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

This document presents the changes belonging to the published article (p. 802).
},
	keywords = {erratum},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/24.82.149 },
	url = {https://oaji.net/articles/2023/457-1708677117.pdf},
	author = {Ay{\c s}eg{\"u}l Aslan}
}
@article {1701,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {82},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 82, No. 1, 2024},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1708676132.pdf},
	author = {Editorial Board}
}
@article {1708,
	title = {THE EFFECT OF MACROSTRUCTURE AND SUPERSTRUCTURE TEACHING ON SUMMARIZATION ACHIEVEMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {82},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {85-101},
	abstract = {Selecting and remembering the necessary information from rapidly increasing information requires summarization skills. Research on improving students{\textquoteright} summarization skills has focused on deletion, generalization, and reconstruction strategies. However, direct teaching of these strategies does not yield successful results. For this reason, researchers have turned to teaching summarization based on understanding the text. Knowing the macrostructure and superstructure of the text can help understand the text and select the information to be included in the summary. The aim of this study is to determine the effect of macrostructure and superstructure teaching on summary writing achievement. The study was conducted in a one-group pretest-posttest design and lasted for 6 weeks. The study was conducted with 22 seventh grade students in a public secondary school. The data were collected with a total of 132 summary texts in which students summarized five stories. The summaries of texts were scored with the Text Summary Evaluation Rubric (TSER). As a result of the study, significant differences were obtained in summarization achievement in favor of the posttest. Based on this result, it is recommended that macrostructure and superstructure teaching be included in programs and course books. This study is limited to narrative texts. In future studies, whether the achievement in summarization narrative and informative texts differs and how long it takes for different age groups to develop their achievement in summarization of different types of texts can be examined based on text structure teaching.},
	keywords = {Macrostructure teaching, seventh grade students, summarization achievement, superstructure teaching},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/24.82.85},
	url = {https://oaji.net/articles/2023/457-1708676785.pdf},
	author = {Ebubekir Ero{\u g}lu and Serpil {\"O}zdemir}
}
@article {1713,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {82},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Other},
	chapter = {151-154},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 82, No. 1, 2024},
	keywords = {end page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1708677151.pdf},
	author = {Editorial Board}
}
@article {1703,
	title = {THE ESSENCE OF MIND STRATEGY IN THE RELATIONSHIP WITH NATURE: HUMAN-NATURE-WISDOM UNITY},
	journal = {Problems of Education in the 21st Century},
	volume = {82},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-6},
	abstract = {A systematic approach requires combining the knowledge of related subjects (e.g., natural sciences) into a whole and making conditions for the learners to research, draw conclusions, process abundant and diverse information, improve and change, complete their knowledge, i.e., eliminate common/traditional subject barriers, refuse narrow empiricism. The field of science education is wide, complex and diverse. It is not only the transmission of natural science knowledge but also ecological, environmental, antidrug, sexual, antinicotine education, healthy lifestyle training, etc. Today{\textquoteright}s society is dealing with very relevant issues of nature protection, nature conservation, ecology, environmental protection, and other problems. All this requires a new approach from all of us, the efforts of various field specialists, eliminating all separating barriers. Global problems are a common concern for all of us. This is just because not a single problem is isolated from another, most of them are intertwined, fully determined, united in their nature. Therefore, knowing (clarifying) connections is complicated and hardly achievable. Their solution is possible only when they are comprehensively analysed by closely linking them together. },
	keywords = {environmental protection, natural sciences, relationship with nature, systems thinking},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/24.82.04},
	url = {https://oaji.net/articles/2023/457-1708676346.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {1704,
	title = {EVALUATION OF THE CRITICAL THINKING SKILLS OF SECONDARY SCHOOL STUDENTS IN SAUDI ARABIA},
	journal = {Problems of Education in the 21st Century},
	volume = {82},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {7-28},
	abstract = {The present study examined critical thinking (CT) and its importance in Saudi secondary education. The sample included upper-secondary students and teachers in Riyadh, Saudi Arabia{\textquoteright}s capital and largest city. Qualitative and quantitative methods were used to study students{\textquoteright} CT skill development, barriers to growth, instructors{\textquoteright} views on CT advancement, and students{\textquoteright} views on their CT skills. The study examines secondary school students{\textquoteright} critical thinking development and impediments. It also examined teachers{\textquoteright} perceptions of their students{\textquoteright} progress in CT. The research collected quantitative data from 374 questionnaires and qualitative data from eight interviews. SPSS performed regression analysis on survey quantitative data. A thematic analysis was employed to evaluate qualitative interview data.  The quantitative findings from the surveys revealed uneven CT skills. The findings also showed that gender, Grade Point Average (GPA) and family background affect CT. The qualitative findings from the interviews with the teachers stressed the importance of collaborative programming and active student engagement in classroom activities to foster CT. Bullying and peer pressure hindered autonomous and CT, making it difficult for instructors to motivate and support students. The findings emphasised the importance of teachers in creating a safe learning environment and encouraging analytical thinking. Recommendations for improving CT in Saudi secondary education were proposed addressing several critical aspects of CT advancement, including curriculum development, teacher training, parental involvement, government-led extracurricular learning, teacher-student interactions, and gender equality in CT advancement. This study could help Saudi students develop CT skills to meet the challenges of the modern world. },
	keywords = {Critical Thinking (CT), mixed-methods research, Saudi Arabia, secondary education, teacher-student interaction},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/24.82.07 },
	url = {https://oaji.net/articles/2023/457-1708676434.pdf},
	author = {Abdullah Mohammad Alhowail and Saad Eid Albaqami}
}
@article {1710,
	title = {EXAMINATION OF THE REASONS THAT LEAD TEACHERS TO ABANDON THE CURRICULUM},
	journal = {Problems of Education in the 21st Century},
	volume = {82},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {117-132},
	abstract = {Educators may occasionally neglect certain parts of the curriculum that they consider relatively unimportant. There are instances when inadequate time and pupils{\textquoteright} readiness for central examinations are cited as justifications for these occurrences. The aim of this research was to examine the reasons that lead teachers who teach courses that are tested on the Upper- Secondary School Entrance Exam, which is the central exam for 8th graders, to ignore the curriculum according to the opinions of the teachers. The research was designed according to the case study, a type of qualitative research. The study group of the research consists of a total of 15 teachers, 6 of whom work in private schools and 9 of whom work in public schools, in the province of Hatay in the 2021-2022 academic year. A purposive criterion sampling method was used to select the teachers. Research data were collected through a semi-structured interview form and analyzed by content analysis method. It was found that most of the teachers interviewed ignored or abandoned the curriculum because of central exams or external pressures. It was stated that some reasons related to school administrators, parents and students forced teachers to make changes in course teaching methods and processes or forced them to abandon the curriculum.},
	keywords = {central exams, commitment to the curriculum, curriculum abandonment, Educational curriculum, teacher examinations},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/24.82.117},
	url = {https://oaji.net/articles/2023/457-1708676941.pdf},
	author = {Okan Sarig{\"o}z and Hasan {\"O}zg{\"u}r}
}
@article {1706,
	title = {THE IMPACT OF TECHNOLOGICAL STRESS ON ACADEMICS{\textquoteright} LIFE SATISFACTION},
	journal = {Problems of Education in the 21st Century},
	volume = {82},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {48-65},
	abstract = {Increasing research reveals the impact of technostress on life satisfaction among academics. In line with the determined purpose, it is first determined whether there is a significant difference in terms of technostress and life satisfaction between demographic variables such as age, gender, field of science and years of experience. Secondly, an answer was sought to the question of whether there was a significant impact of technostress on life satisfaction. To achieve the determined research purpose, the relational scanning model was used. The study involved 342 academic participants working at different universities in Kyrgyzstan who agreed to participate voluntarily. The research was conducted with 342 academics, 207 women and 135 men. To analyze the data obtained, t-test, one-way ANOVA, Pearson{\textquoteright}s correlation analysis and linear regression analysis were used. As a result of the research, it was determined that there was a low level of negative association between life satisfaction and the socially focused technostress sub-dimension score among the technostress sub-dimensions. Life satisfaction and general technostress level were determined to be permanent and significant among the technostress sub-dimensions such as profession-oriented, technical subject-oriented learning-teaching process-oriented and personal technostress sub-dimensions. The regression analysis revealed that general technostress emerged, but the sub-dimensions showed no influence on life satisfaction, and that single socially focused technostress had a negative predictive impact on life satisfaction.},
	keywords = {academic productivity, learning-teaching process, life satisfaction, technostress},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/24.82.48},
	url = {https://oaji.net/articles/2023/457-1708676609.pdf},
	author = {Erkan Efilti and Recai Do{\u g}an and Argen Zhumgalbekov and S{\"u}leyman Barbaros Yal{\c c}{\i}n}
}
@article {1705,
	title = {THE INFLUENCE OF TEACHING COMPETENCIES ON TEACHERS{\textquoteright} PERFORMANCE AND STUDENTS{\textquoteright} ACADEMIC ACHIEVEMENT IN PRIMARY SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {82},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {29-47},
	abstract = {The teaching competencies of science teachers significantly influence students{\textquoteright} science academic achievement. It shapes the students{\textquoteright} understanding of complex science concepts and their ability to excel in scientific exploration, ultimately nurturing their scientific literacy. This study assessed the teaching competencies influencing the teaching performance of 58 primary science teachers relative to the academic achievement of their students in science at the Tinoc District, Tinoc, Ifugao, Philippines. The significant differences by teacher demographics were also determined. This is relevant to the district{\textquoteright}s observed low scientific literacy and achievement of students in science education as assessed in recent years. Using a quantitative approach, the study employed a modified questionnaire that was validated and pilot-tested. Results disclosed that the science teachers strongly agreed that professionalism is the most common teaching competence influencing their performance, indicating their adherence to local and national standards and code of conduct. They also strongly agreed with teaching effectiveness, personal skills, educational planning, and management skills. Generally, there were no significant differences among the teaching competencies regardless of the teachers{\textquoteright} gender, age, highest educational attainment, and years in service. Meanwhile, the students{\textquoteright} science academic achievement was determined to be lower average, suggesting low scientific literacy. Correspondingly, the teaching competencies and students{\textquoteright} academic achievement were not correlated. Nonetheless, the teacher{\textquoteright}s capacity to impact the learners{\textquoteright} scientific exploration and achievement remains intact. Further studies are recommended to be undertaken.},
	keywords = {primary science education, primary science teachers, students{\textquoteright} science academic achievement, teacher performance, teaching competency},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/24.82.29 },
	url = {https://oaji.net/articles/2023/457-1708676519.pdf},
	author = {Peter Paul Canuto and Marites Choycawen and Randy Pagdawan}
}
@article {1711,
	title = {THE INTEGRATION OF 5E INQUIRY-BASED LEARNING AND GROUP INVESTIGATION MODEL: ITS EFFECTS ON LEVEL FOUR SCIENCE PROCESS SKILLS OF FORM FOUR STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {82},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {133-148},
	abstract = {Studies found that the mastery of Level-4 Science Process Skills (L4SPS) among secondary school students is still relatively weak. Thus, the purpose of this research was to determine the effects of 5E Inquiry-based Learning and Group Investigation (I5E-GI) model on the five constructs of L4SPS, namely Identifying Manipulated, Responding, and Constant Variables, Forming Hypotheses, Making Observations, Making Inferences, and Defining Operationally. A teaching and learning (TL) module was developed to guide teachers in implementing the I5E-GI method for the five L4SPS constructs. The L4SPS Test Instrument was constructed to measure the level of L4SPS mastery at the end of intervention. The quasi-experimental research design was conducted on 180 Form Four students taking Core Science subjects. A total of three groups were assigned, namely i) 5E Inquiry-based Learning and Group Investigation method (I5E-GI, n = 60), ii) 5E Inquiry-based Learning method (5E, n= 60), and iii) Traditional Learning (TR, n = 60) in an urban secondary school in Sarawak, Malaysia. Data were analyzed using the inferential statistical tests of MANOVA, MANCOVA, ANCOVA, and effect size. The results showed that there was a statistically significant effect across the three groups of TL methods. There is a statistically significant effect of the I5E-GI method compared to the 5E and TR methods on the five L4SPS constructs. As for the effect size, the I5E-GI method provides a more significant effect size than the 5E and TR learning methods. Overall, the findings prove that the I5E-GI method has positive implications for the mastery of L4SPS among Form Four students.},
	keywords = {5E inquiry-based learning, Form Four students, Group Investigation, level-4 science process skills},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/24.82.133},
	url = {https://oaji.net/articles/2023/457-1708677026.pdf},
	author = {Nyet   Moi Siew and Wan Luen Chai}
}
@article {1709,
	title = {TEACHER EDUCATION STUDENTS{\textquoteright} EXPERIENCES IN UNDERGRADUATE ONLINE MATHEMATICS COURSES},
	journal = {Problems of Education in the 21st Century},
	volume = {82},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {102-116},
	abstract = {Having been shifted from traditional to online learning due to the community quarantine implementation, it is valuable to determine students{\textquoteright} views about taking courses online. This research aimed to explore the teacher education mathematics major students{\textquoteright} experiences with taking undergraduate mathematics courses online, precisely the benefits and challenges they encountered, and in what way they dealt with these challenges. The design used in this study is qualitative exploratory research by distributing open-ended questions to selected Bachelor of Secondary Education in mathematics students (N = 76) from a state university in the province of Bulacan, Philippines. Data were explored through thematic coding. The results indicated that among the gains of taking mathematics courses online, the students mostly gained from a convenient study time to access applicable web-based references and resources. In spite of unpredictable internet networks, limited teacher and peer interaction, vague learning content and discussions, some distractions, and a lack of satisfactory learning resources, independent and self-paced study paired and fired with enough self-motivation are suggested.},
	keywords = {mathematics courses, online learning, online mathematics, teacher education, thematic coding},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/24.82.102 },
	url = {https://oaji.net/articles/2023/457-1708676868.pdf},
	author = {Ignacio Jr., A. G.}
}
@article {1707,
	title = {TURKISH PRIMARY SCHOOL STUDENTS{\textquoteright} INVOLVEMENT IN CLASSROOM ACTIVITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {82},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {66-84},
	abstract = {Measuring students{\textquoteright} interest and involvement in classroom activities at all stages of education, from pre-school to upper secondary school, provides a better understanding of learning processes that enable the acquisition of abilities specific to a certain field. The purpose of this cross-age study was to investigate primary school students{\textquoteright} involvement level in classroom activities. The sample consisted of 560 students studying in the first, second, third, and fourth grades at primary schools affiliated with a city in Turkey{\textquoteright}s inner Aegean area. The data were collected through {\textquotedblleft}The Demographic Information Form{\textquotedblright} and {\textquotedblleft}Leuven Involvement Scale{\textquotedblright}. The research revealed that students in the 1st, 2nd, 3rd, and 4th grades in primary school had a moderate involvement level. It was found that there was a significant difference between the involvement levels of primary school students and the gender, course type, and professional experience of the teacher, but there was no significant difference between the grade levels of the students. It was recommended to use current methods and strategies to increase the level of involvement of students in classroom activities and to make arrangements to improve involvement in the learning environment.},
	keywords = {behavioral engagement, cross-age study, level of involvement, primary school, primary student},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/24.82.66},
	url = {https://oaji.net/articles/2023/457-1708676686.pdf},
	author = {Havva Erdem and Tu{\u g}{\c c}e Akyol}
}
@article {1670,
	title = {ADAPTATION OF THE SCHOOL CLIMATE QUESTIONNAIRE: ITS ASSOCIATION WITH PSYCHOLOGICAL DISTRESS, ACADEMIC SELF-EFFICACY, AND MENTAL WELLBEING IN AZERBAIJAN},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {517-530},
	abstract = {School climate is an important concept in the field of education. Therefore, the aim of this study was to adapt the School Climate Questionnaire for use with Azerbaijani adolescents and explore the relationships between school climate, psychological distress, academic self-efficacy, and mental wellbeing. Data were collected from 1204 adolescents in Azerbaijan using convenience sampling. During the adaptation process, confirmatory factor analysis, criterion-related validity, and reliability analyses were performed. Additionally, the relationships between school climate and psychological distress, academic self-efficacy, and mental wellbeing were examined using PROCESS mediational analysis. The results of the confirmatory factor analysis indicated that the scale consisted of 22 items, had a three-dimensional structure, and showed a good fit. Moreover, the results showed that school climate was negatively associated with depression, anxiety, and stress, and positively related to academic self-efficacy and mental well-being. Lastly, the results revealed that school climate had a mediating effect on mental well-being via psychological distress and academic self-efficacy. All of these results suggest that the Azerbaijani version of the School Climate Questionnaire has acceptable psychometric properties.},
	keywords = {academic self-efficacy, educational psychology, mental wellbeing, psychological distress, quantitative research, school climate},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.517},
	url = {https://oaji.net/articles/2023/457-1691444201.pdf},
	author = {Elnur Rustamov and Matanat Aliyeva and Narinj Rustamova and Zalova-Nuriyeva, U.}
}
@article {1646,
	title = {AN ALGEBRAIC THINKING SKILL TEST IN PROBLEM-SOLVING FOR SEVENTH GRADERS  },
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {223-243},
	abstract = {Diagnostic tests have been developed previously to measure algebraic thinking skills; however, the tests do not specifically address algebraic problem-solving. Thus, an Algebraic Thinking Test (ATT) Instrument was developed to measure algebraic thinking skills in problem-solving involving linear equations. ATT comprises nine open-ended questions with three algebraic thinking constructs: Generalized Arithmetic, Functions and Modeling. Generalized arithmetic involves students in efficient calculation and generalization; functional involves identifying number patterns, while modelling involves solving open-ended problems, identifying similarities, and performing calculations involving variables. This study is meant to determine the quality of ATT instruments through the validity and reliability analysis using the Rasch Measurement Model. The sample consisted of 120 seventh graders aged 12 to 13, selected from two secondary schools in the Tuaran district, Malaysia. The instrument was found to have a strong dimensionality and high construct validity. The reliability of Cronbach Alpha (KR-20) demonstrated a value of .90 (very high), and item and respondent reliability of .98 (excellent) and .86 (good), respectively, with an item separation index of 6.29 and 2.45 for the person separation index. ATT has good validity and high reliability in measuring algebraic thinking skills among seventh graders in secondary schools.},
	keywords = {algebraic thinking skills, linear equations, problem-solving, Rasch analysis, validity and reliability},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.223},
	url = {https://oaji.net/articles/2023/457-1683097601.pdf},
	author = {Janet Jahudin and Nyet   Moi Siew}
}
@article {1698,
	title = {ANTECEDENTS OF THE PERCEIVED USEFULNESS OF AN ONLINE LEARNING PLATFORM DURING THE PANDEMIC},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {861-868},
	abstract = {The pandemic has posed a number of challenges to university studies. The whole study process, the conditions, the context, the conditions for student mobility, the technical possibilities, and finally the quality of the studies have changed. During the pandemic period, a number of studies have been carried out on how higher education is organised in the context of a pandemic, but there is still a lack of analysis on how students perceive the usefulness of distance learning. 
A quantitative study was carried out with a contingent of 132 prospective preschool and primary education teachers, and students in the field of social sciences at three Lithuanian universities. The aim was to explore possible antecedents of the perceived usefulness of an online learning platform during the pandemic. The sample consisted of 24 first-year, 52 second-year, 28 third-year and 28 fourth-year students. The data obtained during the study were processed and analysed using SPSS software. In addition, structural Equation Modelling (SEM) with Lisrel 9.3 for Windows has been used to test the model.
Three factors were extracted. All constructs have a very good convergent and discriminant validity. These factors are important for analyzing the effectiveness of distance learning in general. It was found that the most important contributor to the perceived usefulness is the ease of access. It was also found that content adaptation has a positive influence on the perceived usefulness. 
},
	keywords = {distance education, perceived usefulness, quantitative research, university students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.861},
	url = {https://oaji.net/articles/2023/457-1702996295.pdf},
	author = {Vincentas  Lamanauskas and Costin   Pribeanu}
}
@article {1693,
	title = {THE ASSOCIATION BETWEEN SOCIAL MEDIA USE, CYBERBULLYING, AND GENDER},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {776-788},
	abstract = {Cyberbullying has emerged as a pressing global issue, impacting internet users worldwide. This study examines the association between social media, bullying, and gender, with the aim of assessing the influence of social media on the aggressive tendencies of adolescents. The study involved 157 young adults aged 18 to 28 in Israel, who completed a self-report questionnaire regarding their social media usage and inclination toward cyberbullying.
The findings revealed an association between the extent of adolescents{\textquoteright} social media engagement and their inclination to cyberbullying, specifically in the context of gender. Notably, this effect was primarily observed among men. While young women demonstrated higher online platform usage compared to their male counterparts, they exhibited a lower inclination towards cyberbullying. The study underscores that prolonged exposure to an environment lacking normative behavioural reinforcement contributes to an increase in bullying tendencies.
Given the widespread use of social networks by young people, it is imperative for the educational system to address this issue during adolescence and provide guidance on the various facets and consequences of social media usage. School programs should be developed to establish online behaviour standards, akin to those practiced in face-to-face interactions among young adolescents.
},
	keywords = {post-Covid period, social media, WhatsApp groups, young adults, сyberbullying problem},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.776},
	url = {https://oaji.net/articles/2023/457-1702995917.pdf},
	author = {Nitza Davidovitch and Roman Yavich}
}
@article {1699,
	title = {AZERBAIJANI ADAPTATION OF THE PERCEIVED SCHOOL EXPERIENCE SCALE: EXAMINING ITS IMPACT ON PSYCHOLOGICAL DISTRESS AND SCHOOL SATISFACTION},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {869-880},
	abstract = {School experience holds significant importance in the realm of educational environments in the 21st century. Thus, the aim of this study was to adapt the Perceived School Experience Scale for application among Azerbaijani adolescents and examine the interconnections between school experience, psychological distress, and school satisfaction. Data were collected from 1095 Azerbaijani adolescents (635 female and 456 male). Throughout the adaptation process, confirmatory factor analysis, assessments of criterion-related validity, and reliability were conducted. Additionally, the associations between school experience, psychological distress, and school satisfaction were explored through mediational analysis. The results from the confirmatory factor analysis demonstrated that the questionnaire encompassed 14 items, featured three school-related protective factors, and displayed an acceptable fit. The scale has been found to have satisfactory reliability coefficients for both its factors and the overall score.  Furthermore, the findings established that school experience exhibited positive correlations with school satisfaction while demonstrating negative associations with psychological distress. Finally, the results unveiled that psychological distress played a mediating role in influencing school satisfaction through the pathways of school experience. These findings collectively suggest that the Azerbaijani version of the Perceived School Experience Scale boasts commendable psychometric properties. },
	keywords = {psychological distress, scale adaptation, school experience, school satisfaction},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.869},
	url = {https://oaji.net/articles/2023/457-1702996377.pdf},
	author = {Elnur Rustamov and Zalova-Nuriyeva, U. and Malak Allahverdiyeva and Tahmasib Abbasov and Narinj Rustamova}
}
@article {1614,
	title = {A BIBLIOMETRIC VIEW ON VALUES EDUCATION STUDIES IN THE INTERNATIONAL ARENA},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {27-43},
	abstract = {Values education is an accepted field of study in the world today. The cultural ties that values education has due to its nature are also reflected in the studies carried out. Based on the necessity of determining the trend of values education studies in the world, this research aims to bring a bibliometric view to the field. For this purpose, 256 articles indexed in Web of Science from 2005 to 2021 were analyzed. As a result of the analysis, the distribution of the articles by years and journals, the prominent articles, authors, institutions, and the links between them were mapped. It has been observed that the journal "Educational Sciences in Theory and Practice" stands out in terms of the number of documents in the journals, and the journal "Teaching and Teacher Education" ranks first in terms of the number of citations it receives. The most influential authors are Thornberg, R., Lovat, T., and Clement, N. Among the countries, it has been determined that Australia ranks first in terms of both the number of documents and the number of citations it receives. The expression {\textquotedblleft}values education{\textquotedblright} is the most preferred keyword. It was followed by the words {\textquotedblleft}values{\textquotedblright} and {\textquotedblleft}moral education{\textquotedblright}.  It has been observed that the cooperation networks between the authors, institutions and countries are weak. },
	keywords = {bibliometric analysis, values education, Voswiever, Web of Science},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.27 },
	url = {https://oaji.net/articles/2023/457-1677582712.pdf},
	author = {G{\"o}k{\c c}e Demiry{\"u}rek}
}
@article {1660,
	title = {CHARACTERIZATION OF CURRICULUM LEADERSHIP BY SOUTH AFRICAN SCHOOL LEADERS AND TEACHERS IN ENVIRONMENTAL EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {401-415},
	abstract = {Integrating environmental education into the school curriculum in South Africa remains a concern. Various curriculum and instructional design factors affecting environmental education have been explored. However, the role of curriculum leadership in environmental education is not well understood despite research that shows that curriculum leadership is a critical challenge facing the education system in general. Poor curriculum leadership has been shown to contribute to ineffective curriculum implementation and poor quality of education. In the current research, we used qualitative research methods to determine the characterization of curriculum leadership by teachers and school leaders involved in environmental education as a preliminary effort to understand the challenges facing environmental education. We used distributed leadership as a theoretical framework for the research. The findings show that some environmental education teachers, school managers, and environmental education subject advisors do not understand the concept of curriculum leadership. Participants{\textquoteright} understanding of curriculum leadership was associated with socio-political dynamics rather than educational principles. We conclude that the poor understanding of curriculum leadership and its role may lead to ineffective integration of environmental education in the South African school curriculum.  },
	keywords = {Curriculum leadership; distributed leadership; environmental education; school leaders and teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.401},
	url = {https://oaji.net/articles/2023/457-1687425497.pdf},
	author = {Nonkanyiso Pamella Shabalala and Headman Hebe and Lindelani Mnguni}
}
@article {1655,
	title = {CONSTRUCTION AND VALIDATION OF MATHEMATICAL SATISFACTION QUESTIONNAIRE: AN EXPLORATORY AND CONFIRMATORY FACTOR ANALYSIS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {327-339},
	abstract = {Mathematics satisfaction can drive students to work harder in math class. Thus, it is vital to assess the satisfaction of learners using an instrument to intervene in the teaching and learning process. There are research studies that have independently developed questionnaires to measure students{\textquoteright} mathematics satisfaction, but most of them focused on students{\textquoteright} satisfaction with mathematical resources and online mathematics courses. Thus, previously developed instruments had limitations. The purpose of this study was to develop and validate a mathematical satisfaction questionnaire for students. Face validation, content validation, exploratory factor analysis, confirmatory factor analysis, and reliability testing were used in the study to construct and validate the instrument. The initial draft of the mathematical satisfaction questionnaire has 44 items divided into five categories: skill, real-life, academic, praise, and task completion. The study{\textquoteright}s sample included 317 students from the Nueva Ecija University of Science and Technology {\textendash} Gabaldon campus. The content validity of the test was assessed by ten instructors and professors using Aiken{\textquoteright}s V technique. The construct validity was examined using exploratory and confirmatory factor analysis. Aiken{\textquoteright}s V coefficient ranged from 0.73-0.87, which is adequate for the content validity index. Every construct has an acceptable reliability coefficient. Eight items were removed following EFA. Construct validation confirmed 36 items distributed among the five mathematical satisfaction constructs. The final instrument is reliable and can be used to assess students{\textquoteright} mathematical satisfaction.},
	keywords = {Item measurement, mathematical satisfaction, reliability test, validity test},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.327 },
	url = {https://oaji.net/articles/2023/457-1687425080.pdf},
	author = {Andie Tangonan Capinding}
}
@article {1641,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {171},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 2, 2023},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1683097113.pdf},
	author = {Editorial Board}
}
@article {1652,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {295},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 3, 2023},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1687424746.pdf},
	author = {Editorial Board}
}
@article {1688,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {721-722},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 6, 2023},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1702995450.pdf},
	author = {Editorial Board}
}
@article {1663,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {421},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 4, 2023},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1691443450.pdf},
	author = {Editorial Board}
}
@article {1675,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {569},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 5, 2023},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1698378212.pdf},
	author = {Editorial Board}
}
@article {1611,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 1, 2023},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1677582395.pdf},
	author = {Editorial Board}
}
@article {1643,
	title = {CONTRIBUTIONS OF LAKATOSIAN THEORY TO THE EVALUATION OF EXPLANATORY MODELS OF INTERMOLECULAR FORCES MADE BY UPPER-SECONDARY SCHOOL STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {176-187},
	abstract = {The focus of the present study is the learning processes of concepts related to hydrogen bonds, which were developed using a didactic sequence (DS). Based on the perspective of Imre Lakatos, it was observed whether the explanatory models created by upper-secondary students form progressive transition sequences, which are similar to what Lakatos, in his text The History of Science, calls a {\textquotedblleft}problem{\textquotedblright} that increases the explanatory/heuristic power of the model. To evaluate the evolution of these models, which generally consist of progressive transitions, four phases were developed: 1) the categorization of answers obtained in the DS in Realist, Empiricist or Rationalist zones, as well as an attribution of scores; 2) the determination of a score range for said zones; 3) hierarchical cluster analysis (HCA) and 4) an analysis of the progressive transition of the explanatory models. A continuous review of the ideas expressed by the students during their learning of the subject revealed that a significant share of students progressed conceptually. In a general way, it can be said that the activities developed in the DS contributed substantially to the progressive transition of the explanatory models made by most students. Furthermore, the approach of the DS toward the subject of hydrogen bonds allowed the students to interpret the phenomena studied using their knowledge of Chemistry. },
	keywords = {chemistry teaching, London force and dipole-dipole interactions, progressive transition},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.176},
	url = {https://oaji.net/articles/2023/457-1683097353.pdf},
	author = {Ana Carolina Gomes Miranda and Maur{\'\i}cius Selvero Pazinato}
}
@article {1656,
	title = {COOPERATIVE LEARNING STRATEGIES: IMPLEMENTATION CHALLENGES IN TEACHER EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {340-360},
	abstract = {The research in cooperative learning (CL) is robust. Despite the empirical research benefits of CL, its implementation faces challenges in teacher education classrooms. Teacher educators resist using CL and stick to the frontal teaching method. All this may be due to the difficulties perceived by teacher educators in implementing CL. The researchers used a concurrent triangulation mixed method research design to explore the perceived challenges of cooperative learning implementation among teacher educators from India. The researchers administered a questionnaire and obtained 300 responses from teacher educators through a survey, followed by a semi-structured interview among eight survey participants. The research findings revealed that the average perceived challenges among teacher educators are 63\% due to teacher challenges, learner challenges, curriculum syllabus, and administrative challenges. Female teacher educators perceived higher challenges than males. ANOVA results revealed a difference in challenges faced across the age group. These results demonstrate the need for future researchers to conduct a more in-depth examination of the challenges in implementing CL with more extensive samples in various educational settings in other world regions to develop effective solutions.},
	keywords = {active learning, collaborative learning, cooperative learning, mixed-method, student-centred learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.340},
	url = {https://oaji.net/articles/2023/457-1687425145.pdf},
	author = {Nisha Chakyarkandiyil and Prakasha, G. S.}
}
@article {1665,
	title = {THE CORRELATION AMONG DIFFERENT TYPES OF EXAMS IN AZERBAIJAN},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {431-448},
	abstract = {It is crucial to examine the alignment of different exam results conducted by various organizations to improve the quality of assessment. The research used a document analysis method with recent, publicly available national and international reports addressing the research question. The following main question was examined through the document analysis: What exams have the highest correlation and are more trustworthy in Azerbaijan for short and long-term outcomes? The data were analyzed to discover any statistical comparisons of university admission exams with the 9th and 11th grade SEC exams, school grades, and other assessments. Research shows that the State Examination Center{\textquoteright}s exams align with its own evaluations and international assessment (OECD). They can be considered methodologically rigorous, providing a more valid yardstick for measuring student knowledge and achievement. Overall, exams by the SEC had a high correlation coefficient compared to Higher Education Institutions{\textquoteright} assessments. As more and more international students want to pursue their education in Azerbaijan, these findings can be valuable for their decision-making and tertiary level. },
	keywords = {educational evaluation, exam correlation, large-scale exams, national and international measurement},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.431},
	url = {https://oaji.net/articles/2023/457-1691443697.pdf},
	author = {Gunel A. Alasgarova}
}
@article {1662,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {419-420},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 4, 2023},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1691443409.pdf},
	author = {Editorial Board}
}
@article {1674,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {567-568},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 5, 2023},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1698378181.pdf},
	author = {Editorial Board}
}
@article {1610,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 1, 2023},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1677582356.pdf},
	author = {Editorial Board}
}
@article {1640,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {169-170},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 2, 2023},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1683097084.pdf},
	author = {Editorial Board}
}
@article {1651,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {293-294},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 3, 2023},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1687424700.pdf},
	author = {Editorial Board}
}
@article {1687,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {719-720},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 6, 2023},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1702995409.pdf},
	author = {Editorial Board}
}
@article {1695,
	title = {CULTURAL BILINGUALISM AND LANGUAGES IN CONTACT IN TEXT PRODUCTION: EXPLAINING THE CASE OF PERMANENT INTERFERENCES IN WRITTEN BRAZILIAN PORTUGUESE},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {811-824},
	abstract = {A critical review of the nature of Education as a universal right in peripheral societies, based on the analysis of the social and cultural circumstances that permeate the learning experience of the written Portuguese language in Brazilian schools. The concept of cultural bilingualism is defended as necessary in facing the demand for subjectivation of the universal right to Education, supported by facts of written production among school subjects. It also justifies the overcoming of the classic concepts of bilingualism, listed exclusively from grammatical-functional aspects or issues of use that are restricted to linguistic facts. Situations of tension stand out in the contact between oral and written Portuguese of Brazil - symbolically considered the Brazilian national language - whose origin goes back to historical-cultural aspects that acted in the process of the implantation of the Portuguese Language in Brazilian territory. Derived from such aspects, there are situations of languages in contact that can only be properly explained by the concept of cultural bilingualism.},
	keywords = {cultural bilingualism, linguistic rights, mother tongue teaching, public education policies, teacher training},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.811},
	url = {https://oaji.net/articles/2023/457-1702996071.pdf},
	author = {Gomes Senna, L. A.}
}
@article {1681,
	title = {DESIGNING INTERNSHIPS FOR THE DEVELOPMENT OF DIGITAL SKILLS OF AGRICULTURAL STUDENTS IN VIETNAM},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {627-646},
	abstract = {To prepare citizens for the digital era, the Vietnamese government has issued guidance for higher institutions to play a vital role in cultivating digital skills. However, these institutions face challenges due to limited digital technology capacity, resulting in inadequate skill development. To address this, they collaborate with industries through internships to provide students with opportunities to enhance their digital skills in real work settings. Nonetheless, the strategies that higher institutions have implemented in designing internships for the development of students{\textquoteright} digital skills are questionable to the public. Hence, this study aimed to explore the educational strategies implemented by higher education institutions in Vietnam to design internships that enhance learners{\textquoteright} digital skills. Using a qualitative approach, primary data was collected through interviews with six policymakers from a higher institution in southern Vietnam, and additional data was gathered from documents related to internship and curriculum designs. Thematic analysis of the data revealed several strategies implemented in internship design, including curriculum design, pre-internship preparation, stakeholder regulations during internships, and evaluation actions. These strategies were identified as major themes for effective internship designs and the development of students{\textquoteright} digital skills. The study also suggests various applications for multiple stakeholders and highlights the need for further research in this area.},
	keywords = {agricultural students, designing internships, development of digital skills, Vietnam},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.627},
	url = {https://oaji.net/articles/2023/457-1698379252.pdf},
	author = {Quan Thuan Kieu}
}
@article {1617,
	title = {THE DEVELOPMENT OF CURRICULAR AND TRAINING PROGRAMS IN VIETNAM },
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {90-116},
	abstract = {The training program is the focus of all pedagogical activities in particular and educational activities in general, so the development of training programs and activities related to the development of training programs have become an important issue and are of interest to many educational scientists. The literature review method is used in this study to collect and extract the data from the national database system to show an overview of training program research and training program development that have been conducted in Vietnam. The findings indicate that the training programs have been changed from content training to training to form learners{\textquoteright} competence. Furthermore, the programs are developed using a variety of modern perspectives and theories, such as output standards, educational innovation needs, liberal educational philosophy, competency-based performance, and so on. However, many more studies should be carried out to not only point out the limitations of the system of studies on training programs but also provide scientific evidence for new directions of training program development that should be developed and applied by the education system.},
	keywords = {literature review, program design, program development, training program, Vietnam education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.90},
	url = {https://oaji.net/articles/2023/457-1677583028.pdf},
	author = {Nam Hai Hoang and Thi Thu Hang Nguyen and Thi Phuong Huyen Pham and Thi Phuong Ngo and Thang The Nguyen}
}
@article {1647,
	title = {DIGITAL CITIZEN PARTICIPATION OF COLLEGE STUDENTS: REALITY AND OPTIMIZATION PATH},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {244-257},
	abstract = {Digital citizenship participation refers to the utilization of digital technology by individuals or groups for the purpose of engaging in networked participatory behaviors. It involves four interconnected elements: individual, policy, political, and social participation. This study surveyed 446 college students from a private university in China and conducted interviews to explore their digital citizenship participation. It is found that college students{\textquoteright} digital citizen participation is characterized by "strong individual interest-driven participation", "weak political concern", and "good digital citizen literacy". In order to improve college students{\textquoteright} participation as digital citizens, it is crucial to cultivate digital literacy by applying the core competency framework of digital citizenship as a guiding principle. To create a sustainable path for students{\textquoteright} participation, a four-pronged approach is proposed involving multi-stakeholders, namely society, government, schools, and teachers. },
	keywords = {college students, digital citizenship participation, multi-stakeholders, optimization path, participation characteristics},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.244},
	url = {https://oaji.net/articles/2023/457-1683097670.pdf},
	author = {Haili Lu and Kefeng Fu and Xiaolin Liu and Wanshan Hu}
}
@article {1683,
	title = {DIGITAL CITIZENSHIP IN GEORGIA{\textquoteright}S TEACHERS, STUDENTS AND PARENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {667-686},
	abstract = {The Council of Europe{\textquoteright}s (CoE) model on Digital Citizenship Education (DCE) has at its basis the {\textquoteleft}Competencies of Democratic Culture{\textquoteright} model, which considers being an active and responsible citizen and implies the development of a set of lifelong competencies both online and offline at various levels, as well. Taking the {\textquoteleft}Competencies of Democratic Culture{\textquoteright} the CoE experts elaborated on the DCE domains, which are the appropriate way to develop democratic culture competences in the digital environment. Georgia, as a member country, signed the agreement on DCE to be applied at the K-12 curriculum level and joined the DCE project of the CoE in July 2020. Thus, as an educational concept, DCE is relatively new to the education system of Georgia. The aim of the study was to describe the current situation concerning DCE in Georgia, namely on awareness of the concept and its foundations, as well as identifying self-reported DCE competences by teachers, students and parents, in the light of the Ribble{\textquoteright}s and the CoE{\textquoteright}s models. Data was collected in five schools in 2020. The issue was studied using the quantitative method, an online survey, 1954 respondents were involved in the research. It was demonstrated that most of the respondents had a lack of awareness about information-communication technologies. It can be concluded that communication among school teachers, students and parents about the issues of digital security has not started yet. The correlation between the geographic location of a school and teachers{\textquoteright} digital competences is not confirmed. },
	keywords = {digital citizenship education, digital competences, digital domains, digital school culture, exploratory sequential design},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.667},
	url = {https://oaji.net/articles/2023/457-1699124594.pdf},
	author = {Sofiko Lobzhanidze and Giorgi Urchukhishvili and Marika Sikharulidze}
}
@article {1664,
	title = {EDUCATION FROM THE SYSTEMIC POINT OF VIEW: THE CONTEXT OF (NON) - CONSTANT TRANSFORMATIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Editorial},
	chapter = {422-430},
	abstract = {It is generally undeniable that education is a complicated and complex system. Moreover, it is an integrated and integral system of teaching and learning at different levels and in different contexts. In the public academic educational discourse, the need to search for modern teaching and learning methods is constantly expressed so that educational institutions can better respond to the changing educational needs of learners and society. However, there is no unequivocal answer to what is {\textquotedblleft}modern{\textquotedblright}. Complex knowledge of education systems (and education as a system) guarantees effective educational changes in them. If we are talking about scientific knowledge of educational phenomena, it cannot be otherwise. Based on this point of view, most educational phenomena and processes can be called systems. },
	keywords = {complex system, educational systems, effective educational changes, systemic approach},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.422  },
	url = {https://oaji.net/articles/2023/457-1691443609.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {1682,
	title = {EDUCATIONAL PRACTITIONERS{\textquoteright} ATTITUDES TOWARDS CHANGE: CHALLENGES AND OPPORTUNITIES FOR IMPLEMENTING THE MODEL {\textquotedblleft}SCHOOL AS A LEARNING ORGANISATION{\textquotedblright} IN GENERAL EDUCATION INSTITUTIONS IN LATVIA},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {647-666},
	abstract = {In contemporary society, constant dynamic change presents a challenge that should be perceived as a determinant factor leading to progress. The aim of this study was to explore the extent to which educational practitioners in general education institutions in Latvia are prepared for change. Additionally, the study seeks to identify the main enabling factors and obstacles in implementing the {\textquotedblleft}School as a Learning Organisation{\textquotedblright} (SLO) model in general education in Latvia. That was achieved through quantitative data analysis from various perspectives, such as comparing data based on the type and size of educational institutions, as well as the positions and seniority of employees. Research data were collected using a web-based survey designed and maintained through QuestionPro. The final analytic sample comprised 671 respondents from 62 general education institutions in Latvia. The research results revealed that educational practitioners in Latvia, including leading, teaching, and supporting staff from general education institutions, are open to changes, new practices, and innovations. However, there were exceptions influenced by the educational practitioners{\textquoteright} seniority and position, institution size, and type. These factors could both positively and negatively predict employees{\textquoteright} attitudes towards change. A positive attitude towards change among teaching staff is a crucial element for the successful implementation of educational reforms in Latvia, such as the adoption of the SLO model. To foster a positive organizational culture, school leaders must provide supportive and transformative leadership, which is crucial for employees{\textquoteright} positive attitude towards change.},
	keywords = {attitude towards change, general education, influencing factors, innovations in education, school as a learning organisation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.647 },
	url = {https://oaji.net/articles/2023/457-1698379331.pdf},
	author = {Agnese Lastovska and Svetlana Surikova and Gunta Silina-Jasjukevi{\v c}a and Inese Lusena-Ezera}
}
@article {1677,
	title = {EFFECTS OF A SHORT COURSE TRAINING PROGRAM ON APPROACHES TO TEACHING IN HIGHER EDUCATION: EXAMPLE FROM CROATIA},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {572-585},
	abstract = {European countries, in accordance with their higher education policy, regulate in various ways the need for additional professional education of higher education teachers. In the Republic of Croatia, despite the recognized need to improve the process of teaching and learning at the higher education level, efforts and activities in this direction are left to the universities.
The main aim of the present study was to examine how the participants of the short course training program on approaches to teaching in higher education in Croatia perceived their own teaching and learning competencies before and after attending the program. University teachers from five higher education institutions in the Republic of Croatia participated in the research. The participants assessed agreement with the statements related to various teaching competencies, important for university teachers, on a 5-point Likert-type scale. The results obtained through research quantitative and qualitative methods indicate that the participants of the short course training program on approaches to teaching in higher education evaluate their own teaching competencies better at the end than at the beginning of the program. The obtained results indicate the importance of formal training and improvement of teaching competencies of university teachers and can serve as an assessment of the expediency of the short course training program on approaches to teaching in higher education at the national level and as a basis for comparison with programs implemented at other European universities.
