@article {1706, title = {THE IMPACT OF TECHNOLOGICAL STRESS ON ACADEMICS{\textquoteright} LIFE SATISFACTION}, journal = {Problems of Education in the 21st Century}, volume = {82}, year = {2024}, month = {February/2024}, pages = {Continuous}, type = {Original article}, chapter = {48-65}, abstract = {Increasing research reveals the impact of technostress on life satisfaction among academics. In line with the determined purpose, it is first determined whether there is a significant difference in terms of technostress and life satisfaction between demographic variables such as age, gender, field of science and years of experience. Secondly, an answer was sought to the question of whether there was a significant impact of technostress on life satisfaction. To achieve the determined research purpose, the relational scanning model was used. The study involved 342 academic participants working at different universities in Kyrgyzstan who agreed to participate voluntarily. The research was conducted with 342 academics, 207 women and 135 men. To analyze the data obtained, t-test, one-way ANOVA, Pearson{\textquoteright}s correlation analysis and linear regression analysis were used. As a result of the research, it was determined that there was a low level of negative association between life satisfaction and the socially focused technostress sub-dimension score among the technostress sub-dimensions. Life satisfaction and general technostress level were determined to be permanent and significant among the technostress sub-dimensions such as profession-oriented, technical subject-oriented learning-teaching process-oriented and personal technostress sub-dimensions. The regression analysis revealed that general technostress emerged, but the sub-dimensions showed no influence on life satisfaction, and that single socially focused technostress had a negative predictive impact on life satisfaction.}, keywords = {academic productivity, learning-teaching process, life satisfaction, technostress}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/24.82.48}, url = {https://oaji.net/articles/2023/457-1708676609.pdf}, author = {Erkan Efilti and Recai Do{\u g}an and Argen Zhumgalbekov and S{\"u}leyman Barbaros Yal{\c c}{\i}n} } @article {1705, title = {THE INFLUENCE OF TEACHING COMPETENCIES ON TEACHERS{\textquoteright} PERFORMANCE AND STUDENTS{\textquoteright} ACADEMIC ACHIEVEMENT IN PRIMARY SCIENCE EDUCATION}, journal = {Problems of Education in the 21st Century}, volume = {82}, year = {2024}, month = {February/2024}, pages = {Continuous}, type = {Original article}, chapter = {29-47}, abstract = {The teaching competencies of science teachers significantly influence students{\textquoteright} science academic achievement. It shapes the students{\textquoteright} understanding of complex science concepts and their ability to excel in scientific exploration, ultimately nurturing their scientific literacy. This study assessed the teaching competencies influencing the teaching performance of 58 primary science teachers relative to the academic achievement of their students in science at the Tinoc District, Tinoc, Ifugao, Philippines. The significant differences by teacher demographics were also determined. This is relevant to the district{\textquoteright}s observed low scientific literacy and achievement of students in science education as assessed in recent years. Using a quantitative approach, the study employed a modified questionnaire that was validated and pilot-tested. Results disclosed that the science teachers strongly agreed that professionalism is the most common teaching competence influencing their performance, indicating their adherence to local and national standards and code of conduct. They also strongly agreed with teaching effectiveness, personal skills, educational planning, and management skills. Generally, there were no significant differences among the teaching competencies regardless of the teachers{\textquoteright} gender, age, highest educational attainment, and years in service. Meanwhile, the students{\textquoteright} science academic achievement was determined to be lower average, suggesting low scientific literacy. Correspondingly, the teaching competencies and students{\textquoteright} academic achievement were not correlated. Nonetheless, the teacher{\textquoteright}s capacity to impact the learners{\textquoteright} scientific exploration and achievement remains intact. Further studies are recommended to be undertaken.}, keywords = {primary science education, primary science teachers, students{\textquoteright} science academic achievement, teacher performance, teaching competency}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/24.82.29 }, url = {https://oaji.net/articles/2023/457-1708676519.pdf}, author = {Peter Paul Canuto and Marites Choycawen and Randy Pagdawan} } @article {1711, title = {THE INTEGRATION OF 5E INQUIRY-BASED LEARNING AND GROUP INVESTIGATION MODEL: ITS EFFECTS ON LEVEL FOUR SCIENCE PROCESS SKILLS OF FORM FOUR STUDENTS}, journal = {Problems of Education in the 21st Century}, volume = {82}, year = {2024}, month = {February/2024}, pages = {Continuous}, type = {Original article}, chapter = {133-148}, abstract = {Studies found that the mastery of Level-4 Science Process Skills (L4SPS) among secondary school students is still relatively weak. Thus, the purpose of this research was to determine the effects of 5E Inquiry-based Learning and Group Investigation (I5E-GI) model on the five constructs of L4SPS, namely Identifying Manipulated, Responding, and Constant Variables, Forming Hypotheses, Making Observations, Making Inferences, and Defining Operationally. A teaching and learning (TL) module was developed to guide teachers in implementing the I5E-GI method for the five L4SPS constructs. The L4SPS Test Instrument was constructed to measure the level of L4SPS mastery at the end of intervention. The quasi-experimental research design was conducted on 180 Form Four students taking Core Science subjects. A total of three groups were assigned, namely i) 5E Inquiry-based Learning and Group Investigation method (I5E-GI, n = 60), ii) 5E Inquiry-based Learning method (5E, n= 60), and iii) Traditional Learning (TR, n = 60) in an urban secondary school in Sarawak, Malaysia. Data were analyzed using the inferential statistical tests of MANOVA, MANCOVA, ANCOVA, and effect size. The results showed that there was a statistically significant effect across the three groups of TL methods. There is a statistically significant effect of the I5E-GI method compared to the 5E and TR methods on the five L4SPS constructs. As for the effect size, the I5E-GI method provides a more significant effect size than the 5E and TR learning methods. Overall, the findings prove that the I5E-GI method has positive implications for the mastery of L4SPS among Form Four students.}, keywords = {5E inquiry-based learning, Form Four students, Group Investigation, level-4 science process skills}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/24.82.133}, url = {https://oaji.net/articles/2023/457-1708677026.pdf}, author = {Nyet Moi Siew and Wan Luen Chai} } @article {1690, title = {THE IMPACT OF A FORMATIVE ASSESSMENT-BASED INQUIRY MODEL ON SCIENCE STUDENT UNDERSTANDING AND EXPLANATIONS OF CHEMICAL AND PHYSICAL CHANGES}, journal = {Problems of Education in the 21st Century}, volume = {81}, year = {2023}, month = {December/2023}, pages = {Continuous}, type = {Original article}, chapter = {729-741}, abstract = {In the context of inquiry-based learning, it is widely acknowledged that fostering teachers{\textquoteright} skills in formative assessment is vital for enhancing student learning. This study examined the impact of a formative assessment-based inquiry model on science student understanding and explanations. A quasi-experimental approach that adopts the design of two groups was used. The study sample included 62 science students enrolled in the 10th grade in Saudi Arabia who were randomly assigned to an experimental group (n = 31) or a control group (n = 31). The experimental group was taught by teachers who were engaged in professional development that embedded formative assessment into teaching 5Es inquiry learning while the control group was taught conventionally. Pre- and posttests that consisted of two sections: multiple-choice (20 questions with four alternative answers) and five open-ended questions were given to the two groups. Independent sample t-tests were performed to assess the students{\textquoteright} understanding and explanations of physical and chemical changes. Posttest results show that students in the experimental group significantly outperformed their peers in the control group in the multiple choice and the open-ended questions. The study findings suggest the significance of integrating formative assessment with inquiry-based learning to support teachers in exploring prior knowledge and promoting learners{\textquoteright} diverse responses. Further research should study factors that impact teachers{\textquoteright} actions to challenge learners{\textquoteright} thinking and encourage their inquiry to address their inconsistent views and explanations.}, keywords = {formative assessment, inquiry-based learning, student explanations, student understanding}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/23.81.729}, url = {https://oaji.net/articles/2023/457-1702995701.pdf}, author = {Saeed Almuntasheri} } @article {1696, title = {THE INFLUENCE OF FORMULAIC SEQUENCES ON STUDENTS{\textquoteright} ORAL PROFICIENCY VIA COLLOCATIONS AND IDIOMS}, journal = {Problems of Education in the 21st Century}, volume = {81}, year = {2023}, month = {December/2023}, pages = {Continuous}, type = {Original article}, chapter = {825-839}, abstract = {Formulaic sequences, particularly idioms and collocations, have received increasing attention in English language learning settings to bridge the gap between daily and academic life. Thus, it is expected to increase students{\textquoteright} motivation in English classes when they see reflections of formulaic sequences in their daily lives. Although the number of publications has risen exponentially to measure the effects of idioms and collocations on students{\textquoteright} proficiency globally, a gap in the literature has been pinpointed about their roles in the Iraq context. In this regard, this study aimed to explore the potential influence of idioms and collocations on students{\textquoteright} oral proficiency. Having chosen sixty first-year students by employing a convenience sampling method to represent two experimental and one control groups equally at a private university in Erbil, Iraq, in the spring semester of the 2022-2023 academic year, the students went through the intervention spanning twelve weeks. Experimental group students received the education either with a collocation-enriched or an idiom-enriched format, respectively. However, control group students continued their education according to the prerequisites of the official curriculum. Data were collected via speaking exams and interviews to obtain quantitative and qualitative data in this quasi-experimental design study. Collected data, analyzed by SPSS 26 and NVivo, revealed that collocation and idiom-enriched groups outperformed the control group. Similarly, experimental group students had more positive views on collocation and idiom-enriched education with various compelling reasons, such as being catchy, handy, and effective. The findings of the study may have some implications for stakeholders who plan to implement formulaic sequences in English classes.}, keywords = {collocation enriched education, formulaic sequence, idiom enriched format, oral proficiency}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/23.81.825}, url = {https://oaji.net/articles/2023/457-1702996144.pdf}, author = {Hur Mustafa Yucedal and Saban Kara} } @article {1685, title = {THE INFLUENCE OF SELECTED FACTORS ON THE LOWER SECONDARY SCHOOL TEACHERS{\textquoteright} PERCEPTION OF MEDIA EDUCATION }, journal = {Problems of Education in the 21st Century}, volume = {81}, year = {2023}, month = {October/2023}, pages = {Continuous}, type = {Original article}, chapter = {702-714}, abstract = {Media education is an educational subject whose parent fields are not firmly defined. It is located at the intersection of subjects like pedagogy, media studies, film science, aesthetics, sociology, psychology and other humanities and social disciplines. The aim of the research was to determine the influence of various factors on the perception of media education among teachers. 600 teachers participated in the research, and the research tool was a self-designed questionnaire. It was divided into several parts, with the media part containing 12 items focused on the perception of education. The multiple regression model was used as the statistical method for the identification of significant factors. Also, Pearson{\textquoteright}s correlation coefficient and a student t-test were used for the identification of a significant relationship and whether the use of different methods and forms had a significant effect on media education perception. The length of teaching experience, the benefits of media education in the areas of knowledge, abilities and skills, as well as the last variable {\textendash} receptive circles, were shown to be significant factors. Higher implementation of media education into the school subjects would be beneficial for every participant of the teaching process. }, keywords = {media education, multiple regression model, quantitative approach, teachers{\textquoteright} perception}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/23.81.702}, url = {https://oaji.net/articles/2023/457-1698379553.pdf}, author = {Dagmar Sochorova and Milan Kubiatko} } @article {1668, title = {INFUSION OF POLYA AND DIGITAL BAR MODEL: AN ALGEBRAIC THINKING MODULE FOR SEVENTH GRADERS }, journal = {Problems of Education in the 21st Century}, volume = {81}, year = {2023}, month = {August/2023}, pages = {Continuous}, type = {Original article}, chapter = {481-500}, abstract = {Algebraic Thinking Skills (ATS) are one of the skills that students need to master in order to solve non-routine problems. These skills are also necessary as a foundation for students preparing to enter university studies and fields of work that require logical and analytical thinking. However, Malaysian students{\textquoteright} performance in solving algebraic problems still needs to be satisfactory, according to the TIMSS 2019 and PISA 2018 reports. Therefore, the Algebraic Thinking Skills Module (ATSM) was developed to cultivate ATS through three constructs, namely i) arithmetic generalization, ii) functions, and iii) modelling. The ATSM was developed using the heuristic method by infusing the Polya and digital bars model. The bar model illustrates a rectangle representing known and unknown quantities and the relationship between quantities. The digital bar model refers to the free application of the bar model at https://mathsbot.com/manipulatives/bar. An ATS test was developed and administered as a pre-and post-test on 120 seventh graders from rural schools in Sabah. The paired sample t-test results showed a significant difference in the mean scores between the pre-test and post-test after the intervention using the ATSM. This shows that the ATSM can improve ATS through the infusion of the Polya and digital bars model. The ATSM is able to help rural schools to shape algebraic thinkers and digitally savvy students.}, keywords = {algebraic thinking skills, digital bar model, non-routine problem solving, Polya}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/23.81.481}, url = {https://oaji.net/articles/2023/457-1691443990.pdf}, author = {Janet Jahudin and Nyet Moi Siew} } @article {1645, title = {INTEREST OF THE PRE-SERVICE TEACHERS IN THE ALCOHOL-RELATED ISSUES}, journal = {Problems of Education in the 21st Century}, volume = {81}, year = {2023}, month = {April/2023}, pages = {Continuous}, type = {Original article}, chapter = {206-222}, abstract = {A typical didactic problem associated with teaching the discipline "Health, Safety, and Fundamentals of Occupational Safety" is the low level of student interest in the content of the educational material. The purpose of the study was a critical comprehension of the results of using narratives about alcohol phenomena in the process of studying a specific topic of this discipline by students of a pedagogical higher education institution. Two hundred and forty-six first-year students of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University took part in the experiment. The data collection tool was a questionnaire that contained eight questions about alcohol phenomena. The level of students{\textquoteright} interest in the educational material at the beginning and at the end of the academic year was assessed to determine the reliability of the shift in its features in the experimental and control groups. The significance of the shift in the values of cognitive interest indicators for students of the experimental and control groups was assessed using the G-sign test. The theoretical framework covered the integration of psychological and medical knowledge around the process of forming alcohol addiction. According to the results of the study, the experimental group showed an increase in cognitive interest in the new content of the educational material. The results of the study may be of international importance if they are used to educate students to consciously choose their own range of acceptable alcohol consumption.}, keywords = {alcohol-related phenomena, cognitive interest, integrated approach, narrative approach, safe behavior}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/23.81.206}, url = {https://oaji.net/articles/2023/457-1683097524.pdf}, author = {Anatolii Ivanchuk and Tetiana Zuziak and Oksana Marushchak and Viktor Solovei and Iryna Krasylnykova and Vitalii Hlukhaniuk and Viktor Krupka} } @article {1554, title = {IDENTIFYING IMPLEMENTATION CHALLENGES FOR A NEW COMPUTER SCIENCE CURRICULUM IN RURAL WESTERN REGIONS OF THE UNITED STATES}, journal = {Problems of Education in the 21st Century}, volume = {80}, year = {2022}, month = {April/2022}, pages = {Continuous}, type = {Original article}, chapter = {353-370}, abstract = {Like much of the world, the United States is rapidly implementing the teaching of computer science into both primary and secondary school curricula. Uncovering what challenges U.S. schools in general{\textemdash}and rural U.S. schools in the unique environment of more mountainous regions of the U.S. in particular{\textemdash}face in implementing new curricula is not well established in the scholarly literature base. If reform advocates are able to anticipate implementation challenges, they might be more effective in facilitating needed changes. In response, the overarching research question is addressed: What are the challenges of delivering multi-age computer science in the rural, mountain regions of the western U.S.? This two-phase research project first identifies the anticipated challenges to implementing the curriculum by curriculum designers (Phase 1), and then goes on to compare those anticipated challenges to those identified by classroom teachers after completing a teacher training program (Phase 2). Thirteen teachers completed the training program in May and July of 2021, and five were selected to be interviewed. Transcripts of the interviews were analyzed in open, axial, and selective coding to identify recurrent and dominant themes. First, a qualitative methodology through the lens of the constructivist theory was used. Then, conventional narrative inquiry methods were employed to investigate the narratives using thematic analysis. The Phase 1 concerns of adhering to curriculum standards and using appropriate programming languages were contrasted to the Phase 2 themes of the future importance of coding for all students, confidence in pedagogy, the difficulty of coding, and issues of approval and safety. The results of this study serve as a bridge between the mandates created by education leaders and the actual experiences of the participating teachers tasked with delivering the curriculum. }, keywords = {computer science education, fidelity of implementation, professional development, STEM, teacher education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/22.80.353}, url = {https://oaji.net/articles/2022/457-1651338527.pdf}, author = {Astrid K Northrup, PE and Andrea C. Burrows and Timothy F. Slater} } @article {1534, title = {IMPACT OF EXPERIENCING EVENT DESIGN WITH WEB 2.0 TOOLS ON PROSPECTIVE MATHEMATICS TEACHERS}, journal = {Problems of Education in the 21st Century}, volume = {80}, year = {2022}, month = {February/2022}, pages = {Continuous}, type = {Original article}, chapter = {52-68}, abstract = {In this study, the impact of activity designing experiences with Web 2.0 tools on prospective math teachers was examined. The aim of the study was to examine the impact of activity design experiences organized with Web 2.0 tools in the mathematics teaching course on the technological pedagogical content efficacy of prospective teachers, their attitude towards teaching technologies, and rapid content development self-efficacy with Web 2.0 tools. In the study, a nested mixed method was employed. In the study conducted with 33 prospective teachers from the primary mathematics teaching department, the quantitative data was collected using the scales {\textquotedblleft}Technological Pedagogical Content Knowledge{\textquotedblright}, {\textquotedblleft}Self-Sufficiency for Web 2.0 Rapid Content Development{\textquotedblright} and {\textquotedblleft}Attitude to Teaching Technologies{\textquotedblright}. Qualitative data was collected using an interview form. Within the scope of the distance education and {\textquotedblleft}Teaching numbers{\textquotedblright} course, different Web 2.0 tools were introduced for a period of 10 weeks, and it was presented how to create activity examples that could be used in mathematics teaching. According to the quantitative results, the prospective mathematics teachers{\textquoteright} self-efficacy increased for rapid content development with Web 2.0 tools. In addition, it was observed that the {\textquotedblleft}Attitude towards Teaching Technologies{\textquotedblright} scale had a significant effect on the sub-dimensions such as believing in the use of teaching technologies in lessons, enjoying the use of teaching technologies in lessons, and not enjoying the use of teaching technologies. In line with the opinions of prospective mathematics teachers, it was concluded that the study raised awareness about technology integration, enabled content production with Web 2.0 tools, and developed positive attitudes, new knowledge, and skills about technology.}, keywords = {distance education, mathematics education, teaching numbers, teaching technology, web 2.0 tools}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/22.80.52}, url = {https://oaji.net/articles/2022/457-1645650593.pdf}, author = {Aybige Arabaci and Keziban Orbay} } @article {1600, title = {THE IMPLEMENTATIONS OF PRIMARY SCHOOL TEACHERS ABOUT THE CONCEPT OF DIGITAL CITIZENSHIP}, journal = {Problems of Education in the 21st Century}, volume = {80}, year = {2022}, month = {December/2022}, pages = {Continuous}, type = {Original article}, chapter = {777-791}, abstract = {The current study seeks to explore primary school teachers{\textquoteright} implementations of the concept of digital citizenship. The study adopted a questionnaire as the quantitative method and distributed it to the participants online. 943 participants were both (female, male) of Hail city in Saudi Araba. The results show that the primary teachers have positive implementations about the concept of digital citizenship and its dimensions. It also found that tender had no effect on digital citizenship dimensions. However, primary teachers with more than 10 years of technological experience high higha level of knowledge of concept of digital citizenship, especially in digital communication and digital etiquette. Based on the findings, the study recommended focusing on developing the capabilities of educational cadres in general and teachers in particular, as well as preparing and training them in the areas of digital citizenship, allowing them to teach it effectively and to effectively employ digital technologies in the educational process. More research is needed in the future to identify the requirements for citizenship in education from the set of cultural, social, health, legal, and security determinants related to digital technology that enable the educational system in general, and teachers in particular, to contribute to the preparation of a modern citizen capable of using and employing digital technology in a safe and sound manner. }, keywords = {descriptive research, digital citizenship (dc), education system, primary school teachers}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/22.80.777}, url = {https://oaji.net/articles/2022/457-1672600746.pdf}, author = {Hind Rasheed Alqirnas} } @article {1575, title = {INFLUENCE OF CONTEXT RELATED FACTORS ON SAUDI SPECIAL EDUCATION TEACHERS{\textquoteright} UNDERSTANDING OF EVIDENCE, EVIDENCE-BASED, AND EVIDENCE BASED PRACTICES}, journal = {Problems of Education in the 21st Century}, volume = {80}, year = {2022}, month = {August/2022}, pages = {Continuous}, type = {Original article}, chapter = {588-601}, abstract = {The complexity of special education and the variability among students Autism Spectrum Disorder (ASD) require special education teachers to make a concerted effort to provide validated supports that contribute to their students{\textquoteright} learning outcomes. Among the most important considerations for teachers is the use of teaching practices supported as effective by evidence. There is a broad consensus that the use of Evidence Based Practices (EBPs) can lead to significant improvements for students with ASD and their families. The research to practice gap is widely recognised in special education in relation to the selection and implementation of EBPs, with several studies finding that teachers used unsupported teaching practices as frequently as those supported by empirical evidence. Thus, in order to utilise EBPs, teachers must first understand what EBPs mean and how a particular practice comes to be evidence-based. Aligning with this emphasis and the increasing introduction of EBPs in special education globally, this study explored special education teachers{\textquoteright} understanding of evidence, evidence-based, and EBPs in one centre of autism in the Kingdom of Saudi Arabia (KSA). In this study, a qualitative approach was used. Within this approach, a single case study design was adopted. The data were collected from six special education teachers of students with ASD using interviews. The findings revealed that teachers referred to their own individual experiences or the experiences of other teachers as evidence. In addition, they referred to their superiors{\textquoteright} advice as being evidence-based and the perceived EBPs as technical tools handed to them by the Centre. This indicated that teachers{\textquoteright} understanding of evidence-based, and EBPs was constructed based on the culture of the Centre. The findings of this study suggest several courses of action for future research, and policymakers and teacher education.}, keywords = {autism, Evidence Based Practices (EBPs), Kingdom of Saudi Arabia, special education teachers}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/22.80.588}, url = {https://oaji.net/articles/2022/457-1662401379.pdf}, author = {Najwa Bakr Mursi and Mona Fawzi Sulaimani} } @article {1537, title = {INTEGRATION OF ENVIRONMENTAL EDUCATION (EE) IN TEACHER EDUCATION PROGRAMS: TOWARD SUSTAINABLE CURRICULUM GREENING }, journal = {Problems of Education in the 21st Century}, volume = {80}, year = {2022}, month = {February/2022}, pages = {Continuous}, type = {Original article}, chapter = {119-143}, abstract = {Environmental education (EE) is vital in addressing global environmental problems. Educational institutions are integrating EE into their curricula, but studies indicated the need for its intensification. This mixed method study assessed the integration of EE in Teacher Education Programs (TEPs) in Region III, Philippines. Respondents were 10 program deans,10 chairs, 171 teachers, and 344 students. Data were gathered using validated questionnaires. Findings revealed that the New Teacher Education Curriculum (NTEC) integrated EE in program outcomes and performance indicators; in mandated courses -Physical Education (PE) and National Service Training Program (NSTP); and in Science Technology and Society (STS), a General Education (GE) course. Likewise, teachers integrated EE in their lessons and in community extension programs. Seminars/webinars included environmental care and promoted environmental awareness in social media. As to support for EE integration, administrative, physical facilities and financial support were provided. On student outcomes, positive findings were shown on attitude towards environment care, but application of knowledge and skills needs improvement. Students{\textquoteright} knowledge was significantly correlated to attitude (Pearson{\textquoteright}s r value is.593 and p value <.05) as well as skills acquisition and attitude (Pearson{\textquoteright}s r value is .647 and p value <.05). Teachers{\textquoteright} challenges in the EE integration included inadequate environmental knowledge and lack of time to lead students in environmental action. The study concludes that EE is integrated into the TEPs but the outcomes on the learners{\textquoteright} knowledge and skills acquisition still need strengthening. Also, EE should be integrated in professional education courses, not only in GE and mandated courses. }, keywords = {assessment, integration of environmental education, mixed method, sustainable curriculum greening, teacher education programs}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/22.80.119}, url = {https://oaji.net/articles/2022/457-1645650851.pdf}, author = {Corpuz, A. M. and San Andres, T. C. and Julieta M. Lagasca} } @article {1550, title = {THE INTERDEPENDENCE BETWEEN PERCEIVED SELF-EFFICACY AND SELF-ASSESSMENT SKILLS OF ACADEMIC PROGRESS IN STUDENTS}, journal = {Problems of Education in the 21st Century}, volume = {80}, year = {2022}, month = {April/2022}, pages = {Continuous}, type = {Original article}, chapter = {289-303}, abstract = {Self-assessment in the school environment can be defined as the students{\textquoteright} ability to make valuable judgements about their own academic performance, either by reference to the teacher{\textquoteright}s educational goals, previous academic results, or the academic performance of other colleagues. The formation of such self-assessment skills is strongly influenced by a number of internal and external psycho-pedagogical factors, including chronological age, motivation for learning, level of cognitive development, perceived self-efficacy, the teacher{\textquoteright}s teaching style, the social status of the student{\textquoteright}s family, their group affiliation, etc. Starting from this point, the purpose of the present research was the analysis of the students{\textquoteright} degree of awareness of the role of perceived self-efficacy in the formation of objective didactic self-evaluation skills. The research sample consisted of 108 students, currently attending the Psycho-Pedagogy and Methodology Study Program courses at the University of Oradea and Emanuel University of Oradea, Romania. The research methodology was targeted at requesting these students to self-assess their performance in a subject of the afore-stated study program, respectively administering a scale for measuring personal self-efficacy. The results showed that most of the students tended to either evaluate themselves objectively or under-evaluate themselves, against the backdrop of a high level of perceived self-efficacy, respectively of superior academic performance.}, keywords = {academic performance, didactic self-evaluation skills, perceived self-efficacy, self-image, teaching career}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/22.80.289}, url = {https://oaji.net/articles/2022/457-1651338216.pdf}, author = {Valentin Cosmin Bl{\^a}ndul and Adela Bradea} } @article {1553, title = {ISSUES IN SUBJECT COMBINATIONS CHOICE AT ADVANCED LEVEL SECONDARY SCHOOLS IN RWANDA}, journal = {Problems of Education in the 21st Century}, volume = {80}, year = {2022}, month = {April/2022}, pages = {Continuous}, type = {Original article}, chapter = {339-352}, abstract = {The present study explored the issues related to subject combinations choice at advanced level secondary schools in Rwanda. Three schools with various subject combinations were conveniently selected from three districts in Rwanda. Two hundred and thirty-eight participants, including 211 students (grade 10 to 12), three director of studies (DOS), and 24 teachers, were selected purposively to participate in this study. A survey questionnaire for students, interviews with DOS, and focus group discussions with teachers were employed to collect qualitative and quantitative data for triangulation purposes. For instance, a questionnaire was used to reveal students{\textquoteright} choice of their subject combinations, a DOS interview to learn how combinations are assigned to students, and teacher FGD to learn difficulties students face due to assigned subjects. Quantitative data were analyzed with descriptive statistics, while qualitative data were analyzed using thematic analysis methods. The results analysis revealed that some students studied what they chose, while others were given what to study based on their performance or influenced by their parents{\textquoteright} preferences. Therefore, students reported that they struggled to perform successfully at A{\textquoteright} level while they used to perform well at the O{\textquoteright} level. It was noticed that what some students learn at A{\textquoteright} level have a negative effect on their future life. This study recommends that (i) the career development stakeholders should sensitize students about the impact of the wrong choice, (ii) Rwanda Basic Education Board (REB) should train career guides to help students choose their best combinations, and (iii) students{\textquoteright} interests should be given preference than their performance.