stress. Certain coping strategies such as task-oriented coping, emotional coping and praying are predictors of psychological well-being.
},
	keywords = {coping strategies, critical life event, social support, student, university, well-being},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.144},
	url = {http://oaji.net/articles/2014/457-1420056255.pdf},
	author = {Tamara   Turashvili and Marine   Japaridze}
}
@article {491,
	title = {COURSE IN NEW THINKING IN HIGHER EDUCATION: ENHANCING CREATIVITY THROUGH THE MEANS OF TRAINING, THEORY AND WORKSHOP},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {18-32},
	abstract = {This paper presents a study on how a new (5 ECTS/2.5 American credit) stand-alone course for higher education in new thinking may influence key aspects of creative abilities. The course structure and content is based primarily on The Creative Platform with a focus on training, theory and workshop. The study uses the Torrance Test for Creative Thinking and a Reflection Report for Creativity Teaching to identify effects from the course. The results from the Torrance Test for Creative Thinking showed a significant increase in students{\textquoteright} ability in figural and verbal fluency, flexibility, figural and verbal originality, and elaboration as well as in resistance to premature closure. The results show no significant increase in students{\textquoteright} ability in the abstractness of titles. The results from the Reflection Report for Creativity Teaching showed that the majority of students experienced that they were capable of both developing understanding of creativity theory, becoming better at participating in a creative process as well as becoming better at generating and developing new ideas, thoughts and new knowledge. However, some students experienced problems especially related to creativity training. Implications and potentials of a combined focus on training, theory and workshop in creativity courses for higher education is discussed.},
	keywords = {creative method, creativity training, university curriculum},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.51.18},
	url = {http://oaji.net/articles/2014/457-1419346210.pdf},
	author = {Christian  Byrge and S{\o}ren  Hansen}
}
@article {1462,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 52, 2013, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630689183.pdf},
	author = {Editorial Board}
}
@article {1465,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 51, PEC, 2013},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630934459.pdf},
	author = {Editorial Board}
}
@article {1450,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 56, 2013, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630090566.pdf},
	author = {Editorial Board}
}
@article {1447,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 57, 2013, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1628874934.pdf},
	author = {Editorial Board}
}
@article {1453,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {55},
	year = {2013},
	month = {July/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 55, 2013, PEC},
	keywords = {cover},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630346894.pdf},
	author = {Editorial Board}
}
@article {1459,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {53},
	year = {2013},
	month = {April/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 53, 2013, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630675663.pdf},
	author = {Editorial Board}
}
@article {1456,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {54},
	year = {2013},
	month = {June/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 54, PEC, 2013},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630599231.pdf},
	author = {Editorial Board}
}
@article {490,
	title = {CRITERIA RELATED TO PROCESSES OF TEACHERS{\textquoteright} SUCCESSFUL PROFESSIONAL DEVELOPMENT AND QUALIFICATION IMPROVEMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {7-17},
	abstract = {It is necessary for teachers to develop professionally and deal with problem situations. However, that will be done by changing the teaching models, in close cooperation and support by the institutions which are completely specialized in terms of inclusion. In this conceptual context, reforms in the field of teacher professional development in different countries, including Albania, are being implemented. To make this concept as clear as possible, this study makes use of various theoretical sources, such as theoretical attitudes by numerous scholars, conclusions and field studies carried out by different international entities in the field of education, including various publications by EU. To provide an accurate picture of the situation in Albania with regard to this issue, this study refers to data extracted from the regulations of the Albanian Ministry of Education, data from annual reports of the institutions on educational development, as well as data from questionnaires with teachers of different levels and seniority.},
	keywords = {long term process, professional development, self-evaluation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.51.07},
	url = {http://oaji.net/articles/2014/457-1419346167.pdf},
	author = {Migena   Alimehmeti and Leonard   Danglli}
}
@article {677,
	title = {A CASE STUDY OF "HABITUS" AND "FIELD": THE CHINESE RURAL STUDENTS ON THE UNIVERSITY CAMPUS},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {45-64},
	abstract = {This research focuses its inquiry on the economic aspect of rural university students{\textquoteright} life in China, but the discussion goes beyond the economic field. Massification in the Chinese higher education system has increased the chance for rural youths to receive tertiary education. However, there is rarely sufficient data to record their status quo on the campus. This research intends to fill up the gap by making a comparison between the rural students who are located at different levels in the higher education system. This comparative analysis eventually leads to such findings: Those at the higher extreme of the hierarchy, who have more subsidies, tend to experience more frustration under financial pressure than those at the lower extreme, who are insufficiently funded. Presumably, the former are more directly exposed to rural-urban disparity. While the latter experience less frustration, they are less prepared to impacts from the unfamiliar urban society. The research, eventually going beyond the economic problems, has exposed a process in which the rural youths are victimized by the system that discriminates against the Chinese peasants, in which the higher education system plays a critical role.},
	keywords = {higher education, inequality, rural students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.40.45},
	url = {http://oaji.net/articles/2014/457-1408531978.pdf},
	author = {Jingyi   Dong}
}
@article {745,
	title = {CAUSES AND LEVELS OF TRUANCY AMONG SECONDARY SCHOOL STUDENTS: A CASE STUDY OF RIVERS STATE, NIGERIA},
	journal = {Problems of Education in the 21st Century},
	volume = {45},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {51-62},
	abstract = {The study was a case study design aimed at determining the causes and levels of truancy among secondary school students, using Rivers State, Nigeria. The research sample consisted of 105 teachers and was purposefully sampled. Four research questions and one hypothesis were posed, formulated and tested respectively. A structured questionnaire was developed, validated and administered to the respondents selected for the study. T-test, standard deviation and mean were used to analyze the data collected. The results indicated that there is a significant difference between family background and student factor. The implication of this is that the student{\textquoteright}s family background contributes greatly to the student{\textquoteright}s level of truancy. Hence, the null hypothesis was rejected. Based on the findings, some recommendations were made towards the reducing the level of truancy among secondary school students.},
	keywords = {secondary school, truancy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.45.51},
	url = {http://oaji.net/articles/2014/457-1413727463.pdf},
	author = {Iheanyi N.   Okwakpam and Ikechi O.   Okwakpam}
}
@article {710,
	title = {THE CHALLENGES FACED BY EDUCATION IN SOLVING THE UNEMPLOYMENT PROBLEM IN SOUTH AFRICA},
	journal = {Problems of Education in the 21st Century},
	volume = {42},
	year = {2012},
	month = {May/2012},
	type = {Original article},
	chapter = {82-96},
	abstract = {This study is based on a meta-interpretive research design aimed at finding possible answers to an enduring dilemma facing South Africa. South Africa has one of the highest unemployment rates in the world, higher even than those of most of the emerging economies. The structural analysis of unemployment in South Africa presented in this article suggests the existence of an extremely high incidence of youth unemployment, in an environment where certain high level skills are in short supply. The author first analyses the structural nature of the unemployment problem in South Africa and then posit the conundrum of unemployment amidst a serious skills shortage. The skill shortage is discussed in terms of some of the current and projected needs of the economy. The question arises as to why education cannot produce the type of skills needed in the quantity and quality expected to satisfy the needs of the economy and thereby aid economic growth and development. To answer this question, the author analyses the education system pointing out certain systemic problems that work against the production of the kind of skilled workers of the quality and quantity needed. He starts by showing the poor literacy and numeracy levels of primary school children compared to children in other countries. Secondly, the author shows how large numbers of learners drop out of the school system and how those who complete the twelve years of schooling end up with low achievement levels in the subject areas that could have offered them the skills and knowledge to capitalize on the skills shortage. Finally, he looks at the post-school system and its failure to produce the required high level skills. Based on the analysis presented, the author comes to the conclusion that education in its current shape and form will not solve the unemployment problem in South Africa. 


 
},
	keywords = {human resource development, quality education, skills shortage},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.42.82},
	url = {http://oaji.net/articles/2014/457-1410006435.pdf},
	author = {Jan   Nieuwenhuis}
}
@article {697,
	title = {CHALLENGES FACED IN IMPLEMENTING FREE PRIMARY EDUCATION FOR PASTORALISTS IN KENYA},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Original article},
	chapter = {100-111},
	abstract = {Governments in Sub-Saharan Africa allocate between 5\% and 25\% of public expenditure budgets to education ministries, because education is seen, correctly, as a major contributor to human welfare, social and economic development (World Bank, 2005). It is clear that these large expenditures are sub-optimal and provide less than the expected return. This situation has been felt more acutely with the introduction of free primary education (FPE). Despite the high enrolment in FPE in urban areas, the response from pastoral communities has been rather lukewarm.The general objective of the study was to investigate the challenges faced in implementing Free Primary Education policy among pastoralists in Kenya. Consequently, the rationale of this study lies in need to evaluate the impact of an educational policy and find out how its implementation responds to challenges in provision of access to Primary Schooling. The study adopted ethnographic research design that utilised purposive sampling technique and saturation procedure to select a total of 170 respondents that included head teachers, teachers, parents, school dropouts, educational managers, community leaders, and Non Governmental Organizations. Purposive sampling was used to select individuals, groups and organizations that would provide insight into the study. Data was collected using focus group interviews, structured and unstructured interviews, observation, and document analysis. Subsequently, data was collected by use of questionnaire that was sent to head-teachers and education officials and was used only to validate the qualitative data. The collected data was coded, analyzed, described and summarized in order to generate themes on educational policy and practice. The study identified various challenges such as: inadequate funding; poor infrastructure; limited awareness towards education; limited community support; insecurity and cattle rustling and lifestyle of pastoralists that impedes the government{\textquoteright}s efforts to attain FPE. These challenges threatened the implementation of FPE for pastoralists and further illustrate the complex and messy process of policy implementation in education sector.},
	keywords = {free primary education, pastoral communities, policy implementation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.100},
	url = {http://oaji.net/articles/2014/457-1409840330.pdf},
	author = {David   Serem and Richard  Kipngeno  Ronoh}
}
@article {756,
	title = {THE COLLATERAL DAMAGE OF INFORMAL LEARNING, CREATION OF IDENTITY THROUGH THE MEDIA},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {61-65},
	abstract = {The identity development between the individual and society, its connection with the informal learning in the Web 2.0 and Web 3.0 environment and its consequences on the individual as a part of a possible opinion making and changing community are being discussed in this paper. Analyzing the difference between informal learning from the traditional one way media and the newer two way media through an actual example in Slovenia raises and tries to find possible indications to the question, what the consequences, the collateral damage of informal learning, creation of identity through media, especially regarding lying, corruption and clientelism, might be.},
	keywords = {informal learning, new media, traditional media},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.61},
	url = {http://oaji.net/articles/2014/457-1413728051.pdf},
	author = {Taja   Kordigel}
}
@article {794,
	title = {COMPARATIVE TEACHING EXAMPLE RELATED TO COURSE ACTIVITIES DEVELOPING TRANSFER SKILL IN PROBLEM SOLVING IN ELEMENTARY SCHOOL PROGRAMS IN SOUTHEAST ANATOLIA REGION},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {148-156},
	abstract = {As of 2004-2005 school year, principles of constructivism have been adopted to a great extent in the education system of Turkey. In the present study, the lessons were video recorded in order to observe the activities to develop the transfer skills used in problem solving by the students attending 4th and 5th grades of elementary schools in Tarsus province of Icel in Southeast Anatolian Region. Moreover, lessons were also video recorded in order to observe the problem solving behaviors of the 6th grade Turkish students attending Turkish language lessons given by a Turkish teacher in Linden province of Hannover in Germany. The lessons given in Linden and Tarsus were compared in terms of {\textquotedblleft}environment and process{\textquotedblright} through tables. It was concluded that the environmental conditions existing in the elementary school in Southeast Anatolian Region are not suitable for constructivist applications and here, it was observed that direct instruction model was continuously in use. On the other hand, at the school in the Linden region, while transfer skills necessary for real life are being developed, {\textquotedblleft}asking question and discussion{\textquotedblright} behaviors are also gained.},
	keywords = {direct instruction model, flexible knowledge, self-explaining},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.148},
	url = {http://oaji.net/articles/2014/457-1415392785.pdf},
	author = {Y. G{\"u}rcan   {\"U}ltan{\i}r}
}
@article {802,
	title = {COMPARING LEARNING PROCESS IN THE FIELD OF ENTREPRENEURSHIP EDUCATION: TARGET GROUPS REVISING LIFELONG EXPERIENCE IN TEACHING PROCESS},
	journal = {Problems of Education in the 21st Century},
	volume = {49},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {59-72},
	abstract = {This article presents the results of a pilot research how the entrepreneurship is perceived by the participants of entrepreneurship courses. Also we have researched their previous (entrepreneurial) background and its relevance on enabling market entrance. We had two target groups: self financed students of Open University and participants in entrepreneurship course financed by European Social Foundation. Lifelong learning is a socio-personal process as we associate our thoughts and actions to our earlier experiences but on the same time revising that experience. The aim of this article is to explore how to teach entrepreneurship in lifelong learning process and to explore it in participants{\textquoteright} perspective. In empirical part authors used questionnaire with 77 statements with persons being admitted to some entrepreneurship courses. The respondents were asked to express their opinion on a five-point Likert scale. The data has been discussed in the context of the related literature. We discuss what learning methods are most effective - to learn about, for or through/within entrepreneurship (Hyrsky \& Kyr{\"o}, 2005; Gibb, 1999; Hytti \& O{\textquoteright}Corman, 2004, Rae, 2004).},
	keywords = {lifelong learning, limitations of starting enterprise, possibilities of starting entreprise},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.49.59},
	url = {http://oaji.net/articles/2014/457-1419345226.pdf},
	author = {Mervi   Raudsaar and Merike   Kaseorg}
}
@article {683,
	title = {COMPETENCES CURRENTLY NECESSARY FOR EXTERNAL RELATIONS SPECIALISTS WORKING IN LATVIA},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {122-128},
	abstract = {The objective of the research was to find out the most necessary competences of external relations specialists working in Latvia at the present moment, as well as to provide solutions for ensuring the acquisition of the necessary competences. In the research, the working environment of external relations specialists and data obtained in 2011 from surveying the graduates of the study program External Relations of Organizations, implemented at the Latvia University of Agriculture, are analysed. The results reveal that most of the skills needed for external relations specialists are related to cooperation with foreign partners, as well as that external relations specialists in Latvia most of all need to possess and improve cross-cultural communication competence, including awareness of cultural differences, as well as knowledge in specific business etiquettes and ways of communicating and thinking typical of different cultures. The necessary competences of external relations specialists should be improved by means of ensuring more cross-cultural communication opportunities and integrating the acquisition of more culture-specific etiquettes into the curriculum.},
	keywords = {cross-cultural communication, external relations education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.40.122 },
	url = {http://oaji.net/articles/2014/457-1408532260.pdf},
	author = {Anete   Mezote}
}
@article {796,
	title = {THE CONNECTION BETWEEN SCIENCE EDUCATION RESEARCH AND TEACHING},
	journal = {Problems of Education in the 21st Century},
	volume = {49},
	year = {2012},
	month = {December/2012},
	type = {Editorial},
	chapter = {4-5},
	abstract = {The relationship between teaching and research is often assumed and just as often ignored. Research should and does influence the teaching (and vice versa), but the gap between the two can at times seem large. Many of us are talking about very narrow connection between research and teaching. These voices are too often heard from colleges. But many academicians have got naive ideas about the work of a teacher; their ideas are often too far from the reality. The academicians often hold the concepts about an ideal class, where all the pupils are engaged in the teaching content; they do not consider the discipline sustaining.},
	keywords = {science education research, science research},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.49.04},
	url = {http://oaji.net/articles/2014/457-1419344891.pdf},
	author = {Milan Kubiatko}
}
@article {787,
	title = {CONSTRUCTING NATIONAL RANKING METHODOLOGY: DILEMMAS, CHOICES, AND DECISIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {62-80},
	abstract = {The Russian universities as well as universities from other countries increasingly compete not only at the national level, but globally. This trend is reflected in growing interest to universities rankings. Despite criticism, rankings outcomes are in demand and influence universities{\textquoteright} positioning in the global higher education area. In Russia several rankings have been recently established, striving to satisfy needs of various stakeholders. However, all these approaches are single dimensional rankings that use a composite indicator and weight coefficients. The article presents a rationale and draft methodology of a multidimensional ranking system in Russia. The authors advocate relevancy of the chosen approach as it allows them to reflect complexity and diversity of the Russian Higher Education system. Drawing on the project outcomes, the authors focus on the national multidimensional ranking methodology concept, choice of indicators, the approbation outcomes, dilemmas and decisions.},
	keywords = {higher education institutions, tertiary education institutions, university ranking},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.62},
	url = {http://oaji.net/articles/2014/457-1415392444.pdf},
	author = {Marina   Larionova and Olga   Perfilieva and Irina   Lazutina and Anastasia   Lopatina and Vitaly   Nagornov and Lubov   Zavarykina}
}
@article {661,
	title = {CONSTRUCTION AND APPLICATION OF INSTRUMENT FOR MEASUREMENT OF THE ATTITUDE TOWARD SCHOOL PSYCHOLOGISTS},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {February/2012},
	type = {Original article},
	chapter = {40-51},
	abstract = {This research has an aim to determine the status of the school psychologists in the primary schools in Republic of Macedonia, confirmed through the explorations of the attitude of the teachers and other expert personnel regarding the school psychologist. For the need of this research, an instrument for measurement of the attitude toward the school psychologist (SSP) is constructed. The main conclusions drawn from the field work, statistical evaluations and analysis are that a large percent of the subjects (73\%) have negative attitude toward the school psychologists and there is a lack of basic information regarding their status, role and tasks. These results are very significant because it is more than necessary to reveal and maybe to change some essential requirements about the working tasks, the demands, the duties and engagements of the school psychologists.},
	keywords = {instrument for measurement of the attitude, school psychologist, working atmosphere},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.39.41},
	url = {http://oaji.net/articles/2014/457-1408437222.pdf},
	author = {Dragan   Gruevski and Mirjana   Cvetkovska}
}
@article {687,
	title = {A CONSTRUCTIVIST APPROACH TO INTEGRATED SCIENCE EDUCATION: TEACHING PROSPECTIVE TEACHERS TO DO SCIENCE},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Editorial},
	chapter = {5-9},
	abstract = {Learner-centered approaches to teaching and schooling require supportive policies for preparing effective educators. Moving from constructivist philosophy, psychology and epistemology to the characterization of constructivist teaching and learning environments presents a challenge. Constructivist philosophy does not dictate how one should teach; however, it does make it incumbent upon the teacher to deal with each learner as an individual, to value diversity of perspective, and to recognize that the learner{\textquoteright}s behavior is a direct reflection of his / her life experiences. Bandura (1977, 1986, 1995, 1997), Fullan (1993), and other self-efficacy researchers have concluded that the catalyst for educational reform is the individual teacher and that a teacher{\textquoteright}s behaviors, values, beliefs, and ambition to act may be enhanced or suppressed during student teaching.