},
	keywords = {higher education, short course training program, teacher training, university teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.572},
	url = {https://oaji.net/articles/2023/457-1698378984.pdf},
	author = {Bu{\v s}ljeta Kardum, R. and Juri{\'c} Vukeli{\'c}, D. and Lovorka Brajkovi{\'c}}
}
@article {1619,
	title = {THE EFFECTS OF SOCIOSCIENTIFIC ISSUES WITH THINKING WHEEL MAP APPROACH ON CURIOSITY TOWARDS STEM OF YEAR FIVE STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {130-143},
	abstract = {This research was conducted to examine the effects of the socioscientific issue with the thinking wheel map (SI-TWM) approach on the curiosity towards STEM, the construct of Exploration and Acceptance. A teaching and learning (TL) module was developed to guide teachers in implementing the SI-TWM approach to enhance curiosity among year five students. Quasi-experimental quantitative research was conducted on 345 year five students (aged 11 years old) in urban primary schools in Tawau, Sabah, Malaysia. A total of three groups were assigned randomly, namely i) socioscientific issue with thinking wheel map approach (SI-TWM, n=115), ii) socioscientific issue approach (SI, n=115), and iii) conventional approach (CONV, n=115). The curiosity towards STEM questionnaire was developed to measure the level of curiosity towards STEM. Data analysis was performed using MANCOVA, ANCOVA, and effect size. The results of the MANCOVA analysis showed that there was a significant effect across the three TL approaches for curiosity towards STEM. Meanwhile, the ANCOVA analysis results showed a significant effect of the SI-TWM approach compared to the SI and CONV approaches on curiosity towards STEM, the construct of Exploration and Acceptance. The results of this research prove that the SI-TWM approach positively impacts the cultivation of students{\textquoteright} curiosity towards STEM.},
	keywords = {curiosity towards STEM, socioscientific issue, thinking wheel map, year five students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.130 },
	url = {https://oaji.net/articles/2023/457-1677583192.pdf},
	author = {Nyet   Moi Siew and Jamilah Ahmad}
}
@article {1650,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {289-292},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 2, 2023},
	keywords = {end page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1683097870.pdf},
	author = {Editorial Board}
}
@article {1686,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {715-718},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 5, 2023},
	keywords = {end page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1698379590.pdf},
	author = {Editorial Board}
}
@article {1661,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {416-418},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 3, 2023},
	keywords = {end page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1687425541.pdf},
	author = {Editorial Board}
}
@article {1673,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {563-566},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 4, 2023},
	keywords = {end page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1691444454.pdf},
	author = {Editorial Board}
}
@article {1621,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {165-168},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 1, 2023},
	keywords = {end page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1677583312.pdf},
	author = {Editorial Board}
}
@article {1700,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {881-884},
	abstract = {Problems of Education in the 21st Century,
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 81, No. 6, 2023},
	keywords = {end page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1702996415.pdf},
	author = {Editorial Board}
}
@article {1671,
	title = {ENGINEERING PEDAGOGY AND ENGINEERING EDUCATORS{\textquoteright} COMPETENCY MODEL FOR EFFECTIVE TEACHING AND LEARNING STEAM },
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {531-546},
	abstract = {The aim of this research is to give an overview of the psycho-didactical model of Engineering Pedagogy, as the basis of effective STEAM (Science, Technology, Engineering, Arts (Design), Mathematics) teaching and instructional design. Attributes of engineering graduates and basic skills of 21st century graduates are presented. The competency model of Engineering Educators by the International Society for Engineering Pedagogy (IGIP) is introduced. Micro-credentials pedagogical continuing education programme for STEAM teachers and engineering educators is presented, ensuring the acquisition of competencies for effective STEAM teaching. Learning activity as a system with a large number of elements is introduced, which under certain conditions can also become subsystems, being interconnected, with integrative properties and with the function of achieving certain specific goals.  A Psycho-Didactical Model of Engineering Pedagogy is introduced as the basis for a toolbox of effective teaching STEAM.},
	keywords = {competency model, engineering pedagogy, micro-credentials programme, pedagogical training, STEAM didactics},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.531},
	url = {https://oaji.net/articles/2023/457-1691444308.pdf},
	author = {Tiia R{\"u}{\"u}tmann}
}
@article {1615,
	title = {EVALUATING THE APPROPRIATENESS OF TASKS AND THE ELABORATION OF MULTIPLE SOLUTIONS TO OCCASION FOURTH-GRADERS{\textquoteright} MATHEMATICAL CREATIVE THINKING },
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {44-65},
	abstract = {Creativity is not only for gifted students, but also for regular ones. This case study was aimed to analyze the appropriateness of tasks and the elaboration of multiple solutions to occasion fourth-graders{\textquoteright} mathematical creative thinking through a documentary multiple-solution counting task in a figurative setting. The data came from the written report of 48 fourth graders in two classes in Taiwan, China. The appropriateness of creativity was reflected in the appropriateness of tasks and solutions, particularly suitable for complex problem solving. Elaboration was detail-dependent, and visualization was beneficial to the analysis of elaboration. The regular students who had just entered the fourth grade could show their creative thinking through different angles (horizontally or vertically) and starting points (holistic or partial), but with slightly more partial and horizontal than holistic and longitudinal, more adaptation than transformation. These fourth-grade students have had the basic mathematical creative thinking capability of adaptation, combination, change, rearrangement, extension or going back by using counting, combining, adding and reducing, overlapping, moving, and diagonal division strategies. },
	keywords = {creative thinking, mathematical creativity, multiple-solution task, Primary school students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.44 },
	url = {https://oaji.net/articles/2023/457-1677582818.pdf},
	author = {Huo-Hua Gan}
}
@article {1694,
	title = {EVALUATION OF INFORMATION TECHNOLOGY CURRICULUM FRAMEWORK THROUGH CONTEXT-INPUT-PROCESS-PRODUCT MODEL},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {789-810},
	abstract = {Information technologies represent the main fields in vocational and technical education systems. Since the curricula of this field are technology-based, they need to be assessed and updated at shorter intervals compared to other curricula. Therefore, this study aimed to assess the framework curriculum in the field of Information Technologies in Turkey. The research was carried out based on a qualitative approach. The research design is a case study. The sample of the study was determined via maximum variation sampling. The sample determined for the study consists of Information Technology teachers working in vocational and technical upper-secondary schools in different provinces of Turkey. A semi-structured interview form was employed as a data collection tool. It has been found that the outcomes in the curriculum framework tend to be consistent, but they are above the student level. Timeliness, simplicity, and the availability of printed books are among the strengths of the curriculum framework. Insufficient physical conditions and lack of materials and equipment are among the aspects of the curriculum framework that need to be improved. Students{\textquoteright} low level of readiness is stated as one of the main challenges in implementing the curriculum framework. Teachers have provided suggestions such as admitting students to vocational and technical upper secondary schools via exams, offering financial resources, establishing IT upper secondary schools, and transforming vocational upper secondary schools into project schools for an effective curriculum framework.},
	keywords = {CIPP model, curriculum framework, information technology, qualitative approach},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.789},
	url = {https://oaji.net/articles/2023/457-1702996003.pdf},
	author = {Burcu Duman and Turan Konuk}
}
@article {1669,
	title = {EXPECTATIONS OF UNIVERSITY LECTURERS AND STUDENTS ON SMART LEARNING ENVIRONMENTS },
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {501-516},
	abstract = {Education in the 21st century has become more technology integrated, and the shift from conventional modalities of teaching to technology-assisted teaching methodologies accelerated during the pandemic years. The current study employed a qualitative research design (n=12) to explore this shift and the expectations of these novel teaching modalities from both facilitator and learner perspectives in urban higher education settings in India. An inductive thematic analysis of the qualitative data revealed that there is a significant gap in lecturers{\textquoteright} and students{\textquoteright} definitions and expectations of smart learning environments. The themes that emerged from the data were bifurcated into lecturer and student perspectives on smart learning environments and included innovative nature, novelty and complexity, student excitement, and limitations of content. Based on the findings, lecturer and student expectations of SLE platforms had points of convergence and divergence which are unique to the socio-cultural positions of the participants. The current study argues the need to devise methods to improve the efficacy of SLEs in developing economies.},
	keywords = {augmented reality, qualitative study, smart learning environments, virtual reality},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.501},
	url = {https://oaji.net/articles/2023/457-1691444118.pdf},
	author = {Prakasha, G. S. and Rituparna Chakraborty and S. Thirumalesha and C. S. Gururaja and Sangtam, T. Y. and Rhatsu, K. and Jochan, G. M.}
}
@article {1648,
	title = {EXPLORING CURRENT TRENDS IN EDUCATION: A REVIEW OF RESEARCH TOPICS IN THE PROBLEMS OF EDUCATION IN THE 21ST CENTURY JOURNAL},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {258-268},
	abstract = {Scientific journals play a critical role in disseminating knowledge, and staying up to date with research findings in a particular field can be challenging given the vast number of journals and research topics available. Therefore, there is a need for researchers to occasionally summarize the main research topics in order to help fellow researchers navigate the contents more effectively. In this context, this article aims to review the research topics published in the Problems of Education in the 21st Century journal between 2018 and 2022. A total of 285 abstracts were retrieved from the Web of Science database and analyzed to identify the most common research topics and the contributing countries. The top 10 research topics identified were self-efficacy, distance education, professional development, critical thinking, foreign language, thinking skills, Covid-19, academic achievement, emotional intelligence, and special education. The authors of the papers came from 62 countries, with most of the papers coming from T{\"u}rkiye, South Africa, Indonesia, Brazil, Slovakia, Czech Republic, Malaysia, Sweden, Lithuania, and Serbia. In conclusion, this study highlights the relevance and diversity of research topics in the Problems of Education in the 21st Century journal, underscoring the need for a nuanced, context-specific approach to education research. The findings of this study have important implications for researchers, policymakers, and educators seeking to address the key challenges and opportunities facing education in the 21st century.},
	keywords = {content analysis, Problems of Education in the 21st Century, research topics, scientific journals},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.258},
	url = {https://oaji.net/articles/2023/457-1683097746.pdf},
	author = {Haris Memisevic and Inga Biscevic and Selmir Hadzic and Azur Kuduzovic}
}
@article {1679,
	title = {FACILITATING SUSTAINABLE DEVELOPMENT OF PRESCHOOLS: A SYSTEM THINKING TRAINING PROJECT IN TAIWAN},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {598-611},
	abstract = {This study aims to assist preschools in achieving sustainable development by providing system thinking training for teachers and administrators. By promoting system thinking and PDCA, training helps preschool staff and teachers construct their knowledge and culture for organizational growth and effective operation. The research procedure encompasses stages of preparation, knowledge diffusion, knowledge adaptation, and establishing support networks. A total of 744 training participants engage in case studies, discussions, and self-evaluation activities to enhance their understanding and application of the PDCA framework. Quantitative and qualitative methods are used to collect the research participants{\textquoteright} perceptions and intentions on this training. Research data is collected using 5-point Likert questionnaires, supplemented with open-ended questions to gather participants{\textquoteright} perceptions and suggestions. In addition, qualitative data is obtained through onsite observation, focus groups, and individual interviews. The research results indicate that participants in the training program positively perceive the training activities. Also, those with administrative roles and from non-profit preschools exhibit higher interest and motivation for training, reflecting the need for sustainability knowledge in changing environments.},
	keywords = {early childhood education, PDCA, preschool teacher, sustainable development, system thinking},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.598},
	url = {https://oaji.net/articles/2023/457-1698379127.pdf},
	author = {Cheng, C.-C. and Huang, K.-H. and Yi-Kai Lin}
}
@article {1678,
	title = {GENERAL EDUCATION COURSES INTEGRATED WITH CHARACTER DEVELOPMENT ACTIVITIES: EFFECTIVENESS ON THE CHARACTER DEVELOPMENT OF UNIVERSITY STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {586-597},
	abstract = {With a conviction that general education should play a significant role in fostering the positive development of university students{\textquoteright} character, several educators integrated various activities that could contribute to such development into general education courses in a technical university in Taiwan. This study surveyed the takers and non-takers of those courses and compared the differences in the scores of eight aspects of character development between the two groups of students. Results revealed that the implemented courses brought up small gains, particularly for male students in the second year, in most of the aspects including {\textquotedblleft}logic and innovation,{\textquotedblright} {\textquotedblleft}social practices,{\textquotedblright} {\textquotedblleft}citizenship,{\textquotedblright} {\textquotedblleft}growth in learning,{\textquotedblright} and {\textquotedblleft}proactiveness and autonomy.{\textquotedblright} Female students were found to score significantly higher than male counterparts in all of the aspects and the scores of most aspects exhibited a declining trend with the increasing university years. These results were discussed from the perspectives of the teaching strategies advantageous for character development as well as the mental difference between first-year and third- or fourth-year students. },
	keywords = {character development, general education, quasi-experiment, teaching strategies},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.586},
	url = {https://oaji.net/articles/2023/457-1698379051.pdf},
	author = {Yu-Long Chao}
}
@article {1676,
	title = {HOW TO STOP THE DISINTEREST OF STUDENTS TOWARD SCHOOL SUBJECTS?},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Editorial},
	chapter = {570-571},
	abstract = {Disinterest is obviously defined as a cause to regard something with no interest or concern. As it is mentioned in many studies, the interest in school subjects is decreasing. The factors causing this state are many, the excessive using of different information and communication devices among students of different age cohorts diverts attention from the learning topics and materials, and it can cause disinterest in students about all schools{\textquoteright} activity. The teachers and also researchers are trying to suggest many activities and improvements to eliminate disinterest. It is possible to mention an option, how to stop decreasing interest in any school subject, and it is possible to find it in the relatively new curricular efforts. },
	keywords = {disinterest in learning, scientific topics, teaching process},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.570},
	url = {https://oaji.net/articles/2023/457-1698378366.pdf},
	author = {Milan Kubiatko}
}
@article {1658,
	title = {HUMOR DEVELOPMENT IN PRESCHOOL AND PRIMARY SCHOOL CHILDREN IN TURKIYE },
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {374-387},
	abstract = {Knowing humor development can be rather beneficial in terms of providing opportunities to better know children and evaluate their development. This study aimed to explore the process of humor development in preschool and primary school children in line with McGhee{\textquoteright}s humor development theory. The study employed a single screening model, specifically one of the commonly used screening models in general practice. The study group consisted of 101 children ranging in age from 2 to 11. Research data were collected through a 5.01-minute-long video which included scenes suitable for the stages in McGhee{\textquoteright}s humor development theory, semi-structured observation forms and a research diary. Descriptive analyses and content analyses were used to analyze research data. Children aged 2 produced the lowest amount of laughter response in the scenes in all stages, followed by those aged 3 and 4. The strongest laughter response occurred in 5-year-old children to the scenes pertaining to stages 2, 3, and 4. The scenes in stage 5 elicited the strongest laughter response in children aged 11. The humor development characteristics of the children in this study were found to be consistent with the general principles of McGhee{\textquoteright}s theory of humor development. Adopting research techniques that measure children{\textquoteright}s reactions to real-life situations could be useful in future research on the same topic. Research on children{\textquoteright}s production of humor may provide different insights into the development of humor. It is suggested that adults, such as parents and teachers, use examples of humor that are appropriate for the characteristics identified in this study and similar studies in order to build positive relationships with children.},
	keywords = {child development, humor development, humor theories, incongruity theory, preschool education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.374 },
	url = {https://oaji.net/articles/2023/457-1687425301.pdf},
	author = {Eskidemir Meral, S. and Hale Ko{\c c}er}
}
@article {1690,
	title = {THE IMPACT OF A FORMATIVE ASSESSMENT-BASED INQUIRY MODEL ON SCIENCE STUDENT UNDERSTANDING AND EXPLANATIONS OF CHEMICAL AND PHYSICAL CHANGES},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {729-741},
	abstract = {In the context of inquiry-based learning, it is widely acknowledged that fostering teachers{\textquoteright} skills in formative assessment is vital for enhancing student learning. This study examined the impact of a formative assessment-based inquiry model on science student understanding and explanations. A quasi-experimental approach that adopts the design of two groups was used. The study sample included 62 science students enrolled in the 10th grade in Saudi Arabia who were randomly assigned to an experimental group (n = 31) or a control group (n = 31).  The experimental group was taught by teachers who were engaged in professional development that embedded formative assessment into teaching 5Es inquiry learning while the control group was taught conventionally. Pre- and posttests that consisted of two sections: multiple-choice (20 questions with four alternative answers) and five open-ended questions were given to the two groups. Independent sample t-tests were performed to assess the students{\textquoteright} understanding and explanations of physical and chemical changes. Posttest results show that students in the experimental group significantly outperformed their peers in the control group in the multiple choice and the open-ended questions. The study findings suggest the significance of integrating formative assessment with inquiry-based learning to support teachers in exploring prior knowledge and promoting learners{\textquoteright} diverse responses. Further research should study factors that impact teachers{\textquoteright} actions to challenge learners{\textquoteright} thinking and encourage their inquiry to address their inconsistent views and explanations.},
	keywords = {formative assessment, inquiry-based learning, student explanations, student understanding},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.729},
	url = {https://oaji.net/articles/2023/457-1702995701.pdf},
	author = {Saeed Almuntasheri}
}
@article {1696,
	title = {THE INFLUENCE OF FORMULAIC SEQUENCES ON STUDENTS{\textquoteright} ORAL PROFICIENCY VIA COLLOCATIONS AND IDIOMS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {825-839},
	abstract = {Formulaic sequences, particularly idioms and collocations, have received increasing attention in English language learning settings to bridge the gap between daily and academic life. Thus, it is expected to increase students{\textquoteright} motivation in English classes when they see reflections of formulaic sequences in their daily lives. Although the number of publications has risen exponentially to measure the effects of idioms and collocations on students{\textquoteright} proficiency globally, a gap in the literature has been pinpointed about their roles in the Iraq context. In this regard, this study aimed to explore the potential influence of idioms and collocations on students{\textquoteright} oral proficiency. Having chosen sixty first-year students by employing a convenience sampling method to represent two experimental and one control groups equally at a private university in Erbil, Iraq, in the spring semester of the 2022-2023 academic year, the students went through the intervention spanning twelve weeks. Experimental group students received the education either with a collocation-enriched or an idiom-enriched format, respectively. However, control group students continued their education according to the prerequisites of the official curriculum. Data were collected via speaking exams and interviews to obtain quantitative and qualitative data in this quasi-experimental design study. Collected data, analyzed by SPSS 26 and NVivo, revealed that collocation and idiom-enriched groups outperformed the control group. Similarly, experimental group students had more positive views on collocation and idiom-enriched education with various compelling reasons, such as being catchy, handy, and effective. The findings of the study may have some implications for stakeholders who plan to implement formulaic sequences in English classes.},
	keywords = {collocation enriched education, formulaic sequence, idiom enriched format, oral proficiency},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.825},
	url = {https://oaji.net/articles/2023/457-1702996144.pdf},
	author = {Hur Mustafa Yucedal and Saban Kara}
}
@article {1685,
	title = {THE INFLUENCE OF SELECTED FACTORS ON THE LOWER SECONDARY SCHOOL TEACHERS{\textquoteright} PERCEPTION OF MEDIA EDUCATION },
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {702-714},
	abstract = {Media education is an educational subject whose parent fields are not firmly defined. It is located at the intersection of subjects like pedagogy, media studies, film science, aesthetics, sociology, psychology and other humanities and social disciplines. The aim of the research was to determine the influence of various factors on the perception of media education among teachers. 600 teachers participated in the research, and the research tool was a self-designed questionnaire. It was divided into several parts, with the media part containing 12 items focused on the perception of education. The multiple regression model was used as the statistical method for the identification of significant factors. Also, Pearson{\textquoteright}s correlation coefficient and a student t-test were used for the identification of a significant relationship and whether the use of different methods and forms had a significant effect on media education perception. The length of teaching experience, the benefits of media education in the areas of knowledge, abilities and skills, as well as the last variable {\textendash} receptive circles, were shown to be significant factors. Higher implementation of media education into the school subjects would be beneficial for every participant of the teaching process. },
	keywords = {media education, multiple regression model, quantitative approach, teachers{\textquoteright} perception},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.702},
	url = {https://oaji.net/articles/2023/457-1698379553.pdf},
	author = {Dagmar Sochorova and Milan Kubiatko}
}
@article {1668,
	title = {INFUSION OF POLYA AND DIGITAL BAR MODEL: AN ALGEBRAIC THINKING MODULE FOR SEVENTH GRADERS  },
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {481-500},
	abstract = {Algebraic Thinking Skills (ATS) are one of the skills that students need to master in order to solve non-routine problems. These skills are also necessary as a foundation for students preparing to enter university studies and fields of work that require logical and analytical thinking. However, Malaysian students{\textquoteright} performance in solving algebraic problems still needs to be satisfactory, according to the TIMSS 2019 and PISA 2018 reports. Therefore, the Algebraic Thinking Skills Module (ATSM) was developed to cultivate ATS through three constructs, namely i) arithmetic generalization, ii) functions, and iii) modelling. The ATSM was developed using the heuristic method by infusing the Polya and digital bars model. The bar model illustrates a rectangle representing known and unknown quantities and the relationship between quantities. The digital bar model refers to the free application of the bar model at https://mathsbot.com/manipulatives/bar. An ATS test was developed and administered as a pre-and post-test on 120 seventh graders from rural schools in Sabah. The paired sample t-test results showed a significant difference in the mean scores between the pre-test and post-test after the intervention using the ATSM. This shows that the ATSM can improve ATS through the infusion of the Polya and digital bars model. The ATSM is able to help rural schools to shape algebraic thinkers and digitally savvy students.},
	keywords = {algebraic thinking skills, digital bar model, non-routine problem solving, Polya},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.481},
	url = {https://oaji.net/articles/2023/457-1691443990.pdf},
	author = {Janet Jahudin and Nyet   Moi Siew}
}
@article {1645,
	title = {INTEREST OF THE PRE-SERVICE TEACHERS IN THE ALCOHOL-RELATED ISSUES},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {206-222},
	abstract = {A typical didactic problem associated with teaching the discipline "Health, Safety, and Fundamentals of Occupational Safety" is the low level of student interest in the content of the educational material. The purpose of the study was a critical comprehension of the results of using narratives about alcohol phenomena in the process of studying a specific topic of this discipline by students of a pedagogical higher education institution. Two hundred and forty-six first-year students of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University took part in the experiment. The data collection tool was a questionnaire that contained eight questions about alcohol phenomena. The level of students{\textquoteright} interest in the educational material at the beginning and at the end of the academic year was assessed to determine the reliability of the shift in its features in the experimental and control groups. The significance of the shift in the values of cognitive interest indicators for students of the experimental and control groups was assessed using the G-sign test. The theoretical framework covered the integration of psychological and medical knowledge around the process of forming alcohol addiction. According to the results of the study, the experimental group showed an increase in cognitive interest in the new content of the educational material. The results of the study may be of international importance if they are used to educate students to consciously choose their own range of acceptable alcohol consumption.},
	keywords = {alcohol-related phenomena, cognitive interest, integrated approach, narrative approach, safe behavior},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.206},
	url = {https://oaji.net/articles/2023/457-1683097524.pdf},
	author = {Anatolii Ivanchuk and Tetiana Zuziak and Oksana Marushchak and Viktor Solovei and Iryna Krasylnykova and Vitalii Hlukhaniuk and Viktor Krupka}
}
@article {1691,
	title = {LEARNING SKILLS ACQUIRED AT SCHOOL FOR STEM STUDIES AT THE UNIVERSITY},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {742-757},
	abstract = {In order to acquire science, it is necessary to perform hands-on activities, make experiments and scientific inquiry with the obtained data, to be able to evaluate critically and understand the scientific concepts, as well as to collaborate and communicate. STEM learning promotes inquiring minds, logical reasoning, and communication and collaboration skills. Studying science at the university, students need both hard {\textendash} cognitive and subject specific skills and soft {\textendash} interpersonal and intrapersonal skills. The aim of the study was to clarify the appropriateness/usefulness of the learning skills acquired at school for STEM studies at the university. The study consisted of two parts: a systematic review of Web of Science and SCOPUS databases and surveys of 242 first-year science students of the University of Latvia about the learning skills acquired at school performed in 2018{\textendash}2020. The qualitative data processing program AQUAD was used for processing data obtained from students{\textquoteright} survey. Data coding was performed according to the code system developed specifically for this purpose. The qualitative data was transferred into a quantitative format, based on relations between students{\textquoteright} statements, and linkages among codes were created. The study allowed concluding that cognitive, interpersonal and intrapersonal skills acquired at school are intrinsic learning skills during the first study year in higher education. There are no principal differences in the evaluation of hard and soft skills in the systematic review and students{\textquoteright} responses that proves the appropriateness/usefulness of the 21st-century learning skills acquired at school for science studies at the university. },
	keywords = {first-year university students, learning skills, STEM education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.742},
	url = {https://oaji.net/articles/2023/457-1702995781.pdf},
	author = {Rita Birzina and Dagnija  Cedere and Sandra Kalnina}
}
@article {1620,
	title = {LEARNING STYLES OF TALENTED PRE-SERVICE TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {144-164},
	abstract = {The learning styles of students vary both among individuals and across different disciplines they choose to study. In higher education, academic discipline appears to be a key factor influencing students{\textquoteright} distinctive learning styles. This study, which aims to determine the dominant learning styles and models of talented pre-service teachers, was designed with the survey model. The study group research consisted of 1019 volunteer pre-service teachers who continued their education in Physical Education and Sports, Music, and Arts \& Craft Teaching departments. In the study, the VARK Learning Style Inventory was used as a data collection tool; students were asked to answer questions in a digital environment through Google Forms. According to the research results, kinesthetic style is the dominant learning preference for pre-service teachers in the visual arts and sports sciences, and both kinesthetic and aural styles are the dominant learning preferences for pre-service teachers in music education. Although talented pre-service teachers tend to learn predominantly kinesthetic and aural styles when evaluated, 61.2\% of pre-service teachers prefer to learn with a Multiple Learning Model, which covers the entire instructional diversity, rather than sticking to just one learning style. },
	keywords = {learning preference, learning styles, talented teacher, VARK},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.144 },
	url = {https://oaji.net/articles/2023/457-1677583270.pdf},
	author = {{\"U}st{\"u}n T{\"u}rker and {\"O}zg{\"u}r  Bostanc{\i}}
}
@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 {1666,
	title = {PEDAGOGICAL DOCTORAL STUDENTS IN CHINA UNDER PRESSURE: AN EMPIRICAL ANALYSIS OF CSSCI JOURNALS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {449-461},
	abstract = {The prerequisite for doctoral students in Chinese universities to obtain their degrees was to publish a certain number of papers in designated journals, which is the main pressure on doctoral students in China. This study focused on the publication pressure of doctoral students in pedagogy in China under the policy of breaking the {\textquoteleft}five only{\textquoteright}, which aims to diversify the evaluation criteria for academic quality and reduce the reliance on paper publications. The study analyzed the data of 36 pedagogical CSSCI journals from 2016 to 2020, and examined the trends and patterns of publishing pedagogy articles in these journals. The study also explored the factors that influence the publication pressure of doctoral students in pedagogy, such as the admission system, the expansion of doctoral enrollment, and the recruitment system for young teachers. The results show that Chinese pedagogy CSSCI journals are declining in number and are dominated by well-known scholars and institutions. Doctoral students in pedagogy face a more severe academic situation than university teachers, as they have to publish papers to graduate and compete for limited journal space. They also face the pressure of publication under the application-appraisal system and the system of {\textquotedblleft}promote or leave{\textquotedblright}. The study suggests that colleges and universities need to break through the quantitative evaluation system of doctoral students{\textquoteright} academic achievements and pay more attention to the training system and academic culture that promote their physical and mental health and academic development.},
	keywords = {breaking the {\textquoteleft}five only{\textquoteright}, CSSCI journals, data statistics, pedagogical doctoral students in China, publication pressure},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.449},
	url = {https://oaji.net/articles/2023/457-1691443806.pdf},
	author = {Ming Guan and Xiaodong Fan and Jiao Li}
}
@article {1684,
	title = {PERCEIVED SELF-EFFICACY AND COURSE SATISFACTION IN STUDENTS PREPARING FOR TEACHING CAREERS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {687-701},
	abstract = {Self-efficacy is an important variable that explains students̕ behavior of engaging in school activities and persevering in the face of academic challenges. High confidence in personal competencies and in the ability to successfully accomplish a particular task or a certain goal, acts as a stimulating factor of mental resources (cognitive, affective, motivational, volitional), contributing to students̕ success. In an educational context, the development of self-efficacy can be both a means of facilitating high achievement, but also an end in itself, a prospective goal of education. Perceived self-efficacy plays a major role in understanding how students perceive and experience academic courses. This research aims to identify the extent to which perceived self-efficacy with the course influences students{\textquoteright} satisfaction with the class as a prerequisite for learning and academic performance. A structural model was developed and tested on two samples of students enrolled in the Psychoeducational Training Program, to prepare for the teaching career. The research results show that there is a significant relationship between perceived self-efficacy with the course and satisfaction with the class. Understanding this relationship, several educational implications can be formulated for the development of students{\textquoteright} academic self-efficacy; by recognizing the main indicators of low self-efficacy, teachers can implement specific strategies and interventions to optimize students{\textquoteright} self-confidence and performance.},
	keywords = {academic self-efficacy, computer self-efficacy, self-regulated learning, social self-efficacy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.687},
	url = {https://oaji.net/articles/2023/457-1698379485.pdf},
	author = {Santi, E. A. and Gabriel Gorghiu and Costin   Pribeanu}
}
@article {1613,
	title = {PERSPECTIVES OF TEACHERS AND SCHOOL ADMINISTRATORS ON CONTRACT TEACHING},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {9-26},
	abstract = {The Turkish educational system employs teachers in a variety of positions with varying levels of privileges but also with some shared traits. This study aims to ascertain contract teachers{\textquoteright} and school administrators{\textquoteright} perspectives on the contract teaching procedure from the standpoint of these distinctions. The focus group interview technique, which favors the phenomenology approach, a qualitative research method, was employed in the study. 15 educators and 6 administrators who are employed in the T{\"u}rkiye for the 2022{\textendash}2023 school year make up the two separate study groups. Additionally, a semi-structured observation form was utilized in the research as a method for gathering data. In the data analysis, the content analysis technique was used to examine the information gleaned from the open-ended questions asked in the semi-structured interviews. As a result of the content analysis, the study findings were thoroughly assessed, and the data gathered within the confines of each sub-problem was coded. These codes were then collected under the appropriate themes. It was concluded that the contract teaching had a negative impact on school administrators, contract teachers, and the educational process.},
	keywords = {contract teachers, school administrators, teacher employment types},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.09},
	url = {https://oaji.net/articles/2023/457-1677582638.pdf},
	author = {Aydin G{\"u}ng{\"o}r, T.}
}
@article {1667,
	title = {POSITIVE THINKING PRACTICES IN SCHOOLS },
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {462-480},
	abstract = {This study was conducted within the scope of the Positive Schools Project to shed light on teachers{\textquoteright} perspectives on reflecting positive thinking in their own branches and practices in the teaching environment. Twenty-four teachers who received training within the scope of the project and agreed to participate in the study voluntarily were included in the study. Phenomenology was used as the research design. The content analysis was used to analyze the data obtained through interviews during the research process. Based on the results of the analyses performed, tables describing the themes, sub-themes, and codes were created, and explanations representing the views of the teachers were provided. The findings of the study revealed that teachers from all levels of education, from pre-school to upper secondary school, think that there is a need for activities on positive thinking and that they can transfer the understanding of positive thinking to their branches. When the views of teachers on the need for activities to be developed within the scope of positive thinking for their students were examined, the themes of difficulties in adaptation to school, the trauma process, and the need for effective communication-interaction emerged. Teachers suggested activities for self-awareness, unity awareness, and awareness of contribution within the scope of positive thinking in schools. In addition to the views of teachers on positive thinking, the study points to some negative situations that teachers have observed in their students. These negative situations include dysfunctional self-confidence, dissatisfaction with possessions, non-functional goals or goals for saving the day, and difficulties in purposeful planning. },
	keywords = {positive schools, positive thinking, problems in education, school adaptation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.462},
	url = {https://oaji.net/articles/2023/457-1691443907.pdf},
	author = {{\c C}a{\u g}la G{\"u}r and Ba{\c s}ak Eser}
}
@article {1644,
	title = {PREDICTIVE POWER OF BIOLOGY TEACHER{\textquoteright}S SELF-EFFICACY ON ACCEPTABILITY AND APPLICATION OF VIRTUAL AND HANDS-ON DISSECTIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {188-205},
	abstract = {Hands-on dissections of animals are traditionally regarded as an essential part of biology education. Nowadays, regardless of the reported educational benefits, there is a gradual change in the concept and acceptance of hands-on dissection, leading in many cases to its abandonment in schools and its replacement with alternatives such as 3D models, figurines, plastination and computer-based alternatives. However, the position of hands-on dissection has recently been challenged, mostly by computer-supported alternatives. The aim of the study was to explore whether teacher self-efficacy can be recognized as a predictor of the application of the different kinds of animals in hands-on and virtual dissections in Biology lessons. Based on responses from 405 Czech Biology teachers there are differences in the acceptability and implementation of organisms for hands-on and virtual dissection. It was established, that self-efficacy is not a predictor of either the acceptability of organisms or actual behaviour in both variants of dissection.},
	keywords = {biology lessons, biology teachers, hands-on dissection, teacher self-efficacy, virtual dissection},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.188},
	url = {https://oaji.net/articles/2023/457-1683097448.pdf},
	author = {Veronika Havl{\'\i}{\v c}kov{\'a} and Andrej  {\v S}orgo and Martin  B{\'\i}lek}
}
@article {1672,
	title = {PRE-SERVICE TEACHERS{\textquoteright} OPINIONS ON THE ROLE OF MUSEUMS IN VALUE TRANSMISSION},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {547-562},
	abstract = {The transmission of values through social studies education remains a central subject of interest. The search for alternative resources to foster and sustain this transmission process has recently intensified. {\textquoteright}Museums{\textquoteright}, recognized as alternative spaces within out-of-school learning contexts in social studies, are increasingly acknowledged as crucial in facilitating value transmission. This research seeks to elucidate the role of museums in this process, primarily through the perspectives of pre-service social studies teachers. The study employed qualitative research methods and was constructed within a case study design framework. Data collection relied on focus group discussions with the pre-sercive teachers, with the subsequent content analysis used for data interpretation and explanation. Through dialogues with the participants, it became apparent that the transmission of values in social studies, a fundamental course for life learning, was a predominant concern. Out-of-school learning experiences are deeply integrated with social studies due to their interdisciplinary and multifaceted nature. In light of this, the participants{\textquoteright} perspectives and recommendations concerning the role of {\textquoteright}museums{\textquoteright} as alternative venues for value transmission within the scope of social studies were predominantly positive.},
	keywords = {case study, out-of-school learning, social studies, the role of museums, value transmission},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.547},
	url = {https://oaji.net/articles/2023/457-1691444402.pdf},
	author = {Ay{\c s}eg{\"u}l Tural}
}
@article {1616,
	title = {PROFESSIONAL DEVELOPMENT AND PERFORMANCE ASSESSMENT SYSTEM FOCUSED ON STRENGTHENING TEACHERS{\textquoteright} COLLABORATION: THE CASE OF GEORGIA},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {66-89},
	abstract = {Studies confirm that professional development at the school base through the teachers{\textquoteright} collaboration is the most result-oriented outcome among the alternative ways of teachers{\textquoteright} professional development. One of the declared goals of the centralized system of teachers{\textquoteright} professional development and performance assessment operating in Georgia is to facilitate teachers{\textquoteright} collaboration. However, the contribution of the mentioned system in strengthening the teachers{\textquoteright} collaboration has not been studied so far. The purpose of the present research was to study the impact of the centralized system of teachers{\textquoteright} professional development and performance assessment on teachers{\textquoteright} collaboration at general educational institutions.
The issue was studied using the qualitative methods - focus group, interview, and content analysis of documents. Eight schools were selected for the study. Two focus groups were conducted with teachers and one interview was recorded with a school leader at each school. Furthermore, Interviews with ten experts in the field were recorded. It was demonstrated that the centralized system of professional development and assessment focused on developmental assessment helps to strengthen the teachers{\textquoteright} professional relations. Activities closely related to the teacher{\textquoteright}s work, the correct attitude of the school leaders, teachers{\textquoteright} involvement in making decisions, the existence of preset goals, working schedule and space are important for collaborative relations. Existence of unified mechanisms for professional development, mistrust among colleagues, changes being constantly introduced to the education system, shortage of time were revealed as hindering factors for teacher collaboration.
},
	keywords = {qualitative research, school-based teachers{\textquoteright} professional development, teachers{\textquoteright} assessment, teachers{\textquoteright} collaboration},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.66},
	url = {https://oaji.net/articles/2023/457-1677582892.pdf},
	author = {Marika Kirvalidze and Sofiko Lobzhanidze}
}
@article {1649,
	title = {REFLECTIVE PRACTICE: THE ONLINE TEACHING QUALITY IN THE TIME OF THE CORONAVIRUS PANDEMIC},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {269-288},
	abstract = {This research is focused on the necessity to determine the impact of reflective practice on the quality of teaching conducted by means of various network platforms since the beginning of the Covid-19 pandemic. The aim of this research was to examine teachers{\textquoteright} attitudes towards the applicative potentials of reflective practice considering the improvement of online teaching and learning. These attitudes were studied by means of the empirical method, i.e. the quantitative research method and the scaling technique. The sample comprised Serbian primary school teachers and was voluntary. The results of the research showed that teachers{\textquoteright} reflective practice influenced the quality of online teaching during the pandemic. The findings proved that the influence of reflective practice on the quality of online teaching was recognized by primary school teachers, but that it was not applied consistently and accordingly by all teachers. The obtained results confirmed that for the reflective practice to become an inherent attribute of contemporary teachers, it would be necessary that it be acquired both as part of teachers{\textquoteright} university education and their continuous professional training. There has been little research on reflective practice and its impact on the quality of teaching. Therefore, this study contributes to a further understanding of the reflective practice aspects that directly influence online teaching within the framework of the Serbian educational system.},
	keywords = {contemporary teacher, COVID-19 pandemic, quality of online teaching, reflective practice},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.269},
	url = {https://oaji.net/articles/2023/457-1683097827.pdf},
	author = {Osmanovi{\'c} Zaji{\'c}, J. S. and Jelena {\v Z}. Maksimovi{\'c} and Sanja R. Sreti{\'c}}
}
@article {1692,
	title = {REVOLUTIONIZING PRE-CALCULUS EDUCATION: PHOTOMATH{\textquoteright}S AI-POWERED MATHEMATICS TUTORSHIP},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {758-775},
	abstract = {Mathematics plays a vital role in education; however, Filipino students encounter difficulties, evident in their performance on both national and international assessments. However, current literature suggests that leveraging technology, such as calculators and AI, in mathematics education can enhance students{\textquoteright} proficiency, particularly in the pre-calculus domain. Thus, this research study examined the effectiveness of Photomath in enhancing Filipino students{\textquoteright} self-reliance, interest, and performance in pre-calculus. A quasi-experimental one-group pretest-posttest design was used, with 49 Grade 11 students from NEUST Laboratory High School participating. Descriptive and inferential statistical analyses were performed to examine the pre-and post-intervention data. Results revealed a significant increase in students{\textquoteright} self-reliance, interest, and performance in pre-calculus following the use of Photomath. The mean scores on all three measures increased significantly from the pretest to the posttest. The results of the t-tests further confirmed the effectiveness of Photomath in enhancing students{\textquoteright} self-reliance, interest, and performance in pre-calculus. These results suggest that Photomath can be a valuable tool for educators to incorporate into pre-calculus teaching to enhance students{\textquoteright} confidence and interest, foster intrinsic motivation, and ultimately improve their performance.},
	keywords = {performance in pre-calculus, Photomath, students{\textquoteright} interest, students{\textquoteright} self-reliance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.758},
	url = {https://oaji.net/articles/2023/457-1702995850.pdf},
	author = {Andie Tangonan Capinding}
}
@article {1612,
	title = {SCIENCE AND THE ARTIFICIAL LIFE FORM (ALF)},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-8},
	abstract = {According to these two assertions, one may ask the ultimate, though simplified, question: From whom will this artificial intelligence (AI) or artificial life form (ALF) learn, from whom will it receive human knowledge (or knowledge in general), and, in terms of simplified ethical norms {\textendash} whom will the ALF believe if it has two possibilities, Asimov, or Tilden (Aber{\v s}ek, et al., 2023)?},
	keywords = {artificial intelligence (AI), artificial life form (ALF), basic laws of robotics (ALF)},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.04 },
	url = {https://oaji.net/articles/2023/457-1677582566.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {1642,
	title = {STUDY ABROAD AND PRE-SERVICE TEACHERS{\textquoteright} GLOBAL COMPETENCE},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Editorial},
	chapter = {172-175},
	abstract = {Globalization has made the world a more interdependent and multicultural society. Global issues, including regional conflicts, pandemics, and climate change, affect human life across boundaries and cultures and require people to collaborate in solving problems. Under this context, teachers with a global perspective and diverse values can enhance students{\textquoteright} world views, foster respect for difference, and develop responsibility for a more sustainable and inclusive world. Thus, the need for professional development to prepare teachers to be globally competent has been extensively recognized. Recently, the study abroad program as an effective means of developing global competence has been increasingly researched and implemented in teacher education program (Huang et al., 2023; Okken et al., 2019). Unlike stand-alone training courses, studying abroad provides immersive opportunities for participants to expose themselves to different educational systems and cultures. Such intercultural encounter experiences can broaden teachers{\textquoteright} pedagogical repositories and skills to teach diverse students, enhance understanding of global issues, and facilitate reflection on personal and professional identities.},
	keywords = {educational systems, inclusive world, multicultural society, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.172},
	url = {https://oaji.net/articles/2023/457-1683097251.pdf},
	author = {Cheng, C.-C. and Huang, K.-H.}
}
@article {1657,
	title = {STUDY GROUP SIZE, MOTIVATION AND ENGAGEMENT IN THE DIGITAL ERA},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {361-373},
	abstract = {This study explored the relationship between the size of the study group and the motivation and engagement of students in online and face-to-face classes while exploring the effect of personal and academic background variables, the number of students in the study group, and the level of their motivation to study. The study included 122 participants, students in their second, third, or fourth year of academic studies, who had experienced online studies during Covid-19 as well as face-to-face studies. They had all participated in both small classes (35 students or less) and large classes (more than 35 students). The study indicates that there is indeed a significant difference in students{\textquoteright} motivation and engagement, irrespective of the size of the study group, and the difference in motivation depends on the method of delivery, whether online or traditional (face-to-face). The research results reveal new knowledge regarding online studies and help enrich the literature on this topic, in the context of motivation for online studies and the size of the study group, which are significant causes underlying students{\textquoteright} academic success. It is evident from the study that size does not affect motivation, which is solely the student{\textquoteright}s responsibility. The challenge of academic institutions and lecturers in the digital era is to raise students{\textquoteright} motivation and engagement, irrespective of the study group.},
	keywords = {Covid-19, e-learning motivation, engagement of students, face-to-face classes, higher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.361},
	url = {https://oaji.net/articles/2023/457-1687425220.pdf},
	author = {Nitza Davidovitch and Roman Yavich}
}
@article {1689,
	title = {SYSTEM AS A WHOLE AND EDUCATION AS A SYSTEM: RELEVANT THOUGHTS AND CONSIDERATIONS },
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Editorial},
	chapter = {723-728},
	abstract = {It is obvious that the World is the largest and most complex system. It is obvious that the essence of the World cannot be known without analysing it as a system.  System (gr. system - connected, composed of parts) {\textendash} a collection of elements components) that are interconnected by certain connections; this forms a whole in one form or another. The whole can be understood quite differently (various contexts), but basically, three important moments can be distinguished: a system as a certain whole (a certain organised and interacting set of components, performing a certain function (s) and having a purpose (s)), a system as philosophy (simply all things in the world are connected), a system as technology (technological system or systems act as certain entities). Of course, the goal here is not to discuss deep methodological issues of systematics (systemology).},
	keywords = {complex system, methodological issues, self-related elements, whole knowledge},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.723},
	url = {https://oaji.net/articles/2023/457-1702995627.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {1697,
	title = {TASK DESIGN FOR TEACHING CARDIOID CURVE WITH DYNAMIC GEOMETRY SOFTWARE AND EDUCATIONAL ROBOTICS IN UNIVERSITY PRACTICE},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {840-860},
	abstract = {Considering Gen Z{\textquoteright}s learning needs, primarily focusing on bachelor IT students, a STEAM-based methodology was developed and tested for teaching and learning the principal properties of the cardioid curve. The four-component methodology is based on visuality and combines frontal teaching techniques with educational robotics, dynamic geometry software and project-based learning elements. Interactive learning materials were set up to support independent learning, including tasks which follow the guidelines of recent research on task design. Moreover, a cardioid drawing LEGO robot model was designed and built to visualise the generation process of the curve and to provide first-hand experiences for students. The participants involved in testing the methodology had to solve two homework problems using dynamic geometry software. An assessment system was set up to evaluate students{\textquoteright} solutions. After a statistical analysis of the data obtained, it could be concluded that the four-component methodology is an effective didactic technique to facilitate the learning of the cardioid curve. },
	keywords = {cardioid curve, dynamic geometry software, educational robotics, project-based learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.840},
	url = {https://oaji.net/articles/2023/457-1702996220.pdf},
	author = {Attila K{\"o}rei and Szilvia Szil{\'a}gyi and Ingrida Vai{\v c}iulyte}
}
@article {1618,
	title = {TEACHER{\textquoteright}S OPINIONS ON USING WEB-BASED E-ASSESSMENT AND EVALUATION APPLICATIONS IN EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {117-129},
	abstract = {Whether assessment-evaluation, which is one of the most critical elements of the teaching process, is carried out according to the requirements and conditions of the age poses an important problem for both teachers and students. How digitalization is reflected in the assessment and evaluation part of teachers{\textquoteright} lessons in today{\textquoteright}s schools is a question that needs to be answered in the light of this problem. This research aims to examine the opinions of teachers about web-based e-assessment and evaluation applications based on digitalization. The research was carried out with a phenomenological design within the framework of qualitative research approach. The study group consists of 44 teachers working in state high schools in Hatay, Turkey. The data were collected face to face through a semi-structured interview form consisting of 5 questions. Data analysis was performed with content analysis method, which includes coding, categorization, and theming processes. As a result of the analysis, 4 different themes (advantages, disadvantages, teacher efficacy, suitability of the program) were obtained. As a result of the research, it was concluded that digital e-assessment evaluation applications, which are web-based e-assessment evaluation tools, have advantages such as being time-independent and practical, and storing, as well as disadvantages such as technical problems, preliminary preparation and not being suitable for every course. In addition, results were obtained in the research, such as that the curricula are suitable for web-based e-assessments and evaluations and that various technological or hardware deficiencies in the school make digital e-assessments and evaluations difficult. It was revealed that eliminating the inadequacies of high school teachers in e-assessment and evaluation practices is also related to eliminating the deficiencies in the dimension of schools and students. Suggestions were made for practitioners and researchers to identify and remedy these deficiencies.},
	keywords = {digital assessment, digital evaluation, e-assessment and evaluation, web-based assessment-evaluation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.117},
	url = {https://oaji.net/articles/2023/457-1677583101.pdf},
	author = {Okan Sar{\i}goz}
}
@article {1659,
	title = {THE USE OF CREATIVE DRAMA METHODS WITHIN KINDERGARTENS FROM THE PERSPECTIVE OF THE TEACHING STAFF},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {388-400},
	abstract = {Creative drama has great potential and its implementation in education from pre-school education requires research, as evidenced by the number of scientific studies that have been registered in international research databases over the last ten years. The aim of the research was to examine the use of creative drama methods within kindergartens in Slovakia from the perspective of the kindergarten teaching staff (teachers and teaching assistants). A quantitative research design was used. 407 kindergarten teaching staff responded to the items of the questionnaire of the authors{\textquoteright} construction. From the results of the research, it is possible to state that there is an average level of knowledge of creative drama among kindergarten teaching staff (based on their self-reflection). Furthermore, based on the self-reflection of the teaching staff, it can be stated that there are below-average opportunities for their education in the area of creative drama and a below-average level of using creative drama methods in kindergartens. Nevertheless, the status of the use of creative drama methods has improved over the last 10 years. The results of the research are a stimulus for further research - analysis of the responses of the teaching staff in terms of their age and pedagogical practice in order to estimate the development of the current state of using creative drama in kindergartens. },
	keywords = {creative drama, creative drama methods, kindergarten teacher, preschool education, teaching assistant},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.388 },
	url = {https://oaji.net/articles/2023/457-1687425405.pdf},
	author = {Ivana Rochovsk{\'a} and Bo{\v z}ena {\v S}v{\'a}bov{\'a}}
}
@article {1680,
	title = {THE USE OF GOOGLE TRENDS TO IMPROVE STUDENTS{\textquoteright} LISTENING AND SPEAKING SKILLS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {612-626},
	abstract = {Using authentic materials, such as books, videos, news, and podcasts has received increasing attention in English classes in the last two decades. Among others, Google Trends serves as a platform to choose authentic materials based on their popularity on a global scale. It has been displaying huge data about the most popular news, people, events, books, movies, and songs since 2004. To this aim, 40 Foundation English students who studied at a private university in Erbil, Iraq, were chosen through a simple random sampling method for the 2022-2023 Academic Year. Control group students kept their education according to the principles of the pre-defined curriculum, while experimental group students made a presentation about a trending topic on Google, prepared a listening quiz, and ran a speaking session. The data, collected by exams and surveys, were analyzed by SPSS 26 and NVivo application, revealing that Google Trends enriched teaching mode, increased students{\textquoteright} listening scores and enhanced speaking performance significantly in the experimental group, whereas no noticeable progress was observed in the control group. Likewise, students{\textquoteright} motivation towards learning English increased significantly in the experimental group, while it was less than noticeable in the control group. The findings of this study can have some implications for educators who consider integrating Google Trends into the curriculum to present authentic materials.   },
	keywords = {authentic materials, enhanced speaking performance, Google Trends, listening scores},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.612},
	url = {https://oaji.net/articles/2023/457-1698379193.pdf},
	author = {Saban Kara}
}
@article {1653,
	title = {WHICH TEACHERS SHOULD BE REPLACED BY AI},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Editorial},
	chapter = {296-302},
	abstract = {Teaching complex, abstract content is the key foundation of our civilization. Even before Internet there were technologies which thus significantly improved teaching and learning process and accelerated development of human society. With Internet and digital technology a number of new, powerful technologies are available to education. They significantly change the role of the teacher. No teacher can provide data, information, explanation, discussion or advice that cannot be found online nor can do it better than someone already did, or will do online. However, instead trying to do all for all, modern teacher should focus on doing something particular what they excel in for a fraction of students who truly need that teacher. Due to Internet the quantity of that small fraction of students will be larger than ever. Schools also need to transform, both physically and institutionally. Physically they need to provide spaces and resources for collaboration and exploration as well as cohabitation with their teachers. Institutionally they will specialize for some aspect of educational process from creation of new knowledge, its curation to its assessment.},
	keywords = {digital technology, human mind works, multimedia components, powerful technologies},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.296},
	url = {https://oaji.net/articles/2023/457-1687424909.pdf},
	author = {Predrag Pale}
}
@article {1562,
	title = {ACADEMIC MISCONDUCT: ATTITUDES AND PERCEPTIONS OF BRAZILIAN MEDICAL STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {426-437},
	abstract = {Academic misconduct during medical school is common, with multifactorial causes, and can negatively impact the training and professional performance of future physicians. This study investigated factors linked to academic misconducts among medical students during their training. It is a transversal, quantitative, and analytical study that assessed the perception of 240 students from five medical courses in Salvador, Bahia, Brazil. A virtual, semi-structured, anonymous, self-completed questionnaire was used, with sociodemographic and academic variables recorded. Behavioral patterns were analyzed using hypothetical situations based on medical students{\textquoteright} code of ethics, and the data were compared based on participant and institutional characteristics. Results showed that medical students reported that ethical attitudes were maintained during graduation (98.3\%) and the majority claimed to know the student code of ethics (89.2\%). However, there was a high frequency of academic misconduct, especially "recording classes without authorization" (72.9\%), "cheating on tests" (67.9\%) and " improperly sign attendance lists" (65.0\%). We observed a higher association of females with actions such as "cheating on exams" and taking "pictures with anatomical parts and dummies". In addition, posting pictures with patients and taking on duty without medical supervision occurred more frequently among students from private schools. Although the students considered themselves to be ethical, a high frequency of inappropriate behavior in academic situations was evidenced. This scenario points to the need for greater attention to training based on moral and ethical commitment in academic activities, with a view to future professional performance.},
	keywords = {cross-sectional studies, higher education, medical education, medical ethics, Medical Students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.426},
	url = {https://oaji.net/articles/2022/457-1657803448.pdf},
	author = {Ingrid Dorea-Bandeira and Oliveira, V. and Mariana Ara{\'u}jo-Pereira and Bruno Bezerril Andrade and Andr{\'e} Nogueira Nazar and Luiz Fernando Quintanilha and Katia de Miranda Avena}
}
@article {1565,
	title = {ACADEMIC OUTCOMES OF HOMESCHOOLED VERSUS CONVENTIONALLY SCHOOLED CHILDREN PURSUING THE ACCELERATED CHRISTIAN EDUCATION CURRICULUM IN KENYA},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {474-486},
	abstract = {In recent times, the Kenyan education sector has experienced increased cases of students{\textquoteright} indiscipline in schools. However, the potential of homeschooling as a possible solution to such indiscipline has not been explored. Whereas critics of homeschooling posit that homeschooled children are inferior academically, proponents of this form of learning don{\textquoteright}t think so. Therefore, this research compared the academic learning outcomes of homeschooled children and children in conventional school settings. The subjects in which scores were compared were math, English, and social studies. This research was anchored in the systems theory{\textquoteright}s input-output model developed by Ludwig Von Bertalanffy and adopted the causal-comparative research design. The target population was children pursuing the Accelerated Christian Education (ACE) curriculum. A sample of 316 children was drawn, out of whom 272 participated in the research. Data were analyzed using independent samples t-tests. Results revealed that homeschooled children achieved significantly higher math, English, and social studies scores than children in conventional schools. The research concluded that homeschooling as an alternative form of education enhances children{\textquoteright}s academic learning outcomes equally well and probably better than conventional schools. Therefore, the education sector in Kenya should consider legalizing homeschooling as an alternative form of education for some parents who want to detach their children from indiscipline cases that are majorly witnessed in conventional schools. Despite this research stating the case for legalizing Homeschooling in Kenya, a significant limitation was the reliance on the ACE curriculum and academic scores derived from one term{\textquoteright}s performance. Therefore, future studies should consider panel data that caters for comparisons across diverse curricula over time.},
	keywords = {academic outcomes, ace curriculum, comparative research, conventional schooling, homeschooling},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.474},
	url = {https://oaji.net/articles/2022/457-1657803656.pdf},
	author = {Mwanyumba Tweni, F. and Lydia Wamocha and Pamela Buhere}
}
@article {1599,
	title = {ADAPTATION INTO TURKISH OF THE COMPUTATIONAL THINKING TEST FOR PRIMARY SCHOOL STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {765-776},
	abstract = {Computational thinking is recognized as a vital skill related to problem-solving in technological and non-technological fields. The existence of different sub-domains related to this skill has been pointed out. Therefore, there is a need for tools that measure these different sub-domains. Because of its structure that includes different skills, computational thinking has a structure different from that of the tools used to measure academic skills. Moreover, no special programming knowledge is required for tools that measure this ability. In order to measure this skill in younger age groups, it is possible to apply the measurement tool without adult support. At this point, it is aimed to reveal the computational thinking skills of Turkish children by adapting a test developed for the 7-9 age groups into Turkish. For this purpose, an adaptation research study was performed for TechCheck-2 developed by Relkin et al. (2020). In the study, a total of 372 primary school students studying in Ankara were contacted. Item and test analyses were performed on the data obtained as a result of the application of the test. The distinctiveness and difficulty values of the items making up the test and Kuder Richardson-20 scores were calculated. At the end of the analyses, it was seen that the test could be used as a valid and reliable measurement tool for Turkish children.},
	keywords = {computational thinking, item analysis, primary school student, test adaptation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.765},
	url = {https://oaji.net/articles/2022/457-1672600660.pdf},
	author = {Alki{\c s} K{\"u}{\c c}{\"u}kaydin, M. and {\c C}i{\u g}dem Akkanat}
}
@article {1570,
	title = {ADDRESSING PRE-SERVICE TEACHERS{\textquoteright} MISCONCEPTIONS AND PROMOTING CONCEPTUAL UNDERSTANDING THROUGH THE CONCEPTUAL CHANGE MODEL},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {499-515},
	abstract = {Teaching science concepts for conceptual understanding has its challenges. Bringing about conceptual change in the science classroom can be difficult because most concepts are complicated and often counter-intuitive in the teaching and learning of science concepts. A review of the literature indicates that the conceptual change model, CCM can be an effective teaching technique in addressing misconceptions and improving conceptual understanding when it comes to science instruction. The aim of this research was to find out the effect of the conceptual change model on pre-service teachers{\textquoteright} conceptual understanding regarding the topic of forces and motion. Using data from tests and questionnaires, the research questions were answered by quantitatively analyzing the collected data. The analysis revealed that there is a statistically significant correlation between the conceptual change model and the conceptual understanding of the pre-service teacher participants. Overall, the results provide evidence in support of the effectiveness of the conceptual change model, CCM in addressing misconceptions and promoting conceptual understanding of forces and motion among the pre-service teacher participants that volunteered for this research. The results also indicate that the CCM is a teaching model which must be considered by science educators and teachers as they seek to address issues related to misconceptions and conceptual understanding in the teaching of science topics. },
	keywords = {conceptual change, conceptual change model, conceptual understanding, misconceptions, pre-service teachers, science education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.499},
	url = {https://oaji.net/articles/2022/457-1662401000.pdf},
	author = {Johannes Addido and Andrea   C. Burrows and Timothy   F. Slater}
}
@article {1583,
	title = {ARTIFICIAL INTELLIGENCE IN DISTANCE EDUCATION: A SYSTEMATIC LITERATURE REVIEW OF BRAZILIAN STUDIES},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {679-692},
	abstract = {Artificial Intelligence (AI) is changing the way people live in society. New technologies powered by AI have been applied in different sectors of the economy and the educational context is no different. AI has been considered a key to the development of learning strategies, especially in distance education. In this sense, this research aimed to identify the current state of Brazilian literature on AI applied to distance education. The Higher Education market in Brazil, which is the biggest in Latin America regarding the number of individuals able to enroll in a program, is still developing and distance education has grown rapidly. To reach the purpose of this paper, it was performed a Systematic Literature Review (SLR) to find the research conducted in graduate programs that investigate the subject of AI applied to distance education. The final analysis used a total of 63 studies {\textendash} 26 master{\textquoteright}s theses and 37 doctoral dissertations. The main results show that most of the research on AI in distance education in Brazil was conducted in Computer Science (56\%) and Engineering (27\%). Only 6\% of the studies reviewed are from masters{\textquoteright} or doctoral programs in Education. The result also shows that limited attention is paid to critical topics related to the growing introduction of AI in distance education, as such teachers{\textquoteright} employability and technological training or the ethical implications of using AI for the educational process. As a result of this SLR, it was possible to suggest research opportunities considering the international agenda on AI.},
	keywords = {artificial Intelligence, distance education, educational technology, systematic literature review},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.679},
	url = {https://oaji.net/articles/2022/457-1667682748.pdf},
	author = {Durso, S. D. O. and Arruda, E. P.}
}
@article {1573,
	title = {ASSOCIATION BETWEEN ATTITUDES TOWARDS SCIENCE SUBJECTS AND GRADES: THE MEDIATION ROLE OF LEARNING STRATEGIES},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {547-564},
	abstract = {The students{\textquoteright} attitudes towards school subjects may influence their behaviour and various educational outcomes. The research aimed to test students{\textquoteright} attitudes towards the subjects of Biology, Chemistry, and Physics, and to examine the associations between those attitudes and students{\textquoteright} learning strategies and grades achieved. The study included 245 eighth-grade students from five schools in Koprivnica-Kri{\v z}evci County in the Republic of Croatia. Attitude scale towards science subjects and Learning strategies scale were employed. The results of the analysis of variance showed a significantly higher assessment of interest for Biology and Physics than for Chemistry, while the assessment of importance for Biology was significantly higher than for Chemistry and Physics. Attitudes toward Biology, Chemistry, and Physics were positively correlated with the grades achieved in those subjects. Results of the mediation analysis indicated that the learning strategies were mediators between the attitude towards the science subject and the grades achieved in those subjects. Students with a more positive attitude towards a subject employ a deeper approach to learning, which ultimately results in a higher grade.},
	keywords = {lower secondary education; mediation analysis; school achievement, scientific subjects; student attitudes},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.547},
	url = {https://oaji.net/articles/2022/457-1662401244.pdf},
	author = {Maltar Okun, T. and Majda Rijavec and Marko {\'C}aleta}
}
@article {1551,
	title = {CLASSROOM CLIMATE AND STUDENT SELF-EFFICACY IN E-LEARNING},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {304-323},
	abstract = {The last two decades have seen significant growth in e-Learning in many institutions, with the main growth engine being significant development of technologies providing access to information. These technologies have dramatically changed how societies and individuals communicate. The current study examined whether the paradigm of good teaching dimensions customary in the research literature can predict students{\textquoteright} self-efficacy and social-academic climate in e-Learning. For this purpose, 147 students from different academic institutions were sampled and asked to choose one course they had studied online, completing a questionnaire on their experience of the course. The questionnaire was divided into four sub-topics, where at first the participants were asked to answer several demographic questions and the rest of the questions were divided by the research variables as follows: the first group of questions dealt with perceived self-efficacy; the second group dealt with the teaching dimensions presented in Hativa{\textquoteright}s (2015) theory, from which select teaching behaviors were extracted. In the final part, the questionnaire examined the social-academic climate during the course. The research results show correlations between the research variables and some of the demographic variables. The higher the respondent{\textquoteright}s age and years of schooling, the higher the lecturer{\textquoteright}s evaluation. Furthermore, men were found to rank lecturers on teaching dimensions significantly lower than did women. Respondent self-efficacy rose with age and years of schooling. Moreover, the higher the participants{\textquoteright} age, the more positive the climate reported, and women tended to rank classroom climate higher than did men.},
	keywords = {classroom climate, e-learning, self-efficacy, teaching dimensions},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.304},
	url = {https://oaji.net/articles/2022/457-1651338281.pdf},
	author = {Nitza Davidovitch and Roman Yavich}
}
@article {1530,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 80, No. 1, 2022, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1645650233.pdf},
	author = {Editorial Board}
}
@article {1558,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {391},
	abstract = {Contents, Vol. 80, No. 3, 2022, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1657803011.pdf},
	author = {Editorial Board}
}
@article {1545,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {237},
	abstract = {Contents, Vol. 80, No. 2, 2022, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1651337787.pdf},
	author = {Editorial Board}
}
@article {1568,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {493},
	abstract = {Contents, Vol. 80, No. 4, 2022, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1662400575.pdf},
	author = {Editorial Board}
}
@article {1596,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {743},
	abstract = {Contents,
Problems of Education in the 21st Century, 
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 80, No. 6, 2022},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1672600310.pdf},
	author = {Editorial Board}
}
@article {1579,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {623},
	abstract = {Contents, Vol. 80, No. 5, 2022, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1667682308.pdf},
	author = {Editorial Board}
}
@article {1578,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {621-622},
	abstract = {Cover page, Vol. 80, No. 5, 2022, PEC},
	keywords = {cover},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1667682268.pdf},
	author = {Editorial Board}
}
@article {1529,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 80, No. 1, 2022, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1645650178.pdf},
	author = {Editorial Board}
}
@article {1557,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {389-390},
	abstract = {Cover page, Vol. 80, No. 3, 2022, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1657802965.pdf},
	author = {Editorial Board}
}
@article {1544,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {235-236},
	abstract = {Cover page, Vol. 80, No. 2, 2022, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1651337740.pdf},
	author = {Editorial Board}
}
@article {1567,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {491-492},
	abstract = {Cover page, Vol. 80, No. 4, 2022, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1662400521.pdf},
	author = {Editorial Board}
}
@article {1595,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {741-742},
	abstract = {Cover page,
Problems of Education in the 21st Century, 
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 80, No. 6, 2022},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1672600274.pdf},
	author = {Editorial Board}
}
@article {1552,
	title = {{\textquoteleft}DIGITAL{\textquoteright} OVERVIEW AT THE PROFILES OF PRE-SERVICE TEACHERS: DIGITAL AWARENESS, COMPETENCE AND FLUENCY },
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {324-338},
	abstract = {The adaptation of the teachers to the digital age, the integration of their digital skills into the learning and teaching processes, their digital awareness, competencies and fluency constitute an important problem which is within the scope of lifelong learning.The aim of the present study is to examine the digital profiles of pre-service teachers within the framework of universal education principles and online learning theories during the pandemic period. To serve for this purpose, {\textquoteright}digital{\textquoteright} profiles of pre-service teachers, who prepare individuals for the digital society, are going to be investigated. Furthermore, their digital awareness, competence and fluency levels are going to be highlighted, and the concepts are going to be discussed in the light of current developments that are under the effects of the pandemic. Thus, the level of relationship between the concepts are going to be underlined to offer solutions to current digital problems. As for the procedure, the study used relational screening model on 539 pre-service teachers. According to the results, digital awareness, competence and fluency levels of pre-service teachers were high. There is a positive, moderate and significant relationship between digital awareness and digital fluency; similarly, there is a positive, high level and significant relationship between digital fluency and digital competence. At this point, digital awareness and competence explained 62\% of the variation in digital fluency. Via the present study, it is possible to note down that the concepts of digital awareness, digital competence and digital fluency might be explained thoroughly. Hence, the present study is expected to contribute to the literature and all stakeholders related to education.},
	keywords = {digital awareness, digital competence, digital education, digital fluency, the relational survey model},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.324},
	url = {https://oaji.net/articles/2022/457-1651338350.pdf},
	author = {{\.I}smail Karaku{\c s} and Figen K{\i}l{\i}{\c c}}
}
@article {1586,
	title = {DRIVERS OF CONTINUANCE INTENTION TO USE THE ONLINE LEARNING PLATFORM AFTER THE COVID-19 PANDEMIC},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {724-736},
	abstract = {With the start of the COVID-19 pandemic period, the need to continue the educational process imposed the exclusive move to the online environment - a new and insufficiently prepared experience, which generated controversies, but also reflections, and adaptation for teachers, students, decision-makers, and even parents. The major concern of the academic community was related to the quality of the educational process and how the student-centered education paradigm can be introduced in the online environment. The students and teachers of the post-pandemic generation are no longer the same, this period has strongly impacted society, mentalities, and the school{\textquoteright}s future. Analyzing online education from multiple perspectives, the advantages, and opportunities generated by the integration of ICT in the teaching process are obvious. However, many variables have an impact on the effectiveness of e-learning, and many unanswered questions, yet. This research aims to analyze the key drivers of technology acceptance and the role played by three external variables: content adaptation, facilitating conditions, and ease of access in the context of exclusive online education. For this purpose, an extended technology acceptance model has been conceptualized and tested on a sample of Romanian university students. The results illustrate that content adaptation represents an important predictor of both the perceived ease of use and usefulness. The model explained a lot of variance in the continuance intention which is due to the positive attitude towards using the online learning platform in the future.},
	keywords = {COVID-19 pandemic, distance education, learning motivation, online learning platform, TAM},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.724},
	url = {https://oaji.net/articles/2022/457-1667683017.pdf},
	author = {Costin   Pribeanu and Gabriel Gorghiu and Santi, E. A.}
}
@article {1563,
	title = {EARLY CHILDHOOD STUDENT TEACHING PRACTICUM IN TURKEY THROUGH EMERGENCY REMOTE TEACHING DURING THE COVID-19 PANDEMIC },
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {438-455},
	abstract = {Turkish early childhood pre-service teachers had to follow their student teaching practicum courses through emergency remote teaching on the online platform available to them during COVID-19 pandemic like in most countries. The pre-service teachers were experimenting with this new form of student teaching practicum by building up new knowledge and experiences without being present in the school context and having no interaction with the children. This study aims to analyse early childhood education pre-service teachers{\textquoteright} experiences of emergency remote teaching (ERT) during COVID-19 Pandemic in Turkey and explore how these experiences shape their professional development to meet the quality standards and preschool teacher competencies. Doing a content analysis of the codes through a qualitative data analysis software program (NVivo 12) and making a constant comparison between codes and categories, three themes as a result of this study after doing a content analysis of the data, have emerged: (1) Early childhood education pre-service teachers{\textquoteright} practices in ERT supported only certain competencies. (2) With its natural structure of distance education, ERT restrained pre-service teachers{\textquoteright} field experiences to enable them to gain the necessary competencies and qualifications for early childhood education (3) the pre-service teachers perceived ERT as insufficient for their placement experiences. There is a need for a regulation on how the practice in teacher education should be done in ERT since pre-service teachers{\textquoteright} field placements have a crucial role in their training and there is a missing gap for practice during distance education.},
	keywords = {COVID-19 pandemic, early childhood education, emergency remote teaching, preservice teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.438 },
	url = {https://oaji.net/articles/2022/457-1657803516.pdf},
	author = {Yasin Ozturk and Merve Gangal}
}
@article {1566,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {487-490},
	abstract = {End page, Vol. 80, No. 3, 2022, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1657803715.pdf},
	author = {Editorial Board}
}
@article {1606,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {865-868},
	abstract = {End page,
Problems of Education in the 21st Century, 
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
Vol. 80, No. 6, 2022},
	keywords = {end page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1672601303.pdf},
	author = {Editorial Board}
}
@article {1577,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {617-620},
	abstract = {End page, Vol. 80, No. 4, 2022, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1662401510.pdf},
	author = {Editorial Board}
}
@article {1556,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {388},
	abstract = {End page, Vol. 80, No. 2, 2022, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1651338659.pdf},
	author = {Editorial Board}
}
@article {1543,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {232-234},
	abstract = {End page, Vol. 80, No. 1, 2022, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1645651337.pdf},
	author = {Editorial Board}
}
@article {1587,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {737-740},
	abstract = {End page, Vol. 80, No. 5, 2022, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1667683197.pdf},
	author = {Editorial Board}
}
@article {1547,
	title = {ENHANCING STUDENTS{\textquoteright} ATTITUDES TOWARD BIOLOGY USING CONSENSUS AND COOPERATIVE REFLECTIVE JOURNAL WRITING EDUCATIONAL STRATEGIES},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {242-255},
	abstract = {Biology is a core and required science subject offered at the upper secondary school level in the Nigerian educational system. However, students{\textquoteright} attitude towards the subject is poor, a trend probably due to the use of teacher-centred educational strategies. Scholars have thus advocated for the need to adopt innovative educational strategies to enhance students{\textquoteright} attitude towards biology. This study investigated the use of consensus and cooperative reflective journal writing educational strategies in enhancing students{\textquoteright} attitudes towards biology in two Local Government Areas (LGAs) within Ibadan Metropolis of Oyo State, Nigeria. The study adopted a quantitative pre-test-post-test, control group quasi-experimental design involving a 3x2 factorial matrix, with a positivist paradigm. Purposive sampling was used to select six schools across the LGAs while an intact class of upper secondary school II students was selected from each of the schools for a total of 305 participants. Two instruments, the Biology Attitude Questionnaire (BAQ) and the Students{\textquoteright} Verbal Ability Test (SVAT) were used during the study. The data generated were analysed using the Analysis of Covariance (ANCOVA). Results showed that, treatments enhance students{\textquoteright} attitudes toward biology. Results also revealed that students{\textquoteright} verbal ability has effect on students{\textquoteright} attitudes toward biology. The interaction between treatment and verbal ability was not significant to enhance students{\textquoteright} attitudes toward biology. The two strategies, therefore, enhanced students{\textquoteright} attitude towards Biology in the two LGAs within Ibadan metropolis of Oyo State, Nigeria. The two strategies should therefore be adopted in teaching Biology to upper secondary school students in Nigeria and elsewhere.},
	keywords = {attitude toward biology, consensus strategy, cooperative strategy, reflective journal writing, verbal ability},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.242},
	url = {https://oaji.net/articles/2022/457-1651337990.pdf},
	author = {Saheed Ayodeji Adejimi and Wenceslas Nzabalirwa and William A. Shivoga}
}
@article {1533,
	title = {AN ENTREPRENEURIAL SCIENCE THINKING MODULE BASED ON THE SOCIOSCIENTIFIC ISSUES APPROACH WITH THINKING WHEEL MAP FOR PRIMARY SCHOOL STUDENTS IN STEM EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {30-51},
	abstract = {The design and development of modules in cultivating entrepreneurial science thinking (EST) in STEM education at the primary school level is still limited. Thus, this research was conducted to i) establish the validity, reliability and feasibility of the module based on the socioscientific issues approach aided by the thinking wheel map (SIA-TM), and ii) evaluate its effects on the EST among fifth graders in STEM education. Data were collected via respondents{\textquoteright} feedback in the 5-point Likert scale questionnaire and an EST test. The first phase of the module evaluation was conducted by five expert evaluators and among 30 fifth graders. The second phase was evaluation through the quasi-experimental research design with the pre-test post-test control group design. A total of 60 fifth graders were gathered into two groups which were the SIA-TM group (n=30) and control group (n=30). The results of the SIA-TM module evaluation shows that the validity value was good, and the alpha Cronbach reliability was between .74 and .89 with the overall value of .92. The students showed a high level of acceptance (m=4.53) towards the activities in the SIA-TM Module. Feedback from the students showed the module{\textquoteright}s feasibility and acceptance by students. The results of the t-test prove a significantly positive effect on the five constructs in EST. Therefore, these results establish that the SIA-TM teaching and learning module is valid, reliable, feasible and effective in increasing fifth graders{\textquoteright} EST in STEM education.},
	keywords = {entrepreneurial science thinking, socioscientific issues approach, STEM education, thinking wheel map},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.30},
	url = {https://oaji.net/articles/2022/457-1645650519.pdf},
	author = {Jamilah Ahmad and Nyet   Moi Siew}
}
@article {1541,
	title = {EVALUATION OF DISTANCE EDUCATION PROCESS IN SPORTS HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {195-212},
	abstract = {In present conditions, where distance education applications in higher education have become widespread due to the Covid-19 pandemic, it is seen in the research studies that the satisfaction levels of the lecturers and students are low. Although the developments in information technologies have reached advanced dimensions, the problems experienced in distance education systems have negatively affected the course functioning of the educators and the students{\textquoteright} level of participation in the course. The issues experienced led the researchers to studies in which in-depth analysis of distance education applications was carried out. This study aims to evaluate the distance education applications in sports higher education. This research follows a case-study design, with a qualitative study model applied in terms of the techniques used to analyse the data obtained. The descriptive analysis method was taken as the basis of the study. As a qualitative research tool in the study, a semi-structured interview form was used by choosing the interview technique. The research study group consisted of fourteen academicians working in universities in Turkey, selected by criterion sampling, one of the purposeful sampling methods. The data obtained from the interviews were analysed in the MAXQDA 20 qualitative data analysis program. As a result of the study, it was emphasized that distance education in sports sciences should be designed and implemented according to the targeted outputs of the field-specific courses and the students{\textquoteright} accessibility to distance education.},
	keywords = {case study, distance education, MAXQDA, sports higher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.195},
	url = {https://oaji.net/articles/2022/457-1645651186.pdf},
	author = {U{\u g}ur {\"O}zer}
}
@article {1598,
	title = {EXAMINING INTEGERS-BASED MATH GAME CREATED BY A FOURTH GRADE STUDENT},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {750-764},
	abstract = {An integer-based mathematical game was the main subject of the study. The aim of this study was to analyse the mathematical content of the game which was developed by a fourth-grade student called Esin, and to examine the intuitive learning that develops through this game. The game was based on the addition of the positive or negative numbers won in each round. The integer is regarded as an abstract topic and is taught in secondary school. It is also regarded as a topic that students have difficulty in learning. However, in the case examined by this research, a fourth grader created an integer addition game using her own intuitive understandings and played it with three of her friends. This research was a case study focusing on the analysis of the game. The study group of the research was Esin and her three friends who played the game. Data was gathered in two stages. In the first stage Esin played the game with researchers and in the second stage Esin and her friends played the game together. All the games were recorded, and the observation form was used to record data. Descriptive analysis, which consists of two codes (cardinal or ordinal meaning), was carried out in data analysis. As a result of the study, it was seen that, Esin had defined negative and positive numbers over the idea of win / lose. Students were able to use both the cardinal and ordinal meanings of the number while playing the game. Cardinal meaning was usually established through the neutralization relation. Ordinal meaning was mostly used over positioning the number relative to zero. This research contributes to the literature on students{\textquoteright} learning of integers at an early age.},
	keywords = {cardinal meaning, educational games, intuitive learning, negative numbers, ordinal meaning, Primary school students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.750  },
	url = {https://oaji.net/articles/2022/457-1672600554.pdf},
	author = {Aylar {\c C}ankaya, E. and Eseng{\"u}l Y{\i}ld{\i}z and Cemre Cengiz}
}
@article {1605,
	title = {EXPERIENCES OF MOTHERS IN DEALING WITH STIGMA RELATED TO THEIR CHILDREN WITH AUTISM SPECTRUM DISORDER IN THE SAUDI CONTEXT},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {851-864},
	abstract = {It remains unknown to what extent mothers of children with Autism Spectrum Disorder (ASD) are stigmatized. Children with ASD require special care to increase their attention and master the necessary motor and behavioural skills. In most society, particularly Middle East and Africa, mothers are largely the care providers for children while their partners concentrate on financial provision. Therefore, mothers experience a lot of challenges and stigma from some partners, family members, and the society. This qualitative phenomenological research examined the experiences of 15 mothers regarding the stigma associated with their children autism in Jeddah, Saudi Arabia. The research examined mothers{\textquoteright} beliefs about the positive and negative roles that culture, education, and health institutions play in this regard. Five broad themes emerged from the analysis: mothers{\textquoteright} concerns; reactions to the child{\textquoteright}s diagnosis; difficulties obtaining an ASD diagnosis; difficulty accessing resources; and cultural stigma (people{\textquoteright}s reactions). The researcher explored the themes and challenges of ASD through literature review and field Research (interviews). Findings showed the need to change structural and societal approaches toward ASD to share the burden among all stakeholders alleviating pressure on mothers.},
	keywords = {children with ASD, cultural stigma, mothers experience, mothers{\textquoteright} stigmatization, society negative roles, society positive roles},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.851},
	url = {https://oaji.net/articles/2022/457-1672601240.pdf},
	author = {Mona Fawzi Sulaimani and Najwa Bakr Mursi}
}
@article {1531,
	title = {EXPLORING ATOMS AND MOLECULES IN THE CLASSROOM: IS IT POSSIBLE?},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Editorial},
	chapter = {5-8},
	abstract = {If you are a chemistry teacher, chances are you have already felt like doing an activity where students could manipulate and explore atoms or molecules in the classroom. Yes, that is right, touching, moving, uniting atoms to form molecules in a classroom, forming the most diverse substances that exist in the world, or at least observing these particles (atoms or molecules) under the microscope, as well as their constituents such as electrons and protons. But, is this possible? It is known that none of this is possible, but it would be desirable if it were, because in this way, students could better understand many phenomena of their daily lives, such as, for example, the burning of coal with the release of gases that, at a submicro level, involves the rearrangement of atoms for the occurrence of such a chemical reaction. Considering this, how to explore the particles in the classroom, which are inaccessible to the human senses, in a way that the student can understand, having an explanation of what is happening macroscopically, that is, of what he or she is observing (seeing) or even feeling, since in this case heat is released. How could we try to explain the natural world, what we experience in our daily lives?},
	keywords = {natural world, representational levels, theoretical developments},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.05},
	url = {https://oaji.net/articles/2022/457-1645650348.pdf},
	author = {Locatelli, S. W.}
}
@article {1580,
	title = {A FEW POINTS ABOUT AXIOMATICS OF EDUCATION },
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Editorial},
	chapter = {624-629},
	abstract = {Postulates and axioms have been used as a means of knowledge since ancient times. The well-known ancient Greek thinkers Aristotle, Plato, Euclid, and others used this cognitive tool. As an example, we all know {\textendash} Euclid{\textquoteright}s postulates. Although mathematicians consider him the pioneer of mathematics, one of the most famous mathematicians, nevertheless, it is more appropriate to consider Euclid as a Greek philosopher, who presented the most important postulates and axioms in his book "Elements". The prevailing opinion is that in essence it is exactly enough to prove all mathematical statements. Even though that the most perfect axiomatics is classical Euclidian geometry, there is an alternative here, i.e., modern non-Euclidean geometry. },
	keywords = {classical Euclidian geometry, educational statements, empirical confirmation, mathematical statements},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.624 },
	url = {https://oaji.net/articles/2022/457-1667682412.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {1532,
	title = {GENDER VARIATIONS FAVOURING MALE STUDENTS IN PERCEIVED NATURE OF LEARNING MOLE CONCEPT },
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {9-29},
	abstract = {A good number of instructional strategies are identified to help students overcome their learning difficulties in the mole concept. However, Ghanaian senior high school students continue to have difficulties in the mole concept. Hence, there was the need to examine the perceived nature of learning the mole concept in the perspectives of male and female students. An explanatory sequential mixed methods design was adopted to collect quantitative and qualitative data. The students, selected through a multistage sampling procedure from four schools, responded to questionnaire and interview guide. Through independent-samples t-test statistics it was established that though students were full of uncertainty about the perceived nature of the mole concept that of males differed from their female counterparts. Hence, chemistry teachers should create learning environment conducive enough for male and female students to overcome their uncertainty in the mole concept.},
	keywords = {chemistry teachers, gender variations, learning mole concept, perceived nature},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.09},
	url = {https://oaji.net/articles/2022/457-1645650423.pdf},
	author = {Kenneth   Adu-Gyamfi and Elikem Vorsah, R.}
}
@article {1554,
	title = {IDENTIFYING IMPLEMENTATION CHALLENGES FOR A NEW COMPUTER SCIENCE CURRICULUM IN RURAL WESTERN REGIONS OF THE UNITED STATES},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {353-370},
	abstract = {Like much of the world, the United States is rapidly implementing the teaching of computer science into both primary and secondary school curricula.  Uncovering what challenges U.S. schools in general{\textemdash}and rural U.S. schools in the unique environment of more mountainous regions of the U.S. in particular{\textemdash}face in implementing new curricula is not well established in the scholarly literature base. If reform advocates are able to anticipate implementation challenges, they might be more effective in facilitating needed changes.  In response, the overarching research question is addressed: What are the challenges of delivering multi-age computer science in the rural, mountain regions of the western U.S.? This two-phase research project first identifies the anticipated challenges to implementing the curriculum by curriculum designers (Phase 1), and then goes on to compare those anticipated challenges to those identified by classroom teachers after completing a teacher training program (Phase 2). Thirteen teachers completed the training program in May and July of 2021, and five were selected to be interviewed. Transcripts of the interviews were analyzed in open, axial, and selective coding to identify recurrent and dominant themes. First, a qualitative methodology through the lens of the constructivist theory was used. Then, conventional narrative inquiry methods were employed to investigate the narratives using thematic analysis. The Phase 1 concerns of adhering to curriculum standards and using appropriate programming languages were contrasted to the Phase 2 themes of the future importance of coding for all students, confidence in pedagogy, the difficulty of coding, and issues of approval and safety. The results of this study serve as a bridge between the mandates created by education leaders and the actual experiences of the participating teachers tasked with delivering the curriculum. },
	keywords = {computer science education, fidelity of implementation, professional development, STEM, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.353},
	url = {https://oaji.net/articles/2022/457-1651338527.pdf},
	author = {Astrid K Northrup, PE and Andrea   C. Burrows and Timothy   F. Slater}
}
@article {1534,
	title = {IMPACT OF EXPERIENCING EVENT DESIGN WITH WEB 2.0 TOOLS ON PROSPECTIVE MATHEMATICS TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {52-68},
	abstract = {In this study, the impact of activity designing experiences with Web 2.0 tools on prospective math teachers was examined. The aim of the study was to examine the impact of activity design experiences organized with Web 2.0 tools in the mathematics teaching course on the technological pedagogical content efficacy of prospective teachers, their attitude towards teaching technologies, and rapid content development self-efficacy with Web 2.0 tools. In the study, a nested mixed method was employed. In the study conducted with 33 prospective teachers from the primary mathematics teaching department, the quantitative data was collected using the scales {\textquotedblleft}Technological Pedagogical Content Knowledge{\textquotedblright}, {\textquotedblleft}Self-Sufficiency for Web 2.0 Rapid Content Development{\textquotedblright} and {\textquotedblleft}Attitude to Teaching Technologies{\textquotedblright}. Qualitative data was collected using an interview form. Within the scope of the distance education and {\textquotedblleft}Teaching numbers{\textquotedblright} course, different Web 2.0 tools were introduced for a period of 10 weeks, and it was presented how to create activity examples that could be used in mathematics teaching. According to the quantitative results, the prospective mathematics teachers{\textquoteright} self-efficacy increased for rapid content development with Web 2.0 tools. In addition, it was observed that the {\textquotedblleft}Attitude towards Teaching Technologies{\textquotedblright} scale had a significant effect on the sub-dimensions such as believing in the use of teaching technologies in lessons, enjoying the use of teaching technologies in lessons, and not enjoying the use of teaching technologies. In line with the opinions of prospective mathematics teachers, it was concluded that the study raised awareness about technology integration, enabled content production with Web 2.0 tools, and developed positive attitudes, new knowledge, and skills about technology.},
	keywords = {distance education, mathematics education, teaching numbers, teaching technology, web 2.0 tools},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.52},
	url = {https://oaji.net/articles/2022/457-1645650593.pdf},
	author = {Aybige Arabaci and Keziban Orbay}
}
@article {1600,
	title = {THE IMPLEMENTATIONS OF PRIMARY SCHOOL TEACHERS ABOUT THE CONCEPT OF DIGITAL CITIZENSHIP},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {777-791},
	abstract = {The current study seeks to explore primary school teachers{\textquoteright} implementations of the concept of digital citizenship. The study adopted a questionnaire as the quantitative method and distributed it to the participants online. 943 participants were both (female, male) of Hail city in Saudi Araba. The results show that the primary teachers have positive implementations about the concept of digital citizenship and its dimensions. It also found that tender had no effect on digital citizenship dimensions. However, primary teachers with more than 10 years of technological experience high higha level of knowledge of concept of digital citizenship, especially in digital communication and digital etiquette.