}, keywords = {advanced level secondary, career path, Rwandan schools, students{\textquoteright} choice, subject combinations}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/22.80.339}, url = {https://oaji.net/articles/2022/457-1651338438.pdf}, author = {Kizito Ndihokubwayo and Fidele Ukobizaba and Edwin Byusa and Jean Claude Rukundo} } @article {1341, title = {THE IMPACT OF SECONDARY EDUCATION ON THE LEVEL OF FINANCIAL LITERACY: THE CASE OF SLOVAKIA}, journal = {Problems of Education in the 21st Century}, volume = {79}, year = {2021}, month = {February/2021}, pages = {Continuous}, type = {Original article}, chapter = {13-33}, abstract = {Financial literacy, specifically its measurement and education in this field, is a very current topic. The main aim of this research was to find out whether secondary school education had a positive impact on the level of student{\textquoteright}s financial literacy and to identify other important factors that affected its level. All 363 first-year bachelor{\textquoteright}s students of the Faculty of Operations and Economic of Transport and Communications (FPEDAS), University of Zilina, Slovakia, took part in the research. The research consisted of two parts {\textendash} a questionnaire and a test. The questionnaire focused on demographic, educational, and socio-economic factors influencing students{\textquoteright} financial literacy. The test included items aimed at finding out whether students could correctly define selected concepts of the financial area, whether they understood these concepts, and were able to analyze them. The most important finding of the research was that the number of lessons dedicated to mathematics and financial literacy in secondary school did not have a statistically significant impact on the level of student{\textquoteright}s financial literacy. On the contrary, the level of financial literacy was correlated with the overall performance of the student at the secondary school and the type of secondary school the student attended. The research also aimed to verify the hypothesis that the student{\textquoteright}s study program affected the level of his or her financial literacy. It turns out that increasing the number of mathematics or financial literacy lessons is not sufficient to improve financial literacy levels, but more important is teacher education, the content and form of the education and the effectiveness of the teaching process. }, keywords = {bachelor study program, financial literacy, secondary education, tobit regression model}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/21.79.13}, url = {http://oaji.net/articles/2021/457-1612638560.pdf}, author = {Patrik B{\"o}hm and Gabriela B{\"o}hmov{\'a} and Vikt{\'o}ria {\v S}imkov{\'a} and Jana Gazd{\'\i}kov{\'a}} } @article {1370, title = {THE IMPACT OF TEACHER PROFESSIONAL DIARY ON THEIR REFLECTIVE, COMMUNICATIVE AND PROFESSIONAL SKILLS}, journal = {Problems of Education in the 21st Century}, volume = {79}, year = {2021}, month = {April/2021}, pages = {Continuous}, type = {Original article}, chapter = {273-295}, abstract = {Teacher professional diaries are teacher reflections on their own and their colleagues{\textquoteright} observed practice. They are effective tools of increasing teacher qualification. Few research studies worldwide, while no such research studies in Georgia have been conducted on the impact of the application of reflective diaries on teachers{\textquoteright} reflective, communicative, and professional skills. Therefore, the aim of the research was to find out whether teachers{\textquoteright} reflective, communicative, and professional skills developed as a result of the application of reflective diaries, and if so, to what degree they increased. Quantitative research (an experiment with participation of 62 teachers) was held, with an experimental group whose participants wrote reflective diaries for 9 weeks and a control group which did not undergo any special treatment. A 5-point Likert scale questionnaire was developed, and its reliability and validity were assessed. Pre-experimental and post-experimental self-assessment questionnaire was held, the results were assessed and compared through descriptive statistics and a T-test. The results revealed that there was a positive average relationship between the application of diaries and reflective thinking, communicative and professional skills. According to the study results, the application of teacher reflective diary can be recommended as an effective tool for the development of reflective thinking, communication, and professional qualification. }, keywords = {communicative skills, professional skills; reflection diary, reflective thinking skills}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/21.79.273}, url = {http://oaji.net/articles/2021/457-1617434979.pdf}, author = {Eka Tkavashvili} } @article {1486, title = {INCLUSIVE DIAGNOSTICS AND STIMULATION OF SOCIALLY DISADVANTAGED CHILDREN OF A PRE-SCHOOL AGE: EXPERIMENTAL VERIFICATION}, journal = {Problems of Education in the 21st Century}, volume = {79}, year = {2021}, month = {October/2021}, pages = {Continuous}, type = {Original article}, chapter = {804-825}, abstract = {The research focuses on the diagnostics and stimulation of socially disadvantaged children of a pre-school age, which is a crucial component of inclusive education. The aim of the research was to experimentally verify through input and output orientation diagnostics the effectiveness of the stimulation program for 5 to 6 year old socially disadvantaged children in kindergartens. The results of the input and output orientation screening of 5 to 6 year old children from the experimental and control groups were analysed. Furthermore, the effectiveness of the stimulation program intended for the training of areas of deficits of partial functions and symptoms in the experimental group was verified, and conclusions and recommendations for pedagogical theory and practice in the area of inclusive approaches at the pre-primary stage of the school system were formulated. The research demonstrated that the experimental group of children achieved statistically significantly better results in the post-test, focused on the area of symptoms measured by the t-test, than the control group. It was also confirmed that both groups of socially disadvantaged children (control and experimental) achieved statistically significantly better results in the post-test, focused on the area of deficits of partial functions, than in the pre-test.}, keywords = {inclusive diagnostics, inclusive education, pre-school age, socially disadvantaged children}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/21.79.804}, url = {http://oaji.net/articles/2021/457-1634800451.pdf}, author = {Viera {\v S}ilonov{\'a} and Vladim{\'\i}r Klein and Ivana Rochovsk{\'a}} } @article {1347, title = {IN-SERVICE TEACHERS{\textquoteright} PERCEPTIONS OF THE EFFECTIVENESS OF THEIR PRE-SERVICE ART EDUCATION PROGRAM IN UGANDA}, journal = {Problems of Education in the 21st Century}, volume = {79}, year = {2021}, month = {February/2021}, pages = {Continuous}, type = {Original article}, chapter = {118-132}, abstract = {This research aimed to determine IVATs{\textquoteright} perceptions of the effectiveness of their pre-service visual arts program in equipping them with the professional skills needed in VA teaching. Prompted by the persistent complaints about the teachers{\textquoteright} lack of competencies that they should have acquired during their pre-service art teacher preparation, it specifically examined the VAC focusing on content, teaching methods, resources and assessment in VA and their relationship to the content gap IVATs are observing in VA teaching at the secondary school level. A qualitative approach was used to solicit participants{\textquoteright} views about the effectiveness of their pre-service teacher education. The research was supported by the constructivist and interpretive philosophies which offer IVATs as well as tutors with the opportunity to construct their knowledge through social interaction, communication, and inquiry learning. The research was carried out at Makerere University-School of Education, which was conveniently selected because all the IVATs who participated in this research were students in this University. The researchers used a probabilistic sampling technique which uses a simple random sampling. A lottery method was used to select the desired number of 30 out of the 42 IVATs in total. Semi-structured interviews were used to collect data from 5 focus groups of second and third year IVATs. Findings revealed that there was inadequate content coverage, less use of active teaching methods, and concentration on summative assessment. The researchers recommended that the M.o.E.S together with NTCs restructure the VAC to allow adequate content coverage, use of active teaching methods and use of formative assessment for they equip the learners with knowledge and skills required in VA teaching. }, keywords = {constructivism, in-service visual arts teachers, qualitative research, visual arts education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/21.79.118}, url = {http://oaji.net/articles/2021/457-1612638947.pdf}, author = {Julius Ssegantebuka and Patrick Sserunjogi and Ritah Edopu and Timothy Tebenkana and John Bosco Kanuge} } @article {1406, title = {INSTRUMENTS TO ACCESS THE CHEMISTRY PEDAGOGICAL CONTENT KNOWLEDGE: AN INTEGRATIVE REVIEW}, journal = {Problems of Education in the 21st Century}, volume = {79}, year = {2021}, month = {June/2021}, pages = {Continuous}, type = {Original article}, chapter = {381-396}, abstract = {This research presents an integrative review about the methodological procedures adopted in the research of the Chemistry PCK, with the aim of identifying the data collection instruments used to explain the PCK in this field, seeking to observe its frequency of use and also contribute to the advancement of knowledge established by previous reviews. 89 articles published in magazines well evaluated by CAPES were selected, indexed to the Scopus (Elsevier) database. The treatment of the data was based on the technique of content analysis, resulting in six categories constructed a posteriori: a) period of publications; b) country of origin of the research; c) relationship to a specific topic; d) the teaching experience of the target audience; e) research approach and data collection instruments; and f) the use of PCK models as a theoretical framework. The results suggest a methodological predominance of a qualitative nature, with interviews, field diaries, observation of the practice, and questionnaires some of the most used instruments. Besides, a trend related to the specification of topics in the Chemistry discipline can be identified, as well as the lack of clarity regarding the variety of PCK models present in the literature and the failure to adopt these as a theoretical basis in most of the research studies analysed. There is also an express need to investigate the PCK of Chemistry teachers in practice in higher education since the results reinforce the scarcity of papers for this specific audience.}, keywords = {chemistry teaching, data collection instruments, professional knowledge, teacher training, teacher{\textquoteright}s knowledge}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/21.79.381}, url = {http://oaji.net/articles/2021/457-1623676595.pdf}, author = {Roli{\'e}n J. V. Cirilo and Elaine A. Colagrande} } @article {1346, title = {INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS OF TEENAGE MOTHERS RESILIENCY IN OVERCOMING ADVERSITIES IN PREGNANCY AND EARLY MOTHERHOOD IN SOUTH AFRICA}, journal = {Problems of Education in the 21st Century}, volume = {79}, year = {2021}, month = {February/2021}, pages = {Continuous}, type = {Original article}, chapter = {104-117}, abstract = {The phenomenon of teenage motherhood is a major concern worldwide. The teenage mothers endure many challenges that could affect their academic goals and successes if there is insufficient support. However, some teenage mothers manage to develop certain forms of flexibility to manage these adversities. This study explored the teenage mothers{\textquoteright} resiliency in overcoming adversities in pregnancy and early motherhood at a rural high school in South Africa. Within the Interpretative Phenomenological qualitative paradigm, an exploratory case study research design was adopted. 10 participants (N=10) were selected from a rural high school district using a purposive sampling technique. The study employed semi-structured interviews to collect data. The findings demonstrated that teenage mothers were resilient to continuing and completing their schooling by adopting self-motivation and school and family support. This study suggested that the South African Department of Education should develop a training programme for teenage mothers on psychosocial adjustment mechanisms to help them cope with their situations.}, keywords = {interpretative phenomenological analysis, rural high school, teenage mother resiliency, teenage motherhood, teenage pregnancy}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/21.79.104}, url = {http://oaji.net/articles/2021/457-1612638878.pdf}, author = {Robert Kananga Mukuna and Peter J. O. Aloka} } @article {1408, title = {INTERTWINING MATHEMATICAL MODELING WITH ENVIRONMENTAL ISSUES}, journal = {Problems of Education in the 21st Century}, volume = {79}, year = {2021}, month = {June/2021}, pages = {Continuous}, type = {Original article}, chapter = {412-424}, abstract = {Since contemporary learning theories, strategies and models offer the interdisciplinary approach, educators need new pedagogical alternative ways to attain it in practicum. For this reason, the current research aimed to illustrate how to intertwine mathematical modeling with an environmental issue that recruits waste management (e.g., reuse-recycle-reduce) to live an environmentally friendly lifestyle. Through a case study research, 6 seventh-grade students (3 females and 3 males; aged 13-14) voluntarily participated in the research. The researchers videotaped and analyzed all interactive learning processes to elicit the students{\textquoteright} environmental dialogues. The results indicated that the interdisciplinary mathematical modeling afforded the students to acquire the targeted environmental concepts/issues and somewhat supported their arguments. Since the current research illustrates an alternative pedagogy to integrate science/environmental education into mathematics, it may be used to facilitate dissemination and applicability of the STEM education. }, keywords = {environmental issues, interdisciplinary approach, mathematical modeling}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/21.79.412}, url = {http://oaji.net/articles/2021/457-1623676777.pdf}, author = {Ramazan G{\"u}rb{\"u}z and Muammer {\c C}al{\i}k} } @article {1505, title = {INVESTIGATION OF USE CASES OF MATHEMATICS TEXTBOOKS IN THE TEACHING PROCESS FROM A DEVELOPMENTAL PERSPECTIVE}, journal = {Problems of Education in the 21st Century}, volume = {79}, year = {2021}, month = {December/2021}, pages = {Continuous}, type = {Original article}, chapter = {880-893}, abstract = {It is important to determine the behaviors of primary school pre-service teachers, who have successfully completed the "Mathematics Textbook Review" course during their undergraduate education, regarding the use of textbooks in their professional life. Therefore, it is important to determine the approaches of pre-service teachers who have positive ideas about using the mathematics textbook in their undergraduate education and the reasons for these approaches in the process after starting the profession. This research was designed with a developmental perspective from qualitative research approaches and was conducted with two different study groups in Turkey. The first study group consists of 162 primary school mathematics pre-service teachers. The second group consists of 43 primary school mathematics teachers who worked for at least two years in their professional life. As a result of the research, more than half of the pre-service teachers (n=132) stated that they would use textbooks as a basic resource in the in-class teaching process. Pre-service teachers{\textquoteright} reasons for using the course book in the classroom teaching process were grouped under four categories: "it is a guide for teaching, homework, affordability, and opportunity for repetition". When the data obtained from the mathematics teachers were examined, it was determined that most of the teachers did not use the textbook as the main source in the classroom teaching process. When the obtained data are examined holistically, it is concluded that even though the rate of pre-service teachers thinking of using the textbook is high, this rate will decrease in professional life.}, keywords = {developmental perspective, mathematics teacher, mathematics textbook, pre-service teachers}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/21.79.880}, url = {http://oaji.net/articles/2021/457-1639554024.pdf}, author = {Nurullah Yazici} } @article {1262, title = {IMPLEMENTATION OF MOBILE LEARNING USING A SOCIAL NETWORK PLATFORM: FACEBOOK}, journal = {Problems of Education in the 21st Century}, volume = {78}, year = {2020}, month = {February/2020}, pages = {Continuous}, type = {Original article}, chapter = {24-47}, abstract = {This research set out to determine the use of a social networking platform, Facebook, as a medium for learning and teaching. Using a combination of the unified theory of acceptance and use of technology (UTAUT) model, Information Systems (IS) success model and the educational use of Facebook theory, a conceptual framework was developed for implementation of mobile learning and teaching. Structural equation modelling (SEM) was used to determine a model for the implementation of mobile learning and teaching. A sample of 330 respondents was used in this research. The data were analysed using structural equation modelling. The aim was to determine to what extent mobile learning is acceptable to colleges of education in Nigeria. Lecturers from a federal college of education in Nigeria were used to test the implementation of mobile learning using Facebook as a medium of communication. Four courses were selected as part of the intervention programme. The research revealed that m-learning significantly improves the teaching and learning conditions in colleges of education, specifically by reducing the inadequacies of physical facilities, and by improving the reading culture and performance of students. The results further indicate that most of the stakeholders are satisfied with the benefits of m-learning and wish to continue using the Facebook and their mobile phones.}, keywords = {educational system, Facebook, mobile learning, quantitative approach, SEM}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/20.78.24}, url = {http://oaji.net/articles/2020/457-1581494711.pdf}, author = {John G. Chaka and Irene Govender} } @article {1277, title = {INDONESIAN STUDENTS{\textquoteright} ANXIETY TO WRITE IN ENGLISH AS A FOREIGN LANGUAGE ACROSS GENDER AND EDUCATIONAL LEVELS}, journal = {Problems of Education in the 21st Century}, volume = {78}, year = {2020}, month = {April/2020}, pages = {Continuous}, type = {Original article}, chapter = {249-262}, abstract = {This survey explored the level and types of anxiety expressed by Indonesia students in writing in English as a foreign language anxiety across gender and educational levels. To this end, 221 foreign language (FL) students from three levels of educations, i.e. lower-secondary school, upper-secondary school and university, were surveyed on voluntary basis where they were asked to complete 22 items of a Second Language Writing Anxiety Inventory (SLWAI) questionnaire. Two statistical analyses, Rasch Analysis and ANOVA, were performed to examine the quantitative data. The findings showed that all students experienced writing anxiety in FL learning, many experiencing a moderate level of anxiety. Furthermore, students{\textquoteright} writing anxiety was not influenced by gender and educational levels. Indeed, students across all education levels reported experiencing somatic anxiety, avoidance behaviour and cognitive anxiety, with avoidance behaviour being the most common form of anxiety. In conclusion, it is recommended that helping students to develop a positive perception of their FL writing is crucial in addition to helping them develop their writing skills.}, keywords = {foreign language (FL) learning, foreign language anxiety (FLA), Rasch model, writing anxiety}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/20.78.249}, url = {http://oaji.net/articles/2020/457-1587022688.pdf}, author = {Herri Mulyono and Anggi Rizky Liestyana and Silih Warni and Gunawan Suryoputro and Sri Kusuma Ningsih} } @article {1335, title = {INFLUENCE OF ORGANISATIONAL FACTORS ON THE IMPLEMENTATION OF PHYSICAL EDUCATION IN EUROPEAN TERTIARY INSTITUTIONS}, journal = {Problems of Education in the 21st Century}, volume = {78}, year = {2020}, month = {December/2020}, pages = {Continuous}, type = {Original article}, chapter = {1027-1037}, abstract = {The purpose of higher education is to produce active and intellectually well-rounded individuals yet, the transition to higher education seems to have deleterious effects on university and college students{\textquoteright} (UCS) fitness levels and physical activity (PA). The aim of this quantitative research was to analyse the influences of organisational factors on the implementation of physical education (PE) among UCS in European tertiary institutions. A purposive sampling method was employed. Seven academic peers gathered information on characteristics of tertiary institutions, sport and leisure facilities, types and characteristics of PA programs available for UCS in 66 European tertiary institutions. The results suggested that the curricula requirements for PE in public tertiary institutions were similar to private establishments, with minor administrative variations. Public tertiary institutions had significantly higher number of PE hours and PE sessions per semester, PE minutes per academic hour, duration of PE session, number PE teachers and number of students per one PE teacher. Universities had significantly higher number of PE semesters, PE minutes per academic hour, and hired more PE teachers. The organizational differences between public and private institutions might be explained by a lack of clear guidelines regarding PE curricula in higher education across European countries, and greater autonomy of the private tertiary institutions. Moreover, PA programs in higher education adhere to minimum requirements of the syllabi, which restrict total amounts of PE among UCS. Thus, it is recommended PE classes should become obligatory, with extended hours, appropriately qualified teachers and improved financing. }, keywords = {European tertiary institutions, higher education, organisational factors, PE curriculum, physical education, university college students (UCS)}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/20.78.1027}, url = {http://oaji.net/articles/2020/457-1607330264.pdf}, author = {Robert Podstawski and Krzysztof Borys{\l}awski and Marta Zurawik and Alena Bukova and Bojan Masanovic and Ferenc Ihasz and Milo{\v s} Markovi{\'c} and Aneta Omelan} } @article {1250, title = {IMPROVING THE SELF-AWARENESS CAPACITY OF SECONDARY SCHOOL STUDENTS BY FORMING A SCHOOL COUNSELING MODEL BASED ON STUDENT CAPACITY DEVELOPMENT ORIENTATION IN VIETNAM}, journal = {Problems of Education in the 21st Century}, volume = {77}, year = {2019}, month = {December/2019}, pages = {Continuous}, type = {Original article}, chapter = {722-733}, abstract = {The self-awareness capacity has long been no stranger in the foreign education, but in Vietnam, self-awareness capacity has only been developed in education in recent years. The self-awareness capacity related problems among Vietnamese students have been exacerbated such as gender-based violence, gender bias, wrong career choices, disorientation and school counseling activities currently could not support this difficulty for students. Based on the theoretical framework of self-awareness capacity from previous studies in Vietnam and further developing the aspects of self-awareness by age, the questionnaire had been done to survey of 726 lower-secondary school students and 474 upper-secondary school students to find the situation of their self-awareness capacity problems, as well as the need for self-awareness capacity problems counseling. The results demonstrated a positive correlation between self-awareness capacity problems and students{\textquoteright} need for self-awareness capacity problems counseling. In addition, identifying self-awareness capacity problems encountered by students helps us to develop a new school counseling model, as well as a process to counsel self-awareness capacity problems for students to enhance the self-awareness capacity and support school counseling activities effectively, also meeting the requirements of renewing the general curriculum in the students{\textquoteright} capacity development orientation in Vietnam.}, keywords = {school counseling activities, school counseling model, self-awareness, self-awareness capacity, student capacity development orientation}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/19.77.722}, url = {http://oaji.net/articles/2019/457-1575642480.pdf}, author = {Luong Tran and Son Van Huynh and Hoi Duc Dinh and Vu Thien Giang} } @article {1254, title = {INDUCTION OF WOMEN BEGINNER TEACHERS AT TWO SOUTH AFRICAN COMMUNITY SECONDARY SCHOOLS}, journal = {Problems of Education in the 21st Century}, volume = {77}, year = {2019}, month = {December/2019}, pages = {Continuous}, type = {Original article}, chapter = {774-789}, abstract = {The quest of beginner teachers becoming experienced teachers remains a major issue within the educational terrain. Induction experience(s) of beginner teachers particularly women in selected community secondary schools in South Africa was the focus of this research. In this research, the problems that women beginner teachers face at some selected schools, as well as the types of induction programmes used to support them, as they grappled with the problems, were explored. A qualitative research approach involving semi-structured interviews and non-participant observation was used in the collection of the requisite data. A sample comprising two community secondary schools and four women beginner teachers were selected to take part in the research. To make meaning of the data which were collected, inductive analysis of the data was conducted. Communities of Practice was used as the theory that underpinned the research findings reported in this paper. Based on the data analysis and the communities of practice theory that served as the framework, the paper among other findings reports that induction programmes used in sampled/selected schools were highly ineffective in supporting the women beginner teachers to overcome the problems revealed. The research contributes to the body of knowledge on the lived experiences of beginner teachers at the beginning of their teaching career and provides recommendations on classroom management and dealing with ill-disciplined learners.}, keywords = {beginner teacher; community practice; education leadership; teachers{\textquoteright} induction; women teacher}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/19.77.774}, url = {http://oaji.net/articles/2019/457-1575642762.pdf}, author = {Happy Ngwira and Onoriode Collins Potokri} } @article {1230, title = {THE INFLUENCE OF DIFFERENT EDUCATIONAL CONTEXTS ON TUTOR PRESENTATIONS OF VISUAL ARTS IN TEACHER COLLEGES IN UGANDA}, journal = {Problems of Education in the 21st Century}, volume = {77}, year = {2019}, month = {August/2019}, pages = {Continuous}, type = {Original article}, chapter = {515-527}, abstract = {Different educational contexts or learning environments differently influence visual arts tutor{\textquoteright}s performance and pre-service teachers{\textquoteright} learning. The purpose of this research was to examine the role the college context plays in the tutors{\textquoteright} presentation of knowledge and the pre-service teachers{\textquoteright} learning in visual arts in National Teacher Colleges in Uganda. The researcher used interviews, observations, document reviews and focus group discussions to collect data. The results revealed that there were inadequate teaching resources, poor infrastructure and limiting educational policies and administrative support. The research recommended that the ministry of education and sports provide adequate teaching resources, review the limiting educational policies and conduct refresher courses and professional development programs for tutors in National Teacher Colleges in Uganda.}, keywords = {educational context, pre-service visual arts teachers, teachers{\textquoteright} learning}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/19.77.515}, url = {http://oaji.net/articles/2019/457-1566969340.pdf}, author = {Julius Ssegantebuka} } @article {1203, title = {AN INNOVATIVE ASSESSMENT METHOD TO ESTABLISH EMPLOYABILITY MAP BASED ON STUDENTS{\textquoteright} LEARNING PORTFOLIO}, journal = {Problems of Education in the 21st Century}, volume = {77}, year = {2019}, month = {April/2019}, pages = {Continuous}, type = {Original article}, chapter = {209-227}, abstract = {This research focuses on the approach adopted by a university of science and technology in Taiwan (hereinafter the university) to develop students{\textquoteright} employability indices and to explore the questionnaire analyses. The university developed the {\textquotedblleft}Employability Map; E-Map{\textquotedblright} by weighting the learning hours, which was used to evaluate students{\textquoteright} various employability items over the course of their schooling. Considering it not so appropriate to use students{\textquoteright} credits on courses to be the standard of judgment, the Department of Computer Science \& Information Engineering (hereinafter the department) proposed an innovative method to convert the E-Map of weighting by learning achievement to conduct assessments that is more reflection students{\textquoteright} employability indices for graduate, and analyzed the questionnaires of alumni and their employers{\textquoteright} various core employability indices. From those questionaires, finding the graduating students and alumni are lack of self-confidentce. The statistical data shall serve as a reference for guiding students at course selection, as well as improving department courses and planning. }, keywords = {employability indices, employability map, learning achievement, learning portfolio}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/19.77.209}, url = {http://oaji.net/articles/2019/457-1556863691.pdf}, author = {Shu-Chen Cheng and Shing-Lin Chang} } @article {1202, title = {INTEGRATION OF MOBILE TECHNOLOGY INTO EVIDENCE-BASED PRACTICES FOR STUDENTS WITH EMOTIONAL AND CONDUCT DISORDERS IN CLASSROOM}, journal = {Problems of Education in the 21st Century}, volume = {77}, year = {2019}, month = {April/2019}, pages = {Continuous}, type = {Original article}, chapter = {195-208}, abstract = {Mobile technology (MT) may create new opportunities for teachers to enhance the implementation of evidence-based practices (EBPs) for students with emotional and conduct disorders (ECD) in United States. However, there remains a relative paucity of research reviewing the effectiveness of integrating MT into EBPs, also referred to as emerging practices (EPs). This integrative review provides a synthesis of the research on the effectiveness of EPs for students with ECD in the K-12 classroom environment. A total of 11 empirical studies, published from 2008 to 2018, were reviewed. Results suggest that EPs may increase academic engagement for students with ECD during academic situations. Yet, drawing conclusions remains challenging due to limitations in relation to: (a) the unique power of EPs in isolation from some interfering variables, (b) generalizability of documented findings to various settings. Future research studies should ideally further address the areas of limitation toward conclusive claims concerning the effectiveness of EPs for students with ECD.