@article {1678, title = {GENERAL EDUCATION COURSES INTEGRATED WITH CHARACTER DEVELOPMENT ACTIVITIES: EFFECTIVENESS ON THE CHARACTER DEVELOPMENT OF UNIVERSITY STUDENTS}, journal = {Problems of Education in the 21st Century}, volume = {81}, year = {2023}, month = {October/2023}, pages = {Continuous}, type = {Original article}, chapter = {586-597}, abstract = {With a conviction that general education should play a significant role in fostering the positive development of university students{\textquoteright} character, several educators integrated various activities that could contribute to such development into general education courses in a technical university in Taiwan. This study surveyed the takers and non-takers of those courses and compared the differences in the scores of eight aspects of character development between the two groups of students. Results revealed that the implemented courses brought up small gains, particularly for male students in the second year, in most of the aspects including {\textquotedblleft}logic and innovation,{\textquotedblright} {\textquotedblleft}social practices,{\textquotedblright} {\textquotedblleft}citizenship,{\textquotedblright} {\textquotedblleft}growth in learning,{\textquotedblright} and {\textquotedblleft}proactiveness and autonomy.{\textquotedblright} Female students were found to score significantly higher than male counterparts in all of the aspects and the scores of most aspects exhibited a declining trend with the increasing university years. These results were discussed from the perspectives of the teaching strategies advantageous for character development as well as the mental difference between first-year and third- or fourth-year students. }, keywords = {character development, general education, quasi-experiment, teaching strategies}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/23.81.586}, url = {https://oaji.net/articles/2023/457-1698379051.pdf}, author = {Yu-Long Chao} } @article {1532, title = {GENDER VARIATIONS FAVOURING MALE STUDENTS IN PERCEIVED NATURE OF LEARNING MOLE CONCEPT }, journal = {Problems of Education in the 21st Century}, volume = {80}, year = {2022}, month = {February/2022}, pages = {Continuous}, type = {Original article}, chapter = {9-29}, abstract = {A good number of instructional strategies are identified to help students overcome their learning difficulties in the mole concept. However, Ghanaian senior high school students continue to have difficulties in the mole concept. Hence, there was the need to examine the perceived nature of learning the mole concept in the perspectives of male and female students. An explanatory sequential mixed methods design was adopted to collect quantitative and qualitative data. The students, selected through a multistage sampling procedure from four schools, responded to questionnaire and interview guide. Through independent-samples t-test statistics it was established that though students were full of uncertainty about the perceived nature of the mole concept that of males differed from their female counterparts. Hence, chemistry teachers should create learning environment conducive enough for male and female students to overcome their uncertainty in the mole concept.}, keywords = {chemistry teachers, gender variations, learning mole concept, perceived nature}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/22.80.09}, url = {https://oaji.net/articles/2022/457-1645650423.pdf}, author = {Kenneth Adu-Gyamfi and Elikem Vorsah, R.} } @article {1436, title = {GOOGLE CLASSROOM: BEYOND THE TRADITIONAL SETTING}, journal = {Problems of Education in the 21st Century}, volume = {79}, year = {2021}, month = {August/2021}, pages = {Continuous}, type = {Original article}, chapter = {626-639}, abstract = {This research explored the participants{\textquoteright} use of Google Classroom and evaluated its acceptability using the Technology Acceptability Model (TAM). The respondents were limited to 56 teachers enrolled in the research methodology class in a graduate school of a certain university in Bulacan during the first semester of the school year 2019-2020. The study utilized a mixed-method design. Triangulated were the result of the TAM survey, the analysis of the open-ended survey, and the record of the submission frequency of the respondents through Google Classroom. The descriptive approach was also utilized to describe the respondents{\textquoteright} technology acceptance when using Google Classroom through the administration of the TAM survey questionnaire. The study also determined which TAM factor affected the consistency of the use of Google Classroom the most. Among the factors, actual system use appeared to have significantly affected the respondents{\textquoteright} consistency of using Google Classroom. A separate open-ended survey was conducted to verify the data derived from the TAM survey questionnaire. The open-ended survey revealed that despite the difficulty of having a good internet connection, all of the respondents agreed that Google Classroom is very useful, easy to use and would recommend its use to others. The consistency of actual use, through online submission, was recorded and served as the dependent variable. In terms of consistency, it was observed that 62.5\% of the respondents were able to submit 11 to 12 out of 12 total number of activities through Google Classroom. It was concluded that the use of Google Classroom, though a new experience, made them realize how their life as a teacher can be more comfortable with the use of this technology. }, keywords = {active system use, behavioral intention, Google Classroom, perceived ease of use, perceived usefulness, technology