@article {1654,
	title = {MATHEMATICS AND SCIENCE TEACHERS{\textquoteright} PERCEPTIONS OF THE FACTORS INFLUENCING TEACHING AND PROFESSIONAL IDENTITY },
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {303-326},
	abstract = {Professional identity has a significant impact on teachers{\textquoteright} interpretation of their different roles and their understanding of how to perform these roles. This study aimed to explore mathematics and science teachers{\textquoteright} perceptions of the factors influencing their teacher professional identity within three dimensions: teaching efficacy, teaching profession, and teaching context. Mathematics and science teachers (N = 395) who were teaching in grades 5 to 12 participated in the study. To address the research aims, we administered a questionnaire to gather information on the factors influencing teacher professional identity. The quantitative data on the teachers{\textquoteright} perceptions of the factors influencing their teacher professional identity showed that the teaching efficacy dimension ranked the highest, the teaching context dimension ranked second and the teaching profession dimension third. The teachers{\textquoteright} perceptions were largely influenced by three main factors: years of teaching experience, gender, and school location. The teachers{\textquoteright} responses to the questionnaire{\textquoteright}s open-ended questions highlighted some issues related to the quality of the professional development programs available to teachers.},
	keywords = {math teachers \& science teachers, teaching professional identity},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.303},
	url = {https://oaji.net/articles/2023/457-1687425005.pdf},
	author = {Abdullah K. Ambusaidi and Khoula Z. Alhosni}
}
@article {1559,
	title = {MARGINAL TOPICS IN THE RESEARCH OF SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Editorial},
	chapter = {392-394},
	abstract = {The researchers all over the world are focused on different topics. Many of them have got a character of {\textquotedblleft}mainstream{\textquotedblright}. When the reader is searching for science education journals, it is possible to find some research areas typical for every science subject (physics, chemistry, etc.). One of the topics is the problems connected with wrong ideas/preconceptions/misconceptions among different age groups, from elementary school pupils through high school pupils till university students and adult population. },
	keywords = {curricular reform, science education, science subject},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.392 },
	url = {https://oaji.net/articles/2022/457-1657803138.pdf},
	author = {Milan Kubiatko}
}
@article {1584,
	title = {A MATHEMATICAL PROBLEM-SOLVING PERCEPTION SCALE FOR SECONDARY SCHOOL STUDENTS: A VALIDITY AND RELIABILITY STUDY},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {693-707},
	abstract = {Determining students{\textquoteright} perceptions of problem-solving is an important step to improve their mathematical problem-solving skills. For this reason, the aim of this study was to develop a scale to determine secondary school students{\textquoteright} perceptions of mathematical problem solving. In the study conducted in a basic research model, a scale application, one of the quantitative research methods, was used. The sample of the study consisted of 325 secondary school students. Validity and reliability analyses were made with the data obtained on the sample. Five sub-dimensions of the scale were determined through exploratory factor analysis. Confirmatory factor analyses were performed for these 5 sub-dimensions, and the fit indices were found to range from acceptable to excellent. The explained variance of the {\textquotedblleft}Mathematical Problem-Solving Perception Scale{\textquotedblright} was 66.15\%, and the Cronbach alpha value for the whole scale was .93. It was concluded that the scale would reveal the perception levels of secondary school students towards mathematical problem solving in a valid and reliable way.},
	keywords = {mathematics, perception, problem solving, scale development, secondary school students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.693},
	url = {https://oaji.net/articles/2022/457-1667682828.pdf},
	author = {Mehmet Ersoy and Miray Da{\u g}yar}
}
@article {1561,
	title = {MATHEMATICS TEACHERS{\textquoteright} ACCEPTANCE OF ICT IN TEACHING AND LEARNING: AN EXTENDED TECHNOLOGY ACCEPTANCE MODEL},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {408-425},
	abstract = {The research sought to assess mathematics teachers{\textquoteright} acceptance of Information and Communication Technology (ICT) integration into teaching and learning at the secondary schools. This study was a cross-sectional survey that gathered data with structured questionnaire. The population was mathematics (core and elective) teachers of secondary schools within the Ashanti region of Ghana. Purposive sampling was used to select mathematics teachers from 41 secondary schools in the region. In all, there were 207 usable questionnaires for the study. Structural Equation Modelling (SEM) was run in Amos (v.23) to estimate the path coefficients of the various hypotheses, using Technology Acceptance Model (TAM). The study established that perceived ease of use predicted both perceived usefulness and attitude towards use; perceived usefulness predicted attitude towards use and behavioral intention; attitude towards use of technology predicted the behavioral intention to adopt technology in teaching and learning, while behavioral intention also predicted actual usage of ICT in teaching and learning of mathematics. As an extension to the original TAM, the study found school related factors as percussor to perceived usefulness and perceived ease of use. Similarly, ICT training was found to greatly influence perceived usefulness and perceived ease of use.  },
	keywords = {ICT, mathematics education, structural equation modelling, technology acceptance model},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.408},
	url = {https://oaji.net/articles/2022/457-1657803310.pdf},
	author = {Arthur, Y. A.}
}
@article {1482,
	title = {METHODOLOGICAL APPROACHES TO THE STUDY OF INQUIRY-BASED LEARNING IN NATURAL SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {728-750},
	abstract = {Previous research of inquiry-based learning in natural science education indicates that there are different methodological trends and paradigms in the study of these issues. The aim of this research has been to analyze the selected relevant studies on inquiry-based learning in natural science education in order to assess their scope and limitations in the light of educational changes and reform initiatives. Directions of analysis of the relevant studies include considerations of the following: 1) Theoretical starting points and specific conceptual solutions, 2) Methodological design (research questions / problems, methods, techniques, and procedures), as well as 3) (Re)interpretation of the most significant findings. It could be stated that studies on inquiry-based learning in the field of natural sciences are rather insufficient, very diverse and heterogeneous, differing from each other both in terms of theory and conceptual solutions, research problems, methodological design, and implications for educational work. Even though experiments are very common in natural sciences, it has been found that triangulation is often used as a combination of qualitative and quantitative paradigms. The common thread that connects the selected studies in this field is the recognition of importance of inquiry-based learning as a very promising model of active teaching the natural sciences. It could be concluded that such studies require an interdisciplinary approach to the subject of study, both in empirical and theoretical field, providing better understanding of the future research directions of this phenomenon. },
	keywords = {innovative approach, inquiry-based learning, methodological design, natural science education, research paradigms},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.728},
	url = {http://oaji.net/articles/2021/457-1634799965.pdf},
	author = {Milica M. Gaji{\'c} and Vera D. {\v Z}upanec and Sne{\v z}ana S. Babi{\'c}-Kekez and Aleksandra R. Trbojevi{\'c}}
}
@article {1265,
	title = {MATHEMATICAL LITERACY PROFICIENCY DEVELOPMENT BASED ON CONTENT, CONTEXT, AND PROCESS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {Febrary/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {80-101},
	abstract = {The literacy proficiency development is one of concerns in education generally, so is in mathematics education as well. The growth of literacy proficiency is one of the issues in education, because it is very important to problem solving skills in students{\textquoteright} real life. This research aimed to describe the growth of lower secondary school and upper secondary school students{\textquoteright} mathematical literacy proficiency in Yogyakarta Special Region province, Indonesia. Three mathematical literacy proficiency aspects were examined in the research, namely content, process and context. It was an exploratory descriptive research with cross-sectional type research design. The population was 1,001 lower secondary school and upper-secondary school students ranging between 13 and 16 years old. They were selected using the combination of stratified and the cluster random sampling technique. A test consisting of 30 items, was adopted from the existing PISA test items used to collect the data in the research. The main data analysis was conducted by estimating students{\textquoteright} ability through the item-response theory approach. The results showed that the mathematical literacy proficiency of the students based on content, context, and process was still low. In the content and context domain, there was progress from 8th grade to 9th, from 9th grade to 10th grade. In the process domain, the development of students{\textquoteright} abilities on formulate showed relatively the same results for 8th, 9th, and 10th were around 500, and in the employ and interpret process domain, there was a development of abilities from 8th to 9th, and from 9th to 10th grade. },
	keywords = {domains based on PISA study, mathematics literacy proficiency development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.80},
	url = {http://oaji.net/articles/2020/457-1581494927.pdf},
	author = {Jailani Jailani and Heri Retnawati and Nidya F. Wulandari and Hasan Djidu}
}
@article {1334,
	title = {MONITORING OF FACULTIES AND DEPARTMENTS RESEARCH ACTIVITY AS A COMPONENT OF UNIVERSITY MANAGEMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1014-1026},
	abstract = {Research is an essential part of university activity. The evaluation of research activities is not only of scientific, but also of practical interest. Currently, however, the research evaluation is used primarily either for the analysis of the activities of a university as a whole or for tackling specific tasks, usually related to the financing of research projects. The use of monitoring systems for research activities as part of the internal university management has not been sufficiently studied. Therefore, the purpose of the research, which was conducted at Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University (Ukraine) over the course of 5 years, was to identify and critically evaluate the main practical applications of such monitoring in management activities. The monitoring system was created through the use of expert evaluation method. Information was collected with mandatory input control. The results of monitoring can be used for creating an information database, performing comparative analysis, making evaluation of research activities of a university as a whole and implementing the control function. Analysis of the research evaluation proved its positive impact on the advancement of science at the university. Based on the obtained results it is possible to solve organizational, financial and professional issues, make important management decisions. At the same time, it is necessary to consider the risks that may arise during the practical implementation. Emphasized is the universal character of proposed directions that can be used in the management of various universities.},
	keywords = {expert evaluation, monitoring system, research activity, research evaluation, university management},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.1014},
	url = {http://oaji.net/articles/2020/457-1607330105.pdf},
	author = {Stanislav Podolyanchuk}
}
@article {1287,
	title = {MOTIVATION TO LEARN NATURAL SCIENCES IN THE CONTEXT OF A TRAINING OF TEACHERS COURSE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {359-370},
	abstract = {The present research verified the role motivational factors play in the learning process, using an undergraduate Natural Sciences course. The overall aim was to evaluate the motivation of these students, determine if motivation varied with the number of years of university attended and identify which motivational factors influence the learning of Natural Sciences. In total, 73 students, during different course offerings from 2012 to 2017, participated in the research, which corresponded to 56.5\% of the total enrollment from that time frame. A questionnaire, which was organized into two parts, was employed for data collection, and scored using the Likert scale. In the first part, the following motivational factors were assessed: intrinsic motivation, self-determination, career motivation, self-efficacy and grade motivation. In the second part, the teaching strategies and activities utilized during the course were evaluated with regards to their motivational character. It was found that a majority of students were motivated and that the level of motivation increased throughout the course, being driven by intrinsic factors, that indicated that the students were trying harder to learn scientific concepts, rather than seeking approval and rewards. Furthermore, it was found that participation in projects was the most motivational activity, followed by the academic week and internships. },