}, keywords = {conduct disorders, educational setting, emerging practices, emotional disorders, evidence-based practices, mobile technology}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/19.77.195}, url = {http://oaji.net/articles/2019/457-1556863622.pdf}, author = {Nora A. Altaweel} } @article {1181, title = {IMPACT OF CHARACTER EDUCATION IMPLEMENTATION: A GOAL-FREE EVALUATION}, journal = {Problems of Education in the 21st Century}, volume = {76}, year = {2018}, month = {December/2018}, pages = {Continuous}, type = {Original article}, chapter = {881-899}, abstract = {Many studies reported the importance of character education for students to support their future success. Currently, the countries have strengthened the implementation of character education in their educational system, including Indonesia. Related to the previous statements, this research aimed to describe the impact of character education implementation as well as challenges and strategies of teachers in implementing the character education. This research was an evaluation research type using a goal-free evaluation model (impact evaluation) with a qualitative approach. The participants of the research were principals, teachers, students, parents, and community members from three provinces in Indonesia; East Kalimantan, Special Region of Yogyakarta, and West Nusa Tenggara. Data were collected through Focus Group Discussion (FGD) and also in-depth interviews. The data were then analysed using a model of Bogdan and Biklen to find out the refinement among themes and generate a detailed understanding. The findings showed that character education had a positive impact on increasing the students{\textquoteright} character values including religiosity, personality, social attitude, and competitive attitude. Role-modelling by teachers and other members of the school community and parents, character-oriented activities, and moral and material support from educational stakeholders are key factors in character education implementation. However, some improvements need to be made, such as improving the teacher training and workshops and giving financial support (funding) for character education implementation. }, keywords = {character education, character value, goal-free evaluation, impact evaluation}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/18.76.881}, url = {http://oaji.net/articles/2017/457-1545497975.pdf}, author = {Zurqoni and Heri Retnawati and Ezi Apino and Rizqa D. Anazifa} } @article {1105, title = {THE IMPACT OF MOBILE TABLET USE ON STUDENTS{\textquoteright} PERCEPTION OF LEARNING PROCESSES}, journal = {Problems of Education in the 21st Century}, volume = {76}, year = {2018}, month = {February/2018}, pages = {Continuous}, type = {Original article}, chapter = {29-42}, abstract = {The purpose of the current research was to explore the impact of tablet use for various subjects in Israeli schools on students{\textquoteright} perception of learning processes in the cognitive and affective dimensions. For this purpose, 122 ninth and tenth grade students from the Boyar School in Jerusalem completed an online questionnaire. The main hypotheses were that a difference would be found between STEM (science, technology, engineering, and mathematics) and non-STEM subjects in the weight attributed to the cognitive dimension of tablet use, as well as in the weight attributed to the affective dimension of tablet use. These hypotheses were not confirmed. In contrast, the hypothesis concerning gender differences in the weight attributed to cognitive and affective dimensions was partially confirmed. Males attributed more weight than female adolescents to both the cognitive and affective dimensions of tablet use. A possible explanation of the findings is the male inclination towards STEM subjects that include more cognitive use of learning. In future studies, it is advisable to utilize a larger sample and to thoroughly explore gender differences regarding this topic.}, keywords = {educational pedagogy, learning processes, STEM, tablet}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/18.76.29}, url = {http://oaji.net/articles/2017/457-1519987967.pdf}, author = {Nitza Davidovitch and Roman Yavich} } @article {1122, title = {THE IMPORTANCE OF {\textquoteleft}SIGNIFICANT OTHERS{\textquoteright} IN BRIDGING THE GAPS BETWEEN DIFFERENT READING CONTEXTS}, journal = {Problems of Education in the 21st Century}, volume = {76}, year = {2018}, month = {April/2018}, pages = {Continuous}, type = {Original article}, chapter = {231-249}, abstract = {The current research is an in-depth study of four pre-service teachers{\textquoteright} own experience of reading in various contexts and for different reasons. The aim is to analyse what has been significant regarding reading in a life history perspective by the use of narratives. A socio-cultural perspective on reading is used as analysis tool. The over-arching result from analysing pre-service teachers{\textquoteright} narratives is that reading is a relational process regardless of the context reading takes place in. The emerging themes allow a deeper understanding on critical aspects for developing reading in various contexts and at different levels. Significant others seem important in every reading practice, from new readers in primary school to pre-service teachers{\textquoteright} reading at university level. The narratives reveal a need for bridging the gaps that arise between the reading practices in the various contexts that students meet in school and university. }, keywords = {pre-service teachers{\textquoteright} narratives, reading contexts, reading trajectories, significant others}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/18.76.231}, url = {http://oaji.net/articles/2017/457-1524597655.pdf}, author = {Anna-Karin Svensson} } @article {1177, title = {IN-CLASS AND OUT-OF-CLASS ANXIETY IN SPEAKING TURKISH AS A SECOND LANGUAGE}, journal = {Problems of Education in the 21st Century}, volume = {76}, year = {2018}, month = {December/2018}, pages = {Continuous}, type = {Original article}, chapter = {816-833}, abstract = {Turkish is spoken by a large number of people in a wide geographical area and teaching Turkish as a foreign language is a subject that gains importance nowadays. This research employed a quantitative survey strategy to address the issue of anxiety in learning Turkish language in and outside the classroom. Participants were 356 students of two high schools, one college and one university in Kazakhstan. Participants were given the Second Language Speaking Anxiety Scale (SLSAS), which was analyzed with: correlation to search for possible relations between anxiety, age, duration of studying Turkish, and Turkish course grades; MANOVA to assess the effect of gender and school type on students{\textquoteright} anxiety in speaking Turkish; and an exploratory factor analysis to identify factor structure of SLSAS. Additionally, an ANOVA was carried out on a second data set with 52 students to see any differences between students{\textquoteright} anxiety in speaking Turkish and English. The results of this research indicated that anxiety in speaking Turkish is weak and not related to students{\textquoteright} age, gender, years studying Turkish, and Turkish course grades. In addition, no significant differences were found between students{\textquoteright} anxiety in speaking Turkish and English. The only significant result was the relatively high anxiety of college students in the classroom. This research implies that anxiety in speaking Turkish does not differ so much from anxiety in speaking English.}, keywords = {anxiety in speaking, language anxiety, Turkish as a second language}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/18.76.816}, url = {http://oaji.net/articles/2017/457-1545497715.pdf}, author = {Durmu{\c s} Karci and Cemal {\"O}zdemir and Nuri Balta} } @article {1136, title = {INFORMATION AND COMMUNICATION TECHNOLOGIES AND INCLUSIVE TEACHING: PERCEPTIONS AND ATTITUDES OF FUTURE EARLY CHILDHOOD AND PRIMARY EDUCATION TEACHERS}, journal = {Problems of Education in the 21st Century}, volume = {76}, year = {2018}, month = {June/2018}, pages = {Continuous}, type = {Original article}, chapter = {380-392}, abstract = {This research analysed future teachers{\textquoteright} perceptions and attitudes towards the use of Information and Communication Technologies (ICTs) in the development of inclusive educational practices. Adopting a quantitative research approach, data were collected through an ad hoc questionnaire administered to fourth-year early childhood education and primary education degree students from the Catholic University of Murcia (UCAM), southeast Spain (n=231). Results revealed favourable perceptions towards ICT use in the classroom, with students viewing these resources as contributing to their professional development and improving digital competence. Furthermore, they report how ICTs present didactic opportunities for the development of the teaching-learning process when working with learners with specific educational support needs. Lastly, the research highlights statistically significant differences in future teachers{\textquoteright} perceptions towards the implications of ICT for teaching when developing inclusive educational processes as well as in their attitudes towards professional development and the training needs required for supporting learners with special educational needs. These differences are appreciated between early childhood education degree students and their primary education peers, the latter reporting more favourable assessments.}, keywords = {early childhood education, educational inclusion, future teachers, information and communication technologies, primary education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/18.76.380}, url = {http://oaji.net/articles/2017/457-1529089863.pdf}, author = {M{\textordfeminine} del Carmen Pegalajar Palomino} } @article {1103, title = {INTERGENERATIONAL ENTREPRENEURSHIP EDUCATION: OLDER ENTREPRENEURS REDUCING YOUNGSTERS{\textquoteright} SOCIAL AND WORK DISENGAGEMENT}, journal = {Problems of Education in the 21st Century}, volume = {76}, year = {2018}, month = {February/2018}, pages = {Continuous}, type = {Original article}, chapter = {7-20}, abstract = {The current generation of young Italians leaving education have never entered the labour market with more years of schooling and higher levels of academic certifications as now. Nevertheless, they are losing out in the struggle for employment. It is a paradox experienced not only across Europe and poses questions about whether young people are being trained efficiently for twenty-first century employment. Nowadays employers require that young people possess skills-oriented learning that emphasises adaptability and preparedness for change. Italian Education systems, however, have not been responsive in this way. The intergenerational education approach may be an effective method for covering the mismatch between provided education and competences required on the labour market. Experienced older entrepreneurs may give young people Not in Employment, Education, or Training (NEETs) the confidence and intellectual resources to deal with the problems they will encounter through professional life, creating new spaces of autonomy and responsibility. Two focus-groups and questionnaires with 15 NEETs and 15 qualitative interviews and questionnaires to 50+ entrepreneurs were carried out in five European countries, Italy included, to understand how an entrepreneur could help youth to start their own business. Results from Italy demonstrate that to spread a culture of entrepreneurship, senior entrepreneurs are required to strengthen NEETs{\textquoteright} confidence, initiative and courage, the ability to take risks and to invest in the future. Considering Lev Vygotsky{\textquoteright}s cognitive and social development theory as applied to intergenerational learning seniors need to act as a trigger to promote NEETs{\textquoteright} entrepreneurial attitudes, capabilities and aspirations for life. }, keywords = {active participation, intergenerational entrepreneurship education, NEETs, senior entrepreneurs, social inclusion}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/18.76.07}, url = {http://oaji.net/articles/2017/457-1519987832.pdf}, author = {Barbara Baschiera and Sara Santini and Marco Socci} } @article {1098, title = {IMPLEMENTING THE COMPUTER-BASED NATIONAL EXAMINATION IN INDONESIAN SCHOOLS: THE CHALLENGES AND STRATEGIES}, journal = {Problems of Education in the 21st Century}, volume = {75}, year = {2017}, month = {December/2017}, pages = {Continuous}, type = {Original article}, chapter = {612-633}, abstract = {In line with technological development, the computer-based national examination (CBNE) has become an urgent matter as its implementation faces various challenges, especially in developing countries. Strategies in implementing CBNE are thus needed to face the challenges. The aim of this research was to analyse the challenges and strategies of Indonesian schools in implementing CBNE. This research was qualitative phenomenological in nature. The data were collected through a questionnaire and a focus group discussion. The research participants were teachers who were test supervisors and technicians at junior high schools and senior high schools (i.e. Level 1 and 2) and vocational high schools implementing CBNE in Yogyakarta, Indonesia. The data were analysed using the Bogdan and Biklen model. The results indicate that (1) in implementing CBNE, the schools should initially make efforts to provide the electronic equipment supporting it; (2) the implementation of CBNE is challenged by problems concerning the Internet and the electricity supply; (3) the test supervisors have to learn their duties by themselves and (4) the students are not yet familiar with the beneficial use of information technology. To deal with such challenges, the schools employed strategies by making efforts to provide the standard electronic equipment through collaboration with the students{\textquoteright} parents and improving the curriculum content by adding information technology as a school subject. }, keywords = {challenges in implementing CBNE, computer-based national examination, strategies for implementing CBNE}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/17.75.612}, url = {http://oaji.net/articles/2017/457-1513710818.pdf}, author = {Heri Retnawati and Samsul Hadi and Ariadie C. Nugraha and Janu Arlinwibowo and Eny Sulistyaningsih and Hasan Djidu and Ezi Apino and Heni D. Iryanti} } @article {1041, title = {INFLUENCE OF LEARNING STRATEGIES ON LEARNING STYLES: THEIR IMPACT ON ACADEMIC ACHIEVEMENT OF COLLEGE STUDENTS FROM BUENOS AIRES}, journal = {Problems of Education in the 21st Century}, volume = {75}, year = {2017}, month = {February/2017}, pages = {Continuous}, type = {Original article}, chapter = {6-18}, abstract = {Frequently, college students have issues to learn academic contents included in the subjects of their courses. Such low quality learning is reflected in failures and academic dropout, therefore being matters of concern for teachers and governments. Learning processes in college depend, in part, on the coincidence between teaching methods and students{\textquoteright} learning styles. They are defined as the preference of students when they have to deal with information, particularly the way to perceive it and process it. Learning styles can be trained by the repeated use of specific learning strategies. In such cases, when learning styles coincide with the learning context in order to facilitate the acquisition of new knowledge and its integration with previous information, academic success can be achieved more naturally. To get this match it is required from teachers to adapt their styles and strategies to their students{\textquoteright} learning preferences. Other alternative rests on the design of actions to train students in the use of the appropriate learning styles able to enhance learning. Focused on the second option, the present study aims at: 1) the description of the influence of different learning strategies on each learning style, and 2) the analysis of the way each style explains students{\textquoteright} academic achievement. A transversal, non-experimental, explicative design was employed. 763 college students from Buenos Aires with ages ranging from 17 to 36 years were included in the sample. Locally adapted versions of the Honey-Alonso Questionnaire of Learning Styles -CHAEA as its Spanish acronym-, and Learning and Study Strategies Inventory {\textendash}LASSI- were used for data gathering. Results showed that the Accommodating style is explained positively and significantly by the Collaborative Learning, Resources for Learning and Information 2.0 Management Competence strategies. Besides, it is observed that the strategies Collaborative Learning, Resources for Learning and Motivation explain to the Assimilating style in a significant and positive way. The Pragmatist and Converging styles are explained significantly but negatively by the Motivation and Information 2.0 Management Competence strategies respectively. Finally, Converging style explained Academic Achievement in a significant and negative way. These findings led to the possibility to plan specific actions to train students{\textquoteright} learning styles. Furthermore, this information could be useful for different actors in higher education, such as -institutions, teachers, educational psychologists, students, etc., in order to design academic activities which require the repeated use of the specific learning strategies which each student needs to train, aiming at the improvement of particular learning styles able to facilitate learning. At this point, it seems important to discourage the use of Converging style given the negative effect it would have on the students{\textquoteright} performance. Results and limitations of the study are discussed and future research lines are proposed. }, keywords = {academic achievement, college students, Learning Strategies, learning styles}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/17.75.06}, url = {http://journals.indexcopernicus.com/abstract.php?icid=1232390}, author = {Agust{\'\i}n Freiberg-Hoffmann and Juliana Beatriz Stover and Natalia Donis} } @article {1057, title = {IN-SERVICE TRAINING OF TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE IN ESTONIA: MAPPING OF TRENDS AND OPPORTUNITIES}, journal = {Problems of Education in the 21st Century}, volume = {75}, year = {2017}, month = {April/2017}, pages = {Continuous}, type = {Original article}, chapter = {194-203}, abstract = {In-service training of teachers of English as a foreign language (EFL) is as a core instrument of continuous professional development of EFL teachers. Within the context of nowadays education policies, the issue of in-service training has become of topical importance. It requires systematic approach based on the analysis of individual EFL teachers{\textquoteright} needs and receptive practices in developing in-service teacher-training programmes. In view of that, a survey was conducted among EFL teachers in Estonia to discover the areas of in-service training they are interested in. Based on the survey results, a model of an in-service training module to implement in order to meet the needs of EFL teachers in Estonia is proposed, and it is placed against the background of in-service teacher training provided in Estonia. The module could be included into in-service teaching training programmes not only in Estonia, but in a wider European context. }, keywords = {continuous professional development (CPD), English language teaching, in-service teacher training}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/17.75.194}, url = {http://journals.indexcopernicus.com/abstract.php?icid=1237101}, author = {Nina Raud and Olga Orehhova} } @article {1037, title = {IMPACT EVALUATION OF TWO MASTER COURSES ATTENDED BY TEACHERS: AN EXPLORATORY RESEARCH IN ANGOLA}, journal = {Problems of Education in the 21st Century}, volume = {74}, year = {2016}, month = {December/2016}, pages = {Discontinuous}, type = {Original article}, chapter = {49-60}, abstract = {The present research aims to evaluate the impact of two master courses offered by one public higher education institution in Angola on the professional development of Angolan teachers and also on the broader educational community. The two courses were attended by 393 teachers. The data of 45 answered questionnaires and six verbatim transcripts of individual semi-structured interviews were analysed. According to the teachers perspective the courses contributed to teachers{\textquoteright} personal growth and changes of practices, as well as improved students{\textquoteright} learning (micro context of impact). Although to a lesser extent, impact on broader contexts was also identified, indicating that changes occurred also within other teachers and elements of the surrounding school community (meso context of impact) as well as the community of educational research (macro context of impact). The results in discussion are of relevance for further investment on post graduation courses (master level) for teachers offered by higher education institutions. Outlined recommendations could potentially contribute to impact enhancement (and understanding) of academic post-graduation courses{\textquoteright} attended by in-service teachers, particularly those integrated in recent higher education systems of post conflict countries, such as the Republic of Angola. }, keywords = {Angola, impact evaluation, master courses, post-graduation, teacher education, teachers{\textquoteright} professional development}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/16.74.49}, url = {http://journals.indexcopernicus.com/abstract.php?icid=1227394}, author = {Betina Silva Lopes and Nilza Costa and Bernardo Filipe Matias} } @article {1026, title = {IS THE INQUIRY-BASED SCIENCE EDUCATION THE BEST?}, journal = {Problems of Education in the 21st Century}, volume = {73}, year = {2016}, month = {October/2016}, pages = {Discontinuous}, type = {Editorial}, chapter = {4-5}, abstract = {The science education is fighting with a relatively big problem. Many academicians, teachers and also laic society are still perceiving difficulty in understanding of concepts from science subject and lack of interest about this group of subjects. In the past the teaching process was very formal focused on the memorizing of the facts without any deeper understanding of the processes in the nature. Pupils and students knew all definitions about concepts in the science subjects, but practical application was on the low level. The academicians, teachers and other people interested in the science education were eager to change system of education. They wanted to include new approach into science education. The inquiry-based science education (IBSE) seemed to be as the right way for the better understanding of science process by pupils and students. }, keywords = {IBSE, science education, science subjects, teaching process}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/16.73.04}, url = {http://journals.indexcopernicus.com/abstract.php?icid=1224694}, author = {Milan Kubiatko} } @article {1024, title = {INTERCULTURAL FEATURES AND THE THEME OF TRAVELLING IN BILINGUAL MATHEMATICS LESSONS}, journal = {Problems of Education in the 21st Century}, volume = {72}, year = {2016}, month = {August/2016}, pages = {Discontinuous}, type = {Original article}, chapter = {76-88}, abstract = {The present qualitative research is focused on bilingual mathematics education. The research presents findings of a case study of one bilingual Slovak and English mathematics 40-minute lesson within an after school elective bilingual mathematics course running weekly since October, 2015. The lesson took place in March, 2016, and was attended by nine learners aged 12-13, eight boys and one girl. The learners are cases of successive school additive bilingual education. The elective course as a whole is a case of immerse bilingual educational programme. In terms of sociolinguistic settings, the course lessons are cases of bilingual education with external second language. The researcher designed and realized the course lessons in terms of CLIL approach, i.e. Content and Language Integrated Learning. The main aim of the case study was to examine if bilingual mathematics instruction does or does not prevent learners from solving math word problems. Secondly, the analysis of transcription of the lesson audio-record served for identification of intercultural features which might hinder the learning process. The analysis of the transcribed audio-record indicates that the bilingual context did not prevent students from solving math word problems, although each of the students worked at their individual rate. On the other hand, some students were confused by the comma as a thousands-separator in multi-digit numbers, and this actually hindered their learning and problem solving process. This fact has been identified as an intercultural difference which had to be explicitly explained to the students. In order to lessen the possible negative influences of bilingual context on mathematics education, teachers need to predict students{\textquoteright} responses to various intercultural differences which students are unfamiliar with.}, keywords = {bilingual mathematics education, CLIL, land area, per cents, thousands-separator}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/16.72.76}, url = {http://journals.indexcopernicus.com/abstract.php?icid=1221620}, author = {Zuzana Na{\v s}tick{\'a}} } @article {1021, title = {INVESTIGATING THE MOST NEGLECTED STUDENT LEARNING DOMAIN IN HIGHER EDUCATION: A CASE STUDY ON THE IMPACT OF TECHNOLOGY ON STUDENT BEHAVIOUR AND EMOTIONS IN UNIVERSITY MATHEMATICS LEARNING}, journal = {Problems of Education in the 21st Century}, volume = {72}, year = {2016}, month = {August/2016}, pages = {Discontinuous}, type = {Original article}, chapter = {31-52}, abstract = {Do students{\textquoteright} emotions and behaviours influence their learning in mathematics classes, and if yes, how and why? Based on a qualitative research design, evidence on how the use of Electronic Voting Systems (EVS) has influenced students{\textquoteright} emotional and behavioural engagement with university mathematics learning is presented. The results show that the use of EVS enables students to diagnose their level of understanding of learning material, relative to the rest of the class. EVS use also helps, in real time, to stimulate, maintain, and re-focus student attention during mathematics instruction. A favourable perception of the learning environment as being altruistic appears to have influenced students to emotionally identify and align themselves with mathematics learning goals. There is enhanced interactivity in EVS-facilitated lectures, including positive student competitiveness, while the EVS anonymity utility also enhances increased student participation rates. However, a major disincentive to student engagement is the use of EVS-based mathematics questions with low cognitive demand. This research is a contribution to how specific educational technology-based interventions influence student engagement.}, keywords = {digital natives, emotional/behavioural engagement, engineering mathematics, EVS/Clickers}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/16.72.31}, url = {http://journals.indexcopernicus.com/abstract.php?icid=1221617}, author = {Samuel Olugbenga King} } @article {973, title = {THE IMPACT OF A PROFESSIONAL DEVELOPMENT PROGRAM ON IN-SERVICE TEACHERS{\textquoteright} TPACK: A STUDY FROM ESTONIA}, journal = {Problems of Education in the 21st Century}, volume = {66}, year = {2015}, month = {August/2015}, pages = {Discontinuous}, type = {Original article}, chapter = {18-28}, abstract = {Recently there has been a considerable interest in the Technological Pedagogical Content Knowledge (TPACK) framework for effective technology integration (Koehler et al., 2013). Researchers have been measuring how effective their professional development efforts have been for the development of teachers{\textquoteright} TPACK (Graham et al., 2009; Guzey \& Roehrig, 2009). So far research is based only on short-term courses, so longitudinal studies are needed to examine the TPACK development of teachers across time (Hoffer \& Grandgenett, 2012; Koh \& Sing, 2011). A two-year in-service training program of educational technology (60 ECTS), based on the TPACK framework, was developed at Tallinn University Haapsalu College to support in-service teachers to effectively embed ICT into their classroom teaching. The first group of teachers (n=20) enrolled in the program in January 2014. This paper reports some preliminary findings of a longitudinal action research, the main aim of which is to evaluate the impact of the in-service training program of educational technology on teachers{\textquoteright} TPACK. The key questions for this research were: how do teachers{\textquoteright} perceptions of their TPACK levels change after participating in the training program for a year; which of the seven knowledge domains of the TPACK framework develop more than others; what is the impact of different knowledge domains on teachers{\textquoteright} TPACK perceptions. The TPACK questionnaire developed by Schmidt et al. (2009) was used to measure in-service teachers{\textquoteright} self-assessments of their TPACK during the first meeting of the training program and at the end of the first academic year. The research results revealed increase in all the domains of the TPACK framework. There was significant development of the teachers{\textquoteright} TK and TPACK, but only limited growth in CK and PK. Strong positive correlations were found between TCK, TPK and TPACK in the post-course survey.}, keywords = {ICT, in-service teachers, professional development, TPACK}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/15.66.18}, url = {http://oaji.net/articles/2015/457-1441441936.pdf}, author = {Piret Lehiste} } @article {962, title = {THE IMPACT OF AN IN-SERVICE TRAINING PROGRAM ON THE SELF-EFFICACY OF SPECIAL AND GENERAL EDUCATION TEACHERS}, journal = {Problems of Education in the 21st Century}, volume = {64}, year = {2015}, month = {April/2015}, pages = {Discontinuous}, type = {Original article}, chapter = {95-107}, abstract = {Teachers{\textquoteright} professional development is the key to education improvement. On that basis, the present study aimed to investigate the impact of a 6-month in-service training program in the context of the continuing professional development for educators on educational practice. The main objective of the training program was to improve the educators{\textquoteright} teaching skills, to enrich their practices with the most effective strategies and with the newest findings from research evidence in order to increase the quality of their educational interventions for students with special educational needs. An innovation of that program was the simultaneous training of both general and special education teachers in pairs, smoothing the dividing lines between general and special education in their daily instructional practice. The participants were 30 educators, divided into 15 pairs. Each pair was working in the same inclusive school sharing the responsibility of the educational support of a student with learning problems. The estimation of the impact of the program was investigated by measuring the educators{\textquoteright} increasing sense of self-efficacy in relation to their instructional skills and overall effectiveness of their educational interventions for their students with learning difficulties. A pre and post evaluation research design was employed and the findings showed that the training program had a positive impact on the educators{\textquoteright} self-efficacy and their effectiveness regarding collaborative educational interventions for their students. }, keywords = {continuing professional development, in-service training, self-efficacy}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/15.64.95}, url = {http://oaji.net/articles/2015/457-1432232539.pdf}, author = {Sotiria Tzivinikou} } @article {978, title = {IMPLEMENTATION OF TEXT ORIENTED APPROACH IN TEXTBOOKS ON RUSSIAN LANGUAGE IN ESTONIA}, journal = {Problems of Education in the 21st Century }, volume = {66}, year = {2015}, month = {August/2015}, pages = {Discontinuous}, type = {Original article}, chapter = {75-83}, abstract = {Create a text filled with personal meaning, designed in according to the norms of the Russian literary language {\textendash} a task that must be put and solved in the lessons of the Russian language as a native language and a foreign language. Human communication {\textendash} is the exchange of texts is not by chance in the national curriculum for native and foreign (Russian) language is said that in the process of learning language student must master his verbal communication skills, learn how to express thoughts and feelings, analyse, heard and read summarizing information. Since the text activities {\textendash} is one of the learning activities in its organization must be taken into account patterns of natural speech activity, are well known. This are motives, purpose of the activity, structure and its stages; availability of productive activity. The organization of educational process must be oriented to the natural patterns of speech communication, as students create products of speech as a result of interaction with each other. The authors of this article have tried to consider all this creating textbooks for students of different age groups, who study Russian language as native and foreign.