acceptance}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/21.79.626}, url = {http://oaji.net/articles/2021/457-1628687350.pdf}, author = {Joseline M. Santos} } @article {1303, title = {GENDER DIFFERENCES FAVOURING FEMALES IN LEARNING STRATEGIES IN MATHEMATICS}, journal = {Problems of Education in the 21st Century}, volume = {78}, year = {2020}, month = {August/2020}, pages = {Continuous}, type = {Original article}, chapter = {595-611}, abstract = {Most universities teach mathematics in the first year and the complexity of the subject demands also different levels of mathematics. Although students understand the reason why they need to learn mathematics, there are more than half of students struggling during the math classes. It is also interesting to compare male and female students{\textquoteleft} study habits and differences. The aim of this research is to report first-year Estonian university students{\textquoteright} views on mathematics by gender. The quantitative data were collected from 440 university students of different disciplines. The participants completed the LIST questionnaire what measures several aspects of learning strategies of mathematics conducted by factor analysis of 69 questions in 4-point Likert scale. In this research, in two of nine factors, females hold a more positive view of learning strategies than did male students. This research indicates which learning strategies in mathematics are preferred by males and females. Factors Organizing and Repeating were the factors in which we found statistically significant gender difference. Females showed more powerful organizing skills and had better repeating strategies than males. Females try to order the subject matter in a way that makes it easy for them to remember, they go over their notes and structure the most important points more than males. In all the other factors, statistical differences were found only in some questions.}, keywords = {Learning Strategies, LIST-questionnaire, mathematics education, mathematics related effect, university mathematics}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/20.78.595}, url = {http://oaji.net/articles/2020/457-1596902655.pdf}, author = {Indrek Kaldo and Kandela {\~O}un} } @article {1291, title = {GENDER DIFFERENCES IN STUDENTS{\textquoteright} ACHIEVEMENTS IN LEARNING CONCEPTS OF ELECTRICITY VIA STEAM INTEGRATED APPROACH UTILIZING SCRATCH }, journal = {Problems of Education in the 21st Century}, volume = {78}, year = {2020}, month = {June/2020}, pages = {Continuous}, type = {Original article}, chapter = {423-448}, abstract = {The main aim of the presented research was to examine the interaction between student{\textquoteright}s gender and achievements in learning concepts of electricity via STEAM integrated approach utilizing Scratch. This research was aimed to determine the gender disparity for lower-secondary school students in learning about the concepts of electricity. Quasi-experimental design involving male and female groups was used in this research. Students were required to utilize Scratch to design games and animated stories on electricity concepts. The Electricity Achievement Test (EAT) was administered for pre- and post-test. The findings proved that the STEAM integrated approach via Scratch could narrow the gap between male and female in learning concepts of electricity. The findings of ANCOVA indicated that the intervention had similar positive effects on male and female students{\textquoteright} achievement in learning concepts of electricity. This research also provided a new method and an alternate connective framework for learning concepts of electricity via art and showed that both males and females were able to understand the topic of electricity, which reduced gender biases and disparity in the field of science.}, keywords = {electricity achievement level, Gender gap, Scratch, STEAM integrated approach}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/20.78.423}, url = {https://journals.indexcopernicus.com/search/article?articleId=2537316}, author = {Wee-Ling Tan and Mohd Ali Samsudin and Mohd Erfy Ismail and Nur Jahan Ahmad} } @article {1207, title = {GARDENING ACTIVITIES AT SCHOOL AND THEIR IMPACT ON CHILDREN{\textquoteright}S KNOWLEDGE AND ATTITUDES TO THE CONSUMPTION OF GARDEN VEGETABLES}, journal = {Problems of Education in the 21st Century}, volume = {77}, year = {2019}, month = {April/2019}, pages = {Continuous}, type = {Original article}, chapter = {270-291}, abstract = {Learning through gardening is known to be an educational strategy in which a garden is used as a teaching tool. Systemic reviews of the impact of school gardening on academic performance and dietary habits foreground the need for additional quantitative studies that would use strong experimental designs. The aim of the present research was to establish the impact of school gardening on children{\textquoteright}s knowledge of and attitude to the consumption of garden vegetables. A quasi-experiment was conducted including one control and one experimental group, with each group consisting of 15 children aged 6{\textendash}7 years. The children{\textquoteright}s prior knowledge and attitude toward the consumption of garden vegetables was identified through individual interviews. Participants in the experimental group then carried out their activities in a school garden that was built in co-operation with an organic farm located in close vicinity of the school. Following these activities, interviews were repeated in both groups to establish any newly acquired knowledge of and changes in the children{\textquoteright}s attitude to garden vegetables. The results revealed that the children in both groups had poor general knowledge about garden vegetables at the beginning of the experiment. After their work in the garden was concluded, the knowledge of garden vegetables in the experimental group of children improved to a statistically significant degree. The children{\textquoteright}s attitude to consuming garden vegetables also became more positive than before they engaged in the gardening activities. The results of this research indicated that school gardening activities improved academic outcomes and the children{\textquoteright}s attitude to the consumption of vegetables. Therefore, the research suggests that gardening should be considered a vital part of school education.