	keywords = {career motivation, motivation for grades, motivational factors, self-efficacy, students self-determination},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.359},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2537293},
	author = {Renata Texeira Gomes de Freitas and Camila Aparecida Tolentino Cicuto and Maur{\'\i}cius Selvero Pazinato}
}
@article {1189,
	title = {MAJOR PERSONALITY TRAITS INFLUENCING ENVIRONMENTAL KNOWLEDGE: A CASE OF URBAN LEARNING ECOLOGIES},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {39-54},
	abstract = {The grim actualities of modern societies have shifted the attention of human beings from civil wars and beggary to environmental issues such as pollution and climate change. The subtle shifts in environmental balance that are observable from global warming, water scarcity, and poor harvest resulting from erratic rainfall distributions across different countries of the world has led to global campaigns in order to promote positive environment behavioural change. Several change agents have advocated the use of mitigation practices such as using emerging western and indigenous technologies and renewable energies, they have overlooked the major personality traits that will implement the proposed changes. Hence, this research explores the influence of major personality traits on students{\textquoteright} environmental knowledge in urban learning spaces. The social cognitive theory was used to untangle the conforming and non-conforming environmental behaviours of students in urban learning spaces. The research adopts a {\textquoteright}field-based{\textquoteright} MO to gather data from four hundred and sixty-two students that were randomly selected from thirteen secondary schools in urban centres in Nigeria. Research instruments such as the NEO Five-Factor Inventory and Environmental Knowledge Test were adapted to collect data from the selected students. The quantitative data were subjected to multiple regression analysis. Results showed that there was a significant influence of the major personality factors on students{\textquoteright} environmental knowledge (R= 0.297). The research recommends that teachers should include these major personality traits in the environmental education programme of their schools.},
	keywords = {environmental education, environmental knowledge, field-based research, major personality traits, students, urban learning spaces},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.39},
	url = {http://oaji.net/articles/2019/457-1550425039.pdf},
	author = {Olugbenga Adedayo Ige and Loyiso C. Jita and Thuthukile Jita}
}
@article {1186,
	title = {MISCONCEPTIONS AND {\textquotedblleft}LEARNING DOCTORS{\textquotedblright}},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Editorial},
	chapter = {5-7},
	abstract = {We all talk about scientific issues such as plants, genetically modified organisms, air-water-environmental pollution, and education etc. in everyday life. But such small talks are not as simple job as it was thought, because, it is necessary to have a scientific qualification in order to state true opinions about the discussed topics. However, in order to fully understand the problem here, we must answer the following questions. Do we understand these issues in a way that does not conflict with scientific facts, and can we say we fully taught the students what we understand? Are we able to use scientific concepts correctly? What matter is our answer to these questions.},
	keywords = {conceptual learning, information networks, learning environments, scientific issues},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.05},
	url = {http://oaji.net/articles/2019/457-1550424789.pdf},
	author = {Feyzi Osman Pekel}
}
@article {1256,
	title = {MULTIVOCAL DIDACTIC MODELLING: COLLABORATIVE RESEARCH REGARDING TEACHING AND CO-ASSESSMENT IN SWEDISH PRESCHOOLS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {806-834},
	abstract = {In Swedish preschools teachers seem to struggle with the concept of {\textquotedblleft}teaching{\textquotedblright} in their day-to-day practices. A three-year collaborative research project involving preschool teachers, managers and researchers therefore aimed to describe and further develop knowledge about what could characterize teaching and co-assessment based on scientific grounds and proven experience. The research was carried out in between 93 and 137 preschools/or preschool departments in ten municipalities in Sweden between 2016 and 2017. The method was based on a praxiographic approach where preschool teachers tested four different theory-informed teaching arrangements. The material consisted of about 895 co-plans, 740 co-evaluations and 110 hours of video. Analysis was based on a didactic premise and can be methodologically described in terms of abductive analysis. The analysis was merged and tested in a communicable entity through the {\textquotedblleft}multivocal didactic modelling{\textquotedblright} concept. The results indicated that teaching is modelled through co-assessment. Multivocal traces related to didactic questions and didactic levels emerge from theory-informed teaching arrangements. The research stands to make a highly significant contribution to knowledge development concerning teaching and co-assessment in preschool. Theory-informed teaching arrangements, with integrated didactic models, have been tried and shown to support teachers in conducting teaching that is based on scientific grounds and proven experience. The concept {\textquotedblleft}multivocal didactic modelling{\textquotedblright} paves the way for alternative (meta)theoretical trajectories for critical reflection and for more cohesive and finely tuned teaching. In conclusion, the contribution to the development of knowledge can be described in terms of theory-informed practical development and practically grounded conceptual development.},
	keywords = {co-assessment, didactic models, multivocal didactic modelling, preschool education, Swedish preschools, teaching arrangements},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.806},
	url = {http://oaji.net/articles/2019/457-1575642882.pdf},
	author = {Vallberg Roth, A. C. and Ylva Holmberg and Camilla L{\"o}f and Catrin Stensson}
}
@article {1132,
	title = {MULTILEVEL RELATIONS BETWEEN EXTERNAL ACCOUNTABILITY, INTERNAL ACCOUNTABILITY, AND MATH ACHIEVEMENT: A CROSS-COUNTRY ANALYSIS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {318-332},
	abstract = {External accountability policies have spread fast across various educational systems over the past decades. This research examines the relations of internal and external accountability with students{\textquoteright} math achievement drawing on PISA 2012. With a sample of 44 educational systems, of which external accountability policies were identified, the research conducted three-level hierarchical linear modelling (HLM) analyses. This research found that some internal accountability factors had tighter relations with math achievement, while the relations of external accountability policies with student performance were rather tenuous. However, equity of student math achievement was better ensured under strong accountability systems. The results suggest that policy makers of each country should consider strengths and weaknesses of external accountability in their own educational contexts.},
	keywords = {educational equity, external accountability, internal accountability, math achievement, PISA},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.318},
	url = {http://oaji.net/articles/2017/457-1529089614.pdf},
	author = {Pilnam Yi and In-soo Shin}
}
@article {1089,
	title = {MATHEMATICS EDUCATION: SOME ASPECTS CONNECTED TO ITS CONTENT},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Editorial},
	chapter = {503-507},
	abstract = {The literature concerning the various methods by means of which the teaching of mathematics can be developed is simply huge and is increasing more and more. Several aspects are dealt with: the use of new technologies, especially as far as new computer programs or web sources are concerned; new techniques to develop calculations; researches concerning the possible relations between the everyday life of the pupils/students and the mathematical concepts; the best way to frame a lesson (frontal lessons, interactive lessons, discussions), and so on. This literature covers the entire school-life of a young boy/girl: from the elementary school to the university. },
	keywords = {mathematics education, philosophical discussions},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.503},
	url = {http://oaji.net/articles/2017/457-1513710148.pdf},
	author = {Paolo   Bussotti}
}
@article {1080,
	title = {IS MEDIA LITERACY AN URGENT ISSUE IN EDUCATION FOR ALL?},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Editorial},
	chapter = {416-418},
	abstract = {Today it is possible to consider that the new technologies can offer many possibilities to be explored. There is no doubt about the changes in society when it is adequately supported by the new technologies. In fact, people from all over the world used to have high hopes that new technologies will be able to improve and promote healthier life, as well they also expect a huge impulse to promoting social freedoms, and at least to increase knowledge and more productive livelihoods.
But for this scenario become true the traditional education goals should change to a different direction to gaining locally relevant goals and skills. In order to establish networks for all kind of partnerships, the new technologies could be used as the means for providing an access to and engaging in the lifelong learning programs all social groups of population around the world.
},
	keywords = {educational research, media literacy, new technologies},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.416},
	url = {http://oaji.net/articles/2017/457-1509895265.pdf},
	author = {Agnaldo Arroio}
}
@article {1039,
	title = {MAKING DECISIONS ABOUT BIODIVERSITY CONSERVATION: A STUDY IN PRE-SERVICE TEACHER EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {74},
	year = {2016},
	month = {December/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {71-78},
	abstract = {Biodiversity conservation is a current environmental concern that reveals the competing priorities of economic development and environmental preservation. These issues are currently being debated at various levels of society, and decisions are made based not only on scientific knowledge but also on opinions and values. Among the reasons commonly used to justify current environmental demands for biodiversity conservation, Sarkar (2005) has identified three {\textquotedblleft}flawed arguments{\textquotedblright} to be avoided. Because the discussion of biodiversity conservation is a current demand, it should also be addressed in the field of education. Biology teachers should be prepared to engage their students in discussion about all aspects of biodiversity conservation. In light of the need to train professionals who are capable of addressing complex issues such as this, the following may be asked: What do biology students consider when making decisions about the use and conservation of biodiversity? Do the flawed arguments identified by Sarkar (2005) factor into their reasoning? This research analyzes reports produced following a teaching activity known as {\textquotedblleft}decision making.{\textquotedblright} The results reveal not only students{\textquoteright} concern for environmental issues, particularly regarding water resources, but also the presence of two of Sarkar{\textquoteright}s flawed arguments. The limits of students{\textquoteright} knowledge of the subject also become evident.},
	keywords = {biodiversity conservation, decision making, pre-service training},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.74.71},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1227396},
	author = {Camila S. Miani and Ana M. A. Caldeira and Fernanda R. Brando}
}
@article {1027,
	title = {MEASURING EFFECT OF CULTURALLY RESPONSIVE LEARNING ENVIRONMENT FOR COMPUTING EDUCATION IN AFRICAN CONTEXT},
	journal = {Problems of Education in the 21st Century},
	volume = {73},
	year = {2016},
	month = {October/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {6-17},
	abstract = {A relevant research area in computing education is to explore aspects that motivate and promote learning in culturally responsive learning environments. This research contributes towards understanding how indigenous knowledge can be used to create a meaningful learning environment for learning object-oriented programming. The aim of research is to explore the effect of a culturally responsive learning environment for computing education in Ghana high school context. This research comprised teaching interventions that emphasized cultural significance and stimulation of Oware game as metaphors and related analogies to teach object oriented programming. The results indicated that a culturally responsive environment had a positive effect on high school students{\textquoteright} conceptual understanding of object-oriented programming concepts and attitudinal change to computing education. },
	keywords = {computer achievement, computer attitude, indigenous knowledge, integrationist approach, object-oriented concepts, Oware game},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.73.06},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1224695},
	author = {Ebenezer Anohah and Jarkko  Suhonen}
}
@article {1014,
	title = {MEDICINE CASE STUDY HIGHLIGHT THE PROBLEMS OF FINNISH HOUSEHOLDS IN MEDICINE CONSUMPTION PRACTICES},
	journal = {Problems of Education in the 21st Century},
	volume = {71},
	year = {2016},
	month = {June/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {31-43},