 The competence of natural sciences teachers should be perceived as a system every component of which is fundamental. Natural science literacy is a core that is basically acquired in comprehensive school (natural science education as a component of general education). An appropriate natural science qualification and the level of competence are obtained in higher school. A decisive moment is a permanent improvement of competence during practical activities of the teacher.},
	keywords = {constructivist approach, integrated teaching, pre-service science teachers, school teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.05},
	url = {http://oaji.net/articles/2014/457-1409839749.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {1521,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 41, 2012, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1639940796.pdf},
	author = {Editorial Board}
}
@article {1524,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 40, 2012, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1640025079.pdf},
	author = {Editorial Board}
}
@article {1527,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {March/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 39, PEC, 2012},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1640106941.pdf},
	author = {Editorial Board}
}
@article {1518,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {42},
	year = {2012},
	month = {May/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 42, PEC, 2012},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1639922141.pdf},
	author = {Editorial Board}
}
@article {1489,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 47, PEC, 2012},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1635844607.pdf},
	author = {Editorial Board}
}
@article {1492,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October /2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 46, PEC, 2012},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1636911338.pdf},
	author = {Editorial Board}
}
@article {1498,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {44},
	year = {2012},
	month = {July/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 44, PEC, 2012},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1637483163.pdf},
	author = {Editorial Board}
}
@article {1495,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {45},
	year = {2012},
	month = {July/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 45, PEC, 2012},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1637475527.pdf},
	author = {Editorial Board}
}
@article {1472,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {49},
	year = {2012},
	month = {December/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 49, 2012, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1632307589.pdf},
	author = {Editorial Board}
}
@article {1515,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 43, PEC, 2012},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1639856973.pdf},
	author = {Editorial Board}
}
@article {1475,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 48, PEC, 2012},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1632416901.pdf},
	author = {Editorial Board}
}
@article {1469,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 50, PEC, 2012},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1632063302.pdf},
	author = {Editorial Board}
}
@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 {780,
	title = {COST AND BENEFITS OF RUNNING A TEA-BASED FARMER FIELD SCHOOL IN KENYA},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {165-177},
	abstract = {The Kenya Tea Development Agency (KTDA), through its extension workers, has been educating tea producers on good agricultural practices using Farmer Field Schools (FFS). Information on training cost and benefits of running a tea-based FFS in Kenya were not readily available. Such information would enable tea stakeholders to develop a strategy for up-scaling FFS. This study sought to determine and describe the cost and benefits of running a tea-based FFS among small-scale farmers in the Rift Valley. The study used a Cross-Sectional research design to collect data from 514 small-scale tea growers drawn randomly from KTDA factories. A questionnaire with a reliability coefficient of 0.92α was used after validation by extension experts. Face-to-Face interviews and a stakeholders{\textquoteright} workshop were used for triangulation purposes. Data were analyzed qualitatively and reported using descriptive statistics. The results indicated that training a farmer in a tea-based FFS in a year costs Ksh 6,076/= (US$71). The training gave farmers skills to improve their tea husbandry, yields, level of empowerment and leadership skills. The researchers concluded that training tea farmers in FFSs was cheap, sustainable and effective in changing their behavior. Stakeholders in the tea-value chain should increase funding and use of FFS in training tea farmers. 
 
},
	keywords = {farmer field schools, good agricultural practices, Kenya Tea Development Agency},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.165},
	url = {http://oaji.net/articles/2014/457-1413729444.pdf},
	author = {Stephen  Wambugu Maina and John  Gowland-Mwangi and Dave   Boselie}
}
@article {1491,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 46, 2012, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1636911286.pdf},
	author = {Editorial Board}
}
@article {1523,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 40, 2012, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1640025038.pdf},
	author = {Editorial Board}
}
@article {1520,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 41, 2012, PEC},
	keywords = {cover},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1639940755.pdf},
	author = {Editorial Board}
}
@article {1517,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {42},
	year = {2012},
	month = {May/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 42, 2012, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1639922080.pdf},
	author = {Editorial Board}
}
@article {1514,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 43, 2012, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1639856926.pdf},
	author = {Editorial Board}
}
@article {1488,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 47, PEC, 2012},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1635844565.pdf},
	author = {Editorial Board}
}
@article {1497,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {44},
	year = {2012},
	month = {July/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 44, PEC, 2012},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1637483076.pdf},
	author = {Editorial Board}
}
@article {1494,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {45},
	year = {2012},
	month = {July/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 45, 2012, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1637475487.pdf},
	author = {Editorial Board}
}
@article {1526,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {March/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 39, PEC, 2012},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1640106871.pdf},
	author = {Editorial Board}
}
@article {1468,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 50, PEC, 2012},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1632063264.pdf},
	author = {Editorial Board}
}
@article {1471,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {49},
	year = {2012},
	month = {December/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 49, PEC, 2012},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1632307553.pdf},
	author = {Editorial Board}
}
@article {1474,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 48, PEC, 2012},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1632416856.pdf},
	author = {Editorial Board}
}
@article {774,
	title = {CRAFT AS A BOUNDARY TOOL FOR MULTI- AND INTERCULTURAL EDUCATION: A CASE IN TEACHER EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {91-99},
	abstract = {Studies on boundary crossing and boundary objects emphasize that boundaries carry potential for learning. However, it is not explicated how the craft could be used as a boundary in multi- and intercultural education. This research describes a case of using craft as a boundary to facilitate multi- and intercultural education. It first gives an overview on the Multi- and Intercultural Craft course including a theoretical part that was organized through a virtual platform, Moodle. The course included also a practical part, a project, where Finnish, exchange students and a group of immigrants from Burma met in the context of craft. The students (n = 14) were asked to write reflective essays about the course. In the qualitative analysis of essays, their learning experiences that appeared in the data, were examined. Three aspects of learning experiences were identified: first a cognitive aspect, which is about increased knowledge; second an affective aspect, which focuses on changing attitudes; and the third an interactive aspect, which is concerned with how to get on with people from different cultures.},
	keywords = {boundary object, craft education, intercultural education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.91},
	url = {http://oaji.net/articles/2014/457-1413729158.pdf},
	author = {Tarja   Kr{\"o}ger}
}
@article {801,
	title = {CROSS-CURRICULAR EDUCATION FOR SOLIDARITY OF UNIVERSITY STUDENTS: ORIENTATION FOR PROBLEM EXPERIENCES},
	journal = {Problems of Education in the 21st Century},
	volume = {49},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {48-58},
	abstract = {The present study is framed by the project of educational innovation "Cross-cutting education for solidarity in the training of psychologists and educators" (PIE 10-127; 2010-2012). The aim of this study is presenting the structure of this research and it shows an analysis of values and attitudes in a sample of university students as well as to provide an assessment of the impact and satisfaction that they had reported in specific educational activities in favour of solidarity. Participants were 945 University Students, aged between 18 and 57 years. The results demonstrate that most students participating in the study highly agree to consider situations reflected in items 1, 4 and 7, as stealing, violent behaviour or trying to avoid a conflict. The majority of the participating students does not collaborate with any NGOs; they mention the lack of time, the issue not being raised as well as not being involved in any solidarity activity noting as reasons: lack of information, idleness, not having the opportunity presented and not having the funds to do so. In addition, students have found these educational activities for solidarity very satisfactory.},
	keywords = {basic competence, solidarity-based teaching, university students, values and attitudes},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.49.48},
	url = {http://oaji.net/articles/2014/457-1419345173.pdf},
	author = {Francisco  Manuel  Morales Rodr{\'\i}guez}
}
@article {795,
	title = {CULTURAL KNOWLEDGE AND LITERACY PRACTICES OF YOUNG PEOPLE, ADULTS AND SENIORS IN THE BRAZILIAN AMAZON: CONTRIBUTIONS TO AN EPISTEMOLOGY OF THE SOUTH},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {157-164},
	abstract = {In this article we discuss the cultural knowledge and educational practices of young people, adults and seniors linked to literacy classes of a Popular Education center at a public university in the Brazilian Amazon. The study deals specifically about cultural knowledge built in these literacy practices developed in non-school spaces, as coastal communities, hospitals, community center and asylum. The focus of debate is the contribution of the practices of popular education analyzed to epistemologies of the South, understood in view of the Portuguese sociologist Boaventura de Sousa Santos, as a set of epistemological interventions that challenge the denial of knowledge and / or colonized people, value the knowledge that resisted successfully and investigate the conditions of a horizontal dialogue between knowledge. The data in this article were obtained through research with qualitative approach, involving 30 teachers and students, allowing the construction of knowledge cartographies. The results show that the literacy practices analyzed, because they are based on dialogical and humanistic thought-liberating the Brazilian educator Paulo Freire, help to give visibility to multiple competencies which express the social diversity of the Amazon region.},
	keywords = {Brazilian Amazon, cultural knowledge, epistemology of the South, literacy practices},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.157   },
	url = {http://oaji.net/articles/2014/457-1415392851.pdf},
	author = {Ivanilde   Apoluceno de Oliveira and Jo{\~a}o  Colares da Mota  Neto}
}
@article {672,
	title = {CURRICULA, HISTORY OF SCIENCE AND SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	type = {Editorial},
	chapter = {5-6},
	abstract = {Generally speaking, current school science curricula have been constructed for the purpose of preparing students for university and college scientific degrees. Such education does not meet the needs of the majority of students who will not pursue tertiary studies in science or even science-related fields. These students require knowledge of the main ideas and methodologies of science. It seems that the didactics of scientific disciplines across Europe have failed to solve the {\textquotedblleft}crisis{\textquotedblright} between scientific education and European social and economic development. This is generally recognized in the reports published concerning science education in Europe (Rocard report, etc.) which propose new strategies to be implemented in teaching through the identification and promotion of Inquiry based Science Education (IBSE) and other strategies. It is timely that there is a multi disciplinary dialogue exchanging new ideas and proposals between educational researchers, historians, philosophers and learning theorists.
 Prominent and high quality secondary school teaching and university{\textendash}academic centres research programs are crucial for the development of interest in the history of science and its cultural implications.},
	keywords = {history of science, science education, secondary school teaching},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.40.05},
	url = {http://oaji.net/articles/2014/457-1408531743.pdf},
	author = {Raffaele Pisano}
}
@article {668,
	title = {CURRICULUM COMPARISON OF THE TERTIARY EDUCATION PROGRAM OF CAPITOL UNIVERSITY FOR THE 2008-2009 GRADUATES},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {February/2012},
	type = {Original article},
	chapter = {119-129},
	abstract = {The study looked into the variances and differences of the two curricula of Capitol University College of Education for the graduates of Academic Year 2008-2009, and the performance of the graduates who opted to take the Licensure Examination for Teachers (LET) of the same year. The University produced 39 Education Graduates from two separate curricula implemented, wherein 25 were from the old curriculum and 14 were from the new one. The study specifically monitored the academic, practical and national performances of the Bachelor of Science in Education (BEEd) graduates, at which the academic criteria focused on their marks according to the university standards for General and Professional Education, as well as marks from the Mock Exam (as a course requirement); practical performances measured according to marks given by supervisory instructors during their practicum or Practice Teaching. These marks were then statistically derived to represent the general training these graduates received from Capitol University.
 The LET results of 2009 were used as the benchmark to determine the performances of the curricula stated. Along with information gathered from graduate insights and job experiences, the study highlighted on the perceived identified strengths of the both curriculums as an add-on experience to further improve the LET performances of the incoming graduates for the Education Program of Capitol University. The new curriculum is currently implemented in the University, with the distinction specific to the Department awarded by the Commission on Higher Education (CHED) as a center of Excellence.},
	keywords = {accreditation, curriculum comparison, licensure examination for teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.39.120},
	url = {https://oaji.net/articles/2014/457-1408437576.pdf},
	author = {Martiniano  Jake Parawan  Neri III}
}
@article {663,
	title = {CURRICULUM DEVELOPMENT FOR E-LEARNING: A CONCEPTUAL FRAMEWORK},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {February/2012},
	type = {Original article},
	chapter = {62-70},
	abstract = {The aim of this paper is to develop a conceptual framework for curriculum for e-learning. The conducted research is based on two dialectically intertwined pillars. The theoretical pillar consists of the rich critical tradition of inquiry into the relationships between technologies and human beings in wide social contexts from Frankfurt School onwards. The practical pillar consists of Dahlberg{\textquoteright}s main strands of Internet research {\textendash} Uses Determination, Technological Determination and Social Determination (2004). Blending the theoretical and the practical pillar, it is shown that the discipline of e-learning consists of Habermas{\textquoteright}s three main spheres of human interests, types of knowledge and research methods {\textendash} the technical, the practical, and the emancipatory (Tinning, 1992). The conducted research does not include explorations of epistemological basis for combining various theoretical frameworks and research methodologies. For this reason, its results cannot be applied to scientific research without further elaboration. In order to expose students and practitioners to the true structure of the discipline of e-learning, however, results of this research can be confidently applied in practical fields from curriculum development to policy making.},
	keywords = {e-learning curriculum development, e-learning research strands, spheres of human interest},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.39.63},
	url = {https://oaji.net/articles/2014/457-1408437315.pdf},
	author = {Petar  Jandric}
}
@article {641,
	title = {CAN BE THE PRESERVICE SCIENCE TEACHER A RESEARCHER?},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {90-97},
	abstract = {In this theoretical research an impersonal style should be used the status of teacher research in science education, examine the advantages of science teacher research, and consider possibilities for the role of science teacher research. In literature teacher research or teacher action research was mentioned only briefly as a part of qualitative research or science teacher education. This lack of attention to science teacher research might reflect the relatively late entry of science teachers into the teacher research movement. Teacher research is an effective model for teacher learning and development. Teacher research can make valuable contributions to the knowledge base for science teaching. Teacher researchers step outside their own assumptions and preconceptions and maintain a healthy skepticism about their observations of themselves and their students. One semester action research project was implemented in observing teaching practice course at the preservice science teachers training at Faculty of Science Palacky University in Olomouc. Students during this semester observed science lessons in upper secondary schools. They analyzed pedagogical events that happened in the class. They also developed a research-base rational paper describing how they will teach science. During this semester students examined one aspect of this rationale in an action research project carried out in collaboration with the host teacher. Science teacher research can contribute to the development of prospective science teachers and the development of a knowledge base for science teaching and learning. This is a particularly interesting moment in time to examine the contributions and potentials of science teacher research.},
	keywords = {action research, preservice science teacher training, science education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.90},
	url = {https://oaji.net/articles/2014/457-1408435971.pdf},
	author = {Danu{\v s}e  Nezvalov{\'a}}
}
@article {648,
	title = {CAUSES OF ANTISOCIAL BEHAVIOR OF ADOLESCENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {38},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {24-36},
	abstract = {Problems of antisocial behavior today are not only consequence of bad material conditions, nowadays they ensue more and more from contradictories of rich society that gave to everyone proportionally high standards in the area of work and behavior, but not in consumption field. This state brings us to the conclusion that today we live in structurally dissatisfied society, that is a base of many antisocial behavior problems. To prevent successfully antisocial behavior, it is necessary to research a wide field of disorders in social behavior of adolescents, from their most common forms, causes, to the consequences which this kind of behavior has on an individual and its social environment. The causes of escalated juvenile delinquency are found even in the school system, economic instability, bad influence of peers and also in neglect or excessive care of parents. In this paper, the author is focused on the most dominant causes of social behavior disorders. Target group are adolescents in high school, just because in this life period young people tend to absorb different forms of socially unacceptable behavior depending on the sex of adolescent. The paper gives a few topics for new researches.},
	keywords = {adolescence, antisocial aggressive behavior, dissocial behavior},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.38.24},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=971785},
	author = {Bisera  Jevtic}
}
@article {562,
	title = {CHALLENGES OF THE EDUCATION FOR SUSTAINABLE DEVELOPMENT WITH PARTICULAR FOCUS ON THE SUB-SAHARAN AFRICA CONTEXT},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {85-93},
	abstract = {The education for sustainable development is one of the major challenges of our {\'e}poque, because it is the key to make sustainable development possible by fostering informed, active and convinced participation from the public. It is also a novel type of challenge, because it needs to reach the public at large, and not only learners within the formal instruction systems, and it needs to promote responses in terms of sustainable behaviour patterns. Therefore, it needs to expand beyond science education and to incorporate and utilise additional types of information in order to design the best communication options for each type of audience. On the other hand, it requires a certain level of science literacy to offer adequate motivations on proposing sustainable behaviour patterns; therefore, it may also need to address the issue of science literacy when necessary, above all when targeting the general public.