Based on the findings, the study recommended focusing on developing the capabilities of educational cadres in general and teachers in particular, as well as preparing and training them in the areas of digital citizenship, allowing them to teach it effectively and to effectively employ digital technologies in the educational process. More research is needed in the future to identify the requirements for citizenship in education from the set of cultural, social, health, legal, and security determinants related to digital technology that enable the educational system in general, and teachers in particular, to contribute to the preparation of a modern citizen capable of using and employing digital technology in a safe and sound manner.
},
	keywords = {descriptive research, digital citizenship (dc), education system, primary school teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.777},
	url = {https://oaji.net/articles/2022/457-1672600746.pdf},
	author = {Hind Rasheed Alqirnas}
}
@article {1575,
	title = {INFLUENCE OF CONTEXT RELATED FACTORS ON SAUDI SPECIAL EDUCATION TEACHERS{\textquoteright} UNDERSTANDING OF EVIDENCE, EVIDENCE-BASED, AND EVIDENCE BASED PRACTICES},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {588-601},
	abstract = {The complexity of special education and the variability among students Autism Spectrum Disorder (ASD) require special education teachers to make a concerted effort to provide validated supports that contribute to their students{\textquoteright} learning outcomes. Among the most important considerations for teachers is the use of teaching practices supported as effective by evidence. There is a broad consensus that the use of Evidence Based Practices (EBPs) can lead to significant improvements for students with ASD and their families. The research to practice gap is widely recognised in special education in relation to the selection and implementation of EBPs, with several studies finding that teachers used unsupported teaching practices as frequently as those supported by empirical evidence. Thus, in order to utilise EBPs, teachers must first understand what EBPs mean and how a particular practice comes to be evidence-based. Aligning with this emphasis and the increasing introduction of EBPs in special education globally, this study explored special education teachers{\textquoteright} understanding of evidence, evidence-based, and EBPs in one centre of autism in the Kingdom of Saudi Arabia (KSA). In this study, a qualitative approach was used. Within this approach, a single case study design was adopted. The data were collected from six special education teachers of students with ASD using interviews. The findings revealed that teachers referred to their own individual experiences or the experiences of other teachers as evidence. In addition, they referred to their superiors{\textquoteright} advice as being evidence-based and the perceived EBPs as technical tools handed to them by the Centre. This indicated that teachers{\textquoteright} understanding of evidence-based, and EBPs was constructed based on the culture of the Centre. The findings of this study suggest several courses of action for future research, and policymakers and teacher education.},
	keywords = {autism, Evidence Based Practices (EBPs), Kingdom of Saudi Arabia, special education teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.588},
	url = {https://oaji.net/articles/2022/457-1662401379.pdf},
	author = {Najwa Bakr Mursi and Mona Fawzi Sulaimani}
}
@article {1537,
	title = {INTEGRATION OF ENVIRONMENTAL EDUCATION (EE) IN TEACHER EDUCATION PROGRAMS: TOWARD SUSTAINABLE CURRICULUM GREENING },
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {119-143},
	abstract = {Environmental education (EE) is vital in addressing global environmental problems. Educational institutions are integrating EE into their curricula, but studies indicated the need for its intensification. This mixed method study assessed the integration of EE in Teacher Education Programs (TEPs) in Region III, Philippines. Respondents were 10 program deans,10 chairs, 171 teachers, and 344 students. Data were gathered using validated questionnaires. Findings revealed that the New Teacher Education Curriculum (NTEC) integrated EE in program outcomes and performance indicators; in mandated courses -Physical Education (PE) and National Service Training Program (NSTP); and in Science Technology and Society (STS), a General Education (GE) course. Likewise, teachers integrated EE in their lessons and in community extension programs. Seminars/webinars included environmental care and promoted environmental awareness in social media. As to support for EE integration, administrative, physical facilities and financial support were provided. On student outcomes, positive findings were shown on attitude towards environment care, but application of knowledge and skills needs improvement. Students{\textquoteright} knowledge was significantly correlated to attitude (Pearson{\textquoteright}s r value is.593 and p value <.05) as well as skills acquisition and attitude (Pearson{\textquoteright}s r value is .647 and p value <.05). Teachers{\textquoteright} challenges in the EE integration included inadequate environmental knowledge and lack of time to lead students in environmental action. The study concludes that EE is integrated into the TEPs but the outcomes on the learners{\textquoteright} knowledge and skills acquisition still need strengthening. Also, EE should be integrated in professional education courses, not only in GE and mandated courses. },
	keywords = {assessment, integration of environmental education, mixed method, sustainable curriculum greening, teacher education programs},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.119},
	url = {https://oaji.net/articles/2022/457-1645650851.pdf},
	author = {Corpuz, A. M. and San Andres, T. C. and Julieta M. Lagasca}
}
@article {1550,
	title = {THE INTERDEPENDENCE BETWEEN PERCEIVED SELF-EFFICACY AND SELF-ASSESSMENT SKILLS OF ACADEMIC PROGRESS IN STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {289-303},
	abstract = {Self-assessment in the school environment can be defined as the students{\textquoteright} ability to make valuable judgements about their own academic performance, either by reference to the teacher{\textquoteright}s educational goals, previous academic results, or the academic performance of other colleagues. The formation of such self-assessment skills is strongly influenced by a number of internal and external psycho-pedagogical factors, including chronological age, motivation for learning, level of cognitive development, perceived self-efficacy, the teacher{\textquoteright}s teaching style, the social status of the student{\textquoteright}s family, their group affiliation, etc. Starting from this point, the purpose of the present research was the analysis of the students{\textquoteright} degree of awareness of the role of perceived self-efficacy in the formation of objective didactic self-evaluation skills. The research sample consisted of 108 students, currently attending the Psycho-Pedagogy and Methodology Study Program courses at the University of Oradea and Emanuel University of Oradea, Romania. The research methodology was targeted at requesting these students to self-assess their performance in a subject of the afore-stated study program, respectively administering a scale for measuring personal self-efficacy. The results showed that most of the students tended to either evaluate themselves objectively or under-evaluate themselves, against the backdrop of a high level of perceived self-efficacy, respectively of superior academic performance.},
	keywords = {academic performance, didactic self-evaluation skills, perceived self-efficacy, self-image, teaching career},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.289},
	url = {https://oaji.net/articles/2022/457-1651338216.pdf},
	author = {Valentin Cosmin  Bl{\^a}ndul and Adela Bradea}
}
@article {1553,
	title = {ISSUES IN SUBJECT COMBINATIONS CHOICE AT ADVANCED LEVEL SECONDARY SCHOOLS IN RWANDA},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {339-352},
	abstract = {The present study explored the issues related to subject combinations choice at advanced level secondary schools in Rwanda. Three schools with various subject combinations were conveniently selected from three districts in Rwanda. Two hundred and thirty-eight participants, including 211 students (grade 10 to 12), three director of studies (DOS), and 24 teachers, were selected purposively to participate in this study. A survey questionnaire for students, interviews with DOS, and focus group discussions with teachers were employed to collect qualitative and quantitative data for triangulation purposes. For instance, a questionnaire was used to reveal students{\textquoteright} choice of their subject combinations, a DOS interview to learn how combinations are assigned to students, and teacher FGD to learn difficulties students face due to assigned subjects. Quantitative data were analyzed with descriptive statistics, while qualitative data were analyzed using thematic analysis methods. The results analysis revealed that some students studied what they chose, while others were given what to study based on their performance or influenced by their parents{\textquoteright} preferences. Therefore, students reported that they struggled to perform successfully at A{\textquoteright} level while they used to perform well at the O{\textquoteright} level. It was noticed that what some students learn at A{\textquoteright} level have a negative effect on their future life. This study recommends that (i) the career development stakeholders should sensitize students about the impact of the wrong choice, (ii) Rwanda Basic Education Board (REB) should train career guides to help students choose their best combinations, and (iii) students{\textquoteright} interests should be given preference than their performance.},
	keywords = {advanced level secondary, career path, Rwandan schools, students{\textquoteright} choice, subject combinations},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.339},
	url = {https://oaji.net/articles/2022/457-1651338438.pdf},
	author = {Kizito Ndihokubwayo and Fidele Ukobizaba and Edwin Byusa and Jean Claude Rukundo}
}
@article {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 {1604,
	title = {ONLINE READING IN DIGITAL LEARNING ENVIRONMENTS FOR PRIMARY SCHOOL STUDENTS },
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {836-850},
	abstract = {Learning environments and teaching methods have been constantly changing over the past decades. As the shift in the learning environment is primarily toward a physical to an online learning environment, this study examines how to enable younger students to select appropriate content for learning in digital learning environments that they can then successfully read and evaluate using appropriate strategies. The study is based on 54 in-depth case studies. Using the Internet reciprocal teaching method (IRT), 54 implementers trained 54 primary school students from first to fifth grade in basic computer skills, Internet information searching, and website navigation, as well as analysing data obtained using the TICA Phase 1, 2, and 3 Checklists, the implementers{\textquoteright} report, and the children notes in a text editor. Triangulation of the data in combination with selected statistical methods shows that there are differences in the use of the method between students according to age. While the latter can use an unadopted form of the method, younger students need some adjustments, which are suggested in the light of previous research. },
	keywords = {digital literacy, e-reading, internet reciprocal teaching, online learning, primary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.836},
	url = {https://oaji.net/articles/2022/457-1672601156.pdf},
	author = {Maja Kerne{\v z}a and Kordigel Aber{\v s}ek, M.}
}
@article {1601,
	title = {THE OPINIONS AND NEEDS OF SCIENCE CENTER INSTRUCTORS: THE CASE OF GOKMEN SPACE AND AVIATION TRAINING CENTER (GUHEM)},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {792-810},
	abstract = {This study aimed to examine the opinions of the instructors who work at GUHEM (G{\"o}kmen Space and Aviation Training Center) on the exhibition{\textquoteright}s content, how the exhibition spaces contribute to science education, especially astronomy and aviation, and the types of visitors who frequently visit the center. Nine instructors from GUHEM{\textquoteright}s science centers participated in the study. Data were gathered using the "Instructor Opinion Form," with nine open-ended questions. The data elicited from these questions were subjected to content analysis. The findings showed that children aged 6 to 11 made up the majority of visitors; the fascinating exhibition areas focused on the Solar System and planets and interactive workshops with space and aviation themes, like those involving paper airplane construction and rocket competition, were very popular. In terms of the contribution of this center to science education, it was found that the GUHEM exhibitions played an active role in teaching the solar system, planets, and pressure. Although astronomy is the discipline with which the exhibition areas are most closely associated, it can also be linked to other disciplines like astrobiology, mathematics, and aviation. Instructors shared their worries that they won{\textquoteright}t be able to meet visitors{\textquoteright} expectations and occasionally struggle to understand the subject during activities held at GUHEM. These findings led to the opinion that GUHEM and other science centers will function more effectively if schools and science centers collaborate more, the curriculum and exhibition content are improved, and the instructors receive professional assistance from academicians who are subject-matter experts.},
	keywords = {astronomy and aviation, instructor, needs, opinion, science center},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.792},
	url = {https://oaji.net/articles/2022/457-1672600839.pdf},
	author = {Ay{\c s}eg{\"u}l Aslan}
}
@article {1536,
	title = {PERCEPTIONS AND RECOMMENDATIONS OF FOREIGN LANGUAGE TEACHERS TO PREVENT CHILDREN VIOLENCE AND ABUSE: A CASE STUDY IN TISHK INTERNATIONAL UNIVERSITY STUDENTS IN ERBIL, IRAQ},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {82-118},
	abstract = {Violence and abuse against children are important social issues for teachers. The aim of this study was to determine the perceptions of foreign language students, regarding violence and abuse against children, and their suggestions for preventing violence. The research was designed in the case study pattern, which is a qualitative research method. The study group of the research consists of 82 first year and second year foreign language pre-service teachers studying at Tishk International University, Faculty of Education, and voluntarily agreeing to participate in the research. The data of the study were obtained by using the structured {\textquotedblleft}Recommendations Form for Preventing Violence and Abuse Against Children{\textquotedblright} developed by the researchers. Written data were analyzed by content analysis method. 82 students from first and second years at Education Faculty were interviewed and their opinions were taken. There were some subheadings during the survey: family, laws, national and international non-governmental organizations, schools and teachers, society, media, and art. They expressed their opinions about what the functions of these organs should be to prevent the violence and abuse against children. The pre-service teachers attached important duties to each of these organs separately. It is concluded that the prevention of violence and abuse against children can only be achieved in cooperation and separate duties of these organs. It is also recommended that courses and training that will provide pre-service teachers with knowledge, skills and awareness about violence and abuse against children should be placed in the curriculum as compulsory in education faculties.},
	keywords = {foreign language pre-service teacher, prevention of abuse, violence and abuse against child},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.82 },
	url = {https://oaji.net/articles/2022/457-1645650746.pdf},
	author = {Bunyamin Celik and Yunus Yildiz and Recep Bilgin}
}
@article {1555,
	title = {PERSONAL AND PROFESSIONAL EMPOWERMENT OF REFLECTIVE PRACTITIONER TEACHERS DURING THE COVID 19 PANDEMIC},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {371-385},
	abstract = {Reflective practitioner teachers should critically review their own work and introduce innovations that should improve everyday educational practice. For this reason, the focus of the research is on the personal and professional empowerment of reflective practitioner teachers during the SARS-CoV2 pandemic. 355 teachers from the Republic of Serbia participated. The empirical research used descriptive methods and techniques of scaling and surveying with an instrument specially constructed for the needs of this research - Questionnaire with assessment scale (RP-COV-19). The results show that the most common form of empowerment is attending online seminars, while teachers rarely attended online classes of colleagues from the school where they work and colleagues from other schools. Teachers{\textquoteright} perceptions on the use of the Internet in the aspect of personal and professional empowerment are very positive. Teachers generally rate their training and engagement during the pandemic with the highest marks (four and five), while there were no negative marks at all. Reflexivity accompanied by personal and professional empowerment must be given priority by teachers, because in today{\textquoteright}s process of education, reflective practitioners are considered successful teachers.},
	keywords = {empirical research, improvement of educational practice, professional empowerment, teacher reflective practitioner, the COVID-19 pandemic},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.371},
	url = {https://oaji.net/articles/2022/457-1651338616.pdf},
	author = {Osmanovi{\'c} Zaji{\'c}, J. and Jelena Maksimovi{\'c} and Nedeljko M. Milanovi{\'c}}
}
@article {1564,
	title = {PERSONALITY EMPLOYMENT CRISIS IN THE SUBJECTIVE PROJECTION OF THE UNEMPLOYED YOUTH WITH HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {456-473},
	abstract = {The main purpose of this research is to examine the employment crisis among the unemployed youth with higher education. In particular, the research investigates the subjective experience of the youth representatives (n = 188) in the situation of job loss or inability to find it. For this purpose, the research uses the method of ranking social and psychological spheres of the youth by the criterion of frustration in the situation of job loss or inability to find it, as well as the method of multidimensional scaling to determine cognitive constructs used by the youth in interpreting individual situations of professional exclusion or unclaimed labor.
According to the results of ranking social and psychological spheres of life of the unemployed youth with higher education, such social spheres of life as {\textquotedblleft}inability to use the profession{\textquotedblright} and {\textquotedblleft}difficult financial situation{\textquotedblright} are most frustrated in the situation of job loss or inability to find it. The research also found that such psychological spheres of the youth as {\textquotedblleft}uncertainty in the future{\textquotedblright} and {\textquotedblleft}feelings of dependence on external circumstances{\textquotedblright} are most frustrated in the situation of professional exclusion or unclaimed labor. The scaling of social and psychological spheres of life of the unemployed youth with higher education allowed empirical explanation of cognitive constructs as a system of latent categories of the subjective experience, which determines the character of experiencing a personal employment crisis. These categories include {\textquotedblleft}social assessment{\textquotedblright}, {\textquotedblleft}professional identification{\textquotedblright}, {\textquotedblleft}self-doubt {\textendash} dependence on others {\textquotedblleft}lack of perspective {\textendash} feeling of inferiority ".
The results of the research allowed reconstructing the latent categories of the subjective experience of the unemployed youth with higher education who are experiencing a personal employment crisis in a situation of professional exclusion or unclaimed labor, which provides more favorable conditions for optimizing the process of psychological support and assistance to the unemployed youth taking into account the specifics of the subjective and psychological profile of their personality. 
},
	keywords = {cognitive constructs, personality employment crisis, professional exclusion, unclaimed labor, youth},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.456},
	url = {https://oaji.net/articles/2022/457-1657803588.pdf},
	author = {Yurii  Pelekh and Oleh Rudiuk and Viktor Demianiuk}
}
@article {1602,
	title = {POSSIBLE FACTORS DETERMINING SATISFACTION OF DISTANCE EDUCATION AMONG UNIVERSITY STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	chapter = {811-822},
	abstract = {The aim of the study was to find out the factors, which significantly affected satisfaction with distance education among university students (undergraduate students). Complete data were obtained from 1283 respondents from different faculties in Czech Republic during the second term in academic year 2021/2022. The items in research tool were Likert type and also semantic differential was used. The descriptive, inferential and multidimensional statistic were used for data evaluation. Independent variables like: Evaluation factor for full-time form; Activity factor for full-time form; Difficulty factor for combined form; Evaluation factor for combined form; Activity factor for combined form; Perception of distance learning through negatives and Perception of distance learning through positives were as significant, which influenced satisfaction with distance education. Implications for pedagogical practice are presented in the conclusion part.},
	keywords = {multiple regression model, quantitative approach, satisfaction of distance education, university students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.811},
	url = {https://oaji.net/articles/2022/457-1672600954.pdf},
	author = {Vlastimil Chytry and Milan Kubiatko and Libor Pacovsky}
}
@article {1603,
	title = {THE PREDICTIVE EFFECT OF TOXICITY ON SATISFACTION WITH LIFE AT SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {823-835},
	abstract = {The effect of toxicity on satisfaction with life at school affects many variables. As parts of school culture, satisfaction and toxicity are related concepts. This study aims to determine the predictive effect of toxicity on satisfaction with life at school. In Turkey, no study has been found to be conducted about the relationship between organizational toxicity and satisfaction with life. Method of the research: This was a descriptive study based on the correlational survey model. In this study, it was supposed to determine the effects of teachers{\textquoteright} demographic characteristics (gender, alma mater, professional seniority, and number of teachers in the school) and toxicity perceptions on satisfaction with life. The study group consisted of 1600 teachers working at 54 secondary schools in Sivas city center. Based on the calculation made, a sample of 223 teachers representing the population was created. The dependent variable of the study was teachers{\textquoteright} satisfaction with life. Stepwise regression was used as a multiple regression analysis technique. In this regression analysis, a linear structure of the relationship between one dependent and more than one independent variable was tested. The results showed that the toxicity avoidance behaviors of teachers positively affected their perceptions of satisfaction with life. It was teachers{\textquoteright} displaying conflict behaviors (β= -,226) regarding toxicity. There was a decrease in the satisfaction with life of teachers who ventured conflict. Likewise, there was a negative effect (β= -184) between the level of narcissistic behavior in the organizational environment and the level of satisfaction with life. The satisfaction with life levels of teachers who thought that narcissistic behaviors were exhibited in the organizational environment decreased. A positive relationship was found between the fourth ranked variable resistance (β= ,149) and satisfaction with life. Teachers{\textquoteright} resistance to painful toxic situations increased their level of satisfaction with life.},
	keywords = {organizational toxicity, satisfaction with life, school teachers, toxic organization},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.823},
	url = {https://oaji.net/articles/2022/457-1672601067.pdf},
	author = {{\.I}zzet Kaplan and Celal Teyyar U{\u g}urlu}
}
@article {1538,
	title = {PRE-SERVICE TEACHERS{\textquoteright} APPROACHES TO GUIDING STUDENTS IN PROBLEM SOLVING PROCESS },
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {144-161},
	abstract = {Understanding students{\textquoteright} mathematical thinking in problem solving process plays an important role in facilitating the solution. Hence, teachers or pre-service teachers need to understand students{\textquoteright} thoughts and guide them to the correct answer. The aim of this study was to examine pre-service teachers{\textquoteright} approaches to guiding students in problem solving process. Designed as a case study, this study was carried out with five pre-service primary mathematics teachers. In the study, participants{\textquoteright} dialogues with 7th grade students were examined through 3 non-routine problems. The dialogues were transcribed and it was tried to reveal what kind of approaches the participants displayed. The content analysis was used in data analysis. The findings revealed that pre-service teachers followed Polya{\textquoteright}s problem-solving steps during their guiding approaches. Most pre-service teachers provided appropriate guidance in understanding the problem, selecting and implementing appropriate strategies for the problem; however, they failed to use the evaluative approaches sufficiently.},
	keywords = {guiding approaches, multiple case study, pre-service teacher, problem-solving},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.144},
	url = {https://oaji.net/articles/2022/457-1645650922.pdf},
	author = {Fatma Cumhur}
}
@article {1549,
	title = {PRE-SERVICE TEACHERS{\textquoteright} EXPERIENCES OF THE TRANSITION FROM ANALOGUE TO DIGITAL LEARNING DURING THE COVID-19 PANDEMIC},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {273-288},
	abstract = {The transition from analogue campus-based learning to digital distance learning during the Covid-19 pandemic affected our society in many ways. This study set out to explore the experiences of 30 pre-service teachers when transitioning to digital distance learning. The pre-service teachers (PSTs) participated in a series of focus-group interviews that were subsequently analysed using qualitative content analysis. The results indicate that the transition to digital distance learning worked well and that the technology that was used performed satisfactorily. However, the PSTs experienced both opportunities and obstacles with respect to distance learning. The opportunities associated with digital distance learning were reported to be instantiated by teacher-led {\textquoteleft}flipped classroom{\textquoteright} teaching sessions and the additional freedom that was enjoyed by the PSTs (in both space and time). An obstacle associated with digital learning was the feeling that important aspects of interpersonal interaction disappeared. The PSTs remained sedentary and isolated at home, and the learning experience became somewhat dysfunctional when the teaching was not clearly structured and teacher-lead. The study concludes that it is not possible to replace IRL ({\textquoteleft}in real life{\textquoteright}) teaching entirely with digital distance learning. However, the results suggest that a hybrid form of teaching or elements of digital teaching can work well as a complement to future campus-based courses.},
	keywords = {Covid-19, digital learning, digital teaching, distance learning, hybrid learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.273},
	url = {https://oaji.net/articles/2022/457-1651338145.pdf},
	author = {Johan B{\"a}cklund and Martin Hugo and Kerstin Ericson}
}
@article {1582,
	title = {PROFESSIONAL DEVELOPMENT AND EFL TEACHERS{\textquoteright} PRACTICES IN ACTIVATING LEARNERS{\textquoteright} ACQUISITION OF 21ST CENTURY SKILLS },
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {652-678},
	abstract = {Teachers who teach English as a foreign language (EFL) should constantly develop their skills and knowledge by taking part in professional development programs (PDPs) which keep them aware of the most recent teaching trends. This mixed method study seeks to explore how PDPs influence EFL teachers{\textquoteright} teaching practices in activating 21st century skills, and therefore their students{\textquoteright} acquisition of these skills. It also examines the correlation between EFL teachers{\textquoteright} activation of 21st century skills and their students{\textquoteright} acquisition of these skills. The study used a sequential explanatory research design by utilizing questionnaires and semi-structured interviews. The results revealed that the two dimensions of 21st century skills that got the highest level of activation were the collaboration and communication skills. Furthermore, the results showed that the students acquire all 21st century skills with different levels of acquisition. Finally, the results showed that EFL teachers{\textquoteright} activation of 21st century skills had no significant direct correlation with students{\textquoteright} acquisition of these skills. These findings could provide insights on the area of PDPs that need to be researched more in different contexts. They also suggested that PDPs designers should incorporate all dimensions of 21st equally to be activated accurately by teachers in higher education institutions. },
	keywords = {21st century skills acquisition, 21st century skills activation, EFL learners, EFL teachers, professional development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.652},
	url = {https://oaji.net/articles/2022/457-1667682669.pdf},
	author = {Alzahrani, M. A. and Nor, F. M.}
}
@article {1535,
	title = {PROSPECTIVE PRE-SCHOOL TEACHERS{\textquoteright} VIEWS ON STEM LEARNING IN GRADE 9: THE PRINCIPLE OF CONTINUITY IN EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {69-81},
	abstract = {The life quality of society and the stability of national economy is largely connected with science, technology, engineering, and mathematics (STEM). The complex character of STEM education demands informed teaching/learning strategies in order to make the 21st century youth interested in learning. The aim of the research was to find out the views of prospective pre-school teachers on Grade 9 students{\textquoteright} STEM learning, thus addressing the topical principle of continuity in education. A survey of 261 prospective pre-school teachers of the University of Latvia was performed. The obtained results show that in general the prospective pre-school teachers have some notion about the level of teaching/learning requirements in Grade 9 of the basic school, the integration of STEM and teaching/learning strategies. They acknowledge cognitive interest, inquiry-based learning and the importance of STEM knowledge and skills in the national development as significant, but little value is given to the exploration of nature in out-of-school time and to the importance of mathematical skills. More experienced respondents assess STEM learning higher. The given research raises the issue of the principle of continuity in education and gives a possibility to understand better the needs of prospective teachers in order to improve teacher education programs at the University.  },
	keywords = {cognitive interest, continuity of education, prospective pre-school teachers, STEM learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.69},
	url = {https://oaji.net/articles/2022/457-1645650665.pdf},
	author = {Dagnija  Cedere and Inese Jurgena and Rita Birzina and Sandra Kalnina}
}
@article {1542,
	title = {REFLECTIVE THINKING AND INQUIRY SKILLS AS PREDICTORS OF SELF-EFFICACY IN TEACHING MATHEMATICS},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {213-231},
	abstract = {This study aims to show to what extent the variables of reflective thinking, inquiry skill and mathematics teaching self-efficacy belief affect each other, to show their rates of explaining each other, and to show whether inquiry skill is a mediating variable in the relationship between reflective thinking and mathematics teaching self-efficacy belief. The data which were collected to test the hypotheses regarding the relationships to be shown were evaluated with structural equation modeling. A relational screening model was used in the research. The participants of the study were 304 prospective primary school teachers studying in their third and fourth years in the Basic Education Department of Education Faculties in two different state universities in Turkey. As data collection tools, the {\textquotedblleft}Reflective Thinking Level Determination Scale{\textquotedblright}, {\textquotedblleft}Inquiry Skills Scale{\textquotedblright} and {\textquotedblleft}Mathematics Teaching Efficacy Belief Instrument{\textquotedblright} were used. According to the results of the study, reflective thinking affects mathematics teaching self-efficacy belief positively and significantly and explains it significantly. Reflective thinking affects inquiry skills positively and significantly and explains it significantly. Inquiry skill affects mathematics teaching self-efficacy belief positively and significantly. Reflective thinking and inquiry skill together explain mathematics teaching self-efficacy belief highly and significantly. Inquiry skill has a partial mediating effect between reflective thinking and mathematics teaching self-efficacy belief. },
	keywords = {inquiry skill, mathematics teaching, prospective primary school teachers, reflective thinking, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.213},
	url = {https://oaji.net/articles/2022/457-1645651278.pdf},
	author = {Mehtap Saracoglu}
}
@article {1571,
	title = {THE RELATIONSHIP BETWEEN CLASSROOM MANAGEMENT JUSTICE AND SCHOOL ENGAGEMENT FROM THE PERSPECTIVE OF UNIVERSITY STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {516-530},
	abstract = {Education continues to be an area that is likely to completely affect the future of humanity. Countries are trying to raise the level of education and increase the quality of the education provided as much as possible. To ensure that the quality of education is improved, many studies look from the perspectives of educators and officials who determine education policies. This study examines teachers{\textquoteright} classroom management and approaches to justice in the classroom through the eyes of students. This study aims to shed light on the relationship between educators{\textquoteright} justice in classroom management and students{\textquoteright} school engagement based on the perceptions of university students. The study is based on a correlational design that examines the relationship between variables. It was conducted with 283 students at {\c S}{\i}rnak University. The sample was determined randomly. The data were collected via the "Perception of Justice in Classroom Management" scale and the "School Engagement of University Students" scale. As a result, there was a moderately positive and significant relationship between the perception of justice in classroom management and school engagement. Besides, as a result of the regression analysis, it was revealed that the perception of the educators towards justice in classroom management predicted students{\textquoteright} school engagement. It was observed that 19\% of students{\textquoteright} school engagement was explained by educators{\textquoteright} perceptions of justice in classroom management. },
	keywords = {classroom management, correlation, perception of justice, school engagement, university students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.516},
	url = {https://oaji.net/articles/2022/457-1662401084.pdf},
	author = {Necati {\c C}obano{\u g}lu and Sel{\c c}uk Demir}
}
@article {1560,
	title = {SAUDI TEACHERS{\textquoteright} KNOWLEDGE OF CRITICAL THINKING SKILLS AND THEIR ATTITUDES TOWARDS IMPROVING SAUDI STUDENTS{\textquoteright} CRITICAL THINKING SKILLS},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {395-407},
	abstract = {Saudi teachers are unsure how to include critical thinking into their classrooms.This study aimed at identifying the knowledge of Saudi teachers regarding critical thinking skills and exploring their attitudes towards improving Saudi students{\textquoteright} critical thinking skills. To identify if there are statistically significant differences at the level of significance (0.05) between the response averages of the study sample members about the degree of assessment of Saudi teachers about their knowledge of self-critical thinking skills due to the variables (specialization, experience, and gender), the quantitative approach was used employing a three-part questionnaire as the study{\textquoteright}s instrument to achieve objectives. The first part gathered the demographic information of the participants focusing on three variables: {\textquotedblleft}specialization,{\textquotedblright} {\textquotedblleft}years of experience,{\textquotedblright} and {\textquotedblleft}gender. The second part was designed to assess the participants{\textquoteright} critical thinking abilities. The third part was to determine the participants{\textquoteright} attitudes about improving students{\textquoteright} critical thinking skills. The sample of the study consisted of (408) teachers (male and female) who were teaching at secondary school level in Hail City, Saudi Arabia during the academic year 2020-2021. The results revealed that the level of Saudi Teachers{\textquoteright} knowledge of critical thinking skills was high and that their attitudes towards improving students{\textquoteright} critical thinking skills were positive. Statistically, there were significant differences in favor of the {\textquotedblleft}sciences specialization{\textquotedblright} versus the {\textquotedblleft}humanities specialization{\textquotedblright} in the questionnaire{\textquoteright}s two objectives. On the other hand, there were no statistically significant differences in the {\textquotedblleft}gender{\textquotedblright} and {\textquotedblleft}years of experience{\textquotedblright} variables.  For future research, there is still a need to further examine Saudi teachers{\textquoteright} critical thinking skills and their attitudes towards improving Saudi students{\textquoteright} critical thinking skills. Its relevance to e-learning and adaptable settings is also discussed. Future research could look into the many interactions between different learning methods and strategies utilized in the development of camel thinking.},
	keywords = {attitudes towards critical thinking, Critical Thinking (CT), Critical Thinking Skills (CTS), Saudi Teachers (ST)},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.395 },
	url = {https://oaji.net/articles/2022/457-1657803223.pdf},
	author = {Badr Alharbi}
}
@article {1569,
	title = {SCIENCE, CRITICAL THINKING, MULTI-ATTRIBUTE DECISION MAKING },
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Editorial},
	chapter = {494-498},
	abstract = {Science is the pursuit and application of knowledge and understanding of the natural and social world following a systematic methodology based on evidence. Science includes scientific methods such as objective observation, which refers to measurement and data (possibly, although not necessarily, using mathematics as a tool), evidence, experiment, critical analysis, and verification. The four major branches of science are: mathematics and logic, biological science, physical science, and social science. The key words that best define science are thus: 

objective observation + evidence-based approach + application of scientific methods = general truths

The basic problem of such an explanation of science lies in the very definition of what general truths are, what kind of evidence is required to prove them, and how to arrive to this kind of evidence through objective observation. },
	keywords = {multi-attribute problem, objective observation, systematic methodology},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.494},
	url = {https://oaji.net/articles/2022/457-1662400681.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {1581,
	title = {SENIOR HIGH SCHOOL STUDENTS{\textquoteright} DIFFICULTIES IN LEARNING HYBRIDISATION IN CHEMISTRY},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {630-651},
	abstract = {The concept of hybridisation is one of the most difficult concepts for chemistry students to grasp at all levels of learning. Research showed the students conceptual difficulty ranged from their lack of the pre-requisite knowledge for grasping the topic hybridisation to chemical bond formation and orientations of atomic orbitals. This study investigated the difficulties Senior High School Students face in learning hybridisation. The study adopted a mixed-method approach using the sequential exploratory design. Purposive sampling was used to select six schools that offer elective chemistry subject. Simple random sampling was then used to select 120 Senior High School form 1 students to take part in the study. Convenient sampling was used to interview 24 students from the sample. Hybridisation Achievement Test (HAT) and Semi-structured interviews were self-constructed and used to collect data. Descriptive statistics and Content analysis were used to analyse the data. Results showed that, majority of students had difficulties in explaining the concept of hybrid orbitals, writing the electron configuration of 6C, explaining the effect of hybridisation on formation of chemical bonds in 6C, and type of hybridisation and shapes of compounds such as NH3, OF2, BCl3, CO2, SiO2, C2H2, BeF{\textlnot}2 and C2H4. The study also showed that students had difficulties in explaining and demonstrating the formation of C = C double bond in ethene and other compounds. Equally students were challenged in demonstrating the differences between the formation of sigma and pi bonds in compounds. Students had difficulties in using electron orbital diagrams to explain the shape of CO2 as linear. The study concluded that Senior High School form 1 chemistry students in the Upper West Region of Ghana lacked the most basic and fundamental concept of hybridisation. Teachers need to use conceptual change instructional approaches to teach hybridisation in order to foster students{\textquoteright} understanding and reduce misconceptions.},
	keywords = {atomic orbitals, hybrid orbitals, hybridisation, mixed- method approach, sigma and pi-bonds},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.630},
	url = {https://oaji.net/articles/2022/457-1667682576.pdf},
	author = {Abukari, M. A. and Marifa, H. A. and Samari, J. A. and Philip Dorsah and Fatao Abudu}
}
@article {1539,
	title = {SITUATION OF SPECIAL EDUCATION IN BRAZIL AND CANADA DURING THE COVID-19 PANDEMIC},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {162-178},
	abstract = {The Covid-19 pandemic has placed the world in a public health emergency since the beginning of the year 2020, posing a challenge to education, especially to Special Education. This study aimed to analyze the situation of special education in Brazil and Canada during the Covid-19 pandemic. The research was part of a postdoctoral project in education. Methodologically, it is an international comparative study in education. It was carried out from April 2020 to November 2021, based on a literature review and official documents. The search was carried out in the Scientific Electronic Library Online (SciELO) and in the Institute of Educational Sciences (ERIC), and 233 articles were found. After analysis and following the inclusion criteria, 217 articles were excluded. In the end, 16 studies were selected. The results show that the more structured the educational system and Special Education, the greater the chances of success. In addition to returning to face-to-face classes earlier, Canada also provided more support for families and students, but it was still insufficient. In both countries, children with disabilities are in a fragile situation owing to social isolation. Aspects such as choice of tools, internet connection quality, user skills, virtual spaces for collective support, school and family communication, strengthening of special education policies and programs, adequate support, among others, led to the success of remote education. This research is intended to contribute to an increase in the number of studies in Brazil and abroad, serving as a basis for the scientific production of other international comparative studies.},
	keywords = {Brazil and Canada, comparative study, Covid-19, literature review, special education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.162},
	url = {https://oaji.net/articles/2022/457-1645651019.pdf},
	author = {Givigi, R. C. and Jesus, D. M. and Raquel Souza Silva}
}
@article {1574,
	title = {THE STATE, ACCESSIBILITY, AND SIGNIFICANCE OF EDUCATION IN SERBIA },
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {565-587},
	abstract = {International conventions state that the right to an education is a basic human right which countries are obliged to guarantee. In Serbia, as in most countries, this right is guaranteed by the Constitution. However, data on a large part of the structure of the Serbian population with a lower level of educational attainment indicated that one part of the citizens did not realize this right since they did not continue their education after primary school. Therefore, the aim was to determine how the citizens of Serbia evaluated the state of education in Serbia as a whole (its quality), the accessibility (whether there are fair opportunities in education for all categories of the population), and the significance of education in Serbia (whether the knowledge acquired, and skills developed are relevant for employment). The results were obtained by analyzing the latest data from the European Social Survey (ESS) from 2018/2019 in Serbia on a sample of 2043 interviewees. The study was carried out by trained interviewers, in face-to-face interviews. The initial hypotheses were confirmed: a) a low prevalence of high grades for the state of education as a whole, the accessibility, and significance of education in Serbia, and b) that there is a difference in the perception of education depending on some of the socio-demographic characteristics of the interviewees. The creation of a favorable social and institutional environment and changes in the education policy are preconditions for the improvement of the quality and accessibility of education in Serbia.},
	keywords = {education availability, education quality, education significance, Serbia, social inequality},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.565},
	url = {https://oaji.net/articles/2022/457-1662401307.pdf},
	author = {Milo{\v s}evi{\v c} Radulovi{\'c}, L. R. and Markovi{\v c} Krsti{\'c}, S. V.}
}
@article {1572,
	title = {STRENGTHENING COLLABORATIVE RESEARCH PRACTICES IN ACADEMIA: FACTORS, CHALLENGES, AND STRATEGIES},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {531-546},
	abstract = {This mixed-method research sought to identify the factors, challenges and strategies that enable and strengthen collaborative research practice in academia. Participants of the study are purposively chosen, self-selected faculty and students from an external campus and a unit in the main campus of a state university in Bulacan, Philippines, who have successfully completed collaborative research writing projects, presented collaborative research projects in conferences and symposia, or published said collaborative research projects. Data were gathered using a researcher developed instrument, validated, and checked for reliability. Analysis of results using principal components analysis led to the development of the DRREAM (Diversity, Role assignment, Relationship-building and peer interdependence, Ergonomic, flexible and adaptable processes, Acquisition of knowledge, skills and expertise, Motivation consideration) model, a conceptual framework on factors that strengthen effectual collaborative research writing; while the use of thematic analysis enabled the formulation of IPP (Individual, Professional and Personal)  model, a conceptual framework on strategies to overcome challenges faced by collaborators in a collaboration research project. Finally, an Action Plan Framework for Effectual Collaborative Research Writing is proposed to promote the culture of collaborative research practices among the members of the academia. },
	keywords = {collaborative research writing, research collaboration challenges and strategies, research collaboration factors, research culture in academia},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.531},
	url = {https://oaji.net/articles/2022/457-1662401156.pdf},
	author = {Princess Gerbie C. Durante}
}
@article {1548,
	title = {STUDY AS AN EDUCATIONAL LEISURE ACTIVITY: THE CASE OF ISRAELI SOCIETY },
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {256-272},
	abstract = {The research literature on leisure indicates that it is perceived differently by sector and culture. In Israel, one{\textquoteright}s affiliation with religious or non-religious groups affects one{\textquoteright}s perception of leisure and its legitimacy. The common activities of religious and secular people include studies in general, and Torah study in particular, as activities carried out by choice and for pleasure. In this research Torah study is considered in its wide meaning, as including all traditional Jewish texts. The research sought to try and understand various characteristics of people who study Torah as a leisure activity and to illuminate aspects rarely addressed in the academic literature, mainly students{\textquoteright} perception of study efforts, importance of studies, the contribution of studies and satisfaction with studies. The sample included 234 respondents divided into three groups: Torah students (56) who were studying in a hevruta (collaborative) format, Torah students (50) who were studying a course by participating in lectures, and a control group (128) who were studying other theoretical topics by participating in lectures. The findings of this research indicate that Torah study nowadays takes place not only as an obligation but rather also as an elective activity in formal courses and hevruta study groups {\textendash} an activity that transcends the religious dimension and involves a choice and pleasure for all learners. Additionally, Torah students perceived their studies as having greater contribution, more important and more satisfying than students of non-Torah subjects. The method of study (collaborative vs lectures) did not affect these perceptions. The findings may have applied implications beneficial to society in general. The research findings illuminate the potential of Torah study as a leisure activity and its capacity to unite various sectors in Israeli society.},
	keywords = {culture, Israeli society, leisure activity, religious, Torah study},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.256},
	url = {https://oaji.net/articles/2022/457-1651338068.pdf},
	author = {Ora Alkan and Talma Kushnir and Nitza Davidovitch}
}
@article {1597,
	title = {SYSTEMOLOGY OF EDUCATION: SOME THOUGHTS ON THE CONCEPT AND DEVELOPMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Editorial},
	chapter = {744-749},
	abstract = {Systemology of education is the field of general systemology. On the other hand, systemology of education can reasonably be considered a structural part of contemporary education. There are many different arguments to substantiate such a position. For example, during the last two decades, educational (pedagogical) terminology has changed extremely rapidly. Education science has become more diverse than ever. Such branches as cooperation pedagogy, nonviolence pedagogy, pedagogy of the oppressed, peace pedagogy, success pedagogy, career pedagogy, theatre pedagogy and many others have appeared in educational scientific literature, not to mention the level of education. On the one hand, we do not deny the existence of these branches, on the other hand, the question arises about the scientific system in education in general (Lamanauskas, 2012). It is obvious that the development of education is characterised by two opposite trends {\textendash} differentiation and integration. In such an abundance of currents, branches, directions, etc., it is not only easy to get lost, but it is even easier to lose the ability to identify mutual relations and define the place of each of them in the common stem of education science.},
	keywords = {career pedagogy, educational (pedagogical) terminology, peace pedagogy, success pedagogy, systemology of education, theatre pedagogy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.744  },
	url = {https://oaji.net/articles/2022/457-1672600435.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {1540,
	title = {TEACHING AND LEARNING MECHANICS EXPLORED THROUGH THE USE OF THE 5E{\textquoteright}s EDUCATIONAL MODEL},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {179-194},
	abstract = {This study assesses the level of application of the 5E{\textquoteright}s educational model by Rwandan physics teachers and how the model affects the learning of basic classical mechanics in secondary school physics classrooms. For this analysis, quantitative data were collected using the classroom observation tool framed at the 5E{\textquoteright}s educational model. A sample of six secondary physics teachers was selected purposively from three boarding secondary schools of Nyamasheke district in the western province of Rwanda to participate in this study. Twenty-four classroom observations were conducted during teaching and learning mechanics concepts in the way of four observations for each teacher before being trained on 5E{\textquoteright}s educational model. This was done to help the researcher to have the real picture of the prior ability of teachers to incorporate 5E{\textquoteright}s aspects in their usual teaching practices. Similarly, a total of 24 observations were done after teachers{\textquoteright} training. The collected data were tabulated in Microsoft Excel, and descriptive statistics were analyzed and presented. The overall mean scores on the teachers{\textquoteright} ability to apply 5E{\textquoteright}s educational model during lesson delivery on introductory mechanics were low before training and increased due to teacher training on the use of 5E{\textquoteright}s educational model. The main findings from this study revealed that 5E{\textquoteright}s educational model is more effective in stimulating students{\textquoteright} motivation and strong interaction and a better understanding of mechanics concepts through interactive activities, discrepant events, and computer simulations. Based on the findings of this study, some recommendations were suggested that would improve more physics students{\textquoteright} active learning.},
	keywords = {5E{\textquoteright}s educational model, active learning of mechanics, classroom observation, physics students, Rwanda, secondary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.179},
	url = {https://oaji.net/articles/2022/457-1645651104.pdf},
	author = {Nkurikiyimana, J. D. and Jean Uwamahoro and Kizito Ndihokubwayo}
}
@article {1585,
	title = {TOWARDS THE DIFFERENT: A CASE STUDY OF A SYRIAN ASYLUM SEEKER IN CROATIAN SCHOOL CONTEXT },
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {708-723},
	abstract = {Migrations and migrants have been in the focus of interest and activities of many governments, organizations, and institutions, both worldwide and in Croatia. According to international policies, children who seek or are under international protection have the right to education. To access the education system of the Republic of Croatia more easily, they are given the opportunity to attend Croatian language preparatory or remedial classes.