	abstract = {Medicine education as part of health education aims to educate about rational medicine use: the right medicine taken in the right way at the right time for the right problem. Storage places of medicines are one issue discussed in medicine education. This participative observation research of Finnish households{\textquoteright} (n = 10) medicine storage places was conducted together with interviews of 12 mothers and 12 children concerning medicine consumption habits. Data were analysed using directed content analysis. In all interviewed households (n = 12), children and mothers confirmed the same storage places for the medicines. None of the households locked the medicine storage places even if the cabinets had a lock and key. The number of medicine types varied widely among the studied households (n=10), from 8 to 33. The number of expired medicines ranged from 1 to 10 pieces per household. At home medicines are discussed consciously when the child, family member, relative or a friend has a long-term illness, when being sick and while taking medication. Mothers identified themselves as being responsible for the medicine cabinet at home. Mothers were categorised into four groups - home nurses (2), forgetful (2), reckless (2) and health conscious (4) - based on their medicine consumption and storage practices. Some of these practices do not demonstrate the appropriate use and storage of medicines. Based on the findings, we recommend that educational material should be developed on medicine storage and use.},
	keywords = {medicine consumption, medicine education, medicine safety, medicine storage},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1210959},
	author = {Johanna Hokkanen and Anna-Liisa Elorinne and Kirsti Vainio and Tuula Keinonen}
}
@article {1017,
	title = {MODELING THE STRUCTURAL RELATIONS AMONG LEARNING STRATEGIES, SELF-EFFICACY BELIEFS, AND EFFORT REGULATION},
	journal = {Problems of Education in the 21st Century},
	volume = {71},
	year = {2016},
	month = {June/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {62-72},
	abstract = {This research examined the relations among students{\textquoteright} learning strategies (elaboration, organization, critical thinking and metacognitive learning strategies), self-efficacy beliefs, and effort regulation. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to measure students{\textquoteright} learning strategies, self-efficacy beliefs, and effort regulation. A total of 227 high school students participated in the research. Confirmatory factor analysis and path analysis were performed to examine the relations among the variables of the research. Results revealed that students{\textquoteright} metacognitive learning strategies and self-efficacy beliefs statistically and significantly predicted their effort regulation. In addition, the students{\textquoteright} self-efficacy beliefs directly affected deep cognitive learning strategies and effort regulation but indirectly affected metacognitive learning strategies. Furthermore, 88.6 \% of the variance in effort regulation was explained by metacognitive learning strategies and self-efficacy beliefs. },
	keywords = {effort regulation, high school students, Learning Strategies, self-efficacy beliefs, structural equation modeling},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1210962},
	author = {{\c S}enol {\c S}en}
}
@article {907,
	title = {MAKING GENDER A SUBJECT OF DISCUSSION - A MISSION (IM) POSSIBLE IN THE 21TH CENTURY?! STUDENTS OF EDUCATIONAL STUDIES AS AN EXAMPLE WITHIN THE CONTEXT OF ACADEMIA},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {101-113},
	abstract = {Higher education is supposed to create open-minded graduates within social topics. General assump-tions about educational science transfer a quiet sensitive picture across in particular gender issues and the awareness of gender inequalities. In contrast to other disciplines, scientific debates about gen-der issues do have a long tradition, even if not always thematised as such. The curriculum of educa-tional science offers a wide range of so called gender-seminars, where students can spend time on gender related topics and the awareness of gender equality. Women are overrepresented among edu-cational students and regarding to a {\textquotedblleft}new deal for young women{\textquotedblright} (McRobbie 2009), which may influ-ence the way young woman and men think about the importance of gender-related topics, the question about the relevance of gender and gender issues for the discipline of educational studies often remains vague. According to this following research questions arose: how do students of educational science discuss gender issues, how does a de-articulation form gender issues, and how is rhetoric equality produced among university students of educational science. The data are based on a qualitative em-pirical survey composed of four group discussions carried out with 14 university students of educa-tional studies from German speaking universities. The aim was to reconstruct and analyse both - an individual and collective - understanding or interpretations regarding gender issues. The findings of this study have revealed that the reflection of gender issues and talking about gender is somehow caught between gender equality, difference and usurpation. This takes into account the mechanisms and masking effects of neoliberal activation. Deliberations about how educational studies can handle these challenges should imply a gender-reflected understanding of learning and educational processes.},
	keywords = {gender, higher education, university students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.101},
	url = {http://oaji.net/articles/2015/457-1421876706.pdf},
	author = {Sabine Klinger and Ines Findenig}
}
@article {934,
	title = {MANAGING TEACHER PERFORMANCE AND ITS APPRAISAL: DILEMMAS OF SCHOOL PRINCIPALS},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {74-85},
	abstract = {Utilizing a grounded theory approach to understand the issues surrounding teachers{\textquoteright} performance appraisal, the researchers investigate the principals{\textquoteright} understanding of the Integrated Quality Management System (IQMS) and also explore the problems and flaws in its implementation. A purposive sampling procedure was used to select six school principals from three education regions in KwaZulu-Natal for the study. The results of the data analysis indicate that the implementation of the IQMS at schools has not been smooth. There has been a lot of hostility, negativity and resistance from the teachers that were appraised. The challenges that the principals were faced with, emanated from the lack of coordination, lack of trust, lack of clarity of roles and poor training. It is recommended that trust and better understanding be built between principals and teachers through information-sharing seminars and workshops, and regular feedback from the education officials. },
	keywords = {mplementation, performance measurement, salary increase},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.62.74},
	url = {http://oaji.net/articles/2015/457-1423570659.pdf},
	author = {Jabulani E. Mpungose and Thengani H. Ngwenya}
}
@article {908,
	title = {MEDIA LITERACY AND HEALTH EDUCATION: EMPOWERING TEACHERS IN THE REPUBLIC OF MOZAMBIQUE},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {114-124},
	abstract = {Currently, the Ministry of Health of the Republic of Mozambique (MISAU) is developing a Project to strengthen the technical and pedagogical skills of health teachers at the training institute (FORSA-MZ), supported by the Japan International Cooperation Agency (JICA). The aim of this project is to prepare teachers for a decentralization process. In this context, Media Literacy is recognized as an essential area to promote the critical view of citizens to be able to contribute to the assessment of a democratic society. In this society, citizens should be able to access the mass media critically and to express themselves via this media, as producers. In this context, an educational program was designed to support the teachers{\textquoteright} improvement of skills in using different media in the classrooms in the Republic of Mozambique. This program was developed in 15 different health training institutes by JICA and MISAU. Data were collected for the analysis of pre and post questionnaires, interviews and the materials produced during the courses (comics, photonovels, videos, for example). The results showed that the decentralization of pedagogical tool production and teachers{\textquoteright} empowerment were an important achievement of this educational program, and the media literacy is supporting them to develop their autonomy.},
	keywords = {Africa, media literacy, teachers{\textquoteright} empowerment},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.114},
	url = {http://oaji.net/articles/2015/457-1421876772.pdf},
	author = {Clara Mauaie and Lucy Sayuri Ito and Agnaldo Arroio}
}
@article {866,
	title = {MODULAR AND BRANCHED STRUCTURE OF INDIVIDUALIZED INTELLIGENT E-LEARNING MATERIALS FOR SCIENCE AND TECHNOLOGY SUBJECT COURSE},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {16-24},
	abstract = {E-learning and online education offers important opportunities for educators as well as for students. Traditional e-materials, as they are known today, do not allow the recognition of different parameters, such as: learning differences, prior knowledge, learning capabilities, learning environment, styles of learning, etc. Because e-materials are structured in such a way they cannot be successfully adapted for learners who consequently cannot control their own learning (Berge, 2002; Picciano, 2000; Saba, 2002). Such a result offers, among others, a highly anti-motivational effect. The preparation of modern e-materials therefore requires a thorough preparation in terms of content and design, which has to be (mostly) based on pedagogical and didactic theories. Modern e-materials, which can also be named educational e-materials, are usually accessible online (internet-based training (IBT), web-based training (WBT), online education, etc.), they enable and encourage self-learning, they are flexible, dynamic, interactive, use different types of media, individualized and adapted to the user{\textquoteright}s needs. Mostly the latter characteristic will receive special attention in the following research.  },
	keywords = {individualized e-learning, intelligent system, metadata},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.16 },
	url = {http://oaji.net/articles/2014/457-1420056537.pdf},
	author = {Kosta   Dolenc and Igor Pesek and Boris Aber{\v s}ek}
}
@article {852,
	title = {THE MOTIVATION OF STUDENTS TO CHOOSE TERTIARY EDUCATION IN HUNGARY AND SERBIAN VOJVODINA},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {32-41},
	abstract = {The students motives of enrolment to tertiary educational institutions crucially influence their academic achievement and behaviour during studies. This research focuses on the Hungarian students{\textquoteright} reasons for choosing university in Hungary and in Serbian Vojvodina: whether they decide on their own or are influenced by other factors. The quantitative research also examines whether there is valid similarity or difference between the tertiary educational decisions of Hungarian people and those living in a neighboring country as the latter share a lot of common roots with their mother country.
The results show that there are similarities between the choices of young people from both areas, regardless of their mother country. Young people typically seem to choose further education on their own, and their surroundings or material considerations are only secondary motivational factors in their decision. However, it is also true that direct social factors and financial conditions have a considerable impact on whether they can actually acquire their diplomas.
},
	keywords = {career choice, motivation, tertiary education, tuition fee},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.32},
	url = {http://oaji.net/articles/2014/457-1420055524.pdf},
	author = {Csilla Czegl{\'e}di and T{\'\i}mea Juh{\'a}sz and {\'A}gnes Szl{\'a}vicz}
}
@article {738,
	title = {MAJOR TRENDS OF EDUCATIONAL PROCESS IN SCHOOL OF POSTINDUSTRIAL SOCIETY},
	journal = {Problems of Education in the 21st Century},
	volume = {44},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {101-112},
	abstract = {The present paper is a theoretical study of the educational system in the coming postindustrial society. The authors propose a conceptual model of that modern educational system. The model represents the approaching new school as a culturological space defined by three planes corresponding to three new phenomena closely related to the modern information technologies. These phenomena affecting the new school are: a) Social Media as a new way of forming social consciousness; b) Personal Identity Online as a new way of forming personality, and c) Data Intensive Science as a new scientific and methodological paradigm. It is shown that each of these phenomena is a result of evolution in three fields: knowledge acquiring, learning process, and science methodology. Development of the educational system/process is considered to benefit from а conflict between two tendencies: socialization and individualization. The paper also discusses digital curation as a novel educational activity which can be born in the new school based on a combined contribution of the above three phenomena. No doubt that education in the social media, within the abundance of various content, and with stimulating the students{\textquoteright} personal identity online - such education should drastically change roles of both the teacher and the students in the new school.},
	keywords = {educational system, methodological paradigm, postindustrial society},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.44.101},
	url = {http://oaji.net/articles/2014/457-1413727023.pdf},
	author = {Ilya   Levin}
}
@article {750,
	title = {METACOGNITIVE ACCURACY AND LEARNING TO LEARN: A DEVELOPMENTAL PERSPECTIVE},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {15-21},
	abstract = {Metacognition belongs to higher-order mental processes and enables us to control, plan and accordingly regulate our own learning and problem solving process. In the present study we researched developmental changes in different reasoning domains and in metacognitive accuracy, which is considered as part of successful metacognitive monitoring/ regulation, and as an essential element of self-regulated learning and learning to learn competence.