 After an introductory overview of the general features of these challenges, the paper focuses on the Sub Saharan Africa context and attempts to outline options for the integration of the new messages inherent in the sustainable development concept with relevant aspects of the local realities. Specific attention is given to the challenges common to science education and to sustainable development education (mostly stemming from historical reasons); to the challenges of education aimed at fostering sustainable patterns; to possible routes for the youths{\textquoteright} active participation in the dissemination of information and in the design of viable sustainable options; and to the importance of connections with traditional systems of knowledge and values. },
	keywords = {education for sustainable development, formal and informal education, language of instruction},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.31.85},
	url = {https://oaji.net/articles/2014/457-1406540733.pdf},
	author = {Liliana Mammino}
}
@article {941,
	title = {THE CHARACTERISTIC FREQUENCY BANDS ANALYSIS OF BRAIN WAVE DURING LEARNING},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {56-72},
	abstract = {The traditional E-learning often offers the online examination to assess the learning effect of a student after completion of the online learning. Basically, this traditional learning assessment mechanism is a passive and negative assessment mechanism, which cannot provide an real-time learning warning mechanism for teachers or students to find out problems as early as possible (including such learning conditions as {\textquotedblleft}absence of mind{\textquotedblright} resulting from poor learning stage or physical or psychological factor), and the post-assessment mechanism also cannot assess the learning effectiveness provided by the online learning system. This research paper attempts to acquire the electroencephalogram to analyze the characteristic frequency band of the brainwave related to learning and formulate the learning energy index (LEI) for the learner at the time when the learner is reasoning logically via the brain-wave detector based on the cognitive neuroscience. With the established LEI, the physical and psychological conditions of an online leaner can be provided instantly for teachers for assessment. Given that the learning system is integrated into the brainwave analytic sensing component, the system not only can provide learners an instant learning warming mechanism, but also help teachers and learning partners to further understand the causes of learning disorder of learners, and can also provide relevant learning members with timely care and encouragement. This research will discuss and analyze such subjects as the electroencephalogram difference between the traditional print textbooks and the multi-medium textbooks, whether the development of exercise habit will be help to learning by means of a view of cognitive neuroscience except for the analysis of characteristic frequency band of the brainwave represented at the time when learners adopt diverse learning methods.},
	keywords = {Cognitive neuroscience, Electroencephalogram, learning energy index},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.31.56},
	url = {https://oaji.net/articles/2014/457-1406540264.pdf},
	author = {Fu-Chien Kao and Wei-De Li and Han-Chieh Hsien and Chih-Hung Wang}
}
@article {538,
	title = {THE CHILD FRIENDLY SCHOOL: AN IDEA VERSUS REALITY},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {82-88},
	abstract = {The purpose of this research was to question the concept of a {\textquoteleft}child friendly{\textquoteright} school, which sounds democratic, but is an unclear term. The problem is that with 45-minute lessons and 30 pupils in the classroom (as is often the case in Estonian schools), it is not possible to focus on each child. In 2005, a new basic school was opened in the countryside in the middle of Estonia {\textendash} for only 24 students (some of them were children with learning and/or behavioural difficulties). The method of research was educational ethnography. Result: the strict rules sometimes seem bad, but life is safer with them. It was interesting to recognize the importance of routines from ordinary ({\textquoteleft}old fashion{\textquoteright}) schools. Children with learning and/or behavioural difficulties need even more discipline than others, because this can be one part of the therapy. Education for sustainable development must not always be {\textquoteleft}child friendly{\textquoteright}.},
	keywords = {general education, learning and behavioural difficulties, rules},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2014/457-1405178748.pdf},
	author = {Mare  Leino}
}
@article {482,
	title = {CITIZEN FORMATION FROM THE PEDAGOGICAL POTENTIAL OF THE STUDIES OF THE TERRITORY},
	journal = {Problems of Education in the 21st Century},
	volume = {27},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {67-74},
	abstract = {In Latin America, during the last 20 years, the political democratic project has become an achievable and desirable possibility to accomplish general wellbeing and hope for the population life quality improvement; to implement, constitute and strength such project towards this goal, the effective link of all the actors and their governmental, private, academic nongovernmental, social, civic, community and citizen life forces, is required within the territory where democracy is going to be implemented. Hence, for this democracy to be possible, it is indispensable to have individually and collectively thoughtful citizens, willing to exercise their citizenship, to build a democratic project and to possibly transform their reality. These citizens are not born, they are made and educated, rooted to the territory they inhabit, modify, and use and in which they set their social practices. The executed study suggests that in order to reach the citizen category, it is necessary, among other things, to appeal for the conscious processes theory, through the educational system, so that people, from early age, are allowed to know, understand, comprehend and put into practice citizen education potential as a pedagogical strategy to reach citizen status, exercise and promote citizenship and, strengthen a democratic political project. Emerging as so, the citizenship, territory and citizen education triad, pillar of the territorial citizen conception, essence of democratic consolidation. },
	keywords = {citizenship education, territory citizen},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2593978},
	author = {Alberto Le{\'o}n  Guti{\'e}rrez Tamayo}
}
@article {570,
	title = {THE COMPARATIVE STUDY OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD IN SWEDEN AND JAPAN: THROUGH {\textquotedblleft}THE ENVIRONMENTAL EPISTEMOLOGICAL MODEL OF 5 ASPECTS{\textquotedblright}},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {23-32},
	abstract = {There is a general responsibility to protect the earth system to reach {\textquotedblleft}Sustainability{\textquotedblright} since the earth problems grow more serious day by day. However, it is not easy for everyone to be aware of this problem and to act for protecting the Earth in daily life, because the environmental problems are not visible. This study suggests ESD as a means for raising the awareness and behavior about the Earth. And {\textquotedblleft}The environmental epistemological model of 5 aspects{\textquotedblright} is presented which connects ESD of earth environment with environmental policy.
 This study shows how the {\textquotedblleft}The environmental epistemological model of 5 aspects{\textquotedblright} is reflected on the environmental policy and education within two municipalities which are trying to be woody biomass society as an example of the vision of {\textquotedblleft}Sustainable society{\textquotedblright}. The municipalities are V{\"a}xj{\"o} city in Sweden and Kaneyama-machi in Japan. As a result, it is clear that environmental policy and education at preschools in Sweden and in Japan are important institutions for promoting {\textquotedblleft}The environmental epistemological model of 5 aspects{\textquotedblright} of a municipality{\textquoteright}s environmental policy. 
 And it is concluded that ESD at early childhood is important as the base of the life-long learning and citizen{\textquoteright}s participation.},
	keywords = {early childhood, education for sustainable development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.32.23},
	url = {https://oaji.net/articles/2014/457-1406541381.pdf},
	author = {Yoshiko  Asano}
}
@article {629,
	title = {THE COMPLEXITY OF THE EDUCATIONAL RESEARCH IN THE TEACHING OF MOTOR ACTIVITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {99-105},
	abstract = {The need to identify an educational dimension of the motor activities to be practiced in school context requires a disciplinary intersection between the sciences of education and the sciences of motion that outlines a complex heuristic space where the Geisteswissensschaften and Naturwissensschaften can cooperate at a constant, rigorous and critical harmonization of different approaches, protocols and instruments of research.
 Starting from the model proposed by Arnold (1988) that shows the wide range of possibilities offered by the movement to educational processes it is important to reflect critically upon the procedures and the adoption of specific research methodologies that can functionally integrate with the curriculum and the educational and organizational constraints of the school institutions and be suitable to define the best teaching practices to enhance the educational dimension of motor activities.},
	keywords = {motor activities, quantitative research, teaching-learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.36.99},
	url = {https://oaji.net/articles/2014/457-1408435256.pdf},
	author = {Maurizio  Sibilio and Paola  Aiello}
}
@article {635,
	title = {COMPUTER SUPPORTED SCHOOL CHEMICAL EXPERIMENT IN COMPLEX APPROACH {\textendash} {\textquotedblleft}ACIDIC BUBBLES{\textquotedblright}},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {29-37},
	abstract = {Digital technologies are used in experimental practice under school conditions mainly for data statistic processing, computer modeling of natural principles and supporting the real experiments by computer, so that the measurement process can occur simultaneously with data recording during experiments. This study is focused on the use of computer within real experimenting. We have chosen the experiment {\textquotedblleft}Acidic bubbles{\textquotedblright} as an example of running the computer-aided real experiment. Solubility of carbon dioxide (CO2) in the liquid is influenced by characteristics of the solvent and the solute, pressure and temperature. The aim of the experiments is to show changes in pH values in water/carbon dioxide (H2O/CO2) mixtures (differing in various CO2 content) in time and temperature. Experiments confirmed that the temperature increased in relation to increasing pH. CO2 solubility decreased along with increasing temperature and the resulting lower concentration of CO2 in the mixture also caused the reduction of the carbonic acid (H2CO3) concentration. Moreover, the acid was decomposed by the influence of the higher temperature. Advantages of using the measuring systems can be seen in their supportive functions leading to investigative experimental activities of students, which are gradually disappearing from both primary and secondary schools for various reasons. Advantages of this approach are increasing by applications connected with everyday life products as in presented example {\textquotedblleft}Soda-stream{\textquotedblright} device in the kitchen.},
	keywords = {chemical experiment, complex experiment, computer school, everyday chemistry},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.29},
	url = {https://oaji.net/articles/2014/457-1408435680.pdf},
	author = {Jana  Brani{\v s}a and Zita  Jenisov{\'a} and Martin  B{\'\i}lek}
}
@article {522,
	title = {COMPUTER-ASSISTED CLASSES ON MEDICINAL CHEMISTRY OF BARBITURATES AND THIOBARBITURATES},
	journal = {Problems of Education in the 21st Century},
	volume = {28},
	year = {2011},
	month = {April/2011},
	type = {Original article},
	chapter = {61-71},
	abstract = {The purpose of this study is elaboration of computer classes for pharmacy or chemistry students on ADMET parameters of barbiturates and thiobarbiturates in the context of their molecular structure and gathering students{\textquoteright} feedback on the classes. Barbiturates and thiobarbiturates are derivatives of barbituric acid and thiobarbituric acid, respectively. These drugs, depending on clear differences in their structure, exert a variety of effects on the central nervous system, ranging from mild sedation to total anesthesia. Barbiturates may be used as hypnotics, anxiolytics and anticonvulsants whereas thiobarbiturates can be applied for the induction of general anesthesia. At present barbiturates are usually replaced by benzodiazepines which are less dangerous at overdose. Nevertheless, they remain a model group of drugs to discuss structure-activity relationship, in particular the effect of lipophilicity on the activity profile.
 The presented computer-assisted classes were designed by taking into consideration the common problems which many students experiense when they learn medicinal chemistry.The classes make use of freely available web services only and consist of the following steps: (1) calculation of lipophilicity of selected barbiturates and thiobarbiturates with several algorithms offered by Virtual Computational Chemistry Laboratory web service;(2) discussion of relationship between the lipophilicity value and activity profile;(3) calculation of other ADMET parameters (e.g. plasma protein binding, blood-brain barrier penetration, human intestinal absorption) of barbiturates and thiobarbiturates with PREADMET web service and ADMEBoxes web service (demo version) .
 The classes were highly approved by students and may be utilized in education of pharmacy and chemistry but also biology and medicine students.},
	keywords = {computer-assisted classes, ICT, improving classroom teaching},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=939899},
	author = {Agnieszka A.  Kaczor}
}
@article {521,
	title = {COMPUTER-ASSISTED CLASSES ON MEDICINAL CHEMISTRY OF NEUROLEPTICS},
	journal = {Problems of Education in the 21st Century},
	volume = {28},
	year = {2011},
	month = {April/2011},
	type = {Original article},
	chapter = {49-60},
	abstract = {The purpose of this study is elaboration of computer-assisted classes for pharmacy students on medicinal chemistry and molecular pharmacology of neuroleptics and gathering of students{\textquoteright} feedback on such a didactic approach.
 The neuroleptics or antypsychotics are a group of drugs used for the treatment of psychosis, in particular in schizophrenia and the manic phase of bipolar disorder. According to the chemical classification, the following main groups of neuroleptics can be distinguished: tricyclic neuroleptics (phenothiazine, thioxanthene and dibenzoepine derivatives), derivatives of buthyrophenone, diphenylbutylpiperidine, indole and benzamide. Pharmacologically they can be divided into typical and atypical, taking into account the ratio of their affinity to the dopamine D2 and the serotonin 5-HT2A receptors.
 The presented computer-assisted classes were designed by taking into account the common problems which many students encounter when they learn medicinal chemistry.The classes make use of free software and freely available web services only and consist of the following steps:(1) molecular modeling of selected neuroleptics on the level of semi-empirical AM1 method with VegaZZ;(2) discussion of the structural features of neuroleptics that affects their pharmacological profile;(3) homology modeling of dopamine D2 receptor with SWISS-MODEL;(4) molecular docking of selected neuroleptics to the models of dopamine D2 receptor with PatchDock.