}, keywords = {foreign languages, needs of students, Russian language, speech activity, speech communication, text-centred approach}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/15.66.75}, url = {http://oaji.net/articles/2015/457-1441453614.pdf}, author = {Natalia Zamkovaja and Irina Moissejenko} } @article {977, title = {INCREASING EMOTIONAL INTELLIGENCE AMONG EARLY ADOLESCENTS: MYTHODRAMA GROUP PSYCHOTHERAPY APPROACH}, journal = {Problems of Education in the 21st Century }, volume = {66}, year = {2015}, month = {August/2015}, pages = {Discontinuous}, type = {Original article}, chapter = {67-74}, abstract = {Adolescents exhibit a range of behavior difficulties as a result of the many physical, emotional, and social stresses associated with this developmental stage. Conflicts and occasional aggressive outbursts are common in this period, but this behavior becomes problematic when it is persistent. Allan Guggenb{\"u}hl{\textquoteright}s Mythodrama group psychotherapy approach of resolving conflict and bullying in a school setting has been proven successful in Europe and in the USA. The aim of the current study was to provide further evaluation of Mythodrama group work to address emotional and behavioral problems with early adolescents. As emotional abilities and dispositions appear to play a crucial role for adjustment and well-being in adolescence period, the present study investigated, using a controlled experimental design, whether it is possible to increase Emotional Intelligence in pupils received Mythodrama group intervention during three months. Sixty three public school pupils aged 10- to 12-years-old (M of age =11.06, SD=0.59), identified by school staff as displaying emotional and behavioral difficulties, were administered with Trait Emotional Intelligence Questionnaire (TEIQue) {\textendash} Child{\textquoteright}s form (Petrides, 2008) twice, prior and post Mythodrama group intervention. Repeated measures ANOVA revealed a statistically significant change in seven domains of emotional intelligence, while no significant changes were observed in the control group, except three of the domains. These findings suggest that Emotional Intelligence can be improved using Mythodrama group intervention, but more follow-up research is required to reveal the persistence of the result and its influence on school performance.}, keywords = {early adolescents, emotional intelligence, group psychotherapy, Mythodrama}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/15.66.67}, url = {http://oaji.net/articles/2015/457-1441442312.pdf}, author = {Tinatin Tiabashvili and Rusudan Mirtskhulava and Marine Japaridze} } @article {990, title = {INTERDISCIPLINARY SCIENCE: A WAY TO BROADEN AND DEEPEN KNOWLEDGE IN RESEARCH AND EDUCATION}, journal = {Problems of Education in the 21st Century}, volume = {68}, year = {2015}, month = {December/2015}, pages = {Discontinuous}, type = {Editorial}, chapter = {4-5}, abstract = {How do we look at interdisciplinary theories and methods today and how do we welcome an interdisciplinary perspective in research? These questions are perhaps not the discussed in various research disciplines but the questions concern both research and education. Within each discipline, we have theories and methods that we want to protect and make into "our own". We prefer that certain theories and methods belong to a particular discipline. We also keep ourselves happy within our own research area and develop it with "inherited" theories and practice what we consider to belong to "our research". However, issues emanating from interdisciplinary theories and methods provide opportunities to broaden and deepen each research area. }, keywords = {education needs, interdisciplinary research, interdisciplinary theories}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/15.68.04}, url = {http://journals.indexcopernicus.com/abstract.php?icid=1191861}, author = {Agneta Simeonsdotter Svensson} } @article {957, title = {INVESTIGATING THE EFFECTS OF SELF-DIRECTED LEARNING AND COLLABORATIVE METHODS ON JUNIOR SECONDARY SCHOOL STUDENTS SOCIAL STUDIES LEARNING OUTCOMES IN OYO STATE, NIGERIA}, journal = {Problems of Education in the 21st Century}, volume = {64}, year = {2015}, month = {April/2015}, pages = {Discontinuous}, type = {Original article}, chapter = {38-52}, abstract = {Learner-centred methods of teaching are rarely used in most Nigerian classrooms. Pedagogic practices at the basic level of education encourage teacher-dominated methods that do not allow for students{\textquoteright} active participation and inculcation of behavioural changes that reflect the outcomes of learning Social studies. As a paradigm shift, the main effects of treatments (Self-directed learning, Collaborative task method and a combination of the two methods), gender and achievement motivation on the combined dependent variables of achievement in Social studies and critical thinking were investigated. Three hypotheses stated were tested at the 0.05 level of significance. A pre-test post-test non-randomised control group design was adopted in which treatments were crossed with two levels of achievement motivation and gender respectively. 223 males and 136 female students were randomly selected from 12 junior secondary schools in Oyo State. Three instruments: Academic Achievement Motivation Inventory (α = 0.83), Critical Thinking Disposition Inventory (α = 0.87) and Social Studies Achievement Test (r = 0.80) were used to collect data from the participants. Using Multivariate Analysis of Covariance (MANCOVA), Self-directed learning proved to be most significant in improving the learning of Social studies concepts, followed by a combination of Self-directed learning and Collaborative task methods while the Collaborative task method was the least effective. Gender and achievement motivation had significant effects on students{\textquoteright} achievement and not on critical thinking. The findings have implications for the teaching of Social studies in Nigeria. If the rationale of instruction is to enhance the acquisition of cognitive learning outcome with the teacher acting as a facilitator, then the Self-directed learning is most beneficial to students followed by a combination of Self-directed learning and Collaborative task method. When students are actively involved in the teaching-learning process, their academic achievement is more enhanced, especially when a conducive environment is provided.}, keywords = {achievement motivation, collaborative task method, self-directed learning, social studies achievement}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/15.64.38}, url = {http://oaji.net/articles/2015/457-1432232211.pdf}, author = {Olubukola Oyediji and Eugenia Okwilagwe} } @article {924, title = {ICT AS ONE OF THE TEACHING METHODS AT PRIMARY SCHOOL FROM A TEACHER{\textquoteright}S POINT OF VIEW}, journal = {Problems of Education in the 21st Century}, volume = {61}, year = {2014}, month = {October/2014}, pages = {Discontinuous}, type = {Original article}, chapter = {105-112}, abstract = {ICT is one of the driving elements of the current primary education. They often replace commonly used teaching methods, however, in many cases, they are also rejected as an element of eliminating the human factor in education. Based on a qualitative survey, the paper presents an interactive whiteboard as a teaching element from the perspective of primary education teachers. The main goal of the research is to point out the teachers{\textquoteright} inner motives to use modern technologies in education and identify the broader context of a teachers{\textquoteright} preparation with regard to the use of IT in school practice. The research is conducted using semi-structured interviews; the method of constant comparison was used for the qualitative data analysis. The most important findings show that teachers perceive information technology, especially as activating and motivating factor in education. Another important feature is the possibility of immediate and quick scan of the results. For most respondents, it is a replacement for traditional teaching resources, while they don{\textasciiacute}t forget to mention the importance of printed materials.}, keywords = {ICT in education, interview with teachers, primary education, teaching methods}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/14.61.105}, url = {http://oaji.net/articles/2015/457-1422204114.pdf}, author = {Martin Skutil} } @article {919, title = {THE IMPACT OF RECEPTION LITERATURE ON READING COMPETENCE IN CHILDREN WITH MILD MENTAL RETARDATION}, journal = {Problems of Education in the 21st Century}, volume = {61}, year = {2014}, month = {October/2014}, pages = {Discontinuous}, type = {Original article}, chapter = {58-66}, abstract = {The study investigated the impact of children{\textquoteright}s literature reception on literacy at children with mild mental retardation in the process designed on the adapted receptive model of children{\textquoteright}s literature didactics. An experiment of a one-group pretest-posttest design was conducted on the sample of seven children with mild mental retardation. In the period of one semester their literacy program was supported with children{\textquoteright}s literature education according to the adapted model of receptive children{\textquoteright}s literature didactics. After that, their reading competence was tested with the Assessment scheme of reading competence (Pe{\v c}jak at. al., 2011), which was focused on two dimensions of the reading process: reading comprehension and the quantitative and qualitative data of students{\textquoteright} reading performance. Among the last one a) reading speed was measured, b) reading rhythm was observed, c) reading mistakes were counted and classified, d) reading accurateness was observed and e) reading expression was measured. The results show the positive impact of the adapted model of receptive children{\textquoteright}s literature didactics on students{\textquoteright} reading competence {\textendash} the reading speed, the reading rhythm the accurateness of reading performance and the reading expression improved and the number of reading mistakes decreased. }, keywords = {adapted model of children{\textquoteright}s literature didactics, children with mild mental retardation, functional literacy, literature reception}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/14.61.58}, url = {http://oaji.net/articles/2015/457-1422203837.pdf}, author = {Ana Koritnik and Kordigel Aber{\v s}ek, M.} } @article {923, title = {THE IMPACT OF THE ACQUISITION OF THE LETTERS IN A SYSTEMATIC LITERACY ON WRITING SKILLS}, journal = {Problems of Education in the 21st Century}, volume = {61}, year = {2014}, month = {October/2014}, pages = {Discontinuous}, type = {Original article}, chapter = {98-104}, abstract = {Learning letters is associated with a long-term learning. Two basic models are present in obtaining letters in a systematic literacy in Slovenia and abroad. One represents a separate acquisition of the uppercase and lowercase printed letters (sequentially) and the other deals with letters simultaneously. In practice, teachers often asked themselves, especially in times of reforms in literacy, which model of the acquisition of the letters in initial literacy is more efficient. The research focused on the effect of the two most frequently chosen procedures for acquiring letters of structured literacy in Slovenia, namely the simultaneous treatment of the uppercase and lowercase printed letters (lowercase cursive letters and upper-case cursive letters) and consecutive treatment of letters (uppercase printed letters, lowercase printed letters, lowercase cursive letters, and at last, uppercase printed letters). Furthermore, the focus of the research was on the impact of gender on the ability to write. The incidence of errors was observed in terms of selected procedures for acquiring the letters in groups and gender. At the same time, the effect of consolidation of writing individual letters (uppercase and lowercase printed letters in 2nd class, and lowercase and uppercase cursive letters in 3rd class), was examined. }, keywords = {Prior knowledge, the process of acquiring letters, writing skills}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/14.61.98}, url = {http://oaji.net/articles/2015/457-1422204071.pdf}, author = {Marija Ropi{\v c}} } @article {898, title = {THE IMPACT OF THE ANIMALS ON CHILDREN{\textquoteright}S LEARNING AND THEIR DEVELOPMENT - A STUDY OF WHAT CHILDREN LEARN FROM AND WITH PETS: THE EXAMPLE OF DOG AND CAT}, journal = {Problems of Education in the 21st Century}, volume = {59}, year = {2014}, month = {April/2014}, pages = {Discontinuous}, type = {Original article}, chapter = {77-85}, abstract = {The purpose of this study is to produce knowledge about the impact of pets on preschool children{\textquoteright}s desire to learn and their development. The research question asked is: What do children learn from and with pets: The example of dog and cat? Socio-cultural theories and developmental pedagogy are used in order to study children{\textquoteright}s learning in the preschool. The socio-cultural theories are based on a model describing interactions between people presented by Vygotskij (1978) and further developed by S{\"a}lj{\"o} (2011). This study employed a qualitative exploratory research method with the aim of gaining knowledge concerning a group of 24 children, aged 4-5 years. Individual interviews were used as the method of data collection. The results are presented as two main categories: 1) The pet supports the child in their learning and development process 2) The child is the teacher of the pet. Each main category comprised two subcategories: 1a) Developing empathy and emotions, 1b) Being good at school-related tasks, 2a) Teaching the pet playful exercises, 2b) Teaching the pet to obey. The results show that pets provide children with positive experiences and a sense of feeling good. The children said that they could talk to all the animals and that the animals are listening. When a child is doing activities with an animal or tries to teach an animal some exercises, the child receives a response from the animal. This leads on to new experiences and an increased knowledge regarding social behavior. Using pets for educational purposes in the home, preschool and school, might stimulate an interest in animal care and a commitment to the world{\textasciiacute}s wildlife and fauna in general. }, keywords = {collaborative project, developmental pedagogy, preschool learning, qualitative research}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/14.59.77}, url = {http://oaji.net/articles/2014/457-1420362030.pdf}, author = {Agneta Simeonsdotter Svensson} } @article {900, title = {INFINITY: AN INTERDISCIPLINARY ACCESS KEY TO PHILOSOPHICAL EDUCATION THROUGH MATHEMATICS}, journal = {Problems of Education in the 21st Century}, volume = {60}, year = {2014}, month = {July/2014}, pages = {Discontinuous}, type = {Editorial}, chapter = {5-9}, abstract = {In some previous contributions of mine written for Scientia Educologica{\textquoteright}s journals (Bussotti 2012; Bussotti, 2013; Bussotti, 2014) I dealt with the possible use of history of mathematics and science inside mathematics and science education. There is an abundant literature on this subject and I only tried to offer some ideas on possible educative itineraries in which history of mathematics and science could play a role. I had no claim to supply elements for a general theory on the relations history of mathematics-mathematics education and history of science-science education. In this editorial, I would like to deal with a possible interdisciplinary link between philosophical education and mathematics. This link is given by the infinity. The following considerations are valid for all those countries in which some high schools exist where philosophy is taught and, in general, for every course at a philosophical faculty in which the problem of the infinity is faced. Furthermore, they can also be useful in the teaching of mathematics at the high school when the concepts of infinity and infinitesimal (typically while dealing with calculus) are introduced.}, keywords = {history of mathematics, philosophical education, science education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/14.60.05}, url = {http://oaji.net/articles/2015/457-1421876334.pdf}, author = {Paolo Bussotti} } @article {905, title = {INITIAL RESULTS OF A DIFFERENTIATE PROGRAM OF TEACHERS CONTINUING FORMATION IN BRAZIL: THE PDE/PARANA}, journal = {Problems of Education in the 21st Century}, volume = {60}, year = {2014}, month = {July/2014}, pages = {Discontinuous}, type = {Original article}, chapter = {67-78}, abstract = {This research presents an innovative practice of continuing formation, which shows a connection between the public school and higher education, the Program of Educational Development of Parana/ Brazil (PDE-PR) and its relation to the results of IDEB (Index of Basic Education Development) in public state schools of Curitiba. This research aims to analyse the relation between the teacher{\textquoteright}s formation and the index of development/knowledge presented by their students in the large scale exam applied in Brazil, based on a qualitative approach through a comparison among some factor based on the number of schools which had participants in PDE-PR, established goals and results obtained in the IDEB of 2007 and 2009 by students of the 9th grade. The results showed that 18 of 61 schools which had participants did not reach the established goal, but 23 presented an increase in their grade, in spite of not achieving the objective. The analyses indicate the per passed routes are opposed to the effectiveness of democratic spaces in the schools. Thus, at the same they emphasize the appreciation of the teacher in the legal documents, establish the formative process as the only way to access the last level of the teaching career, emphasizing mainly work time, in the entrance exam to the program, and seeking to achieve the established goals to improve the public schools which substantiate in the IDEB{\textquoteleft}s grade.}, keywords = {IDEB, large scale exam, teacher{\textquoteright}s continuing formation}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/14.60.67}, url = {http://oaji.net/articles/2015/457-1421876608.pdf}, author = {Romilda Teodora Ens and Gisele Rietow Bertotti and Rudimar Gomes Bertotti} } @article {913, title = {INTERDISCIPLINARITY IN EDUCATION}, journal = {Problems of Education in the 21st Century}, volume = {61}, year = {2014}, month = {October/2014}, pages = {Discontinuous}, type = {Editorial}, chapter = {5-8}, abstract = {Questions about the nature of the teaching/learning process originate in ancient Greek philosophy. What is the role of language? What is the relationship between the individuals? Are we free in our choices? Important ancient philosophers, Democritus, Plato, Aristotle and Lucretius answered these questions in different ways, while Descartes, Spinoza, Hume, Kant and many others continued where they left off. Even today in the Age of Technology, contemporary researchers from the fields of philosophy, cognitive science, neurobiology, and artificial intelligence ask similar, albeit technologically informed, questions. Among these, there are also questions about the relationship between humans and machines, and implications which they carry for solving traditional problems within philosophy, i.e. the mind-body problem, mental causation problem and the problem of consciousness. }, keywords = {artificial Intelligence, cognitive modelling in education, cognitive scientists, teaching/learning process}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/14.61.05}, url = {http://oaji.net/articles/2015/457-1422203467.pdf}, author = {Boris Aber{\v s}ek} } @article {909, title = {INTERNATIONAL COOPERATION COMPETENCES AND THEIR ASSESSMENT CRITERIA WITHIN THE PROCESS OF EDUCATING EXTERNAL RELATIONS SPECIALISTS}, journal = {Problems of Education in the 21st Century}, volume = {60}, year = {2014}, month = {July/2014}, pages = {Discontinuous}, type = {Original article}, chapter = {125-133}, abstract = {To successfully develop certain competences in students, it is necessary to define the competences, as well as to set assessment criteria to be used in the process of developing, assessing and further developing of the competences. Due to the developing nature of international cooperation among organizations, the criteria for assessing international cooperation competences must comprise and assess all components of the particular competences that are necessary in typical job situations in the present time in the field where the prospective specialists (the current students) are planning to work, as well as all components of competences that individuals should possess in accordance with the constructivist learning theory, thus fostering a learning environment where students motivate themselves and construct their knowledge accordingly. The article defines international cooperation competences of external relations specialists, as well as sets, describes and justifies their assessment criteria, taking into account the prospective job environments of these specialists along with progressive learning theories. The set assessment criteria can also be used to assess international cooperation competences of students of other study fields where foreign language or communication courses are acquired. Apart from defining international cooperation competences and their assessment criteria, the study results present the comparison of the assessment of competences by means of using the set criteria and grades in simulations and in the standard written final examination, thus justifying the need for the set criteria to assess the most important components of the mentioned competences properly on the basis of practical competence demonstration and testing.}, keywords = {assessment criteria, competence, International Cooperation}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/14.60.125}, url = {http://oaji.net/articles/2015/457-1421876821.pdf}, author = {Anete Me{\v z}ote and Vija Di{\v s}lere} } @article {920, title = {INTERPLAY BETWEEN ART AND SCIENCE IN EDUCATION: {\textquotedblleft}MUSIC{\textquotedblright} BASED APPROACH IN NANOSCIENCES}, journal = {Problems of Education in the 21st Century}, volume = {61}, year = {2014}, month = {October/2014}, pages = {Discontinuous}, type = {Original article}, chapter = {67-76}, abstract = {Music can be viewed as a structure formed by notes. Different structures in music have potential to yield enormously rich diversity of different melodies. Music is a typical example where a structure defines a property. Similar concepts could be also exploited in education, in presented case in nano-sciences, which are typical representatives of soft materials the structure of which can be strongly manipulated with local geometry and presence of appropriate nanoparticles. The objects of study, named also LC shells, will be exploited as basic unit elements for future soft colloidal crystals. A different arrangement of colloids within the crystal would result in different physical properties in a similar way as different packing of atoms results in different crystals made of real atoms. In presented research will be demonstrated, how relevant basic mechanisms in thin films of nematic liquid crystals could be explained in a classroom and used as a case study, also for explanation of many other physical properties. This research topic is still in its infancy. At this stage only various defect structures in relatively simple geometries (spherical and elliptical) will be analyzed. There is a need to find simple ways to control sensitively the valence of LC shells and in particular to develop strategies to assemble them in crystal structures of desired symmetry. This would allow tailoring specific optical dispersion relations or other physical property of interest and make new ways to teach different physical properties on the {\guillemotright}music{\guillemotleft} based approach. }, keywords = {liquid crystalline shells, soft materials, teaching/learning strategies, topological defects}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/14.61.67 }, url = {http://oaji.net/articles/2015/457-1422203894.pdf}, author = {Samo Kralj and Boris Aber{\v s}ek and Irena Kralj} } @article {838, title = {THE IMPACT OF ELSTGEEST AND ALFKE{\textquoteright}S QUESTIONING MODEL WITH MANIPULATIVES ON PHYSICS STUDENT TEACHERS{\textquoteright} ABILITY TO GENERATE PRODUCTIVE QUESTIONS}, journal = {Problems of Education in the 21st Century}, volume = {54}, year = {2013}, month = {June/2013}, type = {Original article}, chapter = {99-111}, abstract = {Question-asking is a basic skill required for the development of students{\textquoteright} thinking. However, the way in which physics teachers conduct laboratory activities do not usually stimulate student thinking by asking productive questions. This study addressed this concern by investigating the physics student teachers{\textquoteright} ability to generate productive questions using the Elgeest{\textquoteright}s and Alfke{\textquoteright}s questioning model with a set of manipulative learning (EAM) strategy. The manipulative consisted of simple electrical components that could be explored and manipulated. The study investigated if there was a difference in student teachers{\textquoteright} productive questions in terms of number of questions in each category and level of thinking between before and after a lesson using EAM strategy. A further purpose was to find out students{\textquoteright} thought regarding their experiences using the EAM strategy in generating productive questions. A total of 34 Third Year undergraduate physics student teachers took part in the study. They worked in a group of 3-4 to discuss and construct questions before and after the instruction. Student teachers{\textquoteright} generated questions and written reflections were used as data collection methods. Questions were analyzed and classified according to Dillon{\textquoteright}s (1984) classification of questions: properties, comparisons, and causal relationships. It was found that before learning using the EAM strategy, student teachers tended to ask questions of the properties category. In contrast, students tended to pose causal relationship-type questions following instruction with the EAM strategy. Overall, the students indicated that the EAM strategy had increased their ability to generate productive questions at higher categories and cognitive levels. Physics teachers who conduct laboratory activities could use the EAM strategy to lead students in the generating productive questions that foster their thinking.}, keywords = {Elgeest{\textquoteright}s and Alfke{\textquoteright}s questioning model, physics student teachers, productive questions}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/13.54.99}, url = {http://oaji.net/articles/2014/457-1420054421.pdf}, author = {Nyet Moi Siew and Sopiah Abdullah} } @article {824, title = {IMPLEMENTATION OF PROCESS-TARGETED ACTIVITIES OF PROSPECTIVE CHEMISTRY TEACHERS DURING CONTINUOUS TEACHING PRACTICE: A RATIONAL COMPARATIVE ANALYSIS OF TEACHING METHODS ACCORDING TO THE EXPRESSED COMPETENCIES}, journal = {Problems of Education in the 21st Century}, volume = {53}, year = {2013}, month = {April/2013}, type = {Original article}, chapter = {74-88}, abstract = {The main aim of the teacher study program is to ensure the proper role of teaching practice, which is included in initial teacher training courses. It is necessary that teachers of chemistry gain or develop learner competencies for appropriate teaching/ learning in the chemistry subject by using innovative teaching methods. In terms of activities and methods correction of the continuous teaching practice model for prospective chemistry teachers in Pedagogical study program of 2nd degree "Educational Chemistry" which would ensure the creation of a competent chemistry teacher (active and innovative).The main result of the study is a list of potential competencies by prospective chemistry teachers using innovative teaching methods. These competencies can be developed and produced in the performance of activities defined by using continuous teaching practice, particularly in the areas of testing and assessment, experiential and collaborative learning, and experimental (laboratory and field) work. Each of these components is separately assessed by activity and competence. }, keywords = {continuous teaching practice, innovative teaching methods, learners{\textquoteright} competencies}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/13.53.74}, url = {http://oaji.net/articles/2014/457-1419413667.pdf}, author = {Darinka Siko{\v s}ek and Kornelia {\v Z}ari{\'c}} } @article {833, title = {INCREASING INTERCULTURAL COMPETENCE AND TOLERANCE IN MULTICULTURAL SCHOOLS: A TRAINING PROGRAM AND ITS EFFECTIVENESS}, journal = {Problems of Education in the 21st Century}, volume = {54}, year = {2013}, month = {June/2013}, type = {Original article}, chapter = {39-52}, abstract = {This study reports the implementation of a Training of Intercultural Competence and Tolerance (TICT) for upper-secondary school students and the empirical evaluation of its effectiveness. The TICT program was developed to counteract increasing interethnic conflicts in the North Caucasus Federal District of Russia. It is based on the theoretical and empirical framework of social psychology and cross-cultural psychology. The training effectiveness was assessed by conducting pre- and post-surveys among the training participants. The results indicate that TICT contributes to the development of a positive ethnic identity and the formation of a civic identity among the participating youth. It also increases their optimism regarding the future of interethnic relations in Russia and the subjective level of intercultural competence of majority group youth towards minority cultures. Thus, the evaluation of the training effectiveness of the TICT has shown that the aims of the training have been achieved to a large extent and that the Training of Intercultural Competence and Tolerance can be effectively used to prevent interethnic conflicts and promote interethnic relations in multicultural schools. Suggestions for the practical implementation of the TICT as well as for future research on the training{\textquoteright}s effectiveness are discussed.}, keywords = {intercultural competence, tolerance, training}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/13.54.39}, url = {http://oaji.net/articles/2014/457-1420054089.pdf}, author = {Nadezhda M. Lebedeva and Elena Makarova and Alexander Tatarko} } @article {505, title = {THE INFLUENCE OF CIVIC AND CITIZENSHIP EDUCATION ACHIEVEMENTS ON THE DEVELOPMENT OF STUDENTS{\textquoteright} CITIZENSHIP ATTITUDES}, journal = {Problems of Education in the 21st Century}, volume = {52}, year = {2013}, month = {March/2013}, type = {Original article}, chapter = {21-34}, abstract = {Civic skills, knowledge and attitudes are the elements forming the citizenship concept. How do they suit multicultural societies? What are the mutual links among civic attitudes, knowledge and skills of different ethnic groups? The aim of the research is to establish the model of students{\textquoteright} civic competence and to find out factors which explain the influence of civic achievements on civic attitudes. IEA (the International Association for the Evolution of Educational Achievement) ICCS 2009 (the International Civic and Citizenship Studies 2009) are used for the analysis. SEM (Structural Equation Modelling) is used for data processing. The authors used multi-modelling to compare Latvian and Estonian majority and minority sample groups. The results indicate that the level of civic knowledge and skills influences civic attitudes of Estonian and Latvian students. Students with a higher level of civic knowledge and skills have a more pronounced sense of global belonging and ability to adjust and live a multicultural society. The civic knowledge of Estonian students with the Estonian language of instruction influences most essentially the civic attitudes and a sense of belonging to Europe. Latvian students with the Russian language of instruction have the least influence on the mentioned factors.}, keywords = {civic and citizenship education, SEM method}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/13.52.21}, url = {http://oaji.net/articles/2014/457-1419412373.pdf}, author = {Andrejs Geske and Ireta Cekse} } @article {849, title = {INFORMATION COMMUNICATION TECHNOLOGIES, EDUCATION QUALITY AND CHALLENGES FOR FUTURE}, journal = {Problems of Education in the 21st Century}, volume = {56}, year = {2013}, month = {November/2013}, pages = {Discontinuous}, type = {Editorial}, chapter = {5-7}, abstract = {The role of ICT in education on the whole and particularly in science education is a very important topic. 