 The study involved 282 participants from four different age groups: 13-15-, 23-25-, 33-35- and 43-45- year olds. These participants solved tasks addressed to spatial, verbal-propositional and social reasoning, and evaluated their own performance on these tasks. To specify possible differences in metacognitive accuracy, the metacognitive accuracy index was computed. 
 Results showed that metacognitive evaluations were accurate in spatial domain, less accurate in verbal-propositional and quite inaccurate in the social domain. The accuracy of self-evaluation increased with age and males were more accurate in their self-evaluations than females. Improvement of metacognitive accuracy with age is in tune with findings that metacognition becomes more effective with development and that people with age become more reflective and self-aware.},
	keywords = {accuracy, metacognition},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.15 },
	url = {http://oaji.net/articles/2014/457-1413727763.pdf},
	author = {Karin  Bakra{\v c}evi{\v c}  Vukman}
}
@article {797,
	title = {MIGRATION AT SCHOOLS: MAKING EDUCATION OF PRESCHOOL CHILDREN FLEXIBLE THROUGH DYNAMIC ASSESSMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {49},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {6-14},
	abstract = {Migration processes are part of the globalized world in which we live. Although much of the migration experience is enriching for both the immigrant and the receiving environment, its difficulties remain. One area where difficulties are visible is the educational environment. Education policies, typically based on structured curricula, are not adapted to the peculiarities of immigrant children, who often produce lower academic outcomes. The main trouble with this situation is that performance and social problems do not appear until the child has spent several years at school. Dynamic assessment methodology has come to light as an alternative for immigrant children, making it possible to distinguish their poor academic performance from their learning potential. This study presents the line of research we have pursued in southern Spain with preschool immigrants from diverse cultural and linguistic backgrounds. Data shows that preschool students{\textquoteright} learning potential is independent of their cultural background. This study also discusses the advantages of including dynamic assessment in a multicultural educational context.
 Key words: learning potential, multicultural education, language proficiency, childhood, cognitive function.},
	keywords = {cognitive function, language proficiency, learning potential, multicultural education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.49.06},
	url = {http://oaji.net/articles/2014/457-1419344935.pdf},
	author = {Maria  Dolores Calero and Sara   Mata}
}
@article {764,
	title = {MIND THE GAP {\textendash} THE IMPORTANCE OF REFLECTING ON DIFFERENT NOTIONS OF LEARNING AND KNOWLEDGE WITHIN AND BETWEEN COGNITIVE AND EDUCATIONAL SCIENCES},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {123-130},
	abstract = {Cognitive and educational sciences share a fundamental interest in learning. While theoretical bases and practical interests seem to match well at first sight, it is well worth to take a closer look. In the different disciplines involved in the Cognitive Sciences there is a large number of approaches to study learning, but closer glance reveals a limited number of ways to conceptualize learning. In its short history, the field has seen some paradigm shifts, which changed the way we look at human cognition and thus at learning. It is worth noting that each paradigm also transports an implicit notion of knowledge.
 In the field of education we find these paradigms as different learning theories, which in turn determine approaches to teaching and learning. Dealing with knowledge is central to educational practice. Furthermore, educational research indicates that our personal concept of knowledge qualitatively influences the way students learn. Thus there is a deep, but the intricate relationship between our concepts learning and knowledge.
 If the interaction between the two fields is to go beyond the (often unsatisfying) attempt to find direct-to-classroom recipes, explicit concepts of learning and knowledge must be the starting point for any successful interdisciplinary collaboration.},
	keywords = {cognitive sciences, knowledge},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.123},
	url = {http://oaji.net/articles/2014/457-1413728505.pdf},
	author = {Brigitte   R{\"o}mmer-Nossek}
}
@article {734,
	title = {MOBILE TECHNOLOGY USED IN AN ADVENTUROUS OUTDOOR LEARNING ACTIVITY: A CASE STUDY},
	journal = {Problems of Education in the 21st Century},
	volume = {44},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {64-71},
	abstract = {Digital devices like smart phones, tablets, PDAs and GPS navigators provide teachers in primary and secondary schools with new and attractive chances to teach in a constructivist/constructionist way. The research was aimed at designing an engaging outdoor learning activity based on collaboration and active using of mobile technology. The suggested learning activity was inspired by a real-world treasure hunting game called Geocaching and was realized with 2 groups of pupils aged 10-14. Children used a GPS-enabled PDA to navigate from their current location to another. They encountered various types of problems while collecting hints needed to calculate the final location of a hidden container. Even collaboration between competing teams was necessary in order to succeed. The case study gives an example of a well-designed constructivist/constructionist learning activity with special focus on informatics education but can be easily adapted for using in any other school subject or some after-school context as well. The adventurous and competitive nature of the learning activity resulted in high intrinsic motivation to learn, so the educational objectives could be reached effectively. Reported findings are grounded in observations made during the learning activity as well as the interviews with participants.},
	keywords = {informatics education, mobile technology},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.44.64},
	url = {http://oaji.net/articles/2014/457-1413726797.pdf},
	author = {Viera   Palm{\'a}rov{\'a} and Gabriela   Lov{\'a}szov{\'a}}
}
@article {665,
	title = {MODERN DIDACTIC TOOLS AND THE POSSIBILITIES OF THEIR IMPLEMENTATION INTO THE EDUCATIONAL PROCESS},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {February/2012},
	type = {Original article},
	chapter = {82-92},
	abstract = {Information and communication technologies bring a great amount of positive effects that appropriately enrich and support education. The generally declared need for the integration of new media and educational technologies in the educational process could represent an important impulse for the development of pedagogical sciences. As a result of this fact, it is necessary to promote new educational techniques and methods derived from them and thus there arises a question whether schools, teachers and teachers-to-be are ready for such a thing. Since the authors of the presented study are not aware of any available analysis dealing with this issue, we have decided, based on carrying out a research, to identify the interest and preparedness of schools or teachers, included teachers-to-be, in the implementation of modern didactic tools into the educational practice in form of interactive whiteboards. The presented study introduces the progress, process and result of this significant research.},
	keywords = {didactic tools, digital technologies, interactive board, multimedia presentation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.39.83},
	url = {https://oaji.net/articles/2014/457-1408437412.pdf},
	author = {Milan   Klement}
}
@article {766,
	title = {MODERN TEACHING OF COMPUTER SUBJECTS TO SUPPORT WEB 2.0 TECHNOLOGIES},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {138-145},
	abstract = {The subject of our interest is an educational process, which is a dynamic process, changing in time, and can be examined from various viewpoints. We can focus on participants of this process, i.e. on students and lecturers, and observe their mutual relations and interactions. Educational process understood as a dynamic system is an insofar extensive sphere that it provides almost limitless opportunities of observation, modelling and simulation. In this contribution we shall focus mainly on the special part of educational processes {\textendash} on teaching of subjects focusing on technical and system issues (Logical systems, Architecture of computers, Operating systems and Computer networks), which are specific with their focus on adopting the knowledge on principles and functionality of computer systems for the processing and transfer of information within the studies of informatics.},
	keywords = {adaptive hypermedial systems, learning management system, modelling of Petri nets},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.138},
	url = {http://oaji.net/articles/2014/457-1413728606.pdf},
	author = {Milan  Tur{\v c}{\'a}ni and Zoltan   Balogh}
}
@article {701,
	title = {MOTHER TONGUE LEARNING IN THE ESTONIAN NEW HIGH SCHOOL CURRICULUM},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Original article},
	chapter = {140-153},
	abstract = {This article considers the content and structure of the new State Curriculum for high schools in Estonia, in which drafting the authors participated. The curriculum was applied in 2011/2012 academic year, and has being put into action gradually, starting from the 10th form. It is totally separated from the curriculum for middle schools. 
 The main objective of teaching and education in high schools is that students are to find a field of activity of their interest and ability, which will be included in their further training. They are formative assessment and feedback that are of great attention in the new curriculum, as well as the need for conducting researches is emphasized, including mother tongue. Under the requirements of the new curriculum, studies in every subject are student-centred, i.e. they are brought in accord with students{\textquoteright} interests and everyday needs, e.g. in mother tongue courses the need of text-centred approach is highlighted. The number of required courses is reduced; there are more opportunities for options. In comparison with the previous curriculum, the courses on mother tongues (Estonian and Russian) are unified. Before, only 3 courses on Russian as a mother tongue were set-out, now 6 compulsory courses and 1 elective course are scheduled (like Estonian). While developing curriculum for the Russian (native) language, cross-cutting topics were taken into account. 
 The article thoroughly describes the structure and content of the subject; it is shown how the new curriculum is being implemented in teaching practice; the realization of new text-centered courses {\textquotedblleft}The Perception and Creation of an Oral Text{\textquotedblright} and {\textquotedblleft}The Perception and Creation of a Written Text{\textquotedblright} as an implementation for the basic concept is instantiated.},
	keywords = {mother tongue, students{\textquoteright} needs, text-centered approach},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.140 },
	url = {http://oaji.net/articles/2014/457-1409840549.pdf},
	author = {Natalia  Zamkovaja and Irina  Moissejenko}
}
@article {678,
	title = {MULTICULTURAL COMPETENCE AND ITS DEVELOPMENT IN STUDENTS OF TEACHER EDUCATION CURRICULA},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {65-74},
	abstract = {According to the Estonian State Integration Programme the system of education is considered to be one of the main areas of implementing the state integration policy. The main task of schools in Estonia is to support the feeling of belonging for permanent residents of the Estonian society by sharing common values and knowledge of the official language, and to create possibilities for understanding other cultures and establishing methods for cross-cultural communication with various ethnic groups.
 The purpose of the research is to study multicultural competence which is considered to be a key component of professional teacher education, as it is of interdisciplinary nature and comprises various aspects which contribute to the development of cognition, personality and professional activities. The research, conducted among students into the level of development of their multicultural competence, has revealed that Narva College students have a positive ethnic identity and quite a high degree of tolerance, which testifies to the positive attitude to their own and other cultures and students{\textquoteright} readiness for intercultural communication.
 To support the development of multicultural competence in students there has been devised a programme based on such educational components as the comprehensive knowledge of research methods and practices in multicultural education; formation of positive respectful attitude towards native and other cultures; development of skills to support culture-centred education and effective cross-cultural communication; and with inclusion of professional pedagogical activities being based on the humanistic approach and efficient pedagogical interaction.
 The research covers key points of how the principles of multilingual and multicultural education are realised in everyday teaching practices to achieve corresponding learning outcomes.},
	keywords = {multicultural competence, principles of multicultural education, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.40.65},
	url = {http://oaji.net/articles/2014/457-1408532021.pdf},
	author = {Anna  D{\v z}alalova and Nina  Raud}
}
@article {728,
	title = {MULTIMODALITY IN NATURAL SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {44},
	year = {2012},
	month = {July/2012},
	type = {Editorial},
	chapter = {5-9},
	abstract = {Learning science is related to participating in activities, which offer a scientific way of thinking and acting. But this is not easy and perhaps not even possible in a traditional school context because it is expected that students must cross over certain discursive and linguistic borders.