 The classes were highly approved by students and may be utilized in education of pharmacy and chemistry but also biology and medicine students.},
	keywords = {computer-assisted classes, improving classroom teaching},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=939898},
	author = {Agnieszka A.  Kaczor}
}
@article {596,
	title = {THE CONCEPT OF LEARNING OUTCOMES IN THE LATVIAN VOCATIONAL EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {34},
	year = {2011},
	month = {October/2011},
	type = {Original article},
	chapter = {64-78},
	abstract = {Recently learning outcomes, which are statements of what a learner knows, understands and is able to do after learning, have gained more attention at education policy level in Latvia. International discussions about the terms connected with learning outcomes have been raised by the development of the European Qualifications Framework {\textendash} an eight level reference system {\textendash} and consequent elaboration of national frameworks in the Member States. For the referencing process and other reforms to be successful, all stakeholders should share a common understanding of the used terms. This study aimed at exploring the education participants{\textquoteright} views about the concept and use of learning outcomes in the Latvian vocational education. In terms of the study the questionnaire was completed by 577 vocational education students, and five vocational education teachers{\textquoteright} and five employers{\textquoteright} interviews were conducted. The results of the study indicate that the respondents do not have a thorough understanding of learning outcomes. Prior introducing learning outcomes in practice, national informative and educational activities should be arranged for education participants and general public in order to support vocational education stakeholders during the ongoing education reforms initiated by the shift towards learning outcomes based education. },
	keywords = {learning outcomes, students{\textquoteright} learning assessment, vocational upper-secondary education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.34.64},
	url = {https://oaji.net/articles/2014/457-1406612059.pdf},
	author = {Gunta  Kinta}
}
@article {542,
	title = {THE CONCEPT OF SYSTEMRELATED STRESS REDUCTION (SYSRED) IN EDUCATIONAL FIELDS},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {119-134},
	abstract = {Existing analysis about teachers{\textquoteright} and student{\textasciiacute}s experience of stress, related health risk factors, and consequences for the profession represent the basis of this integrated stress-management concept designed for educational fields, e.g. schools. It has been developed by the author of this article since 1994. The SYSRED-Concept (SYStemrelated Stress REDuction) follows three level of stress management, which are used integratively with both teachers and children. First (Level of children), it offers strategies for stress preventive work with children (e.g. EMYK: training of relaxation with elements of yoga for children). Secondly (Level of adults), courses for stress-management for teachers were developed and evaluated (e.g. STRAIMY: Stress-management training with elements of yoga; BIODANZA: dance and motion oriented psychological intervention method for stress-management). Finally, seminars for the broadening of teachers{\textquoteright} pedagogic-psychological competences are carried out (e.g. employment of relaxation methods in class; method-training seminars for the reduction of exam anxieties and for a better handling of behavioural disorders and discipline problems). Thirdly (level of conditions), the conditions which cause stress are analyzed and changed. Within the framework of accompanying evaluations we examined around 600 subjects with regard to the short and long term effects of the measures taken concerning personnel development and intervention on certain psychological, psycho-social, and immunological parameters. We were able to prove the stress reducing effects of the trainings methods for both students and teachers as well as the improvement of the teachers{\textquoteright} pedagogical-psychological competences caused by participating in the training seminars. Until now we were sucessfully working with 1000 teachers and pupils applying the components of the SYSRED-Concept. This article further explains an Masterplan to secure the Balance between Intuitive-emotional vs. Rationbal Education. This Plan helps to get an overview where the stressreduction methods from SYSRED are integrated. Within it, it is discussed the role of the Body-Orientation, Stressreduction, Empathy and ability to Love in educational fields as human basic behaviour in educational fields, which has to be developed within the Education of the 21st century. },
	keywords = {stress and teacher, stress coping in school},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2014/457-1405178953.pdf},
	author = {Marcus  Stueck}
}
@article {484,
	title = {THE CONSTRUCTION OF GEOGRAPHIC KNOWLEDGE IN SCHOOL: A BRIEF REFLECTION ON THE ROLE OF THE TEACHER},
	journal = {Problems of Education in the 21st Century},
	volume = {27},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {82-93},
	abstract = {For some years there have been theoretical debates concerning the role of school Geography. In Brazil, these questions came to prominence during the decade of the 80{\textquoteright}s in the last century. In Europe, whilst the discussions had started previously, given that the development of Geography as a science started in Germany in the 19th. century, questioning on the role of Geography in schools, its methods and specificities etc. in certain ways served to amplify our references and to question which Geography we want and which we are promoting.
 We consider that it is essential to encourage reflection as to what the purposes of an education in Geography are and the role of the teacher in this process so as to think not only about the direction we are giving to this process, but to verify if we are contributing to students being able to construct general and specific scientific reasoning in this area.
 The purpose of this article is to present that which, in terms of sciences in general, has been proposed, so that students can construct specific science concepts and to which geographic education can contribute, so that students and teachers can have a significant understanding of the concepts involved in this science.},
	keywords = {geographic literacy, scientific literacy, teacher training},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2593986},
	author = {Jerusa  Vilhena de Moraes}
}
@article {1629,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 32, 2011},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1678802427.pdf},
	author = {Editorial Board}
}
@article {1632,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 31, 2011},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1681029145.pdf},
	author = {Editorial Board}
}
@article {1638,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {May/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 29, 2011},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1681116455.pdf},
	author = {Editorial Board}
}
@article {1635,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 30, 2011},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1681047683.pdf},
	author = {Editorial Board}
}
@article {1626,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {33},
	year = {2011},
	month = {July/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 33, 2011
Compiler},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1678630459.pdf},
	author = {Editorial Board}
}
@article {1588,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 37, 2011},
	keywords = {cover},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1672511934.pdf},
	author = {Editorial Board}
}
@article {1608,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {35},
	year = {2011},
	month = {November/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 35, 2011},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1676913586.pdf},
	author = {Editorial Board}
}
@article {1623,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {34},
	year = {2011},
	month = {September/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents
Problems of Education in the 21st Century, ISSN 1822-7864
Volume 34, 2011},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1678540863.pdf},
	author = {Editorial Board}
}
@article {1593,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 36, 2011},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1672567091.pdf},
	author = {Editorial Board}
}
@article {1589,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 37, 2011},
	keywords = {cover},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1672511898.pdf},
	author = {Editorial Board}
}
@article {1637,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {May/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 29, 2011},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1681116421.pdf},
	author = {Editorial Board}
}
@article {1607,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {35},
	year = {2011},
	month = {November/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 35, 2011},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1676913549.pdf},
	author = {Editorial Board}
}
@article {1625,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {33},
	year = {2011},
	month = {July/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 33, 2011
Compiler},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1678630428.pdf},
	author = {Editorial Board}
}
@article {1634,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 30, 2011},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1681047652.pdf},
	author = {Editorial Board}
}
@article {1622,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {34},
	year = {2011},
	month = {September/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page
Problems of Education in the 21st Century, ISSN 1822-7864
Volume 34, 2011},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1678540816.pdf},
	author = {Editorial Board}
}
@article {1592,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 36, 2011},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1672566973.pdf},
	author = {Editorial Board}
}
@article {1631,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 31, 2011},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1681029117.pdf},
	author = {Editorial Board}
}
@article {1591,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 36, 2011},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1672566973.pdf},
	author = {Editorial Board}
}
@article {1628,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 32, 2011
},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1678802396.pdf},
	author = {Editorial Board}
}
@article {643,
	title = {THE CREATION OF INFORMATION WEBSITE {\textquotedblleft}FULLERENES{\textquotedblright} AS AN EDUCATIONAL TOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {109-118},
	abstract = {Fullerenes are the basis for the rapidly developing science of nanotechnology. Nanotechnology is included in the list of priorities approved by Lithuanian Ministry of Education. Fullerenes and their usage, as a new field of science, are not included in either the general or high education curriculum. Following the analysis of e-sourcing, it became clear that there is no Lithuanian electronic source of information, in which there is more than one paragraph describing of fullerenes history, theory, usability and so on. Found information is incomplete, often inaccurate, and completely scattered. In order to determine Internet users{\textquoteright} knowledge about fullerenes, a short questionnaire survey in different education and age groups were conducted. The results of the survey suggest that currently the majority of respondents (more than half of those with university education) do not have a basic knowledge of fullerenes. Created an electronic information tool for teaching Fullerenes is presented. It analyzed and structured educational material about the history of the discovery of fullerenes, scientists who discovered them, the theory of fullerenes, their applications, examples, illustrations, points of interest, simulation. Developing the site relationship with the Nobel Prize laureates who discovered fullerenes Professor Robert F. Curl and Professor Harold W. Kroto has been established. Developed electronic information teaching tool "Fullerenes" (http://www.fulerenai.eu/) can be used as a cognitive tool for educational institutions.},
	keywords = {fullerenes, information teaching tool, nanotechnology},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.109},
	url = {https://oaji.net/articles/2014/457-1408436065.pdf},
	author = {Violeta  {\v S}lekiene and Loreta  Raguliene}
}
@article {547,
	title = {CRITICAL POINT IN FINANCIAL LEARNING PROCESS OF PRIMARY SCHOOL CHILDREN IN SLOVENIA},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {35-46},
	abstract = {Financial literacy is very important because only financially literate individuals are able to identify the pitfalls of money management. The objectives of the study were to observe how children perceive the role of money in everyday life based on their opinions about possessing money, money management and certain dilemmas about different possibilities to earn money. Expert writings reveal that many parents frequently act as bad role models, because they themselves tend to be poorly informed about their own personal financial issues and choices. Therefore, the best way to start teaching young people about basic economic and financial facts and skills is to incorporate these issues into classroom lectures. The following article features the analysis of a study in which 206 primary school pupils have taken part. Allowance was provided to 130 pupils, which agree, that because they have allowance, are better money manager. The majority of the pupils surveyed were of the opinion that they would be able to manage their finances even better if their parents would talk to them about money more often, and if the parents would also invest more time to convey a better perception of the value of money and things to them. The greatest amount of influence on the pupils{\textquoteright} ability to manage money comes from their parents. School, in the form of an educational institution, also bears a substantial amount of influence concerning this particular matter. The Slovenian education system gives not enough attention to vital issues such as money management and consumer protection. This study can be useful information for teacher about critical point in children money management. },
	keywords = {financial education, money management},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.30.35},
	url = {https://oaji.net/articles/2014/457-1405179789.pdf},
	author = {Francka Lov{\v s}in  Kozina and Tadeja  Per{\v c}i{\v c} and Verena  Koch}
}
@article {554,
	title = {CROSS-CULTURAL DIALOGUE AT LESSONS OF RUSSIAN LANGUAGE AT SCHOOLS PROVIDING GENERAL EDUCATION OF LATVIA},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {123-132},
	abstract = {This article is devoted to the possibilities of usage lingvoculturology experience in the process of teaching mother tongue (Russian) in the conditions of diaspora, and in Russian language textbooks for the pupils of national minority schools of Latvia. These textbooks were developed by the author of the article.
 In the introduction, the author proves the necessity of the development of cross-cultural skills of pupils in the process of their mother tongue studies, analyses the problems in cross-cultural capacity of school-leavers. 
 In the second part of the article, the author describes the intra-cultural and cross-cultural dialogues, which are actualized in the contents of educational course {\textquotedblleft}Russian language{\textquotedblright} and in the textbooks of Russian (the necessity and didactic possibilities of development for diaspora pupils the ability to create a dialogue with facts and values of their own culture and other peoples{\textquoteright} cultures).
 The focus of author{\textquoteright}s attention is the development of cross-cultural competence of students with the help of using cross-cultural tasks as a special type of educational exercises. The author describes the principles taken as a cross-cultural task-forming basis, and cross-cultural task types:
- cross-cultural tasks aimed at the development of pupils{\textquoteright} cultural tolerance;
- cross-cultural tasks aimed at the development of pupils{\textquoteright} cultural mutual understanding;
- cross-cultural tasks aimed at the development of pupils{\textquoteright} cultural unity.
 The author describes the didactic possibilities of the use of cross-cultural tasks at the lessons of Russian.
 In the conclusion, the author highlights that the experience, which has been gained in the process of using cross-cultural tasks at the lessons of Russian, allows
 - to expand the culturological outlook of diaspora students,
 - to teach students to notice likenesses and distinctions between speech behavior of different cultures representatives and deal with them,
- to teach students to think in a comparative aspect, to determine lacunae in their own knowledge, to escape stereotypes, to be able to take the position of an interlocutor {\textendash} the representative of another culture, to evaluate the world from position of their value orientations;
 - to improve purposefully and successfully not only cross-cultural skills of students but also their communicative, language and educational abilities.},
	keywords = {cross-cultural dialogue, cross-cultural task, sociocultural competence},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.30.123},
	url = {https://oaji.net/articles/2014/457-1405180352.pdf},
	author = {Margarita  Gavrilina}
}
@article {572,
	title = {CURRENT ISSUES OF TEACHER TRAINING IN ALBANIA},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {47-57},
	abstract = {World society, technologies and sciences are changing very quickly. The school, as an educational institution is facing great challenges of the century. The school needs to change many components like curricula, teaching, strategies, learning techniques.
 By using a series of strategies, contemporary teaching needs to strengthen the learning environment and offer different models, in order to design proper curricula for all subjects, fields of study and levels.
 Based on some official data, empirical surveys, questionnaires, as well as data from the students{\textquoteright} results, there have been identified some problems in our school, concerning traditional and contemporary teaching and learning.
 The focus of the research is: teaching principles applied in school curricula in Albania such as student {\textendash} centered teaching and future oriented one through the paradigms of interactive teaching and passing from traditional to contemporary teaching methods. This principles aim at developing students{\textquoteright} critical thinking and learning skills to educate students as lifelong learners. 
 These principles and solutions are necessary to be known and to be applied in everyday process of teaching and learning, in order to improve their quality.},
	keywords = {diversity of teaching modes, interactive teaching, student skills},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.32.47 },
	url = {https://oaji.net/articles/2014/457-1406541470.pdf},
	author = {Irena  Lama and Artur  Sula and Mimoza  Gjokutaj}
}
@article {401,
	title = {THE CHALLENGE OF DEVELOPING STRATEGIC LIFELONG LEARNING IN THE SCHOOL COMMUNITY},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {153-162},
	abstract = {The teaching community plays an important role in promoting Lifelong Learning. In european level teachers{\textquoteright} competences have been described and efforts been made to encourage their active participation in Lifelong Learning (LLL). It is widely recognized that LLL culture should start at an early age and, thus school and teachers are to promote it to students. In a holistic perspective school is a central point for promoting LLL not only within its gates, but also a link between LLL and the community. Examining the role of teachers in a LLL school, as well as experiences and practices of greek teachers regarding notions like continuing professional development, mentor, collaborative learning, self directed learning provide us insight about them as lifelong learners and placing LLL in a strategic framework. },
	keywords = {collaborative learning, continuing professional development, lifelong learning},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400136125.pdf},
	author = {Maria  Theodosopoulou}
}
@article {388,
	title = {CHANGING STRUCTURE OF EDUCATION AND PROFILE OF LEARNERS},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {12-20},
	abstract = {The structure of the education suffers a great change both technologically and pedagogically with using the information and communication technologies in education. The changes which occur in the profiles of the learners become effective in experiencing these changes. The educational organizations try to respond different expectations of the learners with their problems by means of integrating the technology into the education and also the cultural differences. Now the learners could be employed with their capabilities of working in collaboration independently and adopting them to the new situations rather than the knowledge and skills owned. The changes which occur in the structure of the education are examined in the light of the profiles of the learners in this study. The study is obtained by means of interpreting the data which are obtained with the survey study which is applied to 1199 learners.},
	keywords = {ICT, profile of learners},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400135429.pdf},
	author = {Bunyamin  Atici and Ugur  Bati}
}
@article {457,
	title = {COMPARING LEARNERS{\textquoteright} CONSTRUCTS USING {\textquotedblleft}SOCIO-NETS{\textquotedblright}: AN APPLICATION OF REPERTORY GRID ANALYSIS},
	journal = {Problems of Education in the 21st Century},
	volume = {25},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {87-98},
	abstract = {Repertory grid analysis was employed as a means of constructing representations of learners conceptions of living things (described in previous work). Experts in biology and secondary school science learners were probed for their representations of living things. Clearly, a theory is at work in the mind of the experts. The question now is: how many of the students share this theory? A record of commonality is required, and for that a social network framework is necessary. Therefore, representations were compared using the SOCIO program which measures the similarity between individuals and a visual network produced for the groups studied. This work is part of an overall project examining the learners{\textquoteright} innate ability to classify and categorize living things. Classification and categorization are neglected in science curricula which has implications with respect to the renewed emphasis in education on learning about biodiversity. It was found that whereas there is a commonality with respect to learners{\textquoteright} conceptions, the commonality is measurable and that learners often operate within a {\textquoteleft}pre-scientific{\textquoteright} or folk-biological mode, experts operate within a highly formalized mode based on their training, and that notwithstanding such a difference in modes, there remains a degree of commonality between learners and experts.},
	keywords = {repertory grid analysis, socionets},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=924385},
	author = {Thomas  J.J. McCloughlin and Philip  S.C. Matthews}
}
@article {424,
	title = {THE CONTEMPORARY INFORMATION TECHNOLOGIES IN THE SERVICE OF THE PRIMARY AND SECONDARY EDUCATION: THE CASE OF GREECE},
	journal = {Problems of Education in the 21st Century },
	volume = {23},
	year = {2010},
	month = {July/2010},
	type = {Original article},
	chapter = {60-86},
	abstract = {The introduction of technology in general and especially information technology in education is a big change in the educational concepts which has taken place during the last two or three decades all over Europe. Besides, Europe through the process of continuous education improvement tries to maintain maybe the unique but also so much decisive comparative advantage that it possesses against all the other countries of our planet that is nothing else but the quality of its human potential. This article presents with brevity the important steps that the main European countries have made in the introduction of modern technologies of information technology in the primary and secondary education, as well as the process and the problems of their introduction in the Greek school. We believe that this experience will be very useful in a country like Lithuania that has already made very important steps in this sector simultaneously with its successfully continuing transition in the market economy system.},
	keywords = {e-learning, information and communication technologies, primary and secondary education},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594594},
	author = {Michalis  Evripiotis and Vassilis  Orfanos}
}
@article {436,
	title = {CREATION OF EDUCATION ACTIVITIES MODELS WITH E-LEARNING SUPPORT},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {30-37},
	abstract = {Education and possible further studies have become a rather demanding investment. At the time of imperfect technology, i.e. technology of the previous period, it was a very difficult and doubtable task. But, is an ordinary use of new technologies a formula for the solution? We shall try to adequately answer this question. In our contribution we shall introduce educational activities (e-courses) based on cooperation and experimentation within the combined form of education. The aim of the paper is to describe possibilities of using the known methods of modelling of systems, such as modelling with the support of Petri nets and modelling technologies known from the sphere of engineering cybernetics. We shall describe possibilities of creation of a model of educational activity and in conclusion we shall attempt at assessing the educational e-activities in the context of qualitative aspects of the combined education with the support of e-learning based on ISO standard.},
	keywords = {e-course, e-learning, models of learning activities},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594529},
	author = {Zolt{\'a}n  Balogh and Milan  Tur{\v c}{\'a}ni}
}
@article {378,
	title = {CULTURAL CAPITAL AND THE RICHES OF MANNA: INTEGRATION OF IMMIGRANT SCIENTISTS IN ISRAELI ACADEMIA},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {118-134},
	abstract = {The article deals with transnationalism {\textendash} the flow of cultural capital across borders. Around 16,000 scientists entered Israel during the 1990s. Some of them joined the academic staff. This case study is the first to compare between achievement measures of new immigrant and native Israeli senior academic faculty. It is based on the analysis of performance records of 206 senior faculty members from the Ariel University Centre, out of whom 77 were born overseas. The study analyzes staff who received financial rewards for excellence for the three years 2006-2008, based on their activities, as measured by several criteria: excellence in research, teaching, academic administration, and contributions to the community. On the whole, the study revealed that a larger percentage of immigrant faculty members vs. native Israelis scored on excellence criteria. A discriminant analysis was performed in order to examine to what degree scoring on various excellence criteria distinguishes between immigrants and native Israelis faculty. All in all, the research reveals that immigrant scientists have become well integrated in the analyzed institution; their academic contribution was a major one.},
	keywords = {absorption of immigrant scientists, academic achievements, academic distinction},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400134632.pdf},
	author = {Nitza Davidovitch and Dan Soen and Zila  Sinuany-Stern}
}
@article {439,
	title = {CURRENT CHALLENGES FOR COMPUTER SUPPORTED SCHOOL CHEMICAL EXPERIMENTS},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {58-65},
	abstract = {In the article we deal with the topic of Virtual Measuring Devices working in the computer supported measuring system in general chemistry education. We discuss the theoretical base for application of experiments in the chemistry education and its computer support. Attention is focussed to specific features of chemistry, alike to other natural sciences lay in observations of the course of chemical experiments and in forming conditions for their repetition and changes. Then, it is clear that the intellectual activities participate in every senso-motoric (or only sensory, and only motoric) activity. Dominant, or rather starting, activities in the theoretical procedure will be intellectual ones, while sensorimotor activities work in the empirical procedure. 