}, keywords = {active learning, garden-based learning, organic gardening, outdoor education, school garden}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/19.77.270}, url = {http://oaji.net/articles/2019/457-1556863930.pdf}, author = {Marjanca Kos and Janez Jerman} } @article {984, title = {GENDER DIFFERENCES IN THE PERCEPTION OF PRESENCE OF, AND SEARCH FOR, CALLING DURING MEDICAL SCHOOL}, journal = {Problems of Education in the 21st Century}, volume = {67}, year = {2015}, month = {October/2015}, pages = {Discontinuous}, type = {Original article}, chapter = {52-60}, abstract = {This study focused on the manner in which a sense of calling - presence and search - is perceived by first- and final-year male and female medical students. Differences in level of calling between first-year students and last-year students were predicted, more so for women than for men due to gender bias and family-work integration challenges. A total of 192 medical first and sixth (last) year students at the five Israeli medical schools filled-out a short self-report measure of calling and recorded demographic factors. Discriminate function analysis resulted in one significant discriminate function weighted positively on presence of calling and negatively on search for calling. Group centroids indicate that male medical students perceived presence of calling and search for calling as two poles of a bipolar continuum, whereas first-year students had a distinct feeling of the presence of calling coupled with a low need to search for calling and final-year students had a low feeling of presence of calling coupled with a distinct need to search for calling. In contrast, female medical students - both first-year and final-year - perceived presence and search as two independent dimensions that can coexist. Understanding these differences may be important in helping medical educators find gender-specific ways to maintain and enhance feelings of calling among tomorrow{\textquoteright}s male and female physicians. }, keywords = {Medical Students, presence of calling, search for calling}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/15.67.52}, url = {http://oaji.net/articles/2015/457-1449572340.pdf}, author = {Hadassah Littman-Ovadia and Aryeh Lazar and Tamar Ovadia} } @article {947, title = {GENDER VARIATIONS IN NORWEGIAN PRE-SERVICE TEACHERS{\textquoteright} MOTIVATIONAL ORIENTATIONS}, journal = {Problems of Education in the 21st Century}, volume = {63}, year = {2015}, month = {February/2015}, pages = {Discontinuous}, type = {Original article}, chapter = {17-28}, abstract = {Pre-service teachers{\textquoteright} gender and its associations with motivational orientations are under-researched issues. This study, therefore, used a survey methodology to research gender variations in the motivational orientations of pre-service teachers in general. The research clearly shows that male pre-service teachers are less motivated than their female counterparts and have higher levels of disillusion motivation. Female pre-service teachers are more influenced by teacher role models and show higher levels of intrinsic motivation and self-efficacy in classroom management. Males seem to internalize external academic pressure to a lesser extent. Further research is needed to better understand these significant findings. The conclusion is that interactions between gender and pre-service teachers{\textquoteright} motivational orientations need to be further explored and explicitly addressed by teacher educators. }, keywords = {motivational orientations, pre-service teachers, self-efficacy}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/15.63.17}, url = {http://oaji.net/articles/2015/457-1430294332.pdf}, author = {Knut-Andreas Christophersen and Eyvind Elstad and Trond Solhaug and Are Turmo} } @article {671, title = {GENDER DIFFERENCES IN TEACHERS{\textquoteright} BELIEFS AND PRIMARY SCHOOL CHILDREN{\textquoteright}S ACHIEVEMENT IN MATHEMATICS}, journal = {Problems of Education in the 21st Century}, volume = {39}, year = {2012}, month = {February/2012}, type = {Original article}, chapter = {159-170}, abstract = {The main purpose of this study was to examine differences in male and female teachers{\textquoteright} beliefs about their math instruction, and the relationship between boys and girls math achievement and teachers{\textquoteright} beliefs. The samples were primary mathematics teachers (N=521) and Year 2 and Year 3 students (N=9980) from 127 schools. A questionnaire was used to examine primary math teachers{\textquoteright} goal structure for students, approaches to instruction, and personal teaching efficacy. Students{\textquoteright} math achievement was assessed by national diagnostic math tests. The teachers were generally oriented towards mastery goals and mastery approaches to instruction, and reported high personal teaching efficacy. However, female teachers report somewhat higher levels of mastery goal structure for students and mastery approaches to instruction, while male teachers report a somewhat higher level of performance approaches to instruction. Positive relations between students{\textquoteright} math performance and teachers{\textquoteright} mastery orientation, mastery approaches to instruction, and teaching efficacy were also found. These relationships were somewhat stronger for girls than for boys. In conclusion, the relationship between teachers{\textquoteright} beliefs and students{\textquoteright} performance were different for male and female teachers, respectively. In future studies qualitative research methods should be included.