 In Natural Sciences, in addition to the concepts involving qualitative aspects, students are challenged in their learning to use, among others, mathematical knowledge that will assist them in the organization, interpretation and resolution of quantitative aspects. This requires from students the intellectual transit through various forms of languages and representations, constituting what it is called {\textquoteleft}multimodality{\textquoteright}.�
A fundamental aspect of multimodality and that receives influence from school culture is the explicit expression of textual and imagetic coherence in its products, because we consider this coherence as fundamental evidence of the multimodal understanding and, as a result, of the systemic learning.},
	keywords = {multimodal phenomena, science education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.44.05},
	url = {http://oaji.net/articles/2014/457-1413726454.pdf},
	author = {Agnaldo Arroio and Dirceu D.   D. de Souza}
}
@article {609,
	title = {MATLAB AND SIMULINK LABORATORY {\textendash} A BASIS FOR LEARNING REAL CONTROL APPLICATIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {35},
	year = {2011},
	month = {November/2011},
	type = {Original article},
	chapter = {36-45},
	abstract = {A laboratory for teaching computer programming and engineering concepts related to control applications was recently established in the Department of Electrical Engineering and Electronics at the Ariel University Center of Samaria. The new laboratory provides hands-on experience in the design of control systems used in different fields of engineering. The lab offers an excellent introduction to programming concepts and research concepts that are often troublesome for the undergraduates. This paper describes the general approach and practical application of MATLAB and Simulink in the frame of a laboratory for teaching control. The main aim of the laboratory is to help students gain a deep understanding of typical problems in control applications. Students prepare codes in MATLAB and Simulink, based on knowledge acquired in a preliminary course on the theory of control. These codes are further used to investigate and design various control systems. In this way, control lab assignments with models of various physical processes are performed.},
	keywords = {control laboratory, control systems, Matlab and Simulink},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=968799},
	author = {Nitza  Davidovich and Gregory  Agranovich and Yuri  Ribakov and Ido  Halperin}
}
@article {591,
	title = {THE {\textquotedblright}McDONALD{\textquoteleft}S-IZATION{\textquotedblleft} OF EDUCATION: SEARCH FOR FAST RESULTS},
	journal = {Problems of Education in the 21st Century},
	volume = {34},
	year = {2011},
	month = {October/2011},
	type = {Editorial},
	chapter = {5-8},
	abstract = {The pace of life forces us in getting everything quickly and preferably for free, i.e. the faster {\textendash} the better. No matter that fast food from McDonald{\textquoteright}s simply kills the human organism. The crucial point is that the action itself is fast and cheap. However, I see no sense in discussing the topic of junk food. A better idea is the transformation of the above introduced term into the field of education and debates on {\textquotedblleft}appetite{\textquotedblright} for learning rather than for fast food. Thus, what are the shown indications? First, it should be noticed that when considering the phenomenon of {\textquotedblleft}fast{\textquotedblright} training, education fails to retain its purpose, and therefore the systems of comprehensive and higher education appear to be just a blur (Lamanauskas, 2011).
Thus, the international community accepts the idea that more or less the current society is not ready for challenges posed by the 21st century. The activity of being awarded {\textquotedblleft}a rapid{\textquotedblright} diploma guarantees neither individual nor social progress. The universities supporting the concept of producing similar certificates take a position of self-defeating institutions.
Hence, education is not a game, and universities are not {\textquotedblleft}the playgrounds full of toys{\textquotedblright}. However, an impression that the number of such {\textquotedblleft}playgrounds{\textquotedblright} increases along with a growth in the amount of {\textquotedblleft}players{\textquotedblright} is formed. We can be taught by others; however, education is our personal business. Finally, an educated person who is acclaimed to be a self-determined, independent and strong-minded man the qualities of whose must be inherited by the nation as a whole is our primary goal. },
	keywords = {educated person, education system, international competition, university education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.34.05},
	url = {https://oaji.net/articles/2014/457-1406611709.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {565,
	title = {MODERN TOOLS FOR POPULARIZATION AND MOTIVATION STUDENTS IN PHYSICS TEACHING},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {112-118},
	abstract = {The project {\textquotedblleft}Modern ICT tools in science and economic disciplines and their presentation{\textquotedblright} (ICTEDUCA) takes place in the period between June 2009 and June 2012. The project was aimed at improving the quality of the study programmes of the physics teacher training by means of using information and communication technologies (ICT) in physics teaching and show relations between subjects. Some surveys in the Czech Republic show that physics is negatively evaluated by students in primary and secondary schools. In this article it is described some possibilities how to popularize in physics and science education using modern tools. The first part this article describes a searching interdisciplinary relation, which has an assignment to show connections between physics phenomena and human body. In the second part is introduced a voting system, through the teachers improve students in their lessons. The last part of the article attend to remote control experiments, which students, experimenters, teachers or any users can control all our experiments from its personal computer through the Internet from the website http://www.ictphysics.upol.cz/remotelab/.},
	keywords = {interdisciplinary relations, physics teaching, remote experiment},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.31.112},
	url = {https://oaji.net/articles/2014/457-1406541007.pdf},
	author = {Marie  Voln{\'a} and Franti{\v s}ek  L{\'a}tal and Veronika  Kainzov{\'a} and Jan  {\v R}{\'\i}ha}
}
@article {631,
	title = {MUSEUM EDUCATION AS A TOOL FOR PROMOTING SCHOOL-WIDE COMMUNITY AND FAMILY COOPERATION IN ELEMENTARY: A PRELIMINARY REPORT},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {116-125},
	abstract = {Building relationships among students and their wider community may encourage participation and impact student learning. This study describes the implementation of a three-month model project in Museum Education in a primary school in a rural province of Crete. Observational data of students (N = 11) and their parents (10 fathers and 10 mothers) focuses on: a) what extent students with different educational needs acquired new educational and interpersonal experiences by the investigation of the historical, cultural habits and customs of contemporary children and the children of Minoan civilization, and b) examining the notion of parents{\textquoteright} participation in their children{\textquoteright}s educational and social school activities. It is indicated that the whole process encouraged student participation in class activities, achieved a more comfortable classroom environment, promoted collaboration with peers, their teacher and museum-educators and created a sense of community. Due to the children{\textquoteright}s maximum interest for the programme, parents in order to strengthen the access of such efforts, offered a further cooperation with the teacher and administrators of the program, as well as with other support services that leaded to the constitution of a parent-teacher association and the founding of a new library in their province.},
	keywords = {elementary students, museum educators, school-wide community cooperation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.36.116},
	url = {https://oaji.net/articles/2014/457-1408435347.pdf},
	author = {Elena  Vitalaki}
}
@article {532,
	title = {MYTHS IN THE ACADEME {\textendash} PRE-ENROLLMENT PROFILES AND ACADEMIC EDUCATION AS KEY TO POST-GRADUATION EMPLOYMENT AND SATISFACTION},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {22-34},
	abstract = {Academic education is considered a key to gaining employment and satisfaction. This scientific research attempts to explain the association between the demographic and pre-enrollment profiles of graduates of one academic institution, and their retrospectively reported satisfaction with their academic studies, and with their career. The study, based on a case study of the Ariel University Center of Samaria, Israel, integrates Holland{\textquoteright}s classic congruence theory and Seligman{\textquoteright}s innovative theory of positive psychology, specifically the hypothesis concerning everyday deployment of individual character strengths. Findings of the study demonstrate that deployment of character strengths was a significant predictor of graduates{\textquoteright} work satisfaction. The interesting finding in this exploratory study is the failure of graduates{\textquoteright} pre-enrollment admission profiles to distinguish among graduates based on their post-graduate employment status or job satisfaction. This finding is especially interesting and scientifically significant in the context of the accepted myth in the academe, according to which admission profiles are key predictors of future success. },
	keywords = {academic access, higher education},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2014/457-1405178393.pdf},
	author = {Nitza Davidovitch and Hadassah  Littman-Ovadia and Dan Soen}
}
@article {458,
	title = {MENTAL ARITHMETIC SKILLS: COMPARATIVE RESEARCH BASED ON ESTONIAN AND FINNISH PUPILS},
	journal = {Problems of Education in the 21st Century},
	volume = {25},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {99-108},
	abstract = {Estonian pupils achieved good results in international tests like TIMSS and PISA (IEA{\textquoteright}s TIMSS 2003 International Report on Achievement in the Mathematics Cognitive Domains, 2005; Assessing Scientific, Reading and Mathematical Literacy, 2006). Despite the high results of Estonian pupils, annual official tests showed that there were problems in subtraction, multiplication and time calculations at primary school level (The National Examinations and Qualifications Centre, 2009). 
The key question this research poses is what kind of mental arithmetic skills do children in the first three forms of primary school possess? The aim is to analyze what kind of changes should be implemented in the national curriculum in order to improve the maths studies of Estonian pupils. 
Mental arithmetic tests were carried out in late April and early May 2006 both in Estonia and in Finland. Two groups of pupils participated in the tests, one of which consisted of pupils from seven Estonian schools from different parts of Estonia, and the other consisted of the first, second and third form pupils at Turku University Practice School which is the training school for teacher trainees studying at the Turku University, Finland. In this research, mental arithmetic is studied among children attending the first, second and third forms of primary school. Differences between the sexes are studied and, in addition, differences between Finnish and Estonian pupils are examined by comparing the Estonian results with those of the Finnish group. On the basis of the test, Estonian pupils received higher results in mental arithmetic exercises. Both Estonian and Finnish boys performed better than girls in mental arithmetic exercises in the second and third forms. 
The results confirm a good level of skills amongst the Estonian pupils, but also show in which tasks the most mistakes occurred. The exercises which acquired the use of working memory caused more mistakes. Further, the results indicate a difference between the mastery of boys and girls in mental arithmetic which highlights a need for the differentiation of teaching strategies according the sex of pupils. },
	keywords = {long-term memory, mental arithmetic, teaching mathematics},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=924386},
	author = {Sirje Piht and Eve Eisenschmidt}
}
@article {441,
	title = {METAVISUALIZATION: AN IMPORTANT SKILL IN THE LEARNING CHEMISTRY},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {75-83},
	abstract = {This paper is a theoretical discussion about three important concepts related with chemistry learning. The terms visualization, metacognition and metavisualization were reviewed in the literature, in regard to aspects of definition and importance as constructors of knowledge in science education, especially in chemistry. There is a stead growing body of research that recognizes the importance of being metacognitive in the learning process. Also, given the frequent use of visualization in chemistry instruction we began to encounter studies that suggest that metacognition in respect with visualization exits and it{\textquoteright}s referred to as {\textquotedblleft}metavisualization{\textquotedblright}. Particularly, this term has been perceived as a metavisual skill, where the student will monitor and regulate specifically their internal representations, helping him to build concepts in science. Many definitions have been found about these terms, however there seems to be a uniformity to consider its importance in the learning process of students, which allows us to conclude that there is still a great demand for research in this area to clarify many aspects regarding these cognitive and metacognitive processes.},
	keywords = {chemistry instruction, metacognition, metavisualization},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594538},
	author = {Solange W. Locatelli and Celeste  Ferreira and Agnaldo Arroio}
}
@article {474,
	title = {METHODOLOGY FOR IMPLEMENTING LEARNING OUTCOMES IN A STUDY PROGRAM AS BASIS FOR FUTURE RECOGNITION OF PRIOR LEARNING},
	journal = {Problems of Education in the 21st Century},
	volume = {26},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {124-131},
	abstract = {One of the most important problems of the next decades in the context of lifelong learning is the integration non- formal and informal learning achievements of individuals with formal learning so that non- formal and informal learning can be used for their formal promotion {\textendash}gaining credits and/or whole qualifications.