The research aim was to determine the needs and challenges posed by the inclusion of a Syrian asylum seeker in a Croatian primary school. The qualitative approach was applied. The case study presents a ten-year-old Syrian girl, attending a primary school in Zagreb. The data were gathered with the use of semi-structured interviews with the girl{\textquoteright}s sister, teachers in the primary school, and her classmates. In order to gain a deeper insight into the girl{\textquoteright}s functioning in the school context, notes made by teachers during observation of the girl{\textquoteright}s performance in the course of the educational process were gathered and analysed. Guidelines and recommendations were developed that could have a positive impact on quality inclusion of children refugees and asylum seekers in the Croatian education system.
},
	keywords = {children asylum seekers, educational process, qualitative research},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.708},
	url = {https://oaji.net/articles/2022/457-1667682935.pdf},
	author = {Irena Klasni{\'c} and Marina {\DJ}uranovi{\'c} and Marina Lucin}
}
@article {1546,
	title = {TREND OF EDUCATION RESEARCH IN PRE AND POST COVID19 PANDEMIC},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Editorial},
	chapter = {238-241},
	abstract = {Education research trends are related to the style of types or their directions conditioned by social demand or the specificity of cultural changes at a given time and place (Potyrala, 2020).  Accordingly, educational tendencies are of certain regularities with outlines in the development of ideas related to education and upbringing showing perspectives that can be predicted by describing models, planning research on future processes, as well as taking preventive measures.  Before the turn of the century, the education research was delving on the evolution of traditional face-to-face education towards digital education with the advancement of the technologies in developing 21st century students coming from the alpha, Y and Z generations. Trilling and Fadel (2009) foresaw the 21st century student need learning traditionally school subjects with contemporary content themes to be combined with the 21st century skills. },
	keywords = {educational tendencies, preventive measures, school subjects},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.238},
	url = {https://oaji.net/articles/2022/457-1651337912.pdf},
	author = {Margaret Kit Yok Chan}
}
@article {1576,
	title = {UPPER-SECONDARY SCHOOL STUDENTS{\textquoteright} CEREBRAL DOMINANCE AND LEARNING STYLES: THE MEDIATION OF CHRONOTYPES},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {602-616},
	abstract = {Learning styles, cerebral dominance and chronotypes are among the factors that have been determined to be effective on individuals{\textquoteright} learning. It is stated in the literature that these three variables are interrelated or affect each other. Therefore, the aim of the study is to determine the extent to which students{\textquoteright} cerebral dominance predicts their learning styles and whether chronotypes have an effect on this level of prediction as a moderating variable. In the research, the {\textquotedblleft}Morningness-Eveningness Stability Scale improved{\textquotedblright} (MESSI), the {\textquotedblleft}Kolb Learning Style Inventory{\textquotedblright} (KLSI) and the {\textquotedblleft}Hermann Brain Dominance Instrument{\textquotedblright} (HBDI) were used as data collection tools. The selection of upper-secondary schools included in the sample was made in a district of Antalya province with the convenience sampling method. The sample of 593 students who agreed to respond to the scale was formed from 9th, 10th, 11th, and 12th grade students studying at these upper-secondary schools in the 2021-2022 academic year. According to the analysis results of the structural equation model (SEM) obtained in the study, it was concluded that there were significant positive correlations between learning styles and the sub-dimensions of cerebral dominance; however, chronotypes did not significantly mediate the determined correlations. The findings of this study may provide implications for determining learning styles, which have proven effects on student performance in the teaching-learning process, and, by establishing relationships between individuals{\textquoteright} brain structures and chronotypes, the characteristics that direct learning preferences.},
	keywords = {cerebral dominance, chronotypes, learning styles, structural equation model, upper-secondary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.602},
	url = {https://oaji.net/articles/2022/457-1662401456.pdf},
	author = {Ay{\c s}eg{\"u}l Tongal and Miray Da{\u g}yar}
}
@article {1412,
	title = {ACHIEVING ACTIVE LEARNING AND DEEP LEARNING WITH MEDIA USING THE EXAMPLE OF TEACHING FINANCE},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {485-504},
	abstract = {The range of study programs in finance and the ways how to study due to place, time, and focus has increased in recent years. Students can choose what and how they want to learn. If someone finds an appropriate program he must decide to study face-to-face, online, or in a hybrid format.
Finance is often a duty in business administration or related study programs. For many students in those classes the financial topics are bleak. This leads to a passive consumption of contents and ends often in dropping out.
The aim of this research was to discuss methods to activate and keep learners motivated by using well selected media in teaching. To identify which media is used in teaching, a literature review was done. Teaching annual reports and other official reports available in English and/or German from several international educational institutions are read, compared, and analyzed. Additionally, secondary academic literature is checked for further examples.
In a first step, therefore, different techniques to active students, such as collaboration or interaction, are discussed critically on a literature base. In a second step, based on the techniques, a selection matrix was obtained that supports educators to select the right medium to deal with a certain technique. Many examples were found that might assist educators in the practical use of the selection matrix.
},
	keywords = {active learning in finance, media selection, motivation in higher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.485},
	url = {http://oaji.net/articles/2021/457-1623677088.pdf},
	author = {Alexander Zureck}
}
@article {1342,
	title = {ADOLESCENTS{\textquoteright} PREFERENCES FOR MEDIA CONTENT AND THEIR PERCEPTIONS OF DOMINANT VALUE ORIENTATIONS IN THE MEDIA},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {34-46},
	abstract = {Today, the media represent one of the main factors in the upbringing and education of adolescents due to the growing representation, availability of diverse content and more frequent use. In adolescence, the media have a special significance, because they greatly influence the preferences, attitudes, emotions, behavior, value orientations and the formation of adolescents{\textquoteright} identities. Starting from such an attitude, the preferences of upper-secondary school students for monitoring media content and their perceptions of value orientations that are promoted through the media were examined through the aim of the research. The media habits of adolescents and their perceptions of the value system in the media were determined through the survey technique. The study included 433 students from the Republic of Serbia. The results showed that there are significant differences in the preferences of adolescents in the choice of media content in relation to gender and type of school. A positive correlation was found in the monitoring of certain television content and values in the media, as well as in relation to musical affinities and values that are promoted through music videos. The results of research point out potential proposals for improving the media culture of adolescents and reducing the negative effects of the media. It is recognized as a potential solution in the development of media literacy of adolescents, i.e., the affirmation of their critical opinion about the messages and values that are promoted through the media.},
	keywords = {media literacy, media values, students{\textquoteright} media preferences, students{\textquoteright} perception, value orientations},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.34},
	url = {http://oaji.net/articles/2021/457-1612638623.pdf},
	author = {Bisera Jevti{\'c} and Danijela Milo{\v s}evi{\'c}}
}
@article {1343,
	title = {ANALYZING THE EXPERIENCES OF WOMEN PRINCIPALS IN PRIMARY SCHOOLS IN LIMPOPO PROVINCE, SOUTH AFRICA THROUGH SOCIAL JUSTICE THEORY},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {47-59},
	abstract = {School leadership research has provided extensive empirical evidence which shows that women as school leaders face challenges on many fronts. The objective of this study was to provide insight regarding the challenges that female primary school principals face, in the Waterberg Education District, Limpopo Province, South Africa. These challenges were in respect of the perception of staff members towards women as school principals. This study was qualitative and interpretive in nature. The theory of social justice was used as a theoretical framework. Social justice theorists argue that social institutions have the responsibility to dispense justice, fairness, and equity. The researcher used semi-structured in-depth interviews to gain rich descriptive data on the experiences relating to the leadership roles of the principals. Findings indicate that female principals face challenges, such as insubordination by male staff members, frustrations of not progressing beyond the position of principalship and sexual harassment.  This study is of great value as it extends the body of knowledge on the challenges that primary school women principals face in their leadership practices.},
	keywords = {insubordination, primary schools, self-esteem, self-image, sexual harassment, social justice, women principals},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.47},
	url = {http://oaji.net/articles/2021/457-1612638680.pdf},
	author = {Shuti Steph Khumalo}
}
@article {1508,
	title = {ATTACHMENT STYLES AND RISKY SEXUAL BEHAVIORS IN ADOLESCENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {928-941},
	abstract = {Infection with sexually transmitted diseases and unwanted pregnancies are risks associated with adolescents{\textquoteright} risky sexual behavior. Mental models of attachment relationships influence behavior and may influence adolescents{\textquoteright} involvement in sexual activities that are risky. This study explored whether attachment styles predicted adolescents{\textquoteright} involvement in risky sexual behavior. A correlational study design was adopted with 367 students from public secondary schools in Nairobi County taking part in the study. The Attachment Styles Questionnaire and Risky Sexual Behavior Scale were used to collect data. Multiple regression analysis was used to determine whether secure, preoccupied, dismissing or fearful attachment styles predicted students{\textquoteright} risky sexual behavior. The study found that preoccupied attachment style and secure attachment style had predictive effects on risky sexual behavior. Preoccupied attachment style was predictive of greater involvement in risky sexual behavior whereas secure attachment style was predictive of less risky sexual behavior. It was evident based on the findings that secure attachment style was protective against risky sexual behavior whereas preoccupied attachment style created vulnerability to risky sexual behavior. It was recommended that special attention should be paid to adolescents with insecure attachment styles in guidance and counseling programs aimed at discouraging adolescents{\textquoteright} risky sexual behavior and parents/guardians should be encouraged to be more nurturing towards their children in order to encourage formation of secure attachment which was protective against risky sexual behavior.  },
	keywords = {attachment anxiety, attachment avoidance, attachment styles, risky sexual behavior, secure attachment},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.928},
	url = {http://oaji.net/articles/2021/457-1639554182.pdf},
	author = {Walter Odera Owino and Newton Mukholwe Asakhulu and Jonathan Muema Mwania and Rose Mwanza}
}
@article {1435,
	title = {A BIBLIOMETRIC ANALYSIS OF COHESIVE SPEECH RESEARCH OF PRESCHOOLERS FROM 1970 TO 2020},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {611-625},
	abstract = {Cohesive speech has commonly become regarded as one of the essential aspects of language development, especially for pre-schoolers. This study aimed to shed light on the cohesive speech of pre-schoolers (CSP) knowledge base. Three hundred ninety-five publications close related cohesive speech research of 5-6-year-old children were collected from the Scopus database. By using the bibliometric approach, the results showed the growth rate of publications over time from 1970 to 2020. In this period, the top five countries, the United States, the United Kingdom, Australia, Brazil and France, have published over 60\% of total documents. Besides, four main interests of authors in this field were discovered: {\textquotedblleft}language development{\textquotedblright}, {\textquotedblleft}speech pathology outcomes{\textquotedblright}, {\textquotedblleft}speech therapy{\textquotedblright}, {\textquotedblleft}language intervention{\textquotedblright}. Among these themes, {\textquotedblleft}speech pathology outcomes{\textquotedblright} was the most relevant one. Another finding, in recent years, scholars focused on aspects of autism spectrum disorder of pre-schoolers. More importantly, the achievements of this discipline have considerably made positive contributions to various fields both in terms of theory and practice, especially in language and linguistics, speech and hearing, psychology, and medicine. Overall, these studies highlight the need for many other studies, particularly relevant to pre-schooling when new generations should be better prepared to be happy in school by their future cognitive developments.},
	keywords = {language development, language intervention, speech pathology outcomes, speech therapy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.611},
	url = {http://oaji.net/articles/2021/457-1628687277.pdf},
	author = {Ly Thi Bac La and Nga Thi Thu Nguyen and Anh Thi Thuy Truong and Thu-Giang Tran and The-Thang Nguyen}
}
@article {1362,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {191},
	abstract = {Contents, Vol. 79, No. 2, 2021},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1617434276.pdf},
	author = {Editorial Board}
}
@article {1402,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {339},
	abstract = {Contents, Vol. 79, No. 3, 2021, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1623676220.pdf},
	author = {Editorial Board}
}
@article {1478,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {693},
	abstract = {Contents, Vol. 79, No. 5, 2021, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1634799511.pdf},
	author = {Editorial Board}
}
@article {1501,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {833},
	abstract = {Contents, Vol. 79, No. 6, 2021, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1639553641.pdf},
	author = {Editorial Board}
}
@article {1339,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 79, No. 1, 2021},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1612638378.pdf},
	author = {Editorial Board}
}
@article {1427,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {511-512},
	abstract = {Contents, Vol. 79, No. 4, 2021, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1628686515.pdf},
	author = {Editorial Board}
}
@article {1409,
	title = {CORRELATES OF SCIENCE CLASSROOM TEACHING WITH SOUTHEAST ASIAN AND EAST ASIAN EIGHTH GRADERS{\textquoteright} SCIENCE ACHIEVEMENT IN TIMSS 2015 },
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {425-450},
	abstract = {Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that has been implemented by the International Association for the Evaluation of Educational Achievement (IEA) since 1995. This proposed study is aimed to identify the correlations of science classroom teachings with eighth graders{\textquoteright} science achievement in TIMSS among Southeast Asian and East Asian countries. The freely downloadable secondary data were analyzed using IEA{\textquoteright}s International Database (IDB) Analyzer (version 4.0) for TIMSS, a plug-in for SPSS. TIMSS uses an imputation methodology, involving plausible values, to report student performance. This study found that countries with higher average science achievement allocated higher percentage of educational hours for science teaching, students were taught the TIMSS science topics, students attended schools with science laboratories and have assistance available when conducting experiments, computer availability during science lessons, with science teachings were not limited by student needs, and less frequency of student absences. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders{\textquoteright} science performance in the forthcoming TIMSS assessments. },
	keywords = {classroom teachings, comparative study, science achievement, TIMSS},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.425},
	url = {http://oaji.net/articles/2021/457-1623676864.pdf},
	author = {Yoon Fah Lay and Khar Thoe Ng}
}
@article {1477,
	title = {COVER },
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {691-692},
	abstract = {Cover page, Vol. 79, No. 5, 2021, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1634799472.pdf},
	author = {Editorial Board}
}
@article {1500,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {831-832},
	abstract = {Cover page, Vol. 79, No. 6, 2021, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1639553519.pdf},
	author = {Editorial Board}
}
@article {1426,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {509-510},
	abstract = {Cover page, Vol. 79, No. 4, 2021, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1628686469.pdf},
	author = {Editorial Board}
}
@article {1361,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {189-190},
	abstract = {Cover page, Vol. 79, No. 2, 2021},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1617434220.pdf},
	author = {Editorial Board}
}
@article {1401,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {337-338},
	abstract = {Cover page, Vol. 79, No. 3, 2021, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1623676168.pdf},
	author = {Editorial Board}
}
@article {1338,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 79, No. 1, 2021, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1612638347.pdf},
	author = {Editorial Board}
}
@article {1503,
	title = {CYBERSPACE AS A SPACE: ANALYSIS OF METAPHORICAL STATEMENTS OF UNIVERSITY STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {838-857},
	abstract = {Over the last thirty years, technology has created a new space (cyberspace) where people meet each other, seek information, or simply try to navigate through. However, there is no consensus in research on the character of cyberspaces and the extent to which they are real. In the first systematic empirical research of this nature, the study found an answer to this question through a survey of metaphorical accounts of university students in Information Studies, and Librarianship (N=102) collected over three years (2019-2021). Cyberspace is a real space in students{\textquoteright} experiences, language, and thought structures. A space that allows movement, orientation, and search to be related with one another. An environment in which cognition, learning, and knowledge are structuring activities. Learning and cognition in this space occur differently than in the physical environment, which poses a challenge for developing specific didactic practices and social programs for students. Students perceive cyberspace as linked to the need to acquire new epistemic tools to help them overcome the crisis of knowledge they experience through this space.},
	keywords = {cyberspace, didactic practices, information literacy, metaphors, on life, pragmatism, tacit knowledge},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.838},
	url = {http://oaji.net/articles/2021/457-1639553887.pdf},
	author = {Michal {\v C}ern{\'y}}
}
@article {1485,
	title = {THE DESIGN AND IMPLEMENTATION OF A TEACHER TRAINING PROGRAM FOR IMPROVING TEACHERS{\textquoteright} DISASTER LITERACY: INTERDISCIPLINARY DISASTER EDUCATION PROGRAM (IDEP)},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {781-803},
	abstract = {The interdisciplinary aspect of natural disasters requires their correlation with more than one discipline and orientation for understanding and teaching the inevitable nature of disasters. This study aimed to design a teacher training program called the Interdisciplinary Disaster Education Program (IDEP) and reveal its effect on improving teachers{\textquoteright} natural disaster literacy. Furthermore, teachers{\textquoteright} opinions about program were examined. The mixed-method design was used in the study. The study participants consisted of 36 teachers (science, classroom, and social studies teachers) working on different subjects. Data were obtained using the Natural Disaster Literacy Scale and the survey for the IDEP. The data collected from the scale were analyzed using two-way mixed ANOVA. The qualitative data collected from the survey were subjected to content analysis. The results indicated that the IDEP statistically improved teachers{\textquoteright} natural disaster literacy. Moreover, the survey results highlighted that different instructional activities (experiments, modeling, workshops, rock/soil analysis, coding, augmented reality, and STEM applications, etc.) related to natural disasters contributed to a lot of professional and personal knowledge of teachers, particularly disaster management. },
	keywords = {disaster literacy, interdisciplinary education, mixed method, natural disaster, teacher training program},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.781},
	url = {http://oaji.net/articles/2021/457-1634800239.pdf},
	author = {Ay{\c s}eg{\"u}l {\c S}eyiho{\u g}lu and Ay{\c c}a Kartal and Ahmet Tekbiyik and Sezen Vekli, G. and Birinci Konur, K.}
}
@article {1429,
	title = {DISCURSIVE  FORMED TOPICS IN INFORMATION LITERACY: LITERATURE REVIEW AND HIGH SCHOOL STUDENTS{\textquoteright} PERSPECTIVES},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {516-543},
	abstract = {Information literacy is a critical topic in contemporary pedagogy and information science, it is ranked among the essential competencies for the 21st century, and in recent years, it has received increasing research interest. The problem, however, is that the research is focused mainly on primary and university (college) contexts and only rarely analyses secondary school settings. This paper, therefore, focuses on a group of high school students and on whether the literature{\textquoteright}s idea of their needs corresponds to their actual needs. Based on the analysis of 32 documents indexed in the Scopus and Web of Science databases, the paper identifies seven significant discursive areas addressed in the literature, both theoretically and empirically. These are the relationship of libraries and librarians to the development of information literacy, information evaluation, the relationship of information literacy and learning competencies, connection with other competencies, emphasis on constructivist approach, the social dimension of information literacy and its possible use for self-actualization. These topics form a specific research discourse, which they set out. In the second phase of the research, focus groups (8 groups in 4 schools, 41 students) on information literacy are studied through the seven essential discourses mentioned. Although our sample lacked reflections on the relationship between the library and high school students, the remaining six fundamental discourses appeared in the testimonies of high school students (Libraries and librarians, evaluation of information, learning competencies, connection with other literacy, constructivist approach, the social dimension of information literacy, information literacy as a means of self-actualization). The findings show that the main difference between literary discourse and student responses is in the perception of libraries as centres of information literacy development and that students prefer the school or their teachers in their place.},
	keywords = {focus groups, information evaluation, information literacy, media literacy, overview study},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.516},
	url = {http://oaji.net/articles/2021/457-1628686733.pdf},
	author = {Michal {\v C}ern{\'y}}
}
@article {1363,
	title = {DRAWINGS TO LEARN SCIENCE: SOME REFLECTIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Editorial},
	chapter = {192-193},
	abstract = {Teacher needs to reinvent himself or herself all the time, proposing activities in the classroom that enable students to build and reconstruct knowledge. Particularly in science, this knowledge is mediated through scientific models, often inaccessible to students{\textquoteright} understanding. For the comprehension of a chemical reaction, for example, the student is invited to imagine how the interactions between the particles would be, the atomic rearrangement, totally abstract thought and based on models, often expressed by visualizations, that need to be constantly constructed and reviewed by students. However, how to revise these abstract concepts? What strategies could be used? The answer to these questions is complex, but we would like to propose a reflection on the use of drawings, as a possibility, among so many existing ones.},
	keywords = {metacognition, metavisual activity, pandemic isolation, self-regulation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.192},
	url = {http://oaji.net/articles/2021/457-1617434387.pdf},
	author = {Locatelli, S. W.}
}
@article {1366,
	title = {THE EFFECT OF EXPERIENCE ON REDUCING THE OVERCONFIDENCE EFFECT IN TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {220-228},
	abstract = {Being overconfident in one{\textquoteright}s abilities is connected to poor self-judgment and it is essential to find ways how to reduce this phenomenon. The aim of the study was to research whether the act of taking a reading literacy test can be an effective means of reducing the overconfidence effect in the sample of Slovak teachers. Using purposive sampling method, a sample of 225 teachers from across school levels was obtained. The levels of overestimation (OE) and overplacement (OPE) effects were compared before and after having undergone the reading literacy test. The results showed that even just taking the test can reduce OE and to a lesser degree also OPE in all participants regardless of the feedback, which was in contrast to the original belief that just the experience itself does not affect overconfidence. Greater reduction in OE was observed in less competent participants, whereas none was observed among the more competent. These results showed that experience is also a form of debiasing.},
	keywords = {debiasing overconfidence, effect of experience, overconfidence effect, overestimation effect},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.220},
	url = {http://oaji.net/articles/2021/457-1617434620.pdf},
	author = {Robert Krause}
}
@article {1344,
	title = {THE EFFECT OF THE ACTIVITIES WITHIN THE SCOPE OF THE 2023 EDUCATION VISION DOCUMENT ON TEACHERS{\textquoteright} PROFESSIONAL IMAGE PERCEPTIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {60-79},
	abstract = {This research aimed to present the effect of the activities conducted within the context of the 2023 Education Vision Document on the perceived teacher image by determining teachers{\textquoteright} perceptions in regards to the teacher image existing in today{\textquoteright}s society. The qualitative research was conducted with the phenomenology design. The research group was composed of teachers (n=57) who completed a non-thesis master{\textquoteright}s degree program in the field of Classroom Teaching at Amasya University, Institute of Social Sciences during 2016-2018 academic years. The research data were obtained from teachers{\textquoteright} written statements provided for the open-ended questions in the question form developed by the researcher. Content analysis method was used in the analysis of the collected data. While the participating teachers generally emphasized the sanctity of the teaching profession in their answers, they also stated that the perceived image of the teaching profession in today{\textquoteright}s society was basically negative. The variables affecting the perception of the teaching profession in society were classified under the following themes: sociological changes, local practices, employee rights, policy makers, media, parents, students, teachers, teacher training and qualification of prospective teachers. Teachers{\textquoteright} suggestions to contribute to the image of the teaching profession were gathered under the themes of teacher motivation, teacher training, employee rights, media, innovative practices and training support for teachers. In the context of the obtained data, it can be argued that some of the actions have been put forward so far in regards to 2023 Education Vision Document, and the practices expected to be implemented in the near future will positively contribute to the perceived image of the teaching profession in society.},
	keywords = {2023 education vision document, teacher image, teacher{\textquoteright} image perceptions},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.60},
	url = {http://oaji.net/articles/2021/457-1612638745.pdf},
	author = {{\.I}lker K{\"o}sterelio{\u g}lu}
}
@article {1407,
	title = {EMERGING EDUCATIONAL DESIGN IN ONLINE TRAINING IN HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {397-411},
	abstract = {Universities are living in a time of major transitions regarding the challenge of rethinking and transforming the current pedagogical models so they can respond to the needs of the global knowmad society. In this study, the Design-Based Research (DBR) approach is used to address the improvements of two emerging pedagogical designs in e-learning in the university context: the model of the Center for Research in Education and ICT (CIIET) of the University of Santiago de Chile (Chile) and the model developed by the Education Node research group of University of Extremadura (Spain). The main focus of these models is the student, who by developing activities based on the resolution of a contextualized problem and using new strategies, accompanied by open resources for resolution, resulting in a learning outcome that can be achieved and measured through assessment. This work aims to advance in identifying of some pedagogical keys for the design of online training scenarios that promote environments of production, research, and open dissemination of best practices, to experience new creative forms and collaborative learning, which have emerged within the hyper connected society and the net-culture. },
	keywords = {higher education, instructional design, open educational resources, research-based design},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.397},
	url = {http://oaji.net/articles/2021/457-1623676687.pdf},
	author = {Mar{\'\i}a Rosa Fern{\'a}ndez-S{\'a}nchez and Juan Silva-Quiroz}
}
@article {1405,
	title = {EMOTIONAL INTELLIGENCE AND STUDENTS{\textquoteright} ACADEMIC ACHIEVEMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {360-380},
	abstract = {Emotional Intelligence (EI) is essential attribution among school learners of today. In this respect, determination and normalization of the measures to investigate and recognize dimensions levels help educators have a successful intervention and increase students{\textquoteright} academic achievement level. This research aimed to explore the relationship between Emotional Intelligence (EI) and the academic achievement of Arabic basic school students in China. Further, it also sought to determine the level of students{\textquoteright} emotional intelligence and motivation to learn.  The research aims are addressed through a tool that explores emotional intelligence and motivation. A 60-item for initial emotional intelligence scale was utilized and analyzed to test their psychometric properties by pilot testing.  A final total of 303 students with ages ranged between 12-16 years old participated in the research. The research findings suggested the final formulation of items of the emotional intelligence scale that can measure the levels of emotional intelligence of students along with a significantly positive relationship to academic achievement. There were statistically significant differences in the respondents{\textquoteright} level of emotional intelligence according to the gender variable. In comparison, there were no statistically significant differences in the respondents{\textquoteright} level of emotional intelligence according to the grade variable. Recommendations of the research were presented.},
	keywords = {academic achievement, development and relationship, emotional intelligence, factor analysis},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.360},
	url = {http://oaji.net/articles/2021/457-1623676500.pdf},
	author = {Abdo Hasan AL-Qadri and Wei Zhao}
}
@article {1513,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {1011-1014},
	abstract = {End page, Vol. 79, No. 6, 2021, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1639554640.pdf},
	author = {Editorial Board}
}
@article {1487,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {826-830},
	abstract = {End page, Vol. 79, No. 5, 2021, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1634800515.pdf},
	author = {Editorial Board}
}
@article {1373,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {336},
	abstract = {End page, Vol. 79, No. 2, 2021},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1617435192.pdf},
	author = {Editorial Board}
}
@article {1413,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {505-508},
	abstract = {End page, Vol. 79, No. 3, 2021, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1623677144.pdf},
	author = {Editorial Board}
}
@article {1440,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {689-690},
	abstract = {End page, Vol. 79, No. 4, 2021, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1628687649.pdf},
	author = {Editorial Board}
}
@article {1350,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {188},
	abstract = {End page, Vol. 79, No. 1, 2021},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1612639060.pdf},
	author = {Editorial Board}
}
@article {1432,
	title = {ENVIRONMENTAL AWARENESS OF CIVIL ENGINEERS IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT OF SOCIETY},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {568-584},
	abstract = {In the context of the man-made burden on the natural environment, the issues of developing civil engineering students{\textquoteright} environmental awareness are important and particularly relevant to low environmental security countries, which include Ukraine. The authors emphasize the need for broad implementation of the Concept of Sustainable Development in professional training of civil engineering students, determine the level of their environmental awareness, compare the levels of formation of environmental awareness components, and pursue to identify effective ways to environmentalize engineering training. The study involved the students of Donbas National Academy of Civil Engineering and Architecture. The authors selected the semi-structured questionnaire method combining rating, Likert and importance scales, alternative and unstructured questions, as well as elements of the Azapagic and the Naturafil techniques. The results did not prove the formation level of the civil engineering students{\textquoteright} environmental awareness to be unsatisfactory. It was also found that the civil engineering students have steady environmental beliefs and are willing to comply with environmental norms in their activities. This fact brought the authors to the conclusion that the current practice of higher technical education in Ukraine takes account of sustainable development.  The level of the civil engineering students{\textquoteright} environmental knowledge was also determined as sufficient, while their environmental activity and environmental management skills were seen as low. According to the authors, the use of integrated and practice-oriented approaches to teaching professional subjects and the introduction of environmental topics into general education subjects will contribute to strengthened environmentalization of professional training of civil engineers.},
	keywords = {civil engineer, environmental awareness, higher school, sustainable development, technical education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.568},
	url = {http://oaji.net/articles/2021/457-1628686998.pdf},
	author = {Inna Khyzhniak and Vasyl Kravets and Larysa Lysak and Vita Hryhorieva}
}
@article {1411,
	title = {EVALUATING DISTANCE EDUCATION IN SERBIA DURING THE COVID-19 PANDEMIC},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {467-484},
	abstract = {Education is a significant factor which contributes to overcoming social, economic, health, ecological and other challenges. During a pandemic, formal education adapts to ongoing circumstances, and the learning-teaching process transitions to distance education. A study of the advantages and disadvantages of the realization of certain modalities of distance education is significant as it contributes to the improvement of its quality. The aim was to determine how the citizens of Serbia evaluated the quality of distance education during the COVID-19 pandemic. The research questions focused on how they evaluated: distance education based on modality (via Radio Television of Serbia, Google Classroom, Google Meet, Zoom, Viber groups, WhatsApp), the level of involvement of the learners/students during distance learning classes, the quality and extent of their acquired knowledge, and the level of skills that teachers need to effectively teach in distance education. The study presents the results of a survey carried out in 2020 on a sample of 602 adult Serbian citizens. The results confirm the initial hypothesis that certain modalities of distance education received a highly positive evaluation (Google Classroom, Google Meet, Zoom), and that teachers, learners/students, and other citizens provided statistically significant different evaluations of their quality (classes for primary and secondary school students broadcast on the Radio Television of Serbia; classes via Viber groups, on WhatsApp). Citizens feel that distance education enables efficient learning-teaching during the pandemic, confirming the importance of modern technologies for the learning-teaching process in Serbia, and the need for their continued intense development and application in education.  },
	keywords = {distance education, learners/students, Serbia, teachers{\textquoteright} skills, the COVID-19 pandemic},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.467},
	url = {http://oaji.net/articles/2021/457-1623677009.pdf},
	author = {Markovi{\v c} Krsti{\'c}, S. V. and Milo{\v s}evi{\v c} Radulovi{\'c}, L. R.}
}
@article {1483,
	title = {EVALUATION OF LOGGER PRO INNOVATIVE TECHNOLOGY SUPPORTED APPLICATIONS IN THE SCOPE OF STEM},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {751-766},
	abstract = {Although advanced technological tools and equipment are used effectively in daily life, the inability of all students to access high-tech experiment applications in high schools negatively affects disadvantaged student groups in the further education process. The main purpose of the research evaluates students in four different categories about 10th-grade illuminance subjects by using Logger Pro technology within the scope of STEM. The study was carried out with 84 students at the school where the researcher taught in the fall semester of the 2019-2020 academic year. Within the scope of action research, qualitative and quantitative methods were used together. Quantitative findings were evaluated with SPSS and qualitative findings were evaluated with content analysis. Based on the research findings, it is revealed that the use of experimental content supported by innovative technology within the scope of science in high schools make a significant contribution in three categories within the scope of hopes and goals for STEM. Making applications supported by Logger Pro with technological content in schools improves the responsibilities of students in homework, contributes to their successful graduation from high schools and enables them to get into the departments they want in the university. These practices cause students to enjoy the professions they will choose in the future and help them reach their favorite professions by working harder. },
	keywords = {experimental content, innovative technology, physics teaching, STEM},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.751},
	url = {http://oaji.net/articles/2021/457-1634800052.pdf},
	author = {Ahmet Kuma{\c s}}
}
@article {1364,
	title = {EXAMINATION OF SYSTEM OF TRANSITION TO UPPER-SECONDARY SCHOOLS FROM LOWER-SECONDARY SCHOOLS IN TERMS OF STUDENT, CLASS, AND SCHOOL LEVEL VARIABLES},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {194-206},
	abstract = {Central exams which are reflection of structure of education systems determine many schooling processes. Especially, scores coming from these exams are indicators for student performance.  Transition to upper-secondary school from lower-secondary school is based on {\textquotedblleft}System of Transition to Upper-Secondary Schools{\textquotedblright} (LGS). The current study aimed to examine the relationship between scores on System of Transition to High Schools (LGS) and student, classroom, and school level variables. The design of the study is a correlational research. The random sample consisted of 731 students from 47 classrooms in the 15 lower-secondary schools. Secondary data coming from educational institutions via school information form were analyzed by Hierarchical Linear Modelling (HLM). School success score as a student-level variable, experience of a class teacher as a classroom-level variable, and a number of exam branch teachers, and a number of teachers assigned in support and training courses as school-level variables predicted significantly students{\textquoteright} performance in LGS. Considering the results of the current study, activities for professional development of teachers is recommended urgently to increase performance of the students. },
	keywords = {educational policy, HLM, Student performance, teacher experience, transition to upper-secondary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.194},
	url = {http://oaji.net/articles/2021/457-1617434461.pdf},
	author = {Hasan Y{\"u}cel Ertem}
}
@article {1512,
	title = {EXAMINING EMPLOYMENT QUALITY AMONG FEMALE IMMIGRANT TRAINEES IN TAIWAN},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {993-1010},
	abstract = {This study examined a proposed model of employment quality among female immigrants after their participation in vocational training in Taiwan, drawing on the developmental-contextual model of career development. It simultaneously tested the relationship between the distal contextual variable (i.e., perceived Taiwanese attitudes toward immigrant women (PTAs)), proximal contextual variables (i.e., vocational training experiences (VTEs) and social support (SS)), the individual-level variable (i.e., self-perceived employability (SPE)), and employment quality (EQ) in the model. A questionnaire survey was conducted among 447 female immigrant trainees who had worked for over 6 months after vocational training in Taiwan. The results supported the proposed model based on the developmental-contextual approach, which explained 56.9\% of the variance in EQ. The results further revealed that PTAs positively affected SPE, VTEs and SS. In turn, VTEs and SS positively directly and indirectly affected EQ through their impacts on SPE, and SPE positively influenced EQ. The three most important factors that determined the EQ of immigrant women who participated in vocational training were VTEs, SPE, and PTAs.},
	keywords = {career development, employment quality, immigrant women, vocational training},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.993},
	url = {http://oaji.net/articles/2021/457-1639554596.pdf},
	author = {Ya-Ling Wu}
}
@article {1511,
	title = {EXPLORING THE EFFECTS OF IMPLEMENTING GUIDED READING APPROACH TO ENHANCE THE READING PROFICIENCY OF ENGLISH SECOND LANGUAGE LEARNERS IN SOUTH AFRICA},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {971-992},
	abstract = {Guided reading (GR) approach has been shown to have positive effect on reading fluency and comprehension. However, most studies on GR have focused on primary schools, specifically the Foundation Phase. Therefore, this study employed the GR approach to examine its possible effects on the reading proficiencies of Grade 9 English Second Language (ESL) learners in Gauteng province. Social and cognitive constructivism underpinned the study, which employed action research to determine the possible effects of implementing GR on the reading proficiencies of a sample of eight Grade 9 ESL learners who were purposively selected to participate in this study. Data were collected through interviews, observations, and reflection cards, oral and written reading tests. Results indicated that GR approach had caused a significant improvement in these learners{\textquoteright} reading fluency and comprehension because of collaborative learning and scaffolding. In addition, GR also developed a sense of ownership in their learning, a sense of community and innovative and inquisitive minds. The study recommends that learners who struggle with reading be identified early, and GR intervention strategies be implemented and monitored. Every school needs to have a reading policy and the Education Department should ensure that it is implemented and monitored.},
	keywords = {guided reading, reading comprehension, reading fluency, reading proficiencies, second language},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.971},
	url = {http://oaji.net/articles/2021/457-1639554504.pdf},
	author = {Esther Molebogeng Thage and Patricia Namayammu Mokgosi and Jane Tozama Mthembu}
}
@article {1410,
	title = {FACTORS CONTRIBUTING TO POOR LEARNER PERFORMANCE IN MATHEMATICS: A CASE OF SELECTED SCHOOLS IN MPUMALANGA PROVINCE, SOUTH AFRICA },
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {451-466},
	abstract = {Learners{\textquoteright} mathematics performance globally and locally has been a major concern. Learners are generally not performing well in mathematics. This is also true of learners in Kwagga West Circuit, Nkangala district in Mpumalanga province of South Africa. Performing badly in the subject negatively affects them, preventing them from progressing to the next grades. This research employed a qualitative case study design with observation and semi-structured interviews with a sample of three school management team (SMT) members, six teachers, nine learners, and three parent component members of the school governing body (SGB) to determine factors affecting learner performance in mathematics in the senior phase. The results showed that numerous factors influenced learners{\textquoteright} confidence and performance. The factors found to have an impact on mathematics performance were learner related, such as ill-discipline, language barriers and learner attitudes. Teachers{\textquoteright} factors included lack of pedagogical content knowledge and skill, and lack of appropriate professional training. Finally, the study offers suggestions for further research and recommendations regarding learners, teachers, schools, school management teams, the parents, as well as for the national education ministry.},
	keywords = {case study design, poor performance, qualitative research, senior phase},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.451},
	url = {http://oaji.net/articles/2021/457-1623676933.pdf},
	author = {Nomsa Mabena and Patricia Namayammu Mokgosi and Selina Serole Ramapela}
}
@article {1372,
	title = {THE FLIPPED CLASSROOM: MEDIA HYPE OR EMPIRICALLY BASED EFFECTIVENESS?},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {312-332},
	abstract = {Few teaching concepts have received as much attention in recent years as the Flipped Classroom (FC). This is clearly linked to media attention on the concept, which is currently being intensified by the Corona pandemic. In this research, the media rise of the concept is explained and the discrepancy between popularity and empirically validated research results is clarified. While the literature basis for the FC has grown enormously over the last decade, reviews and initial meta-analyses have shown, through their filter criteria, that not many of studies can meet scientific standards. The comparison of individual studies is particularly difficult, because there is no uniformly accepted framework and no uniform definition of the concept. For this reason, one of the goals of this research was to give an overview of the variety of FC definitions, discuss its most controversial characteristics, and to provide the key elements for a definition of the FC. A comparison of selected studies and reviews shows an assessment of the effectiveness of the teaching concept. The findings shed light on potential problems and challenges, and provide directions for future research. },
	keywords = {active learning, digitalization of education, e-learning, flipped classroom},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.312 },
	url = {http://oaji.net/articles/2021/457-1617435140.pdf},
	author = {Lars-Frederik Wei{\ss} and Gunnar Friege}
}
@article {1436,
	title = {GOOGLE CLASSROOM: BEYOND THE TRADITIONAL SETTING},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {626-639},
	abstract = {This research explored the participants{\textquoteright} use of Google Classroom and evaluated its acceptability using the Technology Acceptability Model (TAM). The respondents were limited to 56 teachers enrolled in the research methodology class in a graduate school of a certain university in Bulacan during the first semester of the school year 2019-2020. The study utilized a mixed-method design. Triangulated were the result of the TAM survey, the analysis of the open-ended survey, and the record of the submission frequency of the respondents through Google Classroom. The descriptive approach was also utilized to describe the respondents{\textquoteright} technology acceptance when using Google Classroom through the administration of the TAM survey questionnaire. The study also determined which TAM factor affected the consistency of the use of Google Classroom the most. Among the factors, actual system use appeared to have significantly affected the respondents{\textquoteright} consistency of using Google Classroom. A separate open-ended survey was conducted to verify the data derived from the TAM survey questionnaire. The open-ended survey revealed that despite the difficulty of having a good internet connection, all of the respondents agreed that Google Classroom is very useful, easy to use and would recommend its use to others.  The consistency of actual use, through online submission, was recorded and served as the dependent variable. In terms of consistency, it was observed that 62.5\% of the respondents were able to submit 11 to 12 out of 12 total number of activities through Google Classroom.  It was concluded that the use of Google Classroom, though a new experience, made them realize how their life as a teacher can be more comfortable with the use of this technology. },
	keywords = {active system use, behavioral intention, Google Classroom, perceived ease of use, perceived usefulness, technology acceptance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.626},
	url = {http://oaji.net/articles/2021/457-1628687350.pdf},
	author = {Joseline M. Santos}
}
@article {1341,
	title = {THE IMPACT OF SECONDARY EDUCATION ON THE LEVEL OF FINANCIAL LITERACY: THE CASE OF SLOVAKIA},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {13-33},
	abstract = {Financial literacy, specifically its measurement and education in this field, is a very current topic. The main aim of this research was to find out whether secondary school education had a positive impact on the level of student{\textquoteright}s financial literacy and to identify other important factors that affected its level. All 363 first-year bachelor{\textquoteright}s students of the Faculty of Operations and Economic of Transport and Communications (FPEDAS), University of Zilina, Slovakia, took part in the research.
The research consisted of two parts {\textendash} a questionnaire and a test. The questionnaire focused on demographic, educational, and socio-economic factors influencing students{\textquoteright} financial literacy. The test included items aimed at finding out whether students could correctly define selected concepts of the financial area, whether they understood these concepts, and were able to analyze them.
The most important finding of the research was that the number of lessons dedicated to mathematics and financial literacy in secondary school did not have a statistically significant impact on the level of student{\textquoteright}s financial literacy. On the contrary, the level of financial literacy was correlated with the overall performance of the student at the secondary school and the type of secondary school the student attended. The research also aimed to verify the hypothesis that the student{\textquoteright}s study program affected the level of his or her financial literacy.
It turns out that increasing the number of mathematics or financial literacy lessons is not sufficient to improve financial literacy levels, but more important is teacher education, the content and form of the education and the effectiveness of the teaching process.
},
	keywords = {bachelor study program, financial literacy, secondary education, tobit regression model},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.13},
	url = {http://oaji.net/articles/2021/457-1612638560.pdf},
	author = {Patrik B{\"o}hm and Gabriela B{\"o}hmov{\'a} and Vikt{\'o}ria {\v S}imkov{\'a} and Jana Gazd{\'\i}kov{\'a}}
}
@article {1370,
	title = {THE IMPACT OF TEACHER PROFESSIONAL DIARY ON THEIR REFLECTIVE, COMMUNICATIVE AND PROFESSIONAL SKILLS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {273-295},
	abstract = {Teacher professional diaries are teacher reflections on their own and their colleagues{\textquoteright} observed practice. They are effective tools of increasing teacher qualification. Few research studies worldwide, while no such research studies in Georgia have been conducted on the impact of the application of reflective diaries on teachers{\textquoteright} reflective, communicative, and professional skills. Therefore, the aim of the research was to find out whether teachers{\textquoteright} reflective, communicative, and professional skills developed as a result of the application of reflective diaries, and if so, to what degree they increased. Quantitative research (an experiment with participation of 62 teachers) was held, with an experimental group whose participants wrote reflective diaries for 9 weeks and a control group which did not undergo any special treatment. A 5-point Likert scale questionnaire was developed, and its reliability and validity were assessed. Pre-experimental and post-experimental self-assessment questionnaire was held, the results were assessed and compared through descriptive statistics and a T-test. The results revealed that there was a positive average relationship between the application of diaries and reflective thinking, communicative and professional skills. According to the study results, the application of teacher reflective diary can be recommended as an effective tool for the development of reflective thinking, communication, and professional qualification.       },
	keywords = {communicative skills, professional skills; reflection diary, reflective thinking skills},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.273},
	url = {http://oaji.net/articles/2021/457-1617434979.pdf},
	author = {Eka Tkavashvili}
}
@article {1486,
	title = {INCLUSIVE DIAGNOSTICS AND STIMULATION OF SOCIALLY DISADVANTAGED CHILDREN OF A PRE-SCHOOL AGE: EXPERIMENTAL VERIFICATION},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {804-825},
	abstract = {The research focuses on the diagnostics and stimulation of socially disadvantaged children of a pre-school age, which is a crucial component of inclusive education. The aim of the research was to experimentally verify through input and output orientation diagnostics the effectiveness of the stimulation program for 5 to 6 year old socially disadvantaged children in kindergartens. The results of the input and output orientation screening of 5 to 6 year old children from the experimental and control groups were analysed. Furthermore, the effectiveness of the stimulation program intended for the training of areas of deficits of partial functions and symptoms in the experimental group was verified, and conclusions and recommendations for pedagogical theory and practice in the area of inclusive approaches at the pre-primary stage of the school system were formulated. The research demonstrated that the experimental group of children achieved statistically significantly better results in the post-test, focused on the area of symptoms measured by the t-test, than the control group. It was also confirmed that both groups of socially disadvantaged children (control and experimental) achieved statistically significantly better results in the post-test, focused on the area of deficits of partial functions, than in the pre-test.},
	keywords = {inclusive diagnostics, inclusive education, pre-school age, socially disadvantaged children},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.804},
	url = {http://oaji.net/articles/2021/457-1634800451.pdf},
	author = {Viera {\v S}ilonov{\'a} and Vladim{\'\i}r Klein and Ivana Rochovsk{\'a}}
}
@article {1347,
	title = {IN-SERVICE TEACHERS{\textquoteright} PERCEPTIONS OF THE EFFECTIVENESS OF THEIR PRE-SERVICE ART EDUCATION PROGRAM IN UGANDA},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {118-132},
	abstract = {This research aimed to determine IVATs{\textquoteright} perceptions of the effectiveness of their pre-service visual arts program in equipping them with the professional skills needed in VA teaching. Prompted by the persistent complaints about the teachers{\textquoteright} lack of competencies that they should have acquired during their pre-service art teacher preparation, it specifically examined the VAC focusing on content, teaching methods, resources and assessment in VA and their relationship to the content gap IVATs are observing in VA teaching at the secondary school level. A qualitative approach was used to solicit participants{\textquoteright} views about the effectiveness of their pre-service teacher education. The research was supported by the constructivist and interpretive philosophies which offer IVATs as well as tutors with the opportunity to construct their knowledge through social interaction, communication, and inquiry learning. The research was carried out at Makerere University-School of Education, which was conveniently selected because all the IVATs who participated in this research were students in this University. The researchers used a probabilistic sampling technique which uses a simple random sampling. A lottery method was used to select the desired number of 30 out of the 42 IVATs in total. Semi-structured interviews were used to collect data from 5 focus groups of second and third year IVATs. Findings revealed that there was inadequate content coverage, less use of active teaching methods, and concentration on summative assessment. The researchers recommended that the M.o.E.S together with NTCs restructure the VAC to allow adequate content coverage, use of active teaching methods and use of formative assessment for they equip the learners with knowledge and skills required in VA teaching. },
	keywords = {constructivism, in-service visual arts teachers, qualitative research, visual arts education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.118},
	url = {http://oaji.net/articles/2021/457-1612638947.pdf},
	author = {Julius Ssegantebuka and Patrick Sserunjogi and Ritah Edopu and Timothy Tebenkana and John Bosco Kanuge}
}
@article {1406,
	title = {INSTRUMENTS TO ACCESS THE CHEMISTRY PEDAGOGICAL CONTENT KNOWLEDGE: AN INTEGRATIVE REVIEW},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {381-396},
	abstract = {This research presents an integrative review about the methodological procedures adopted in the research of the Chemistry PCK, with the aim of identifying the data collection instruments used to explain the PCK in this field, seeking to observe its frequency of use and also contribute to the advancement of knowledge established by previous reviews. 89 articles published in magazines well evaluated by CAPES were selected, indexed to the Scopus (Elsevier) database. The treatment of the data was based on the technique of content analysis, resulting in six categories constructed a posteriori: a) period of publications; b) country of origin of the research; c) relationship to a specific topic; d) the teaching experience of the target audience; e) research approach and data collection instruments; and f) the use of PCK models as a theoretical framework. The results suggest a methodological predominance of a qualitative nature, with interviews, field diaries, observation of the practice, and questionnaires some of the most used instruments. Besides, a trend related to the specification of topics in the Chemistry discipline can be identified, as well as the lack of clarity regarding the variety of PCK models present in the literature and the failure to adopt these as a theoretical basis in most of the research studies analysed. There is also an express need to investigate the PCK of Chemistry teachers in practice in higher education since the results reinforce the scarcity of papers for this specific audience.},
	keywords = {chemistry teaching, data collection instruments, professional knowledge, teacher training, teacher{\textquoteright}s knowledge},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.381},
	url = {http://oaji.net/articles/2021/457-1623676595.pdf},
	author = {Roli{\'e}n J. V. Cirilo and Elaine A. Colagrande}
}
@article {1346,
	title = {INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS OF TEENAGE MOTHERS RESILIENCY IN OVERCOMING ADVERSITIES IN PREGNANCY AND EARLY MOTHERHOOD IN SOUTH AFRICA},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {104-117},
	abstract = {The phenomenon of teenage motherhood is a major concern worldwide. The teenage mothers endure many challenges that could affect their academic goals and successes if there is insufficient support. However, some teenage mothers manage to develop certain forms of flexibility to manage these adversities. This study explored the teenage mothers{\textquoteright} resiliency in overcoming adversities in pregnancy and early motherhood at a rural high school in South Africa. Within the Interpretative Phenomenological qualitative paradigm, an exploratory case study research design was adopted. 10 participants (N=10) were selected from a rural high school district using a purposive sampling technique. The study employed semi-structured interviews to collect data. The findings demonstrated that teenage mothers were resilient to continuing and completing their schooling by adopting self-motivation and school and family support. This study suggested that the South African Department of Education should develop a training programme for teenage mothers on psychosocial adjustment mechanisms to help them cope with their situations.},
	keywords = {interpretative phenomenological analysis, rural high school, teenage mother resiliency, teenage motherhood, teenage pregnancy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.104},
	url = {http://oaji.net/articles/2021/457-1612638878.pdf},
	author = {Robert Kananga Mukuna and Peter J. O. Aloka}
}
@article {1408,
	title = {INTERTWINING MATHEMATICAL MODELING WITH ENVIRONMENTAL ISSUES},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {412-424},
	abstract = {Since contemporary learning theories, strategies and models offer the interdisciplinary approach, educators need new pedagogical alternative ways to attain it in practicum. For this reason, the current research aimed to illustrate how to intertwine mathematical modeling with an environmental issue that recruits waste management (e.g., reuse-recycle-reduce) to live an environmentally friendly lifestyle. Through a case study research, 6 seventh-grade students (3 females and 3 males; aged 13-14) voluntarily participated in the research. The researchers videotaped and analyzed all interactive learning processes to elicit the students{\textquoteright} environmental dialogues. The results indicated that the interdisciplinary mathematical modeling afforded the students to acquire the targeted environmental concepts/issues and somewhat supported their arguments. Since the current research illustrates an alternative pedagogy to integrate science/environmental education into mathematics, it may be used to facilitate dissemination and applicability of the STEM education. },
	keywords = {environmental issues, interdisciplinary approach, mathematical modeling},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.412},
	url = {http://oaji.net/articles/2021/457-1623676777.pdf},
	author = {Ramazan G{\"u}rb{\"u}z and Muammer   {\c C}al{\i}k}
}
@article {1505,
	title = {INVESTIGATION OF USE CASES OF MATHEMATICS TEXTBOOKS IN THE TEACHING PROCESS FROM A DEVELOPMENTAL PERSPECTIVE},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {880-893},
	abstract = {It is important to determine the behaviors of primary school pre-service teachers, who have successfully completed the "Mathematics Textbook Review" course during their undergraduate education, regarding the use of textbooks in their professional life. Therefore, it is important to determine the approaches of pre-service teachers who have positive ideas about using the mathematics textbook in their undergraduate education and the reasons for these approaches in the process after starting the profession. This research was designed with a developmental perspective from qualitative research approaches and was conducted with two different study groups in Turkey. The first study group consists of 162 primary school mathematics pre-service teachers. The second group consists of 43 primary school mathematics teachers who worked for at least two years in their professional life. As a result of the research, more than half of the pre-service teachers (n=132) stated that they would use textbooks as a basic resource in the in-class teaching process. Pre-service teachers{\textquoteright} reasons for using the course book in the classroom teaching process were grouped under four categories: "it is a guide for teaching, homework, affordability, and opportunity for repetition". When the data obtained from the mathematics teachers were examined, it was determined that most of the teachers did not use the textbook as the main source in the classroom teaching process. When the obtained data are examined holistically, it is concluded that even though the rate of pre-service teachers thinking of using the textbook is high, this rate will decrease in professional life.},
	keywords = {developmental perspective, mathematics teacher, mathematics textbook, pre-service teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.880},
	url = {http://oaji.net/articles/2021/457-1639554024.pdf},
	author = {Nurullah Yazici}
}
@article {1349,
	title = {LATE ADOPTION OF PREVENTIVE MEASURES OF ONLINE PRIVACY IN MEXICAN AND COLOMBIAN UNIVERSITY STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {162-184},
	abstract = {One of the educational challenges faced by Latin American universities is the development of digital citizenship competence in their students on issues of digital identity, security and privacy online. The aim of the study was to identify the perception of Mexican and Colombian university students towards the preventive measures of online privacy. For that purpose, a mixed-cut study was carried out. For the quantitative part, a survey made up of 20 items was applied to 1,245 university students. Meanwhile, for the qualitative part, 42 university students were asked to answer open questions. The quantitative analysis was carried out using descriptive and inferential statistics for data by country and gender. In order to test the hypotheses about the existence of significant differences, the Kruskal-Wallis test was chosen. While for the qualitative part, the university student responses were transcribed, the information was organized, and the main contributions of the students were presented. The results indicate that Mexican and Colombian university students have a favorable attitude towards preventive measures of online privacy. No significant differences were detected in the items on preventive measures of online privacy with respect to the variables Country, and Gender. The stories of the university student show a late development in the attitudes and skills regarding preventive measures of online privacy that begins with entering university, and that is consolidated over time. In addition, inconsistencies were detected between the favorable attitude expressed by students towards a broad use of online care with respect to the informants{\textquoteright} narratives.},
	keywords = {comparative studies, digital citizenship, digital competence, online privacy, university students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.162},
	url = {http://oaji.net/articles/2021/457-1612690279.pdf},
	author = {Carlos Arturo Torres-Gastel{\'u}}
}
@article {1345,
	title = {{\textquoteleft}LEARNING MOMENTS{\textquoteright} AS INSPECTABLE PHENOMENA OF INQUIRY IN A SECOND LANGUAGE CLASSROOM},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {80-103},
	abstract = {Learning is an omnipresent feature of social life. However, in educational fields, learning is often studied through indirect instruments, such as surveys, interviews and coding schemes. In this paper, a praxiological approach to observe learning moments is proposed. This means that learning moments are not explored here through schematic reporting or statistical evaluations, but as accountable and inspectable phenomena as they became available in the corpus explored. Using a video-recorded fragment of interaction that occurred during a second language (L2) class in a primary school in Macau (China), the practical, collaborative instructed experiences of participants (teacher and students) in a lesson are analysed. It was observed that classroom participants attend to the categorial and sequential features of learning environments, which provide the contextual details that afford members{\textquoteright} realization of phenomena as learning moments. Stated differently, learning moments should not be confused with the successful accomplishment of a lesson plan just to satisfy programmatic (and disciplinary) requirements, but as something produced and accountable by participants as learning in and through their very practices of concerted interaction. As learning moments are ubiquitous characteristics of educational environments, the discussion of the results has pedagogical implications for teacher training, and for the assessment of teaching.},
	keywords = {conversation analysis, ethnomethodology, learning moments, membership categorization, social competence, turn-allocated categories},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.80},
	url = {http://oaji.net/articles/2021/457-1612638808.pdf},
	author = {Ricardo Moutinho and Andrew P. Carlin}
}
@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 {1481,
	title = {NONSTANDARD MATH WORD PROBLEMS AND ANALYSIS OF THE PARTIAL STAGES OF ITS SOLUTION},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {716-727},
	abstract = {Choosing the right strategy is an important condition to successfully solve math problems. Research studies often present individual types of strategies more or less separately. This study aims to determine student solutions of selected word problems in the whole context of the solution process. In this context, such nonstandard word problems combine verbal formulation and the character of nonstandard problems (impossible to be solved using an algorithm). In order to get an overall picture of the stages of word problem solution, an analysis of solving a given word problem was conducted among 171 respondents aged 10-11. The analysis was conducted in compliance with partial steps of word problem processing, as the solving of the problem was viewed from a wider perspective. The student{\textquoteright}s reaction to the problem, working with the given information, individual forms of solution, and answer formation were recorded. In order to have a more complex idea and possibility to compare, the chosen way of solving the problem was also presented to a selected sample of 26 teachers. Available solutions were analyzed, and there were sought ways how the solution was assessed by the teachers based on selected parameters. Especially their meta-cognitive estimation of the correctness of their own solution was subject to scrutiny.