When implementing the computer support into experimental activities, the adequate combination of measuring systems, simulations and {\textquotedblleft}data-processing{\textquotedblright} programmes may result in a new environment for using experiments. The computer thus may make the inductive, deductive or combined procedures easier and evidently.
 One of the challenges for school chemistry experiments is so-called {\textquotedblleft}single-step mode{\textquotedblright} measurement method. Three types of this mode are discussed and examples provided: single-step mode on one experiment, single-step mode on comparison of samples and single-step mode on a set of experiments. Presented examples of class chemical experiment were carried out in the Vernier system, very simple applied in computer labs with science orientation. },
	keywords = {single-step mode of measuring, virtual measuring device},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594534},
	author = {Martin  B{\'\i}lek and Jarmila  Kme{\v t}ov{\'a}}
}
@article {227,
	title = {CAN AN ACADEMIC INSTITUTION AFFECT GRADUATES{\textquoteright} RESIDENCE CHOICES? A COMPARISON OF PERCEPTIONS AND ATTITUDES OF GRADUATES OF THE ARIEL UNIVERSITY CENTER OF SAMARIA TOWARD THE SAMARIA REGION},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {46-60},
	abstract = {This study examines the direct and indirect influence of the Ariel University Center of Samaria on the attitudes of its graduates who did not choose to settle in the geographic region in which the institution is located, compared to their counterparts who moved to and settled in the Samaria. According to consistent multi-annual University Center data, the majority (84.0\%) of students at the Ariel University Center come from outside the region. Although students on campus focus on their academic assignments toward their degrees, students come into considerable daily contact with the region. Study findings indicate that a very small percentage of students who did not live or work in the region during their studies settled in their region after graduation. An interesting finding is that over two-thirds of all graduates (67.3\%)- independent of whether or not they currently live in the Samaria - believe that an effort should be made to encourage graduates to live in the region. The study findings indicate significant differences in the typical profiles and values of graduates who settled in the Samaria region and those who settled outside Samaria after graduation. The theoretical and practical implications of this study are discussed. },
	keywords = {attitudes, perceptions, tertiary education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393266910.pdf},
	author = {Nitza Davidovitz and Shlomo Sharlin}
}
@article {237,
	title = {THE CHALLENGES FACED BY COMMUNITY LEARNING CENTER PROGRAM IN COMMUNITY LITERACY DEVELOPMENT: IRAN AS A CASE STUDY},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {144-150},
	abstract = {Literacy has played a very important role in Community Development. Without literacy; people have difficulties improving their quality of lives. Iran is no exception. For this reason, Iran has implemented the various literacy programs. One of the programs is Community Learning Center Program (CLCP). So far, CLCP has been implemented into 3517 communities in the country. 
Therefore, the general objective of this study was to examine the challenges faced by Community Learning Center Program (CLCP) in Community Literacy Development (CLD) while the specific objective of this study was to describe the necessary actions to strengthen the CLCP in CLD. },
	keywords = {community learning centers program, development},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393267432.pdf},
	author = {Akbar Zolfaghari and Mohammad Sabran and Ali  Zolfaghari}
}
@article {192,
	title = {CHALLENGES FACING PROVISION OF INTEGRATED EDUCATION FOR THE DISABLED CHILD IN WEBUYE DIVISION, BUNGOMA EAST DISTRICT KENYA},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {81-91},
	abstract = {The foundation of present day special education in Kenya dates as far back as 1968 when the government published sessional paper NO. 5 on special education. The paper laid out a public policy framework for children with disabilities such as hearing and visual impairment, mentally and physically handicapped and multiple handicaps (GoK, 2003). Among the key policies was the integration of disabled children into regular formal schools in order to enhance their participation in formal learning. Regrettably however, 40 years down the line, the government is yet to realize reasonable access of elementary education that can help liberate and make the disabled child self-reliance. The sector still faces challenges related to access, equity and quality. The study carried out in Webuye division, Bungoma East District, adopted a descriptive survey design specifically to analyze challenges facing provision of inclusive formal education to the disabled child. The relationship between the variables was explained using Rawlasian theory of justice. 
A total of 6 schools out of 104 were purposively sampled. Questionnaires and interview schedules and document analysis were used to collect data from education officers, heads and teachers of sampled schools. Analysis of data was done using statistical tools such as percentages and frequencies. Findings were presented using tables. It was concluded that, as much as the policy on special education is clearly laid out, for it has not been fully implemented. People{\textquoteright}s attitude towards inclusive education remains wanting, and therefore, only a small fraction (3.4\%) of public schools is offering inclusive education. The regular school curriculum is too academic oriented and the teachers are yet to embrace inclusive education. The study recommends that, the MoE adapts inclusive curriculum, examination and grading system. Comprehensive special schools should be established to cater for pre-school, primary school, high school and technical schooling to provide meaningful education to meet their needs. },
	keywords = {education, integrated schooling},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315524.pdf},
	author = {Julius  Kiprop Maiyo and Joan Owiye}
}
@article {208,
	title = {CHALLENGES OF CONTEMPORARY SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {45-50},
	abstract = {The paper deals with basic functioning, objectives and challenges of science education at the threshold of the 21st century. The authors define complex issues of science education: global environmental issues and problems, interrelation of science, technology and society, key concepts and crucial issues of science education along with inter-disciplinary thinking. Due to global trends in curricula management, the autonomy of science teachers rises as well as the amount of their responsibility. The most important selected issues are discussed within the article and the authors attempt to seek optimum solution.},
	keywords = {multi-disciplinary, science education, science education purposes},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392408363.pdf},
	author = {Pavel Doul{\'\i}k and Ji{\v r}{\'\i} {\v S}koda}
}
@article {194,
	title = {CHANGING TEACHERS{\textquoteleft} ATTITUDE TOWARDS WRITING, TEACHING OF WRITING AND ASSESSMENT OF WRITING},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {100-108},
	abstract = {Writing is the most visible and probably therefore the most criticized product of education, but often the teacher has not declared to him/her what is the essence of writing and what are the main goals of teaching and assessing writing. Usually, when teachers in Estonia claim about students{\textquoteleft} bad writing skills, they often mean spelling, which is actually only one element of writing. The present article is going to introduce the research, which goal was to convince teachers, that creating text is a complex process, which involves paying attention to numerous factors: choice of words, syntax, message, peculiarities of different text forms, language usage etc. Therefore analytical assessment is described more closely in named above research paper and in this article, with hoping to encourage teachers to use it more systematically and consciously. Analytical assessment model, worked out for the research and used for assessing 740 pupils written texts, gave complex information about pupils writing skills, from what brief overview will be presented in the current article. The fact, that all pupils had their strong sides and weaknesses, confirmed complex nature of writing and proved, that for assessing pupils writing skills we need to assess many aspects of writing, not only spelling and/or content. },
	keywords = {analytical assessment model, analytical assessment of writing, writing skills},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315647.pdf},
	author = {Anne Uusen}
}
@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 {204,
	title = {CHEMISTRY FOR GIFTED AND TALENTED: ON-LINE COURSE ON TALNET},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {14-20},
	abstract = {Education of the gifted and talented children, as potential contributors for the whole society, is emphasized and actively supported in the educational policy of the European Union. The project {\textquotedblleft}Talnet {\textendash} Online to Science{\textquotedblleft} originated in Czech Republic is one example of a wide scale of extracurricular activities focused on the education of the gifted and talented. The methods used in Talnet are based mostly on the interaction of the experts with the children, primarily in the on-line {\textquotedblleft}T-courses{\textquotedblleft}. The paper describes the structure, content and results of a two-semester on-line course {\textquotedblleft}Biochemistry and Natural Compounds{\textquotedblright} that integrates the problem solving method with the home-made chemistry experiments in the form of an e-learning course. About ten talented high-school students from Czech and Slovak Republic participated in the first semester of the course. According to the evaluation results, the students find the course interesting and enriching. Four final theses were written and will be defended; one of them is intended to be applied for the national Contest for Young Scientists.},
	keywords = {chemistry experiment, distance learning, gifted and talented},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392408099.pdf},
	author = {Hana B{\"o}hmov{\'a} and Milada Ro{\v s}tejnsk{\'a}}
}
@article {205,
	title = {CHEMISTRY FOR SOCIETY: NEW EMPHASIS IN EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {21-27},
	abstract = {In 2007 the cooperation between the Department of Teaching and Didactics of Chemistry, Faculty of Science, Charles University in Prague and the German members of the project CITIES (Chemistry and Industry for Teachers in European Schools) was established. This paper presents information on the results of the cooperation and on a practical laboratory course developed for the further education of European chemistry teachers. According to the aims of the CITIES project, the new experiments presented in the course focuse on the connections between chemical industry and the school chemistry education and on the contributions of chemistry to the whole society. The course was realized for two groups of Czech secondary school chemistry teachers and the evaluation data were obtained from the questionnaire prepared by the German colleagues.},
	keywords = {chemistry experiment, science education},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=886197},
	author = {Hana B{\"o}hmov{\'a} and Eva Urv{\'a}lkov{\'a} and Renata {\v S}ulcov{\'a}}
}
@article {308,
	title = {CHEMISTRY TEACHERS{\textquoteright} AND STUDENTS{\textquoteright} PERCEPTIONS OF PRACTICAL WORK THROUGH DIFFERENT ICT LEARNING ENVIRONMENTS},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {80-88},
	abstract = {This paper presents the first phase of a design research, where four practical work activities within ICT learning environments (concept maps, molecular modeling, animations and videos) were created and evaluated. Materials were designed carefully after the orientation of research literature and Finnish chemistry curriculum by 21 chemistry student teachers during their M.Sc. chemistry education course. Designed materials were peer evaluated before they were presented to 27 teachers and students who made their external evaluation. Research questions of the research were i) What kind of need is there for creating learning environments that connect practical chemistry and ICT?, ii) What kind of features does meaningful practical work through different ICT -learning environments contain? And iii) What kind of effect does practical work through ICT have on chemistry learning according to chemistry teachers and students? Data was gathered by observing and using questionnaires. This study shows that the need for meaningful practical work through ICT -learning environments is substantial. According to the designers and respondents, meaningful characteristics of practical working through ICT are i) cooperative, ii) constructivist, iii) motivating, and iv) time saving and safe, In addition, they should visualize chemical phenomenon and processes at macro and molecular levels. Studied teachers found that ICT gives i) important aid to learning and teaching practical work, ii) it arouses interest and iii) it develops research skills. At the second phase of this research, activities will be developed to more contextual and inquiry-based form and the effect on learning will be examined thoroughly with comprehensive school students. },
	keywords = {chemistry teaching, information and communications technology},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396707455.pdf},
	author = {Johannes  Pernaa and Maija  Aksela}
}
@article {266,
	title = {CHILDREN{\textquoteright}S LITERATURE, TEACHERS AND INTEGRATIVE EDUCATION: THEORY AND SCHOOL REALITY},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {44-55},
	abstract = {The paper represents the results of a quantitative research performed at the Faculty of Education, University of Maribor. The aim of the project was to establish the implementation of the concept of integrative education, which was recommended for the first triennium of elementary education in Slovenia in the 90s. The essence of Slovene integration concept should be the following: focusing on the structure and the process of child{\textquoteright}s assimilation as well as accommodation in/of the structure, his/her ability to communicate the content of the structure and his/her ability to express the process of changing the structure.
 Our results show that the majority of teachers follow the recommended curriculum guidelines for integration as the main didactical concept for teaching in the first triennium of elementary school taught as a part of the compulsory Teacher training program - teaching in the first triennium. Nevertheless a big proportion of elementary school teachers (year 1-3) are not entirely aware of the criteria that should be used for integration in the educational process. The same elementary school teachers have difficulties (aware or unaware) with the process of planning and performing the integration concept in the classroom.},
	keywords = {integrative education, mother tongue education, teacher training},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393668526.pdf},
	author = {Kordigel Aber{\v s}ek, M. and Marija Ropi{\v c} and Vlasta Hus}
}
@article {271,
	title = {COLLABORATIVE CULTURE AS A CHALLENGE OF CONTEMPORARY SCHOOLS},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {84-93},
	abstract = {Different authors stress that traditional culture is still the most common culture in schools. This culture prefers high educational goals, high expectations and productivity. Under such circumstances, there is no room for cooperation and helping each other. On the contrary, these stimulate competitiveness that causes tension between the participants.
 One of the fundamental aims of today{\textquoteright}s and future education is also to stimulate cooperation that provides each individual with the strength to come to known him or herself and to behave in accordance with his or her tradition and beliefs, while at the same time staying open to other and different people. This can be achieved only in a culture of good relationships that includes the values of tolerance, solidarity, critical thinking and independence. Research has shown that collaborative culture also has many other benefits over traditional culture reflecting itself in the well-being and effectiveness of teachers and students and also in the development of the institution as a whole.
 Nowadays, it is impossible to imagine effective schools without cooperation at all school levels. Since school culture is a relatively stable phenomenon, it takes a long time to change and such a change cannot be achieved with external orders. The most important initial step towards changing school culture is that all school staff realise its importance, influence and extent in creating an effective school. This can be a starting point and encouragement to think about the existing school climate, make plans for the future and find ways to change it.},
	keywords = {collaborative culture, democratic school, multicultural education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393668766.pdf},
	author = {Mateja  Psunder}
}
@article {297,
	title = {THE COMMON GOAL OF ALL EDUCATORS: HOW TO IMPROVE SCIENCE AND TECHNOLOGY EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Editorial},
	chapter = {5-7},
	abstract = {Science education is an integral phenomenon that can be grasped as a whole science. Science education plays a very important role in broadening pupils{\textquoteleft} world outlook. The science classes always discuss real, concrete things and phenomena, which are a part of pupils{\textquoteleft} reality and even every day life. It is very important that natural sciences should help learners to formulate a clear concept of natural history based on the latest knowledge of the world strongly emphasizing the character of the correlation between nature and society, civilization and culture. The world is multidimensional, and therefore we must strive to acknowledge it. This is a winning goal of contemporary science education (Lamanauskas, 2003). 