 One of the means for integrating the achievements is through translating knowledge, skills and competencies obtained through alternate forms of learning into learning outcomes (further in text- LO). It is necessary to implement LO approach in the formal system of education to prepare it for recognition of prior learning. 
The objective to be reached is understandable and so is the rationale to do so. However unclear is the way how to translate the theory into a working practice. In the following article the authors will address this problem by proposing and examining a methodology for implementing LO in a program, discussing the possibility to improve the quality of program through this action.
 The LO approach reflects change from {\quotedblbase}teacher-centered{\textquotedblright} to {\quotedblbase}student-centered{\textquotedblright} learning. The first results of surveying the lecturers involved in the analyzed program show that the LO are currently implemented rather formally. It is necessary to do more explanatory work in order to benefit from the LO as quality instrument.},
	keywords = {learning outcomes, lifelong learning, National Qualifications Framework},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594310},
	author = {Agnese  Rusakova and Andrejs  Rauhvargers}
}
@article {385,
	title = {THE MODEL-CONSTRUCT OF AN INTERACTIVE MODULAR TEXTBOOK (TRAINING PROFILE {\textquotedblleft}ADVERTISING AND PUBLIC RELATIONS{\textquotedblright})},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {109-205},
	abstract = {The object of this study is educational literature, which forms the profile of a graduate (bachelors program focusing on the {\textquotedblleft}Advertising and PR{\textquotedblright}). The subject are the principles and methods of organization of educational content, that increase the efficiency of interaction of students with educational literature. The aim of the research {\textendash} to prepare a comprehensive description of the model-scheme profile of a textbook on socio-humanitarian disciplines. Problems that are solved: 1) identification of the relevant parameters of the methamodel of a modern active high school textbook, 2) development of a model-construct of the textbook, preparing future advertising specialists for project work, and 3) an experimental realization of the model-construct in the format of the training manual for a specific contingent. The purpose of the article {\textendash} for the model constructs to reveal the potential of modularity in the organization of content in an interactive traditional format textbook. We believe that the developed model-scheme of a modular textbook will allow using its informational and didactic components optimally.
 Methodology of the Research. As a methodological framework for the creation of the model-construction we used the recommendations in optimization of textbook as a carrier of information, developing {\textquotedblleft}mental activity{\textquotedblright} of student, his professional and personal competence, motivation, personal activities and communicative reflection (Antonova, 2004; Buga, 1987; Kanke 2007; and others). 
Results of the Research. The model of the textbook is developed on the basis of an approved modular training manual on the working-out of an advertising product (Kravchenko 2004, 2006; Kravchenko, Novikova 2008). The use of modules allows providing a wide range of multi-level training information. We highlight four content levels: two structurally indicative (1, 2), informative (3) and referential (4). The first level deals with the means of navigation in the structure of the textbook {\textendash} headings and subheadings. The second level is represented by operators {\textendash} the system of {\textquotedblleft}keywords{\textquotedblright}, which follow in a particular order and have the orienting function: clarify the concept, authoritative opinion, research, interesting facts, trends, discussion, master-class etc. A certain mini-module stands behind each operator {\textendash} the actual information (the third level). The function of the fourth level is references to various sources for further independent work (referential part of the textbook).
 Discussion. A modular textbook is chosen as an optimal model of a new-generation secondary school textbook. The main attention is focused on the principles of clarity and fixed format. In this article the idea of modularity has been developed further in the aspect of optimization of the content of the high school interactive textbook.
 Conclusions. The main advantages of the developed model-constructor of a modular textbook are: compactness, optionality, interactiveness, regulated access to informational resources, and a possibility of developing an individual cognitive style, student{\textquoteright}s mobility and adaptability.},
	keywords = {adaptability, high school textbook, organization of the textbook{\textquoteright}s content},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400135120.pdf},
	author = {Olga  Kravchenko}
}
@article {196,
	title = {THE MAIN FACTORS OF GRADUATES{\textquoteright} SATISFACTION WITH THE PROFES-SION "PSYCHOLOGIST"},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {124-132},
	abstract = {In the article we deal with the substantiating of the urgent problem of a psychologist{\textquoteright}s satisfaction with the profession and the professional competence of a graduate. The basic theoretical approaches to the researching the satisfaction with the profession are analyzed. Professional competence of a psychologist is considered as the readiness of a graduate to realize the professional work in such spheres as psychological education, psychological preventive measures, psychological consultation, psychodiagnostics, psychocorrection, etc. The components of a psychologist{\textquoteright}s professional competence are considered as the factors of satisfaction with the profession. Various models discovering the contents and the ways of the formation a psychologist{\textquoteright}s professional competence are offered in modern researches. A graduate links the satisfaction with the profession with the feeling of his competence in the field of theoretical and practical grounding. As the achievement of a high professional level is impossible without the realization of professional self-reflexion, we have carried out the research of the professional graduates{\textquoteright} competence of the Gomel state university named after Francisk Scorina as a factor of satisfaction with the profession of a psychologist. On the basis of the generalized research results, we suggest the conclusions: what necessary grounding received in high school the future psychologists link their satisfaction with; and the recommendations how to carry out the perfection in the training of experts.},
	keywords = {professional identity, professional training, satisfaction with the profession},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315781.pdf},
	author = {Nikolay Gapanovich-Kajdalov}
}
@article {302,
	title = {MAP INTERPRETING SKILLS {\textendash} A CLASSROOM EXPERIMENT WITH AND WITHOUT ICT AMONG LOWER SECONDARY SCHOOL PUPILS IN NORWAY},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {40-47},
	abstract = {This study focuses on 8th- 9th grade pupils{\textquoteright} skills in interpreting biological map information. The teaching was done as a project-based cross-subject work, aiming to test map interpreting skills through pre- and post tests. Data was collected from 100 pupils coming from one lower secondary school in a rural area in Mid-Norway. The pupils were divided into two test groups, a {\textquotedblleft}GPS-group/digital map group{\textquotedblright} and a {\textquotedblleft}Compass/paper map group{\textquotedblright}. Teaching was carried out in the framework of sociocultural theory, pupils worked in pair-groups, and the learning was seen as a social authentic inquiry based activity. The results indicate that the pupils increased their map interpreting skills, but no difference was found between the two groups using different tools. The conclusion from this study is that the tools, digital or not, did not influence the subject learning if taking into account the importance of making interesting, challenging, authentic, and inquiry based tasks based on sociocultural thinking. The study will be followed up by analysis of a follow-up test 5 months after ending the project, by deeper analysis of the presented tasks; and of analysis of other tasks involving the understanding of map scale and the map coordinate system.},
	keywords = {GPS, ICT, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396707094.pdf},
	author = {Jardar  Cyvin}
}
@article {305,
	title = {MATHEMATICAL MODELLING WITH USE INFORMATION-COMMUNICATION TECHNOLOGIES IN COURSE STUDYING ECOLOGICAL TOXICOLOGY},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {59-65},
	abstract = {Ecological toxicology (ET) - one of is natural-scientific (NSE) courses for which studying theoretical knowledge of mathematics is necessary, for chemistry, biology and others NSE courses. Biological experiments are necessary for fastening of theoretical knowledge on laboratory animal and biological test objects. For carrying out of such experiments laboratory animals, biological objects are required, and also the necessary equipment, reactants, etc. Considering the humane relation to animals and restriction of their use in experiments, methods of mathematical modeling in course studying "ЕТ" are offered. Besides, use of interactive control facilities by the information allows modeling some processes in ET. Authors conduct researches at engineering faculty of the Rezekne Higher Education Institution by preparation of engineers of protection of environment. As a result of the spent researches it is established that at students the greatest interest to studying as course ET, and a course - "Mathematical methods in environmental science" is shown. Students can visually see practical use of mathematical methods in is natural-scientific courses. ICT application supplements better mastering of a material at a studied course. Mathematical modeling with use ICT in course studying ET raises progress of students and gives the chance to use theoretical knowledge on the mathematician. },
	keywords = {ecological toxicology, information-communication technology, mathematical modeling},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396707300.pdf},
	author = {Boris  Yarinovsky and Ilmars  Kangro}
}
@article {325,
	title = {MEDIAL EDUCATION {\textendash}THE REASONS FOR COMPLEX COMPETENCE OF BIOLOGY AND ENVIRONMENTAL PROTECTION STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {152-158},
	abstract = {Media are the integral part of the contemporary reality, their role in social life and in education seems to be more and more important. Medial education is connected with the knowledge interdisciplinary in nature which is situated between science and everyday life. This kind of education is also a consequence of the development of new information and communication technology. The research issue has been focused on the influence of the various media on students{\textquoteright} competence connected with the communication and mediation of biological and environmental problems. The article takes into account the different opinions dedicated the role of media in biology and environmental education and defines the social and cultural reasons for complex competence students. 129 biology and environmental protection students participated in the practical part of the research (survey and cards of activity). The data were interpreted in view of the new concepts of social communication and mediation and point to the fact, that these students{\textquoteright} skills are essential for knowledge transformation and connection between science and society.},
	keywords = {competence, education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399915114.pdf},
	author = {Katarzyna Potyrala and Karolina  Rysak and Wioletta  Skrzypek}
}
@article {290,
	title = {MICRO-TEACHING: A TOOL TO ENSURE QUALITY IN TEACHER TRAINING AT A DISTANCE},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {125-131},
	abstract = {The word {\textquoteleft}micro{\textquoteright} denotes a very small portion of a bigger entity. In education domain micro-teaching refers to teaching practice that involves a small number of learners. Quality on the other hand connotes the degree of excellence, something which is up to standard or fits the purpose for which it is meant. In this ever changing competitive global society Higher Education institutions strive to achieve quality in the programmes, courses, qualifications and services offered to their clients. There is some misconception and myth among some people about the quality or standard of teachers trained at a distance. This paper debunks that myth and argues that micro-teaching can be used as a tool to ensure quality of pre-service teachers trained at a distance. The paper reviews relevant literature to support the experiences of the authors and explores the efficacy of micro-teaching in enhancing professional training of teachers through distance education mode. The literature study and the experiences of the authors are validated by a case study on micro-teaching by distance teacher trainee students.},
	keywords = {quality, standard},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395387145.pdf},
	author = {Kofi Poku  Quan-Baffour and Akwasi Arko-Achemfuor}
}
@article {206,
	title = {A MODEL FOR ASSESSING STUDENTS{\textquoteright} SCIENCE PROCESS SKILLS DURING SCIENCE LAB WORK},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {28-36},
	abstract = {The assessment of students{\textquoteright} manipulation skills is often neglected by teachers. This trend can be partially attributed to traditional assessment practices which focus upon what the student writes in a lab report rather than the student{\textquoteright}s physical performance during the lab activity. Therefore, this article reports on the processes which were undertaken when designing the Performance-Based Lab Assessment Technique (PBLAT). The PBLAT can be used to assess the process skill of manipulation of equipment/materials in biology (i.e. assembling, measuring, and experimenting) as the students conduct science lab activities in high schools and colleges/universities. The PBLAT is not limited to biology lab situations as it can be adapted to other sciences.},
	keywords = {assessment, process skills},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392408154.pdf},
	author = {Vivien  M. Chabalengula and Frackson Mumba and William Hunter and Erin Wilson}
}
@article {277,
	title = {MODEL OF ICT IMPLEMENTATION IN THE TECHNICAL EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {144-158},
	abstract = {The operation of a modern university and its competitiveness on the knowledge market are becoming increasingly dependent on the implementation and use of information and communication technology (ICT) in its educational processes. The University of Maribor is entering the process of changes bringing new dimensions to teaching and learning. The present article presents a research that included students/student teachers of technical education at the Faculty of Natural Sciences and Mathematics of the University of Maribor and the Faculty of Education of the University of Ljubljana and design and technology teachers. This research was conducted with the aim to study four fundamental issues important for the implementation of ICT in the educational process on the entire vertical of technical education. These are the available computer equipment, beliefs of students/student teachers of technical education and design and technology teachers about the circumstances regarding the use of the computer and individual forms of e-learning in the educational process, their experiences with using the computer in the educational process and their opinion about the applicability of portals as social environments. One of our main findings was that the viewpoints of both students/student teachers of technical education and design and technology teachers regarding the use of the computer in class were positive. Both confirmed that in technical education different forms of e-learning were appropriate. A high percentage of teachers who regularly use educational portals indicate a great interest for the online social environment. The final finding that students/student teachers of technical education and design and technology teachers support the use of the computer for educational purposes importantly influenced further activities related to the implementation of e-learning into the study process and the preparation of an educational portal.},
	keywords = {e-learning, technical education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393669179.pdf},
	author = {Mateja Ploj Virti{\v c}}
}
@article {298,
	title = {MODELING AND SIMULATION OF EDUCATION OF NATURAL SCIENCE SUBJECTS WITH E-LEARNING SUPPORT},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {8-15},
	abstract = {To describe the management of communication between human being and the computer it is appropriate to employ graphic tools in order to describe and formulate the basic rules underlying this interaction. Interaction between student and LMS in the process of teaching and learning is a composite process and it is highly recommended to employ Petri nets for this purpose. The paper aims at presenting the principle of construction of linear and branching learning programmes and their subsequent formulation using Petri nets in education of natural science subjects.