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 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 (Lamanauskas, {\v S}lekiene, Raguliene, 2010). The opinion, that prevails in Lithuania is, that part of the problems related to ICT are determined by technical resources, computer literacy, lack of methodics and methodology, wrong attitude to the usage of technologies in general. Speaking about teachers (they are central part of education process), it is important to form an understanding, that ICT is not a thing in itself, i.e., it is necessary to use, because the others do this and do somewhere else and finally, that it is fashionable. ICT, first of all, is a didactic support seeking better education results. Not only nowadays, but in future as well, ICT have to be attractive for the learners, comfortable to use for the teachers and specially made for teaching/learning purposes. Selection process problem, in didactic respect, will get more acute, because market (producers{\textquoteright}) pressure on education system will, undoubtedly, increase. Profit seeking in any way and by any means has overshadowed the purposefulness of ICT usage in education field, so far. So, is ICT in reality a bridge to future and higher education quality? Thus, the discussed field remains problematic. New, exhaustive, empiric research studies are necessary. }, keywords = {education quality, ICT in education, psychological consequences, technology progress}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/13.56.05 }, url = {http://oaji.net/articles/2014/457-1420055359.pdf}, author = {Vincentas Lamanauskas} } @article {875, title = {INQUIRY-BASED PHYSICS EDUCATION BY USING SCIENCE LEARNING SYSTEM XPLORER GLX}, journal = {Problems of Education in the 21st Century}, volume = {57}, year = {2013}, month = {December/2013}, pages = {Discontinuous}, type = {Original article}, chapter = {133-141}, abstract = {In order to improve students{\textquoteright} competencies of natural science must be consistent and systematic development of learning methods and strategies. Since Physics is an experimental science, the role of practical activities in physics education is very important. Experimental activities are one of the main Physics teaching/learning methods. One of these methods is inquiry-based learning, in which students answer research questions through data analysis. Computer-based data logging is a powerful strategy for the teaching and learning of physics. It helps to deliver a deep and meaningful physics education, increasing the interaction between the student and the concepts under investigation. This article deals with Physics experimental works by using the Xplorer GLX on different levels (confirmation, structured, guided and open inquiry) of inquiry-based learning. The research methodology is based on the provisions of the constructivist education theory underlying the structured, guided and open explorations as an effective educational technology, which promotes a positive attitude towards science, helps to apply the acquired knowledge in different situations, develops higher-level thinking skills, encourages active learning processes. Experimental activities use an inquiry-based approach, based on a small-scale research activity through different levels of inquiry using science learning system Xplorer GLX. The aim of each experimental activity is to gain practical research skills, master research methods, learn how to work safely with the physical equipment, to collect, process and convey the results of experiment and link them to theoretical models, to make generalizations and conclusions. One physics laboratory work (Capacitor Discharge) at the level II, as structured exploration, and level III, as guided exploration, using science learning system Xplorer GLX is presented. A key focus is on learning through collaborative work, supported }, keywords = {computer based experiment, four levels of Inquiry, Inquiry-based education, physics education, Xplorer GLX}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/13.57.133 }, url = {http://oaji.net/articles/2014/457-1420057047.pdf}, author = {Violeta {\v S}lekiene and Loreta Raguliene} } @article {868, title = {INTEGRATING VISUALIZATIONS IN SCIENCE TEACHING: TEACHERS{\textquoteright} DIFFICULTIES AND PEDAGOGICAL APPROACHES}, journal = {Problems of Education in the 21st Century}, volume = {57}, year = {2013}, month = {December/2013}, pages = {Discontinuous}, type = {Original article}, chapter = {48-60}, abstract = {This study is a qualitative research where it tries to finding out and analyze the teacher{\textquoteright}s pedagogical approaches and difficulties to introduce visualizations in science classroom. The use of visualizations in classroom has increased substantially, especially since the development of Information and Communication Technology (ICT). Fourteen in-service teachers were investigated across a teachers{\textquoteright} training course to seek their difficulties and pedagogical approaches for integrating these tools in teaching and learning sequences (TLS). During the training teachers were invited to build in group (five groups) teaching learning sequences about some science content using visualizations. The methodology is qualitative and a case study design was adopted. It was analysed the TLS made by them and the audiovisual record of their oral communications to the class. It was also analyzed the final semi-structured interview with these teachers{\textquoteright} groups and a final report about the TLS application in classroom. These teachers present mainly pedagogical difficulties in order to select the suitable resource and to realize the full potentialities of these resources and sometimes the role of the teacher towards students and resources in the classroom. The technical barriers were the lack of school computers and appropriated software. The results suggest that these teachers are using mostly constructivist approaches to incorporate the visualizations in classroom trying to take advantage of the interactivity that some of these tools allow. Two groups fall more in transmission view, using this resources mostly to present information and the rest tried to use this resources to build inquiry tasks. They chose above of all multimedia tools to enhance particular concepts and skills and sometimes to innovate presentations. Some difficulties related to pedagogical approaches and technical barriers to use these resources are discussed.}, keywords = {approaches, difficulties, teacher pedagogical education, visualizations}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/13.57.48}, url = {http://oaji.net/articles/2014/457-1420056645.pdf}, author = {Celeste Ferreira and M{\'o}nica Baptista and Agnaldo Arroio} } @article {853, title = {INTEGRATING VULNERABLE AND MARGINALIZED GROUPS INTO VOCATIONAL EDUCATION AND TRAINING THROUGH INNOVATIVE SOLUTIONS}, journal = {Problems of Education in the 21st Century}, volume = {56}, year = {2013}, month = {November/2013}, pages = {Discontinuous}, type = {Original article}, chapter = {42-58}, abstract = {There is high (youth) unemployment in several EU countries. These present the latest examples from e.g. Greece, Spain or Italy. Other countries such as Germany or Austria are suffering a brain drain, and consequent depletion of knowledge sources, due to emigration of highly skilled and knowledgeable people. To ensure a broad and productive regional knowledge base, which would enable innovation, regions should develop an integrated human capital agenda. A main pillar of such an agenda is the use of regional untapped potential. To date scholars have only examined the meaning of highly skilled workers as knowledge-holders thereby neglecting the role of vulnerable and marginalized (VAM) groups. This paper focuses on the (re-)integration of vulnerable and marginalized groups to the vocational education and training (VET) system and labour markets using innovative VET solutions such as the approach of mentoring, social media (Web 2.0 and 3.0) as well as social networks. Social networks in particular, contain potential such as the formation of regional social capital through the ability of learners to interact in common learning situations, which may raise regional human capital of vulnerable and marginalized groups. Vice versa, if human capital accumu-lates into a strong regional knowledge base, which can be used for regional (economical) issues, the result will be regional social capital increases.}, keywords = {human capital, integration of vulnerable and marginalized groups, social capital, vocational education and training}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/13.56.42}, url = {http://oaji.net/articles/2014/457-1420055712.pdf}, author = {Alexandra David and Ileana Hamburg} } @article {498, title = {INVESTIGATING MOTIVATION OF PRIMARY AND SECONDARY SCHOOL TEACHERS IN TERMS OF DEMOGRAFIC VARIABLES ACCORDING TO TEACHER OPINIONS: A CASE OF TURKEY}, journal = {Problems of Education in the 21st Century}, volume = {51}, year = {2013}, month = {March/2013}, type = {Original article}, chapter = {104-112}, abstract = {Motivation is of great importance for social and work life as motivation emerges in every aspect of life. The aim of this research is to analyze job motivation of primary and secondary school teachers. This is a descriptive research in the survey model. The sample of the study is 305 teachers employed in primary and secondary schools in Karab{\"u}k in Turkey. As a data collection instrument {\textquotedblleft}Job Motivation Scale{\textquotedblright} developed by Aksoy (2006) was used. The frequency, percentage, arithmetical mean and standard deviation of the answers were calculated. Independent t-Test and One-Way ANOVA were performed to analyze the data. According to research findings, Job motivation of teachers in primary and secondary schools shows a significant difference in terms of age, tenure of office while motivation of teachers do not show a significant difference in terms of teachers{\textquoteright} gender, education level and branch.}, keywords = {motivation, primary and secondary school}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/13.51.104 }, url = {http://oaji.net/articles/2014/457-1419346528.pdf}, author = {Erg{\"u}n Recepo{\u g}lu} } @article {844, title = {AN INVESTIGATION OF VARIOUS VARIABLES{\textquoteright} EFFECTS ON MIDDLE SCHOOL STUDENTS{\textquoteright} SKILLS OF RECOGNIZING FIGURE PATTERNS}, journal = {Problems of Education in the 21st Century}, volume = {55}, year = {2013}, month = {July/2013}, type = {Original article}, chapter = {45-56}, abstract = {The purpose of this study was to investigate the middle school students{\textquoteright} skill of determining figure patterns in terms of the variables of gender, grade, and mathematics achievement. Being descriptive in nature, this study conducted through relational survey method. The participants of the study were total of 137 (fifth, sixth and seventh grade) students from a middle school placed in a province of northern Turkey. Among the results of the study were that the students{\textquoteright} skills of detecting figure pattern did not considerably affected by their grade levels. However, in the figure pattern test female students were more successful than the males. Moreover, a positively-directed strong relationship was detected among the points which students get from mathematic lesson and their achievement in the figure pattern test. Based on the observations done, the middle school students{\textquoteright} mistakes in the test were mostly due to their lack of attention to the questions; they mostly focused on the drawing of the figure patterns and did not think the relation between the number of figures and steps.}, keywords = {figure patterns, mathematics education, middle school students}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/13.55.45}, url = {http://oaji.net/articles/2014/457-1420054959.pdf}, author = {Abdullah Cagri Biber and Abdulkadir Tuna and Lutfi Incikabi and Engin Yigit} } @article {698, title = {THE IMPACT OF PRISONER{\textquoteright}S EMOTIONAL RESPONSIVENESS ON EDUCATIONAL OUTCOMES}, journal = {Problems of Education in the 21st Century}, volume = {41}, year = {2012}, month = {April/2012}, type = {Original article}, chapter = {112-122}, abstract = {This paper reviews the evidence on the impact of the inmate emotional responsiveness on educational outcomes. There are two main reasons why researchers in this field believe in prison education that may reduce a future criminal activity. The first reason involves the impact of the increased cognitive skills and changes in behaviour but the second reason acclaims that participants can learn how to live a crime-free life by participating in education courses. The research aim is to explore the impact of the prisoners{\textquoteright} emotional responsiveness to learning during the learning process at Ilguciema prison. In the research the authors analyse theoretical sources and research data. The research includes the analysis of pedagogical, psycho-pedagogical literature as well as Acts of Legislation. The results were analyzed on the basis of the data from the questionnaires, observation and reflection as well. The results were analysed on the basis of the examination of the interplay of data by means of the quantitative mathematical statistical program SPSS 17.0 (Statistical Package for Social Sciences). In the research pedagogical pre-conditions that foster the inmate emotional responsiveness have been defined. It is concluded that the inmate emotional satisfaction created by steady developmental and educative sessions may provoke emotional responsiveness as well as would diminish the inmate personality degradation; also, the psychological atmosphere would improve in prison cells and the ties with life in freedom/ outside the prison walls would be strengthened as well.}, keywords = {emotional responsiveness, prisoners{\textquoteright} education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.41.112}, url = {http://oaji.net/articles/2014/457-1409840387.pdf}, author = {Maruta Sile and Diana Liepa} } @article {658, title = {IMPLEMENTING E-LEARNING ENVIRONMENT IN REAL VOCATIONAL SCHOOL}, journal = {Problems of Education in the 21st Century}, volume = {39}, year = {2012}, month = {February/2012}, type = {Original article}, chapter = {8-14}, abstract = {Students in vocational schools in Macedonia are less motivated and both enter and finish with ever decreasing knowledge. Teachers are still keeping to conventional ways of teaching. How to improve this situation? Is it possible that a Moodle eLearning environment will do this? Тhe project, by itself, will lead to easier communication between students and teachers, 24-hour support for the students learning needs, modern e-learning and improvement of the teachers Information and Communication Technology (ICT) competences. With implementation of this educational plan, both teachers and students will increase their use of ICT (e-tests and quizzes, online teaching, preparation of electronic multimedia lectures) and improvement of the group and team work among teachers and students as well. In surveys, teachers and students confirmed that they want to be trained to begin to use the eLearning environment, and underwent training. Also, video tutorials are prepared for that purpose. The results can be seen through observations and interviews in which students are asked if this project started to improve their knowledge skills and whether teachers have started to prepared electronic resources and activities for them.}, keywords = {ICT, Moodle, vocational education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.39.08 }, url = {http://oaji.net/articles/2014/457-1408437056.pdf}, author = {Ilche Acevski and Valentina Acevska and Linda Fahlberg-Stojanovska} } @article {752, title = {THE IMPROVEMENT OF READING LITERACY AND ACCESS TO KNOWLEDGE IN TECHNICAL EDUCATION}, journal = {Problems of Education in the 21st Century}, volume = {46}, year = {2012}, month = {October/2012}, type = {Original article}, chapter = {28-35}, abstract = {Teachers often realize that the main cause of learning problems concerning students is a very bad reading literacy. It can be found out that the majority of students have problems reading; they often avoid textual exercises or read them slowly and confront with the problem of not understanding the text they have read. Reading literacy has been dealt with very often lately. Slovenia as a country takes part in some international projects and researches, trying to develop, improve and measure reading literacy. The following article is written to present the results of the 2009 PISA study on reading literacy, milestones for reading at the end of the third three-year cycle, the level of comprehension in reading and our findings on the functional literacy of elementary school pupils of one of Slovenian schools in teaching technical subjects.}, keywords = {functional literacy, reading and learning strategies, reading comprehension}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.46.28}, url = {http://oaji.net/articles/2014/457-1413727872.pdf}, author = {Zvonka Cencelj and Marija Ropi{\v c}} } @article {762, title = {IMPROVING QUALITY OF THE EDUCATIONAL PROCESS BY RAISING TEACHERS{\textquoteright} COMMUNICATION SKILLS}, journal = {Problems of Education in the 21st Century}, volume = {46}, year = {2012}, month = {October/2012}, type = {Original article}, chapter = {109-115}, abstract = {The quality of the educational process can be measured by different criteria. These criteria are based on factors, including good communication as an important aspect. Similarly to good communication being able to improve the quality of life, the quality of the educational process largely depends on the communication ability of teachers or implementers of education. In his or her job, the teacher has to master communication on different levels: with his or her superior (the principal), colleagues, parents and pupils (students). Not only does the teacher have to educate students by example, he/she occasionally also need to provide assistance in solving conflicts so as to avoid peer violence. During their studies at the university, student teachers should acquire good communication skills. Even though these have been introduced in the content of pedagogical study programmes, their extent is still not sufficient. This paper presents an example of trial Communication in Education laboratory work that was implemented with three generations of 4th year students {\textendash} future teachers of technical education. Their reaction was very positive and they expressed the desire for additional work to be prepared.}, keywords = {personal orientation, reference framework, teacher education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.46.109}, url = {http://oaji.net/articles/2014/457-1413728402.pdf}, author = {Mateja Ploj Virti{\v c} and Robert Repnik} } @article {706, title = {IMPROVING THE QUALITY OF EDUCATION BY STRENGTHENING THE COOPERATION BETWEEN SCHOOLS AND FAMILIES}, journal = {Problems of Education in the 21st Century}, volume = {42}, year = {2012}, month = {May/2012}, type = {Original article}, chapter = {38-49}, abstract = {Different groups of teachers understand and interpret the issue of quality in education in different ways, but they all converge on the same key words which are reciprocal influence, school-family, interaction, synchrony, and cooperation. The studies conducted so far show that civic education is an ongoing general and multidimensional process. The school-family partnership is an important link in the educational process, but in everyday life the interaction is more spontaneous than motivated. This study focuses on discovering the underlying reasons for the barriers faced by the school-family partnership, which shall help solve the problems which hinder the normal process of cooperation between school and family. To find out the extent and reasons for parental involvement/non-involvement in the issues related to children{\textquoteright}s education it was used the surveying method to conduct an analysis involving 27 schools, 365 teachers and school principals, 1086 pupils and 924 parents. The data processing will indicate the degree of integration and the different forms of integration of modern elements into the Albanian educational system as well as the causes of the present state of affairs. The study reaches in some findings and proposes some recommendations for improving and reinforcing communication between families and schools.}, keywords = {communication and interaction, interests and opportunities, school-family}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.42.38}, url = {http://oaji.net/articles/2014/457-1410006195.pdf}, author = {Alma Hafizi and Mirela Papa} } @article {707, title = {IMPROVING THE QUALITY OF LEARNING BY INCREASING THE STUDENTS{\textquoteright} READING SKILLS}, journal = {Problems of Education in the 21st Century}, volume = {42}, year = {2012}, month = {May/2012}, type = {Original article}, chapter = {50-62}, abstract = {Recently, the quality of students learning in many European schools has decreased. Various studies and evaluations of the Albanian education system have revealed that Albanian schools have low quality indicators. The reasons for this phenomenon are related to different educational and social factors. One of the factors that has significantly contributed to the low results of the Albanian students is the low quality of reading, which in turn has a direct impact on learning outcomes. This study aims at reflecting the state of reading and its related issues as well as the use of current techniques and strategies which aim to enhance critical thinking through reading and writing. In order to highlight some of the factors that can significantly affect the quality of reading for female / male students in rural and urban areas, around 300 students from 18 schools in 6 regions of the country were examined. Findings and recommendations are presented for the use of new strategies and techniques related to reading and improving the quality of student learning by improving the quality of the reading.}, keywords = {critical thinking, quality of learning, strategies}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.42.50}, url = {http://oaji.net/articles/2014/457-1410006235.pdf}, author = {Aljula Jubani and Irena Ndoci Lama and Mimoza Gjokutaj} } @article {721, title = {IMPROVING THE TRANSLATION{\textendash}INTERPRETING CURRICULUM THROUGH ACKNOWLEDGING THE EDUCATIONAL NEEDS OF ALBANIAN STUDENTS}, journal = {Problems of Education in the 21st Century}, volume = {43}, year = {2012}, month = {June/2012}, type = {Original article}, chapter = {69-85}, abstract = {The introduction of the Bologna Process into the higher education system in Albania has led to a review and improvement of the existing curricula. Among the variables influencing the curriculum development the professors and students are the ones directly involved in the curriculum reform implementation project. Although the Bologna Charter advocates a student {\textendash} centred approach, students are not given the priority they deserve. This remiss could lead to a conflict between the students{\textquoteright} expectations and the curricular approaches. First and second year Master students of Translation {\textendash} Interpreting at the University of Tirana are the subject of a survey aiming at finding out how the students undertaking Translation and Interpreting find the courses they follow. The method used is the quantitative method of observation. 80\% of the students have filled in a questionnaire. The data processing indicates the motives driving the students to choose this curriculum as well as their expectations for their future career. It is concluded with some findings and recommendations for curriculum reform, since the academic offer is seen as a means of providing answers for a society which, under the pressure of ongoing changes, is in need of professionals who respond to new stimuli. }, keywords = {expectations, motivations}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.43.69}, url = {http://oaji.net/articles/2014/457-1410007303.pdf}, author = {Mirela Papa and Alma Hafizi} } @article {783, title = {INCLUSIVE MUSIC EDUCATION IN THE SLOVAK REPUBLIC}, journal = {Problems of Education in the 21st Century}, volume = {48}, year = {2012}, month = {November/2012}, type = {Original article}, chapter = {23-33}, abstract = {The Slovak educational system went through several changes the last 20 years, and these changes affected also the structure of music education. The aim of this paper is to point out the changes in educational system, stated in different national school documents, in the context of innovations and changes in musical education. The author analyses predominantly music education in the specialized primary school system, namely in primary art schools. They are positively evaluating as favourable influence of music education on meaningful exploitation of free-time, in connection with prevention of socially unwanted phenomena, its influence on full-value exploitation of children{\textasciiacute}s free-time, observation and extension of components of regional culture in teaching and active share on cultural life of cities or villages, presentation in cultural undertakings, activity of various chamber ensembles in which pupils exploit and improve acquired abilities when practically playing in collective.}, keywords = {educational system in Slovakia, music education, primary art schools}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.48.23}, url = {http://oaji.net/articles/2014/457-1415392207.pdf}, author = {Jaroslava Gajdo{\v s}{\'\i}kov{\'a} Zeleiov{\'a}} } @article {717, title = {INCLUSIVE TOLERANCE AS A BASIS OF PROFESSIONAL COMPETENCE OF PROSPECTIVE TEACHERS}, journal = {Problems of Education in the 21st Century}, volume = {43}, year = {2012}, month = {June/2012}, type = {Original article}, chapter = {21-32}, abstract = {The article describes the results of the comparative analysis of tolerance as a basis of professional competence of prospective teachers, whose professional activity can be carried out under the conditions of educational integration or/and inclusive education. The research purpose is to study tolerance among first-year and senior pedagogues, which makes it possible to discuss determinacy of the formation process of inclusive tolerance by the content of pedagogical education in the comparative (the first-year and senior students of the department of pedagogy) aspect. The study of inclusive tolerance of prospective teachers has been carried out using a set of standardized methods adapted to the conditions of the research purpose. Thus, the stimulus material of the methods included the questions among many others the answers to which implied the expression of attitudes towards children/persons with special needs. The obtained results show, that the actual formation level of inclusive tolerance of the students of pedagogical specializations do not permit to determine their professional competence as sufficient in professional realization under the conditions of inclusive education. The paradoxicality of the obtained results consists in the fact, that in general the indices characterizing the formation level of inclusive tolerance decrease from the first to final years. This fact enables to state, that the content of pedagogical education does not have strong enough influence on the formation of this professional quality.}, keywords = {children with special needs, inclusive education, inclusive tolerance}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.43.21}, url = {http://oaji.net/articles/2014/457-1410007067.pdf}, author = {Vera V. Khitruk and Olga A. Ulianova} } @article {664, title = {THE INFLUENCE OF FREE PRIMARY EDUCATION ON KENYA CERTIFICATE OF PRIMARY EDUCATION PERFORMANCE IN KENYA}, journal = {Problems of Education in the 21st Century}, volume = {39}, year = {2012}, month = {February/2012}, type = {Original article}, chapter = {71-81}, abstract = {The origin of Free Primary Education (FPE) can be traced back to the 1948 Declaration of Human Rights where basic education was recognized as a human right. The current FPE programme was launched in 2003 and it led to an overwhelming enrolment of pupils at the primary level of education. Such a soaring enrolment is feared to have compromised the Kenya Certificate Primary Education (KCPE) performance, which is a key indicator of quality education. The study therefore aimed at determining the influence of high enrolment on; the ability of teachers to offer quality instruction; learning resources; management of pupils{\textquoteright} discipline and suggestion on how to improve FPE in light of KCPE performance. The paper assessed FPE on KCPE performance in Kaptama Division, Mt. Elgon District, Kenya. The researcher used descriptive survey design. A sample of 310 respondents consisting of 253 standard eight pupils, 40 teachers, 13 head teachers and 4 education officers was used. The main tools of data collection were a questionnaire and interview schedule. Document analysis was also used in the study. Data analysis involved the use of frequencies, percentages, tables, chart, graphs and description. The findings of the study established that implementation of FPE led to high enrolment which witnessed high pupil - teacher ratio and ill-discipline among pupils. It has also led to inadequate learning facilities (classrooms, desks and chairs), fewer tests for pupils which lack in content and depth and increased work load among teachers. This has in turn compromised KCPE performance. Constant inspection should be carried out by the Ministry of Education for the success of the programme.}, keywords = {assessment, free primary education, Kenya Certificate of Primary Education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.39.72}, url = {https://oaji.net/articles/2014/457-1408437372.pdf}, author = {Ronald Werunga Kikechi and Chepkwony Silas M. Kisebe and Kihumba Gitahi and Oliver Sindabi} } @article {809, title = {THE INFLUENCE OF OWNERSHIP AND USING OF PC ON THE ATTITUDES TOWARD GEOGRAPHY}, journal = {Problems of Education in the 21st Century}, volume = {50}, year = {2012}, month = {December/2012}, type = {Original article}, chapter = {23-31}, abstract = {The influence of information and communication technologies (ICT) is investigated in the present days on the attitudes toward different school subject by the relatively high number if investigators in the whole world. The research is focused on the finding of the influence of the ownership of ICT and using of ICT on the attitudes toward geography. The sample size was created by 351 czech lower secondary school pupils. The research tool was questionnaire, where demographic variables were ownership of PC, ownership of internet, gender, residence and class of pupils. Last demographic variable was how often pupils use ICT in the geography lessons. The attitudinal part was created by 23 5-point Likert type items. The reliability was determined by the using of Cronbach{\textquoteright}s alpha coefficient. The construct validity was determined by the using of exploratory factor analysis. From the next analysis was used analysis of variance to find out the influence of using and ownership of ICT on the attitudes toward geography.}, keywords = {attitudes toward geography, information and communication technologies, lower secondary school pupils}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.50.23}, url = {http://oaji.net/articles/2014/457-1419345632.pdf}, author = {Milan Kubiatko and Katerina Mrazkova} } @article {660, title = {THE INFLUENCE OF TEACHER SKILLS ON PUPIL VOLITION IN SCIENCE LEARNING: A NORWEGIAN INVESTIGATION OF THE STUDYING BEHAVIOURS OF 16-YEAR-OLDS}, journal = {Problems of Education in the 21st Century}, volume = {39}, year = {2012}, month = {February/2012}, type = {Original article}, chapter = {29-39}, abstract = {In a school system in which young people receive an ever greater degree of self-determination, it is important to study how the teacher can influence young people{\textquoteright}s motivation to work towards long-term goals in schoolwork. The purpose of this study is to investigate which teaching skills influence the volition of 16-year-olds. Structural equation modelling of cross-sectional surveys from one survey was used to estimate the path coefficients. The influence of teachers{\textquoteright} skills on 16-year-olds{\textquoteright} volition was estimated. The analysis indicates that the teacher{\textquoteright}s perceived ability to influence pupil volition is present, but modest. Classroom management has a moderately-high effect on pupil volition, whilst the teacher{\textquoteright}s press has only a moderate effect on pupil motivation. The teacher{\textquoteright}s relationship-building efforts have little effect on either pupil motivation or volition. The indirect effect from pupil motivation to pupil volition is of moderately-high strength. However, a cross-sectional study does not allow us to test causal relationships amongst personal antecedents of pupil volition. Teachers may exercise some influence over 16-year-olds{\textquoteright} volition primarily by means of classroom management, but also in terms of pupil motivation via teacher press. Teachers may exploit this capacity to influence in order to improve pupil performance at school. For pupils lacking academic motivation, the teacher{\textquoteright}s efforts to motivate and to strengthen pupil volition are important, including in terms of social levelling. The study provides new knowledge about teacher influence on the volition of Norwegian 16-year-olds.