Despite the fact that the respondents chose different strategies of solution (graphic, arithmetical, using judgment, etc.), it appears that the success rate of solving the given nonstandard word problem was very low. Thus, it is necessary to implement such word problems into standard math lessons, also within pre-graduate teacher preparation.
},
	keywords = {mathematics teaching, primary school mathematics, problem-solving, prospective teachers, word problem},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.716},
	url = {http://oaji.net/articles/2021/457-1634799891.pdf},
	author = {Radka Dofkov{\'a} and Michaela Sur{\'a}}
}
@article {1509,
	title = {ONLINE TEST ANXIETY AND EXAM PERFORMANCE OF INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME STUDENTS UNDER E-PROCTORED EXAMS AMID COVID-19},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {942-955},
	abstract = {Outbreak of COVID-19, online examination, and e-proctoring have caused more exam anxiety and affected exam performance among students{\textquoteright} studying in International Baccalaureate (IB) Diploma Programme (DP). Therefore, the present research aimed to find effect of online test anxiety on academic performance of IBDP students in the subjects related to science, technology, engineering, and mathematics (STEM). Study employed quantitative descriptive survey research design and administered survey questionnaire to 200 IB DP students who took online test during COVID-19 through convenient sampling technique. Sample included both first and final year DP students with due representation to boys and girls. Results of the study revealed a moderate negative correlation between online test anxiety and academic performance of IBDP students in STEM subjects. Regression analysis explained 14.1\% variation in the STEM subject performance because of online exam anxiety under e-proctored condition. There exists a statistically significant difference between first and final year students{\textquoteright} online exam anxiety and STEM subject average grades. Future research may focus on conducting comfortable online examination methods with no additional exam anxieties. },
	keywords = {Diploma Programme (DP), e-proctored test, International Baccalaureate (IB), virtual examination},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.942},
	url = {http://oaji.net/articles/2021/457-1639554361.pdf},
	author = {Prakasha, G. S. and KY Hemalathaa and Ponni Tamizh and Bhola Bhavna and Anthony Kenneth}
}
@article {1365,
	title = {ORGANIZATIONAL COMMITMENT LEVELS OF PRESCHOOL TEACHERS AND ADMINISTRATORS{\textquoteright} LEADERSHIP STYLES},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {207-219},
	abstract = {The organizational commitment levels of preschool teachers are crucial to have an effective early childhood education. One of the most influential factors affecting organizational commitment is administrators{\textquoteright} leadership style. This research explored the correlation between administrators{\textquoteright} leadership styles and organizational commitment levels of preschool teachers. The correlational survey design was used as one of the quantitative research models in this study. Participants in the study were preschool teachers in Istanbul{\textquoteright}s K{\"u}{\c c}{\"u}k{\c c}ekmece district. The research was conducted during the 2017-2018 academic year. There are 237 teachers in the study sample. The 5-point Likert type Organizational Commitment Scale with 27 items and the Leadership Style Scale with 35 items were used to collect data. It was found that teachers generally identified with their organizations and internalized the organization{\textquoteright}s values, while school administrators were perceived as using a transformational leadership style. The study found a statistically significant correlation between the leadership styles of administrators and the levels of organizational commitment of preschool teachers. In preschool institutions, teachers{\textquoteright} institutional commitment is essential for the development of students. Therefore, administrators should be sensitive to their leadership styles to make the commitment levels of preschool teachers high. The research has limitations like being a local one, done in a relatively short time, and the participants were only teachers working in public schools. },
	keywords = {correlational survey, educational leadership, leadership style, organizational commitment, preschool teacher},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.207},
	url = {http://oaji.net/articles/2021/457-1617434549.pdf},
	author = {Kamil Arif K{\i}rk{\i}{\c c} and T{\"u}rkan Demir Balc{\i}}
}
@article {1502,
	title = {THE PARADOX BETWEEN TRUTH AND LIES},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Editorial},
	chapter = {834-837},
	abstract = {In today{\textquoteright}s age of fast and multifarious publications, we often come across such paradoxes, for example, that research and statistical analysis may indeed have been carried out correctly (properly), but the interpretation of the results is inadequate, or even incorrect, or misleading. To relate this hypothesis to Moravec{\textquoteright}s paradox, one could reformulate the latter by saying that {\textquoteleft}to do research is easy; to discuss results is difficult{\textquoteright}. But why is this so? Let us consider this issue from the perspective of another paradox, Simpson{\textquoteright}s paradox. },
	keywords = {Moravec{\textquoteright}s paradox, multifarious publications, Simpson{\textquoteright}s paradox},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.834},
	url = {http://oaji.net/articles/2021/457-1639553753.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {1434,
	title = {PERSONALITY VARIABLES IN RELATION TO THE EFFECT OF FEEDBACK ON THE EFFECT OF OVERCONFIDENCE},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {597-610},
	abstract = {This research examined which personality variables potentially moderated the effect of feedback on the Overconfidence effect. Research sample consisted of Slovak teachers (n = 223) from across school levels, who were randomly allocated into one of the three groups, out of which two were experimental and one was control. Each group of participants filled in three personality questionnaires, the Reading Literacy Test, and questions on the Overconfidence effect. The first experimental group was given a real feedback on their achieved performance, the second experimental group was given an inaccurate feedback and the control group did not receive any feedback. It was pointed out that despite high mutual correlation between chosen personality variables, no relation was demonstrated between the Overconfidence effect and optimism, neuroticism, or participant{\textquoteright}s self-evaluation. The results show that the impact of real feedback on the Overestimation effect depends on the level of neuroticism. Results suggested that the type of feedback on the Overconfidence effect is not moderated by the level of optimism. At the same time, the impact of real feedback on the Overconfidence effect is partially moderated by the level of self-evaluation and the impact of inaccurate feedback on the Overconfidence effect is not moderated by the level of self-evaluation. },
	keywords = {effect of experience, moderation analysis, overconfidence effect, personality variables},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.597},
	url = {http://oaji.net/articles/2021/457-1628687092.pdf},
	author = {Robert Krause}
}
@article {1369,
	title = {POSTGRADUATE SUPERVISION PRACTICES IN EDUCATION RESEARCH AND THE CREATION OF OPPORTUNITIES FOR KNOWLEDGE SHARING},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {255-272},
	abstract = {Supervisory practices are fundamental to the production of research in higher education, but these practices are undertheorized and poorly understood. Academia needs to understand and engage with supervisory pedagogies to reinforce their importance in knowledge production and the development of a knowledge society. Using content analysis of master{\textquoteright}s and doctoral research outputs completed between 2010 and 2016, this case study investigated postgraduate supervision practices in education in South Africa, and their implication for knowledge sharing in context. The findings showed that supervision in education has remained rooted in the classic individualistic model, with team supervision not prevalent. The benefits of team supervision relative to the individualistic model are highlighted. Acknowledgement of the range of competencies of supervisors and the growth of interdisciplinary and multidisciplinary research signals the value of the team supervision model. In addition to improving research support, team supervision also creates communicative spaces and opportunities for knowledge sharing and the development of supervisors. },
	keywords = {communicative spaces, higher degrees research, knowledge sharing, postgraduate education, postgraduate research supervision, research supervision styles, supervision models},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.255},
	url = {http://oaji.net/articles/2021/457-1617434892.pdf},
	author = {Patrick Ngulube}
}
@article {1348,
	title = {PRIMARY SCHOOL TEACHERS{\textquoteright} OPINIONS TOWARDS MUSICALLY GIFTED STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {133-161},
	abstract = {Primary school teachers have an important role in the early identification and further development of a child{\textquoteright}s musical giftedness. The research was aimed to examine the opinions of primary school classroom teachers (N = 1130) employed in Croatian primary schools regarding conceptualization of musical giftedness and its impact on identification of musically gifted students. Furthermore, their opinions about the support of parents, professional team and collective as well as competencies for recognizing and further development of the child{\textquoteright}s musical giftedness were investigated. Although most respondents assess their competencies in identifying musical giftedness, most of the surveyed teachers, especially younger ones, are willing to be additionally trained in this area. They stated that the existing curriculum should be expanded and enriched and stressed the need for more support from the expert assistants (psychologists and pedagogues). In addition to the teachers{\textquoteright} age, their title (teacher, teacher mentor and teacher advisor) also proved to be a significant factor in the identification and development of a child{\textquoteright}s musical giftedness. Findings of research have implications for theory and practice of primary school teacher{\textquoteright}s music education and education for work with gifted children both during their higher education and lifelong learning. },
	keywords = {musical giftedness, musically gifted students, primary school teachers, Republic of Croatia},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.133},
	url = {http://oaji.net/articles/2021/457-1612722374.pdf},
	author = {Vesna Svalina and Ba{\v c}lija Su{\v s}i{\'c}, B. and Goran Lapat}
}
@article {1504,
	title = {RECONSTRUCTION OF IRANIAN ENGLISH FOREIGN LANGUAGE TEACHERS{\textquoteright} PROFESSIONAL IDENTITY IN ONLINE CLASSES},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {858-879},
	abstract = {Because of the Covid-19 outbreak, all academic institutions all over the world swiftly shifted to reconstitute the presentation of their courses that customarily took place on campus. This study explored the kind of online professional identities that English teachers in private language institutes constructed during the Covid-19 Pandemic. Additionally, it examined possible impacts of adopting online solutions on teachers{\textquoteright} performance and teaching skills and their perceptions of communities of practice and their effect on their PI in online classes during this period. The study was conducted on 35 English teachers, teaching English in language institutes in Yazd, Iran. The study followed a qualitative approach. Semi-structured interviews were conducted individually and also in groups, to gain access to their lived experiences of running online classes. Results revealed four main characteristics that (re)constructed and affected teachers{\textquoteright} PI in online classes, namely, teachers{\textquoteright} role, competency and self-effectiveness, appreciation and connection, and future plans. The findings also revealed that streamlined communication and communities of practice were very beneficial in (re)constructing their changing identities in online classes. Membership in communities of practice was found to be an essential action to make teachers{\textquoteright} teaching skills and social learning better and share common experiences. The results showed that these aspects highly influence the teachers{\textquoteright} reconstruction of PI in a positive way in language institutes. },
	keywords = {communities of practice, English as a foreign language, language institute, online professional identity, qualitative approach},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.858},
	url = {http://oaji.net/articles/2021/457-1639553956.pdf},
	author = {Raziyeh Fallah and Azizeh Chalak and Heidari Tabrizi, H.}
}
@article {1428,
	title = {REFLECTING UPON FAKE NEWS IN TODAY{\textquoteright}S POST-TRUTH ERA},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Editorial},
	chapter = {513-515},
	abstract = {We are living in an era, in which people are constantly asking themselves: how can anyone believe this news that is clearly false? Reflecting on this, a brief reflection on some factors that can influence people to take this kind of news into account is brought here, as well as presenting an example of Fake Science that circulated on social networks in 2020 in Brazil, during the pandemic context.
First, it can be considered that a significant objective in Science Education is making students scientifically literate, prepared for appropriate decision-making. Chassot (2003, p. 19) considers scientific literacy as {\textquotedblleft}the set of knowledge that would make it easier for men and women to read the world in which they live{\textquotedblright}. Leung (2020) adds that, nowadays, it is very important to recognize the veracity of information, differentiating it from fake news, which also encompasses the concept of scientific literacy, which brings us to the statement by Gomes et al. (2020) on media literacy, so that citizens can connect more to facts and less to emotions in understanding the news.
},
	keywords = {Fake Science, reflective view, social networks},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.513},
	url = {http://oaji.net/articles/2021/457-1628686646.pdf},
	author = {Locatelli, S. W.}
}
@article {1430,
	title = {THE RELATION BETWEEN JOB SATISFACTION AND PROFESSIONAL BURNOUT IN EDUCATIONAL ORGANIZATIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {544-553},
	abstract = {Professional burnout is one of the most important problems of working life today. In this research it is aimed to follow the relation between job satisfaction and professional burnout of education workers by using meta-analysis method. In this context, examining the relation between occupational burnout and job satisfaction in educational organizations in Turkey master{\textquoteright}s theses, articles in Google Scholar by National Thesis Center with his doctoral thesis, EBSCO, ULAKB{\.I}M and Dergipark databases scanned, and the number of samples required for the meta-analysis and Pearson{\textquoteright}s correlation coefficient A meta-analysis of 41 (N = 11050) studies containing (r) value was conducted. Effect size values, publication bias, heterogeneity and significance tests results were obtained using the CMA program in the study. In the research study conducted in the random effects model, it was concluded that the p value was less than .05, it took a value between -0.496 - 0.385 lower and upper limits in the 95\% confidence interval, and the effect size was at the level of -0.443. },
	keywords = {aimlessness, burnout, job satisfaction, meta-analysis, professional burnout},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.544},
	url = {http://oaji.net/articles/2021/457-1628686817.pdf},
	author = {Mehmet Ali Yarim}
}
@article {1484,
	title = {THE RELATION OF PATERNALISTIC LEADERSHIP WITH GLASS CEILING SYNDROME },
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {767-780},
	abstract = {Women expose to barriers in their work-life that are not stated clearly. Although these invisible barriers occur in many sectors, they are common in the education sector. So, this study aimed to reveal the relation between the paternalistic leadership displayed by principals in traditional collectivist cultures and the glass ceiling syndrome experienced by female teachers. For this reason, the correlation survey model was used in the research. Female teachers living in Istanbul were selected with the appropriate sampling method due to the Covid 19 outbreak. {\textquotedblleft}The Paternal Leadership Behaviors Scale of School Principals{\textquotedblright} and {\textquotedblleft}Glass Ceiling Syndrome Scale for Female Teachers{\textquotedblright} were applied to 358 female teachers. Applied t-test, correlation, ANOVA, and regression analysis. As a result of statistical analysis, it saw that the benevolent, moral, authoritarian, and exploitative leadership behaviors perceived by teachers significantly predicted the perceptions of glass ceiling syndrome. Although benevolent, moral, authoritarian, exploitative paternalistic leadership behaviors mainly indicated teachers{\textquoteright} perception of the glass ceiling, they were even low. Especially authoritarian and exploitative paternalistic leadership behaviors explained 5\% of the total variance in teachers{\textquoteright} perception of the glass ceiling syndrome.},
	keywords = {correlation survey model, female teachers, glass ceiling syndrome, paternalistic leadership},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.767},
	url = {http://oaji.net/articles/2021/457-1634800127.pdf},
	author = {Pinar Mert}
}
@article {1371,
	title = {REVIEW OF THE STATE OF METHODOLOGICAL TRENDS IN OPEN AND DISTANCE LEARNING LITERATURE 2009-2018},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {296-311},
	abstract = {Methodological trends are a key to the development of research in open and distance learning as a cognitive field. The purpose of this study was to review the methodological trends in the open and distance learning scholarly communication literature. It is important that research strategies are reviewed often to ensure the production of quality research output in a cognitive discipline. The study adopted qualitative content analysis to a sample of 1,393 articles published in five open and distance learning (ODL) journals from 2009 to 2018. The main findings of the study indicated that qualitative and quantitative methodologies were used more often than mixed methods research methodology, which was underrepresented. This implies that research in ODL relied heavily on positivist and interpretivist epistemologies, rather than pragmatist ones. Survey research approaches dominated in the research articles published in the ODL journals during the period under study. The main data analysis techniques were statistical and narrative techniques. Having ascertained that there is a gap in the use of mixed methods research in ODL, there is a need to set the future direction for open and distance learning research to focus on mixed methods research to minimise the weakness inherent in using only one method.},
	keywords = {data analysis technique, methodological trends, open distance learning, research paradigm},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.296},
	url = {http://oaji.net/articles/2021/457-1617435056.pdf},
	author = {Scholastica Chizoma Ukwoma and Patrick Ngulube}
}
@article {1507,
	title = {THE ROLE OF ACADEMIC FLOW IN STUDENTS{\textquoteright} ACHIEVEMENT AND WELL-BEING},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {912-927},
	abstract = {Flow experience is related to well-being. Still, the question arises as to whether the flow is beneficial because of its intensity and frequency, or its contribution to well-being depends on the domain in which it is experienced. It was hypothesized that flow experienced in a domain that is perceived important and useful (i.e., the academic domain) contributes more to students{\textquoteright} well-being than flow experienced in domains that are perceived as less important and less useful (leisure and routine activities) even though it is in academic domain experienced less often and less intensely. This hypothesis was tested in two separate studies. In the first study, the flow was operationalized as a trait and the frequency of flow was measured via questionnaires. In the second study, the flow was operationalized as a state and the intensity of flow was measured via the experience sampling method. The samples were comprised of university students from Zagreb, Croatia. Both studies showed that flow in a domain that is perceived as more important and useful (i.e., the academic domain), although is experienced less often and less strongly, is more related to students{\textquoteright} well-being than flow in domains perceived by students as less important and less useful (leisure and routine activities). It was also tested if the association between academic flow and well-being is mediated by academic achievement. This hypothesis was not accepted. The results of this study indicate that it is important for students to have opportunities to experience flow in their studies because it is a pleasant state, related to better achievement, and it adds to their overall well-being.},
	keywords = {flourishing, flow experience, flow in learning, life satisfaction, optimal experience, sampling method},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.912},
	url = {http://oaji.net/articles/2021/457-1639554182.pdf},
	author = {Diana Olcar and Ljubin Golub, T. and Majda Rijavec}
}
@article {1506,
	title = {SECONDARY SCHOOL STUDENTS{\textquoteright} INTEREST IN PHYSICS, CHEMISTRY AND BIOLOGY CONCEPTS FROM DEVELOPMENTAL VIEW},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {894-911},
	abstract = {In secondary school, where students begin to be more interested in physics, chemistry and biology, it is an important issue how their interests are in terms of all three subject areas according to grade levels. The aim of this study was to examine and evaluate the interest of secondary school students in the concepts of physics, chemistry and biology taught in science classes by grade level. The participants included 251 students enrolled in 16 different classrooms in the 5th, 6th, 7th and 8th grades in a boarding secondary school located in the Eastern Black Sea Region of Turkey. The study was carried out as a developmental study in single screening model. For compliance with the research pattern, study data were collected with a questionnaire consisting of four open-ended questions, and the questionnaire was given to the students in order to find out their thoughts on the matter under consideration. In addition, the students were asked to draw a picture depicting the place and importance of science in their life and to explain their drawings briefly in writing. The data obtained from the open-ended questionnaire and drawings were analyzed through content analysis. The collected data were classified in categories and themes, and matrices were generated accordingly. In addition, frequency and percentage analysis was performed. As a result, science was found to be mostly associated with concepts regarding biology discipline by the students. Also, overall interest level was found to be higher with physics and biology topics at all grade levels studied here.},
	keywords = {content analysis, science interest, science subjects, secondary school students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.894},
	url = {http://oaji.net/articles/2021/457-1639554123.pdf},
	author = {Sevil Kurt}
}
@article {1480,
	title = {SELF-LEADERSHIP PERCEPTION AND EMOTIONAL INTELLIGENCE AS THE PREDICTORS OF COGNITIVE FLEXIBILITY},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {700-715},
	abstract = {Cognitive flexibility is one of the most important skills that school administrators should have in today{\textquoteright}s world of rapid change and transformation. This study aimed to explore whether emotional intelligence and self-leadership predicted cognitive flexibility. The study universe consisted of principals and deputy principals working in primary, secondary and upper-secondary schools affiliated with the Provincial Directorate of National Education in the center and districts of Amasya in the 2019-2020 academic year. The views of participating school administrators who voluntarily participated in the study (N=204) were analyzed in the framework of the study. Self-Leadership Questionnaire, Cognitive Flexibility Scale and Trait Emotional Intelligence Questionnaire were used as data collection tools in addition to the Personal Information Form developed by the researcher. In the analysis the data was used for the multiple regression analysis conducted to determine whether self-leadership and emotional intelligence predicted cognitive flexibility. Based on the study results, it was concluded that self-leadership and emotional intelligence together -with all their dimensions- had a predictive effect on cognitive flexibility. Based on the results of the research, it can be said that training and practices that improve administrators{\textquoteright} emotional intelligence levels and provide them with self-leadership awareness will make an indirect contribution to cognitive flexibility skills. Based on the results of the research, it can be argued that offering training and practices that improve administrators{\textquoteright} emotional intelligence levels and provide self-leadership awareness will make an indirect contribution to the development of their cognitive flexibility skills. },
	keywords = {Self-leadership; emotional intelligence; cognitive flexibility; school administrators},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.700},
	url = {http://oaji.net/articles/2021/457-1634799781.pdf},
	author = {Akin K{\"o}sterelio{\u g}lu, M.}
}
@article {1437,
	title = {SOCIOSCIENTIFIC ISSUES AND PRE-SERVICE SCIENCE TEACHERS{\textquoteright} BIOETHICAL VALUES},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {640-656},
	abstract = {Considering the recent rapid developments in science and technology, it is quite important for individuals to be able to make decisions about their own future and their children{\textquoteright}s future for the society in which they live and to know how to establish a balance of risk and decision. For this reason, teacher training programs should be planned to internalize pre-service teachers{\textquoteright} awareness of responsibility. Regarding this point, the development of pre-service science teachers{\textquoteright} bioethical values was examined on a class level basis using survey research.  Research sample consisted total of 286 pre-service teachers of Science Teacher Training Program. Bioethical Values Questionnaire was applied to determine pre-service teachers{\textquoteright} bioethical values. As a result of analyses, it was determined that pre-service teachers{\textquoteright} bioethical values increased according to their class levels they attended. It was stated that pre-service science teachers{\textquoteright} bioethical values related to sub-dimensions of {\textquotedblleft}Benefits of Biotechnology Applications{\textquotedblright}, {\textquotedblleft}Science and Ethics{\textquotedblright}, {\textquotedblleft}Reproductive Technologies and Cloning{\textquotedblright} and {\textquotedblleft}Control of Genetic Interventions{\textquotedblright} were increased based on participants{\textquoteright} class levels. In addition, the results of the study revealed that pre-service teachers also had some concerns about the benefits of biotechnology applications.},
	keywords = {bioethics level, pre-service science teachers, science teaching, socio-scientific issues},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.640},
	url = {http://oaji.net/articles/2021/457-1628687438.pdf},
	author = {Duygu Turgut and Zeha Yakar}
}
@article {1433,
	title = {STEM ATTITUDES OF STUDENTS AS PREDICTOR OF SECONDARY SCHOOL TECHNOLOGY AND DESIGN COURSE ACHIEVEMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {585-596},
	abstract = {Achievement in a course mostly depends on the students{\textquoteright} characteristics and how teachers make their courses effective for their students{\textquoteright} learning. Although different characteristics of teachers and students can affect learning outcomes, new approaches like STEM may cause new characteristics which affect students{\textquoteright} achievement as STEM attitudes. This study examines the correlation between secondary school students{\textquoteright} STEM attitudes and their achievement in the Technology and Design Course (T \& DC). A correlational survey model was applied in the study. A total of 400 students studying in the seventh and eighth grades constitute the sample of the study. A personal data form and STEM attitude test were utilized to collect data. Pearson Correlation Analysis and Regression Analysis techniques were used in the data analysis process. As a result of the analysis, it was found a positive and significant correlation between students{\textquoteright} Technology and Design Course achievement and STEM attitudes. Students{\textquoteright} attitudes to STEM predict their achievement in the Technology and Design Course by 5.1\%. Students developing positive STEM attitudes can further enhance achievement in the (T\&DC), which enables students to acquire the necessary design skills to produce technology in the future.},
	keywords = {academic achievement, and design course, correlational survey, secondary school, STEM attitude, technology},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.585},
	url = {http://oaji.net/articles/2021/457-1628687092.pdf},
	author = {Kamil Arif K{\i}rk{\i}{\c c} and Feriha Uluda{\u g}}
}
@article {1438,
	title = {STUDENT MISBEHAVIOUR, TEACHER SELF-EFFICACY, BURNOUT AND JOB SATISFACTION: EVIDENCE FROM CROATIA},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {657-673},
	abstract = {Student misbehaviour is an increasing problem of contemporary school. The aim of this research was to examine the extent to which teachers perceive student misbehaviour, how self-efficient they are, how satisfied they feel with support from their environment and with the teaching job itself, and to which extent they experience the burnout syndrome. The research included 603 primary and secondary school teachers in the Republic of Croatia, and it found quite low, but significant negative correlations between student misbehaviour and teachers{\textquoteright} self-efficacy, personal accomplishment, and job satisfaction. Besides, positive correlations between student misbehaviour and teacher burnout were also proven. Statistically significant differences between primary and secondary school teachers were found in their experience of student misbehaviour, dealing with adversities related to student misbehaviour and provided support from expert associates. The results of regression analysis indicate that the overall misbehaviour and satisfaction with help from parents significantly contribute to satisfaction with the teaching profession, and emotional exhaustion and depersonalization lead to decrease of job satisfaction. The results also indicate that demographic characteristics, namely years in service and the type of school, do not contribute to the explanation of neither burnout nor job satisfaction. The implications applicable in practice could relate to the need for preventing student misbehaviour and empowering teachers, regardless of their in-service years and the type of school they work at.},
	keywords = {burnout, classroom management, job satisfaction, quantitative methodology, self-efficacy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.657},
	url = {http://oaji.net/articles/2021/457-1628687525.pdf},
	author = {Tomislava Vidi{\'c} and Marina {\DJ}uranovi{\'c} and Irena Klasni{\'c}}
}
@article {1368,
	title = {STUDENT PERCEPTIONS OF ECUADORIAN VIRTUAL PLATFORMS DURING THE COVID-19 PANDEMIC},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {241-254},
	abstract = {In February 2020 Ecuador declared a health emergency due to the Covid-19 pandemic. On-site classes were suspended. The Ecuadorian university population does not adapt to virtual educational platforms. The objective of the study was to analyse student perception of Ecuadorian educational platforms in higher education during the COVID-19 pandemic. The study was quantitative. The sample was non-probabilistic participatory, consisting of students from different universities in the Province of Chimborazo. For data collection, a questionnaire with four study variables was applied. The results were analysed with T student and MANOVA. There is a positive perception of students using the educational platforms. There were significant statistical differences according to gender variables, contrary to the levels of study and location, there is a greater sympathetic affection of students when receiving virtual classes by female teachers. It can be concluded that the Covid-19 pandemic accelerated the adoption of online learning by higher education institutions. },
	keywords = {Covid-19, Ecuador, education platform, higher education, virtual education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.241},
	url = {http://oaji.net/articles/2021/457-1617434819.pdf},
	author = {Cejas Martinez, M. F. and Navarro Cejas, M. and Venegas Alvarez, G. S. and Proano Rodriguez, C. E. and Mendoza Velazco, D. J.}
}
@article {1367,
	title = {STUDENTS{\textquoteright} PERCEPTIONS ON DISTANCE EDUCATION: A CASE STUDY IN MOZAMBIQUE},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {229-240},
	abstract = {Education in all societies is one of the requisites for changes and development, particularly in the current context influenced by globalization and rapid changes in which knowledge and technology became essential tools for life. In this context, Mozambique has been and continues promoting education, including Classroom Teaching Adult Education and Distance Adult Education (DAE) to satisfy people{\textquoteright}s learning needs and improve their capacities towards changes. DAE is considered a way to open opportunities of education for youth and adults who by different reasons cannot participate in classroom teaching. This study seeks to explore the perceptions of youth and adult students in DAE at Eduardo Mondlane University (EMU), about their learning process. The study applied qualitative approach, based on semi-structured interview administrated to twelve students from the 3rd and 4th years of the undergraduate   program in Organization and Management of Education in Distance Education (DE) modality. The findings of this study point out that DAE is perceived as a relevant and useful modality of education, particularly for adult learners. However, the study identifies contextual challenges associated to individual and professional issues, pedagogical and organizational issues as well as gender division of labor within the families, impacting the student{\textquoteright}s performance in DE in the selected higher education institution.},
	keywords = {adult education, distance education, lifelong learning, qualitative research},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.229},
	url = {http://oaji.net/articles/2021/457-1617434694.pdf},
	author = {Alzira Manuel and Domingos Buque and Ros{\'a}rio Quive}
}
@article {1403,
	title = {SUBJECT DIDACTICS: RELEVANT ISSUES},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Editorial},
	chapter = {340-342},
	abstract = {I would like to thank the editor of the journal for the space to write some words about actual problems of subject didactic. I would like to ask all readers to remember, this is not a classic scientific text, it is only short reflection for the actual situation in subject didactic as it is perceived by the author of this text.
Current subject or disciplinary didactic is a dynamic discipline, which is still changing and is reporting to actual trends in the relative disciplines like pedagogy, psychology, sociology, philosophy, and others, and also the newest findings from the scientific disciplines, which are connected with subject didactic. The didactic is perceived in different ways by different countries. For example, in the Middle Europe and former post-communist countries it is possible to observe subject didactic, where every subject, has got its own didactic (e.g., didactic of biology, didactic of history, {\textellipsis}). For Anglo-Saxon countries it is typical disciplinary didactic (e.g., science didactic). It can cause a little bit problematic view, but the nature of concept is similar. In this text it is used the term {\textquotedblleft}subject didactic{\textquotedblright}. 
},
	keywords = {didactic publication, scientific content, scientific disciplines},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.340  },
	url = {http://oaji.net/articles/2021/457-1623676333.pdf},
	author = {Milan Kubiatko}
}
@article {1404,
	title = {TEACHERS{\textquoteright} VIEWS ON STUDENT MISBEHAVIORS DURING ONLINE COURSES},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {343-359},
	abstract = {Student misbehaviors in the classroom both disrupt students{\textquoteright} attention and affect negatively teaching and learning process. With the increase of online courses after Covid-19 pandemic, the type of student misbehaviors changed a lot. The aim of research was to examine student misbehaviors encountered during online courses, to identify the most common and disruptive student misbehaviors from teachers{\textquoteright} perspective and to put forth teachers{\textquoteright} suggestions about proper behaviors. The research was a phenomenological study. Data were gathered from 71 teachers teaching different courses and working at various levels. For data collection, a semi-structured interview form developed by the researchers was used. It was assessed through descriptive analysis. According to findings, a list containing 27 different student misbehaviors was generated. Results showed that the most common misbehaviors were indifference to course, not attending course, turning off webcam and slanging. The most disruptive misbehaviors were making noise, absenteeism, and distractibility. Findings revealed that teachers had some ideas to overcome these misbehaviors such as taking attendance, getting family support, encouraging students to turn on webcam, creating intrinsic motivation and organizing parent meetings. It can be concluded that some unwanted student behaviors can be seen during online courses; however, it can be overcome with the help of some precautions taken by teachers. },
	keywords = {classroom management, online courses, student misbehaviors, teachers{\textquoteright} views},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.343},
	url = {http://oaji.net/articles/2021/457-1623676421.pdf},
	author = {Akkas Baysal, E. and G{\"u}rb{\"u}z Ocak}
}
@article {1439,
	title = {TEXTILE LITERACY OF NINTH-GRADE STUDENTS IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {674-685},
	abstract = {Today{\textquoteright}s world is facing a problem with the growth of textile products and in particular, textile waste, which already represents a serious environmental problem. From the point of view of ensuring sustainable handling of textile products, it is thus very important that individuals have the appropriate knowledge, attitudes and skills for sustainable handling of textile products or that they are properly {\textquoteleft}textile literate{\textquoteright}. After all, appropriate textile literacy enables individuals to act according to the concept of sustainable development. The purpose of this research, which included 80 students from three Slovenian schools, who had completed their lower secondary education in the 2018/2019 school year, was to find out what their basic textile knowledge was and how they transferred it into their daily lives. Ninth graders were found to be deficient in basic textile skills, with girls having statistically significant better knowledge than boys. The girls were also statistically significantly better at recognising the connection between the acquired knowledge and everyday life and achieved a better result in terms of sustainable handling of textile products. The research findings can help teachers to be aware of the critical points in textile teaching in the context of sustainable development. The results also suggest that the current placement of textile content in the fifth grade, without further upgrading of the content in higher grades is not optimal. Most of the surveyed students had high grades in the fifth grade, but knowledge that is vital from the point of view of the sustainable behaviour of an individual is low in the ninth grade. These results can provide useful information for school policy makers who want to follow modern concepts of sustainable development.},
	keywords = {active learning strategies, cross-curricular integration, ninth-graders, sustainable development and textile literacy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.674},
	url = {http://oaji.net/articles/2021/457-1628687603.pdf},
	author = {Barbara Zaman and Francka Lov{\v s}in  Kozina}
}
@article {1431,
	title = {TRAINING PRE-SERVICE TECHNOLOGY TEACHERS TO DEVELOP SCHOOLCHILDREN{\textquoteright}S TECHNICAL LITERACY},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {554-567},
	abstract = {Technical literacy is a component of professional competence of the pre-service technology teacher. However, the course content of technical disciplines in the pedagogical universities of Ukraine is not consistent with the content knowledge subsequently used in teaching practice of a technology teacher. Also, there is a need in general technical literacy of the students, yet it is developed only in its engineering design aspect. In the paper, it was proved that for the general technical literacy of pre-service technology teachers the basic concepts are the following technical phenomena: motion transmission, changes in kinematic parameters of motion, changes in force parameters of motion. Natural and scientific foundations of the machine drives were used as the basic topic-specific knowledge. It was hypothesized that effectiveness of teaching technical literacy to children would raise if the narrative about the technical phenomena is included in the content of the {\textquotedblleft}Utility machinery{\textquotedblright} course for the pre-service technology teachers. The pedagogical experiment was performed in the Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University (Ukraine). It included ascertaining, formative, and control stages. At the ascertaining stage of the pedagogical experiment, the students{\textquoteright} readiness level to study technical phenomena was determined. At the formative stage, the students{\textquoteright} readiness to develop children{\textquoteright}s technical literacy was measured. At the control stage, students{\textquoteright} readiness level to develop technical literacy was estimated in experimental and control groups. Theoretical value of the results is in substantiating technical topic-specific content knowledge as necessary for the pre-service technology teachers. Practical significance of the results is in implementation of the narratives about technical phenomena in the learning practice of the students of pedagogical university. },
	keywords = {multidisciplinary approach, narrative approach, technical phenomena, technology teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.554},
	url = {http://oaji.net/articles/2021/457-1628686899.pdf},
	author = {Anatolii Ivanchuk and Tetiana Zuziak and Oksana Marushchak and Anatolii Matviichuk and Viktor Solovei}
}
@article {1510,
	title = {THE USE OF THE INTERPRETATION OF WORKS OF ART IN PRE-SCHOOL EDUCATION },
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {956-970},
	abstract = {The research focuses on examining the use of the interpretation of works of art in pre-school education in three dimensions - the current state of the use of the interpretation of works of art, the opinions of kindergarten teachers on art, and the opportunities for kindergarten teachers to acquire knowledge about the theory and history of art in their undergraduate training or in other forms of education. The aim of the research was to determine a correlation between the aforementioned variables. 366 kindergarten teachers responded to the items of the self-constructed questionnaire. It has been proven that the current state of the use of the interpretation of works of art in pre-school education can be described as below average, the opportunities for kindergarten teachers to acquire knowledge from the theory and history of art in their pre-graduate training or in other forms of education were lower than average, and the opinions of kindergarten teachers on art can also be described as below average. There is a statistically significant positive correlation between the aforementioned dimensions of the interpretation of works of art in pre-school education.},
	keywords = {empirical experience, kindergarten teacher, pre-school education, works of art},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.956},
	url = {http://oaji.net/articles/2021/457-1639554426.pdf},
	author = {Ivana Rochovsk{\'a} and Bo{\v z}ena {\v S}v{\'a}bov{\'a}}
}
@article {1479,
	title = {USING THE COVID-19 PANDEMIC AS A SOCIOSCIENTIFIC ISSUE TO SUPPORT THE SCIENTIFIC HABITS OF MIND},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Editorial},
	chapter = {694-699},
	abstract = {The COVID-19 pandemic has affected all people without discriminating any border, country, race, ethnicity and so forth (Arroio, 2020). Thus, it has acted as a new playmaker in recognizing the importance of education and social justice. As stated by Usak et al. (2020), we, as educators, should pay more attention to the development of students{\textquoteright} awareness and scientific attitudes. Thus, they are able to think, understand, decide and make an action about any urgent event or "forced" transition, i.e., the pandemic process (Rodgr{\'\i}guez et al., 2021). Unfortunately, the COVID-19 pandemic seems to have generated a climate of fear for scientific advances and mass vaccination as well as regulations on lockdown, socialization, and hygiene. },
	keywords = {content knowledge, COVID-19 pandemic, pandemic process, scientific attitude},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.694},
	url = {http://oaji.net/articles/2021/457-1634799659.pdf},
	author = {Muammer   {\c C}al{\i}k}
}
@article {1340,
	title = {WRITING A SCIENTIFIC ARTICLE: FOCUSED DISCUSSION AND RATIONAL CONCLUSIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-12},
	abstract = {Writing a scientific article does not end with a description of the summarized results. Conclusions and implications remain a crucial part of the article. The previous papers portrayed the most important aspects of the title, summary (Lamanauskas, 2019a), accurate introduction (Lamanauskas, 2019b) and research methodology (Lamanauskas, 2020a) of the article and discussed the features of the presented results (Lamanauskas, 2020b). Discussion is also accepted as an equally important structural part of the scientific article (particularly in the case of describing an experimental / empirical study). Thus, this section summarizes the results of the conducted study. However, this piece of writing is not intended to provide all possible options for discussion and drawing conclusions due to the fact that the specificity of article preparation varies in each field of science. In addition, it depends on the requirements set by scientific / research journals (or other publications) and publishing policy. Therefore, this editorial more concentrates on the general aspects of preparing the above mentioned parts of the article.},
	keywords = {publishing policy, scientific article, scientific writing},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.04},
	url = {http://oaji.net/articles/2021/457-1612638492.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {1327,
	title = {ABILITY TO FOSTER SCHOOLCHILDREN{\textquoteright}S ECOLOGICAL LITERACY AS A RESULT OF PROSPECTIVE BIOLOGY TEACHERS{\textquoteright} PROFESSIONAL TRAINING},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {907-919},
	abstract = {An important role in preventing the negative effects of human impact on the environment is played by environmental literacy, which is connected with developing the ability to use natural resources wisely and reduce waste as well as awareness of the role of the environment for safe and healthy living. 
The scientific studies on formation of students{\textquoteright} ecological literacy were analyzed. It was revealed that the current state of training future Biology teachers for developing students{\textquoteright} environmental literacy is not efficient. Ability of prospective Biology teachers to form students{\textquoteright} ecological literacy is identified by the unity of value, cognitive and procedural components. Theoretical substantiation of the technology of training future Biology teachers for increasing students{\textquoteright} ecological literacy is carried out. The peculiarity of the technological process is the study of the elective courses {\textquotedblleft}Conducting Ecological Pedagogical Activities{\textquotedblright}, {\textquotedblleft}Technologies of Environmental Education and Upbringing{\textquotedblright}, {\textquotedblleft}Methods of Teaching Ecology{\textquotedblright}, use of interactive teaching methods, combination of training sessions, independent work, practical training, and control measures. Criteria for the formation of each component are students{\textquoteright} attitude to the environment and its preservation, the level of knowledge acquisition, the level of mastery of the methods of developing school students{\textquoteright} environmental literacy. A three-level approach to evaluating the results was used. The average level of formation of each component dominated. During the experimental training, statistically significant positive changes in the formation of each component took place. This confirms the feasibility of further implementation of the technology.
},
	keywords = {ecological literacy, elective courses, environmental upbringing, pre-service biology teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.907},
	url = {http://oaji.net/articles/2020/457-1607329534.pdf},
	author = {Mariia Bilianska and Olga Yaroshenko}
}
@article {1357,
	title = {AFFECTIVE FACTORS CONTRIBUTING TO SOUTHEAST ASIAN AND EAST ASIAN EIGHTH GRADERS{\textquoteright} SCIENCE ACHIEVEMENT IN TIMSS 2015},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1107-1125},
	abstract = {Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that has been implemented by the International Association for the Evaluation of Educational Achievement (IEA) since 1995. This proposed study is aimed to identify the affective factors contributing to eighth graders{\textquoteright} science achievement in TIMSS among Southeast Asian and East Asian countries. The freely-downloadable secondary data were analyzed using IEA{\textquoteright}s International Database (IDB) Analyzer (version 4.0) for TIMSS, a plug-in for SPSS. TIMSS uses an imputation methodology, involving plausible values, to report student performance. This study found that students{\textquoteright} views on engaging teaching in science (BSBGESL) were negatively and significantly contributed to eighth-grade students{\textquoteright} science achievement in Thailand, Singapore, Chinese Taipei, and Hong Kong SAR. Students Like Learning Science (BSBGSLS) were positively and significantly contributed to eighth-grade students{\textquoteright} science achievement in Malaysia, Singapore, Thailand, Hong Kong SAR, and Chinese Taipei. Students Confident in Science (BSBGSCS) were positively and significantly contributed to eighth-grade students{\textquoteright} science achievement in Korea, Japan, Chinese Taipei, Hong Kong, Thailand, and Singapore. Students Value Science (BSBGSVS) was positively and significantly contributed to eighth-grade students{\textquoteright} science achievement in Japan, Korea, Thailand, Chinese Taipei, Singapore, and Malaysia. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders{\textquoteright} science performance in the forthcoming TIMSS studies. },
	keywords = {affective factors, comparative study, science achievement, TIMSS},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.1107},
	url = {http://oaji.net/articles/2021/457-1612880930.pdf},
	author = {Yoon Fah Lay and Murugan Rajoo}
}
@article {1301,
	title = {AGGRESSIVE SCHOOL COMMUNITIES: TRANSFORMATION OF COEXISTENCE THROUGH ARTIVIST EDUCATION METHODS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {553-575},
	abstract = {The coexistence allows the adaptation of the aggressors and assaulted in school communities through artistic interaction techniques. Due to its transformational value, artivist education allows students to be involved in raising awareness of their environment as well as themselves. For this reason, the interest of the research was to determine the benefits of artivism in school coexistence. Three studies based on sustainability, school exchange and meaning analysis were carried out in 80 fifth and sixth grade primary students. Measurement scales and the log of experiences were used, from whose data it was obtained that there was greater sustainability of direct and democratic coexistence from the fourth month of experimentation with activities based on artivist education (Experiment 1), as well as effects on school exchange with greater emphasis on the democratic component (Experiment 2). The conclusions of the research invited to deduce that artivist education allowed coexistence to be made more sustainable through the strategies that subjects adopted from their peers, in turn, direct interaction allowed to propose a formative process of adaptation between assaulted and aggressors. As a contribution, the research highlights the adoption of new forms of student interaction with power groups to the extent of how and how they establish acceptability behaviors in the shared context. },
	keywords = {Artivism, artivist education, democratic coexistence, direct coexistence, school communities},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.553},
	url = {http://oaji.net/articles/2020/457-1596902536.pdf},
	author = {Holguin-Alvarez, J. and Ledesma-Perez, F. and Monta{\~n}ez-Huancaya, A. and Cruz-Montero, J.}
}
@article {1329,
	title = {ANALYSIS OF PRE-SERVICE FOREIGN LANGUAGE TEACHERS{\textquoteright} INCORRECT ARTICULATIONS: FREQUENCY, INFLUENCE ON COMMUNICATION, AND A SPECIFIC CORRECTIVE STRATEGY},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {933-947},
	abstract = {English Foreign Language (EFL) teachers need to be especially aware of their own articulatory errors and to manage strategies to overcome them. A specific corrective strategy using phonetic notation to destabilise the most recurrent articulatory errors to be applied to Spanish pre-service English Primary School teachers is presented. Firstly, the presence of incorrectly articulated sounds in a corpus of 238 minutes of recorded improvised production of 34 pre-service EFL teachers was identified. Incorrect articulations were classified in two groups, those that presented a higher frequency were classified as fossilised errors and those appearing only once were considered mistakes. A categorisation of the most frequent articulatory errors and their possible origins was offered. Errors were also examined attending the effect they posed on communication, if they hindered it, they were considered unintelligible. Results showed that more than 80\% of fossilised incorrect articulations were perfectly understandable and did not disrupt communication. Even if these results can be considered positive, research shows that pronunciation highly influences the learning process of other skills, and that it affects learners in terms of confidence, social and work advancement. Therefore, to get rid of their own fossilised errors, future teachers need effective pronunciation skills training strategies. For that reason, a specific error corrective strategy based on phonetic notation and self-learning is proposed.  },
	keywords = {EFL (English as a foreign language), higher education, second language acquisition, teacher training},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.933},
	url = {http://oaji.net/articles/2020/457-1607329741.pdf},
	author = {Coral I. Hunt-G{\'o}mez and Macarena Navarro-Pablo}
}
@article {1274,
	title = {ASSESSING STUDENTS{\textquoteright} HIGHER ORDER THINKING SKILLS USING MULTIDIMENSIONAL ITEM RESPONSE THEORY},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {196-214},
	abstract = {The development of the economics HOTS test that combines critical thinking skills, problem-solving, and critical thinking are essential to meet the challenges of the 21st century life skills. The combination of these thinking skills in the HOT test will help teachers to diagnose students{\textquoteright} strengths and weaknesses. However, it could interfere with the accuracy of the measurement results if analyzed using IRT in a single analysis. The Multidimensional Item Response Theory (MIRT) resolved the accuracy of the measurement issues. This research aimed to develop the economics HOTS test to estimate the student{\textquoteright}s abilities in higher order thinking skills using the MIRT.  The samples were 750 high school students selected from fourteen high schools in West Sumatera, Indonesia. The data were collected using tests which calibrated through the simple-structure MIRT model using R studio. The test reliability was calculated based on coefficients Alpha and test information function. The results show MIRT offers accurate measurement in estimating multidimensional test parameters. The item had a moderate average multidimensional discriminant and difficulty, while the students had a moderate HOTS ability. Their ability to think creatively was lower than critical thinking and problem-solving abilities. The test was proven to be reliable with coefficients Alpha of 0.81, it yielded a high-test information function of the 4.0124, and a low measurement error of 0.4992. It is suitable to be tested on students who have moderate abilities in problem-solving and critical thinking, but with high creative thinking ability.},
	keywords = {creative thinking, critical thinking, HOTS, MIRT, problem solving},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.196},
	url = {http://oaji.net/articles/2020/457-1587022339.pdf},
	author = {Friyatmi and Djemari Mardapi and Haryanto}
}
@article {1267,
	title = {A BIBLIOMETRIC ANALYSIS OF THE USE OF OPEN SOURCE SOFTWARE IN EDUCATIONAL CONTEXTS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {114-128},
	abstract = {Open source software has now become a significant alternative in meeting different needs in business, government and academic environments, such as needs related to economics, management, learning and innovation, among others. The purpose of this research was to examine the research trends and evolution of the field of open source software adoption between 2001 and 2019. The methodology used involved bibliometric analysis of 289 documents obtained through a Scopus extracted search equation, generating indicators of quantity and quality and analyzing the emerging themes in said field of knowledge. The findings of the research include the existence of a strong trend towards research and dissemination regarding open source software, particularly in countries such as the United States, whose institutions and authors demonstrate high levels of productivity and dissemination. There was also evidence of an interest in reducing barriers and encouraging the adoption and implementation of the software in other sectors where its use is still lagging behind. The main conclusion of the research is that the research of open source software adoption focuses on the following topics: innovation, Linux, FLOSS, engineering requirements, risk management, open innovation, the public sector, social network analysis and total cost of ownership. },
	keywords = {bibliometric analysis, information technology, open source software, research trends, technology adoption},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.114},
	url = {http://oaji.net/articles/2020/457-1581495058.pdf},
	author = {Orfa Nidia Pati{\~n}o Toro and Yesenia Acevedo Correa and Alejandro Valencia-Arias and Martha Benjumea-Arias}
}
@article {1319,
	title = {CHALLENGES OF DIFFERENTIATED AND INDIVIDUALIZED TEACHING IN VOCATIONAL EDUCATION: THE CASE OF SLOVENIA},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {815-831},
	abstract = {One of the main factors contributing to students{\textquoteright} optimal development in school settings is the implementation of appropriate differentiating and individualizing measures. While this topic is well researched and addressed in the context of primary and lower secondary education, the theoretical and empirical research on differentiated and individualized teaching in vocational education and training (VET) programs is relatively scarce. However, well-applied individualization measures seem equally important in the context of VET programs, as they are frequently attended by students with lower educational aspirations, diverse socio-cultural backgrounds, and complex educational and personal needs. Our research explores what kind of individualization practices exist in Slovenian VET programs and what roles teachers and school management play in implementing individualized teaching. A single case study with one class of 16-year-old students (N = 22) attending the confectioner VET program was conducted. The data were collected by means of interviews, observations, and questionnaires, and were analyzed and interpreted by combining qualitative and quantitative methodological approaches. The results indicate that the school strove to address the diversity of the student population and used a number of different activities at institutional (school) as well as individual (teacher) levels. However, the potential of a more individualized approach seems to be largely unexploited. It is necessary to understand individualization as a principle implemented at the level of direct teaching and at the school level. Students should receive guidance that adapts the education process to their individual characteristics and aspirations as much as possible. },
	keywords = {differentiated teaching, individualized teaching, school management, Slovenia, vocational education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.815},
	url = {http://oaji.net/articles/2020/457-1600952028.pdf},
	author = {Ermenc, K. S. and Damijan {\v S}tefanc and Jasna Ma{\v z}gon}
}
@article {1358,
	title = {A COLLABORATIVE EXCHANGE TO IMPROVE EARLY CHILDHOOD EDUCATION OUTCOMES},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1126-1136},
	abstract = {International collaborative research has great value in helping each of the participant{\textquoteright}s view their respective situations from novel and various perspectives. When people involved in the same work tackle problems from different perspectives, new awareness arises, and innovative solutions are created. Kagawa University and Colorado State University have conducted excellent research exchanges in the field of early childhood education based on their international exchange agreements.
 As the trend in Japan towards nuclear families continues in tandem with Japan{\textquoteright}s aging society and low childbirth rate, a number of parents and guardians are becoming increasingly isolated and unsure of how to raise their children. The process of introducing a new childcare support system based on Japan{\textquoteright}s national policies and the problems Japanese regional prefectural governments face in early childhood education were clarified through exchanges between Kagawa University and Colorado State University. By sharing information and giving an overview concerning efforts and successful cases in Japan and the U.S., mutual clues were found for problem analysis and problem solving.
This research analyzed the factors for constructive interaction and provided clues for the problems highlighted by the results. It enabled several researchers in Kagawa who have experience in this field, overseas as well as locally, and those at the prefectural level involved as leaders in professional guidance in this field of childcare, to understand the current situation and trends for childcare in the U.S. This has the potential to lead to improvements in the quality of childcare and the training of teachers in Japan. It also put forward a direction and recommendations for development in international collaborative research.
},
	keywords = {childcare, collaborative exchange, early childhood education, international collaboration},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.1126},
	url = {http://oaji.net/articles/2021/457-1612881000.pdf},
	author = {Yumiko Takagi and Paul Batten and Karen Rattenborg}
}
@article {1264,
	title = {COMPETENCY-BASED ASSESSMENT AND THE USE OF PERFORMANCE-BASED EVALUATION RUBRICS IN HIGHER EDUCATION: CHALLENGES TOWARDS THE NEXT DECADE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {Febrary/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {61-79},
	abstract = {Rubrics are assessment guides for grading and giving feedback to students while demonstrating acquired knowledge and skills. In the last decades, rubrics have been all part of the most used learning evaluation tools in higher education. Its use is further well-related to competency-based assessment purposes. Nevertheless, criticism around design and application has been also implemented in certain reports. In order to understand rubrics{\textquoteright} evolution, practice, benefits, and trends, a systematic literature review on rubrics{\textquoteright} design and use has been conducted. Two databases were selected: Scopus and ProQuest Education. Two phases were determined: The first allowed to identify articles related to rubrics{\textquoteright} design and application for almost three decades. 584 articles were found. From these, most cited articles served to give a scope of rubric evolution and trends. The second phase permitted to identify design and use of performance-based evaluation rubrics from 2009 and 2019. Five terms and Boolean combinations were used. A total of 259 articles was found. After analyzing abstracts and content, 11 open access articles on performance-oriented rubric design and application were chosen. As a result, some facts and reflections on rubric design complexity are discussed towards responding to educational challenges related to competency-based assessment contemporary demands: integration of human learning domains going beyond cognition, authenticity, and interdisciplinarity as features that characterize learning design situations, follow students{\textquoteright} progression, educator{\textquoteright}s preparation on assessment literacy for responding to CBA demands, and the involvement of experts of the work field in determining essential evaluation indicators as the main topics looking forward to the next decade.},
	keywords = {competency-based assessment, competency-based education, higher education, learning taxonomy, rubric design},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.61},
	url = {http://oaji.net/articles/2020/457-1581494848.pdf},
	author = {Katherina Gallardo}
}
@article {1336,
	title = {CONCEPTUAL SUBITIZING AND PRESCHOOL CLASS CHILDREN{\textquoteright}S LEARNING OF THE PART-PART-WHOLE RELATIONS OF NUMBER},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1038-1054},
	abstract = {Few research studies within the field of mathematics education have focused on the ability to recognize quantities quickly and accurately without counting (i.e. subitizing). The aim of this research was to empirically explore the role of conceptual subitizing activities for enhancing preschool class children{\textquoteright}s learning of the part-part- whole relations of number. 24 children (aged 6-7) and two teachers participated in the intervention. Due to ethical issues, data were only collected from 18 of the children. The design was a collaborative and iterative intervention, employing a mixed-method approach. Data consisted of pre-and post-test, teacher observation notes and teacher responses to questions about the children{\textquoteright}s learning. Both the quantitative and qualitative analysis showed that conceptual subitizing activities supported children{\textquoteright}s knowledge development regarding part-part-whole relations of number. At the group level, the children{\textasciiacute}s results between  pre-and post-test showed an increase of 18.1 percent units and more  than half of the children showed conceptual subitizing abilities in a qualitatively more developed way after having participated in the intervention. The result indicated that conceptual subitizing activities might enhance preschool class children{\textquoteright}s understanding of the part-part-whole relations of number. The results however also elucidated that not all children improved their understanding of the part-part -whole relations of number. Future research should therefore consider individual differences when developing and carrying out interventions.},
	keywords = {collaborative intervention, conceptual subitizing, part-part-whole relations of numbers, preschool class children},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.1038},
	url = {http://oaji.net/articles/2020/457-1607330330.pdf},
	author = {Catarina Anna W{\"a}sterlid}
}
@article {1309,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {669-670},
	abstract = {Contents, Vol. 78, No. 5, 2020},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1600951134.pdf},
	author = {Editorial Board}
}
@article {1352,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {1061},
	abstract = {Contents, Vol. 78, No. 6A, PEC, 2020
Special issue: {\textquotedblleft}EDUCATIONAL CHALLENGES IN EAST ASIA{\textquotedblright}},
	keywords = {contents, East Asia},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1612880528.pdf},
	author = {Editorial Board}
}
@article {1324,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {879-880},
	abstract = {Contents, PEC, Vol. 78, No. 6, 2020},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1607329239.pdf},
	author = {Editorial Board}
}
@article {1259,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 78, No. 1, 2020, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1581494475.pdf},
	author = {Editorial Board}
}
@article {1295,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {471},
	abstract = {PEC, Vol. 78, No. 4, 2020, Contents },
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1596902101.pdf},
	author = {Editorial Board}
}
@article {1270,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {135},
	abstract = {Contents, PEC, Vol. 78, No. 2, 2020},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1587021962.pdf},
	author = {Editorial Board}
}
@article {1282,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {307-308},
	abstract = {Contents, Vol. 78, No. 3, PEC, 2020},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1592832208.pdf},
	author = {Editorial Board}
}
@article {1269,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {133-134},
	abstract = {Cover page, PEC, Vol. 78, No. 2, 2020},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1587021914.pdf},
	author = {Editorial Board}
}
@article {1281,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {305-306},
	abstract = {Cover page, Vol. 78, No. 3, PEC, 2020},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1592832157.pdf},
	author = {Editorial Board}
}
@article {1308,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {667-668},
	abstract = {Cover page, Vol. 78, No. 5, 2020 },
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1600951094.pdf},
	author = {Editorial Board}
}
@article {1351,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {1059-1060},
	abstract = {Cover, PEC, Vol. 78, No. 6A, 2020.