 At present, didactic effectiveness of the e-learning course {\quotedblbase}Operating systems{\textquotedblleft} is verified based on the model created by means of Petri nets. In order not to diminish the power of statistic results of created tests, we shall verify their validity and we shall use reliable and valid measuring procedures for data mining (pretest, posttest) (Munkov{\'a}, Munk, 2007). For the solution of this research problem two methods will be used: analysis of variance and analysis of covariance, where the analysis of variance is more simple and does not require the assumption of the homogeneity of regression in individual groups. On the other hand, interpretation is less valid, when between groups exist differences in the controlled variable (pretest) (Munk, 2007). Similarly to other situations it is recommended to execute both ways of analysing and comparing their results. On condition that the results will be identical we can consider them robust.
 In order to apply new forms and methods of teaching the subject from the area of operating systems of computers, we had to analyse the current state and contents of education process from this subject. After the survey a certain model was designed, which could cause shortening of the progression and increasing of the visualisation of instruction of operating systems, which results in the increase in the knowledge level of students and improves the level of their seminary and final works. The created e-course dealing with operating systems of computers is used as a complementary study material and an aid for the instruction of the subject {\quotedblbase}Principles of construction of operating systems{\textquotedblleft} for students with the focus on informatics. The current results point out to the suitability of application of Petri nets to the creation of instruction supporting e-materials for the students of informatics study programmes realized at the Department of Informatics of the Faculty of Natural Sciences of the CPU in Nitra.},
	keywords = {e-learning, modeling process, operating systems},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396706473.pdf},
	author = {Zolt{\'a}n  Balogh and Milan  Tur{\v c}{\'a}ni}
}
@article {261,
	title = {THE MODERN EDUCATION AND THE SAFETY OF HEALTH OF STUDENTS IN CONTEXT OF PSYCHOLOGY-PEDAGOGICAL ACCOMPANIMENT OF THE PROFESSIONAL TRAINING AT HIGHER SCHOOL},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {183-191},
	abstract = {In the paper a problem of the pedagogical support of students{\textquoteright} health maintenance during the period of their professional training at higher school is studied. On the stage of the educational-introductory practice an innovative pedagogical technique of psychological-pedagogical accompaniment (PPA) of the scientific-practical activity (SPA) was elaborated to ascertain the influence of this technique on the characteristics of mental-physiological health of students. 
The main elements of PPA and SPA are: normative-legal, psycho-diagnostic, methodological, organizational, psychosomatic maintenance and phased monitoring.
 The psychosomatic maintenance is to influence the psychological health, personal and physical health of a student. 
In our research the strengthening and maintenance of health means:
 {\textbullet} for psychological health {\textendash} the development of a creative way of thinking, attention, memory and volitional sphere; the growth of emotional resistance;
 {\textbullet} for social health {\textendash} the formation of social adaptation; the development of responsibility, empathy, active position in life; the correction of self-concept and self-control; the focus on self-development;
 {\textbullet} for physical health {\textendash} the teaching of self-control methods for the state of adaptive potential of the cardiovascular system; the prevention of neuropsychic disorders. 
The elaboration of psycho-pedagogical bases for maintaining and strengthening of health and the application of PPA and SPA is aimed at maintaining and strengthening of health due to reducing the state of neuropsychic tension, the stimulation of the professional interest and the satisfaction of students{\textquoteright} needs to acquire knowledge in the atmosphere of psychological comfort. },
	keywords = {educational technologies, psychology-pedagogical accompaniment, scientific-practical activity},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393666738.pdf},
	author = {Olga Logashenko and Lyudmila Lomakina}
}
@article {265,
	title = {MODERNIZING MATHEMATICS EDUCATION IN SLOVENIA: A TEACHER FRIENDLY APPROACH},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {34-43},
	abstract = {Nowadays, we are facing a large number of varied educational projects which aim to direct and modernize mathematics education. Many institutions (from university bodies and institutes to individual secondary and elementary schools, networks of schools and private enterprises) make an appearance on the project market and contribute their ideas. Such quantity can cause confusion among teachers. Encouraged by the article, a mathematician{\textquoteright}s lament, by Paul Lockhard, we present some simple principles for classroom work that, in our opinion, would enhance the efficiency of mathematics classes in the long term. Thus we try to help mathematics teachers build a strategy for a fruitful approach to the ideas, recommendations and advertisements on the educational market. Showing the respect towards the quality mathematics teachers and avoiding discouraging and confusing them are some of the leading ideas that we should pursue in our attempt to improve mathematics education. At the end, we also offer some recommendations about the teacher training system. },
	keywords = {mathematics education, pedagogical approach to teachers},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393668372.pdf},
	author = {Bojan Hvala}
}
@article {248,
	title = {MYTHS, ID EST FALSE KNOWLEDGE ON ABLE PUPILS AND ITS EDUCATIONAL CONSEQUENCES},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {54-65},
	abstract = {The issue of giftedness occupies a prominent place in psychology and is developed in the context of various theoretical strands, among which the differential, developmental, and cognitive studies are dominant. An application of major statements, in turn, is the domain of educational psychology and related disciplines, especially pedagogy. A discussion about giftedness is also conducted by teachers and parents, solving various educational and didactic problems in their daily lives. The key assumption of this article is a statement that a common understanding of giftedness is full a myths and beliefs constructed as inconsistent with the current state of knowledge. Some of them are indicated in this essay, drawing attention to the adverse effects of their presence in the mind and behaviour of adults.},
	keywords = {able pupils, popular and academic knowledge, regulative function of knowledge},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393666279.pdf},
	author = {Maria Ledzi{\'n}ska}
}
@article {162,
	title = {MEDIA AND CULTURE AS CIVILISATIONAL CHALLENGES FOR BIOLOGY AND ENVIRONMENTAL EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {97-104},
	abstract = {Education should be viewed as supporting students in learning to use the tools for formation of meanings and constructing reality in order to better adapt to the real world. The article is devoted the changes in thinking of biology education according to civilization challenges: media and culture. The different theories which show for the reason for the crisis from one hand and speed development of civilization from another have been presented in the article. Research issues have been focused around the question: What educational strategies should one accept in the face of such state of thing? 
While verifying the research hypothesis assuming that biology teachers should initiate scientific dialogue and create a certain bridge between science and the society first in connection with social aspects of the new forms of communication among others ICT tools were used. The servey research among secondary school students, biology students and teachers was conducted. The results of pedagogical observation aiming mainly at the analysis of processes connected with mass media aided biology teaching and learning also play a very important role. Conclusions drawn from research results and literature allowed the elaboration priorities for biology education in the contemporary world of media.},
	keywords = {biological education, social changes},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284589.pdf},
	author = {Katarzyna Potyrala}
}
@article {175,
	title = {MEDIATION OF STUDENT LEARNING: DIMENSIONS AND EVIDENCES IN SCIENCE TEACHING},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Original article},
	chapter = {42-52},
	abstract = {Our study intends to focus the teacher mediation of student learning in sciences{\textquoteright} classrooms in new theoretical and empirical perspectives. The science teacher action, in a research perspective, has been considered as sum of several aspects. Our research problem is how to consider, in a scientific way, the mediation of student learning in science classroom by facing the teaching activity as a whole. We present a theoretical framework to analyse the teacher mediation. We also developed an innovative methodological instrument to obtain data relevant to analyse the teacher mediation. Our instrument is a multimodal account of what happens inside the classroom or what particular context conditions some teacher decisions. We provide preliminary results from two particular science teachers to evidence the usefulness of this framework, in particular the dimensions of analyse and the richness of the instrument to collect data from multiple sources.},
	keywords = {science teacher, teacher mediation, teaching activity},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392298120.pdf},
	author = {J. Bernardino  Lopes and J. Paulo  Cravino and Maria Branco and Elisa Saraiva and Ant{\'o}nio Silva}
}
@article {84,
	title = {METHODOLOGICAL PROBLEMS OF PSYCHOLOGO-PEDAGOGICAL STUDY ON THE CORRELATION BETWEEN PERSONALITY TRAITS AND ORIENTATIONS FOR THE LIFE SENSE SEARCHING FOR FUTURE TEACHERS OF PSYCHOLOGY},
	journal = {Problems of Education in the 21st Century },
	volume = {4},
	year = {2008},
	month = {February/2008},
	type = {Original article},
	chapter = {96-110},
	abstract = {In post-industrial society the paradigm of education has changed towards the personal orienta-tion and humanization. The turning of the higher education in Russia to the two-level system has empha-sized the understanding of importance of education got by personality means of self-realization in life and making a personal career.