Science education is playing a crucial role in both developed and developing countries. Quality-based natural science education is necessary for every human living in a modern world. Different investigations show that natural sciences have lost their previous attractiveness in the developed countries. On the contrary, the young generation of the developing countries most frequently has a positive interest in natural sciences. On the other hand, in most of the cases, natural science education in comprehensive school is not popular, inexactly corresponds to the curricula and has no relevance to the learners{\textquoteright} needs. The introduced situation is determined by several common and uncommon factors. The process of natural science education in comprehensive school is one of those not adequate for the present day and achievements in sciences. Such inadequacy first of all, has relation with competence of teachers of natural sciences. Insufficient competence is frequently determined by the inappropriate process of studies in universities training prospective teachers of natural sciences. 
Another main point is connected with the whole public, not only with young people, but also with adults. Public natural science education (sophistication) is a burning question. Apparently, natural science education is crucial for training the present young generation. In this case, there is no difference whether a young person will be engaged in natural sciences in the future. The increase of interest of those not involved in sciences or having a previously formed negative attitude towards the subjects is a more complicated problem to be solved. This is concern and obligation of the whole scientific pedagogical society working in the field of natural science education. 
Generally speaking, all spheres of science education are important in our modern, technologically oriented society. It is impossible to discuss all pressing questions of science education here. However, I can notice that some trends raise a lot of doubts. For example, the great majority of works are linked to motivation, interests, attitudes and so on. We can{\textquoteright}t assert that this is not important. In fact, this is the sphere of psychology. How difficult it were to find out the reasons for low interest to science and technologies, the fallen prestige of sciences in comprehensive schools, still they are not essential things from the educational point of view. All the more, inquiry based researches give only a panoramic view of the situation, i.e. have a stated character. It is completely not clear or almost not clear what causes such a situation. The main goal of educators is to change, develop teaching-learning process using educational devices. Some last researches revealed that pupils understand the meaning of sciences and technologies to society in general, but they are not satisfied with school science. The main question till now is why? It is obvious, that we come in touch with deeper didactic problems here, for example, the content of teaching, teaching-learning methods, teacher and pupils relations, scientific research activity (the latter is a very important part of the whole science education process), at last, teaching-learning process management in general. If we concentrate only on psychological parameters (interests, motives, demands, attitudes and so on), essential didactic parameters remain outside. In other words, the essential question {\textendash} effective pedagogization of the whole science and technological education process hasn{\textquoteright}t been solved yet (it considerably deviated towards psychologization and sociologization). Researches of a stated character are not sufficient to reach this. In recent years not only in Lithuania but also in academic societies of other countries, it has generally become a norm to carry out different stated (diagnostic) researches. Very rarely researchers try their ideas and theories in practice. Simply there are no possibilities for this. Then, researchers go along the road treaded by sociologists and psychologists i.e., give questionnaires, tests to pupils, students, pedagogues, only strengthening existing educational practice by this (Bitinas, 2006). Thus, there is one more open question how to rationally change existing educational practice in the direction of development. How to achieve that educational researches were much more effective in the practical applicability of their results? As an example we can mention international ROSE (The Relevance of Science Education) research (http://www.ils.uio.no/english/rose/). Countries having participated in the research carried out exhaustive analysis of the results. Different attitude, interest, motive and other differences and similarities in the population of the 15- year old students were discovered. Without any doubt, it is important. However, these results don{\textquoteright}t have direct influence on educational practice and on the changes of this practice, of course. On the contrary, quite often- different changes occur rather spontaneously.
 Another important thing is the role of ICT in education in general and particularly in science education. It is worth emphasizing, that in recent years, a general degree of integrating ICT in the process of teaching has increased in Lithuania as well as in other countries. The growth is characteristic not only at university level but also at other levels of the education system. It is accepted that ICT makes the process of teaching/learning more effective and beneficial whereas the education system starts functioning faster. The development of ICT and the process of globalization determine alteration in the education system as well as in the whole society. The implementation of new technologies in the educational process raises new possibilities for both teacher and learner, enhances education quality and makes the educational process more versatile.
 Therefore, *. We should devote all our efforts to stimulating youth interest in science and technologies and to reinforcing scientific-technological education at all levels. Although hardly anyone suspects that technologies are having a growing impact on our daily life, however, they still remain alienated from the major part of society members and policy makers and what is more, frequently stand outside the door of the education system. Hence, opening the door is the obligation of all of us. We should discuss and try to solve all key problems really using the ICT in everyday school activities.This is not an easy task. ICT is not as panacea for solving all educational problems. As I have already mentioned, modern ICT definitely play a crucial role in developing the teaching/learning processes at all stages and improving the quality of education. Educational advantages of ICT raise no doubts. 
One of the most important requirements for applying ICT and innovative techniques of teaching is a qualified teacher able to professionally use technologies in practice. A modern teacher must know how to employ ICT and adapt them in order to achieve specific goals of teaching. Today we can observe paradoxical situation. In the majority of cases, students{\textquoteleft} computer literacy remains higher than that of their teachers. Nevertheless, teachers{\textquoteleft} computer literacy becomes an essential professional work condition. ICT application in teaching/learning process shouldn{\textquoteright}t be an end in itself. The essential thing is how to achieve that ICT application increased teaching effectiveness, enriched the work of teachers and pupils. Another important thing follows, that it is not enough to use only computers. It is understandable that the majority of modern ICT in one way or another are related to computers. However, not analyzing ICT classification nuances we can notice that ICT variety is necessary to guarantee teaching effectiveness. Not for one country the question arises how to find financial recourses to guarantee such variety. It is obvious, that not the quantity but the variety of technologies is this crucial factor. For example, in the schools of Great Britain active boards are almost in every classroom. {\textquotedblleft}Active boards{\textquotedblright} are with the software different for primary and secondary schools; {\textquotedblleft}Smart boards{\textquotedblright} are spread more in the classes and schools of junior and disabled pupils. It is obvious, that constant pedagogues{\textquoteright} interest in the newest ICT is necessary, on the one hand and formation of suitable conditions in schools, on the other hand. It is without doubt, that teacher{\textquoteright}s pedagogic competence, his ability and interest to use ICT are closely related. The situation in Lithuania comparing with other European countries is not exceptional. For example, in 2006/2007 only 49\% of teachers were using ICT for teaching their subject. In 2008/2009 their part increased up to 67\% (Masaitis, 2009).
 On the other hand, we have different students at school. Their capabilities are so different. This means that modern teaching and learning combines different approaches. It is called {\textquotedblleft}blended learning{\textquotedblright}. Generally speaking, it should be carefully considered because of possible negative outcomes of applying these technologies. Thus, the question of the negative impact of ICT is gaining more weight. It seems no answers are required. On the other hand, we are still suffering from shortage of information on different aspects having negative impact. When the answer is clear, we start feeling lack of required abilities and knowledge of how to reduce the negative impact of ICT or how to eliminate or at least minimize it. Another important issue is what the real impact of modernization on society in terms of ICT implementation is.
 Finally, some words about international cooperation. It is undoubtedly an important issue. I cannot imagine nowadays scientific research or scientific activity in general without international cooperation. Science is science and it has international character. Moreover, such cooperation is crucially important for scientists from former Soviet Union countries, because they had no possibility to communicate with colleagues from abroad or such cooperation was strongly limited. Another argument is that science education today is the most dynamic part of the science of education (Toshev, 2008). It is obvious, if we want to obtain the necessary scientific information about different things, to enlarge technological possibilities of societies and so on, generally speaking, to make our world more safe and better, international cooperation among scientists is essential. Only all together we will be able to meet a broad range of global challenges today and tomorrow. 
},
	keywords = {ICT in education, innovative techniques, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396706407.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {219,
	title = {A COMPARATIVE ANALYSIS OF EARTH SCIENCE EDUCATION IN ELEMENTARY SCHOOLS IN TURKEY AND IN THE USA},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {170-182},
	abstract = {Research in education gives initiatives to countries evaluate and modify their curriculum. Large-scale international assessments such as TIMSS usually inspire these curriculum reforms by that countries compare the results of large-scale assessments with other countries{\textquoteright} scores. Domestic practices also need to be considered for the educational reforms because domestic practices can picture education systems very clearly that international studies might not be able to detect. To make better curriculum decisions both the domestic practices and the large-scale international assessments need to be evaluated together. As a result, local implementations of specific content might be very informative to improve the curriculum of other countries. The purpose of the current study is to compare earth science education in Turkey and in the USA in elementary school levels and identify the characteristics of the instructional practices in order to make suggestions to improve earth science education. },
	keywords = {comparative analysis of educational systems, earth science, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392409111.pdf},
	author = {Sedat U{\c c}ar}
}
@article {250,
	title = {COMPARISON OF EDUCATIONAL AND ORGANIZATIONAL TEAMWORK},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {74-82},
	abstract = {Teamwork and knowledge sharing are prime motivators of the economic development of companies. Our last research called {\quotedblbase}Teamwork in Education{\textquotedblright} is being continued now, based on Hungarian economical companies which were asked about teamwork. Herewith our target was to find features of organizational teamwork in the economical life among small-, medium and big companies. We compare these results with features of educational teamwork, because there is a big responsibility of higher education to communicate it at a high level to the students or create the right conditions to develop their skills for teamwork.
 Results of questionnaires are analyzed with SPSS program (statistics of factor analyses). The results of this research can be used not only in organizational life to give tips and advice to management how to manage their employees{\textquoteright} work and knowledge sharing. These results can be used in the development of education and teaching methods. We are going to write about this research and its results in this paper.},
	keywords = {companies, teamwork},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393667170.pdf},
	author = {Ildiko Marosi and Andrea Bencsik}
}
@article {292,
	title = {A COMPARISON OF MATHEMATICS PROFICIENCY AMONG ASIAN AND AMERICAN STUDENTS},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {139-144},
	abstract = {In light of the commonly shared view that the United States is the global superpower, one may assume that the academic performance of the nation{\textquoteright}s students exceeds all others. However, based on international study, the United States falls sharply behind many industrialized countries, primarily countries within Asia, in mathematics performance. This review explores and compares the curricular, instructional, cultural, and stereotypical influences which reportedly impact mathematical proficiency among American and Asian students. The review concludes with a summarization of critical findings, as well as possible implications for future research.},
	keywords = {American students, Asian students, cultural differences},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395387250.pdf},
	author = {Michael  Sanson and Rebecca  A. Robles-Pi{\~n}a}
}
@article {316,
	title = {COMPARISON OF THE USAGE OF ICT AMONG SOME COMPULSORY SUBJECTS IN THE SLOVENIAN PRIMARY SCHOOLS},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {39-48},
	abstract = {The ICT occupies a central position both in the knowledgeable information society and in the development strategies of education systems. The ability of working with knowledge, technology and information is one of the three key competences determined by the European Common Principles for Teachers{\textquoteright} Competences and Qualifications, as well as one of the eight key competences for lifelong learning as provided by the European Qualification Framework. Comparison with EU shows that Slovenian schools have, despite highly motivated teachers for using the ICT as well as good equipment and broad band internet access, quite low usage of ICT for instruction in general. Hence, it is a challenge to study the use of ICT for the instruction of some compulsory subjects in the Slovenian schools. 
Our research involved 468 pedagogical workers. Teachers of lower grades classroom teaching level with higher education prevailed. The questionnaire they answered, and which was verified by the factor analysis and Cronbach coefficient alpha in regard to the measurements characteristics, was a combination of numerical rating scales and some open ended and closed questions. The results have shown that computer programmes are used the most for the instruction of mathematic and Slovenian language and the least for musical education. Similar results were obtained for the use of internet sites, which are used the most for teaching Slovenian language, as well as for teaching mathematics and the least for teaching music. The reasons could be found in the shortage of adequate didactic materials and weak equipment of classrooms. 
The results on the relations among the above mentioned subjects concerning the use of ICT are quite interesting, too. We discovered a positive and a statistically significant correlation, which is the highest between the subjects of Slovenian and mathematics and the lowest between the subjects of mathematics and music},
	keywords = {mathematics, music instruction, primary school},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399914337.pdf},
	author = {Majda  Cenci{\v c} and Mara  Coti{\v c} and Vida  Udovi{\v c} and Bogdana  Borota}
}
@article {311,
	title = {COMPUTER BASED REAL LAB WORK AS A COGNITIVE TOOL IN PHYSICS EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {102-110},
	abstract = {This paper deals with application of Computer based real lab work (CBRLW) as a platform for helping students to acquire a functional understanding of physics. CBRLW can be described as an {\textquotedblleft}active engagement{\textquotedblright} learning environment in a practical works, where computer-assisted data acquisition and analysis tools are used together with experiment equipment and carefully developed worksheets. CBRLW are interpreted as cognitive educational tools and not only as technological ones. The specific technical equipment and software of PASCO scientific and FHYWE were applied in laboratory works of general and special physics of {\v S}iauliai University. Laboratory works of Mechanics, Thermodynamics, Electricity, Optics and Solid State Physics were created and improved by using this universal interface-measurement-system. The varieties of sensors use the same interface box and the same software format. Students are able to focus on the investigation of many different physical phenomena without spending a large amount of time learning to use complicated tools. It provided to integrate modern science tools into physics teaching labs and made it possible to prepare and carry out experiments with a minimum of preparation time and a maximum of technical comfort. An attachment of interface (Figure 1) with a suitable sensor to the computer created very powerful system for collection, analysis and display of experimental data. Two CBRLW are discussed in this paper (Investigation of linear motion using an Atwood{\textquoteright}s Machine and Investigation of Frictional Force).},
	keywords = {computer based lab work, frictional force, interface-measurement-system, physics education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396707595.pdf},
	author = {Violeta  {\v S}lekiene and Loreta  Raguliene}
}
@article {210,
	title = {COMPUTER GRAPHICS IN COMPUTER SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {60-68},
	abstract = {For the past several years computer graphics subjects have played an important role in information and computer technology studies. The inclusion of computer graphics subjects into university curricula is motivated not only by modern technologies and methods being used in this branch, but above all by the training of programming techniques and math application these subjects provide. At the Faculty of Informatics and Management of the University of Hradec Kralove, subjects Computer Graphics I, II and III (CG) have been professed for several years within the curricula of the Applied Informatics and the Information Management study programs. Besides visualisation and graphical data processing, these subjects are focused on practicing and widening the knowledge and practical skills of students, future IT specialists. This paper introduces goals, structure and educational techniques in the CG subjects, which expand informatics subjects such as programming and algorithm development. Educational methods that involve a term project, a special framework and an e-learning support are also described. Finally several specific examples of math application used during problem solving are presented.

},
	keywords = {algorithm and math application, programming education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392408480.pdf},
	author = {Jezek Bruno and Vanek Jan and Antonin Slaby}
}
@article {306,
	title = {COMPUTER-BASED TECHNOLOGIES IN THE PROCESS OF TEACHING/LEARNING SCIENCES IN COMPREHENSIVE SCHOOL: SOCIO-EDUCATIONAL ASPECTS},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {66-73},
	abstract = {The role of ICT in education in whole and particularly in science education is very important topic. It is worth emphasizing that in recent years, a general degree of integrating ICT in the process of teaching has increased in Lithuania as well as in other countries. The growth is characteristic not only at university level but also at other levels of the education system. It is accepted that ICT makes the process of teaching/learning more effective and beneficial whereas the education system starts functioning faster. The development of ICT and the process of globalization determine alteration in the education system as well as in the whole society. The implementation of new technologies in the educational process raises new possibilities for both teacher and learner, enhances education quality and makes the educational process more versatile.
 On the other hand it is necessary to devote all our efforts to monitor the process of using ICT in general schools. It is necessary to conduct regularly researches of different scale for better understanding of a situation of use ICT in the teaching /learning process. 
Pilot research Student and Computer-Based Technologies was conducted in October {\textendash} November, 2009. To collect the required data, an anonymous questionnaire was prepared. Research sample consisted of 211 respondents who were 1st year university students (freshmen).
 In the majority of cases, the students learn to use computer independently, whereas next comes help provided by friends and family members. It has been established that computer-based technologies are very rarely used during the lessons of other subjects. The respondents think that using computer-based technologies in the classroom during the lessons of sciences has the highest impact on cognitive abilities (knowledge acquisition, self-sufficient studies etc.).},
	keywords = {computer-based technologies, general schools, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396707347.pdf},
	author = {Vincentas  Lamanauskas and Violeta  {\v S}lekiene and Loreta  Raguliene}
}
@article {216,
	title = {COMPUTERS IN MEDICINAL CHEMISTRY. MOLECULAR MODELING AND CALCULATION OF THE STRUCTURE-CORRELATED PARAMETERS DESCRIBING SKIN PERMEABILITY OF THEAFLAVONOIDS},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {139-150},
	abstract = {The application of computational technique for predicting biological activity of chemicals plays an important role in development and design of new drugs. Being now a routine approach in medicinal chemistry, the method still encounters difficulties in teaching medical science students.