Special issue: "EDUCATIONAL CHALLENGES IN EAST ASIA{\textquotedblright}},
	keywords = {cover, East Asia, special issue},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1612880453.pdf},
	author = {Editorial Board}
}
@article {1323,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {877-878},
	abstract = {Cover, PEC, Vol. 78, No. 6, 2020},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1607329185.pdf},
	author = {Editorial Board}
}
@article {1258,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 78, No. 1, 2020, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1581494438.pdf},
	author = {Editorial Board}
}
@article {1294,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {469-471},
	abstract = {PEC, Vol. 78, No. 4, 2020},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1596902063.pdf},
	author = {Editorial Board}
}
@article {1354,
	title = {CULTURALLY RESPONSIVE TEACHING FOR THE CHILDREN OF NEW IMMIGRANTS IN TAIWAN: PERSPECTIVES OF NEW IMMIGRANT PARENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1065-1080},
	abstract = {International marriages have increased the population of new immigrants in Taiwan. Most Taiwanese educators are unaware of the expectations of the new immigrant parents. This ethnographic research explored whether Taiwanese primary school teachers implemented culturally responsive teaching to help the children of new immigrants become academically accomplished from the perspectives of the new immigrant parents. The findings indicated that most Taiwanese primary school teachers were aware of the challenges the children of new immigrants faced but culturally responsive teaching approaches were rarely implemented in any meaningful way, and that Taiwan still lacked effective communication styles, multicultural curriculum design and culturally congruent teaching. While most Taiwanese teachers recognized cultural differences, they failed to pursue measures to achieve educational equity. The new challenges and relevant issues are discussed.},
	keywords = {culturally responsive teaching, ethnographic research, international marriages, primary school teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.1065},
	url = {http://oaji.net/articles/2021/457-1612880709.pdf},
	author = {Mei-ying Chen and Geneva Gay}
}
@article {1330,
	title = {DEVELOPING CHARACTER EDUCATION THROUGH ACADEMIC CULTURE IN INDONESIAN PROGRAMMED ISLAMIC HIGH SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {948-966},
	abstract = {Academic dishonesty, which is a part of educational problems, occurs mostly in religious-based high schools. The dishonest behavior of these students is contrary to the application of character education in educational institutions. This research aimed to describe the experiences of teachers and students in the Programmed Islamic High School (PIHS) relating to academic culture in the development of student character education. The data collection method used in this research was a phenomenological qualitative method by conducting in-depth interviews with four teachers and six students in a PIHS. Apart from the results of the interviews, the acquisition of data was also supported by documentation and observations of the daily activities of the students, which reflected the application of character education. The results showed that the academic culture at PIHS contributes greatly to developing student character education. Character education developed from academic culture can be seen from their academic discourse, publications, knowledge acquisition, disciplinary, and academic activities management. From the academic culture, students have a religious, honest, nationalistic, responsible, cooperative, and independent character. This research suggests that the pattern of academic culture in the development of character education in PIHS can be adopted by other religion-based schools. },
	keywords = {academic culture, character education, daily activities, Programmed Islamic high school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.948},
	url = {http://oaji.net/articles/2020/457-1607329820.pdf},
	author = {Rohmatun Lukluk Isnaini and Farida Hanum and Lantip Diat Prasojo}
}
@article {1320,
	title = {DEVELOPMENT OF A CHILDREN QUESTIONNAIRE FOR MEASURING CHINESE CHARACTER LITERACY LEARNING SATISFACTION},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {832-855},
	abstract = {There are limited reports about development of questionnaire to measure learning satisfaction among young children. In this research, guidelines were listed for developing a questionnaire that gauges Chinese Character Literacy Learning Satisfaction (CCLLS) among 8-year-old children. The research was undertaken based on the responses of 232 children from 11 Chinese national type primary schools (SJKC) of Kota Kinabalu, Sabah, Malaysia. The CCLLS questionnaire consists of 12 items developed through three dimensions of satisfaction, which are (1) Satisfaction towards Chinese characters writing, (2) Satisfaction towards Chinese characters recognizing, (3) Satisfaction towards the learning in classroom.  Rasch analysis was used to examine the item polarity. The result showed point measure correlation was within 0.47 {\textendash} 0.60. The items were also detected with the outfit mean square in the range of 0.76 {\textendash} 1.24, indicating CCLLS was fit to measure the children{\textquoteright}s learning satisfaction. The raw variance explained by measures (33.3\%), the unexplained variance in first contrast (9.1\%), with the eigenvalue (1.6\%) from the principal component analysis, suggested that CCLLS could be unidimensional. The internal consistency was considered very high with 0.81 in Cronbach{\textquoteright}s alpha (KR-20).  The result also showed CCLLS has very good item reliability (0.91) with good item separation index (3.23). The person reliability (0.77) was in satisfactory range with moderately good person separation index (1.81).  The findings indicated that CCLLS questionnaire could be a valid and reliable tool in measuring Chinese character literacy learning satisfaction among 8-year-old primary school children of SJKC.},
	keywords = {children questionnaire, Chinese Characters Literacy Learning Satisfaction, Rasch analysis, validity and reliability},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.832},
	url = {http://oaji.net/articles/2020/457-1600952102.pdf},
	author = {Shiat Lu Wong and Nyet   Moi Siew and Chiow Thai Soon}
}
@article {1300,
	title = {DEVELOPMENT OF EFL TEACHERS{\textasciiacute} PEDAGOGICAL CONTENT KNOWLEDGE THROUGH ACTION RESEARCH IN A MASTER{\textquoteright}S PROGRAM},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {533-552},
	abstract = {This longitudinal, 2-year study explored the experience of a cohort of seven in-service teachers in an English Language Teaching master{\textquoteright}s program as they carried out action research studies to determine the impact of the stages of the research process on the various components of their pedagogical content knowledge. The research design followed a qualitative multiple case study model. Data were gathered through semi-structured interviews, written reflections, and participant observation journal notes. Main findings highlight the way specific components of the thesis linked to stages of the action research study contributed to developing certain types of knowledge integral to pedagogical content knowledge. Knowledge of the students was highly impacted by the needs analysis and the design and implementation of the intervention. In terms of pedagogical knowledge, building the state of the art and theoretical framework along with the intervention clarified and further developed knowledge of teaching methodologies and strategies. Subject matter knowledge was highly impacted by the theoretical framework and the socialization opportunities. Establishing the setting of the study contributed to further understand the constraints and affordances of their teaching contexts. Overall, this action research study became an insightful experience that helped participants promote effective classroom practices to address their students{\textquoteright} needs. },
	keywords = {action research, longitudinal case study, master{\textquoteright}s thesis, pedagogical content knowledge, second language teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.533},
	url = {http://oaji.net/articles/2020/457-1596902449.pdf},
	author = {Julio Cesar Gomez}
}
@article {1326,
	title = {DISTANCE EDUCATION DURING COVID-19: THE PERSPECTIVE OF SLOVAK TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {884-906},
	abstract = {As the new coronavirus SARS-CoV-2 (causing COVID-19) has begun to spread around the world, education has taken the form of distance education from one day to the next. To this day, little is known about distance education during the pandemic period from teachers{\textquoteright} point of view, so the study focused on perception and management of distance education in primary school (primary and lower secondary education) and upper-secondary school (upper secondary education) teachers; and the main aim was to explore the connection between teaching experience, personality traits, and emotions of teachers and their perception and management of distance education during the coronavirus pandemic. The research sample consisted of 379 teachers (89.7\% women) aged 23 {\textendash} 70 years (M = 44.91; SD = 10.38). They completed the questionnaire which consisted of: demographic questions, questions related to perception and management of distance education, the Positive and Negative Affect Schedule and the Big Five Inventory 2. During the pandemic period, the negative emotions of teachers increased while positive emotions decreased; distance education was closely related to emotions (and changes in emotions) and personality; moreover, teachers reported willingness to implement partial changes into their teaching after the pandemic period.},
	keywords = {distance education, negative emotions, personality traits, positive emotions},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.884},
	url = {http://oaji.net/articles/2020/457-1607329450.pdf},
	author = {Ballov{\'a} Miku{\v s}kov{\'a}, E. and Marcela Vere{\v s}ov{\'a}}
}
@article {1278,
	title = {ECONOMIC ATTITUDES AND PERCEPTIONS OF POVERTY IN INDIGENOUS COLLEGE STUDENTS IN MEXICO FROM THE INTERCULTURAL APPROACH},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {263-281},
	abstract = {Behavioral economics has tried to explain the economic and financial decisions of the individuals. It has been used to understand the economic perceptions and attitudes of vulnerable groups; however, for indigenous peoples, especially in Latin America, there are unresolved issues. Thus, from an intercultural perspective, this research examines the association between the economic attitude and the perception of poverty through the comparison of a sample of intercultural college students from different ethnic groups in Mexico. For this reason, a quantitative, descriptive and correlational research was carried out with a non-experimental design from a sample of 207 intercultural college students. Two research questions were raised, the questions were tested by Pearson correlation and linear regression. Attribution theory was analyzed to assess the association between the economic attitude and the perception of poverty in intercultural students. It was found that the economic attitude is related to the perception of poverty, because the students presented attitudes of financial optimism oriented towards the structural causes of poverty. Consequently, the model of an intercultural university could benefit the development of indigenous communities, through a pedagogy oriented towards the creation of significant economic attitudes.},
	keywords = {behavioral economics, financial optimism, intercultural college students, perceptions of poverty},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.263},
	url = {http://oaji.net/articles/2020/457-1587022782.pdf},
	author = {Ozuna Beltran, G. A. and Nu{\~n}ez Ram{\'\i}rez, A. M. and V{\'a}zquez Jim{\'e}nez, L. I. and Velarde Flores, L. C.}
}
@article {1288,
	title = {ECONOMICS TEACHERS{\textquoteright} USE OF TOPIC SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE IN TEACHING MARKET DYNAMICS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {371-393},
	abstract = {The poor learners{\textquoteright} understanding of specific topic {\textquoteleft}Market Dynamics{\textquoteright} (MD) is a concern in South Africa secondary schools and so it is globally. Many researchers and education stakeholders in South Africa point to the need to use TS-PCK to improve learners{\textquoteright} understanding of MD. This research aimed to examine economics teachers{\textquoteright} teaching of Market Dynamics (MD) in order to understand how the teaching and learning of MD could be improved using topic Specific PCK.  Using Mavhunga{\textquoteright}s TS-PCK as the theoretical framework. Two TS-PCK components were examined in the research namely, content knowledge (What is that makes a topic difficult to teach?) and representations were used to gain an in{\textendash}depth understanding of teachers{\textquoteright} use of TS-PCK in teaching MD. It was a descriptive case study design. Purposeful samples of three economics teachers of 10th, 11th and 12th grade were selected. A semi-structured interview consisting of 18 items was used to generate data for the research while a qualitative data analysis technique, namely thematic analysis was used to analyze the data generated. The results showed that the three economics teachers sampled for the research were able to use their TS-Content Knowledge adequately in different Content Knowledge domains to understand what makes a topic difficult to teach or learn. The result also showed that the participating teachers identified difficult areas that are challenging to teach in the topic of MD but were unable to explain and give cogent reasons why those areas were challenging for learners to understand. Further results on teachers{\textquoteright} use of TS-PCK based on {\textquoteleft}representations{\textquoteright} revealed that the teachers effectively used analogies and examples in teaching market dynamics but struggled to find activities to illustrate some of the concepts of market dynamics. The research recommends that economics teachers should be provided with more structured opportunities to help develop their topic specific pedagogical content knowledge of the school level content as part of their professional development.    },
	keywords = {content knowledge, economics teachers, market dynamics, pedagogical content knowledge, topic specific pedagogical content knowledge},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.371},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2537295},
	author = {Ijeoma Chidinma Ogbonnaya and Andile Mji and Olivia Neo Mafa-Theledi and Beatrice Ngulube}
}
@article {1353,
	title = {EDITORIAL FOR THEMATIC ISSUE ON {\textquotedblleft}EDUCATIONAL CHALLENGES IN EAST ASIA{\textquotedblright}},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Editorial},
	chapter = {1062-1064},
	abstract = {Globalization and education reform is becoming an important topic across the international arena. In response to global pressures for reform, national educational systems{\textquoteright} quality is increasingly being compared internationally, and education changes are introduced. For example, uniformity of global curricula, instruction, and testing might result from worldwide trends such as the TIMSS (Trends in International Mathematics and Science Study) and PISA (Programme for International Student Assessment). Also, the growth of English language usage and immigrants might contribute to a growing uniformity of global educational practices for the global economy (Springer, 2008). Nevertheless, there is considerable criticism of the ever-increasing global uniformity in education because ignoring differences in contextual capacity and culture at the national and local levels will result in unintended and unexpected consequences for educational practice (Carnoy \& Rhoten, 2002). },
	keywords = {East Asia, educational challenges, global educational practices},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.1062},
	url = {http://oaji.net/articles/2021/457-1612880638.pdf},
	author = {Huang, K.-H. and Cheng, C.-C.}
}
@article {1321,
	title = {THE EFFECT OF HORTICULTURAL PROGRAM WITH LIFE CONTEXTS ON THE COGNITIVE FUNCTION OF THE ELDERLY IN TAIWAN},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {856-872},
	abstract = {Based on the reminiscence therapy, the research aimed to develop the horticultural program with life contexts for the elderly in southern Taiwan, and to explore the effect on overall cognitive function of the elderly. The participants were 17 seniors in one community care center. The research adopted quasi-experimental research of one group pre-test and post-test design of time series, and data were collected by questionnaire surveys and semi-structured interviews. The objective of the program was to maintain cognitive function of the elderly. Twelve activities of the program were implemented once a week and 2 hours for each activity. The program included manual activity, group activity, and outdoor planting activity. The program content was based on farming experience of the elderly and integrated with diverse cognitive function trainings. It was found that the program showed immediate effect and two-week delay effect on promoting overall cognitive function of the elderly. Also, the elderly obtained new planting experience and their learning motivation was enhanced. Additionally, because of integrating with life contexts, the program was meaningful and encouraged the elderly to be engaged in the activities and recall the past. In the process, the elderly enjoyed the exchange of horticulture and life experience.},
	keywords = {cognitive function, horticultural program, quasi-experiment, the elderly},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.856},
	url = {http://oaji.net/articles/2020/457-1600952187.pdf},
	author = {Ya-Ling Wu and Shan-Ru Chao and Wei-Fang Tsai and Mei-Lun Chen}
}
@article {1266,
	title = {EFFECT OF LEARNING CLIMATE, THINKING PATTERN, AND CURIOSITY ON ACADEMIC PERFORMANCE IN HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {102-113},
	abstract = {This research aimed to examine the theoretical model that explains the relations among learning climate, thinking patterns, and curiosity on academic performance. This research was a non-experimental research with 1,000 respondents from State University of Surabaya, Indonesia. They came from 20 departments, consisting of 324 men and 676 women with a mean age of 19.81 years. Data were collected using a questionnaire, including inventory of learning climate, thinking patterns, and curiosity. Data were analyzed using Structural Equation Modeling. The results showed that the model was compatible with the data. The examination also showed the effect of the learning climate on thinking patterns, the influence of thinking patterns on curiosity, the influence of the learning climate on curiosity, and the influence of curiosity on academic performance. It is concluded that learning climate, thinking pattern, and curiosity play an important role in academic performance. Thus, the quality of students can be improved if curiosity is cultivated and reflective thinking patterns are formed. This requires serious efforts, both in policy and practice, to build a learning climate for the growth of students{\textquoteright} thinking and curiosity.},
	keywords = {academic performance, epistemic curiosity, learning climate, structural equation modelling, thinking pattern},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.102},
	url = {http://oaji.net/articles/2020/457-1581494986.pdf},
	author = {Ali Maksum and Fifukha D. Khory}
}
@article {1304,
	title = {THE EFFECT OF PARENTAL EDUCATION AND PARENTAL READING BEHAVIOUR ON FAMILY CULTURAL CAPITAL OF LOWER AND UPPER SECONDARY SCHOOL STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {612-626},
	abstract = {The aim of the research was to analyse the effects of family cultural capital on reading behaviour of the selected group of lower secondary and upper secondary school students in Slovakia. Based on the results of the international testing called PIRLS (2016) and PISA (2018) the school children in Slovakia achieved low results. Therefore, the selected aspects of family cultural capital were analysed to find out the extent of effect it has on the reading behaviour of the selected sample of the students in Slovakia. Specifically, the research was focused on the several selected factors, as follows: family trips, cinema, theatre shows, galleries and concerts attendance, family crafts, parental education, and parental reading behaviour. The sample was selected based on the age of the respondents and their school affiliation. Geographically the random sample was selected from the students of Nitra region in Slovakia. Although the data were collected about both parents of each student, the effect of mother{\textquoteright}s reading behaviour appeared to have greater significance. Apparently, the number of books in the family library had some effect on reading behaviour of the children in the family, too. The results presented the importance of family environment in the process of reading behaviour development of the selected groups of students.},
	keywords = {cultural capital, metric invariance, mimic model, reading behaviour},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.612},
	url = {http://oaji.net/articles/2020/457-1596902715.pdf},
	author = {Marcela {\v S}arvajcov{\'a} and {\v L}ubom{\'\i}r Rybansk{\'y}}
}
@article {1273,
	title = {THE EFFECT ON STUDENTS{\textquoteright} ARITHMETIC SKILLS OF TEACHING TWO DIFFERENTLY STRUCTURED CALCULATION METHODS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {167-195},
	abstract = {Mastering traditional algorithms has formed mathematics teaching in primary education. Educational reforms have emphasized variation and creativity in teaching and using computational strategies. These changes have recently been criticized for lack of empirical support. This research examines the effect of teaching two differently structured written calculation methods on teaching arithmetic skills (addition) in grade 2 in Sweden with respect to students{\textquoteright} procedural, conceptual and factual knowledge. A total of 390 students (188 females, 179 males, gender not indicated for 23) were included. The students attended 20 classes in grade 2 and were randomly assigned to one of two methods. During the intervention, students who were taught and had practiced traditional algorithms developed their arithmetic skills significantly more than students who worked with the decomposition method with respect to procedural knowledge and factual knowledge. These results provided no evidence that the development of students{\textquoteright} conceptual knowledge would benefit more from learning the decomposition method compared to traditional algorithm.},
	keywords = {arithmetic skills, decomposition method, intervention study, mathematics education, traditional algorithm, written calculation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.167},
	url = {http://oaji.net/articles/2020/457-1587022257.pdf},
	author = {Margareta Engvall and Joakim Samuelsson and Rickard {\"O}stergren}
}
@article {1289,
	title = {THE EFFECTS OF INDEXING PROMPTS ON PROBLEM-SOLVING IN CASE LIBRARY LEARNING},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {394-409},
	abstract = {Researchers have suggested that case library learning is an effective instructional method that promotes argumentation skills for ill-structured problem-solving. However, little research has examined scaffolding strategies to implement effective case library learning. The aim of this research was to examine the effects of indexing prompts as scaffolds on argumentation skills during problem-solving in case library learning. A quasi-experimental design was employed for the research. A total of 111 first-year students in a university across three sections in a career development course participated in the experiment. Participants were provided with three different indexing prompts: explanation-based indexing prompts (focused on self-explaining anomalies of individual cases), difference-based indexing prompts (focused on self-explaining similarities and differences between cases), and no prompts (allowing spontaneous self-explanations when studying cases). Learners{\textquoteright} argumentation essays comprising initial arguments, counterarguments, and rebuttals were collected. The results found that learners who were prompted to generate mental indices outperformed the learners in the control group when constructing argumentation. More specifically, explanation-based indices were beneficial in making counterarguments and rebuttals, and difference-based indices were helpful when making rebuttals. These findings suggest that indexing cases based on both exploration of the anomalies of each case and comparisons between cases improves argumentation by facilitating case retention, retrieval, and reuse. },
	keywords = {argumentation skills, case library learning, case-based reasoning, indexing prompts},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.394},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2537300},
	author = {Jongchan Park and Jinju Lee and Dongsik Kim}
}
@article {1337,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {1058},
	abstract = {End page, PEC, Vol. 78, No. 6, 2020},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1607330369.pdf},
	author = {Editorial Board}
}
@article {1293,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {465-468},
	abstract = {End page, Vol. 78, No. 3, 2020},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1592833405.pdf},
	author = {Editorial Board}
}
@article {1268,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {132},
	abstract = {End page, Vol. 78, No. 1, 2020, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1581495098.pdf},
	author = {Editorial Board}
}
@article {1280,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {304},
	abstract = {End page, PEC, Vol. 78, No. 2, 2020},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1587022900.pdf},
	author = {Editorial Board}
}
@article {1359,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {1142},
	abstract = {PEC, Vol. 78, No. 6A, 2020
THEMATIC ISSUE ON {\textquotedblleft}EDUCATIONAL CHALLENGES IN EAST ASIA{\textquotedblright}},
	keywords = {East Asia, end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1612881072.pdf},
	author = {Editorial Board}
}
@article {1307,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {666},
	abstract = {End page, Vol. 78, No. 4, 2020},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1596902937.pdf},
	author = {Editorial Board}
}
@article {1322,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {876},
	abstract = {End page, Vol. 78, No. 5, 2020},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2020/457-1600952222.pdf},
	author = {Editorial Board}
}
@article {1331,
	title = {EXAMINATION OF PRE-SCHOOL STUDENTS{\textquoteright} SELF-REGULATION SKILLS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {967-982},
	abstract = {Children should have some essential characteristics to follow primary school education. Pre-schools prepare children for the first years of primary school by teaching them to attain the necessary skills. The main aim of this study was to explore the self-regulation skill levels of 4-6 age group students attending pre-school education institutions, according to various demographic variables. In this survey, a descriptive research method, one of the quantitative research methods, was used. The population is 10336 students who attend the public preschool education institutions in K{\"u}{\c c}{\"u}k{\c c}ekmece, {\.I}stanbul, and the sample consists of 203 students. The {\textquoteleft}Personal Information Form{\textquoteright} and the Development of the Self-Regulation Skills Scale for 4-6 Years Old Children (Teacher Form) were used in the research to collect data. One-way analysis of variance (ANOVA) and t-test were implemented to analyze the data. In terms of findings of the research, when teachers consider the self-regulation skills of 4-6 years old students as sub-dimensions, they stated that they had {\textquotedblleft}mostly{\textquotedblright} obstructive control sub-dimension, {\textquotedblleft}mostly{\textquotedblright} and {\textquotedblleft}always{\textquotedblright} had sub-dimension of working memory. In general, it can be said that the children participating in the research mostly had self-regulation skills. Although significant differences existed between the self-regulation skills of preschool students in terms of gender, age, and class size, no significant difference was found according to whether the mothers working in a job or not.},
	keywords = {preschool students, preschool teacher, self-regulation, self-regulation skills},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.967},
	url = {http://oaji.net/articles/2020/457-1607329898.pdf},
	author = {Kamil Arif K{\i}rk{\i}{\c c} and B{\"u}{\c s}ra Demir}
}
@article {1285,
	title = {EXAMINATION OF STUDENTS{\textquoteright} ATTITUDES TOWARDS BIOLOGY AND BIOLOGY COURSE IN TERMS OF GENDER, GRADE LEVEL AND PET-KEEPING},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {328-341},
	abstract = {Biology course can be difficult for students at times as it includes a lot of concepts and a relatively intense content. At this point, students{\textquoteright} attitude towards biology and biology course is highly important because having developed a positive attitude would significantly affect behavior. In other words, those students who have developed a positive attitude towards biology and biology course are expected to be more interested in class, more enthusiastic for learning, and as a result more successful. In this research, the gender and grade level variables as well as the pet-keeping variable were examined. The effects of these variables on the attitudes of secondary school students towards biology and biology course were examined by MANOVA. The sample of the research, which was designed in a relational survey model, consisted of 1047 secondary school students. In the collection of data, {\textquotedblleft}Secondary School Students{\textquoteright} Attitude towards Biology and Biology Course Scale{\textquotedblright} was used. It was concluded that students who keep a pet have a more affirmative attitude. It was determined that female students have a more affirmative attitude compared to male students and 9th graders have a more affirmative attitude compared to students in other grade levels. Finally, it has been discussed why female students{\textquoteright}, pet keeping students{\textquoteright} and lower grade students{\textquoteright} attitudes towards biology and biology course are more affirmative, and suggestions for increasing students{\textquoteright} attitudes have been developed.},
	keywords = {attitude towards biology, biology course, pet-keeping behavior, secondary school students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.328},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2537206},
	author = {Dilek Sultan Acarl{\i} and H{\"u}seyin Abdurrahman Acarl{\i}}
}
@article {1316,
	title = {AN EXAMINATION OF SYRIAN STUDENTS{\textquoteright} EDUCATIONAL EXPERIENCES AT SCHOOL FROM THE REFLECTIONS OF TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {754-776},
	abstract = {Education is the most effective tool for enabling immigrants{\textquoteright} integration into the country they live in. The aim of this research is to determine teachers{\textquoteright} views related to the education of Syrian students attending state schools. By presenting them through the experiences of their teachers, this paper deals with how the educational experiences at school of Syrian children of school age are shaped in state schools. The research is planned with a qualitative approach as a case study design. The participants of the research were 34 teachers working in state schools and having Syrian students in their classes. The research data were collected via focus group interviews and semi-structured interviews in Rize, Turkey between the years 2017-2019. The data in the focus group and semi-structured interviews were supported by means of observations. The research findings reveal that the biggest problem in teachers{\textquoteright} opinions was the language problem and the communication and academic barriers resulting from this, that Syrian students suffered from depression and trauma because of war and migration, that they had a feeling of loneliness, and that nevertheless, they were happy at school. Therefore, this research reveals that teachers working with Syrian students are in need of vocational training and development consolidation in order to provide academic and psychological support for these students. Successfully addressing the educational needs of Syrian students in school will be especially beneficial for enabling Syrian children{\textquoteright}s integration into society.},
	keywords = {education experience, qualitative research, Syrian students, teacher reflection, Turkey},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.754},
	url = {http://oaji.net/articles/2020/457-1600951811.pdf},
	author = {Nermin Karabacak}
}
@article {1286,
	title = {AN EXAMINATION OF TEACHERS{\textquoteright} SUSTAINABLE DEVELOPMENT AWARENESS IN TERMS OF BRANCHES, GENDERS, AGES AND YEARS OF SERVICE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {342-358},
	abstract = {Sustainable development is an interdisciplinary structure that includes the dimensions of environment, economy and society. The aim of this research was to determine the sustainable development awareness of science, social studies and primary school teachers. The research designed with the survey approach was carried out with 2982 teachers working in different regions of Turkey in 2019. In the research, Sustainable Development Awareness Scale consisting of 3 sub-dimensions and 36 items developed by Atmaca, Kiray and Pehlivan (2019) was used. Significance level was taken as .05 in the analyses that examined the signification between the groups. As a result of the research, no significant difference was found between the teachers{\textquoteright} sustainable development awareness and their branches and years of service, while a significant difference was found between the teachers{\textquoteright} ages and gender and their sustainable development awareness scores.},
	keywords = {descriptive research, science education, sustainable development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.342},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2537291},
	author = {Ayse Ceren Atmaca and Seyit Ahmet Kiray and Mustafa Hilmi Colakoglu}
}
@article {1312,
	title = {EXPLORING BUSINESS AND TECHNICAL EDUCATION UNIVERSITY LECTURERS{\textquoteright} WORK MOTIVATION, BASIC NEED SATISFACTION AND ENGAGEMENT RELATIONSHIP},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {688-697},
	abstract = {The link between basic psychological needs satisfaction of employees and their engagement in other administrative organizations is relatively established. However, there is a paucity of research findings regarding this link in the educational organizations in general, and vocational education in particular. This research, therefore, determined the relations between work-related basic need satisfaction (WBNS), work engagement, and work motivation in aspects of vocational education. The participants were 299 business and technical education lecturers of the vocational education programme in Nigeria universities. The research utilized three scales, which were embedded in a questionnaire for data collection. The face and construct validity of the scales were established. Data analyses were performed with correlation, and regression of paths by applying 2000 re-samples bias-corrected (BC) bootstrapping method. The result revealed a significant positive WBNS-motivation, WBNS-engagement, and motivation-engagement relations. However, work motivation could not mediate the link in the research model.},
	keywords = {basic need satisfaction, vocational education lecturers, work engagement, work motivation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.688},
	url = {http://oaji.net/articles/2020/457-1600951465.pdf},
	author = {Samson Onyeluka Chukwuedo and Jane Nwakaego Egbri}
}
@article {1284,
	title = {EXPLORING STUDENTS{\textquoteright} METACOGNITIVE REGULATION SKILLS AND MATHEMATICS ACHIEVEMENT IN IMPLEMENTATION OF 21ST CENTURY LEARNING IN MALAYSIA},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {314-327},
	abstract = {21st-century learning is integral to the transformation of the curriculum in Malaysia with the transition from School Integrated Curriculum (SIC) to School Standard Curriculum (SSC) introduced around 2014. During this time, the implementation of 21st-century learning was acceptable and very rewarding. However, the impact of implementation on students{\textquoteright} skills, abilities, potentials and achievements should be looked at to ensure that the new curriculum is stable and practical to continue. There is a need to discuss the level of metacognitive regulation skills and students{\textquoteright} achievement in line with the introduction and implementation of 21st-century learning in the context of the Malaysian curriculum. Therefore, this research was conducted to examine whether the implementation of 21st-century learning has an impact on metacognitive regulation skills and student achievement. This quantitative survey was conducted by 201 Form 2 students from four secondary schools in Pasir Gudang District, Johor, Malaysia. The results show that the level of students{\textquoteright} metacognitive regulation skills and the level of achievement in mathematics is moderate. Correlation analysis also showed there was a significant correlation between metacognitive regulation skills and student achievement. The implications from this research suggest that stakeholders including ministries, curriculum developers, education departments and teachers need to take initiatives to strengthen and improve the reputation of curriculum transformation in line with the 21st-century learning era in producing quality education. },
	keywords = {21st-century learning, curriculum transformation, mathematics learning, metacognitive regulation skills, students{\textquoteright} achievement},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.314},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2537157},
	author = {Mohamad Ariffin Abu Bakar and Norulhuda Ismail}
}
@article {1260,
	title = {A FEW REFLECTIONS ON CONTEMPORARY SCIENCE EDUCATION AND EDUCATIONAL RESEARCH},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-8},
	abstract = {Educational tendencies are certain regularities outlined in the development of ideas related to education and upbringing. They show some perspectives that can be predicted by describing models, planning research on future processes as well as taking preventive actions. Trends are more, than tendencies, related to the style of some types of research or their directions conditioned by social demand or the specificity of cultural changes at a given time and place.
	Contemporary science education tendencies are largely due to the globalization process, technology development, multiculturalism and human impact on the natural environment. The old slogans such as "Live globally, act locally", "Sustainable development in practice" or "Multicultural path to success" still seem to be a big challenge. We see a number of problems that remain unsolved, and even grow, in the situation of rapid development of knowledge, social change and global climate issues.
},
	keywords = {educational research, educational tendencies, natural environment},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.04},
	url = {http://oaji.net/articles/2020/457-1581494566.pdf},
	author = {Katarzyna Potyra{\l}a}
}
@article {1356,
	title = {FOSTERING AUTONOMOUS LANGUAGE LEARNERS AT A JAPANESE UNIVERSITY},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1096-1106},
	abstract = {Autonomous learning is one of the most important factors in the field of language learning. Leaning a language demands a considerable amount of time and learners have to work inside and outside the classroom to develop their language skills. The present study explored ways of promoting autonomous learning skills in mixed-level of students of English at a Japanese university. The course syllabus, which employed various methods was developed in order to increase students{\textquoteright} autonomous learning skills and incorporate a self-study period during the semester. The students set their own goals, then planned, developed and followed strategies to achieve them. Learners also kept a weekly learning-log, culminating in a presentation and a written report about what they had done to achieve their goals, including self-evaluation. The results showed that the students recognized some improvements in their English learning skills, motivation and learning habits, including an increase in learning hours. In addition, the students gained confidence in their English learning. Further practical improvements are suggested for supporting students to become autonomous language learners.},
	keywords = {autonomous learners, language learning, learner autonomy, learner independence, self-study},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.1096},
	url = {http://oaji.net/articles/2021/457-1612880853.pdf},
	author = {Mayumi Kanazawa}
}
@article {1303,
	title = {GENDER DIFFERENCES FAVOURING FEMALES IN LEARNING STRATEGIES IN MATHEMATICS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {595-611},
	abstract = {Most universities teach mathematics in the first year and the complexity of the subject demands also different levels of mathematics. Although students understand the reason why they need to learn mathematics, there are more than half of students struggling during the math classes. It is also interesting to compare male and female students{\textquoteleft} study habits and differences. The aim of this research is to report first-year Estonian university students{\textquoteright} views on mathematics by gender. The quantitative data were collected from 440 university students of different disciplines. The participants completed the LIST questionnaire what measures several aspects of learning strategies of mathematics conducted by factor analysis of 69 questions in 4-point Likert scale. In this research, in two of nine factors, females hold a more positive view of learning strategies than did male students. This research indicates which learning strategies in mathematics are preferred by males and females. Factors Organizing and Repeating were the factors in which we found statistically significant gender difference. Females showed more powerful organizing skills and had better repeating strategies than males. Females try to order the subject matter in a way that makes it easy for them to remember, they go over their notes and structure the most important points more than males. In all the other factors, statistical differences were found only in some questions.},
	keywords = {Learning Strategies, LIST-questionnaire, mathematics education, mathematics related effect, university mathematics},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.595},
	url = {http://oaji.net/articles/2020/457-1596902655.pdf},
	author = {Indrek Kaldo and Kandela {\~O}un}
}
@article {1291,
	title = {GENDER DIFFERENCES IN STUDENTS{\textquoteright} ACHIEVEMENTS IN LEARNING CONCEPTS OF ELECTRICITY VIA STEAM INTEGRATED APPROACH UTILIZING SCRATCH },
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {423-448},
	abstract = {The main aim of the presented research was to examine the interaction between student{\textquoteright}s gender and achievements in learning concepts of electricity via STEAM integrated approach utilizing Scratch. This research was aimed to determine the gender disparity for lower-secondary school students in learning about the concepts of electricity. Quasi-experimental design involving male and female groups was used in this research. Students were required to utilize Scratch to design games and animated stories on electricity concepts. The Electricity Achievement Test (EAT) was administered for pre- and post-test. The findings proved that the STEAM integrated approach via Scratch could narrow the gap between male and female in learning concepts of electricity. The findings of ANCOVA indicated that the intervention had similar positive effects on male and female students{\textquoteright} achievement in learning concepts of electricity. This research also provided a new method and an alternate connective framework for learning concepts of electricity via art and showed that both males and females were able to understand the topic of electricity, which reduced gender biases and disparity in the field of science.},
	keywords = {electricity achievement level, Gender gap, Scratch, STEAM integrated approach},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.423},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2537316},
	author = {Wee-Ling Tan and Mohd Ali Samsudin and Mohd Erfy Ismail and Nur Jahan Ahmad}
}
@article {1262,
	title = {IMPLEMENTATION OF MOBILE LEARNING USING A SOCIAL NETWORK PLATFORM: FACEBOOK},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {24-47},
	abstract = {This research set out to determine the use of a social networking platform, Facebook, as a medium for learning and teaching. Using a combination of the unified theory of acceptance and use of technology (UTAUT) model, Information Systems (IS) success model and the educational use of Facebook theory, a conceptual framework was developed for implementation of mobile learning and teaching. Structural equation modelling (SEM) was used to determine a model for the implementation of mobile learning and teaching. A sample of 330 respondents was used in this research. The data were analysed using structural equation modelling. The aim was to determine to what extent mobile learning is acceptable to colleges of education in Nigeria. Lecturers from a federal college of education in Nigeria were used to test the implementation of mobile learning using Facebook as a medium of communication. Four courses were selected as part of the intervention programme. The research revealed that m-learning significantly improves the teaching and learning conditions in colleges of education, specifically by reducing the inadequacies of physical facilities, and by improving the reading culture and performance of students. The results further indicate that most of the stakeholders are satisfied with the benefits of m-learning and wish to continue using the Facebook and their mobile phones.},
	keywords = {educational system, Facebook, mobile learning, quantitative approach, SEM},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.24},
	url = {http://oaji.net/articles/2020/457-1581494711.pdf},
	author = {John G. Chaka and Irene Govender}
}
@article {1277,
	title = {INDONESIAN STUDENTS{\textquoteright} ANXIETY TO WRITE IN ENGLISH AS A FOREIGN LANGUAGE ACROSS GENDER AND EDUCATIONAL LEVELS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {249-262},
	abstract = {This survey explored the level and types of anxiety expressed by Indonesia students in writing in English as a foreign language anxiety across gender and educational levels. To this end, 221 foreign language (FL) students from three levels of educations, i.e. lower-secondary school, upper-secondary school and university, were surveyed on voluntary basis where they were asked to complete 22 items of a Second Language Writing Anxiety Inventory (SLWAI) questionnaire. Two statistical analyses, Rasch Analysis and ANOVA, were performed to examine the quantitative data. The findings showed that all students experienced writing anxiety in FL learning, many experiencing a moderate level of anxiety. Furthermore, students{\textquoteright} writing anxiety was not influenced by gender and educational levels. Indeed, students across all education levels reported experiencing somatic anxiety, avoidance behaviour and cognitive anxiety, with avoidance behaviour being the most common form of anxiety. In conclusion, it is recommended that helping students to develop a positive perception of their FL writing is crucial in addition to helping them develop their writing skills.},
	keywords = {foreign language (FL) learning, foreign language anxiety (FLA), Rasch model, writing anxiety},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.249},
	url = {http://oaji.net/articles/2020/457-1587022688.pdf},
	author = {Herri Mulyono and Anggi Rizky Liestyana and Silih Warni and Gunawan Suryoputro and Sri Kusuma Ningsih}
}
@article {1335,
	title = {INFLUENCE OF ORGANISATIONAL FACTORS ON THE IMPLEMENTATION OF PHYSICAL EDUCATION IN EUROPEAN TERTIARY INSTITUTIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1027-1037},
	abstract = {The purpose of higher education is to produce active and intellectually well-rounded individuals yet, the transition to higher education seems to have deleterious effects on university and college students{\textquoteright} (UCS) fitness levels and physical activity (PA). 
The aim of this quantitative research was to analyse the influences of organisational factors on the implementation of physical education (PE) among UCS in European tertiary institutions. A purposive sampling method was employed. Seven academic peers gathered information on characteristics of tertiary institutions, sport and leisure facilities, types and characteristics of PA programs available for UCS in 66 European tertiary institutions. 
The results suggested that the curricula requirements for PE in public tertiary institutions were similar to private establishments, with minor administrative variations. Public tertiary institutions had significantly higher number of PE hours and PE sessions per semester, PE minutes per academic hour, duration of PE session, number PE teachers and number of students per one PE teacher. Universities had significantly higher number of PE semesters, PE minutes per academic hour, and hired more PE teachers. The organizational differences between public and private institutions might be explained by a lack of clear guidelines regarding PE curricula in higher education across European countries, and greater autonomy of the private tertiary institutions. Moreover, PA programs in higher education adhere to minimum requirements of the syllabi, which restrict total amounts of PE among UCS. Thus, it is recommended PE classes should become obligatory, with extended hours, appropriately qualified teachers and improved financing.