}, keywords = {mathematics achievement, primary school, teachers{\textquoteright} beliefs}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.39.162 }, url = {https://oaji.net/articles/2014/457-1408437740.pdf}, author = {Inger Throndsen and Are Turmo} } @article {602, title = {GENDER AND LANGUAGE IN SOUTH AFRICAN SCHOOL TEXTS: A SINGLE CASE STUDY}, journal = {Problems of Education in the 21st Century}, volume = {34}, year = {2011}, month = {October/2011}, type = {Original article}, chapter = {138-148}, abstract = {This study deals with gender and language in school texts; how it manifested, with what consequences and how it can be addressed. A qualitative intrinsic case study of a sample of school History texts from three textbooks published post-2004 was conducted to determine the extent of the use of gender-inclusive/exclusive language in the texts. The micro-level critical discourse analysis of the linguistic elements and texture of the texts revealed that on the 258 pages analysed, 642 occurrences of gendered language were found. All three selected texts contained occurrences of gender-exclusive language. The generic he and man were less of a problem than gender stereotyping, firstness and omission. Although the raw numbers revealed that the overall instances of gender-exclusive language in the linguistic elements were few, gender-exclusive language persisted in the texture of the texts. The solution seems to be critical literacy. Teachers are encouraged to discuss with learners why gender-exclusive language may occur in these texts and what could be done to eliminate gendered language. The procedure of this single case study could be repeated in multiple case studies of the other school subjects. }, keywords = {critical literacy, gender-inclusive and -exclusive language, school texts}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/11.34.138}, url = {https://oaji.net/articles/2014/457-1406612407.pdf}, author = {Sonja Schoeman} } @article {563, title = {GENDER DIFFERENCES IN SPORTS INVOLVEMENT AND MOTIVATION FOR ENGAGEMENT IN PHYSICAL EDUCATION IN PRIMARY SCHOOL}, journal = {Problems of Education in the 21st Century}, volume = {31}, year = {2011}, month = {July/2011}, type = {Original article}, chapter = {94-100}, abstract = {Physical education plays a central role in increasing the level and quality of physical activity, especially among young people, with a tendency to such a pattern of behavior one day become life-style. Since that physical ability, level of interest and commitment is varying from student to student, the study of problems of motivation for active involvement in physical activity is very important. At sample of 706 pupils from the 4th - 7th grade primary schools (age 11 {\textendash} 14) were examined the gender differences in sports involvement and motivation for engagement in physical education. There was a statistically significant difference between boys and girls. Boys who were actively involved in sport attained the highest scores on the motivation scale, and girls who were not involved in sport at all attained the lowest scores. So, raising pupils{\textquoteright} awareness of the advantages for health, regular growth and development, have their engagement in physical activities, at least in the most basic form, such as active participation in PE, would be important for girls since their scores at Motivation scale for measurement of involvement in PE were significantly lower than boys, no matter on their sports involvement.}, keywords = {gender, motivation, sports involvement}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/11.31.94}, url = {https://oaji.net/articles/2014/457-1406540795.pdf}, author = {Dragan Martinovi{\'c} and Jelena Ili{\'c} and Dragoljub Vi{\v s}nji{\'c}} } @article {576, title = {A GENDER-BASED ANALYSIS OF THE ROLE OF AGRICULTURAL EXTENSION SERVICES AMONG MAASAI AGRO-PASTORALISTS}, journal = {Problems of Education in the 21st Century}, volume = {32}, year = {2011}, month = {July/2011}, type = {Original article}, chapter = {98-112}, abstract = {The Maasai like many pastoralists around the world have in recent years been forced to seek alternative livelihoods as pastoralism becomes untenable due to climate change and population pressures. Agro-pastoralism is one of the alternatives being pursued, but there are associated challenges mainly due to the Maasai people{\textquoteright}s lack of indigenous technical knowledge on crop farming, and negative cultural attitudes to the practice. Agricultural extension services have a crucial role to play as the major providers of necessary technical knowledge on crop cultivation. The purpose of this gender-based study was to investigate the role of government extension services among Maasai agro-pastoralists as a source of influence and information on crop cultivation. The study also sought to determine the type and frequency of extension contact that the agro-pastoralists receive. The study adopted a survey research design and was carried out in Narok North District of Kenya, using a sample of 153 male and 87 female household heads, who were selected