}, keywords = {classroom management, teacher press, teacher{\textquoteright}s relational building}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.39.30}, url = {http://oaji.net/articles/2014/457-1408437163.pdf}, author = {Eyvind Elstad and Knut-Andreas Christophersen and Are Turmo} } @article {806, title = {INFORMATION \& COMMUNICATION TECHNOLOGY PENETRATION INTO EDUCATION: SOME THOUGHTS}, journal = {Problems of Education in the 21st Century}, volume = {50}, year = {2012}, month = {December/2012}, type = {Editorial}, chapter = {5-6}, abstract = {Over the last decade the spread of information communication technologies has been growing very rapidly both in quantitative and qualitative meaning. Not only new, innovative technologies, but also various people communication forms based on these technologies have appeared. Here, it is spoken about so-called social networking websites. Their rapid development raises certain anxiousness as well. Education, as one of society life spheres, can{\textquoteright}t stay apart. The penetration of technologies in education is very great. The number of computers and computer technologies is expanding not only in educational offices, but also in the environment of every of us: homes, working places and so on. The youth is a very receptive group of society in this respect, seeking to try the newest technologies as quickly as possible. Technological educators were not the centre of attention, are not and don{\textquoteright}t have to be. The centre of attention is a man and his universal education {\textendash} preparation to be a Man.}, keywords = {educational needs, ICT, penetration of technologies}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.50.05}, url = {http://oaji.net/articles/2014/457-1419345484.pdf}, author = {Vincentas Lamanauskas} } @article {741, title = {INSIGHTS INTO INNOVATION OF INITIAL SCIENCE TEACHER TRAINING}, journal = {Problems of Education in the 21st Century}, volume = {45}, year = {2012}, month = {July/2012}, type = {Original article}, chapter = {10-18}, abstract = {The quality of science education is a very contemporary didactic topic at present. Improving the quality of this education is unthinkable without a quality science teacher training at universities and other educational institutions. Some innovation of contents and organization of the study programme for future science teachers was realized within the ESF project "Professional science teacher training for careers in a competitive environment" at Faculty of Science of Palack{\'y} University in Olomouc, Czech Republic. The project focuses on improving the training of teachers of all science branches in connection with the growing needs of the current competitive labour market. One of the main aims of the project leading to this improvement was the creation of new and innovated subjects oriented to teaching practice. A research focused on finding benefits of the new subjects for students was realized within the project. The objective of the research was to investigate the difference between students{\textquoteright} expectations and real benefits of the subjects. The research results were very useful as a feedback for a subsequent modification of the study programs. Some particular examples of the process and results of the research are described in the paper.}, keywords = {initial teacher training, science subjects}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.45.10}, url = {http://oaji.net/articles/2014/457-1413727258.pdf}, author = {Petr Emanovsk{\'y} and Bronislava {\v S}t{\v e}p{\'a}nkov{\'a}} } @article {753, title = {INTEGRATION OF DESIGN, MODELING AND VISUALIZATION IN SLOVENIAN PRIMARY EDUCATION}, journal = {Problems of Education in the 21st Century}, volume = {46}, year = {2012}, month = {October/2012}, type = {Original article}, chapter = {36-42}, abstract = {A human being perceives the world spatially, he detects and properly processes distances, size of objects, their shapes and all that is linked to our perceptions of the world. Humans{\textquoteright} sensors provide the information about the world around and brain translates this information into thoughts, into ideas. The whole process is completely natural. In the past, due to technological limitations, the human attempted to generalize these ideas and convert them into a form so that he could "record" it on a flat medium, like on paper for example, and because of that he consequently had to develop the ability to "read{\textquotedblright} these records. The term spatial perception was introduced and after that it was established that not everyone has it. To possess spatial perception an abstract way of thinking and higher cognitive abilities are needed. This paper presents an integration of design, three dimensional (3D) modeling and visualization program SketchUp in Design and technology curriculum into Slovenian primary schools. Emphasis is given to the analysis of the past and current condition and situation and on the incorporation of the program into the primary school curriculum. With the strategy assigned in such a way, the abilities that are connected with technological activities are strengthened, spatial intelligence is developed and assimilated. With such an approach two of the key European competences: 1. Mathematical competence and 2. Basic competences in science and technology and digital literacy, are acquired and reinforced.}, keywords = {competence, design and technology, spatial intelligence}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.46.36}, url = {http://oaji.net/articles/2014/457-1413727915.pdf}, author = {Kosta Dolenc and Boris Aber{\v s}ek} } @article {720, title = {INTRODUCTION OF TRIPLE HELIX MODEL IN LATVIA BASED ON EXPERIENCE OF SWEDEN, SINGAPORE AND SOUTH KOREA}, journal = {Problems of Education in the 21st Century}, volume = {43}, year = {2012}, month = {June/2012}, type = {Original article}, chapter = {58-68}, abstract = {In the absence of mineral resources and cheap labour, creation of innovations is a way for Latvia to develop a successful modern economy. The aim of the research is to study characteristic features and key ingredients of the Triple Helix model of university-industry-government collaboration in various countries and the potential applicability of their experience in Latvia. For purposes of the study monographs, scientific articles, official documents and bulletins of Latvia, Sweden, Singapore and South Korea, as well as international statistical data, and articles of local and foreign publicists were reviewed and analyzed. According to the hypothesis, the best option for Latvia is to elaborate the own Triple Helix model based on adopted and processed experience of Sweden (Laissez-Fair model), Singapore (Static model) and South Korea (Project approach). The results of research may be useful for local governments and universities for the development of environment and mechanisms aiming the creation of innovations.}, keywords = {entrepreneurial university, triple helix model}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.43.58 }, url = {http://oaji.net/articles/2014/457-1410007215.pdf}, author = {Andris Ozols and Elena Ozola and J{\={a}}nis Eglitis} } @article {638, title = {ICT IN NATURAL SCIENCE FOR EMPOWERMENT: STUDENT WORK OF A DIFFERENCE}, journal = {Problems of Education in the 21st Century}, volume = {37}, year = {2011}, month = {December/2011}, type = {Original article}, chapter = {59-69}, abstract = {In 1994 the South African democratic government was sworn into power. A new education curriculum was implemented to replace the redundant, racialised apartheid education curriculum. The Department of Education was concerned with developing a skilled and computer literate workforce for the progressive development of the country to meet the challenges of the 21st century. The research question asked in this research is {\textendash} How can student teachers engage with ICT for the empowerment of disadvantaged (socially and economically deprived) communities? The theoretical framework that underpins this research is empowerment and authentic learning. The participants in this research were two groups of Biological Sciences student teachers who were registered for a research and service-learning module. The data collection methods included a document analysis of the Biological Science programme, the student work (PowerPoint and research report), semi-structured interviews with students and observation of their interaction with the community. The students used ICT in developing and using their knowledge and skills of research and service-learning at the particular placement sites to engage in empowering themselves with the communities. They also used ICT to communicate their findings for the development of themselves and the community. The personal and community empowerment aspects were expressed and discussed.}, keywords = {ICT, service-learning, student teachers}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/11.37.59}, url = {https://oaji.net/articles/2014/457-1408435833.pdf}, author = {Angela A. James} } @article {552, title = {ILLITERACY AND VULNERABILITY TO HIV/AIDS: THE CASE OF IGUEBEN WOMEN IN NIGERIA}, journal = {Problems of Education in the 21st Century}, volume = {30}, year = {2011}, month = {May/2011}, type = {Original article}, chapter = {97-112}, abstract = {It is believe that Knowledge is power and if literacy has to do with knowledge, then to be illiterate means one lacks power. Since most women lack reading and writing skills in this area, they are powerless when it comes to accessing written information, and this could make them vulnerable to the spread of HIV/AIDS. In this study, the findings supported the literature that women{\textquoteright}s vulnerability is strongly influenced and tied to illiteracy. Women{\textquoteright}s vulnerability to HIV/AIDS is real and needs to be addressed for there to be any positive progress in the fight against HIV/AIDS. If HIV vulnerability (illiteracy) is not acknowledged and fought, women will continue to succumb to the disease overwhelmingly and Igueben will eventually disintegrate as it will be full of sick people intensifying underdevelopment. This study sought to explore the relationship between illiteracy and the spread of HIV/AIDS infection among rural women. Fifteen (15) illiterate women were purposively selected from the area to participate in this explorative study. The research approach was qualitative. The research was undertaken within an interpretavist framework in the sense that it is a communal process, informed by participating illiterate women, and sensitive to the role of context (Alvermann, D.E., \& Mallozzi, C.A. 2010). The design type used in this study is a case study. Data was collected by means of interviews. The interview schedule consists of 10 open-ended questions focusing on various aspects of their views on how illiteracy contributes to their vulnerability of HIV/AIDS. The interview was tape recorded and transcribed verbatim, and the analysis was done by means of constant comparative method (Merriam 1998). }, keywords = {HIV/AIDS, illiteracy}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/11.30.97}, url = {https://oaji.net/articles/2014/457-1405180147.pdf}, author = {Matthew Osaigbovo Ovbiebo} } @article {525, title = {THE IMPACT OF MEDIA CULTURE ON THE BIOLOGY EDUCATION OF {\textquoteleft}INSTANT GENERATION{\textquoteright}}, journal = {Problems of Education in the 21st Century}, volume = {28}, year = {2011}, month = {April/2011}, type = {Original article}, chapter = {96-105}, abstract = {The crisis in education is part of crisis of science and this is one of the dimensions of contemporary culture. The media culture addressed to a large audience through technical means of communication is more and more important. Today{\textquoteright}s students are no longer the people our educational system was designed to teach (Prensky, 2001). The {\textquoteleft}instant culture{\textquoteright}, which main message is {\textquoteleft}carpe diem{\textquoteright}, speedy communication and sexualization of life, shapes the identity of young people and their lifestyle (Melosik, 2010). The article undertakes theoretical and practical analysis of the trends in biological education, what is presented in the following conceptual framework: /1/ from cognition to metacognition, /2/ from individual experience to community, /3/ from knowledge to attitudes, /4/ from diagnosis to prevention, /5/ from subject skills to life skills. Experimental tests and analyses were designed to verify the research hypothesis assuming that media culture has the influence on biology education of {\textquoteleft}instant generation{\textquoteright}. The alternative ways of teaching, including negotiation of shape the reality with students of high school are possible during biology lessons. The conclusions can be the basis of new educational models of {\textquoteleft}instant generation{\textquoteright}.}, keywords = {biology education, media culture, {\textquoteleft}instant generation{\textquoteright}}, issn = {1822-7864}, url = {http://journals.indexcopernicus.com/abstract.php?icid=939902}, author = {Katarzyna Potyrala} } @article {578, title = {THE IMPACT OF PUBLIC HIGH SCHOOL MANAGEMENT SYSTEM ON ACADEMIC ACHIEVEMENT}, journal = {Problems of Education in the 21st Century}, volume = {32}, year = {2011}, month = {July/2011}, type = {Original article}, chapter = {121-128}, abstract = {The goal of present study is to investigate the impact of school culture on academic achievement level. Specifically, the influence of school management system on students{\textquoteright} performance. The study represents the part of the National Assessment in Math. 234 public schools principals were administered with the questionnaire for school principals. The questionnaire consisted of several blocks: the new style of school management; evaluation of effectiveness of teachers{\textquoteright} work; evaluation of effectiveness of various school boards; participation of teachers and students in professional trainings, conferences and scientific competitions; various events for students as well as for parents. Result showed that school management system predicts level of students{\textquoteright} academic achievement. Specifically, among the best predictors are following variables: democratic strategies of class management, school board effectiveness, popular-scientific meetings, and teachers{\textquoteright} democratic approach to students. }, keywords = {academic achievement, school culture, school management}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/11.32.121}, url = {https://oaji.net/articles/2014/457-1406541769.pdf}, author = {Mzia Tsereteli and Khatuna Martskvishvili and Ia Aptarashvili} } @article {535, title = {IMPORTANCE OF VOCABULARY TEACHING TO ADVANCED FOREIGN LANGUAGE STUDENTS IN IMPROVING READING COMPREHENSION}, journal = {Problems of Education in the 21st Century}, volume = {29}, year = {2011}, month = {May/2011}, type = {Original article}, chapter = {53-62}, abstract = {Vocabulary is important for understanding difficult reading materials. English vocabulary teaching at higher reading levels should involve direct teaching and context-based approaches. Many studies have stated the need for a systematic and principled approach to vocabulary teaching and learning , as word knowledge is essential to reading comprehension not only at elementary levels of reading but also to reading and comprehending the texts students read at university. This research was conducted with 80 first year students studying English as their major in the University of Vlora and University of Tirana, Albania. The aim of this research is to give an overview of the beliefs the students have about vocabulary learning, its direct teaching, its importance in university studies and of the vocabulary learning strategies used by them. It also highlights some of the effective strategies used by first-year university students. Teaching and applying a wide range of vocabulary learning strategies will help university students be aware of the importance of vocabulary learning and enrich their own vocabulary. Teaching independent word-learning strategies, including the use of context clues, the use of word parts, and efficient use of the dictionary is useful even for advanced English university students. The conclusions reached are that direct teaching of vocabulary in university context is important and leads to better text comprehension.}, keywords = {context clues, reading comprehension, vocabulary knowledge}, issn = {1822-7864}, url = {https://oaji.net/articles/2014/457-1405178572.pdf}, author = {Kozeta Hyso and Elida Tabaku} } @article {650, title = {IMPROVEMENT OF FOREIGN LANGUAGE TEACHER EDUCATION IN ALBANIA}, journal = {Problems of Education in the 21st Century}, volume = {38}, year = {2011}, month = {December/2011}, type = {Original article}, chapter = {50-60}, abstract = {Foreign language teaching has been the subject of many changes in Albania in response to the social and economic changes that have taken place in the country and in Europe. The foreign language teacher should be able to teach communicative language and intercultural education. This asks for teachers who work to develop professionally by applying active teaching and learning strategies. Teacher education is the basis for this radical change demanded from the teachers. University of Tirana is working to meet this challenge. Based on the problems experienced, beliefs and attitudes future teachers share, new Master Courses on Teacher Education have been designed and applied in the last two years. They aim at improving teachers{\textquoteright} language and teaching skills by having a balanced proportion of content and pedagogical subjects, teaching practice and research. A well designed curriculum is seen as crucial to teacher education. A survey has been conducted on the outcome of the new curricula of Teacher education. The main focus has been to make our foreign language teaching and learning comparable to that of the region by keeping to the standards of European Common Framework of Modern Languages. }, keywords = {language teaching, learning skills, teacher education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/11.38.50}, url = {http://journals.indexcopernicus.com/abstract.php?icid=971787}, author = {Esmeralda Kromidha and Elida Tabaku} } @article {630, title = {IMPROVING THE QUALITY OF LEARNING THROUGH THE QUESTIONS OF TEXTS}, journal = {Problems of Education in the 21st Century}, volume = {36}, year = {2011}, month = {December/2011}, type = {Original article}, chapter = {106-115}, abstract = {Didactic concept on the questioning is a process which is closely linked to student learning, provides interactivity during the process of teaching, enables deeper levels of learning, creates infinite space for the development of critical thinking and many other mental and psychological processes. The dimensions of questioning lie on many levels: the level of the text, the level of student relations and student teachers relations during student group work and other educational activities. The object of this study is the questioning process that relates to the inclusion of respondents used as pedagogical devices within the content of each lesson topic. For the purpose of this study two groups of texts were taken inconsideration: texts of social sciences and natural sciences used in the Albanian school in order to see how questioning represents different levels of the taxonomy of learning and the types of questions designed according to different dimensions. In line with this observation the level of student learning was reviewed. This study gives some research findings based on the above analyses aiming at helping the authors of textbooks and teachers with writing and asking questions which enhance critical thinking and learning. }, keywords = {quality of learning, questioning, students{\textquoteright} questions}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/11.36.106}, url = {https://oaji.net/articles/2014/457-1408435301.pdf}, author = {Artur Sula and Irena Ndoci Lama and Mimoza Gjokutaj} } @article {612, title = {IN AND AGAINST RADICAL MONOPOLY: CRITICAL EDUCATION AND INFORMATION AND COMMUNICATION TECHNOLOGIES}, journal = {Problems of Education in the 21st Century}, volume = {35}, year = {2011}, month = {November/2011}, type = {Original article}, chapter = {70-84}, abstract = {In the recent study {\textquotedblleft}Ivan Illich Gone Digital: Convivial Information and Communication Technologies for Critical e-Learning{\textquotedblright} Jandric and Boras (2011) conducted counterfoil research of e-learning technologies. Results of this study strongly indicate that information and communication technologies might possess potentials to develop various radical monopolies, while education might be one of the main vehicles for such developments. Using the aforementioned study as the point of departure, this study confirms that information and communication technologies have the potentials to develop Illich{\textquoteright}s radical monopolies and asserts that critical educators have a moral duty to act against such developments. Based on similarity between the position in and against radical monopoly of information and communication technologies and the position in and against the state, it adapts the conclusions developed in 1979 by the London Edinburgh Weekend Return Group to the context of contemporary information and communication technologies. Finally, it identifies oppositional possibilities for critical action against radical monopoly of information and communication technologies in the context of educational praxis. }, keywords = {critical education, information and communication technologies, radical monopoly}, issn = {1822-7864}, url = {http://journals.indexcopernicus.com/abstract.php?icid=968803}, author = {Petar Jandric} } @article {519, title = {INSTANT LEARNING ON DEMAND AND COMMUNITIES}, journal = {Problems of Education in the 21st Century}, volume = {28}, year = {2011}, month = {April/2011}, type = {Original article}, chapter = {33-41}, abstract = {In order to cope with many requirements and changes of the labor market, beside a good organized labor market policy, flexibility and fast improving measures in the education programs are necessary. They should also include instant learning on demand by using eLearning, and new IT media embedded into work processes, responding to requirements of work/career situations as well as employees interests and supporting collaboration, knowledge sharing and performance support. Within vocational and continuing education, training on demand should be a good alternative for new staff or some categories of staff like IT professionals being asked to do new work or more work in less time, keeping up with progressing technologies. IT professionals are frequently interrupted during their training with emergency calls to be solved and are often overworked. Communities, where individuals share a domain of interest and knowledge about which they communicate and learn via formal or informal methods in order to solve problems are proper environments for instant learning on demand. Instant learning in communities means the acquisition of knowledge and skills as fast as they are taught or demonstrated to the communities participants {\textendash} instantly. In this paper, first examples of fields and activities which could be supported by instant learning on demand based on eLearning and Web 2.0 are presented. Communities oriented to instant learning on demand and examples of projects aimed also at building communities and strategies for instant learning on demand for small and middle sized enterprises (SMEs) are given. Some conclusions are also presented.}, keywords = {eLearning, instant learning on demand, social media}, issn = {1822-7864}, url = {http://journals.indexcopernicus.com/abstract.php?icid=939896}, author = {Ileana Hamburg} } @article {601, title = {INSTRUCTIONAL LEADERSHIP IN TURKEY AND THE UNITED STATES: TEACHERS{\textquoteright} PERSPECTIVES}, journal = {Problems of Education in the 21st Century}, volume = {34}, year = {2011}, month = {October/2011}, type = {Original article}, chapter = {122-137}, abstract = {The aim of this study was to better understand the instructional leadership styles adopted in Turkey and the USA. This is a quantitative study which used the {\textquotedblleft}Instructional Leadership Inventory{\textquotedblright} for data collection. Study data was collected from a diverse sample of urban elementary school teachers: 157 in Turkey and 150 in the USA. The general statistical findings indicate that teachers tend to develop a positive perception towards instructional leadership styles adopted by school principals in Turkey and the USA. An analysis of study results in terms of the similarities and differences between the instructional leadership styles adopted in both countries indicated that American teachers scored higher than their Turkish counterparts in terms of subscales as well as the total score. }, keywords = {instructional leadership, school improvement, school management}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/11.34.122}, url = {https://oaji.net/articles/2014/457-1406612354.pdf}, author = {Semiha {\c S}ahin} } @article {575, title = {THE INTEGRATION OF IMMIGRANT YOUTH INTO THE SCHOOL CONTEXT}, journal = {Problems of Education in the 21st Century}, volume = {32}, year = {2011}, month = {July/2011}, type = {Original article}, chapter = {86-97}, abstract = {The objective of this research is to examine the influence of acculturation preferences, sex and age on immigrant youth{\textquoteright}s social integration into the school context of their host society. The analyses are performed using the survey of 1,186 immigrant youth and their teachers from 225 classes. The cross-sectional survey was conducted in primary public schools in the German-speaking part of Switzerland between February and April 2008. A generalized linear model was employed to analyze the questions of the study. In short, the results indicate that those immigrant youth who wish simultaneously to maintain their ethnic cultural heritage as well as to adopt the mainstream culture have the best prospects of being socially integrated at school. The findings also show that among immigrant youth girls tend to be better socially integrated at school than boys. Furthermore, younger immigrants indicate better social integration than the older ones. Finally, the immigrant youth{\textquoteright}s social integration within the school is supported by teachers favoring an integration strategy.}, keywords = {immigrant youth, primary school, social integration}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/11.32.86 }, url = {https://oaji.net/articles/2014/457-1406541620.pdf}, author = {Elena Makarova and Walter Herzog} } @article {595, title = {INVESTIGATION OF TEACHING THE INTEGRATED TOPICS ON DRUG ABUSE IN SECONDARY SCHOOL CURRICULUM}, journal = {Problems of Education in the 21st Century}, volume = {34}, year = {2011}, month = {October/2011}, type = {Original article}, chapter = {50-63}, abstract = {The problem of this study was to investigate the teaching of the integrated topics on drug abuse in the secondary school curriculum as a strategy to wipe out the problem of drug abuse among students in Machakos District, Kenya. The specific objectives of the study were to: establish the prevalence of drug abuse at the secondary school level according to gender, locality (urban/rural), boarding or day and religious practice, and establish the effect of teaching integrated topics on prevalence rate of drug abuse. It was also meant to examine which topics on drug abuse are integrated in the secondary school curriculum. A survey study was carried out in Machakos District, Kenya. The subjects of the study were drawn from 24 randomly selected secondary schools. A sample of 774 respondents selected through stratified and simple random sampling techniques were used for the study. The sampling matrix comprised of 24 principals, 280 teachers and 470 students. The study utilized five research instruments: three questionnaires, interview schedule and observation schedule. The data collected was analyzed using frequencies, percentages, mean, mode and median. The main findings of the study were: the prevalence of drug abuse according to gender was Boys{\textquoteright} (11.19\%), Girls{\textquoteright} (9.58\%) and mixed sex (9.49\%) schools. The urban schools had a prevalence of 10.73\% whereas it was 9.66\% in the rural ones. The prevalence according to status of the schools was: Day (13.84\%), Mixed Day and Boarding (12.28\%), and Boarding (11.54\%). The teaching of the integrated topics on drug abuse had helped schools to reduce the drug menace. The topics on drug abuse were integrated in five subjects in the formal curriculum (English, Kiswahili, Chemistry, Biology and Christian Religious Education), the integrated topics were also taught through the non formal (Clubs and societies meetings) and in the informal (class, assembly and dormitory meetings) curriculum. }, keywords = {integrated topics, prevalence rate of drug abuse}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/11.34.50}, url = {https://oaji.net/articles/2014/457-1406612016.pdf}, author = {Richard P. Kimiti and David M. Mulwa and Samuel N. Waweru and Stephen Nalelia and Mathew Muindi} } @article {528, title = {ISSUES OF SCIENCE TEACHING IN HIGHER EDUCATION}, journal = {Problems of Education in the 21st Century}, volume = {28}, year = {2011}, month = {April/2011}, type = {Original article}, chapter = {123-130}, abstract = {This paper aims to propose some ways on how to improve the relation between didactics and science in the field of science teaching in universities. Educating young people in sciences is one of the objectives of a general reform of programs that has swept Higher Education in Albania, due to the Bologna process. But this reform was originally conceived as training for teachers or students rather as an interactive process between these two actors. This paper argues that training teachers with the didactics of science would enable students to acquire knowledge more actively and efficiently. From a socio-constructivist perspective this study analyzes the situation in which vocational education is in Albania as well as the teacher{\textquoteright}s role in helping students develop an independent intellectual thought. The results of this study are based on three sources: student questionnaires, teachers{\textquoteright} interviewing and class observations. Data analysis reveals that it is essential for teachers to be professionally trained with innovative methods of didactic research. Their implementation will allow the selection of those practices in science teaching which will facilitate the students{\textquoteright} knowledge acquisition.}, keywords = {active pedagogy, change strategies, didactics of sciences, teaching methods}, issn = {1822-7864}, url = {http://journals.indexcopernicus.com/abstract.php?icid=939905}, author = {Silvana Vishkurti and Aida Spahiu and Margarita Paci} } @article {454, title = {IMPROVING THE QUALITY OF TEACHING BY MODERN TEACHING METHODS}, journal = {Problems of Education in the 21st Century}, volume = {25}, year = {2010}, month = {November/2010}, type = {Original article}, chapter = {58-66}, abstract = {The most important goal of education is improving the quality of teaching. There are several modern teaching methods that can be used in teaching and learning. These methods are focused on students{\textasciiacute} active work. In our project we studied some of these methods, for example problem {\textendash} based learning, didactic games, methods {\textquotedblleft}how to express the idea with a pencil{\textquotedblleft}(mind maps, tasks), discussion (brainstorming, Philips 66, Hobo), brainstormig, heuristic method. The effectiveness, motivation and problems of these methods were tested during high school physics lessons in Olomouc and Skute{\v c}. The methods were used in various classes by in-service teachers and by pre-graduated teachers. Outcomes of this reasearch are discussed in this paper.