 In this paper the project of introduction the students to the computational tools and approaches usually used in pharmacy and medicine is presented. The project involves estimation of the skin permeability of theaflavonoids in respect to their usefulness in topical application. Topical application of flavonoids for inhibition of skin tumor is preferred because flavonoids are poorly absorbed from intestines and are decomposed by intestinal microorganisms.},
	keywords = {molecular modeling, theaflavonoids},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392408980.pdf},
	author = {Marek Persona and Andrzej Persona and Tomasz G{\k e}ca and Agnieszka Kaczor and Dariusz Matosiuk}
}
@article {190,
	title = {CONCEPT OF PERSONALITY{\textquoteright}S COMPETITIVENESS IN CONTEMPORARY PEDAGOGY},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {57-68},
	abstract = {Global level various processes make us questions: where and in what way can we search the possibilities for sustainable development of society and how can we promote its competitiveness in the context of globalization and integration processes? The new ecological, synergetic paradigms in pedagogy enable to study a personality as a self-developing, self-organizing and self-evaluating system which develops during educational process, plans and forecasts; constructs and accumulates its own experience; which is able to choose and to be responsible for the consequences of its own actions under the conditions of modern changeable environment. 
Methodology of Research. During last three years (2005 {\textendash} 2007) a subject of our research was new meaning of concepts in pedagogy: competitiveness, competitive personality and marketable specialist in the context of human viability in the changeable environment. It bases and builds on scientific sources which represent: 1) evolutionary and cultural pedagogy; 2) developmental, ecological and applied psychology; 3) human ecology, including educational ecology. The methods of theoretical research: the analytical evaluative studies of scientific literature; content analysis of documents; reflection of experience.
 The ecological and synergetic approaches enable to draw the conclusion that nowadays human as an individual of society, personality must learn to live and change in the interaction with the changeable environment, including changeable social, educational, economic, career environment etc. aspects. Therefore concept of competitiveness is becoming pedagogical category, which changes its traditional meaning during last fifteen years. Nowadays it is very important to work out theoretical background pertaining to the new content of competitiveness in pedagogy, analysing the concept in the context of recent changes which take place in the modern society and education as well. In this article new concept of competitiveness is substantiated in the following contexts and aspects: 1) various educational paradigms: liberal-rational, ecological and synergetic paradigm, 2) several approaches: functional, biometrical and structural approach.},
	keywords = {changeable environment, competitiveness of personality, educational paradigms, sustainable development of society},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315414.pdf},
	author = {Irena Katane and Ilze Kalnina}
}
@article {268,
	title = {CONCEPTUAL LEARNING OF PHYSICS IN SLOVENIAN PRIMARY SCHOOLS},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {65-69},
	abstract = {Teaching and learning with computers (ICT) encompasses her help in educational process everywhere there where is this perhaps and reasonable. Using ICT as educated accessory mean search of optimal elements for teaching efficiency and for better achieving teaching objectives. Learning process of science, mathematic and technical subjects in elementary school in many situations demands practically and problem solved work. Conceptual learning of physics is computer based and its strategies lead pupils to a better understanding and use of more difficult processes (thinking, inferencing, using the knowledge). By conceptual way of learning we used {\quotedblbase}fizlets{\textquotedblleft}as simulatory models. They are interactive materials, where processes happen in certain intervals and there is interaction between the model and the pupil.
 The main goal of study was to research the effects of conceptual way of learning in comparison with traditional classroom education when teaching the topics {\textquotedblleft}Pressure and lifting power{\textquotedblright} in the eighth class of primary school. We tested four thinking processes of pupils (knowledge, analyses, inference and comparison). The main expected ascertainment of research was that the pupils, who were taught through the conceptual way achieved better results than those who were taught traditionally in the classroom. Hypotheses were confirmed. In general this article will show other users of teaching physics and science some didactic manners of preparing interactive educated materials. },
	keywords = {computers in education, educational system},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393668620.pdf},
	author = {Ivan Gerli{\v c} and Robert Repnik}
}
@article {344,
	title = {CONNECTION BETWEEN MUSIC LESSONS AND INVOLVEMENT WITH MUSIC AFTER LEAVING SCHOOL},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {115-127},
	abstract = {The article deals with the relationship between experience and memories gained in music lessons of general education school and current music activity and attitude towards music and analyses the effect of that experience on musical behaviour in further life. The focus is on music teacher{\textquoteright}s role in that process. The sample of the qualitative study consisted of 20 university students, ten of whom were actively involved with music (singing in the university choir) and ten were not. A phenomenographic approach was used to analyse the interviews. As the result of the analysis, four profiles were developed {\textendash} two of the profiles characterising those involved with music and two those not involved with music. The profiles are viewed in the article in the context of the experience of music lessons at school. Gaining awareness of those profiles may help music teachers to understand different behaviours of pupils and their relationship with music as a subject, and create diverse learning situations for representatives of different profiles.},
	keywords = {informal learning, involvement with music, participation in music},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399916197.pdf},
	author = {Marit  Moistlik}
}
@article {330,
	title = {CONSTRUCTIVIST LEARNING: DESCRIPTION, EXPLANATION, PREDICTION IN A CHEMISTRY CLASSROOM},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {196-202},
	abstract = {Scientific description, explanation, prediction as cognitive procedures are inherent to science and deal with understanding the phenomena in the world around us. This explains the fact many studies exist on the nature of scientific description, explanation, prediction and the relationship between them.
In the majority of studies on description and explanation in teaching, the emphasis is placed on the role of the teacher as explainer of chemical phenomena and less attention is paid to student{\textquoteright}s activity in description and explanation of studied phenomena. 
In this article we try to overcome such one-sidedness in addressing these cognitive procedures. We discuss the relationship between description, explanation, prediction in the study of chemical phenomena in high school, as well as the activity of teacher and student in constructing them. Taking into account the purposes of chemistry teaching, the characteristics of chemistry knowledge, the necessity of student-oriented training, the possibilities for change of learning environment, we propose a methodical model for description, explanation, prediction in the study of chemical substances and phenomena in the light of the basic ideas of constructivism.
},
	keywords = {chemical education, constructivism},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399915404.pdf},
	author = {Yordanka  Stefanova and Maria  Minevska}
}
@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 {188,
	title = {CONTRASTING CASES AND THEIR IMPACT ON LEARNING: A REP-LICATION OF A LEARNING STUDY CONFIRMING THE IMPACT OF CONTRASTS},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {38-46},
	abstract = {The present article describes how Swedish pupils in class 4 (nine to eleven years old) learn English as a second language. The study replicates a learning study carried out within the framework of a more ex-tensive project known as {\textquotedblleft}The Pedagogy of Learning{\textquotedblright}. The present study is aiming to find out if the re-sults from one original learning study can be generalised to other teachers and pupils. The pupils partici-pating in the presented study learn how to use {\textquotedblleft}to have{\textquotedblright}. The original Learning Study Cycle (LSC) con-sisted of three lessons per cycle, each lesson carried out in different groups of pupils. The teachers fo-cused on the critical aspects, i.e. the features which must be distinguished in order to understand a phe-nomenon. This process entailed investigating the contrasts between the specified learning outcome(s), i.e. the ability or knowledge targeted. The lessons were planned from a variation theory perspective. The LSC demonstrated that the use of contrast {\textendash} applied in only one of the three lessons {\textendash} between {\textquotedblleft}to be{\textquotedblright} and {\textquotedblleft}to have{\textquotedblright} had a positive effect on pupils{\textquoteright} generative learning, i.e. continued learning outside the classroom. In order to establish if the results of the present study are coincidental or repeatable the LSC was repli-cated. The first replicated study was conducted by a group of teachers with a good knowledge of variation theory. These teachers had previously applied the theory in mathematics lessons. A second replication was initiated by a group of teachers with no knowledge of variation theory. The results demonstrated that contrast is important for generative learning provided that teachers are able to focus on critical aspects and thereby elucidate contrast. In the group familiar with variation theory the results were similar to those of the original study, i.e. generative learning was promoted, while contrast had little effect on the pupils generative learning in the group of teachers who had no knowledge of variation theory. The study demonstrates that generative learning is dependent on teachers{\textquoteright} knowledge of how the critical aspects of the target knowledge should be presented to pupils. Such knowledge enables teachers to apply contrast as a means of developing pupils{\textquoteright} ability to distinguish qualitative differences. In this way, pupils continue to develop their knowledge beyond the classroom.},
	keywords = {generative learning, phenomenography, variation theory},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315254.pdf},
	author = {Mona Holmqvist and Jane  Mattisson}
}
@article {321,
	title = {A CONTRIBUTION TO SCIENCE FOR ALL: LEARNING ABOUT POLYMERS},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {107-118},
	abstract = {The 21st century is already marked as the century of synthetic polymer materials and their presence in our daily lives makes them unavoidable in chemistry education. The theme of Synthetic polymers is rather extensive, therefore only contents necessary to any student (individual) should be chosen. 
In the present paper, synthetic polymers are considered as a necessity in everyday life, in technology and economy of the contemporary world, as well as potential pollutants of the environment. Knowledge about basic procedures for polymer synthesis, their physical and chemical properties, ways of degradation, all this makes possible for every individual to properly choose and utilize various synthetic materials in diverse areas where they are used. This way provides the perception of the interactive relation between science and society.
The teaching of the theme Polymers enabled students to use knowledge of chemistry from various fields in a situation different from the one where it had been acquired and to link the concepts into a single system. The teaching of the theme proceeded through the discussion and enquiry-based experiments in work with small groups during two teaching hours (1.5 h). The investigation was carried out with a group of high school students (85). Statistically significant difference (p<0.001) in the achieved results at final testing (73.4\%) compared to initial testing (32.6\%), especially in tasks related to comprehension and application of chemistry concepts, indicates that the tested method of work is applicable in school practice.
},
	keywords = {enquiry-based experiments, inclusive science, learning/teaching chemistry, secondary-level education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399914737.pdf},
	author = {Jasminka Korolija and Jovica  V. Plavsic and Ivana  M. Mladenovic and Ljuba  M. Mandic}
}
@article {332,
	title = {THE COOPERATION OF SCIENCE TEACHERS: SOME RELEVANT ISSUES},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Editorial},
	chapter = {5-7},
	abstract = {Nowadays a large discussion is open on the teaching/learning quality issue. It is clear that {\textquotedblleft}learning is a process of construction in which the students themselves have to be the primary actors{\textquotedblright} (von Glasersfeld, 1995). By nowadays the view of the learner has changed from that of a passive recipient of knowledge to that of an active constructor of knowledge. It must be taken into account that {\textquotedblleft}learning is a process of knowledge construction, not of knowledge recording or absorption{\textquotedblright} and {\textquotedblleft}learning is knowledge-dependent; people use current knowledge to construct new knowledge{\textquotedblright} (Anthony, 1996). Having in mind this it is important to promote the active cooperation of science teachers in teaching process. 
Collaboration and cooperation (there are some important differences between these two terms and we prefer to use the second one) of science teachers are very important components of process of teaching and learning. It is a first step to the constructive, integrated process of teaching. Without adequate cooperation it is not possible to reach the appropriate level of integration, except for internal integration of teaching subjects at a lesson. But in that case a degree of integration is not high enough. Cooperation of science teachers is possibly at all stages of educational process. For example, such cooperation is very effective by preparation of joint teaching/learning programs (curriculum) and concrete plans of activity. Cooperation depends on many factors, for example, the psychological microclimate in collective, motivation of teachers to work better, motivations of pupils and their interest to natural sciences in general. We need teachers to go beyond traditional school science with its emphasis on {\textquotedblleft}key{\textquotedblright} concepts (Eisenhart, Finkel, \& Marion, 1996) and focus also on the processes of learning and thinking about learning (Watters, James, Ginns, Ian, 2000).�
 Finally, I want to point out that cooperation (collaboration) among science teachers undoubtedly raises efficiency of teaching/learning process. It is a first step to the constructive, integrated process of science teaching. Without adequate cooperation it is not possible to reach the appropriate level of integration, except for internal integration of teaching subjects at a lesson. Teachers{\textquoteleft} cooperation (collaboration) in schools breaks the isolation of the classrooms. Cooperation is an important vehicle through which teachers can plan and carry out an array of services for students. One of the most promising benefits of teachers{\textquoteleft} cooperation is the increased opportunity it gives teachers to interact with one another regarding different teaching and learning issues. Specifically, teachers who cooperate are more likely to discuss with their colleagues areas of the curriculum they have difficulty teaching. The some more statements on cooperation among science teachers can be mentioned: cooperation has a direct impact on students; cooperation is becoming an essential ingredient in successful schools; cooperation is based on belief in the value of shared decision making, trust, and respect among participants; teachers cooperate only when they share a goal; teachers must make a personal choice to work cooperatively; cooperation is voluntary, not administratively mandated; each teacher participating in a cooperative effort contributes some type of resource; cooperation can only occur when it is associated with some program or activity that is based on the shared goals of the individuals involved etc. Cooperation with colleagues is helpful way for improvement of professional knowledge of science teachers. So, the need for cooperation is evident in the science education arena in both formal and non-formal situations. },
	keywords = {cooperation, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399915559.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {284,
	title = {COST-SHARING POLICY IN THE EUROPEAN HIGHER EDUCATION: A COMPARATIVE PERSPECTIVE},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {60-77},
	abstract = {There has been a worldwide tendency to implement Higher Education (HE) funding policies based upon cost-sharing (Johnstone, 1986, 2002, 2003, 2004, 2005, 2007; Woodhall, 2002, 2003; Vossensteyn, 2002, 2005; Ziderman and Albrecht, 1995). Such trend has taken many forms: introduction or increase of the tuition fees value; introduction of loans programs, or change of social support from study grants to loans; and incentive and support to the outcome and development of private education. 
Due to the European Higher Education diversity we must perspective a comparative analysis by enhancing the dominant situation in several European countries. In this article we will discuss the relationship of tuition fees policies to the HE accessibility and affordability:
 {\textbullet} What are the HE funding policies followed over the last two decades?
 {\textbullet} What results do are the policies of tuition fee have on HE accessibility?
 In summary, we will demonstrate that in most European countries cost-sharing policies have been implemented, with the adoption of tuition fees with diversified impacts on Higher Education accessibility and affordability. Loans and grants could also be analysed, but we will focus our attention only on the tuition fees policy. },
	keywords = {accessibility and affordability, cost-sharing, tuition fees},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395386837.pdf},
	author = {Luisa  Cerdeira}
}
@article {225,
	title = {CREATING, FOSTERING, AND SUSTAINING SCHOOL CULTURE IN LATVIA: COMMUNICATION WITH STAKEHOLDERS},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {30-35},
	abstract = {The primary purpose of this study was to explore communication process in schools provided by principals and the degree of stakeholders{\textquoteright} involvement in the process of development of the desirable school culture. 357 principals, 152 teachers and 78 technical staff members anonymously completed specially developed questionnaires about school culture. It was revealed that the main target groups for principals are teachers, parents, community and pupils. There is still an opportunity to develop better communication with assistant staff members. Communication in schools is still realized in more traditional ways i.e. in oral form of communication with different size of groups and in written form as leaflets distributed in the staff rooms. This study demonstrates that electronic communication was rarely used in a respondent group or at least was not used systematically in the assistant staff group.},
	keywords = {principal, school culture, school culture implementation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393266809.pdf},
	author = {Ineta Daiktere}
}
@article {335,
	title = {THE CREATIVE PLATFORM: A NEW PARADIGM FOR TEACHING CREATIVITY},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {33-50},
	abstract = {In this paper The Creative Platform is elaborated as a new paradigm in didactic thinking where the aim is to engage in an experience rather than reflecting on it. The Creative Platform is a didactic approach for unlimited application of knowledge. In that sense it is a didactics for creativity because being creative involves applying knowledge without being limited from professional, social or cultural boundaries.
 Part one of the paper presents a literature review of creativity done from a biological, a cognitive, a knowledge, a social, and a motivational perspective. These perspectives are conceptualised into 4 pillars that form the concept of The Creative Platform. The four pillars are defined as No-Judgment, Task-Focused, Parallel Thinking and Horizontal Thinking. 
Part two of the paper presents a general model for any course or process that is to be taking place on The Creative Platform. The model consists of 6 steps that take the participants onto The Creative Platform, make them work on it, and take them down from it again.