either through multi-stage cluster sampling or systematic sampling. Agricultural extension workers and key informants also provided data for triangulation purposes. The findings indicated the respondents had low contact with agricultural extension service, with 55.6\% of male respondents and 66.7\% female respondents reporting having had no contact at all. Informal sources comprising of relatives, friends and neighbours were the leading source of influence to grow crops as well as the leading source of technical information on crop farming for most of them, more so for the female respondents. The frequency of extension contact was generally low, with 50\% of male respondents and 64.3\% of female respondents reporting a frequency of three times or less over the past two years. Fifty-one percent of male respondents and 53\% of female respondents rated the information they received as inadequate. For the female respondents, the leading types of extension contact were farm and home visits and seminars as well as seminars. For the male respondents, the leading extension type was a combination of different extension methods including farm and home visits, field days, demonstrations, seminars and office visits. }, keywords = {agricultural extension, agro-pastoralism, alternative livelihoods}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/11.32.98}, url = {https://oaji.net/articles/2014/457-1406541672.pdf}, author = {Agnes Oywaya-Nkurumwa and John Gowland Mwangi and Nephat N. J. Kathuri} } @article {555, title = {GENERALIZED CHARACTERISTICS FOR THE LINGUISTIC PERSONALITY OF BILINGUAL STUDENTS (RUSSIAN-ESTONIAN BILINGUALISM) GETTING THEIR EDUCATION IN THE ESTONIAN LANGUAGE}, journal = {Problems of Education in the 21st Century}, volume = {30}, year = {2011}, month = {May/2011}, type = {Original article}, chapter = {133-147}, abstract = {The article describes general characteristics of linguistic personality of bilingual students (Russian-Estonian bilingualism), who get their education in the Estonian language. As the number of such students in Estonia has been increasing, the problem of their research has been recognized as being of great importance. The data for the article was received through written and oral questionnaire and allow tracing specific social agents for a bilingual student{\textquoteright}s linguistic personality formation. By dint of the questionnaire biography data, ethnical and linguistic self-definition, spheres of the languages application, self-definition for the languages acquisition, appraisal for the process of Russian language teaching in the schools given by the students has become apparent. In general, the respondents positively estimated the decision to study in an Estonian-medium school made by their parents, they also see their classmates{\textquoteright} and teachers{\textquoteright} attitude as good; however, most of them think that their level of skills in the Russian language (sometimes in Estonian as well) is insufficient. Students of different regions in Estonia were questioned, which allows getting a general idea of the matter. The collected material affords to elicit bottlenecks in teaching Russian to such students, to predict and take into account their educational needs while compiling teaching materials.}, keywords = {bilingual students, linguistic personality, self-definition}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/11.30.133}, url = {https://oaji.net/articles/2014/457-1405180410.pdf}, author = {Natalia Zamkovaja and Irina Moissejenko and Natalia Tshuikina} } @article {476, title = {GEOGRAPHICAL EDUCATION: PAST EXPERIENCE, CURRENT TRENDS AND FUTURE CHALLENGES}, journal = {Problems of Education in the 21st Century}, volume = {27}, year = {2011}, month = {March/2011}, type = {Editorial}, chapter = {5-8}, abstract = {It was in the context of the meeting of learning and concern that took place at the XI Encontro de Ge{\'o}grafos da Am{\'e}rica Latina {\textendash}EGAL- (Meeting of Geographers of Latin America) - located in the city of Bogot{\'a}, Colombia, from the 26th. to the 30th. of March 2007, that REDLADGEO was set up with various Latin American researchers. The intention was to create real and virtual spaces in which to present the results of academic research and organize joint investigative projects to strengthen, in the countries of origin, the line of research in Geography Teaching/Geography Education. Therefore, the origin of the network is based on the interest expressed by Latin American academicians and institutions with a central preoccupation: the teaching of geography, its tendencies, problems and possibilities among others to amplify its field of incidence and participation to international level, reflection and theories that favor the permanent constructive action of researchers in Geography Education. The problems observed in the classroom lead us think about the manner of teaching and how the students learn. The questioning in common among researchers of various countries also addressed the difficulties in the reading and writing of the students and in respect of geography, how they do not perceive the space in which they live, understand spatial relationships or adequately locate themselves in the place in which they live. Understanding themselves spatially could stimulate students to read a map and recognize elements of the reality in which they live. Many of the experiences presented at the meetings and seminaries show that in general, basic education students, often including the teachers, are not able for example to read a map {\textendash} its keys {\textendash}, although for geography this reading is important for the understanding of other