}, keywords = {activity, inductive methods, teaching methods}, issn = {1822-7864}, url = {http://journals.indexcopernicus.com/abstract.php?icid=924382}, author = {Renata Holubov{\'a}} } @article {475, title = {INFLUENCE OF PSYCHO-PEDAGOGICAL SUPPORT ON LEARNING EFFICIENCY AND EDUCATION OF STUDENTS AT TECHNOLOGICAL UNIVERSITY}, journal = {Problems of Education in the 21st Century}, volume = {26}, year = {2010}, month = {November/2010}, type = {Original article}, chapter = {132-141}, abstract = {In the given work the problem of training and education of students at higher technological schools in the context of the personal formation of a future expert {\textendash} technologist under the influence of psycho-pedagogical support (PPS) is investigated. The basic criteria confirming the efficiency of PPS helped us to choose the following indicators of cognitive and personal development: thinking, intelligence, impulsiveness and morals. The primary PPS goals of training and education of students at higher technological school were: application of pedagogical diagnosis; use of various methods of education; consideration of merits and abilities of students; formation of a positive self-appraisal; training of the self-stimulation positive behavior technique. To solve the highlighted problems the following methods have been applied: the organization and holding of conversations and seminars on self-education within the limits of the developing at the university system of students{\textquoteright} moral education; holding some lectures on psychology and pedagogics for strengthening the liberal-moral component of vocational training; the socio-psychological training directed on the formation of communicative skills, the development of abilities to come into contact with associates, helping to remove the internal barriers, disturbing the effective interaction but promoting the consciousness of personal qualities; the self-reports of students stimulating internal activity and work of consciousness. The efficiency of PPS influence on training and education of students at the higher technological school is confirmed by the fact that students have increased their analyticity of thinking, have raised their IQ level while impulsiveness has decreased and the indicator of good manners has improved. The presented PPS model is a part of the innovative system of psycho-pedagogical support of vocational training of students at higher school that we have been developing throughout a number of years. }, keywords = {analyticity of thinking, intellectual development, psycho-pedagogical support}, issn = {1822-7864}, url = {https://journals.indexcopernicus.com/search/article?articleId=2594313}, author = {Olga Logashenko and Tatyana Shaposhnikova} } @article {434, title = {INFORMATION COMMUNICATION TECHNOLOGY AND E-LEARNING CONTRA TEACHER}, journal = {Problems of Education in the 21st Century }, volume = {24}, year = {2010}, month = {October/2010}, type = {Original article}, chapter = {8-18}, abstract = {This article presents the results of a pilot research about interaction between e-learning/teaching paradigms and {\textquotedblleft}classical{\textquotedblright} ones, where a {\textquotedblleft}human{\textquotedblright} teacher is the central element. With other words, we analyzed relation between e-teacher and the human one. Because the presented results are gained in a pilot research and so the sample was relatively small, we would like to show how, with the help of statistical methods the reliability of the results can be increased. In our research work we developed different tools and with this pilot research we would like to test, if this tools: {\textbullet} are precisely enough and specially if they {\textbullet} give us enough reliable results. Results of our research in this paper will point out two important conclusions, namely: 1. the students need (human) teacher and e-material (or e-teacher/tutor) is simply not enough, especially if we would like to reach higher cognitive, long lasting knowledge, and 2. with appropriate selected statistical methods, also with small sample, we can obtain enough reliable results.}, keywords = {e-learning, human teacher, ICT}, issn = {1822-7864}, url = {https://journals.indexcopernicus.com/search/article?articleId=2594527}, author = {Boris Aber{\v s}ek and Kordigel Aber{\v s}ek, M.} } @article {449, title = {INTEGRATED SCIENCE EDUCATION IN THE CONTEXT OF THE CONSTRUCTIVISM THEORY: SOME IMPORTANT ISSUES}, journal = {Problems of Education in the 21st Century}, volume = {25}, year = {2010}, month = {November/2010}, type = {Editorial}, chapter = {5-9}, abstract = {It is obvious that many scientists nowadays speak about constructivistic approach in education. This topic is becoming very trendy. Is it correct to focus our attention only to the study of this topic? This is a really complicated issue. There are quite a large variety of opinions, as well as controversial. First of all it is obligatory to perceive the idea of integrated science education in the context of constructivism as a theory of learning. Secondly, it is important to understand and name the specificities of integrated science education implemented following the principles of constructivistic teaching/learning. Thirdly, it is necessary to be able to predict the possibilities of integrating the content of different subjects of science related to the specificities of students at different age stage as well as to material and human resources (Lamanauskas, Vilkoniene, 2008). Generally speaking previous studies implied that the development of a constructivist-learning environment could contribute positively to changing student attitudes toward science learning (Oh, Yager, 2004). However, we can not make an one-sided evaluation. Who can deny that the traditional teaching and learning is wrong? }, keywords = {constructivistic approach, context of constructivism, integrated teaching}, issn = {1822-7864}, url = {http://journals.indexcopernicus.com/abstract.php?icid=924376}, author = {Vincentas Lamanauskas} } @article {431, title = {THE INTEGRATION OF HIV/AIDS STUDIES INTO THE SCHOOL CURRICULUM OF EDO STATE, NIGERIA: AN EXPLORATORY INVESTIGATION}, journal = {Problems of Education in the 21st Century }, volume = {23}, year = {2010}, month = {July/2010}, type = {Original article}, chapter = {158-165}, abstract = {HIV/AIDS has become a threat to every individual, family, community, nation and the entire humankind in the contemporary modern world. Scientists, researchers, traditional healers and medical practitioners have not succeeded in their effort to get a cure for the scourge of HIV/AIDS. People in the developing countries, especially, those in rural communities, are less informed about the pandemic. The absence of the study of HIV/AIDS in the school curriculum has resulted in the fact that people do not formally learn to know more about the pandemic and this has resulted in myths regarding its causes and spread. In Edo state of Nigeria like many other parts of Africa victims of HIV/AIDS do not receive much support from their families because of the fear that they risk contracting the disease by drinking from the same cup, eating from the same bowls or touching the victims. Lack of education has been a single most serious cause of wrong perceptions and myths. One way to demystify HIV/AIDS is to integrate the study of the pandemic into the mainstream school curriculum as a teaching and learning subject. Public education through technological media does not reach a majority of the rural population in Edo State which is why the spread does not seem to abate. This paper explores the feasibility of introducing HIV/AIDS into the school curriculum in the Edo State of Nigeria. It is assumed that the teaching of HIV/AIDS in schools could assist in dispelling the myths surrounding the pandemic and that the knowledge gained from studying the disease might empower the people to live with it, manage it and reduce the infection and stigma attached to HIV/AIDS.}, keywords = {HIV/AIDS awareness, stigma}, issn = {1822-7864}, url = {https://journals.indexcopernicus.com/search/article?articleId=2594601}, author = {Kofi Poku Quan-Baffour and Matthew Ovbiebo Osaigbovo and K E Mohitlhi} } @article {393, title = {INTERCULTURAL COACHING IN EDUCATION: THEORY AND PRACTICE}, journal = {Problems of Education in the 21st Century }, volume = {21}, year = {2010}, month = {June/2010}, type = {Original article}, chapter = {64-70}, abstract = {Based on coaching and educational experiences with Latvian and German students, the importance and characteristics of intercultural training and coaching may be demonstrated. Besides targeting to an increase of intercultural sensibility for a group of participants, intercultural coaching focuses on accompanying the individual{\textquoteright}s specific processes and provides support to the individual working internationally. As such intercultural coaching focuses strongly on the requirements of the targeted group and cannot be standardized. Each and every situation and interaction has its own individual context and history. International coaching should therefore be part of a target or specific goal oriented agreement which acts as the basis of a relationship between coach and client; thus, the coach has the task to analyze the spontaneous dynamics, the meanings and the consequences of the new situation. The research describes theoretical aspects of and practical experience with intercultural coaching concerning educational situations and contexts (communication, learning, teaching, counseling), following the different aspects of intercultural coaching in educational situations (language, history, mentality).}, keywords = {coaching, intercultural}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1400135694.pdf}, author = {Geert Franzenburg} } @article {390, title = {INTERNATIONAL APPROACHES TO INCLUSION OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN MAINSTREAM EDUCATION}, journal = {Problems of Education in the 21st Century }, volume = {21}, year = {2010}, month = {June/2010}, type = {Original article}, chapter = {29-36}, abstract = {Inclusion of children with special educational needs in mainstream education is a very complex issue which has been in the focus of specialists from several fields, such as psychology, pedagogy, sociology, medicine, social work in recent years. A great number of documents that address this issue have also been adopted. Probably the best known one is {\textquotedblright}The Salamanca Statement and Framework for Action on Special Needs Education{\textquotedblright}, adopted by the World Conference on Special Needs Education: Access and Quality, organized by UNESCO in Salamanca, Spain, 7-10 June 1994. This document underlined for the first time the importance of inclusive school. By being opened to all children, regardless of their problems, an ordinary school with inclusive view is the most efficient way of fighting against discrimination. The process is by no means an easy one, as not all children in a class are willing to recognize and accept difference as normality. In addition, the success of inclusion of children with special educational needs also depends on the way they are accepted by the larger community they live in, which includes besides classmates, family members and teachers as well. Starting from theoretic aspects, in this paper we intend to present our international scientific research that we conducted during the 2009-2010 academic year in some ordinary schools from Romania, Spain, Poland and Italy. The main objective was to understand to which extent schoolchildren with different disabilities were integrated in ordinary classes and how deeply they were accepted from social point of view by their classmates. The representative sample included 800 children, with or without special educational needs, from the countries mentioned above. The research instrument we used was a sociometric test that asked children to express their preferences about their classmates based on different criteria. The results showed us that a great number of non-disabled children were inadequately prepared to accept their disabled classmates and this can be a major obstacle for the latter ones{\textquoteright} effective inclusion in mainstream education.}, keywords = {children with special needs, mainstream education}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1400135561.pdf}, author = {Valentin Cosmin Bl{\^a}ndul} } @article {405, title = {INTERNATIONAL PROJECTS {\quotedblbase}ARISE{\textquotedblleft} AND {\quotedblbase}IQST{\textquotedblleft} FOR IMPROVING QUALITY OF SCIENCE TEACHING}, journal = {Problems of Education in the 21st Century }, volume = {22}, year = {2010}, month = {June/2010}, type = {Editorial}, chapter = {5-7}, abstract = {An international cooperation is undoubtedly an important issue. Science is science and it has an 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. 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 tommorow. It is obvious that all projects are different. For example, large-scale scientific projects are very different to standard scale projects, which can be characterised mainly in four aspects: budget, human resources, time scale, productivity. The projects usually comprises experts from different areas of science and education. Another argument is that the globalization is becoming an international trend making countries open their doors, integrate and participate further in international co-operation activities. Generally speaking, we should recognize the importance of projects to education success. Projects generally are doing something new, innovative and this is very important. }, keywords = {augmented reality, natural science education, teacher training}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1400514560.pdf}, author = {Vincentas Lamanauskas} } @article {386, title = {INTRODUCTION OF ICT IN PRACTICE OF MANAGEMENT OF EDUCATIONAL INSTITUTION}, journal = {Problems of Education in the 21st Century }, volume = {20}, year = {2010}, month = {April/2010}, type = {Original article}, chapter = {206-213}, abstract = {Purpose of the research: a study and analysis of introduction of information technology in management of educational institution. For example when mentioning the introduction of information technologies in the management systems of educational institutions in Latvia, it is possible to mention the unified information system of the Latvian Informatisation System for Universities (LAIS). This system is composed of a student register, curriculum register and courses register which organize the in-house turnover of documents in the local network, together with monitoring of visiting lessons and student progress. Our university has popularized the accessibility of electronic lecture materials and work assignments, also connection students with a teacher for consultation by e-mail. Other information system (IS) is provided for student LUA, which can follow to own educational process, i.e. see the chosen subjects and got mark for this subject. Conclusion: The information systems teach you the systematic and independent studies, and it is also possible to study whenever time and place.}, keywords = {information system, institution management}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1400135172.pdf}, author = {Natalie Vronskaya} } @article {452, title = {AN INVESTIGATION TO THE EFFICACY OF FREE PRIMARY EDUCATION IN WITHDRAWING AND MAINTAINING CHILDREN FROM CHILD LABOUR IN KIAMBU DISTRICT, KENYA}, journal = {Problems of Education in the 21st Century}, volume = {25}, year = {2010}, month = {November/2010}, type = {Original article}, chapter = {29-42}, abstract = {It is estimated that about 250 million children aged between 5-14 years were working world wide by the year 2006, at least 120 million were working full time and close to 80 million in hazardous work. These are children who either have no education at all or have had very little education. The study was geared to investigate the efficacy of free primary education in withdrawing children from child labour and maintaining them in primary schools. The study was conducted Kiambu district. The study used descriptive survey research design, the sample size was 70 respondents comprising of: 32 pupils, four head teachers, 16 teachers, and 16 parents, Kiambu District Quality Assurance and Standards Officer (DQASO)and the Secretary of Kiambu District Child Labour Committee (SDCLC).The study employed purposive and simple random sampling design to pick the respondents. Data was collected by use of questionnaires and focused group discussion. The study employed descriptive survey statistics to analyze data obtained. The major findings were that most schools did not have any orientation programmes for children withdrawn from child labour (CWCLs), and guidance and counseling programmes were not effective mainly because of the understaffing in the schools. The study established that most schools had various limitations in maintaining CWCLs and did not have any mechanism through which they could reach out to the children who dropped out of school. The study recommended among others that the government in conjunction with NGOs working against child labour should establish feeding programmes in the affected schools.}, keywords = {child labour, efficacy}, issn = {1822-7864}, url = {http://journals.indexcopernicus.com/abstract.php?icid=924380}, author = {Gladys Ngao and Maiyo K. Julius and Mulwa M. David} } @article {314, title = {ICT ENVIRONMENT FOR INTERACTIVE LEARNING OF MUSIC IN THE FIRST GRADES OF PRIMARY SCHOOL}, journal = {Problems of Education in the 21st Century}, volume = {17}, year = {2009}, month = {November/2009}, type = {Original Article}, chapter = {16-24}, abstract = {Modern technology is an important factor influencing the strategies of learning and teaching music. In Slovenia the information-communication environment Musical Image Format, Rhythm created by the authors represents the first example of the transfer of image format of music into the computer environment. There are two important elements of successful learning in this environment, i.e., properly conceived system architecture and graphic user interface, which enables simple and transparent as well as creative and problem based learning in the virtual community. At the same time the elaborated computer environment proved to be an adequate didactic tool in the establishment of the conditions for blended learning. The pedagogical evaluation of the prototype has shown that pupils have achieved the highest difference in their average marks before and after the research in the area of the use and the understanding of image music format. Significant results are achieved also in the field of recording and performing music format.}, keywords = {interactive learning, music education, musical image format}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1399914186.pdf}, author = {Bogdana Borota and Andrej Brodnik} } @article {329, title = {ICT IN THE PRESENT AND DISTANCE WAY OF INSTRUCTION: COMPARISON OF STUDY RESULTS CZECH-LATVIAN RESEARCH}, journal = {Problems of Education in the 21st Century}, volume = {17}, year = {2009}, month = {November/2009}, type = {Original Article}, chapter = {188-195}, abstract = {The article presents results of research which was run during the ERASMUS Programme in 2008/9 academic year. The research deals with comparison of study results in present and distance form of education. Students of author{\textasciiacute}s home institution, Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic, and the partner institution, Riga International School of Economics and Business Administration, Riga, Latvia, participated in the research. Its main objective was to learn whether there exist any significant differences in study results at the institutions and in the present and distance form of instruction there. The research field was English for specific purposes, namely topics Geography\&Tourism, Social communication, Education, English grammar etc. The method of experiment was applied to collect the necessary data to verify the hypothesis. First, students{\textasciiacute}entrance knowledge was tested by pre-tests, and then the process of instruction followed. It was organized either in the traditional present, i.e. face-to-face way, or in the distance way supported and managed by modern technologies. At the end of the experiment, students{\textasciiacute}knowledge was evaluated by post-tests. The received data were processed by NCSS 2004 statistic software and compared in both institutions. At the end of the article the received results are discussed.}, keywords = {distance education, face-to-face instruction, pedagogical experiment}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1399915341.pdf}, author = {Ivana {\v S}imonova} } @article {187, title = {IDENTIFICATION OF PROFESSIONS: PSYCHOLOGICAL PECULIARITIES OF ACQUIRING A PROFESSIONAL IDENTITY OF TEACHERS}, journal = {Problems of Education in the 21st Century }, volume = {10}, year = {2009}, month = {January/2009}, type = {Original article}, chapter = {30-37}, abstract = {The article offers an integrated review of literature on the phenomenon of professional identity. Empirically, professional identity has been studied in the experimental group consisting of 214 Daugavpils University students majoring in teacher training programs, using M.Kuhn methodology and the unfinished statement technique. The data obtained from processing first-year students{\textquoteright} responses demonstrate a high level of identifying with the social role {\textquotedblleft}student{\textquotedblright}. The second-year students begin expressing ambivalent and neutral attitudes to their profession. The situation is quite favorable for building up a professional identity. The Third-year students become more satisfied with their professional behavior during their studies. The Fourth-year student crisis has been identified and the reasons for its appearance discussed.}, keywords = {identity of personality, professional identity crisis, professional training}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392315183.pdf}, author = {Svetlana Guseva and Valerijs Dombrovskis and Irena Kokina} } @article {202, title = {THE IMPORTANCE OF STRENGTHENING OF NATURAL SCIENCE EDUCATION IN A PRIMARY SCHOOL}, journal = {Problems of Education in the 21st Century }, volume = {11}, year = {2009}, month = {May/2009}, type = {Original article}, chapter = {5-8}, abstract = {To one who understands at least something about education it is obvious that science education in primary school is very important. Every person{\textquoteright}s education fundament is formed here. It is understandable that children before school already have certain knowledge about nature. Pre-school children have to know about animal, plant life, should have knowledge about objects and phenomena of inanimate nature, perceive the essence and meaning of care works. Research works show that pre-school children{\textquoteright}s knowledge about nature is not sufficiently exact and exhaustive. We should especially focus on enriching and making the knowledge about animal and plant acclimatization more accurate among 5-7 year old children (U{\v s}eckiene, 2000). On the other hand, it is stated (applying modified Kern test) that in the group of 5-7 year old children cognizing nature and its phenomena an average level of thinking functions and intellect predominates which directly depends on child{\textquoteright}s mental maturity level and not on child{\textquoteright}s sex and age (Plytnykiene, 2002). It is very important for this knowledge to be deepened and broadened in primary school, i.e., in the 1st -4th forms. In this case, natural science preparation quality largely depends on the teacher, on his competence in natural science. Since 1992 a new subject {\textquotedblleft}The world science{\textquotedblright} has been introduced in primary school which can be interpreted as one of the components of natural science education. Currently in Lithuanian primary school science education fundamentals are integrated into the world cognition course. Biology, physics, chemistry, technological, ecological problems make the part of this natural science program. The main nature cognition purpose is to educate children{\textquoteright}s ability understand the world of nature and communicate with it. So, integration of natural science fundamentals on the one hand and social and natural science components on the other hand will further remain a very meaningful sphere of educational process in primary school. It is obvious, in order to understand the peculiarities of natural science education working with junior pupils exhaustive researches are necessary and natural science education in primary school has to be modeled, corrected and developed on their basis (Lamanauskas, 2005). Only high-quality natural science education acquired in primary school can guarantee proper continuation of natural science education in basic and secondary school. }, keywords = {primary school, science education, teaching program}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392407950.pdf}, author = {Vincentas Lamanauskas} } @article {209, title = {INDIVIDUALISED PHYSICAL CONDITION AS MEANS TO PROMOTE STUDENTS{\textquoteright} HEALTH IN LONG TERM PERIOD}, journal = {Problems of Education in the 21st Century }, volume = {11}, year = {2009}, month = {May/2009}, type = {Original article}, chapter = {51-59}, abstract = {The insufficient parameters of students{\textquoteright} physical and functional condition at schools in Latvia make us study their causes and work out strategies to improve students{\textquoteright} health. It creates the necessity to realize consequently the aims forwarded in society health policy documents, considering the quality of the means used to reach the aims. Thus, the aim of the study was the development of strategic formulations of the sports standard of the secondary education correction. The results of the grade 11 students (N = 254) were analyzed in the research. The following methods of the research were applied: testing, anthropometry, mathematical statistics. Strategic changes in the sports standard of secondary education in Latvia, directed to the use of separate kinds of sport as the means to facilitate students{\textquoteright} health in sports classes have been developed. In the assessment of the subject the qualitative criteria of knowledge, skills and individual attitude have been included. To assess a student{\textquoteright}s bio-motor ability standard control exercise tables are replaced by individual result progress assessment.}, keywords = {individualized approach, sport education}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392408425.pdf}, author = {Rasma Jansone and Zermena Vazne} } @article {339, title = {THE INFLUENCE OF A SOCIAL {\textendash} PSYCHOLOGICAL TRAINING ON A GROUP ATMOSPHERE}, journal = {Problems of Education in the 21st Century }, volume = {18}, year = {2009}, month = {December/2009}, type = {Original article}, chapter = {73-79}, abstract = {We have realized the experiment as a form of a social {\textendash} psychological training (SPT) with university students {\textendash} future teachers (140 participants). Their average age was 22.3 years. We have tried to find out the influence of SPT on a group atmosphere of a trained group based on the comparison of continuous and block forms of training. The experimental group was made up of 69 participants divided into four smaller groups (EG1 {\textendash} EG4) to which SPT has been implemented in 96 hours appropriations. A continuous form of training has been implemented in EG 1 {\textendash}EG 2 and a block form of training has been implemented in EG 3-EG 4. The control group was made up of 71 participants divided into four smaller groups without SPT implementation. After the SPT we have found out that SPT has improved a group atmosphere by using A Group Atmosphere Scale. Both forms of SPT had similarly significant influence on a group atmosphere. }, keywords = {group atmosphere, social {\textendash} psychological training}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1399915950.pdf}, author = {Ane{\v z}ka Hamranov{\'a}} } @article {336, title = {INNOVATIVE TEACHING STRATEGIES ON THE DIACHRONIC VIEW OF GREEK AS MOTHER TONGUE: FROM ANCIENT TO MODERN GREEK LANGUAGE}, journal = {Problems of Education in the 21st Century }, volume = {18}, year = {2009}, month = {December/2009}, type = {Original article}, chapter = {51-59}, abstract = {In this chapter we present the implementation of new technologies in mother tongue learning and teaching based on the principles of cooperative learning. The data quoted come from an educational project named {\textquoteleft}Nereides{\textquoteright}, which involved the creation of educational software in support of mother tongue teaching in both obligatory and non-obligatory Greek secondary education, and thus addressed schoolchildren aged from 12 to 18 years. Aiming at the optimization of the learning and teaching procedure, the educational tool presented here has sought to combine elements from mother tongue didactics and the use of new technologies in education. At first, educational scenarios were designed based on cooperative learning and teaching of mother tongue in combination with new technologies. This tool was then tested, first, and implemented, after, in the framework of an empirical research, in the school year 2007-2008 in certain Athens schools. The results of this empirical research were encouraging for the research team: pupils responded positively to the learning software, working groups were effective and Greek language teachers highlighted the participation even.}, keywords = {cooperative learning, modern Greek, mother tongue}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1399915777.pdf}, author = {Maria Zoe Fountopoulou and Stiliani Naki and Ioannis Trifiatis and Maria Loumou} } @article {241, title = {INTEGRATED SCIENCE TEACHING BY APPLYING DIDACTIC DIFFERENTIATION: SOME ACTUAL CIRCUMSTANCES}, journal = {Problems of Education in the 21st Century }, volume = {13}, year = {2009}, month = {June/2009}, type = {Editorial}, chapter = {5-12}, abstract = {The discussion about integration cannot dispense with antithesis (differentiation) which is also of high importance. The default of it is a fairly serious lack of comprehensive school. Both processes have to follow each other as this is the most plausible way of human understanding and knowledge improvement (Vaitkevi{\v c}ius, 1979). A public knowledge is always wider than personal information. Ipso facto human cognition and public experience are not differentiated. Teaching constricted by undivided educational drafts and curricula frequently ignored personal schoolchildren{\textquoteright}s qualities. Pupils unable to satisfactorily adopt teaching material are overloaded while others state that such load is insufficient. This is why a general background of a number of learners recedes and the motivation of all pupils decreases. Research indicates that genetically all people differ. Genetic inequality most frequently determines the child{\textquoteright}s abilities. Natural differences are highlighted by a different situation of upbringing and an environment.� Teaching material is imparted insomuch that all learners should be offered suitable opportunities to develop skills during the class. The objective can be reached by maximum solidification of the child{\textquoteright}s self-sufficiency and his/her personal free choice to learn what, how and how much s/he wants. Raising distinctive claims to all pupils, information should be given expediently and definitely. All schoolchildren should achieve at least minimum level (should get satisfactory evaluation) and all willing, engaged and skilful pupils could reach much more. The system of evaluation is not important (a five point, ten point etc. system). One purpose is clear {\textendash} it also should be differentiated. Hence, it is clear that integrated teaching seeks the highest level of knowledge and differentiated teaching points out to every schoolchild. It is obvious, that the main aim of differentiated teaching is to create grounds for the childs structural type of thinking, to form possibilities for a learner to master knowledge according to the degree of abilities (individualized teaching) while teaching separate subjects (subject teaching). The application of differentiated teaching seeks to develop powers of learners. Differentiation can be comprehended and defined in the following two ways: first, as a result of spliting a particular whole into segments, levels etc. or, second, as the formation of new qualitative connections between the separate components of the system due to processes of integration. In the latter case the system acquires a new quality {\textendash} it becomes more complex. Finally, I want to underline that differentiated teaching (or personalized, individual etc. teaching and learning) is a key component of future teaching/learning process. }, keywords = {differentiated teaching, schooling system, science education}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1393665879.pdf}, author = {Vincentas Lamanauskas} } @article {264, title = {THE INTEGRATION OF THE SUBJECT ENVIRONMENTAL STUDIES WITH OTHER SUBJECTS: THE TEACHERS{\textquoteright} VIEWS}, journal = {Problems of Education in the 21st Century }, volume = {14}, year = {2009}, month = {October/2009}, type = {Original article}, chapter = {24-33}, abstract = {The author of the present paper first theoretically describe the didactic concept of integrated lessons, then lay out the discussions on integrating lessons in subject Natural and social studies (now Environmental studies) with lessons in Slovene subject. In the empirical part she demonstrate the attitude of teachers in the first triad toward integrated lessons and how the subject Environmental studies is included into this concept. The findings show that the teachers included in the sample had different opinions about integrated lessons. They saw one of the basic advantages of integrated lessons compared to classical ones in the linking of the lessons with the pupils{\textquoteright} lives. In the integration of the subject Environmental studies with other subjects, the subject Slovene language plays an important role. Teachers, however, cannot find connections with some of the subjects, despite the fact that they are defined in the national curriculum. The teachers claim they have greatest difficulties in the phase of planning integrated lessons.