 Part three of the paper presents a general empirical reflection of the past 5 years of implementing The Creative Platform as a didactic model in education ranging from primary school courses to master level university courses.
 The paper concludes that The Creative Platform represents a model for enhancing creativity in a course where students constitute diversity in terms of professional, social or cultural background. It also concludes that The Creative Platform should be used in isolated courses or isolated parts of courses where unlimited application of knowledge is needed to generate new knowledge constructions, new ideas, new thinking or new behaviour.},
	keywords = {interdisciplinary work, parallel thinking, unlimited application of knowledge},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399915699.pdf},
	author = {Christian  Byrge and S{\o}ren  Hansen}
}
@article {252,
	title = {CREATIVITY AS A REFLEXIVE TRANSDISCIPLINARY LANGUAGE IN THE MECHATRONICAL KNOWLEDGE},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {94-102},
	abstract = {Starting from the transdisciplinary approach of knowledge is proposed a new transdisciplinary creative reflexive language in a way that can lead to knowledge, enabling the teaching of science and technology to disciples (students, apprentices, pupils, adults) from a large variety of backgrounds, motivating them for research, planning, design and creation of technological projects. Creative thinking is working within and through the design process of projects, changing the teaching methods and creating a rich and flexible learning environment, adopting new assessment methods, combining practical and theoretical knowledge, synthesizing vertical and lateral thinking. Students are preparing themselves the design process, structuring the programs to control the projects, learning environment that emphasizes planning, building activities and team projects, creating challenges, curiosity, imagination, and success in studying technological subjects, to become good mechatronicians. },
	keywords = {design-process, transdisciplinarity},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393667290.pdf},
	author = {Ioan  G. Pop}
}
@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 {118,
	title = {CHILDREN{\textquoteleft}S SOCIAL DEVELOPMENT IN PRESCHOOL AND AT THE END OF THIRD GRADE},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {124-135},
	abstract = {The present paper deals with social skills of Estonian preschool and primary school children. The aim is to analyze how teachers evaluate students{\textquoteleft} social development and what substantial differences occur in the level of social skills at preschool and at the end of third grade. In order to develop children{\textquoteright}s perception of themselves as citizens, it is important to emphasize those goals of the curriculum, which promote the main qualities of citizenship: identify, belonging and participation.
 Assessment of social skills based on the questionnaire {\quotedblbase}Transition from Preschool to School{\textquotedblright}. The study was carried out in four stages- the same children were evaluated by their teachers at the end of pre-school and at the end of first-, second and third grade. At each stage of the study teachers were asked to evaluate children{\textquoteleft}s individual achievements in nine target areas relying on curriculum aims: learning skills; social skills; language; mathematics; ethics; health; physical development; art and culture. The nine areas were rated on a scale from one to five. The results showed a very high reliability for the teacher rating (Alpha=.95).
 The mean assessments of teachers demonstrate that social skills as well as appreciating different attitudes and altruism and accepting diversity have received weaker assessments from the teachers than other objectives.
 


},
	keywords = {social skills, sustainability},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392233708.pdf},
	author = {Airi  Kukk and Leida Talts and Helle Sikka}
}
@article {63,
	title = {CONSIDERING LIBERAL AND HUMANISTIC VALUES IN SCIENCE EDUCATION CURRICULUM},
	journal = {Problems of Education in the 21st Century },
	volume = {3},
	year = {2008},
	month = {January/2008},
	type = {Original article},
	chapter = {40-47},
	abstract = {This paper examines current changes in the value-base of science education curricula. One of the theoretical instruments used to describe values in science education is the notion of {\textquotedblleft}curriculum emphases{\textquotedblright} developed by Roberts (1982). The evolution of values in school subjects goes hand in hand with general value-shifts in society that Bauman (2000) describes as {\textquoteleft}liquid modernity{\textquoteright} and {\textquoteleft}liquid life{\textquoteright}. Kress (2000) argues that whereas the previous era required an education for stability, the coming era requires an education for fluidity and instability. Similar arguments for the {\textquotedblleft}appreciation of irreducible uncertainty and multiple perspectives{\textquotedblright} in science education are also proposed by Gray and Bryce (2006). The present paper suggests a conceptual framework for considering curricular values in science education and describes currently shifting priorities in curricular values towards more {\textquoteleft}light{\textquoteright} and {\textquoteleft}soft{\textquoteright} science education. It is also argued that the democratic science education curriculum should provide space for students to pursue liberal education values as well as humanistic values. This also poses new challenges for science teacher education. },
	keywords = {complementarity, curriculum emphases, methodological principles},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392221931.pdf},
	author = {Oleg Popov}
}
@article {180,
	title = {CONSTRUCTIVISM IN SCIENCE TEACHER EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Original article},
	chapter = {81-89},
	abstract = {The constructivist perspective is becoming a dominant paradigm in the field of the science education. This approach in the initial science teacher training is not still too common at many European teacher training institutions. In this article the constructivist approach in science teacher training is described. Science teacher training in five science teacher training institutions in five European countries (Bulgaria, Czech Republic, Cyprus, Lithuania and Turkey) is compared in this article. These countries cooperate on the project which in the main goal is to implement constructivist approach in science teacher training.},
	keywords = {science education, science teacher training, teacher training institution},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392298418.pdf},
	author = {Danuse Nezvalova}
}
@article {169,
	title = {CREATION OF HIGH SCHOOL QUALITY MANAGEMENT SYSTEM THROUGH MAKING AND SUPPORTING THE PERSONAL INITIATIVE},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {173-178},
	abstract = {In this article the authors reflect on the problem of introduction the system of quality management into High School. They have analyzed the process of making quality management system in the pedagogical university where they work. The authors think that quality management should realize in accordance with the process approach. The basis of the quality management of a company contains four groups of indices: satisfaction of the staff, resultness and effectness of the inner activity processes, satisfaction of consumers, financial results. The position of the authors includes the idea that only satisfied staff can provide good ultimate results through optimized processes, which are directed to the satisfaction of consumers. Such satisfaction leads to appearing a new personal characteristic {\textendash} initiativity. At the same time the initiativity is the criterion of the employee{\textquoteright}s satisfaction and his join into the process of the management of a company.
 The authors refer to their University results of the staff satisfaction monitoring and formulate the basic conditions for initiative of the staff and its further support. Among them the following ones are declared: to standardize the plan of introduction rationalization proposals and ideas; to make the stimulating system of labour payment and personal financial benefit; to realize personal safety of an employee from reveal of initiative; to divide the functions, to delegate authorities and create the team work. More than that, the employee{\textquoteright}s personal contribution into the common product of a company must be improved (when each member of the staff realizes public benefit of his work, when his own personal rating in the company is increased, when he realizes the importance of himself and perceives his working space as the personal one and feels necessity in new activity to improve the common product). At last, knowledge and authorities help to realize initiatives, the direction trust its staff professionalism; each member of the staff realizes the aims which are considered to be the most important for the whole company.
 Based on these conditions the authors see the following ways of forming and supporting the initiativity of the staff.
 1. Definition of the personal working space field. For more effective results an employee must get definite independence, autonomity and responsibility in the limits of his competence. The conditions for initiativity demand one{\textquoteright}s own host space for every staff member.
 2. Professional growth of an employee. This means not only study at different qualifying courses but constant perfection of the managing culture of every man, forming the system of corporative values. },
	keywords = {conditions of initiative realizing, process approach, ways of initiative perfection},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284955.pdf},
	author = {Irina Dobrodeeva and Svetlana Kochina and Aleksey Osen}
}
@article {19,
	title = {CHANGING PUPILS{\textquoteright} CONCEPTIONS ABOUT WEIGHT APPLYING VARIATION THEORY},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {13-24},
	abstract = {In phenomenography the aim is to describe and classify people{\textquoteright}s conceptions. Teachers have to be aware of the various alternative conceptions on which pupils are relying in their reasoning when they try to understand a concept or a phenomenon. Marton{\textquoteright}s variation theory of learning gives guidance to teachers how to design a successful teaching intervention by taking into account discernment, variation and simultaneity. 
In this article comprehensive school pupils{\textquoteright} conceptions on the concept of weight in the pulley surrounding have been studied using phenomenographic method. Pupils from 5th, 7th and 9th grades compared the weight of a small standard mass and a big bag hanging in a pulley at different positions in balance. In all the three age groups the majority (about 70\%) of the pupils stated that the lower hanging bag is heavier. From the pupils{\textquoteright} justifications five hierarchical categories were found: Motion, Position, Appearance, Material and No reasoning. Only about 5\% of the seventh graders and 10\% of the ninth graders seem to have an idea about the scientific explanation based on the immobility of the hanging objects.
 Next, in order to change these conceptions a teaching intervention was planned so that in three successive demonstrations the critical features found in the earlier study about pupils{\textquoteright} conceptions were varied. After the teaching about 40\% of the fifth graders and 45\% of the ninth graders perceived that they have to pay attention to the immobility of the objects. 
Finally, it is shown how the cognitive conflicts and the four patterns of variation gradually change the pupils{\textquoteright} ideas toward the scientific explanation. Teachers can help pupils by using successive demonstrations with appropriate variation and taking up in discussion pupils{\textquoteright} misconceptions and the critical features in the demonstration.},
	keywords = {phenomenography, teaching intervention, variation theory},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392217372.pdf},
	author = {Maija Ahtee and Olavi Hakkarainen}
}
@article {38,
	title = {CHEMISTRY EXPERIMENT IN DISTANCE EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {15-20},
	abstract = {In compliance with the National Programme for Development of Education in the Czech Republic and the draft of the Act of Preschool, Primary, Secondary, Higher Secondary and Other Education, a new system of curricular documents for education of pupils between 3 and 19 years is implemented. On the state level, the Ministry of Education, Youth and Sport creates the curricular documents called the Framework Educational Programmes. These documents define the standard educational contents for preschool, primary and secondary school.
 The Framework Educational Programme for General Secondary Education emphasizes an appropriation of critical thinking and scientific method of research in science education. As far as chemistry education is concerned, this requirement is naturally realized by the pupil{\textquoteright}s work on chemistry experiments.
 The information and communication technologies (ICT) development provides an opportunity for utilization also in education. The Department of Teaching and Didactics of Chemistry is preparing new secondary school chemistry teachers. We are concerned with usage of the ICT in chemistry education particularly in relation to the chemistry experiment.
 Experiment is a vital part of chemistry education, but the science experimental work is not frequently used in distance education or e-learning courses yet. In the contribution presented here we would like to share our experience with extension of distance courses by bringing chemistry experiment to learners. We present interesting examples of experiments used in blended chemistry courses for students at every level of education system as well as in on-line chemistry course for wide population of non-chemists.},
	keywords = {chemistry experiment, distance education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392219751.pdf},
	author = {Hana B{\"o}hmov{\'a} and Renata {\v S}ulcov{\'a}}
}
@article {30,
	title = {CHILDREN{\textquoteright}S CONCEPTS RESEARCH OF SELECTED COMMON PHENOMENA FROM PHYSICS AND CHEMISTRY AT ELEMENTARY SCHOOLS},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {106-112},
	abstract = {The article deals with quantitatively oriented transversal diagnostics of pre-concepts of selected common concepts in physics and chemistry at primary schools and their genesis. The research was carried out in a sample of 60 pupils from the 5th class, 60 pupils from the 7th class and 60 pupils from the 9th class of selected primary schools in the {\'U}st{\'\i} nad Labem Region. The applied research methods were as follows: a questionnaire, didactic test, analysis of pupils{\textasciiacute} tests and concept mapping. The objective was to monitor the affects of targeted school teaching of chemistry and physics on the creation of pre-concepts. The achieved results are discussed in terms of the possibility to integrate chemistry and physics teaching at primary schools. },
	keywords = {pre-concepts, quantitative research},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392218597.pdf},
	author = {Ji{\v r}{\'\i} {\v S}koda and Pavel Doul{\'\i}k}
}
@article {31,
	title = {COMPLEX ESTIMATION SYSTEM OF THE COMPETENCE QUALITY OF THE CHEMISTRY STUDENTS},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {113-119},
	abstract = {Social and economic changes which have taken place in Russia at the end of XX century, have caused necessity of revising the whole system of the higher vocational training with the purpose of in-creasing its quality and strengthening of attention on the development of practical - effective spheres of the trainee{\textquoteright}s personality. Today it is impossible to speak about the higher vocational training, not men-tioning questions of its quality. If to be based on the technological approach to interpretation of the term of "education quality{\textquotedblright} the practical technique is necessary for measuring its level.
 Discussing the "education quality{\textquotedblright} term as a system category, we share N.A. Selezneva{\textquoteright}s, A.I. Subetto{\textquoteright}s opinion on the structure of education quality as a uniform set of subsystems of education quality system, quality of educational processes and quality of results of education (a level of compe-tence). The system, process and result should meet social demands the requirements of concrete consum-ers. 
In our opinion, the subsystem of quality of education results (quality of students{\textquoteright} subject knowl-edge and professional skills) is he ordered complete set of components, integration and interaction of which causes and effectively promotes development of preparation quality of pedagogical HIGH SCHOOL a graduates which is expressed in his professional - pedagogical competence. As a methodo-logical reference point of system construction of an estimation of quality of students{\textquoteright} subject knowledge of acts as system, of active, personal, competent, qualimetrical approaches. 
The full characteristic of system essence of quality an estimation of students{\textquoteright} knowledge of assumes the description of its characteristic features, an inner structure, relations with the environment and the stages of development. To the properties and attributes of the system of estimation students{\textquoteright} knowledge quality one should refer the general and specific. Among the general properties of the system we single out such as sociality (on substantiality indication), a reality (by origin), complexity (on a level of complexity), an openness (on character of interaction with an environment), dynamism (on the basis of variability), purposefulness (on presence of the purposes), external and self-guidance (on the guidance feature). Besides by the way of determination of the system is probable. To specific properties of the estimation system of students{\textquoteright} knowledge of quality we referred a value-guided and pedagogical orientation.
 The complex quality estimation system of students{\textquoteright} subject knowledge in the subjects of special training of chemistry teachers of in a pedagogical higher school is developed.},
	keywords = {competence, estimation, quality of education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392218678.pdf},
	author = {Lyudmila Gorbunova}
}
@article {23,
	title = {COMPUTER-BASED EDUCATION IN PHYSICS},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {44-49},
	abstract = {The contribution deals with a short history of the usage of personal computers in teaching of physics at the Faculty of Chemical and Food Technology (FCHFT) of Slovak University of Technology in Bratislava. At first, computers were used in our faculty laboratory, as well as in seminars in special computer rooms where we tested the level of acquirement of the subject matter. Then step by step the miscellaneous multimedia tools were introduced also into physics lectures. What were the goals we wanted to achieve by usage of multimedia didactic tools in teaching-learning process? These aims were - to enliven an interest in physics, to improve the clarity of teaching. 
The response of students on such kind of teaching process has been studied too. We have prepared student{\textquoteright}s opinion questionnaire to find out a feedback and monitor if our aims and intentions were fulfilled. The questionnaire was anonymous and was administered at the end of the winter term of the academic year 2006/2007. Results of this survey will be analysed at the end of this article. The new impulses and conclusions of this survey will be implemented in our further pedagogical practice. },
	keywords = {didactic means, video},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392217587.pdf},
	author = {O{\v l}ga Hol{\'a}}
}
@article {39,
	title = {CONCEPT OF DEVELOPING LEARNING IN THE MODEL OF LEARNING ACHIEVEMENT ASSESSMENT},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {21-30},
	abstract = {The competitiveness of young people in the labour market is determined by the level of their education or a set of competencies satisfying modern requirements, and objective assessment methodology is needed for the identification and monitoring of students{\textquoteright} ability to master the quality, growth dynamics and improvement of this set of competencies. 
The improvement of organization management system that is aimed at excellent and efficient management makes use of RADAR assessment methodology. The Article deals with the learning achievement assessment model in the chemistry-teaching course that has been synthesized on the RADAR assessment concept basis. 
The developed model is based on four priorities:
 1. Assessment is transformative {\textendash} it is carried out individually and collectively to stimulate students to develop the adequacy effect aimed at becoming aware of their learning abilities.
 2. Assessment can be reviewed {\textendash} the set of criteria provides information on improvement possibilities and harmonization that would promote formation of continuous improvement spiral.
 3. Assessment can be deployed {\textendash} the acquired information is applied, planned and used in experiments to promote changes in learning activities.
 4. Assessment is successive {\textendash} elements of assessment process promote successive assessment during learning process. 





},
	keywords = {developing learning in chemistry, science competency},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392219795.pdf},
	author = {Renate Kalnina}
}
@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}}
}