geographical concepts. That is, the map has a language that needs to be understood, as in the text of any literary genre, therefore the students need to become geographically and at the same time scientifically literate. }, keywords = {geography education, teaching of geography}, issn = {1822-7864}, url = {https://journals.indexcopernicus.com/search/article?articleId=2593720}, author = {Sonia Vanzella Castellar and N{\'u}bia Moreno and Agnaldo Arroio} } @article {487, title = {GEOGRAPHY EDUCATION AND STUDY OF TERRITORY: POSSIBILITIES FOR INTEGRATION IN SOCIAL SCIENCES TEACHING}, journal = {Problems of Education in the 21st Century}, volume = {27}, year = {2011}, month = {March/2011}, type = {Original article}, chapter = {112-118}, abstract = {This paper is based on results of the research project: Guidelines for an Antioquia professorship and it aims to demonstrate the possibilities of curriculum integration that territory, as a matter of education, provides by taking the educational process of social sciences and in particular, seeking to educate knowledgeable citizens of the living space. It is a pedagogical approach where territory as a conceptual resource, is defined as the located area, consisting of a nation, socially produced, always in process and where political, economic, cultural and natural dimensions are identified; these are all conceptual systems that explain it and demand interdependence and complementarity between them when being taught. As a pedagogical approach is conceptual and methodologically based on classical thinkers like John Dewey and contemporary authors such as Milton Santos, Gimeno Sacrist{\'a}n, Mar{\'\i}a Laura Silveira, Raquel Gurevich, Lawrence Stenhouse, Carlos {\'A}lvarez de Zayas among others.}, keywords = {citizen formation, curriculum, social sciences}, issn = {1822-7864}, url = {https://journals.indexcopernicus.com/search/article?articleId=2594005}, author = {Raquel Pulgar{\'\i}n Silva} } @article {483, title = {GEOGRAPHY EDUCATION: OUTCOMES, TRENDS AND CHALLENGES ABOUT GEOGRAPHY DIDACTICS}, journal = {Problems of Education in the 21st Century}, volume = {27}, year = {2011}, month = {March/2011}, type = {Original article}, chapter = {75-81}, abstract = {This article makes a description of geography didactics, its outcomes, trends and challenges in our society and contemporary territories. Our aim is to make a contribution to education, teachers and all those who are interested in this area by providing some relevant elements for the renewal process of teaching geography at school. With this intention, the article presents work and progress in research on teaching geography; work that is reflected in: meetings of researchers, book production, systematization of educational experiences, higher education programs, development of meetings and events. Activities that one way or another contributes to the reflection of geographical education, but especially to think of other possibilities to understand the geographical space and therefore their education at different school levels. The intention is to build an academic community to promote and propose alternatives in geographical education, but also geography of the subjects and citizens in harmony with what Milton Santos said in 1995 for the new generation of geographers, students and citizens.}, keywords = {didactics, teaching and learning geography}, issn = {1822-7864}, url = {https://journals.indexcopernicus.com/search/article?articleId=2593980}, author = {Nubia Moreno Lache} } @article {614, title = {THE GRAPHICAL REPRESENTATION REGISTER AS SUPPORT IN UNDERSTANDING CONCEPTS OF CALCULUS}, journal = {Problems of Education in the 21st Century}, volume = {35}, year = {2011}, month = {November/2011}, type = {Original article}, chapter = {97-103}, abstract = {Students taking a calculus course for the very first time have generally had an intuitive approach to infinity, which has likely had to do with {\textquotedblleft}real life{\textquotedblright} events, such as the infinite nature of the Universe. The students have not usually reflected upon any of the mathematics aspects of infinity and to a certain extent this hampers their understanding within a mathematical context. When learning about the concept of limit (essential in order to adequately build calculus concepts) knowledge of infinite processes is required. Moreover if the task of teaching calculus is restricted to its algebraic aspects without paying attention to the use of non-algebraic representations, it is very difficult for students to arrive at a deep understanding of calculus. It is even difficult to conceive of a student being able to comprehend calculus without having first developed visual skills tied in to building calculus concepts, for example.}, keywords = {graphical representation register, visualization}, issn = {1822-7864}, url = {http://journals.indexcopernicus.com/abstract.php?icid=968806}, author = {Ledesma-Perez, F.