},
	keywords = {European tertiary institutions, higher education, organisational factors, PE curriculum, physical education, university college students (UCS)},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.1027},
	url = {http://oaji.net/articles/2020/457-1607330264.pdf},
	author = {Robert   Podstawski and Krzysztof Borys{\l}awski and Marta Zurawik and Alena Bukova and Bojan Masanovic and Ferenc Ihasz and Milo{\v s} Markovi{\'c} and Aneta Omelan}
}
@article {1297,
	title = {LEARNING STYLE PREFERENCES OF UNIVERSITY AND COLLEGE STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {486-499},
	abstract = {Knowledge of the appropriate learning styles in which students approach the study supports the effectiveness of the teaching process. There is international research that explores the factors that influence student learning styles or students{\textquoteright} preferences. The results of some research based on the similar methodologies are inconsistent. The aim of this research under the conditions of Czech tertiary education was to verify what factors students{\textasciiacute} learning style preferences in the subject Marketing depend on. The method of questioning based on quantitative research was used. 132 students of University of Economics, Prague and of College of Polytechnics Jihlava were involved in the research. The questions were formulated in a way to be able to define the learning style and whether students were aware of their sensory preferences. The model was based on the VARK model and the learning style according to motivation and intent. A chi-square test of independence was used for verification. The preferences of a deep problem-based learning style prevail. Learning styles preferences depend on factors related to the practical preparation of the students and the difficulty of the subject.  },
	keywords = {Czech tertiary education, deep problem-based learning style, learning style, subject Marketing, VARK model},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.486},
	url = {http://oaji.net/articles/2020/457-1596902254.pdf},
	author = {Kate{\v r}ina Berkov{\'a} and Jana Bor{\r u}vkov{\'a} and Dagmar Frendlovsk{\'a} and Pavel Krp{\'a}lek and David Melas}
}
@article {1298,
	title = {LECTURERS{\textquoteright} EXPERIENCE IN ASSESSING 21ST-CENTURY MATHEMATICS COMPETENCY IN INDONESIA},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {500-515},
	abstract = {Mathematics is one of the fields that has important role in the 21st-century thinking because mathematics involves the process of logical and systematic thinking to solve problems. This makes mathematical competencies need to be developed through learning and integrated into knowledge, skills, and attitudes. When learning has facilitated the development of 21st-century mathematical competencies, the assessment must also be able to photograph it. This research aimed to find out whether the lecturers of the Mathematics Education Study Program have conducted a 21st-century mathematics competency assessment. This research used a qualitative approach with the phenomenological method. The data were collected using in-depth interviews with each participant. The research participants were 20 lecturers from Mathematics Education Study Program who came from 12 provinces in Indonesia. Data analysis was performed by using the help of ATLAS.ti 8 software to analyze participants{\textquoteright} transcripts and documentation, formulate important phrases or sentences, formulate meaning, bring themes up, and be integrated into in-depth descriptions of the phenomenon. The result showed that lecturers of the Mathematics Education Study Program have not focused on the 21st-century mathematics competency assessment. The assessment of each mathematical competency was only done globally and not carried out in detail about each of the competency indicators.},
	keywords = {21st-century mathematical competencies, competency assessment, lecturers{\textquoteright} experience in assessment, Mathematics Education Study Program lecturers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.500},
	url = {http://oaji.net/articles/2020/457-1596902323.pdf},
	author = {Sintha Sih Dewanti and Badrun Kartowagiran and Jailani and Heri Retnawati}
}
@article {1275,
	title = {LECTURERS{\textquoteright} EXPERIENCES IN TEACHING SOFT SKILLS IN TEACHER PROFESSION EDUCATION PROGRAM (TPEP) IN INDONESIA},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {215-234},
	abstract = {The Teacher Profession Education Program (hereafter abbreviated: TPEP) in Indonesia is a program designed to generate professional teachers. Every pre-service teacher must be equipped with adequate hard skills and soft skills before diving into a professional environment. This phenomenological research explored the lecturers{\textquoteright} experiences in teaching soft skills to the students of TPEP. This research aims at getting a clear understanding of how soft skills teaching is implemented and what kinds of soft skills have been trained during TPEP. The data in this research were primarily collected through in-depth interviews conducted with 15 teaching lecturers from three universities that hold and organize the TPEP. Data analysis used analytic reduction which started from identifying important statements of the interview results, determining the core theme, and describing the essence of the entire experience. The results found that teaching soft skills with integrated/embedded models was used in the TPEP. Lecture, presentation, assignment, mentoring, and practice methods were used to train the TPEP students{\textquoteright} soft skills. While the soft skills that have been trained during the implementation of the TPEP consist of ethics, self-reliance, responsibility, patience, critical thinking skills, communication skills, teamwork, tolerance, and social skills. The future research is expected to develop a criteria-based on integrated soft skills assessment model that can be used to assess the achievement of the acquisition of teachers{\textquoteright} soft skills at the end of TPEP.},
	keywords = {pre-service teacher, soft skills, teacher profession education program (TPEP)},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.215},
	url = {http://oaji.net/articles/2020/457-1587022485.pdf},
	author = {Jefri Mailool and Heri Retnawati and Samsul Arifin and Ameliasari Tauresia Kesuma and Himawan Putranta}
}
@article {1272,
	title = {THE LEVELS AND NATURE OF PRE-SERVICE CHEMISTRY TEACHERS{\textquoteright} REFLECTIONS IN A PUBLIC UNIVERSITY IN SOUTHERN BRAZIL},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {147-166},
	abstract = {The development of teacher education focusing on reflective practice as well as the study of pre-service teacher reflections are educational concerns. This research seeks to categorize the levels and the nature of pre-service Chemistry teachers{\textquoteright} reflections in a public university in Southern Brazil. For this, autoscopies of the pre-service teachers{\textquoteright} microteachings were conducted in a supervised internship discipline. Data were collected through an open questionnaire and with the autoscopies of their microteachings. The analytical procedures were performed according to Content Analysis, from which the results show that the pre-service teachers engaged in three distinct levels of reflection: technical descriptions, deliberate reflections and critical reflections when thinking about their own microteaching experiences. By analysing the nature of the reflections, six categories emerged; reflections on: class planning; their teaching; the objectives; personal aspects; the autoscopy; and the students. The research results showed a low incidence of critical reflections, presenting the possible difficulty pre-service teachers had in this level of reflection. The Reflective Intervention proved to be useful for promoting reflections of the three levels of reflection, especially level 2 reflections, which consists of deliberate reflections. The results and analyses of this study contribute to the research in reflective teacher education in science, specifically in regards to a greater understanding of the levels and nature of pre-service teachers{\textquoteright} reflections and the use of reflective interventions as an approach to promote critical and deliberate reflections in science teacher education.},
	keywords = {autoscopy, reflection level, reflection nature, science teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.147},
	url = {http://oaji.net/articles/2020/457-1587022183.pdf},
	author = {Sandro Lucas Reis Costa and Fabiele Cristiane Dias Broietti and Marinez Meneghello Passos}
}
@article {1313,
	title = {LIMITATIONS OF TEACHING AND LEARNING REDOX: A SYSTEMATIC REVIEW},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {698-718},
	abstract = {Redox reactions are considered one of the most difficult chemistry subjects to teach and learn. However, this is an important content that permeates several topics and includes many everyday life-related phenomena. To understand the teaching and learning difficulties of the {\textquoteleft}redox reactions{\textquoteright} topic, a systematic literature review was conducted. Initially, 318 articles were mapped, between the years 2000 to 2019, related to the teaching of redox reactions. The inventoried articles were analyzed to identify, in their results, the aforementioned difficulties. Only 54 presented difficulties related to teaching and learning redox reactions. To analyze these articles, the year of publication, the conceptual/procedural difficulties resulting from the study, the researched participants, and the strategies used throughout the data collection were adopted as categories. As a result, the main participants of the investigations were students. It was observed that the research studies favored bachelor degree as the level of education. Moreover, most of the analyzed studies mainly proposed experimentation as teaching strategy for teaching redox reactions. This study points to the need for continuing education courses for chemistry teachers to discuss emerging difficulties, in addition to proposing teaching strategies to remedy these difficulties.},
	keywords = {education proposals, learning difficulties, redox reactions, state of the art},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.698},
	url = {http://oaji.net/articles/2020/457-1600951544.pdf},
	author = {Luciane F. Goes and Keysy S. C. Nogueira and Carmen   Fernandez}
}
@article {1279,
	title = {LOCUS OF CONTROL: TEACHERS{\textquoteright} NEGLECTED ATTRIBUTE TOWARDS STUDENTS{\textquoteright} ACHIEVEMENT SCORES IN FACING DIVERSE SOCIOECONOMIC STATUS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {282-300},
	abstract = {Irony of humans{\textquoteright} resiliencies to grasp life achievements has been remaining one of the important debates since long ago. Controversy prolongs when few report it destiny, whereas remaining claim individual{\textquoteright}s endless effort. Origin of social learning theory stoppage caused entire debate and declared that teachers{\textquoteright} psychological attribute; locus of control is a key construct that actively affects students{\textquoteright} success / failure. Present research was conducted to explore the effect of teachers{\textquoteright} locus of control on students{\textquoteright} achievement scores in facing diverse socioeconomic status enrolled in public sector secondary schools of District Kasur; Punjab-Province. Researchers followed quantitative research adopting ex-post-facto design to investigate a burning dilemma on the sample of conveniently selected 1100 respondents. After ensuring ethical considerations from the respondents, researchers collected data from teachers through administering Rose and Medway (1981) Teacher Locus of Control Scale after obtaining unfettered and unrestricted permissions from the authors. Researchers obtained students{\textquoteright} achievement scores and their family socioeconomic status from parents, teachers and head teachers respectively. Researchers{\textquoteright} pilot tested scale on the sample of 100 respondents to confirm Cronbach{\textquoteright}s Alpha reliability statistics is .850. Results of regression analysis reported that teachers{\textquoteright} locus of control has affected 66\%, teachers{\textquoteright} demographic variables 84.30\% and parental socioeconomic status have affected 74.70\% of students{\textquoteright} achievement scores. Research recommends that Govt. provide in-service training to secondary school teachers on their neglected psychological attribute; locus of control that confirms worth-seeing importance in obtaining students{\textquoteright} achievement scores and grants monthly stipend to passed ninth grade students having 85\% marks in annual examinations focusing their parental socioeconomic status.},
	keywords = {locus of control, social learning theory, socioeconomic status, students{\textquoteright} achievement scores, teachers{\textquoteright} locus of control},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.282},
	url = {http://oaji.net/articles/2020/457-1587022849.pdf},
	author = {Hassan, Ul. M. and Akbar, R. A.}
}
@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 {1311,
	title = {OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE) AS A RELIABLE EVALUATION STRATEGY: EVIDENCE FROM A BRAZILIAN MEDICAL SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {674-687},
	abstract = {The new curriculum of medical schools has brought the need to develop a professional committed to ethics, capable of understanding the role of social factors, the insertion of the individual into the family and their role in promoting health. These skills and the use of new methodologies in teaching-learning process have demonstrated that the traditional performance assessment methods are limited in holistically evaluating the student. This study analyzed the correlation among different methods for evaluating competencies in medical internship students and Objective Structured Clinical Examination (OSCE). A cross-sectional, descriptive and analytical study was performed among 5th year medical students at Pediatric, Surgery, Medical Clinic, Family and Community Medicine and Gynecology and Obstetrics. Grades of each student obtained through different evaluations (theoretical test, conceptual evaluation and test skills) at the end of each rotation were correlated with the individual results from OSCE. In regard to correlations with the OSCE score values, it was found a weak to moderate positive and statistically significant relationship with the global cognitive score (r= .22, p< .001), global abilities score (r= .26, p< .001) and with the global behavioral score (r= .38, p< .001). The students{\textquoteright} performance in the various assessments of performance evaluated here was positively correlated to their performance on OSCE. Furthermore, the organization of an OSCE-type assessment prepared in multiple, committed and competent hands may serve as a unique assessment and, in fact, assess the development of clinical skills for future doctors.},
	keywords = {educational measurements, higher education, medical education, objective structured clinical examination},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.674},
	url = {http://oaji.net/articles/2020/457-1600951390.pdf},
	author = {Luciana Castellani and Luiz Fernando Quintanilha and Maria Belen Arriaga and Lourdes Lima, M. and Bruno Bezerril Andrade}
}
@article {1328,
	title = {PERCEPTIONS OF TODAY{\textquoteright}S YOUNG GENERATION ABOUT MEANINGFUL LEARNING OF STEM},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {920-932},
	abstract = {The necessity of STEM knowledge is being more widely acknowledged as the priority in the development of education; however, students lack sufficient knowledge and interest in the acquisition of STEM subjects. Therefore, more attention should be paid to the teaching and learning methods that would correspond to the contemporary young generation and that would facilitate meaningful learning of modern students. Performing the survey of 256 students in Grades 10 {\textendash} 12 of Latvia, students{\textquoteright} perceptions on how they understand and interpret their STEM learning and methods used by teachers have been explored. The questionnaire in the QuestionPro e-environment was designed according to the criteria describing meaningful learning considering the peculiarities of the young generation. Respondents{\textquoteright} answers were analyzed with the help of the SPSS program, using the methods of non-parametric statistics. Many representatives of the young generation tend to avoid difficulties which confirms a typical feature of this generation {\textendash} to achieve an immediate result easily and quickly. These students also have a weaker understanding about the importance of STEM that testifies the lack of the learning motivation. The majority of students consider that it is necessary to acquire STEM only at school, failing to connect it with the everyday life. The study describes the national context, yet the presented trends could be significant also on the international level for understanding meaningful learning of STEM.},
	keywords = {meaningful learning, STEM education, teaching/learning methods, today{\textquoteright}s new generation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.920},
	url = {http://oaji.net/articles/2020/457-1607329642.pdf},
	author = {Dagnija  Cedere and Rita Birzina and Tamara Pigozne and Elena Vasilevskaya}
}
@article {1290,
	title = {PRESCHOOL TEACHERS{\textquoteright} ATTITUDES TOWARDS CHILDREN{\textquoteright}S GENDER ROLES: THE EFFECTS OF SOCIO-DEMOGRAPHIC CHARACTERISTICS AND PERSONAL EXPERIENCES OF GENDER DISCRIMINATION },
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {410-422},
	abstract = {In line with the theory of planned behaviour, different factors influencing the formation of attitudes and beliefs indirectly affect the intentions that determine an individual{\textquoteright}s behaviour. Hence, it is important to examine the factors affecting the attitudes of preschool teachers towards children{\textquoteright}s gender roles considering that their own understanding of gender roles influences their behaviour towards children in kindergarten (which can be in agreement with the egalitarian or stereotypical attitudes of preschool teachers). Therefore, a quantitative research was conducted in Zagreb (Croatia) on a sample of 481 preschool teachers. The research was aimed at determining the effects of socio-demographic characteristics, religious (non)affiliation and personal experiences of gender discrimination during childhood on the attitudes of preschool teachers towards children{\textquoteright}s gender roles and on the frequency of noticing unequal treatment of boys and girls in kindergarten by other preschool teachers. The findings revealed that preschool teachers who have identified themselves as non-religious or religiously non-affiliated who were brought up in larger cities, with a personal experience of gender discrimination in childhood, more frequently notice unequal treatment of boys and girls in kindergarten (by other preschool teachers). Among the mentioned variables, the strongest effect on noticing unequal treatment of boys and girls in kindergarten has the variable experience of gender discrimination during childhood which confirms greater awareness of gender discrimination among persons who experienced such discrimination. },
	keywords = {children{\textquoteright}s gender roles, gender equality, preschool education, preschool teachers{\textquoteright} attitudes},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.410},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2537307},
	author = {Silvia Rogo{\v s}i{\'c} and Ana Maskalan and Tomislav Krznar}
}
@article {1332,
	title = {PRE-SERVICE TEACHERS{\textquoteright} PRIOR EXPECTATIONS AND THEIR ACTUAL EXPERIENCES OF TEACHING MATHEMATICS DURING PEDAGOGICAL INTERNSHIP IN ZIMBABWE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {983-999},
	abstract = {Pedagogical internship (PI) is an important component of teacher training programmes in Zimbabwe. It is envisaged to give student teachers experience in the classroom. However, the variation between the theoretical expectations of pre-service teachers (PST) and their actual experiences in the field has been a relational lacuna in academic research in Zimbabwe. This research sought to address this by presenting data on the relation between college PSTs{\textquoteright} expectations about teaching mathematics and their actual experiences during PI in Zimbabwe. The study shares findings from a mixed methods study that employed two questionnaires completed by 120 PST before and during PI respectively, and a third questionnaire administered to school-based mentors. The researcher also conducted in-depth interviews with a few selected PSTs and teacher educators to elicit their views about the PSTs{\textquoteright} practices. The results show that there is, indeed, a conflictual relationship between the PSTs{\textquoteright} expectations of teaching mathematics and their experiences in the classroom. PSTs showed a consistent anticipation that they would sail through PI without many difficulties, but this expectancy turned out to be idealistic and impractical. The research also established that PSTs{\textquoteright} expectations about teaching mathematics prior to PI can influence their field practices, hence, determining their opportunities to learn to teach the subject. It is recommended that teacher training institutions organize programmes for PSTs before PI to prepare and acquaint them fully with the skills that are needed to face challenges of teaching that may otherwise come as a shock during PI.},
	keywords = {expectations of teaching, field experiences, mathematics knowledge, pedagogical internship (PI), pre-service teachers (PSTs)},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.983},
	url = {http://oaji.net/articles/2020/457-1607329968.pdf},
	author = {Chipo Makamure}
}
@article {1302,
	title = {QUALITY AND FEATURE OF MULTIPLE-CHOICE QUESTIONS IN EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {576-594},
	abstract = {The quality of multiple-choice questions (MCQs) as well as the student{\textquoteright}s solve behavior in MCQs are educational concerns. MCQs cover wide educational content and can be immediately and accurately scored. However, many studies have found some flawed items in this exam type, thereby possibly resulting in misleading insights into students{\textquoteright} performance and affecting important decisions. This research sought to determine the characteristics of MCQs and factors that may affect the quality of MCQs by using item response theory (IRT) to evaluate data. For this, four samples of different sizes from US and China in secondary and higher education were chosen. Item difficulty and discrimination were determined using item response theory statistical item analysis models. Results were as follows. First, only a few guessing behaviors are included in MCQ exams because all data fit the two-parameter logistic model better than the three-parameter logistic model. Second, the quality of MCQs depended more on the degree of training of examiners and less on middle or higher education levels. Lastly, MCQs must be evaluated to ensure that high-quality items can be used as bases of inference in middle and higher education.},
	keywords = {higher education, item evaluation, item response theory, multiple-choice test, secondary education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.576},
	url = {http://oaji.net/articles/2020/457-1596902595.pdf},
	author = {Bing Jia and Dan He and Zhemin Zhu}
}
@article {1263,
	title = {THE RELATION BETWEEN SCHOOL CULTURE SUB-CATEGORIES AND EXPECTED RESULTS OF LEARNING PROCESS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {48-60},
	abstract = {The aim of the research was to find out what factors of school culture affect the expected results of teaching and learning processes in basic schools. The research evaluated current and desired school culture in selected basic schools to identify culture gaps. Research using School Culture Inventory explored relations among selected sub-categories, namely between the sub-categories focused on shared objectives, trust in school leadership, and on managerial approach and the important sub-categories focused on innovation process and expected results of teaching and learning processes. The independent evaluators were final year students of the Faculties of Education from two universities in the Czech Republic who assessed schools after one month of their position at the selected schools (the research sample included 182 basic schools). The findings provided the evidence of current culture gaps and of a positive association between higher positive evaluations in the sub-category leadership and management and the sub-category expected results of teaching and learning processes. The results brought by the research will help school leaders when they plan to shape or change the culture of the schools they manage.},
	keywords = {culture gaps, school culture, school culture inventory, shaping school culture},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.48},
	url = {http://oaji.net/articles/2020/457-1581494788.pdf},
	author = {Ludv{\'\i}k Eger and Michaela Pr{\'a}{\v s}ilov{\'a}}
}
@article {1325,
	title = {THE ROLE OF COMPLEXITY IN TEACHING},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Editorial},
	chapter = {881-883},
	abstract = {Why complex problems are important in the modern teaching process? How to determine how complex a task or content is? The key to complexity lies in the origin of life. With the increase in complexity, from simple compounds, complex compounds were formed and from complex compounds life was formed. It is the same in teaching, by solving simple problems basic concepts are formed, and the growing complexity of the problem leads to the formation of knowledge. But as all started from simple and later everything got more complex in Praoceaa, can it be determined what the complex task is made of? What are the conditions that influenced the formation of life on Earth, what are the conditions that affect how the student experiences the complexity of the problem task? Does the assessment of a task have to take into account the subjective component or characteristics of the problem solver? Is there a difference between the complexity and difficulty of the problem? },
	keywords = {chemical education, complex relationship, modern teaching process, quantitative problems},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.881},
	url = {http://oaji.net/articles/2020/457-1607329369.pdf},
	author = {Sa{\v s}a A. Horvat}
}
@article {1271,
	title = {SCIENTIFIC ARTICLE PREPARATION: METHODOLOGY DESCRIPTION},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Editorial},
	chapter = {136-146},
	abstract = {Scientific (academic) writing is continuous activity of every scientist (researcher), and therefore needs to be regularly advanced. Thus, it should be wrong to assume that writing proficiency is achieved once and for all. The skills of academic writing are essential for the independent acquisition of scientific knowledge and for disseminating the acquired information, i.e. sharing knowledge with others. On these grounds, it is worth remembering that a fully completed research paper, the clear results of the conducted research and specific and valid conclusions act as prerequisites for writing a good scientific article etc. Another trivial but important point is that writing an article (or other research paper) is barely a study itself, but only the presentation, dissemination and publicity of the findings. Consequently, even properly carried out research (exploration, examination etc.) and the obtained significant results may fail to be appropriately presented, and the importance of the produced results may simply {\textquoteleft}disappear{\textquoteright} in a poor description.},
	keywords = {analytical reading, scientific (academic) writing, scientific community},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.136},
	url = {http://oaji.net/articles/2020/457-1587022083.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {1305,
	title = {THE SCIENTIFIC CREATIVITY OF FIFTH GRADERS IN A STEM PROJECT-BASED COOPERATIVE LEARNING APPROACH},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {627-643},
	abstract = {This research aimed to examine the effects of an integrated STEM project-based with cooperative learning (STEM-PjBCL) approach on fifth graders{\textquoteright} five sub-scales of trait dimension in scientific creativity. A quasi-experimental pre-test and post-test non-equivalent control group design was employed. A total of 360 fifth graders from four randomly selected primary schools were chosen as sample and assigned to STEM-PjBCL (n=120), PjBL (n=120), and Conventional (CV) (n=120) instructional methods. The Figural Scientific Creativity Test was used as the pre-test and post-test. Multivariate Analysis of Covariance (MANCOVA) was performed on the post-test scores with pre-test scores as the covariates to examine whether a significant difference existed across the three methods. The results showed that fifth graders taught with the STEM-PjBCL method significantly outperformed their counterparts in the PjBL and CV method in Fluency, Originality, Elaboration, Abstractness of title, and Resistance to premature closure. However, fifth graders taught in the PjBL method did not significantly outperform their counterparts in the CV method in the five sub-scales of scientific creativity. Large effect sizes were obtained for comparing STEM-PjBCL with the PjBL and CV method. The results suggest that the STEM-PjBCL method produces a significant beneficial effect on promoting the five sub-scales of trait dimension of scientific creativity among fifth graders.},
	keywords = {cooperative learning, project-based learning, scientific creativity, STEM, trait dimension},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.627},
	url = {http://oaji.net/articles/2020/457-1596902782.pdf},
	author = {Nyet   Moi Siew and Norjanah Ambo}
}
@article {1292,
	title = {SIGNIFICANCE OF TEACHER PROFESSIONAL DEVELOPMENT IN RESPONSE TO THE CURRENT GENERAL EDUCATION REFORMS IN VIETNAM: PERCEPTIONS OF SCHOOL PRINCIPALS AND TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {449-464},
	abstract = {Teacher professional development (TPD) plays a vital role in enhancing student achievement and the education quality improvement at general education schools. Vietnam is carrying out the general education reforms including the curriculum, teaching methodology and textbook replacement. In order to make those reforms succeed, a lot of things have been done so far in which TPD is considered a key measure. This qualitative case-study research aimed to find out the perceptions of principals and the teachers in three selected K12 schools on TPD in response to the education reforms implementation in Vietnam using the data from the open-ended interviews with the principals, the questionnaires from teachers, and the school policy-related documents. The importance of TPD related closely to the general education reforms implementation at three schools was highly perceived and highly appreciated by the principals and teachers in similar vein. These made a strong link between their beliefs and TPD practices at their schools for promoting the education reforms. },
	keywords = {education reforms, qualitative case-study, teacher professional development, Vietnamese K12 school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.449},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2537326},
	author = {Ngoc Hai Tran and Thang Dinh Truong and Hong-Van Thi Dinh and Le-Hang Thi Do and Tu-Anh Thi Tran and Mai-Huong Thi Phan}
}
@article {1276,
	title = {SOCIAL SUPPORT AMONG MALE UNDERGRADUATES: A SYSTEMATIC REVIEW},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {235-248},
	abstract = {Although researchers have conducted multiple studies on social support among male undergraduates, a gap was identified in the lack of systematic reviews of literature synthesizing their findings. The purpose in this systematic review was to obtain an understanding of recent findings on social support among male undergraduates. To identify relevant literature, a search strategy was developed consisting of six criteria for inclusion, which yielded a total of 30 studies from multiple databases. Findings showed an overall positive impact of social support on psychological outcomes, academic achievement, and technology use among male undergraduates. The findings also revealed a diverse range of sources of social support as well as variations based on gender. In addition to addressing the identified gap in the research, findings from the review may help teachers, educational policymakers, educators, and scholars identify relevant patterns that could be used to note important dimensions within which possible interventions could be introduced to promote desired outcomes.},
	keywords = {academic achievement, male undergraduates, social support, systematic review, technology use},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.235},
	url = {http://oaji.net/articles/2020/457-1587022611.pdf},
	author = {Morris III, J.}
}
@article {1306,
	title = {THE STATUS OF EDUCATIONAL SCIENCES IN VIETNAM: A BIBLIOMETRIC ANALYSIS FROM CLARIVATE WEB OF SCIENCE DATABASE BETWEEN 1991 AND 2018},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {644-662},
	abstract = {Since 2013, Vietnam has implemented a plan to reform the whole education sector. However, there is little understanding on the status of educational research in Vietnam, which may lay the foundation for such plan. Thus, this research aims to analyze the whole picture of educational research from Vietnam, as seen from the Clarivate Web of Science (WOS) database: 215 publications were recorded, ranging from 1991 to 2018. These 215 publications were further analyzed from five perspectives: 1) number of publications by year; 2) research fields and levels of education; 3) top institutions with the highest number of publications; 4) international collaboration; and 5) quality. Some of the most notable results are: 1) the educational sciences in Vietnam have been still under-developed until recently; 2) among different research topics  research among educational sciences, some (e.g., Vocational Education and Training or Early Childhood Education) seemed to be overlooked whereas others (e.g., Higher Education and Teaching and Learning) seemed to receive more attention from educational scholars; 3) all the most major education {\textendash} specialized universities did not appear among the top five institutions with highest number of publications; 4) Australia, Thailand, the USA, New Zealand and China were the countries with the highest number of co-publications with Vietnamese researchers; and 5) The majority of publications belonged to low-ranked journals. Implications would be withdrawn for Vietnamese policymakers, education leaders, educational researchers and teachers in order to adjust their policies and/or action plans; thus, enhancing the performance and impacts of educational research in the future.},
	keywords = {academic database, bibliometrics analysis, Clarivate WOS, educational sciences, international publishing, Vietnam},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.644},
	url = {http://oaji.net/articles/2020/457-1596902896.pdf},
	author = {Quan-Hoang Vuong and Minh-Trang Do and Thi-Van-Anh Pham and Thi-An Do and Phuong-Thuc Doan and Anh-Duc Hoang and Thu-Hang Ta and Quynh-Anh Le and Hiep-Hung Pham}
}
@article {1261,
	title = {STUDENTS{\textquoteright} ATTITUDES TO SELECTED SUBJECTS IN SECONDARY ECONOMIC EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {9-23},
	abstract = {Students{\textquoteright} motivation is one of the key factors that determine  their school success. It is closely linked to their attitudes toward individual school subjects. This research analyzes four crucial dimensions of students{\textquoteright} subject-related attitudes (practical importance, difficulty, popularity and curriculum contents attractiveness) in the secondary economic education in the Czech Republic and Slovakia in the international context. The research focused on the four dimensions of students{\textquoteright} attitudes (n = 573) toward four major school subjects (economics, accounting, mathematics and the mother tongue) at business academies. It analyzes the data from the questionnaires using the Spearman Correlation Coefficient, the non-parametric Kruskal-Wallis test and the modification of Tukey{\textquoteright}s method for multiple comparisons. The results show that the popularity of a school subject significantly correlates with its curriculum contents attractiveness and practical importance. However, the difficulty of school subjects did not influence their popularity in a negative way, which opens several questions for further research in the area.},
	keywords = {economic education; students{\textquoteright} attitudes; motivation in economic school subjects; school subject popularity; school subject difficulty},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.09},
	url = {http://oaji.net/articles/2020/457-1581494639.pdf},
	author = {Kate{\v r}ina Berkov{\'a} and Krist{\'y}na Krej{\v c}ov{\'a} and Jarom{\'\i}r Nov{\'a}k}
}
@article {1318,
	title = {SUBJECT PANELS AS SUSTAINABLE INNOVATION FOR TEACHER PROFESSIONAL DEVELOPMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {799-814},
	abstract = {For centuries, teacher professional development has largely been done by external experts who advise teachers on how to improve classroom practice and learner performance. This research explores a relatively unchartered idea of history subject panels/clusters as an innovation meant to break away from orthodox teacher professional development spearheaded by external experts. The research adopts a qualitative case study design. One history subject panel was case studied to examine how teachers initiated and sustained improvements in classroom practice and learner performance. Eight history teachers, who were active participants in the panel, were purposively sampled out of 25 teachers who constituted the history subject panel. Data were gathered through semi-structured interviews, document analysis and focus group discussion. Symbolic interactionism was used as the theoretical lens to gain deeper insights into how teachers socialised and shared ideas in the subject panel. Results indicated that the history subject panel was involved in the induction of new history teachers into the profession and the creation of learning communities for history students; practices hitherto undocumented in existing literature on subject panels and teacher networks. Results also showed that the activities of the history subject panel improved teachers{\textquoteright} classroom practice. The implications of this research are that teacher-led subject panels need to be nurtured and supported so that teacher-driven continuous professional development can be enacted across all the subjects offered in the school curriculum. Subject panels can reduce schools{\textquoteright} dependency on external experts for teacher professional development, making teachers the proverbial doctors who can heal themselves.},
	keywords = {history subject panels/clusters, qualitative case study, student learning communities, sustainable innovation, teacher induction, teacher professional development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.799},
	url = {http://oaji.net/articles/2020/457-1600951961.pdf},
	author = {Godwin Mumhure and Loyiso C. Jita and Godsend T. Chimbi}
}
@article {1317,
	title = {TEACHERS{\textquoteright} AWARENESS AND UNDERSTANDING OF STUDENTS{\textquoteright} CONTENT KNOWLEDGE OF GEOMETRIC SHAPES},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {777-798},
	abstract = {Few research studies have been conducted in a primary school in early mathematical education about the teaching of geometry. This research aims to contribute with knowledge of how teachers{\textquoteright} awareness and understanding of necessary conditions to enhance students{\textquoteright} abilities to discern two- and three-dimensional shapes develop. In this research, qualitative methods were used to analyse data from a lesson study in grade 4 in the subject of mathematics. Data were primarily collected through audio-recorded conversations with teachers before and after the lesson, and the results of students{\textquoteright} pre- and post-test. The results of this research showed increased awareness of using collaboration opportunities to apply professional classroom instructions and activities to enhance students{\textquoteright} knowledge of two- and three-dimensional shapes. This research elucidates how the practice-based professional development approach emphasised the teachers{\textquoteright} teaching targets for understanding students{\textquoteright} content knowledge of geometric shapes. Additionally, the result highlighted teachers{\textquoteright} awareness and understanding of the challenges students face in learning about three-dimensional shapes from two-dimensional representations. Future research should develop a more iterative and revised research lesson design to develop more powerful content knowledge and classroom activity in this topic area.   },
	keywords = {early mathematics education, geometric shapes, lesson study, practice-based professional development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.777},
	url = {http://oaji.net/articles/2020/457-1600951875.pdf},
	author = {Balli Lelinge and Christina Svensson}
}
@article {1355,
	title = {TEACHING PRACTICES: INTEGRATING POSITIVE THINKING IN PICTURE BOOK CREATION FOR ECONOMICALLY DISADVANTAGED CHILDREN},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1081-1095},
	abstract = {The present study created picture books featuring elements of hope theory and conducted a practical teaching program to explore the application of hopeful thinking picture books for economically disadvantaged children, specifically, to understand the teachers{\textquoteright} teaching practices of picture book creation. On the basis of hope theory, the current study employed economic disadvantage as the creative background for designing picture books that incorporate elements of hopeful thinking and developed a teaching plan based on the picture books. The results indicated that the picture books had a solid theoretical foundation of hope, and were relevant to preschool children{\textquoteright}s real experiences and development. Through teachers{\textquoteright} storytelling and discussion of the story content, children could express ideas based on their own experiences, set specific goals, and devised feasible methods for handling adversity to achieve goals. Therefore, the picture books were considered suitable for classroom teaching. In addition, expert teachers serving as coaches conducted classroom observations and teaching evaluations to explore how effectively positive thinking was integrated into the picture books and teaching activities, and to assess the guidance of children in using positive thinking strategies during story discussion. Through professional assessment, feedback, and teacher self-reflection, hope theory can be effectively applied for picture book creation. The picture book The Piggy{\textquoteright}s Home created in this study can help teachers guide economically disadvantaged children in thinking positively, and teachers can refine the guidance process.},
	keywords = {case study, economically disadvantaged children, hope theory, picture books, preschool children},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.1081},
	url = {http://oaji.net/articles/2021/457-1612880790.pdf},
	author = {Chiu-Hua Huang and Fin-Land Cheng and Ching-Yueh Teng}
}
@article {1315,
	title = {TECHNOLOGICAL LITERACY: TEACHERS{\textquoteright} PROGRESSIVE APPROACH USED FOR 21ST CENTURY STUDENTS{\textquoteright} ACADEMIC SUCCESS IN VIBRANT ENVIRONMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {734-753},
	abstract = {Technology plants concrete effects on the supremacy of humans{\textquoteright} technological success that have been remaining awe-inspiring aspects for stakeholders; teachers and students since last eras. Teachers make students technologically literate, reshape their hidden potential, skill them through modern gadgets, help in understanding and evaluating their functions applying technological and engineering standards for goal achievements. Present research was conducted to explore the effect of teachers{\textquoteright} technological literacy on students{\textquoteright} academic success occurs in vibrant environment on conveniently selected sample of 200 teachers working in public and private universities of district Lahore. Researchers administered a self-developed survey to collect data from teachers. Content validity of questionnaire was ensured from experts and reliability was confirmed by calculating Cronbach{\textquoteright}s Alpha Scores .821. Normality of the data was assured by calculating Shapiro-Wilk{\textquoteright}s test, {\textlnot} n < 2000, p > .05. Students{\textquoteright} academic success was measured through acquiring achievement scores, obtained from concerned university offices ensuring ethical considerations, as in data collections. Results of independent samples t-test and regression analysis ascertained no significant difference between usage of technological literacy by teachers{\textquoteright} gender and university type; male teachers working in public and private universities have same usage of technological literacy as compared to female teachers. Moreover, teachers{\textquoteright} technological literacy affect 43\% on students{\textquoteright} academic success occurs in vibrant learning environment. On the basis of results, research recommends that universities may established digital lab ensuring vibrant environment and hire technologically literate staff providing fringe benefits to meet 21st century technological literacy demands for students{\textquoteright} success.},
	keywords = {digital citizenship, students{\textquoteright} achievement scores, technological concepts, technological literacy, vibrant environment},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.734},
	url = {http://oaji.net/articles/2020/457-1601053384.pdf},
	author = {Hassan, Ul. M. and Akbar, R. A.}
}
@article {1299,
	title = {TOWARD A MODEL OF UNIVERSITY-REGIONAL SURROUNDINGS COLLABORATION IN MEXICO, AND SURELY LATIN AMERICA},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {516-532},
	abstract = {This study aimed to examine the institutional and organizational characteristics of Mexican state public universities{\textquoteright} outreach with the surrounding area, by identifying and comparing best practices to design a new model for collaboration with the environment. The central question was: {\textquotedblleft}What are the regulatory foundations for the planning and educational philosophies that underpin the outreach approaches of public universities in Mexico?{\textquotedblright} In methodological terms, this research was of a qualitative nature, and used institutional documents as its main data. It was a documentary review of regulations, planning documents, educational models, and organizational structure of the nine universities considered. Qualitative evidence was collected through deductive content analysis, on the basis of preconceived theoretical and conceptual precepts that guide the search for and analysis of documentary information.
One key finding was that the regulations of the institutions examined did acknowledge the importance of strengthening ties between the university and the regional surroundings but were ambiguous in their definition of collaborative activities. In most universities, outreach was seen as a support for teaching and research, and its importance was not acknowledged. This is why it is necessary for universities to make promoting economic and social development a substantive function, to be reflected in specific regulations for outreach. Similarly, greater visibility is needed in organizational structures to position outreach within universities{\textquoteright} roles and activities. 
},
	keywords = {collaboration, deductive content analysis, documentary review, regional impact},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.516},
	url = {http://oaji.net/articles/2020/457-1596902393.pdf},
	author = {Rodolfo Garc{\'\i}a Galv{\'a}n and Juan Carlos Rodr{\'\i}guez Mac{\'\i}as and Alicia Alel{\'\i} Chaparro Caso L{\'o}pez}
}
@article {1333,
	title = {UNDERGRADUATE ECONOMICS CURRICULUM AND EMPLOYABILITY SKILLS IN SOUTH AFRICA},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1000-1013},
	abstract = {Graduates with employability skills are considered as assets by employers because they are dynamic and adapt easily to today{\textquoteright}s work environment. Thus, higher education globally is under pressure to produce graduates who are employable and able to continue learning and remain employed. This study examined the extent to which the undergraduate economics curriculum in South Africa equips economics graduates with employability skills. This was achieved through a qualitative approach using a content analysis design. Data analysed from advertisements extracted from the Sunday Times for four consecutive years and data from six undergraduate economics study guides indicated that there was a disjuncture between undergraduate economics skills and those required by the industry. The analysed study guides only cover about 29.4 \% of the needed skills in the labour market. It is imperative for higher education institutions to produce employable graduates because evidence demonstrates that employers today do not hire employees solely based on academic qualifications. Recommendations are that there should be an alignment between employability skills required in the labour market and those offered by the academic institutions. Curricula and pedagogy should also be adjusted to enhance graduate skills outcomes.},
	keywords = {content analysis, employability skills, undergraduate curriculum},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.1000},
	url = {http://oaji.net/articles/2020/457-1607330036.pdf},
	author = {Beatrice Ngulube}
}
@article {1310,
	title = {URGENT ISSUES AND MODERN CHALLENGES OF HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Editorial},
	chapter = {671-673},
	abstract = {Modern society, which is experiencing dynamic changes due to the new global challenges, is definitely looking for solutions in science and education. The life of many generations has proved that no matter what problems humanity faces, their solution requires intellectual effort, a scientific approach and a quality education system as one of the most effective means of disseminating ideas, knowledge and values.
At the same time, such a situation always leads to the thorough attention to the phenomenon of education, in particular higher education. Great expectations and hopes cause significant demands and fundamental tasks that the society puts forward to the academic community. Satisfaction of these requirements and the solution of such tasks is probably not possible without self-analysis and self-reflection, without identifying those problems that inhibit the development of education itself, decrease its functionality, and discredit its status as the spiritual basis of social life. Therefore, we will further try to formulate our vision of current issues and current challenges in higher education.
},
	keywords = {dynamic changes, educational paradigms, higher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.671},
	url = {http://oaji.net/articles/2020/457-1600951237.pdf},
	author = {Yurii  Pelekh}
}
@article {1314,
	title = {USEFULNESS OF MOBILE TEACHING AND LEARNING AS PERCEIVED BY ROMANIAN AND LITHUANIAN SCIENCE TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {719-733},
	abstract = {With the explosion of mobile technologies, mobile teaching and learning became an important educational challenge. Since both teachers and students are increasingly using mobile devices in their everyday life, the question is why so little progress has been made in this direction. Clearly, the initiative of introducing mobile technology in class should come from teachers. Existing research shows a large diversity of factors that are influencing their perception as regards the usefulness and opportunity of mobile teaching and learning. This research aims to understand the extent to which the expectancy of increased students{\textquoteright} motivation and better understanding are influencing the perception of mobile teaching usefulness. A structural model has been developed and tested on two samples of science education teachers, one from Romania and the other from Lithuania. The results show that the expectancy of a better understanding of lessons by students has an important effect on the teachers{\textquoteright} perception of mobile teaching and learning.},
	keywords = {educational usefulness, learning motivation, mobile learning, mobile teaching, pilot research},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.719},
	url = {http://oaji.net/articles/2020/457-1600951632.pdf},
	author = {Gabriel Gorghiu and Costin   Pribeanu and Vincentas  Lamanauskas and Violeta Slekiene}
}
@article {1283,
	title = {THE VALUE OF EDUCATION IN THE CONTEXT OF COVID-19 PANDEMIC},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Editorial},
	chapter = {309-313},
	abstract = {On March 24 of this year 2020, the World Health Organization (WHO) reported that the United States had the potential to become the new epicenter of the coronavirus pandemic, due to the data presented that infected more than 42,000 people in the United States at that time. President Donald Trump dismissed the seriousness of the growing threat of the virus. He trivialized the emergency by saying it was a "farce" from his political rivals.
Today, May 23, according to the data from the Coronavirus Resource Center at Johns Hopkins University, there are more than 5 million confirmed victims in the world and of these more than 1,6 million in the United States alone, with more than 98 thousand deaths.
Director Michael Ryan of the World Health Organization (WHO) emergency program announced on May 22 that South America has become the new epicenter of covid-19 in the world, considering data from Brazil. He said, "We have seen many South American countries with an increase in the number of cases and, clearly, there is concern in many of these countries, but certainly the most affected is Brazil at the moment".
},
	keywords = {Covid-19, infected people, remote education, World Health Organization},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.309},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2537141},
	author = {Agnaldo Arroio}
}
@article {1296,
	title = {WRITING A SCIENTIFIC ARTICLE: DESCRIBING RESULTS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	pages = {Continuous},
	type = {Editorial},
	chapter = {472-485},
	abstract = {The presentation of research results is definitely an important part of any scientific article. On the one hand, the findings of the conducted research should be explained in as much detail as possible, whereas on the other, the obtained results must be clear, understandable and relevant. The previous editorials analysed the elements of a scientific article such as the title and summary (Lamanauskas, 2019a), introduction (Lamanauskas, 2019b) and the description of methodology (Lamanauskas, 2020). This editorial briefly discusses the optimal presentation of research results treated as one of the most interesting stages in preparing a scientific article and requires effort, intensive work and creativity. Alternatively, both methodology and research results (empirical research in particular) are considered the most important parts of a manuscript (Fox \& Jennings, 2014). As expected, many important points related to the description of research results are given in APA 7th. ed. (2019), and therefore are not intended to be discussed in detail. Although APA standards are widespread, other criteria are also admitted by scientific community and focus in this editorial is more oriented on the practical subjects of academic writing and the most common mistakes.},
	keywords = {research results, reviewer-author communication, scientific writing, visualizing results},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.472},
	url = {http://oaji.net/articles/2020/457-1596902185.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {1237,
	title = {ACADEMIC ACHIEVEMENT OF COLLEGE STUDENTS: THE ROLE OF THE POSITIVE PERSONALITY MODEL},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {572-583},
	abstract = {This research aimed at testing an explicative model of academic achievement of college students. Positive personality traits were hypothesized as the main predictors. Mental health and academic adjustment were tested as mediator variables. This model intended to reflect the main hypothesis that academic achievement is multi-determined and non-intellectual variables play an important role in explaining it. Sample was composed of 256 college students of different majors. The results obtained highlighted the importance of differentiating subjective and objective academic achievement in terms of academic adjustment (AA) and grade point average (GPA), respectively. The explicative model that included positive traits as background variables confirmed the mediating role of mental health and AA in explaining GPA. Sprightliness was the most important predictor of academic achievement in comparison to the other positive traits studied. It is concluded that positive personality traits play an important role in academic outcomes. },
	keywords = {academic achievement, academic adjustment, personality traits, positive traits},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.572},
	url = {http://oaji.net/articles/2019/457-1571384259.pdf},
	author = {Guadalupe de la Iglesia and Alejandro Castro Solano}
}
@article {1227,
	title = {ASSESSING THE INFLUENCE OF SERVICE RECOVERY STRATEGIES ON DISTRIBUTIVE JUSTICE IN HIGHER EDUCATION INSTITUTIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {478-488},
	abstract = {In recent times, students in higher education institutions have raised their expectations and are becoming less tolerant to poor service. The reality is that service failures are bound to happen. However, effective service recovery strategies could minimise the impact of service failure.  The aim of this research was to analyse the influence of service recovery strategies on distributive justice in higher education institutions. A total of 430 students from three public universities in South Africa participated in this research as respondents. The research adopted a quantitative, descriptive and cross-sectional approach. The findings of this research showed that compensation and explanation have a positive and significant influence on distributive justice. Furthermore, the results showed a positive and insignificant influence of apology on distributive justice. The findings of this research are a wake up call to higher education institutions to focus on the two strategies of service recovery, namely explanation and compensation to achieve distributive justice. Thus, higher education institutions should firstly, focus on the use of an explanation to achieve distributive justice because it is offered at no cost compared to compensation which normally wears a financial face. This is based on the fact that higher education institutions are non profit making institutions such that they cannot afford to offer financial compensation on regular basis to address student problems. Ultimately, higher education institutions are advised to consider the severity of service failure before offering any form of service recovery to avoid double deviation. },
	keywords = {distributive justice, field-based research, higher education institutions, service failure, service recovery strategies},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.478},
	url = {http://oaji.net/articles/2019/457-1566969154.pdf},
	author = {Steven K. Msosa and Jeevarathnam P. Govender}
}
@article {1206,
	title = {ASSESSMENT OF SCIENCE TEACHERS{\textquoteright} CAREER SATISFACTION AND SCHOOL ORGANISATIONAL CLIMATE IN ENHANCING JOB PERFORMANCE IN RURAL LEARNING ECOLOGIES},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {254-269},
	abstract = {Science teachers{\textquoteright} career satisfaction and organisational climate, which influence their job performances, are very important. This research examined the extent to which science teachers{\textquoteright} career satisfaction and organisational climate are related to their job performances in rural learning ecologies. Within a survey and correlational research design of a quantitative type, 250 science teachers were selected in Ondo State, Nigeria using a purposive sampling technique. Data were collected using an adapted questionnaire on science teachers{\textquoteright} career satisfaction, school organisational climate and job performance. Descriptive and inferential statistics were used to analyse data. The results showed that 65.2\% of the science teachers in rural learning ecologies were satisfied with their careers while 34.8\% were dissatisfied with their careers. It was discovered that a combination of career satisfaction and organisational climate significantly influenced their job performances. It was found that the teachers{\textquoteright} career satisfaction had a significant positive effect on their job performances while school organisational climate had a significant negative effect on their job performances. In light of the results, it can be concluded that science teachers{\textquoteright} career satisfaction is the most effective significant contribution to their job performances. Further, it can be inferred that the school organisational climate does not significantly predict job performance in rural learning ecologies. To this end, results of the current research have some implications worth considering for the employers of science teachers, principals of schools and other stakeholders in creating a healthy school organisational climate and demonstrate good leadership behaviour in order to achieve improvement in the job performance of science teachers in rural learning ecologies. },
	keywords = {rural learning ecologies, school organisational climate, science education, teachers{\textquoteright} career satisfaction, teachers{\textquoteright} job performance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.254},
	url = {http://oaji.net/articles/2019/457-1556863871.pdf},
	author = {Yinusa A. Faremi and Loyiso C. Jita}
}
@article {1213,
	title = {CHARACTERISTICS OF INDEPENDENT SCHOOLS DIRECTED AT STUDENTS IN NEED OF SPECIAL SUPPORT: A STUDY OF SCHOOL WEBSITE PRESENTATION},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {317-337},
	abstract = {The aim of the research was to explore how 55 Swedish independent schools, directed at (or limited to) students in need of special support (SNSS), describe their organisation, work and visions. The empirical data of the research consisted of the schools{\textquoteright} website presentations, which were processed and analysed in consecutive steps. The results showed that the students{\textquoteright} complicated school- and life situations were often combined with disabilities mainly in the neuropsychiatric field. The majority of the schools (76\%) practiced both schooling and methods for treatment and care, differentiating their role from the mainstream track. Neuropsychiatric and psychological perspectives had a significant influence, reflected in how the schools describe their daily routines, therapeutic methods of treatment and access to specific categories of staff. Small groups, individual instruction and competent staff were described as specific features. Teaching content and didactic aspects were seldom highlighted. The focus on the websites was on socialisation and subjectification while qualification, i.e. knowledge development, had a more limited role. The study points to a need for further research exploring daily pedagogical practice in more depth and calls for a greater focus on student perspectives. Consequences for learning contexts are discussed in the concluding part of the article. The specialist role, the independent schools in the present study tended to take on are most urgent issues to discuss in an educational context striving for equity and inclusive learning environments.},
	keywords = {inclusive education, independent schools, students in need of special support, treatment methods, website presentation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.317},
	url = {http://oaji.net/articles/2019/457-1561381868.pdf},
	author = {Lotta Anderson and Gunvie M{\"o}ll{\r a}s and Lisbeth Ohlsson}
}
@article {1232,
	title = {CHOOSING TEACHING AS A PROFESSION: VALIDATION OF AN SMVUP-4-S ASSESSMENT TOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {545-559},
	abstract = {The aim of the present research was to validate the Scale of motivation for choosing teaching profession (SMVUP-4-S), and to explore its basic psychometric properties on a sample of Slovak teacher trainee students. SMVUP-4-S scale was completed by 1235 respondents with a mean age of 20.1 years. SMVUP-4-S scale consists of 44 items arranged into 11 subscales, which are arranged into three main categories of motivation: intrinsic, extrinsic and altruistic. A latent structure of SMVUP model that consists of two four-factor (intrinsic and extrinsic motivation) and a one three-factor model (altruistic motivation) was tested. Internal consistency was assessed using Cronbach{\textquoteright}s alpha. Exploratory factor analysis (EFA) was calculated using the Maximum Likelihood estimation. To evaluate Confirmatory factor analysis (CFA) χ2-test, CFI, RMSEA, SRMR, AIC, BIC and TLI indicators were used. SMVUP-4-S scale showed an acceptable internal consistency. Using EFA two four-factor and one three-factor model were extracted. CFA indicated that four-factor models had a good fit to the empirical data (Intrinsic motivation χ2/df  = 4.925, Extrinsic motivation χ2/df = 4.781). Modifying indexes have shown that several items have correlated  with residual variances which leads to low fit to the empirical data in three-factor-model. After the implementation of covariants between items this model has also shown a good fit to the empirical data (Altruistic motivation χ2/df  = 4.715). 
***
NOTE: The use of this tool is exclusively permitted with the author{\textquoteright}s explicit consent.},
	keywords = {career choice, psychological assessment, teacher development, teacher motivation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.545},
	url = {http://oaji.net/articles/2019/457-1566969462.pdf},
	author = {Robert Tom{\v s}ik}
}
@article {1215,
	title = {CLASSIFICATION OF ENGINEERING STUDENTS{\textquoteright} SELF-EFFICACY TOWARDS VISUAL-VERBAL PREFERENCES USING DATA MINING METHODS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {349-363},
	abstract = {The purpose of this research was to build a classification model and to measure the correlation of self-efficacy with visual-verbal preferences using data mining methods. This research used the J48 classifier and linear projection method as an approach to see patterns of data distribution between self-efficacy and visual-verbal preferences. The measurement of the correlation of engineering students{\textquoteright} self-efficacy with visual-verbal preferences using the data mining method approach gets the result that self-efficacy does not correlate with visual-verbal preferences. However, engineering students{\textquoteright} self-efficacy influences the achievement of initial learning outcomes. Visual-verbal preference is more influenced by students{\textquoteright} interest in images so it can be concluded that self-efficacy affects the initial results of learning but does not have a correlation with visual-verbal preferences. The results of the decision tree provide the results that are easily understood and present a correlation between self-efficacy and visual-verbal preferences in a visual form.},
	keywords = {data mining, self-efficacy, visual-verbal preferences},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.349},
	url = {http://oaji.net/articles/2019/457-1561381997.pdf},
	author = {Citra Kurniawan and Punaji Setyosari and Waras Kamdi and Saida Ulfa}
}
@article {1196,
	title = {COMPARISON OF SPECIAL EDUCATION PRESCHOOL PROGRAM AND INCLUSIVE PRESCHOOL PROGRAM FOR MATH ACHIEVEMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {156-164},
	abstract = {Transition period from preschool years to school years is a time of rapid changes in children{\textquoteright}s development. Children with intellectual disability lag behind their peers without disabilities in their school readiness skills, especially in math skills. Thus, there is a great importance of school preparation programs for children with intellectual disability in improving their math abilities. The aim of the present research was to compare the effectiveness of two preschool programs in improving math abilities of children prior to their enrollment in elementary schools. The sample for this research comprised 90 children aged 60-72 months. Of those, there were 60 children with intellectual disability and 30 typically developing children. Math abilities were assessed with a subscale from Peabody Individual Achievement Test. The results of this research indicated that children with intellectual disability attending special education preschool program achieved significantly better math results than children with intellectual disability attending inclusive preschool program. Some suggestions to preschool teachers on how to improve the effectiveness of their work with children with intellectual disability were given. },
	keywords = {children with intellectual disability, inclusive education preschool programs, math abilities, quasi-experimental design, school readiness, special education preschool programs},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.156},
	url = {http://oaji.net/articles/2019/457-1550425490.pdf},
	author = {Marija Slavkovic and Haris Memisevic}
}
@article {1242,
	title = {CONFRONTING EFFECT OF ONLINE TEACHER AND PEER FEEDBACK ON THE STUDENTS{\textquoteright} WRITING PERFORMANCE},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {650-666},
	abstract = {This research explored the combination of these three aspects, namely: teacher feedback, peer feedback, and Schoology, and looked at the effect on the students{\textquoteright} writing performance. Schoology is an online learning management system (LMS) that is used as the platform of online feedback. The problem mainly focuses on the explored effect of online teacher and peer feedback provided through Schoology on the students{\textquoteright} writing performance. A total of 70 students were assigned as the participants of the research. The students in the experimental group experienced having teacher and peer feedback provided through Schoology; meanwhile, the students in the control group experienced having conventional teacher feedback. The data were collected based on the students{\textquoteright} writing performance in pre-test and posttest as well as the results of questionnaire on the students{\textquoteright} perception towards the experimental condition. Then, data analysis was done step by step by comparing the pretest scores at the initial stage which was followed by comparing the posttest scores.
The result of this research revealed that the students who experienced having teacher and peer feedback provided through Schoology did not perform better in writing than those who experienced having conventional teacher feedback.
},
	keywords = {peer feedback, Schoology, students{\textquoteright} writing performance, teacher feedback},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.650},
	url = {http://oaji.net/articles/2019/457-1571679550.pdf},
	author = {Saiful and Wardani Dwi Wihastyanang and Gunadi Harry Sulistyo and Nur Mukminatien}
}
@article {1185,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 77, No. 1, 2019, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1550561580.pdf},
	author = {Editorial Board}
}
@article {1224,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {455},
	abstract = {Contents, Vol. 77, No. 4, 2019, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1566968916.pdf},
	author = {Editorial Board}
}
@article {1199,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {171},
	abstract = {Contents, PEC, Vol. 77, No. 2, 2019},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1556863363.pdf},
	author = {Editorial Board}
}
@article {1211,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {313},
	abstract = {Contents, PEC, Vol. 77, No. 3, 2019},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1561381637.pdf},
	author = {Editorial Board}
}
@article {1235,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {567},
	abstract = {Contents, Vol. 77, No. 5, 2019, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1571384039.pdf},
	author = {Editorial Board}
}
@article {1246,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {687},
	abstract = {Contents, Vol. 77, No. 6, 2019},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1575642120.pdf},
	author = {Editorial Board}
}
@article {1245,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Centry},
	volume = {77},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {685},
	abstract = {Cover, Vol. 77, No. 6, 2019},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1575642029.pdf},
	author = {Editorial Board}
}
@article {1184,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 77, No. 1, 2019, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1550424683.pdf},
	author = {Editorial Board}
}
@article {1223,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {453-454},
	abstract = {Cover page, Vol. 77, No. 4, 2019, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1566968874.pdf},
	author = {Editorial Board}
}
@article {1198,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {169-170},
	abstract = {Cover page, PEC, Vol. 77, No. 2, 2019},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1556863326.pdf},
	author = {Editorial Board}
}
@article {1210,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {311},
	abstract = {Cover page, PEC, Vol. 77, No. 3, 2019},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1561381600.pdf},
	author = {Editorial Board}
}
@article {1234,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {565},
	abstract = {Cover page, Vol. 77, No. 5, 2019, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1571383971.pdf},
	author = {Editorial Board}
}
@article {1201,
	title = {CREATING A DECOLONISED CURRICULUM TO ADDRESS FOOD INSECURITY AMONG UNIVERSITY STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {179-194},
	abstract = {A plethora of debates about intellectual imagination regarding decolonised curriculum development has dominated the South African higher education discourses. There is a need to purge Africa of the marginalisation that has been perpetuated by curricula established during the past century. The aim of this research was to add a practical dimension to this discourse, by altering traditional curriculum activities in a biology module, in order to address the issue of food insecurity among university students. In this qualitative inquiry, the following questions were asked: {\textquotedblleft}How can pre-service teachers engage with decolonised curricular activities, in order to address food insecurity among students?{\textquotedblright} and {\textquotedblleft}What are the consequences of pre-service teachers{\textquoteright} engagement with decolonised curricular activities which respond to food insecurity?{\textquotedblright} Thirty-six pre-service biology teachers and 12 non-biology university students were purposively selected to participate in a food gardening activity. Data were generated using individual interviews, focus group interviews and the development of portfolios. Findings revealed that pre-service teachers{\textquoteright} consciousness of the social reality of food insecure students was raised, and their feelings of empowerment to enable others, and themselves, to become self-reliant, were enhanced through decolonised curricular activities. This is significant because it signalled a freeing of pre-service teachers from material and intellectual shackles which is critical to decolonised thought and action. This research has implications for higher education science teacher education modules, which can incorporate science from Western and indigenous sources, to create transformed curricula which are socially responsive and reflect epistemic justice.},
	keywords = {decolonised curriculum, food gardening, indigenous knowledge, qualitative methodology, self-reliance, transformation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.179},
	url = {http://oaji.net/articles/2019/457-1556863529.pdf},
	author = {Oluwakemi Ayodeji Adebayo and Ronicka Mudaly}
}
@article {1214,
	title = {DEVELOPING OF FACTOR STRUCTURE FOR LEARNING STRATEGIES OF ESTONIAN STUDENTS IN MATHEMATICS AT THE UNIVERSITY LEVEL},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {338-348},
	abstract = {This research reports learning strategies of the first-year Estonian university students in mathematics. The data were collected during two years from 440 university students of different disciplines. The respondents were among students who take at least one compulsory mathematics course during their first study year. The participants filled out a Likert-type questionnaire that was developed using previously published instruments. The aim of this research was to examine the 69-item LIST questionnaire first time for Estonian university students. By means of an exploratory factor analysis, 9 factors out of 12 were confirmed. The research confirmed most of the components identified in earlier studies. It validates the use of the instrument in further studies of learning strategies at the university level in Estonia. This gives a positive signal about the usefulness of the instrument, as the component structure remains stable in different populations.},
	keywords = {Learning Strategies, LIST questionnaire, mathematics education, mathematics related affect, university mathematics},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.338},
	url = {http://oaji.net/articles/2019/457-1561381933.pdf},
	author = {Indrek Kaldo and Kandela {\~O}un}
}
@article {1229,
	title = {THE DEVELOPMENT OF STUDENTS{\textquoteright} MATHEMATICAL LITERACY PROFICIENCY},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {502-514},
	abstract = {Improving the proficiency in mathematical literacy is one of the efforts to improve the human resources quality. Its development describes the students{\textquoteright} strengths and weaknesses to support the improvement. The research tried to describe the development of students{\textquoteright} proficiency in mathematical literacy, based on the school level and the students{\textquoteright} gender. The research was a cross-sectional developmental study. The population was all of students ranging between 13 and 16 years old in the Province of Yogyakarta Special Region, Indonesia. In the sample were 1,001 students in the 8th, 9th and 10th grade, determined to use the combination of stratified and the cluster random sampling technique. The data were collected using 30 items. The data analysis was conducted by estimating students{\textquoteright} ability through the item-response theory approach under the Rasch model and by using the parameters that had been adjusted to the international study item parameter under the concordance model for the linking score to interpret the students{\textquoteright} development. The research results showed that there has been improvement of literacy proficiency among the 8th, 9th and 10th grade students. The development would generate higher scores utilizing multiple choice test items. There was a tendency that the school level, gender, the form of items, content, context, and process literacy would influence the mathematical literacy score. The efforts for improving proficiency in mathematical literacy were discussed.},
	keywords = {ability development, cross-sectional developmental study, mathematical literacy, PISA released items},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.502},
	url = {http://oaji.net/articles/2019/457-1566969280.pdf},
	author = {Heri Retnawati and Nidya F. Wulandari}
}
@article {1212,
	title = {EDUCATION AS A HUMAN RIGHT AGAINST HATE SPEECH AND INTOLERANCE},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Editorial},
	chapter = {314-316},
	abstract = {On January 24, 2019, the International Day of Education was celebrated for the first time. One of the celebrations was a speech by the Secretary-General of the United Nations (UN), in which Mr. Ant{\'o}nio Guterres highlighted the role of education in combating hate speech, intolerance in various aspects and also in xenophobia.
In the words of the Secretary-General of the UN: "Such a situation constitutes a violation of his fundamental right to education. The world cannot afford to deprive a generation of children and young people of the knowledge they will need to have a place in the economy of the 21st century. "
},
	keywords = {International relations, quality education, secondary education, sustainable development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.314},
	url = {http://oaji.net/articles/2019/457-1561381761.pdf},
	author = {Agnaldo Arroio}
}
@article {1190,
	title = {THE EFFECTIVENESS OF GEOGEBRA WHEN TEACHING LINEAR FUNCTIONS USING THE IPAD},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {55-81},
	abstract = {There is concern about mathematics success and its related pedagogy. Society has seen rapid changes in the economy and technology with a call for these changes to be reflected within the classroom. New methods of teaching mathematics are being sought with the purpose to improve teaching and learning while making mathematics relatable to the new generation of learners. The incorporation of technology within the classroom has been seen an option to make this change. The purpose of this research was to determine how effective the use of the GeoGebra app is in allowing learners to successfully discover the properties of straight line graphs.  Furthermore, the research looked at learner responses to using the app.  A qualitative research design was used with data generated through a task-based investigation, as well as individual interviews.  Results of the research showed that the use of GeoGebra aided learners successfully in discovering the properties of straight-line graphs with the majority of learners understanding both concepts.  The results also showed that learners had a positive outlook to the use of the app and enjoyed the experience. },
	keywords = {GeoGebra, iPad technology, linear functions, mathematics teaching, software manipulation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.55},
	url = {http://oaji.net/articles/2019/457-1550425100.pdf},
	author = {Vimolan Mudaly and Tamryn Fletcher}
}
@article {1240,
	title = {THE EFFECTS OF ENRICHED WORKSHOP TRAINING GIVEN TO PRE-SCHOOL STUDENTS ON CREATIVE THINKING SKILLS OF STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {616-635},
	abstract = {The aim of the research was to explore the effects of enriched workshop training given to pre-school students on students{\textquoteright} creative thinking skills. The research was conducted during the 2016-2017 and 2017-2018 academic year. The mixed research design was used in the study. On the quantitative stage of the research, a single-group pre-test-posttest experimental design was applied. In order to identify the effects of the enriched training provided at different workshops, students were administered Torrance Test of Creative Thinking (Figural Form) as a pre-test-post-test. The study group of the research was comprised of 129 students in total including 81 students in the first group and 48 students in the second group, all taking training at the {\textquotedblleft}Curious Junior Education Center{\textquotedblright} supported by Istanbul Development Agency and implemented by Pendik District National Education Directorate. According to the findings obtained from the quantitative method, a variation was identified in the test averages for student creative thinking skills (fluency, originality, elaboration, abstractness of titles, resistance to premature closure) before and after the training. Post-test averages for students{\textquoteright} creative skills increased. Paired samples t test was performed to determine whether or not the variation- increase- was significant. According to the t test result, enriched workshop training affects students{\textquoteright} total creative thinking skills significantly. In other words, enriched workshop training has developed students{\textquoteright} creative thinking skills positively. In the qualitative method, parents, students and teachers reported their views about the quality and effectiveness of the enriched workshop training.  },
	keywords = {creative thinking, enriched training, mixed method, workshop training},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.616},
	url = {http://oaji.net/articles/2019/457-1571384559.pdf},
	author = {Mustafa {\"O}zgenel and {\"O}mer Canpolat and Ersin Ya{\u g}an and {\"O}zge Canl{\i}}
}
@article {1218,
	title = {EFFICIENCY OF PUBLIC SPENDING ON HIGHER EDUCATION: A DATA ENVELOPMENT ANALYSIS FOR EU-28},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {396-409},
	abstract = {One of the main goals of education policy is to enhance educational outcomes. If resources are used inefficiently, they will fail to maximise those outcomes. Data Envelopment Analysis was used to calculate technical efficiency of public spending on education for EU-28 using the latest higher education statistics available. Focusing on European higher education, conceptual and methodological issues related to the measurement and analysis of efficiency were discussed. The most efficient countries are identified and also countries for which real efficiency improvements are possible. A novel set of variables is used to highlight more appropriately the distinctiveness of the higher education sector and the relationship between input and outputs. The advantage of using Data Envelopment Analysis is that it identifies the best performing decision, making units and not the averages. This type of information about the efficiency of public spending on education is of importance to many parties. It can be used to promote {\textquoteleft}yardstick{\textquoteright} competition in the areas of education where the lack of market mechanisms is apparent, guide policy proposals, and to enhance the monitoring of education. },
	keywords = {data envelopment analysis, efficiency in education, European Union, higher education, public spending},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.396},
	url = {http://oaji.net/articles/2019/457-1561382224.pdf},
	author = {Maja Mihaljevic Kosor and Lena Malesevic Perovic and Silva Golem}
}
@article {1204,
	title = {EMPHASIS MANIPULATION EFFECT IN TERMS OF THE LEAST-ABLED SETS ON COGNITIVE LOAD, TRANSFER, AND INSTRUCTIONAL EFFICIENCY},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {228-243},
	abstract = {This research suggests emphasis manipulation on constituent skills of least-abled sets, improves coordination and integration of knowledge, skills, and attitudes on cognitive load, transfer, and instructional efficiency. The participants were divided into two groups. Competency levels for the designated skill sets were evaluated, and a pre-test was performed on both groups. The research applied an educational design based on individual learner{\textquoteright}s least-abled sets of constituent skills and identified the design{\textquoteright}s effectiveness on complex learning. One group was provided with the whole learning contents according to emphasis manipulation sequencing method, and the other group was provided personalized learning contents according to a method based on the least-abled sets of constituent skills emphasis manipulation. The group received materials constructed with emphasis manipulation, learned the whole constituent skills of learning contents and carried out conventional tasks. However, treatment group received materials constructed with the least-abled sets of constituent skills emphasis manipulation, learned only the least-abled constituent skills and carried out conventional tasks. This research suggests that teaching with the least-abled sets of constituent skills helps to reduce expertise-reversal effect and improve results of cognitive load, transfer and instructional efficiency.},
	keywords = {cognitive load, complex tasks, emphasis manipulation, instructional efficiency, learning transfer},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.228},
	url = {http://oaji.net/articles/2019/457-1556863754.pdf},
	author = {Soonri Choi and Namjung Kim and Seohyun Choi and Dongsik Kim}
}
@article {1197,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {168},
	abstract = {End page, Vol. 77, No. 1, 2019, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1550425525.pdf},
	author = {Editorial Board}
}
@article {1209,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {310},
	abstract = {End page, PEC, Vol. 77, No. 2, 2019},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1556864037.pdf},
	author = {Editorial Board}
}
@article {1233,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {564},
	abstract = {End page, Vol. 77, No. 4, 2019, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1566969502.pdf},
	author = {Editorial Board}
}
@article {1257,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {838},
	abstract = {End page, Vol. 77, No. 6, 2019},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1575642927.pdf},
	author = {Editorial Board}
}
@article {1244,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {684},
	abstract = {End page, Vol. 77, No. 5, 2019, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1571384887.pdf},
	author = {Editorial Board}
}
@article {1222,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {452},
	abstract = {End page, Vol. 77, No. 3, 2019, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2019/457-1561382509.pdf},
	author = {Editorial Board}
}
@article {1193,
	title = {ENHANCING LIBYAN STUDENTS{\textquoteright} ENGLISH SPEAKING PERFORMANCE THROUGH LANGUAGE GAME AND INFORMATION GAP ACTIVITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {110-125},
	abstract = {The importance of English as a foreign language EFL in Libya has increased significantly throughout the years and the language has become essential in all disciplines. However, one of the essential challenges that needs to be explored is the lack of speaking competence of the Libyan students. There has been little research, which adopts an experimental design to determine the causal effects of certain teaching methods, particularly the Communicative Language Teaching (CLT) approach on Libyan students{\textquoteright} English speaking performance. Against this backdrop, this research sets out to assess the effects of selected Communicative Language Teaching (CLT) activities (i.e., Information gap and Language games) on Libyan first-year secondary school students{\textquoteright} English speaking performance. Using a sample of 124 students from a public secondary school in Sabratha, Libya, and adopting the quasi-experimental pre-test, post-test non-equivalent groups design (NEGD), first year classes were randomly assigned as three experimental groups (i.e., Experimental Language Game group (G1), Experimental Language Game and Information Gap group (G2), and Experimental Information Gap group (G3)) and one Control group (G4). Treatments were given to the experimental groups and paired sample t-test results reveal significant differences between the groups{\textquoteright} in the post-test English language speaking scores. While an ANOVA test, comparing the scores between the four groups reveals a substantial difference between Information Gap group and the control group through a post-hoc test. It is therefore concluded that implementing communicative activities based on the principles of CLT in the Libyan English language classroom helps to enhance students{\textquoteright} English speaking performance.},
	keywords = {Communicative Language Teaching (CLT), English as a foreign language (EFL); information gap and language games activities; quasi-experiment speaking performance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.110},
	url = {http://oaji.net/articles/2019/457-1550425286.pdf},
	author = {Eman Abdussalam Owen and Abu Bakar Razali and Arshad Abd Samad and Nooreen Noordin}
}
@article {1255,
	title = {THE ESTIMATION OF TEACHING PROFESSION EDUCATION (TPE) PARTICIPANTS{\textquoteright} ABILITY IN INDONESIA: AN ASSESSMENT MODEL WITH PARTIAL SCORING},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {790-805},
	abstract = {The ability of TPE participants in arranging lesson plans is essential to be mastered as an indicator of pedagogical competence which should be possessed before conducting a teaching process in the class. This research aimed to analyze the estimation of TPE participants{\textquoteright} ability in composing a lesson plan which uses the assessment with partial scoring. This research used quantitative descriptive explorative approach. Data were collected through document study of lesson plan made by TPE participants assessed by lecturers in a workshop. In the sample were 236 respondents selected by using purposive sampling technique. The data analysis was performed to estimate participants{\textquoteright} skill using Item Response Theory through Partial Credit Model (PCM). The estimation result produced the interpretation of items with 5 categories of scoring 0, 1, 2, 3, 4 and has 4 thresholds such as the threshold of category 0 to category 1, category 1 to category 2, category 2 to category 3, and from category 3 to category 4. Besides that the information function value of the instrument and Standard Error of Measurement based on the analysis obtained items in the instrument which have higher information function value compared to the mistakes of the measurement or the estimation of measurement which has relatively small errors, so it can be stated that learning model is using accurate partial scoring to estimate the ability of TPE participants in composing lesson plans. },
	keywords = {item response model, partial credit model, partial scoring, teaching profession},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.790},
	url = {http://oaji.net/articles/2019/457-1575642821.pdf},
	author = {Lian Gafar Otaya and Badrun Kartowagiran and Heri Retnawati}
}
@article {1205,
	title = {EVALUATION OF SELF-EFFICACY IN PROSPECTIVE PRIMARY SCHOOL TEACHERS IN THE CONTEXT OF MATHEMATICS TEACHING},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {244-253},
	abstract = {Positive perception of one{\textquoteright}s efficacy among teachers is a crucial factor affecting the quality of the teaching process. Many research studies suggest that self-efficacy in prospective teachers can be acted upon. It is therefore very important to focus on the preparation of prospective teachers in the context of undergraduate courses. The objective of the research study was to identify the level of self-efficacy among primary pre-service teachers of mathematics. The research sample comprised 77 students of primary teacher training enrolled in two study programmes aged between 21 and 26 years. The results were obtained by means of a newly developed tool Self-Efficacy of Prospective Teachers in Mathematics (SEPTM), which contained 37 items. The results of the research suggest that prospective teachers assess their readiness for future mathematics teaching in a positive way and trust their own abilities to use various teaching methods and procedures. },
	keywords = {primary math education, prospective math teacher, teacher{\textasciiacute}s beliefs, teacher{\textquoteright}s self-efficacy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.244},
	url = {http://oaji.net/articles/2019/457-1556863811.pdf},
	author = {Radka Dofkov{\'a}}
}
@article {1191,
	title = {AN EXPLORATION OF HIGH SCHOOL LEARNERS{\textquoteright} UNDERSTANDING OF GEOMETRIC CONCEPTS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {82-96},
	abstract = {There is much concern in South Africa about the poor performance of learners in mathematics, particularly in geometry. The aim of this research was to explore the understanding of basic geometry concepts by grade 10 and grade 11 learners in terms of the van Hiele{\textquoteright}s levels of geometry thinking. The participants of the research were 147 learners from three high schools in a rural area in the south of    KwaZulu Natal, South Africa. The results showed that the learners had difficulties with problems involving definitions of geometric terms, interrelations of properties and shapes, class inclusion and changing semiotic representations. It was also found that most of the learners were operating at the visual and the analysis levels of the van Hiele levels of geometric thinking. It is recommended that teachers should provide learners with tasks that require movements between semiotic representations, and to also focus attention on improving learners{\textquoteright} skills in proving aspects of mathematical relations.},
	keywords = {class inclusion, geometry, high school, mathematical proof, necessary and sufficient conditions, van Hiele theory},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.82},
	url = {http://oaji.net/articles/2019/457-1550425157.pdf},
	author = {Harrison Ngirishi and Sarah Bansilal}
}
@article {1252,
	title = {EXPLORING THE BARRIERS TO EFFECTIVE COOPERATIVE LEARNING IMPLEMENTATION IN SCHOOL MATHEMATICS CLASSROOMS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {745-757},
	abstract = {Literature is replete with research confirming the benefits of cooperative learning on students{\textquoteright} academic achievement and attitude towards mathematics. Despite these benefits, cooperative learning implementation in most Zambian secondary school mathematics classrooms has remained a challenge. An explanatory sequential mixed methods research design was employed to determine the causes of teacher-resistance to cooperative learning implementation in selected schools. A cluster random sampling method was used to select 62 teachers (43 male and 19 female) of mathematics from six public secondary schools in Ndola district of Zambia. A questionnaire was administered to all the 62 teachers followed by lesson observations in six randomly selected grade 11 mathematics classrooms, whose teachers later attended a focus group discussion. Research findings revealed that the majority of participants prefer expository teaching to cooperative learning. More than 64\% of the participants indicated that they resisted implementing cooperative learning in their classrooms due to shortcomings in; assessing learners, ensuring a disciplined class environment, completing the already bulky syllabus, handling large classes, students{\textquoteright} low reasoning abilities and preparation time versus high teaching loads. These results provide evidence on the need for more attention to how the identified challenges could be addressed not only in Zambian mathematics classrooms but in other educational settings elsewhere.},
	keywords = {cooperative learning, expository teaching, mathematics classrooms, mixed methods research},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.745},
	url = {http://oaji.net/articles/2019/457-1575642623.pdf},
	author = {Angel Mukuka and Vedaste Mutarutinya and Sudi Balimuttajjo}
}
@article {1239,
	title = {EXPLORING THE LEADERSHIP SKILLS OF PRE-SERVICE SOCIAL WORK STUDENTS: IMPLICATIONS FOR SOCIAL WORK EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {598-615},
	abstract = {The importance of leadership is discussed widely in the social work literature. However, little is known about the leadership skills of social work students and factors affecting their development in the environment specific to higher educational institutions (HEIs). This research aimed to find out what skills pre-service social work students had related to leadership and to determine if significant differences existed in terms of such predictor variables as level and form of study, employment status, and involvement in co-curricular activities. The research employed the quantitative approach based on a descriptive cross-sectional survey involving a sample of 158 social work students from three Ukrainian universities. The research group consisted of 88\% female and 12\% male respondents, aged between 19 and 31. Data were obtained through the Student Leadership Outcomes Inventory, which contained 60 items measuring skills on 8 scales: (a) self-management, (b) interpersonal communication, (c) problem-solving and decision-making, (e) cognitive development and critical analysis, (f) organization and planning, (g) self-confidence, (h) diversity awareness, and (h) technology which served as outcome variables. All items were rated along a 5-point Likert scale, from poor (1) to excellent (5). The results of the research revealed lower than average levels of leadership skills and existing significant differences by outcome variables for the sample population. The findings suggest the need to strengthen the leadership skills of social work students through the implementation of formal and informal developmental activities and recognition of leadership participation within the social work curriculum. },
	keywords = {descriptive cross-sectional survey, leadership development, leadership skills, pre-service social work students, social work},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.598},
	url = {http://oaji.net/articles/2019/457-1571384446.pdf},
	author = {Nadiia Horishna and Hanna Slozanska and Olha Soroka and Lyudmila Romanovska}
}
@article {1219,
	title = {EXPLORING THE STUDENT AND SOCIAL ACCOUNTABILITY OF THE LIFE SCIENCES CURRICULUM:  A CASE OF HIV/AIDS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {410-423},
	abstract = {Science is generally expected to respond to students and societal needs by adopting student and social accountability principles. Therefore, school science curricula are revised regularly to address emerging socio-economic, political, and scientific issues. Similarly, the National Curriculum and Assessment Policy Statement of South Africa was introduced to foster a student and social accountable education that adopts relevant curriculum ideologies. Partly, it attempts to equip students with relevant skills and knowledge related to emerging societal challenges such as HIV/AIDS. The aim of the present research, therefore, was to determine the extent to which the curriculum is student and social accountable concerning HIV/AIDS. The current research explored the extent to which HIV/AIDS knowledge was presented in the CAPS Life Sciences curriculum and selected textbooks, and how curriculum ideologies informed this presentation of HIV/AIDS knowledge. Data were collected from the Life Sciences CAPS document and selected textbooks. Results revealed several HIV/AIDS-related topics, which were taught in Life Sciences. While the literature suggests that the citizenship-centered ideology is most relevant for student and social accountability, the present study found that the Life Sciences curriculum adopted a predominantly discipline-centered ideology. It is concluded that Life Sciences may not provide students with HIV/AIDS-related skills and knowledge required in a student and socially accountable curriculum. },
	keywords = {curriculum ideologies, HIV/AIDS education, life sciences, school science curriculum},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.410},
	url = {http://oaji.net/articles/2019/457-1561382310.pdf},
	author = {Lindelani Mnguni}
}
@article {1195,
	title = {THE FIELD OF WORK OF THE SCHOOL ART THERAPIST AND ITS UNIQUE POTENTIAL FOR THE SCHOOL{\textquoteright}S SUPPORT TEAM},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {142-155},
	abstract = {Qualitative research was carried out to examine the first experiences of the implementation of art therapy in Estonian schools. The aim was to ascertain the facets of the activities of the school art therapists and the potential of art therapy in the work of a school{\textquoteright}s support team.