}, keywords = {elementary school, environmental studies, integrated lessons}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1393668325.pdf}, author = {Vlasta Hus} } @article {272, title = {INTERACTIVE E-LEARNING MATERIALS IN THE MATHEMATICS CLASSROOM IN SLOVENIA}, journal = {Problems of Education in the 21st Century }, volume = {14}, year = {2009}, month = {October/2009}, type = {Original article}, chapter = {94-108}, abstract = {This article presents the current development of e-learning in Slovenia, with an emphasis on the domestic E-um web portal (URL: www.e-um.si) for teaching mathematics in primary and secondary schools. Based on findings from recent scientific research, the strengths and weaknesses of e-learning materials in education, particularly in mathematics classes, are analyzed. We are particularly interested in the advantages and disadvantages of interactive e-learning materials in comparison to traditional learning materials as well as in the quality of the E-um web portal in comparison to similar educational web portals at home and abroad. Theoretical findings are tightly interwoven with examples of teaching practice using the E-um interactive materials. }, keywords = {blended learning, interactive e-learning materials, mathematics classes}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1393668918.pdf}, author = {Samo Repolusk} } @article {243, title = {INTERRELATIONS BETWEEN THE PSYCHIC AND PHYSICAL CHARACTERISTICS OF MENTALLY DISABLED SPORTSMEN}, journal = {Problems of Education in the 21st Century }, volume = {13}, year = {2009}, month = {June/2009}, type = {Original article}, chapter = {19-24}, abstract = {Special Sport Olympics Rom{\^a}nia is a non-guvernamental organization which wants to make a scholar, social and profesional integration by sport of the children with disabilities. This results could be obtain by developing the physic and physical particularities at children with special needs (such as: their health, cognitive, emotional and volitive processes, their entire personality). The most important cathegory of childrens which is adressed Special Sport Olympics Rom{\^a}nia is represented by menthal deficiency and the sport which is the most frequent pratices is athletism. In this study, the principal aims are to identify the factors which transform a menthal disorder child into a very good sportman, the way in which sport can improve the quality of life for these persons and the most effective curriculum for scholar of the pupils with menthal disability. The research took place in 2008, at local and national leg of Special Sport Olympics Rom{\^a}nia{\textquoteright}s competition and the used method are observation, applying scale and questionary of personality and IQ tests. The results which are obtained prove that pupils which practice sport are more sociable, comunicative, have superior scholar results and they can integrate themselves in the society much better. }, keywords = {inclusion, mental deficiency}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1393666010.pdf}, author = {Valentin Blandul} } @article {100, title = {ICT-SUPPORTED INTERDISCIPLINARITY OF SUBJECTS}, journal = {Problems of Education in the 21st Century }, volume = {5}, year = {2008}, month = {April/2008}, type = {Original article}, chapter = {113-117}, abstract = {This paper deals with new access to manage of the teaching process not only in university, regarding dramatic development information and communication technologies, and last but not least with reference to possibilities of ICT in supporting interdisciplinarity of subjects. There are submitted essence of lecturer{\textquoteright}s and student{\textquoteright}s standpoints on chances of exercise of e-learning in state of affairs and view of future this method in education, and the necessity of new skills in information and communication technologies.}, keywords = {collaborative learning, education process, role of teacher}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392224118.pdf}, author = {Vlasta Rabe} } @article {135, title = {THE IDEALS OF EDUCATION AND STUDENTS{\textquoteright} SCHOOL EXPERIENCES}, journal = {Problems of Education in the 21st Century }, volume = {7}, year = {2008}, month = {June/2008}, type = {Original article}, chapter = {71-80}, abstract = {The main question of this article below is: what happens to education at school? What society think of education, at school it gets a real existing concreteness. Taking the holistic character of education as a ground we assume that emotions, experiences, state of minds wishes and others, that happens by living the school-reality, becomes a part of young peoples{\textquoteright} world-view. At first we concentrate on the ideals, that are bonded usually with the traditional notion of Education (Bildung). After that we stop at litigious side of Bildung - what kind of emotional attitude is expected when becoming educated and bonding it with the notion of intentionality from phenomenology. We handle education as relative concept, noting the fact that the specific way of being in relationship of educational processes goes with searching, aspiring, self-changing me. The everyday school experiences of Estonian students are researched empirically where the interpretation of researcher are spontaneous school-oriented sayings. These meanings which are given to school on the level of experiences and associations are analysed with phenomenological methods and connected to an ideal which belongs to educational idea-content and has an education-allowing cognitive attitude. The result of research says that the associations of Estonian students in everyday life of school reality develop next signs: the knowledge of learning is experienced as an external dictated recession, it is their discipline and engrosses time. The school everyday life way of intentions mainly goes with what concerns students subsistence of school control mechanisms and self-esteem. It is more like self-defence than aspiration for new knowledge. Created and repeated intentions in school reality can (according to Hussler) become as a creator of impulses for the next attunement for the reality. }, keywords = {educational relation, ideals of education, intentions of consciousness}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392235118.pdf}, author = {Tiiu Kuurme} } @article {137, title = {IDENTIFYING THE UNDERLYING DIMENSIONS OF TEACHERS{\textquoteright} EMOTIONAL INTELLIGENCE}, journal = {Problems of Education in the 21st Century }, volume = {7}, year = {2008}, month = {June/2008}, type = {Original article}, chapter = {89-98}, abstract = {Within the area of educational research that has its focus on individual differences, the concept of emotional intelligence and its study in relation to the professional lives of teachers has raised considerable interest over the past decade. This article reports on data from a new measure of emotional intelligence specifically related to situations in the teaching environment. The four underlying dimensions that are identified in this study appear to be a more relevant way of characterising emotional intelligence for those in the teaching profession than other conceptualisations of emotional intelligence. The article concludes with an examination of the contention that emotional intelligence is strongly connected to effective teaching practice.}, keywords = {effective teaching, emotional intelligence}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392235221.pdf}, author = {Chris Perry and Ian Ball} } @article {172, title = {IMAGES AND COMPUTATIONAL METHODS IN MOLECULAR MODELING EDUCATION}, journal = {Problems of Education in the 21st Century }, volume = {9}, year = {2008}, month = {November/2008}, type = {Original article}, chapter = {17-23}, abstract = {The way as Chemistry is boarded in the schools can contribute for the misconceptions, a time that the concepts are presented of form purely theoretician (and, therefore, tedious for the majority of the pupils), as something that must be memorize and that it is not apply the different aspects of the daily life. So, the aim of this work is to provide the understanding of the chemical world that underlies everything around us by introducing basic chemical concepts and their everyday applications. So that, some specific topics will be presented and they were selected according to their relevance and their ability to be presented in lessons on molecular modeling. This strategy is based on the use of images and free graphics programs employed in chemistry successfully, as the visual effects help the students to {\textquotedblleft}see{\textquotedblright} abstract descriptions in a concrete form. According to the results obtained by using this methodology, we can conclude that the use of images and computational techniques help the presentation of scientific topics and motivate and facilitate the "chemistry communication".}, keywords = {misconceptions, molecular modeling, science education}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392297937.pdf}, author = {Agnaldo Arroio and K{\'a}thia Hon{\'o}rio} } @article {96, title = {THE IMPORTANCE OF COGNITIVE SELECTIVENESS IN THE AGE OF INFORMATION FLOOD}, journal = {Problems of Education in the 21st Century }, volume = {5}, year = {2008}, month = {April/2008}, type = {Original article}, chapter = {80-86}, abstract = {Civilization changes resulting from technological development are the causes of modifications of life conditions. The effects of technological development are perceived as ambivalent as well as positive, and negative. Psychologists are interested mainly in the latter ones, especially in the phenomenon of overproduction of information, sometimes called information overflow or information flood. This social phenomenon requires from contemporary people the ability of selecting data, their intentional choice, in line with the specificity of the realized cognitive tasks. The competences required to perform this task properly are called metacognition. They involve knowledge of cognitive functioning, i. e. higher-level skills including planning, monitoring, control and regulation of the cognitive activity. The development of metacognition seems to be a major challenge for contemporary education. }, keywords = {information flood, metacognition}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392223930.pdf}, author = {Maria Ledzi{\'n}ska and Ewa Czerniawska} } @article {138, title = {THE IMPORTANCE OF CONFERENCE PRESENTATIONS IN HIGHER EDUCATION}, journal = {Problems of Education in the 21st Century }, volume = {7}, year = {2008}, month = {June/2008}, type = {Original article}, chapter = {99-106}, abstract = {The international cooperation of researchers around the world is a pre-requisite for the development of science. English, the lingua franca of the 21st century, is a widely accepted tool for global communication of those involved in research. The present paper is meant to investigate into the kind of language these scientists, very often non-native speakers of English, need to cope with in the field they cultivate. Empirical facts indicate that what they need is not simply English for genereal purposes but English for Specific Purposes (ESP), which includes research article writing, participating in joint projects and giving conference presentations, just to mention but a few. The study claims that a genre-based approach may multiply the use of the outcome. In the corpus of 24 English conference presentations three levels of communication are identified and their role and relative weight are discussed. The conclusions include recommendations on what, how and when non-native speakers of English should be taught to become efficient presenters.}, keywords = {conference presentation, interpersonal communication, signposts}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392235268.pdf}, author = {G{\'a}bor R{\'e}b{\'e}k-Nagy} } @article {129, title = {IMPORTANCE OF CRITICAL CONSTRUCTIVISM STUDY ENVIRONMENT IN THE DEVELOPMENT OF COMPETENCES OF HOSPITALITY MANAGEMENT SPECIALISTS}, journal = {Problems of Education in the 21st Century }, volume = {7}, year = {2008}, month = {June/2008}, type = {Original article}, chapter = {9-14}, abstract = {Introduction. The article deals with the issue of the organization of hospitality management studies in the critical constructivism environment from the viewpoint of student learning and development of professional competences. Goal. By comparing the study environment, to offer a conception of critical constructivism, which brings into the centre of educational development a personality who is motivated to obtain life-long education. Methodology of Research. In the article, analysis of pedagogic literature is used, a pedagogic research including questioning of students has been carried out in the Information Systems Management Institute, as well as comparison and observation of the pedagogic process has been provided. Results of Research. The methodological foundations of the critical constructivism study process have been outlined, and suggestions for the improvement of the hospitality management study environment have been provided. Conclusions. It is necessary to improve the study environment, paying more attention to the organization of studies oriented to an individual in the context of life-long learning.}, keywords = {life-long learning, sustainability}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392234616.pdf}, author = {Iveta Balode} } @article {136, title = {INCOME INEQUALITY CONTROVERSIES ON THE DEVELOPMENT OF EDUCATION IN KENYA}, journal = {Problems of Education in the 21st Century }, volume = {7}, year = {2008}, month = {June/2008}, type = {Original article}, chapter = {81-88}, abstract = {Income differentials are a phenomenon that is manifest among individuals, regions and nations. The magnitude of the inequality has diverse effects on education which is itself a key determinant of individual as well as group income. Income inequality is reflected in the unequal access to different levels of education and to schools of different quality of education. This results in unequal consumption of education. These factors heighten the already existing inequality since the distribution of earnings is to a large extend determined by the level and distribution of schooling across population. The effect of income inequality on education dispersion and the average attainment in the population depresses economic growth and affects investment in education by individuals as well as states. Differential investment in education means unequal access to new knowledge and skills which are the driving force in this century. Already, the knowledge revolution has brought the threat of widening the gap between developed and developing countries with disparities in knowledge and information reinforcing disparities in capital and other resources. This paper examines the controversies causes of income inequality and the resultant effect on the development of education. The study is a desk review which nevertheless extensively explores existing literature on income inequalities and education dispersion. It narrows this down to the situation in Kenya by focussing on current reactions to income inequality in general and the effect on education. The paper also provides the conclusion and the way forward through the recommendation. }, keywords = {development, inequality}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392235175.pdf}, author = {Julius Kiprop Maiyo and Achoka Judy and Ndiku Judah and Jane K. Amunga and Wasike Duncan} } @article {78, title = {INDIVIDUAL PICTURE OF THE WORLD AS A COMPONENT OF TRIVIAL CONSCIOUSNESS}, journal = {Problems of Education in the 21st Century }, volume = {4}, year = {2008}, month = {February/2008}, type = {Original article}, chapter = {46-56}, abstract = {In the course of historical evolution the following main channels that form, consolidate and transmit the individual picture of the world: mythology; religion; philosophy; science; education are developed. In modern environment the abovementioned channels have been expanded by new ones: information technologies, cinematographic art, modern television. Education ceases to be the main channel responsible for formation, consolidation and transmission of the individual picture of the world. The common feature of the new channels is not the rational thought but a profoundly emotional reaction of a person to the environment. Withdrawal from the tradition of realism becomes one more means of formation of specific virtual reality. At present there are two pictures of the world: natural-science and humanitarian, in trivial consciousness they, as a rule, don{\textquoteright}t correlate. This is reflected in discussions on the subject matter of school education. This is the reason for the following principle that comes into effect: it is necessary that representatives of Humanities commence {\textquotedblleft}to come down{\textquotedblright} to the problems of Natural Science, and representatives of Natural Science should {\textquotedblleft}come up{\textquotedblright} to the level of humanitarian problems. From didactic point of view this stated principle shall lead to setting of the issue of formation of the picture of the world in the subject matter of school education. Modern movies and television programs reflect the latest scientific achievements, hypotheses and guesses much faster than the subject matter of school education. The active process of mythologisation of individual picture of the world is observed in modern society due to the inter-textual character of visual images created with the help of modern mass media. The subject matter of school education should work on the special mechanism of prompt reaction to any innovation in the area of modern science. It means that the subject matter of education, at schools in the first place, can not be static and rigid. General education requires appropriate mechanism of popularization of scientific achievements.}, keywords = {individual picture of the world, inter-textuality of visual images, trivial consciousness}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392222690.pdf}, author = {Tamara Artashkina} } @article {102, title = {INFORMATION CULTURE IN ENGINEERING EDUCATION}, journal = {Problems of Education in the 21st Century }, volume = {5}, year = {2008}, month = {April/2008}, type = {Original article}, chapter = {129-135}, abstract = {One of the characteristic features of the development of modern society is a rapid growth of the information flow. It is more and more complicated to find one{\textquoteright}s way in it at present. That is why the issue of acquiring the necessary knowledge, abilities and skills for work increase the flow of information. It means that nowadays the question about information culture is becoming more and more important. The process of forming information culture is aimed to train and develop a creative person and his self-development. In the authors{\textquoteright} opinion information culture is an extent of knowledge, abilities and skills connected to the search for, processing, storing and creation of information items using new information technologies, realizing the necessity of using information resources; principles and rules of the person{\textquoteright}s behavior in information and communicative systems; vital aims, estimations and attitude to the world. The report summarizes and presents some aspects (cognitive, operational and contextual, communicative, valuable and reflexive) of information culture and describes the information culture as a methodological devise of cognition and ways of forming the person{\textquoteright}s information culture.}, keywords = {information culture, information literacy, technology literacy}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392224211.pdf}, author = {Anda Zeidmane, Anna Vintere} } @article {61, title = {INFORMATION TECHNOLOGY AS EDUCATIONAL RESOURCE FOR FOREIGN LANGUAGE TEACHING}, journal = {Problems of Education in the 21st Century }, volume = {3}, year = {2008}, month = {January/2008}, type = {Original article}, chapter = {26-32}, abstract = {The present paper deals with application of the Internet network for English teaching as foreign language. The aim of the paper includes two pedagogical aspects. The first is theoretical and traces the role of computers in the approaches to foreign language teaching such as structural, cognitive and sociocognitive. The second {\textendash} discusses the types of reading by means of information technology and the application of the internet recourses and tools for educational needs: an electronic book, a group{\textquoteright}s address and hypertext reading. }, keywords = {approach, computer-mediated communication, networking}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392221841.pdf}, author = {Igors Ivashkins} } @article {154, title = {AN INSTITUTIONAL PERSPECTIVE ON QUALITY ASSURANCE IN HIGHER EDUCATION. THE EXAMPLE OF THE AUSTRIAN ACCREDITATION COUNCIL ({\"O}AR)}, journal = {Problems of Education in the 21st Century }, volume = {8}, year = {2008}, month = {October/2008}, type = {Original article}, chapter = {17-24}, abstract = {The ongoing necessity of quality and quality assurance in the whole Bologna process remains one of the main issues for European policy makers. The aim to create comparable systems to guarantee quality within higher education systems are the reasons for national developments and their eagerness to reform. The situation in Austria is in the centre of discussion and shall exemplify one way to cope with international developments and the need to establish a comprehensive quality assurance system. The main purpose of this paper is to provide a deeper insight into the work and problems of the Austrian Accreditation Council ({\"O}AR), a quality assurance agency which is responsible for re-/accreditation and supervision of Austrian private universities. As the author was a former scientific staff member at the office of the {\"O}AR, the paper looks behind the scenes of higher education policies and will strengthen the insistent demand for further reforms. In spite of the short history the {\"O}AR can be considered as one of the main national key players in the field of quality assurance as well as an internationally accepted quality assurance agency. }, keywords = {accreditation, quality assurance}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392284112.pdf}, author = {Andrea Bernhard} } @article {114, title = {INSTRUCTION BUILT ON LEARNERS{\textquoteright} PREVIOUS KNOWLEDGE BY USING THE VARIATION THEORY}, journal = {Problems of Education in the 21st Century }, volume = {6}, year = {2008}, month = {May/2008}, type = {Original article}, chapter = {86-95}, abstract = {This chapter discusses teaching based upon pupils{\textquoteright} previous knowledge. As the world becomes more and more globalised, it is harder and harder for a teacher to form a picture of the pupils{\textquoteright} knowledge when planning instruction. However, without this information about pupils, it is impossible to know if the created learning situations are conducive to learning or if the pupils had already acquired knowledge about the learning object before the learning situation. In this study pupils{\textquoteright} previous knowledge is investigated in relation to how English as a Second Language is learnt when pupils have different mother tongues. In a phenomenographic study we found that pupils with three different mother tongues, when placed in the same learning situation, made errors which could be traced back to the structure of their mother tongue. This observation led to a learning study, in which variation theory was the theoretical point of departure, and in which three different research lessons with three different groups of pupils were carried out. The learning object was dependent possessives, and the pupils{\textquoteright} mother tongue was Swedish. As there is no differentiation between independent and dependent possessives in Swedish, the pupils could not discern the difference between these two forms. As Swedish has a differentiation between t- and n-gender, the puils wrongly assumed that the difference between my and mine was not connected to dependent and independent possessives but to gender. The results of our study show how teachers who are familiar with the pupils{\textquoteright} previous knowledge (mother tongue) can become aware of what mistakes they might make as ESL learners; this knowledge has a profound effect on instruction. In this way, teachers can also predict and plan what information is needed to develop learning situations which provide maximum opportunity to learn. They also understand what kinds of critical aspects are necessary to enable pupils to discern. As a result, teachers are more effective, which is reflected in better pupil results in the classroom. }, keywords = {contrastive linguistic, phenomenography, variation theory}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392233451.pdf}, author = {Mona Holmqvist and Gunilla Lindgren and Jane Mattisson and Teresa Svarvell} } @article {122, title = {INTEGRITY AND DISCIPLINE IN ACADEMIA: DEALING WITH STUDENTS{\textquoteright} MISCONDUCT ON TWO ISRAELI CAMPUSES}, journal = {Problems of Education in the 21st Century }, volume = {6}, year = {2008}, month = {May/2008}, type = {Original article}, chapter = {169-183}, abstract = {Higher education underwent a huge massification process since the 2nd half of the 20th century. What used to be a reserve for the elite opened its gates to the middle, lower middle and the working classes. Consequently, students{\textquoteright} profile changed dramatically. Integrity, honesty, discipline and violence became a major problem on campus. It is taken for granted that the prevalence of misconduct is the outcome of students{\textquoteright} characteristics, institutional culture and environment, and faculty attitudes and behaviour. Mainly, it reflects society at large. The problem is bound to deepen in the 21st century. The article tries to outline the problem and its emergence, both in the world as well as in Israel. It then analyzes in detail an Israeli case study. It is based on minutes of two Israeli Disciplinary Committees on two different campuses: One university, the other- a public college. It tries to answer several questions: What is the volume of misconduct cases brought before the committees? Is it stable? Does it change over time? What is the breakdown of misconduct cases brought up before the committees? Does it change over time? Is there a difference between a university and college in this respect? What are the penalties imposed by the committees on the guilty students? }, keywords = {cheating, disciplinary committees decisions and policies, students{\textquoteright} misconduct}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392233991.pdf}, author = {Dan Soen and Nitza Davidovitch} } @article {97, title = {INTERACTIVE LEARNING MODELLS OF THE ELEARNING IN THE HIGHER EDUCATION}, journal = {Problems of Education in the 21st Century }, volume = {5}, year = {2008}, month = {April/2008}, type = {Original article}, chapter = {87-97}, abstract = {The nature of the interactive teaching learning process is approached from various perspectives. First, I will talk about the nature of multimodel interactions in the eLearning teaching learning processes with systematic approach. Second, I would like to present the efficiency of using the Interactive Study System. {\textbullet} Third, the structured, programmed features of on-line educational materials, the visualisation of media elements, the simulation, the possibilities of testing and improving efficiency offers the introduction and application of modern electronic examination methods.}, keywords = {e-learning, interactional level, problem-solving thinking}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392223975.pdf}, author = {Lenke Par{\'a}zs{\'o}} } @article {40, title = {INFORMATION AND COMPUTER LITERACY OF HIGH SCHOOL STUDENTS}, journal = {Problems of Education in the 21st Century }, volume = {2}, year = {2007}, month = {September/2007}, type = {Original article}, chapter = {31-36}, abstract = {In our contribution we focused on finding out the information and computer literacy of high school students. This paper presents the results of an information literacy questionnaire. Questions in the information and computer literacy questionnaire (ICLQ) were concerned with the use of computers, internet, frequency of ICT use and the purpose of internet use. Questions were generally open {\textendash} ended, but we offered possibilities too. The ICLQ was filled by students (n = 283) of secondary grammar school, from different regions and districts of Slovakia. The number of boys (n =127) and girls was similar (n = 156). We used Pearson chi - square test (χ2), for finding of statistically significant difference between genders. In our research we found that nearly all students use computers and the internet. Most students, nearly 70 \%, use the internet at school. About half of all students use the internet at home. This is caused by the fact that service for access to the internet is still expensive for the most of people in Slovakia. We found that the main activity of students on the internet is the search for information (e.g. themes on essays, complementary information to the curriculum{\textellipsis}). It means that computer literacy of students is improving. Students can use the internet and computers in school most often after lessons. The internet is using at home and at friend by boys in the higher measure in the comparison with girls. Girls use the internet more at school and at library than boys. Boys use the internet more often than girls. }, keywords = {computers, information and computer literacy}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392219835.pdf}, author = {Milan Kubiatko} } @article {53, title = {INTELLIGENCE: GENESIS OF CONCEPT AND MODERN INTERPRETATION}, journal = {Problems of Education in the 21st Century }, volume = {2}, year = {2007}, month = {September/2007}, type = {Original article}, chapter = {125-132}, abstract = {Disclosing essence of concept "intelligence" it is necessary to consider concepts "morality", "education", "breeding". Historically there were two directions in understanding morality: religious and secular. The religious consciousness saw in spirit of the man a part of the God, which comprehension is impossible with the help of reason. The difference of a secular approach on morality from religious one is that in the second approach there is no idea of connection of morality with the God, as determining beginning of life of the man. Morality is shown in need of self-perfection, rising of the man above himself. The intelligence, as property of the man, is based on morality, activity of spirit. The intelligence includes a conscious part of activity of spirit, reasonable, intellectual, rational. The intelligence is a part of morality in cognitive understanding. The basis for intelligence is education. Education includes the sum of knowledge received during training, information about changes in this science in time, and also aspiration and need in development, increasing of this knowledge, skill to take new possessions. The man educated should have the opinion about the new scientific data and be able to prove it. The man cultured constantly improves the intelligence, as the flow of the information is huge and never comes to an end. The intellectual perfection has no borders. The intelligence understood through breeding, assumes presence of an internal core of the person, a certain code of honour, decency and nobleness. Along with the listed qualities, the intelligence includes politeness, tact, fidelity and compassion. This is the modern conception of the brought up man. Breeding is characterized by the set of socially qualities generated enough, which reflect the system of man{\textquoteright}s attitudes to a society, people, activity, nature, art. It is possible to tell, that it is the certain level of culture of the person, one of which parameters is the skill to carry out search and to make a moral choice in non-standard situations. In modern interpretation the intelligence is understood as integrative quality of the man, which includes the harmonious advanced spiritual-moral, professional-labour and civil culture. So, a modern intellectual is a tolerant and responsible person having large internal culture, recognizing self-value of a personality, respecting his rights and advantages, guided in the acts and actions by conscience and validity, able and aspiring to work at a high professional level, keeping an active civil position. }, keywords = {integrative quality, intelligence}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392220604.pdf}, author = {Tatyana Masharova and Elena Syrtsova} } @article {18, title = {INTRODUCTION OF THE RESEARCH METHODS IN TEACHING OF CHEMISTRY}, journal = {Problems of Education in the 21st Century }, volume = {1}, year = {2007}, month = {August/2007}, type = {Original article}, chapter = {7-12}, abstract = {To increase the efficiency of understanding of chemistry during training of natural sciences course, the research methods were introduced from the beginning of learning year. The basic object for investigations was etiquette of different chemical products, mainly from household industrial products. The research activities of the pupils were stipulated to receive more information on surrounding chemical products, role of etiquette as the carrier of information. It gives more possibilities to combine the theoretical knowledge with real practical life. Another goal of the introduction of the research method is to develop investigation{\textquoteright}s skills of the pupils. It is very important for the training of natural sciences in the modern school, which gives a possibility to develop deeper interest of pupils for investigation of the surrounding world and facilitate the growing skills for it. The defined procedures for preparation of research report were developed in the Riga French lyceum to develop all components of research activities from collection of information with verification and assessment up to presentation of own results including oral presentation for another pupils with their following valuation. }, keywords = {natural sciences course, research training method, training of chemistry}, issn = {1822-7864}, url = {http://oaji.net/articles/2014/457-1392217315.pdf}, author = {Gunta Abramenkova} }