} } @article {419, title = {GENDER AND REGIONAL DISPARITIES IN ENROLMENT AND ACADEMIC ACHIEVEMENT IN KENYA: IMPLICATIONS FOR EDUCATION PLANNING}, journal = {Problems of Education in the 21st Century }, volume = {23}, year = {2010}, month = {July/2010}, type = {Original article}, chapter = {9-19}, abstract = {According to the requirements of the educational millennium development goals, countries are supposed to ensure that by 2015, children everywhere, boys and girls alike complete a full course of primary education and eliminate gender disparity in primary and secondary education by 2005 and at all levels by 2015. In line with this requirement, the Kenya government introduced free primary education (FPE) in 2003 and free secondary education in 2008 particularly for day schools. Enrolment in both primary school and secondary school has increased tremendously. This paper examines and highlights the patterns of gender and regional disparities in enrolment and academic achievement in the country. It shows that despite the general increase in enrolment at all levels of education in most regions; the enrolment of boys still exceeds that of girls. The situation is worse North Eastern where enrolment has remained very low despite government interventions. While enrolment figures offer a lot of hope, the situation is grim in academic achievement. Near parity in enrolment in many regions has failed to translate into parity in academic achievement. The girls register low achievement in national examinations when compared to boys nationally and in their respective regions in the country. The paper focuses on the 2009 Kenya Certificate of Primary Education (KCPE) and Kenya Certificate of Secondary Education (KCSE) results because it is the most immediate examination year. Where possible, other years have been used for comparison purposes. This paper argues that it is not enough to have girls in school. They have to benefit from the system by achieving quality grades which will in turn guarantee placement in marketable courses especially those required to drive the economy. Educational planners and policy makers should shift the campaign from enrolment and participation to achievement particularly that of girls. }, keywords = {gender disparity, regions and achievement}, issn = {1822-7864}, url = {https://journals.indexcopernicus.com/search/article?articleId=2594589}, author = {Jane K. Amunga and Amadalo Maurice Musasia and Maiyo Julius} } @article {382, title = {GENERAL CONCEPT AND BASIC LAWS OF SOCIAL PROCUREMENT IN THE FIELD OF EDUCATION}, journal = {Problems of Education in the 21st Century }, volume = {20}, year = {2010}, month = {April/2010}, type = {Original article}, chapter = {170-181}, abstract = {Handling the problem of the definition of objectives in the system of tertiary school practice, we proceed from the assumption of the existence of an explicit social mechanism allowing transmittance of social demands into the content of education. The framework of this mechanism is based on the specific infrastructure that includes social procurement for a specialist, social procurement for educational institution, and state order in the field of higher education. The term {\textquotedblleft}social procurement{\textquotedblright} emerged in the soviet scientific and pedagogic literature in the 70{\textquoteright}s of the XX th century. At present time this term signifies a topical social need for the society on the whole or in part. Social procurement and state order in the field of education are not to be confounded. At all times the advanced ideas in the field of education were formulated prior to state order, outpaced it, and at a certain stage of development came into antagonism with it. The main methods of our research are considered to be the dialectic method alongside with such methods as historic-genetic, comparative and hypothetical deductive ones. Thereof, three laws of forming social procurement in the field of education were observed and formulated. The first law is identified as {\textquotedblleft}center of balance shifting in the structure of the social procurement{\textquotedblright}. It states that in certain time intervals society raises demands either to professional training of specialists or to their personality (shifts the center of balance). The second law manifests {\textquotedblleft}the law of replacement of content of social procurement{\textquotedblright}. In the periods of social conflicts or social changes (bifurcation) the society raises demands to personality; in the periods of steady progressive development the society raises demands to professional training. The third law is {\textquotedblleft}the law of displacement of limits in social procurement{\textquotedblright}, i.e. limits of displacement of shifting the balance point, as a rule, coincide with the margins of social conflicts (nonbinding revolution outcome) or social changes in the society (nonbinding bifurcations). Correlative dependence is with little effort disclosed between state orders and social procurement in the field of higher education, it ultimate manifestation is observed mostly in state order and laws of content replacement and displacement of social procurement limits. }, keywords = {laws forming social procurement, problem of definition of objectives}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1400134952.pdf}, author = {Tamara A. Artashkina} } @article {359, title = {THE GEOGRAPHY SYLLABUS IN PRIMARY EDUCATION IN PORTUGAL: INTERPRETATIONS BY AUTHORS AND (RE) INTERPRETATIONS BY TEACHERS}, journal = {Problems of Education in the 21st Century }, volume = {19}, year = {2010}, month = {March/2010}, type = {Original article}, chapter = {70-83}, abstract = {In 2001, the Curr{\'\i}culo Nacional do Ensino B{\'a}sico. Compet{\^e}ncias Essenciais [National Curriculum for Primary Education. Essential Competences] was published in Portugal. This document reorganizes basic level education from a curricular point of view. It is a fundamental reference document for curricular management in Portuguese schools and outlines guidelines for educational experiences as well as the essential competences, both general and specific, that students are to develop in each subject or subject area throughout their primary education. Since its implementation until today, at initial teacher education level, working documents were produced by the Department of Geography of the Faculty of Arts of the