 The psihologo-pedagogical study of the correlation between individual peculiarities, sex differ-ences and self-consciousness at student{\textquoteright}s age is actual due to the necessity in the process of professional training to take into account some reorientations of consciousness from the space of personal experiences and self-cognition in the system of interrelations to the search and identification of one{\textquoteright}s place in life, self-determination as a member of society. 
The Proposed methodology of the study includes:
 a) the methodological base- of the theory of the action, personality-oriented and value-oriented approaches, the concept of personality-professional development of students, the theory of the tendency to sense and logoterapy of V.FRANKL, the theory of the interpersonal relations;
 b) the stages of the study- preliminary, certifying, comparative, interpretational, practice-oriented;
 c) the methods of the study- observation, interview, testing, statistical processing of results, quali-tative analysis of experimental data;
 d) the methodic of the study- modified by us "Test orientations for the life sense searching (OLSS)", the questionnaire of social-psychological adaptation (SPA).
 Methodological approaches applied in this study have the practical meaning for foregrounding and predictive of personal of social adaptation and for the realization of the principles of individual ap-proach to the professional progress of future teachers of Psychology.},
	keywords = {orientations for the life sense searching, personal traits, social adaptation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392223008.pdf},
	author = {Olga Logashenko and Lyudmila Lomakina}
}
@article {81,
	title = {MODERNIZATION OF RUSSIAN HIGHER PROFESSIONAL EDUCATION INSTITUTE IN CONNECTION WITH PROBLEMS OF HUMAN CAPITAL ACCUMULATION},
	journal = {Problems of Education in the 21st Century },
	volume = {4},
	year = {2008},
	month = {February/2008},
	type = {Original article},
	chapter = {73-81},
	abstract = {This research work is up-to-date for Russia. The scientific problem is in the disparity of form and content of economic education from the requirements of {\textquotedblleft}stable social-economic development{\textquotedblright} conception. The state educational standard doesn{\textquoteright}t guarantee the learning of theory of human capital, practical methods of management of human capital accumulation. As a result owners of business (firms) don{\textquoteright}t understand the impotence of investment into human capital of employees. Businessmen don{\textquoteright}t know the methodology of effective investment into human capital accumulation. All burden of investment into accumulation of human knowledge, abilities and motives is the only function of government. But it is not possible to take into consideration the specific business requirements to employees{\textquoteright} qualities. As a result the process of human capital accumulation is not realized in our country as it should be. The main result of our research is to offer changes and modernizations of state educational standard for higher economic specialties, especially for managers, owners of business. },
	keywords = {higher economic education, human capital, human capital accumulation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222838.pdf},
	author = {Svetlana Gorbunova}
}
@article {160,
	title = {THE MOTIVATIONAL STRATEGIES USED BY HEADTEACHERS IN ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOLS IN VIHIGA DISTRICT, KENYA},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {79-89},
	abstract = {One of the roles of a headteacher is to promote students{\textquoteright} academic performance. The purpose of this study was to investigate the motivational strategies used by secondary school headteachers in academic achievement in Kenya Certificate of Secondary Education (KCSE) examinations in Vihiga district in Western province. The study was occasioned by continued poor performance by most secondary schools in Vihiga district. Literature revealed that the headteacher provides professional leadership for quality and improved standards of learning. The population of the study comprised 84 headteachers and 1,280 teachers. Saturated sampling technique was used to select a sample from the high and average performing schools, while stratified random sampling technique was used to select a sample from the low performing schools. The sample comprised a total of 44 headteachers and 352 teachers from 7 high performing schools, 17 average performing schools and 20 low performing schools. Data were collected by use of questionnaires, in-depth interviews and document analysis guide instruments. A pilot study was conducted in two secondary schools which were not in the sample to test the reliability of the instruments. Data were analyzed using both quantitative and qualitative approaches. The findings show that headteachers in Vihiga district, Kenya, use strategies such as: rewards, guiding, and counseling to motivate teachers. It is recommended that headteachers enhance teacher motivation in order to achieve good academic results.},
	keywords = {head teacher, high performing schools, school size},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284498.pdf},
	author = {Musungu Lydiah  Lynet and Achoka Judith and Serah Kasandi and Nasongo Wamocha}
}
@article {43,
	title = {MATHEMATICAL EDUCATION WITHIN BELARUSIAN INTEGRATED SYSTEM OF THE TYPE {\textquotedblleft}COLLEGE {\textendash} UNIVERSITY {\textquotedblleft}},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {54-58},
	abstract = {The article is about the modification of the main educational aim, which is urgent for Belarusian colleges nowadays: integration of general education, technical education and higher professional education. Diversity of set tasks and multilevel character of educational system distinctive for colleges imply quite complex pedagogical problems. Success in tackling arisen problems depends on success of realization of systemic approach that directs pedagogue-researchers on disclosure of object{\textquoteright}s integrity, on detection diverse types of ties in it.
 In terms of increasing requirements to level of mathematical education in technical college, modeling of integrated mathematical course, which creates the basis for permanent education and for achievement of a key goal {\textendash} mathematical training of professionally competent graduates becomes issue of current importance.},
	keywords = {innovations, permanent technical education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220086.pdf},
	author = {Liudmila Maisenia}
}
@article {44,
	title = {MATHEMATICS FOR THE TALENTED ONES AS WELL AS THE OTHERS},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {59-66},
	abstract = {The results of a broadly-conceived research carried out in the Czech Republic in 2006 have shown that Math and Science do not belong to favorite subjects at secondary schools. The problem does not reside in Math itself, but in the personal reflection of the experiences from Math teaching. Mathematical competitions, unusual problem solving, games, projects and other motivational activities might provide an opportunity to change the attitude toward Math as a school subject. The confidence of what has just been said has brought the scientific team of the Palack{\'y} University in Olomouc to solving a grant of the Czech Ministry of Education, Youth and Sports. Within the grant the team has been seeking and verifying new methods and forms of competitions focusing on creative activities of youth in Math. The research activities can be divided into three areas:
 New forms of work with mathematically gifted pupils (Jaroslav {\v S}vr{\v c}ek) aimed at preparing and implementing mathematical competitions in the Czech secondary schools environment. International mathematical competitions such as {\textquotedblleft}Mathematical Duel{\textquotedblright} or {\textquotedblleft}Middle European Mathematical Olympiad{\textquotedblright} present the chances to compare mathematical knowledge of talented pupils of Middle-European countries. {\textquotedblleft}The Tournament of Towns{\textquotedblright} is even more widely conceived. Students solve the same problems (two times in the year) in their mother tongues of the cities of participating countries (Praha, Brno, Olomouc and B{\'\i}lovec are the only towns in the Czech Republic {\textendash} participation will be offered to all Czech cities next year).
 The experience from organizing and didactic use of problems from the internationally-coordinated competition {\textquotedblleft}Mathematical Kangaroo{\textquotedblright} is used for preparing, creating and advertising its new modification called {\textquotedblleft}Sciences Kangaroo{\textquotedblright} (Josef Moln{\'a}r). The nature of the competition as well as the target group (i.e. the {\textquotedblleft}ordinary{\textquotedblright} elementary and secondary school pupils) remains the same. The tasks fall into the area of Natural Sciences, Physics, Chemistry, Biology, Geography, and Ecology. Their motivational features are stressed as this makes seeing the subject matter more interesting.
 The third part, called {\textquotedblleft}Playful Mathematics{\textquotedblright} (Bohumil Nov{\'a}k), focuses on preparing, creating and supporting a research in the educational efficiency of various mathematical activities in the elementary school environment: class, individual or staged competitions, games or integrated school projects which {\textendash} following the constructivist approaches {\textendash} aim at getting to know Mathematics. Reflection of the participants{\textquoteright} view is very important in this respect {\textendash} the participants are welcome to subsequently give their comments on both the content and the form of the event.},
	keywords = {mathematical competitions, motivational activities, teaching mathematics},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220135.pdf},
	author = {Bohumil Nov{\'a}k and Josef Moln{\'a}r and Jaroslav {\v S}vr{\v c}ek}
}
@article {58,
	title = {THE MOTIVATION AND METHODOLOGICAL ASPECTS OF PSYCHOLOGO-PEDAGOGICAL ACCOMPANIMENT OF SCIENTIFIC-PRACTICAL ACTIVITY OF STUDENTS-PSYCHOLOGISTS},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {166-174},
	abstract = {In the concepts of the national educational policy to Russian Federation mined priority directions of the development and the modernization of the system of education for 2004-2010 years have been determined. Special Emphasis is put on the creation of the conditions for professional training improvement of the trained, and on the formation not only skills and abilities, but also on the creative in use.
 Problems faced by psychologists are constantly becoming more complicated, that1s why the problem of the shaping for students-psychologists of the creative approach to the decision of research and practical problems is very topical. The Optima decision of this problem is the creation of the unceasing system of psychologo-pedagogical accompaniment of the scientific-practical activity (SPA) of student.
 Psychologo-pedagogical accompaniment of SPA provides:
 a) at the starting-up stage: the creation of scientific-methodical base, planning of organizational actions, the making of psycho-pedagogical diagnostics level of the qualification of student; 
b) at the stage SPA the improvement and personalization of psycho-pedagogical knowledge, skills and abilities;
 c) at the stage of analysis: the diagnostics of the results of psycho-pedagogical accompaniment, comprehension and comparison of the changes of the substantial base, the statistical processing of the received data;
 d) at the final stage: the generalization and the efficiency estimation of the offered psycho-pedagogical accompaniment SPA, the development of recommendations for students and teaching staff of Krasnodar Institute of Economics and Management in Medical and Social sphere.
 Psychologo-pedagogical accompaniment of SPA of students-psychologists, provides the availability of normative-legal, psycho-diagnostic; scientific-methodical, organizational, information-computer provision, as well as phased checking of knowledge. The realization of our designed system of psychologo-pedagogical accompaniment of educational-introductory practice of student-psychologists have shown its influence upon the process of the shaping of the professional, creating readiness for the future professional activity. },
	keywords = {personal-oriented professional training, psychologo-pedagogical accompaniment, scientific-practical activity},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220874.pdf},
	author = {Tatyana Shaposhnikova and Olga Logashenko}
}