University of Porto reflecting the interpretation of the documents issued by the Ministry of Education. These documents were shared by students, future teachers and also supervisors in the training sessions. This article aims to contextualize the National Curriculum for Primary Education in Portugal, Curriculum Guidelines for Geography, present guidelines for the initial training of Geography teachers at the Faculty of Arts of the University of Porto, as well as to introduce the empirical study that aims to identify (re)interpretations carried out by teachers at schools within the scope of the National Curriculum for Primary Education and the Curriculum Guidelines for Geography. The adopted stance, in light of Ball{\textquoteright}s policy cycle, aims to analyze academic discourses and documents produced at initial teacher education level of the Department of Geography of the Faculty of Arts of the University of Porto (context of influence and text production) as well as the contexts of action carried out in schools by teachers (context of practice). }, keywords = {context of influence, geography curriculum guidelines}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1399917438.pdf}, author = {Felisbela Martins} } @article {465, title = {GIVEN COMPETENCIES BY HIGHER EDUCATION VERSUS EMPLOYERS{\textquoteright} DEMANDS MIRRORED IN AN EMPIRICAL SURVEY}, journal = {Problems of Education in the 21st Century}, volume = {26}, year = {2010}, month = {November/2010}, type = {Original article}, chapter = {9-18}, abstract = {Significance of knowledge is realized and appreciated in the life of every competitive economy. But a question must be put. What is the right and required knowledge enterprises need? How can employees acquire this knowledge and how our educational system can keep steps with these continuously changeable economical demands to serve these requirements? In an empirical survey we have tried to find the answer to the following question: How can the higher education and labour market interpret knowledge? What does knowledge mean to enterprises? What kind of competencies are needed to a successful economy? Do the young employees with a new degree have these competencies? Can higher education provide students with competencies which are required by the labour market? Does higher education take notice of these demands in their courses? This survey researched requirements and assumptions from three sides. The questioned people were students and teachers from higher education, managers of enterprises. In this paper information is given about a part of the results with the help of two verified hypotheses. }, keywords = {competencies, knowledge management}, issn = {1822-7864}, url = {https://journals.indexcopernicus.com/search/article?articleId=2594257}, author = {Andrea Bencsik} } @article {228, title = {A GOOD ADULT EDUCATOR AS AN IMPORTANT FACTOR IN THE LIFELONG LEARNING POLICY}, journal = {Problems of Education in the 21st Century }, volume = {12}, year = {2009}, month = {May/2009}, type = {Original article}, chapter = {61-67}, abstract = {Lifelong Learning is not a new concept in education and in the development of personality. It has been an issue in theoretical sources, business affairs, in everyday life and on the level of politicians for many years. Nowadays Lifelong Learning in the rapidly changing world has become like an {\textquotedblleft}umbrella{\textquotedblright} embracing all kinds of education leading to a certain system of education Adult education is an important part of this system. It is never neutral. Educators provide and organize education, encourage learners, promote change based on the social, political and cultural situation and priorities in the society and country, whilst also acting in the global world. Adult educators take responsibility for being open to and responsible for personal development and social intervention. Engaging in adult education means interaction, which should be based on the democratic values and principles. The article characterizes the adult educator as a teacher, a guide, a facilitator, a trainer from the theoretical point of view and gives the real analysis, based on documents, questionnaires, discussions in the case of Latvia, leading to the point that it is a very essential issue in the policy of Lifelong Learning in the country.}, keywords = {adult educators, adult learners, lifelong learning}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1393266960.pdf}, author = {Ilze Ivanova} } @article {295, title = {GREEK ADULT EDUCATION MOVING FORWARD IN THE KNOWLEDGE SOCIETY}, journal = {Problems of Education in the 21st Century }, volume = {15}, year = {2009}, month = {November/2009}, type = {Original article}, chapter = {163-168}, abstract = {Adult Education is a major contributing force to Lifelong Learning, as inclusive and flexible continuing education can help people adapt to the everchanging needs of labour markets and close the knowledge gap. Adult education can play a positive role to economic growth and social cohesion, by helping people become lifelong learners. In order to achieve this, adult education has to reach low skilled adults with literacy issues, upgrade competences of all adult population and offer a transparent system of recognition of competences and provide better educational programmes by ensuring the efficiency of trainers. These three challenges are examined both in the european as well as in the greek context.}, keywords = {knowledge economy, lifelong learning, quality provision}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1395387420.pdf}, author = {Maria Theodosopoulou and Konstantinos Siassiakos and Vassiliki Theodosopoulou} }