Within the framework of the research, art therapists and management staff from four general education schools were interviewed. The work foci and specifics of the art therapist{\textquoteright}s work were described on this basis, and the potential of school art therapy in reaching educational goals was highlighted. The interviewees characterised the work of a school art therapist in terms of the artistic and creative nature of art therapy, the co-operation-based supportive therapeutic relationship; the variability of the forms of work; and the mitigating, relaxing, and school-adaptation-supporting effect of art therapy. Management staff indicated that the art therapist enriches the work of the school{\textquoteright}s support system, as creativity-based methods make the strengths and development potential of students more visible, it is possible to choose from among various specialists to help children, and art therapy can be applied as a primary preventive intervention.
},
	keywords = {art therapeutic relationship, artistic expression, content of school art therapy, school art therapy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.142},
	url = {http://oaji.net/articles/2019/457-1550425422.pdf},
	author = {Marika Ratnik and Eha   R{\"u}{\"u}tel}
}
@article {1216,
	title = {THE FORMATIVE RESEARCH OF ECUADORIAN UNIVERSITY TEACHING STAFF},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {364-378},
	abstract = {University research is the way in which lecturers can perceive, analyze and be illustrated about unknown topics or something that has been omitted and that is why it is important and is the key in the academic researcher{\textasciiacute}s life, the gathering of information, the analysis and the search for a solution to an existing or detected problem. This research includes three phases: the first, where the search, collection and data analysis is proposed; the second, where models of teacher formation and theorization are included and the third, where the final idea of formation of university researchers and lecturers is proposed. This research was developed from a qualitative perspective, since it is implemented in an epistemic conceptualization that corresponds to its nature, highlighting the interest of deepening the intuition of the object research. As key informants, the participation of 15 (fifteen) lecturers from different universities of Ecuador is highlighted. The constant comparison of theories and grounded theory was applied for the analysis of the subtracted data, in order to make a theoretical approach through the emerging categories and sub-categories, through the operating software Atlas.ti version 8; with the aim to contribute to the theoretical and methodological basis. The subcategories were derived: professional teaching function and novel teaching profile. The conclusions mention the idea or model of formation for higher education teaching staff. It also mentions the importance of improving the formation of lecturers through scientific research to promote knowledge and strategies that require the need to theorize, produce and increase the level of thinking.},
	keywords = {complex thinking, continuous research, educational innovation, educational theory, formation of teaching staff, university education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.364},
	url = {http://oaji.net/articles/2019/457-1561382097.pdf},
	author = {Mendoza Velazco, D. J. and Irma Abrigo C{\'o}rdova and Janela Romero Ch{\'a}vez and Fredy Cueva Bravo and Magda Francisca Cejas}
}
@article {1236,
	title = {FOSTERING PEACE CULTURE BY INTERCULTURAL DIALOGUE IN EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Editorial},
	chapter = {568-571},
	abstract = {This manuscript wishes to discuss something that could be considered the oldest and the newest of themes: Peace.
Peace is not just the absence of war. It may be that in your country or region there is no armed conflict. But is there peace? But then what does living in peace mean if it is not just the absence of war or conflict? It is living together with each other{\textquoteright}s differences - gender, ethnicity, language, religion and culture - while nurturing universal respect for justice and human rights is shared and coexistence based. In this sense, peace is permanently under construction and needs the participation of all, as it is the choice that encompasses sincere dialogue with other individuals and communities. And here we have a key role for education in promoting a culture of peace, from young children to adult.
},
	keywords = {peace culture, universal respect, universal responsibility},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.568},
	url = {http://oaji.net/articles/2019/457-1571384179.pdf},
	author = {Agnaldo Arroio}
}
@article {1231,
	title = {FOUNDATION PHASE STUDENTS{\textquoteright} METACOGNITIVE ABILITIES IN MATHEMATICS CLASSES: REFLECTIVE CLASSROOM DISCOURSE USING AN OPEN APPROACH},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {528-544},
	abstract = {The research findings describe a model of experiential learning that promotes the development of foundation phase student teachers{\textquoteright} metacognitive abilities for mathematics through classroom reflective discourse using an open approach. A case study was carried out on two foundation phase mathematics classes in South Africa{\textquoteright}s universities; data were collected through observation and focus group interviews. The research{\textquoteright}s main findings indicated that student teachers{\textquoteright} interest in reflective classroom discourse is important using an open-approach-based mathematics class, which helped pave the way for the student teachers to exhibit metacognitive abilities relevant to the teaching and learning steps of a foundation phase mathematics class. Deciding on the type of problem to work on, posing open-ended problems to colleagues for discussion in class, stimulating students{\textquoteright} reflective self-centred learning, whole-class discussion, comparison of a particular problem and summarising important information for self-development in teaching and learning through connecting students{\textquoteright} mathematical ideas all formed part of reflective classroom discourse. Recommendations were made for further development of metacognitive abilities. },
	keywords = {mathematics class, metacognitive strategies, open approach, preservice teachers, reflective classroom, school learners, student teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.528},
	url = {http://oaji.net/articles/2019/457-1566969399.pdf},
	author = {Simon Adjei Tachie}
}
@article {1207,
	title = {GARDENING ACTIVITIES AT SCHOOL AND THEIR IMPACT ON CHILDREN{\textquoteright}S KNOWLEDGE AND ATTITUDES TO THE CONSUMPTION OF GARDEN VEGETABLES},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {270-291},
	abstract = {Learning through gardening is known to be an educational strategy in which a garden is used as a teaching tool. Systemic reviews of the impact of school gardening on academic performance and dietary habits foreground the need for additional quantitative studies that would use strong experimental designs. The aim of the present research was to establish the impact of school gardening on children{\textquoteright}s knowledge of and attitude to the consumption of garden vegetables. A quasi-experiment was conducted including one control and one experimental group, with each group consisting of 15 children aged 6{\textendash}7 years. The children{\textquoteright}s prior knowledge and attitude toward the consumption of garden vegetables was identified through individual interviews. Participants in the experimental group then carried out their activities in a school garden that was built in co-operation with an organic farm located in close vicinity of the school. Following these activities, interviews were repeated in both groups to establish any newly acquired knowledge of and changes in the children{\textquoteright}s attitude to garden vegetables. The results revealed that the children in both groups had poor general knowledge about garden vegetables at the beginning of the experiment. After their work in the garden was concluded, the knowledge of garden vegetables in the experimental group of children improved to a statistically significant degree. The children{\textquoteright}s attitude to consuming garden vegetables also became more positive than before they engaged in the gardening activities. The results of this research indicated that school gardening activities improved academic outcomes and the children{\textquoteright}s attitude to the consumption of vegetables. Therefore, the research suggests that gardening should be considered a vital part of school education.},
	keywords = {active learning, garden-based learning, organic gardening, outdoor education, school garden},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.270},
	url = {http://oaji.net/articles/2019/457-1556863930.pdf},
	author = {Marjanca Kos and Janez Jerman}
}
@article {1250,
	title = {IMPROVING THE SELF-AWARENESS CAPACITY OF SECONDARY SCHOOL STUDENTS BY FORMING A SCHOOL COUNSELING MODEL BASED ON STUDENT CAPACITY DEVELOPMENT ORIENTATION  IN VIETNAM},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {722-733},
	abstract = {The self-awareness capacity has long been no stranger in the foreign education, but in Vietnam, self-awareness capacity has only been developed in education in recent years. The self-awareness capacity related problems among Vietnamese students have been exacerbated such as gender-based violence, gender bias, wrong career choices, disorientation and school counseling activities currently could not support this difficulty for students. Based on the theoretical framework of self-awareness capacity from previous studies in Vietnam and further developing the aspects of self-awareness by age, the questionnaire had been done to survey of 726 lower-secondary school students and 474 upper-secondary school students to find the situation of their self-awareness capacity problems, as well as the need for self-awareness capacity problems counseling. The results demonstrated a positive correlation between self-awareness capacity problems and students{\textquoteright} need for self-awareness capacity problems counseling. In addition, identifying self-awareness capacity problems encountered by students helps us to develop a new school counseling model, as well as a process to counsel self-awareness capacity problems for students to enhance the self-awareness capacity and support school counseling activities effectively, also meeting the requirements of renewing the general curriculum in the students{\textquoteright} capacity development orientation in Vietnam.},
	keywords = {school counseling activities, school counseling model, self-awareness, self-awareness capacity, student capacity development orientation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.722},
	url = {http://oaji.net/articles/2019/457-1575642480.pdf},
	author = {Luong Tran and Son Van Huynh and Hoi Duc Dinh and Vu Thien Giang}
}
@article {1254,
	title = {INDUCTION OF WOMEN BEGINNER TEACHERS AT TWO SOUTH AFRICAN COMMUNITY SECONDARY SCHOOLS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {774-789},
	abstract = {The quest of beginner teachers becoming experienced teachers remains a major issue within the educational terrain. Induction experience(s) of beginner teachers particularly women in selected community secondary schools in South Africa was the focus of this research. In this research, the problems that women beginner teachers face at some selected schools, as well as the types of induction programmes used to support them, as they grappled with the problems, were explored. A qualitative research approach involving semi-structured interviews and non-participant observation was used in the collection of the requisite data. A sample comprising two community secondary schools and four women beginner teachers were selected to take part in the research. To make meaning of the data which were collected, inductive analysis of the data was conducted. Communities of Practice was used as the theory that underpinned the research findings reported in this paper. Based on the data analysis and the communities of practice theory that served as the framework, the paper among other findings reports that induction programmes used in sampled/selected schools were highly ineffective in supporting the women beginner teachers to overcome the problems revealed. The research contributes to the body of knowledge on the lived experiences of beginner teachers at the beginning of their teaching career and provides recommendations on classroom management and dealing with ill-disciplined learners.},
	keywords = {beginner teacher; community practice; education leadership; teachers{\textquoteright} induction; women teacher},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.774},
	url = {http://oaji.net/articles/2019/457-1575642762.pdf},
	author = {Happy Ngwira and Onoriode Collins Potokri}
}
@article {1230,
	title = {THE INFLUENCE OF DIFFERENT EDUCATIONAL CONTEXTS ON TUTOR PRESENTATIONS OF VISUAL ARTS IN TEACHER COLLEGES IN UGANDA},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {515-527},
	abstract = {Different educational contexts or learning environments differently influence visual arts tutor{\textquoteright}s performance and pre-service teachers{\textquoteright} learning. The purpose of this research was to examine the role the college context plays in the tutors{\textquoteright} presentation of knowledge and the pre-service teachers{\textquoteright} learning in visual arts in National Teacher Colleges in Uganda. The researcher used interviews, observations, document reviews and focus group discussions to collect data. The results revealed that there were inadequate teaching resources, poor infrastructure and limiting educational policies and administrative support. The research recommended that the ministry of education and sports provide adequate teaching resources, review the limiting educational policies and conduct refresher courses and professional development programs for tutors in National Teacher Colleges in Uganda.},
	keywords = {educational context, pre-service visual arts teachers, teachers{\textquoteright} learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.515},
	url = {http://oaji.net/articles/2019/457-1566969340.pdf},
	author = {Julius Ssegantebuka}
}
@article {1203,
	title = {AN INNOVATIVE ASSESSMENT METHOD TO ESTABLISH EMPLOYABILITY MAP BASED ON STUDENTS{\textquoteright} LEARNING PORTFOLIO},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {209-227},
	abstract = {This research focuses on the approach adopted by a university of science and technology in Taiwan (hereinafter the university) to develop students{\textquoteright} employability indices and to explore the questionnaire analyses. The university developed the {\textquotedblleft}Employability Map; E-Map{\textquotedblright} by weighting the learning hours, which was used to evaluate students{\textquoteright} various employability items over the course of their schooling. Considering it not so appropriate to use students{\textquoteright} credits on courses to be the standard of judgment, the Department of Computer Science \& Information Engineering (hereinafter the department) proposed an innovative method to convert the E-Map of weighting by learning achievement to conduct assessments that is more reflection students{\textquoteright} employability indices for graduate, and analyzed the questionnaires of alumni and their employers{\textquoteright} various core employability indices. From those questionaires, finding the graduating students and alumni are lack of self-confidentce. The statistical data shall serve as a reference for guiding students at course selection, as well as improving department courses and planning. },
	keywords = {employability indices, employability map, learning achievement, learning portfolio},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.209},
	url = {http://oaji.net/articles/2019/457-1556863691.pdf},
	author = {Shu-Chen Cheng and Shing-Lin Chang}
}
@article {1202,
	title = {INTEGRATION OF MOBILE TECHNOLOGY INTO EVIDENCE-BASED PRACTICES FOR STUDENTS WITH EMOTIONAL AND CONDUCT DISORDERS IN CLASSROOM},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {195-208},
	abstract = {Mobile technology (MT) may create new opportunities for teachers to enhance the implementation of evidence-based practices (EBPs) for students with emotional and conduct disorders (ECD) in United States.  However, there remains a relative paucity of research reviewing the effectiveness of integrating MT into EBPs, also referred to as emerging practices (EPs).  This integrative review provides a synthesis of the research on the effectiveness of EPs for students with ECD in the K-12 classroom environment.  A total of 11 empirical studies, published from 2008 to 2018, were reviewed. Results suggest that EPs may increase academic engagement for students with ECD during academic situations. Yet, drawing conclusions remains challenging due to limitations in relation to: (a) the unique power of EPs in isolation from some interfering variables, (b) generalizability of documented findings to various settings. Future research studies should ideally further address the areas of limitation toward conclusive claims concerning the effectiveness of EPs for students with ECD.},
	keywords = {conduct disorders, educational setting, emerging practices, emotional disorders, evidence-based practices, mobile technology},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.195},
	url = {http://oaji.net/articles/2019/457-1556863622.pdf},
	author = {Nora A. Altaweel}
}
@article {1251,
	title = {LEARNERS{\textquoteright} VIEWS ON ASYMPTOTES OF A HYPERBOLA AND EXPONENTIAL FUNCTION: A COMMOGNITIVE APPROACH},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {734-744},
	abstract = {Learners in South African schools often respond poorly in questions related to the asymptote. Despite the fact that there are only a few functions in the South African curriculum that actually explore the asymptote, learners still show some deficiency in their understanding of the concept. This research examined Grade 11 learners{\textquoteright} mathematical discourses about the asymptotes of the hyperbola and exponential functions. Data were analysed using the Realisation Tree of a Function, an adaptation of the Realisation Tree Assessment tool from Weingarden, Heyd-Metzuyanim and Nachlieli. While the Realisation Tree Assessment tool focused on teacher talk, the Realisation Tree of a Function focused on learner expression and responses. 
A qualitative research design was essentially adopted, with exploratory, descriptive and interpretive elements complementing both its data collection and analysis. A purposive sampling strategy was implemented. Data were collected by means of a test administered to a total of 112 Grade 11 participants from four selected secondary schools. Focus group interviews were conducted with 24 of the best-performing participants by using their responses from the written mathematical tests. 
The results revealed that the learners{\textquoteright} mathematical discourse is not coherent. While learners{\textquoteright} work on each representation was often mathematical there seemed to be a struggle when the task had an unusual orientation. Different expressions of the same mathematical object elicited different responses. The challenge is that learners exhibited a fragmented relationship between the mathematical objects of the function.
},
	keywords = {commognition, realization tree, ritualised learning, visual mediators},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.734},
	url = {http://oaji.net/articles/2019/457-1575642547.pdf},
	author = {Vimolan Mudaly and Sihlobosenkosi Mpofu}
}
@article {1221,
	title = {LEARNING EXPERIENCE AS A FACTOR OF MOTIVATION IN LOWER-SECONDARY SCHOOL IN FOREIGN LANGUAGE LEARNING},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {437-448},
	abstract = {This research focusses on the analysis of learning experience. Together with the other factors of motivational structure: Intrinsic motivation, Personal goals, Attractivity of foreign language community, and Worries about learning, it creates motivational profile of foreign language (FL) learners. The analysis is based on the theoretical concept of foreign language motivational self-system by D{\"o}rnyei.  
The research aim was to find out the perception of learning experience and the level of its dependence on the category of the Associations with the expression {\textquotedblleft}German{\textquotedblright} in the selected categories. Moreover, it was to find out the differences in perception of learning experience, motivational structure, and the length of foreign language studying. The research sample consisted of German FL learners from six different lower-secondary schools within Slovakia. Motivational Structure Questionnaire was used as a research tool to obtain the research data. The data were processed by the selected quantitative and qualitative research methods. The research results supported ambivalence of learning experience. 
The statistical significance was found in the two categories: the category of Negative emotions related to the category negative perception of educational situation, and the category of German speaking countries related to the higher level of motivation in the factor of learning experience. Furthermore, significant relations were found between the factor of learning experience and the factors of the ideal self of the motivational structure and the length of studying a foreign language. The results in the qualitative part of the research opened up a possible intervention steps towards foreign language motivation reinforcement.
},
	keywords = {foreign language, learning experience, motivation in education, qualitative research methods, quantitative research methods},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.437},
	url = {http://oaji.net/articles/2019/457-1561382464.pdf},
	author = {Eva Stranovsk{\'a} and Anik{\'o} Ficzere and Silvia Hvozd{\'\i}kov{\'a} and Be{\'a}ta Hockickov{\'a}}
}
@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 {1220,
	title = {THE OPINIONS OF PRE-PRIMARY EDUCATION TEACHERS ON THE ADVANTAGES AND DISADVANTAGES OF HETEROGENEOUS AGE GROUPS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {424-436},
	abstract = {The research focuses on the issue of mixed-aged children in nursery schools. The aim of the research was to find out the opinions of the nursery school teachers on the advantages and disadvantages of a heterogeneous age groups based on their practical experiences. In order to find out the opinions of the respondents, a questionnaire was constructed and used. Based on the results, it can be said that 243 respondents consider an advantage to be the better social and emotional development of children, regardless of whether the respondent prefers to work in a homogeneous or heterogeneous age group. However, they did not agree with the disadvantages of heterogeneous age groups. The respondents teaching homogeneous age groups have generally identified far more disadvantages, and the greatest disadvantage being that children in a heterogeneous age group have worse conditions for cognitive development and do not have the opportunity to compete with each other. It has also been confirmed that those respondents with more years of work experience prefer a more heterogeneous age composition of groups than respondents with fewer years of work experience.},
	keywords = {mixed-age groups, nursery school, nursery school teacher, pre-primary education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.424},
	url = {http://oaji.net/articles/2019/457-1561382404.pdf},
	author = {Ivana Rochovska and Zlatica Hu{\v l}ov{\'a} and Vladim{\'\i}r Klein and Miroslava Ga{\v s}parov{\'a}}
}
@article {1217,
	title = {ON PERCEPTION OF COMPUTER ALGEBRA SYSTEMS AND MICROSOFT EXCEL BY ENGINEERING STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {379-395},
	abstract = {This research presents the analysis of image of the popular program packages: CAS (Computer Algebra Systems) Matlab, Mathcad, Mathematica, and the spreadsheet {\textquoteleft}Microsoft Excel{\textquoteright} among students of engineering specializations studying in Bauman Moscow State Technical University (BMSTU). The research has explored perception of program packages by all students (N=164), and by male students (N=110) and female students (N=54) separately. Image of the program packages, convenience of their interfaces, usage scenarios, and applicability for solution of tasks of certain types have been explored via questioning the students. Moreover, the students assessed likelihood of using the programs in the future. It was established that all the program packages under consideration can be successfully used in the process of education, but some of them (Matlab and Mathematica) require additional lessons to learn their interface and peculiarities. Gender differences in perception of the program packages do not determine the education outcomes. The differences of perception of the programs are mainly caused by their popularity and the students{\textquoteright} skills of using certain programs. The following gender differences have been detected: in the female students{\textquoteright} sample, the programs Mathcad and Excel are leading, Matlab is performed a little worse; Matlab is associated with the statement {\textquotedblleft}difficult / inconvenient interface{\textquotedblright}. In the male students{\textquoteright} sample, the three programs Matlab, Mathcad, and Microsoft Excel got nearly equal grades. Female students estimate future usage of Microsoft Excel higher than male students do. The CAS Mathematica takes the lowest places for both samples; as a possible cause of such result, it has been found that Mathematica is not widespread as compared to the other programs under consideration.},
	keywords = {computer algebra system, education statistics, engineering education, Mathcad, Mathematica, mathematical education, MATLAB, Microsoft Excel},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.379},
	url = {http://oaji.net/articles/2019/457-1561382162.pdf},
	author = {Natalia M. Mezhennaya and Oleg V. Pugachev}
}
@article {1226,
	title = {PRACTICAL EDUCATION OF ADULTS WITH INTELLECTUAL DISABILITIES USING A WEB COURSE},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {463-477},
	abstract = {Education of adults with intellectual disabilities in labor activities can help them to successfully and repeatedly carry out their work tasks and significantly help their self-realization. The problem is that the need for frequent repetition of already learned skills requires the constant presence of a teacher or caregiver since such a worker is not able to work independently. This situation increases the cost of employing people with disabilities. The aim is to find a way to reduce the necessary number of caregivers needed in this kind of activity and enable greater self-sufficiency of workers. The presented research intended to verify whether a web course could be an effective educational tool for people with intellectual disabilities. During the research, a group of ten participants with intellectual disabilities was educated to acquire basic skills in horticulture. The first teaching was realized through practical demonstrations at the workplace in the university production garden by professional gardeners. After these demonstrations skills of all participants were verified and so the basic level for further verification and comparison of knowledge was set. Subsequently, using three approaches of repeating the already learned practical curriculum (verbal repetition, no repetition, and repetition using the web course) and different time intervals, the level of knowledge of each participant was verified. Statistical methods were used to compare the results of different repetition approaches. Research results demonstrated that a web course, with specific content that consists of video or animation, combined with the use of pictograms for confident navigation, can be used by people with intellectual disabilities with good results. At the same time, in addition to practical teaching, this was the second best-rated approach of repeating knowledge. Using a web course, participants achieved similar work results as they did in practical teaching.},
	keywords = {adult education, intellectual disabilities, professional education, web course},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.463},
	url = {http://oaji.net/articles/2019/457-1566969094.pdf},
	author = {Petr Benda and Jan Pavl{\'\i}k and Jan Masner}
}
@article {1253,
	title = {PRINCIPALS{\textquoteright} ROLE IN MANAGING TEACHER PROFESSIONAL DEVELOPMENT THROUGH A TRAINING NEEDS ANALYSIS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {758-773},
	abstract = {Despite South Africa{\textquoteright}s high spending in education compared to other sub-Saharan countries, its education system is often criticized as ineffective as evidenced by poor student outcomes in both national and international assessments. This educational inefficiency is often linked to poor teacher quality, particularly in mathematics and science where some teachers are considered to have content knowledge below the level at which they are teaching. The researchers interviewed five primary school principals in KwaZulu-Natal on the training needs analysis methods they used to identify the training needs of foundation phase teachers. They all reported that they only used the Integrated Quality Management System template provided by the Department of Basic Education. However, they did not use it optimally due to a lack of comprehensive knowledge of how it should be implemented. In order to address this, it is recommended that principals should receive thorough training on the implementation of the Integrated Quality Management System, and that training needs analysis should be conducted on a quarterly basis rather than once a year.},
	keywords = {integrated quality management system, interpretive paradigm, professional development, training needs analysis},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.758},
	url = {http://oaji.net/articles/2019/457-1575642686.pdf},
	author = {Millicent Ngema and Mapheleba Lekhetho}
}
@article {1228,
	title = {PROBLEMS OF NARCISSISM IN EDUCATION: THE CULTURE OF NARCISSISM AS A DANGEROUS GLOBAL PHENOMENON FOR THE FUTURE},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {489-501},
	abstract = {Modernism, which appeared as a result of industrialization, has since then developed further, resulting in a postmodern society, characterized by a significant change in values. This shift in values is particularly evident in the quality of education, and man{\textquoteright}s subsequent relation towards work as a result. Schools have become social institutions in which learners spend their time in the role of served clients. The teacher is therefore assigned the social role of the servant, in which he is to primarily satisfy the pupil in his personal needs. This kind of relationship stems from the phenomenon of narcissism, which is already a cultural phenomenon. Studies of cultural narcissism are presented here, sampling relevant research of American provenience (with special focus on the USA). These studies suggest that cultural narcissism may become a global phenomenon in the future.},
	keywords = {contemporary individualism, cultural narcissism, learning difficulties, narcissistic pathology, pedagogical research},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.489},
	url = {http://oaji.net/articles/2019/457-1566969219.pdf},
	author = {Michal Podzimek}
}
@article {1200,
	title = {REFLECTIONS ON EDUCATIONAL EFFECTS IN THE AGE OF CRISES},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Editorial},
	chapter = {172-178},
	abstract = {The beginning of the XXI century can be considered as the decade of {\textquotedblleft}everything{\textquotedblright}. A crisis, by its own nature, causes destabilization in various areas of social and cultural functioning as it affects the entire system without bypassing any function or structure. As a consequence, the weaknesses of a given socio-cultural system are revealed, all the while pointing towards a need for change.  The process in question also applies to education which is responsible for creating the appropriate environment and conditions for human learning in a given cultural-economic context. Therefore, a person - along with his surroundings creates a specific system - in which he becomes sensitive to changes in a sociocultural context both on the macro-, exo- and micro-level. Bearing in mind the assumptions of psycho-pedagogical and educational concepts, the individual along with the systems he creates is subjected to environmental influences not just directly - through entering specific interpersonal interactions, but also indirectly - through the influence exerted by its products. },
	keywords = {cultural conditions, cultural functioning, environmental influences, social institutions},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.172},
	url = {http://oaji.net/articles/2019/457-1556863461.pdf},
	author = {Miros{\l}aw   Kowalski}
}
@article {1192,
	title = {THE RELIABILITY OF STUDENTS{\textquoteright} EVALUATION OF TEACHING AT SECONDARY SCHOOL LEVEL},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {97-109},
	abstract = {The Student Evaluation of Teaching (SET), although controversial, is a common practice at the higher education level for faculty appraisals and promotions, but seldom at secondary school level. Concerns have been raised as to whether students are informed and experienced enough to evaluate teachers{\textquoteright} teaching practices in a reliable way and arrive at valid outcomes. The purpose of this research was to explore the reliability of students{\textquoteright} evaluations of mathematics teaching at secondary school level. This research involved eight teachers, and 194 Grade 11 students from eight secondary schools in Bojanala District, North West province in South Africa. A SET questionnaire was developed, validated and used for data collection. The data were analysed by calculating the average deviation index of the students{\textquoteright} evaluations of each teacher per item and the Intraclass Correlation Coefficient (ICC) with SPSS. This was done using one-way random effects, absolute agreement and a multiple raters/measurements model. Both the ADI and ICC values showed a high degree of reliability of the SET. Hence, SET at secondary school level may provide a reliable indication of teachers{\textquoteright} educational practices that might be used for the formative assessment of teachers{\textquoteright} instruction. It can also assist in designing teacher training programmes for pre-service teachers and professional development programmes for in-service teachers.},
	keywords = {Average Deviation Index, Intraclass Correlation Coefficient, reliability of SET, secondary school, student evaluation of teaching (SET)},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.97},
	url = {http://oaji.net/articles/2019/457-1550425217.pdf},
	author = {Ugorji I. Ogbonnaya}
}
@article {1247,
	title = {SCIENTIFIC ARTICLE PREPARATION: A COMPREHENSIVE INTRODUCTION},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Editorial},
	chapter = {688-694},
	abstract = {Writing and publishing scientific articles (research, review, position etc. articles) are referred to as responsible academic activities. Any scientist/researcher is somehow involved in scientific writing. Thus, this is a technique assisting the researcher with demonstrating individual performance. Most of the main scientific/research journals are published in English, and therefore scientific information is made internationally available by a wide audience and actually becomes accessible to every scientist and/or researcher. On the other hand, a valid point is that scientific/research journals are published in different national languages. Nevertheless, it should be noted that science policy has recently become one-dimensional and resulting in a blind orientation towards support for scientific/research journals published in English. As noted by Poviliunas and Ramanauskas (2008), national languages face a legitimate risk of becoming domesticated and to one degree or another being excluded from scientific, cultural, education and public areas of life. However, this is material for another discussion.},
	keywords = {academic publishing, comprehensive introduction, scientific writing},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.688},
	url = {http://oaji.net/articles/2019/457-1575642232.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {1225,
	title = {SCIENTIFIC ARTICLE PREPARATION: TITLE, ABSTRACT AND KEYWORDS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Editorial},
	chapter = {456-462},
	abstract = {Scientific article writing is undoubtedly an inseparable part of academic activity. Every researcher/scientist, in one way or another, has to declare scientific research activity results, i.e., to publish in scientific press. If this is not done, it is considered that a scientific work is not finished regardless of the size of the research/experiments carried out and so on. Such information has to be completely understandable not only in the academic environment but also in society. Publications in the international and independent science journals acknowledged in the academic community show the real value of the scientist and his works. This does not mean in any way that the other level publications are not necessary (Lamanauskas, 2013). Every publication has its auditorium, purpose, aims and so on. Regardless of the type of publication broadly speaking, it has to be appropriately prepared. },
	keywords = {academic activity, academic environment, academic literacy, scientific writing},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.456},
	url = {http://oaji.net/articles/2019/457-1566969025.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {1249,
	title = {SOUTH AFRICAN TEACHERS{\textquoteright} MATHEMATICAL KNOWLEDGE: REFLECTIONS FROM SHORT LEARNING INTERVENTION PROGRAMME (SLIP)},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {705-721},
	abstract = {This qualitative research reports the results of a short learning intervention programme conducted by South African National Roads Agency Limited (SANRAL) Chair in Science and Mathematics Education to enhance the mathematical knowledge of teachers in some South African schools. The short learning programme comprised the fostering of teachers{\textquoteright} mathematical knowledge and the formation of lesson study groups to apply the knowledge gained from the intervention programme in different schools in the country. The sample comprised 53 male and 72 female Mathematics teachers who were nominated from several school districts in the country. The participants were trained using Mathematical Knowledge for Teaching (MKT) which included the topics of probability/ratio and proportion (grades 1-9). The MKT consisted of these sets of expertise: Common Content Knowledge (CCK), Specialised Content Knowledge (SCK), Knowledge of Contents and Students (KCS), and Knowledge of Content and Teaching (KCT). The lesson study groups applied the knowledge acquired from the short learning intervention programme to engage in group activities, lesson studies, and to report the major challenges in doing the lesson studies. This model research comprised three stages: the first stage involved active participation in the workshops that took place at the University of the Free State; the teachers that attended the training workshops implemented the knowledge gained in the respective schools in their districts in the second stage; and the third stage  involved the compilation and submission of a Portfolio of Evidence (PoE) by the teachers that participated in the training workshops.},
	keywords = {mathematical knowledge, short learning intervention programme, South African teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.705},
	url = {http://oaji.net/articles/2019/457-1575642364.pdf},
	author = {Loyiso C. Jita and Olugbenga Adedayo Ige}
}
@article {1194,
	title = {THE STATUS OF THE TEACHING PROFESSION IN LATVIA: VIEWS OF THE TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {126-141},
	abstract = {Professionals who are respected in the wider community can influence public opinion and shape societal value system. While in a number of European countries teaching profession is popular and respected, in many other including Latvia its prestige is rather low. There is an ongoing debate in Latvia how to raise it; therefore, the aim of this research was to study teachers{\textquoteright} views about the status and prestige of their occupation. The quantitative research design was developed. The web survey of teachers (n=1773) confirmed that teachers perceived their occupational prestige in Latvia as low and believed that in other European countries it is much higher. Teachers did not feel assessed adequately to their contribution. In general, teachers were concerned about their professional autonomy and freedom as they felt frustrated, overloaded and over-controlled from different sides. The respondents believed that teachers are authorities and opinion leaders also outside school that indicated positive aspects of occupational prestige. They admitted that teachers should have an ability to adapt in order to respond on contemporary societal and technological changes. Some suggestions were developed on how to improve occupational prestige: from a system perspective, more positive and supportive attitude towards education system and teachers is expected from municipalities, policy makers and the line ministry. Meanwhile great part of the respondents believed that teachers themselves should be responsible for the forming of positive image of their profession and should communicate with society more effectively on the specificity of teaching and challenges they face in contemporary conditions.},
	keywords = {occupational prestige, teaching profession, teaching status, trade union},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.126},
	url = {http://oaji.net/articles/2019/457-1550425348.pdf},
	author = {Liga  Paula and Ilze Pri{\v z}evoite}
}
@article {1187,
	title = {SYNERGETIC EFFECTS MANIFESTATION BY FOUNDING COMPLEXES DEPLOYMENT OF MATHEMATICAL TASKS ON THE CHESSBOARD},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {8-21},
	abstract = {The urgency of the problem is due to the insufficient development of theoretical, content-technological and methodological aspects of the integration of mathematical knowledge and chess skills. The manifestations of synergistic effects arising in the course of the integration of mathematical and game chess activity, while resolving uncertainties on the chessboard due to the activation of key components of creativity, have not been sufficiently studied. The synergistic effect of the integration of mathematical knowledge and chess skills is considered from the perspective of the components of theoretical thinking and is evaluated by the student{\textquoteright}s creative choice in the search for alternative solutions. The purpose of the study is to describe and evaluate the manifestations of the structural components of the creative effect in the context of the introduction of funded complexes of mathematical problems on a chessboard. The hypothesis of the research: theoretical analysis of educational material, reflection and an internal plan of action as comparable processes for solving mathematical problems in terms of implementation substantiate complexes will lead to manifestations of arguments-heuristic, intellectual and logical and motivational components of creative activity.
The research assumed the measurement of the manifestations of the structural components of creativity in the context of the introduction of funding complexes of mathematical problems on a chessboard.  In the process of identifying the structural components of creativity, psychodiagnostic diagnostics tools were developed for intellectual-heuristic, intellectual-logical, motivational and reflexive aspects, comparative diagnostics were carried out for all structural components, the average level and integral indicators in the control and experimental groups were calculated. 
The formation of creativity was carried out by developing the ability to argue in the process of solving multi-stage mathematical problems on the chessboard. The choice of cause-and-effect relationships stimulated creative independence and reflexivity, enhancing the manifestations of the synergistic effect. On the basis of internal cognitive consonance, non-standard original ideas were identified; by overcoming emotional instability, the logical component of argumentation was strengthened.
The results of the research revealed a positive trend in the key components of creativity in the context of the introduction of a chess game in the process of learning mathematics. In the future, it is possible to upgrade the methodological educational material for the system of inclusive mathematical education.
},
	keywords = {creativity, fundamental problem complexes, mathematical problems on a chessboard, synergistic effect, uncertainty resolution},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.08},
	url = {http://oaji.net/articles/2019/457-1550424887.pdf},
	author = {Svetlana N. Dvoryatkina and Vladimir S. Karapetyan and Alla M. Dallakyan and Svetlana A. Rozanova and Eugeny I. Smirnov}
}
@article {1238,
	title = {TEACHER EDUCATORS{\textquoteright} SELF-REPORTED PREPAREDNESS TO TEACH STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {584-597},
	abstract = {This research explores teacher educators{\textquoteright} self-reported preparedness to teach students with special educational needs. Teacher educators are concerned with preparing the next generation of teachers who will, in turn, be addressing the needs of students with special educational needs within schools. Being able to address this important task also in their own teaching at the teacher education program is important for their own credibility. In total, 104 teacher educators at two university faculties completed an online questionnaire with questions about teaching students with special education needs. The results showed a significant difference between the educators{\textquoteright} self-reported professional development needs. At University B, educators rated their own competence as well as the organizational ability to meet students with special educational needs higher than educators at University A, regardless of disability. One explanation for the differences in self-rated competence might be due to the mandatory courses about how to teach students with special educational needs, shaping a community of practice with a shared knowledge among the teacher educators at University B. However, the experienced challenge lies in difficulties to transform the knowledge of what is required and expected into practical solutions for teaching students with special educational needs.  },
	keywords = {disability research, inclusive teaching, professional development, special educational needs, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.584},
	url = {http://oaji.net/articles/2019/457-1571384344.pdf},
	author = {Mona Holmqvist and Lotta Anderson and Lisa Hellstr{\"o}m}
}
@article {1243,
	title = {TEACHERS{\textquoteright} SELF-EFFICACY: EFFECTIVE INDICATOR TOWARDS STUDENTS{\textquoteright} SUCCESS IN MEDIUM OF EDUCATION PERSPECTIVE},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {667-679},
	abstract = {School is a subculture of any society having different educational diversity. This diversity affects on teachers and students achievements; pillars of teaching learning process. Teachers have great concerns towards students{\textquoteright} success. They deliver plethora of information to improve students{\textquoteright} achievements. Present quantitative ex-post-facto research was framed to explore the effect of teachers{\textquoteright} self-efficacy on students{\textquoteright} achievement scores applying multilingual instructions for students{\textquoteright} success on sample of randomly selected 1100 male respondents; 300 secondary school teachers and 800 students of District Kasur, of Lahore Division. Data from teachers were collected by administering long form of Teachers{\textquoteright} Self-Efficacy Scale whereas students{\textquoteright} achievement scores were obtained from annual gazette notification of Board of Intermediate and Secondary Education, Lahore. Cronbach{\textquoteright}s Alpha Score was applied to confirm instrument{\textquoteright}s reliability .851. Normality of the data were confirmed by calculating Shapiro-Wilk{\textquoteright}s test. Findings of regression analysis depict that overall teachers{\textquoteright} self-efficacy has affected 65 \% whereas students{\textquoteright} engagement 59 \%, educational strategies 60 \%, classroom management 59 \% and teachers{\textquoteright} medium of education has affected 30 \% on students{\textquoteright} achievement scores. Present research recommends that Government structure teachers{\textquoteright} self-efficacious believes through providing training, conducting workshops before joining teaching professions and ensuring certificates; once teachers{\textquoteright} confidence structure, less possible to alter to obtained desired achievements during teaching learning process. Furthermore, it is dire need to implement single medium of instructions; English / Urdu in public sector secondary schools of Punjab as bilingual medium of education have been remaining one of the barrier that lead students towards poor achievements.},
	keywords = {achievement scores, classroom management, education medium, instructional strategies, secondary level, self-efficacy, students{\textquoteright} engagement},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.667},
	url = {http://oaji.net/articles/2019/457-1571384846.pdf},
	author = {Hassan, Ul. M.}
}
@article {1248,
	title = {TEACHERS{\textquoteright} UNDERSTANDING TOWARDS PORTFOLIO ASSESSMENT: A CASE STUDY AMONG MALAYSIAN PRIMARY SCHOOL TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {695-704},
	abstract = {Alternative assessment plays an important role in gathering information about students{\textquoteright} learning. Introduction of new curriculum in Malaysian primary school education namely Standard Curriculum of Primary School has highlighted portfolio as an assessment tool. Therefore, research has been conducted to examine teachers{\textquoteright} understanding towards this new alternative assessment method. The qualitative data used in this research were gathered from three interview sessions and classroom observations. Five primary school teachers were selected as participants of this research. They are teaching core subject such as English, Mathematics and Science. Thematic analysis was conducted to examine the themes emerged to represent their understandings towards portfolio. Teachers{\textquoteright} understandings towards portfolio were grouped into three major themes: As students{\textquoteright} work collections, as feedback and improvement tools and as teaching, learning and grading tools. They used portfolio in classroom as they understood. Different understandings were revealed as these teachers are also teaching different subjects. This may be the reason why these teachers were having different understandings towards portfolio assessments. This research is significant to teachers, stakeholders, school administration and even society about portfolio assessment.},
	keywords = {classroom assessment, learning process, portfolio assessment, teachers{\textquoteright} understanding},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.695},
	url = {http://oaji.net/articles/2019/457-1575642296.pdf},
	author = {Kalai Selvan Arumugham}
}
@article {1241,
	title = {TEACHERS{\textquoteright} VIEW OF LANGUAGE(S) IN (CLIL) SCIENCE EDUCATION: A CASE STUDY IN PORTUGAL},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {636-649},
	abstract = {The development of meaningful environments at school for the learning of Science as well as of foreign languages is an educational concern. CLIL (Content and Language Integrated Learning), aimed at the students{\textquoteright} acquisition of both the foreign Language and specific subject Content, is an approach that may promote the learning of English in use during subject classes and could result in the improvement of conditions and practices of Science education. Research, actually, reveals that teaching methodologies aware of language {\textendash} such as CLIL {\textendash} and other semiotic modes implied in Science are beneficial for the learning of Science. Studying a CLIL programme ({\textquotedblleft}English Plus{\textquotedblright} project, EP), in which Science is taught/learnt with/in English, is thus relevant. A case study on the EP project and its participants (English and Science teachers, students involved in different school years) in one lower secondary state school in Portugal was carried out. In the present research, qualitative data collected through teacher interviews are presented and discussed, with the goal of understanding the role of Language(s) (verbal language in the mother tongue or English and other representation modalities) in the teaching of Science for EP teachers, both in conventional and project classes. A greater teacher awareness and use of Language(s), when an additional language (English, here) is also present for Science education, results from this work. This contributes to research on CLIL Science studies and teacher reflections on adopting a language-focused approach for Science education, also when the mother tongue is spoken.},
	keywords = {CLIL (Content and Language Integrated Learning), EFL (English as a foreign language), language-focused science education, qualitative design, reflections on teaching},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.636},
	url = {http://oaji.net/articles/2019/457-1572076366.pdf},
	author = {Valentina Piacentini and Ana Raquel Sim{\~o}es and Rui Marques Vieira}
}
@article {1208,
	title = {TRENDS IN THE M-LEARNING SUBJECT AREA OVER A 15-YEAR PERIOD (2002-2017) USING SCOPUS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {292-306},
	abstract = {The current social dynamics perceive education as an impeller of social and economic change.  However, there are problems of coverage, relevance and methodology in the educational process, mainly in Higher Education Institutions (HEIs). Recently, tools have emerged that adopt and appropriate ICTS in learning processes, such as mobile learning, which seeks to meet the requirements of mobility, accessibility and interactivity that traditional teaching mechanisms have not covered satisfactorily.  Based on the necessity to identify the factors that drive the adoption of mobile learning by different HEIs, this research identifies the factors that encourage the adoption of mobile learning in the institutions. For this, results of an exercise of technological surveillance in indexed database (Scopus) were analyzed by means of scientometric indicators. Some of the most significant factors detected are: preparation of the professor, perceptions and attitudes of students, technological culture, and technological environment that leverages new learning models.  },
	keywords = {bibliometric analysis, high education, mobile learning, research trends},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.292},
	url = {http://oaji.net/articles/2019/457-1556864001.pdf},
	author = {Alejandro Valencia-Arias and Laura Duque Cano and Diana Arango-Botero}
}
@article {1188,
	title = {VOCATIONAL TECHNICAL HIGH SCHOOL TEACHERS{\textquoteright} BELIEFS TOWARDS ICT FOR THE 21ST CENTURY EDUCATION: INDONESIAN CONTEXT},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {22-38},
	abstract = {To facilitate educational staff, especially teachers with adequate information and communication technology (ICT) tools and its integration, has been one of the main agendas in vocational high schools around the world. One of the key factors of the ICT integration success in education is teachers{\textquoteright} beliefs. To understand the phenomenon, this mix method study aimed at elaborating Vocational Technical High School (VTHS) teachers{\textquoteright} beliefs on the ICT and its integration in education and differences of the teachers{\textquoteright} beliefs between demographic information. Quantitatively, a survey was addressed to 765 respondents; the analysis was descriptive using mean, percentage, and standard deviation, as well as t-test and analysis of variance (ANOVA) for a difference between the demographic information namely genders, ages, and teaching experiences. Following the quantitative phase, interview was conducted with 10 teachers to get in-depth information through a thematic process. Findings suggest that the VTHS teacher{\textquoteright}s beliefs on ICT and its integration in education mainly focused on 1) student engagement and effective learning, varied use of ICT regarding grades and content (behavioral beliefs); 2) needs of digital-age students and expectations of authorities, administrators, and colleagues (normative beliefs); 3) varied self-efficacy for using ICT in VTHSs, access to learning, access to ICT and human resource support (control beliefs).},
	keywords = {beliefs, ICT, mix method, vocational technical education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.22},
	url = {http://oaji.net/articles/2019/457-1550561549.pdf},
	author = {Amirul Mukminin and Akhmad Habibi and Muhaimin and Asrial and Eddy Haryanto and Panut Setiono and Sofyan}
}
@article {1144,
	title = {ABOUT THE SCHOOL AND THE STUDENT-TEACHER RELATIONSHIP  IN THE 21ST CENTURY: SOME PERSPECTIVES AND CHALLENGES},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Editorial},
	chapter = {422-424},
	abstract = {Contemporaneity, defined as post-modernity, is a stage of civilization changes, which in its nature entails changes in the sphere of didactic and educational thinking and practice. The rapid pace of social change, shaping new interpersonal relationships, progressive axiological chaos, enforce a kind of revision of views on the school as a place and the role of the teacher in it.
Challenges in education are caused by a variety of factors, which have affected not only teachers and students and relationships between them, but also the school community as a whole. Challenges in education have changed over the social development and technological progress indicated above.},
	keywords = {contemporary school, educational thinking, human development, school community, school reality},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.422},
	url = {http://oaji.net/articles/2017/457-1533495296.pdf},
	author = {Aleksandra T{\l}u{\'s}ciak-Deliowska}
}
@article {1138,
	title = {APPRAISING THE IMAGE OF FORMAL EDUCATION BY INFORMAL EDUCATORS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {406-414},
	abstract = {Discussion about the need for professionalization has accompanied the development of informal education from its very early stages. Some people believe informal education is staffed by temporary players whose main value derived in part from the fact that their work embodies the principles of altruism, hence they need no professional training. In contrast, others believe that work in this field is complex, hence appropriate training settings should be set up for those working in informal education as well. 
The aim of this research was to evaluate the perception of formal education by informal education educators. 
The research methodology is qualitative; it employs a structured interview of the participants and a semiotic analysis of pictures that  participants were asked to provide that they felt represented the formal education system.  
The main findings of the semiotic analysis clearly show that the pictures chosen raise connotations of rigidity, emptiness, loneliness, sadness, insufficiency and boredom.
Those images are strongly connected to the debate of recruiting resourceful and capable teachers to formal education systems in the era of accountability. 
},
	keywords = {formal education, informal code, informal education, semiotics},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.406},
	url = {http://oaji.net/articles/2017/457-1529089986.pdf},
	author = {Sara Zamir}
}
@article {1175,
	title = {BALANCING CHEMICAL EQUATIONS USING SANDWICH MAKING COMPUTER SIMULATION GAMES AS A SUPPORTING TEACHING METHOD},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {779-799},
	abstract = {Writing and balancing equations of chemical reactions is one of the \most difficult elements of chemistry education for students, which is why it was decided to analyse part of the process which is the most difficult. The process itself consists of multiple stages. it is important to highlight that the focus of research was not only on balancing the chemical equations. This stage can be independent of chemical skills and knowledge and is based on combinatorial and mathematical skills. 
The aim of the research was to examine whether using computer simulations can help younger children to balance chemical equations before they start to learn chemistry by using the psychological theory of transfer. It was decided first to teach children how to {\textquotedblleft}make sandwiches{\textquotedblright} using a computer simulation game. When they have mastered in this activity, they can balance chemical equations. If the children learned how many pieces of cheese, ham and bread would be necessary to {\textquotedblleft}make sandwiches{\textquotedblright} they began to learn how to balance chemical equations. The children were acquainted with the elements of chemical knowledge necessary to understand the simulation, and then they worked independently with it. Tests were carried out to check the acquired level of ability to balancing chemical equations. 
The obtained results proved that the balancing of the simple equation of reaction was mastered by over 50\% of the children tested. 
It seems, therefore, a good solution that elements of reconciliation of chemical reaction equations should be introduced at an earlier stage of education, for example during maths lessons.
},
	keywords = {balancing chemical equations, computer simulation game, experimental research design, learning transfer},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.779},
	url = {http://oaji.net/articles/2017/457-1545498517.pdf},
	author = {Martin  B{\'\i}lek and Ma{\l}gorzata Nodzy{\'n}ska and Wioleta Kopek-Puta{\l}a and Paulina Zimak-Piekarczyk}
}
@article {1120,
	title = {CHARACTERISTICS OF PRESCHOOL TEACHING IN LANGUAGE, COMMUNICATION AND MULTILINGUALISM: EXPRESSIONS FROM TEN SWEDISH MUNICIPALITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {189-214},
	abstract = {The aim of this research is to explore what may characterise teaching in language, communication and multilingualism in preschools, as expressed in writing by preschool teachers and managers in 10 Swedish municipalities in 2016. The data consists of written answers to an open-ended question in a reflective document. The reflective document was sent to 243 preschool teachers and managers, of whom 222 responded. A didactically oriented analysis was performed based on three levels: practice-related action level, theoretical level and meta-theoretical level. The results of the analysis are distributed in distinctive traces that more clearly refer to the practice-related action level than to the theoretical level or meta-theoretical level. Child-centred teaching, which may or may not be delimited, is characteristic of language, communication and multilingualism. Teaching is said to be constant: spontaneous but deliberate in all contexts and situations but also delivered through planned activities, projects and themes. Verbal communication is predominant in teaching. Vague and low-frequency traces of multivoiced teaching related to multilingualism and special support have emerged. The multivoiced teaching described mainly ends with general teaching of children in preschool {\textendash} a multivoiced approach in general.},
	keywords = {communication teaching, didactic analysis, language teaching, multilingualism teaching, Swedish preschool},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.189},
	url = {http://oaji.net/articles/2017/457-1524597539.pdf},
	author = {Linda Palla and Vallberg Roth, A. C.}
}
@article {1110,
	title = {CHOOSING TEACHING AS A PROFESSION: INFLUENCE OF BIG FIVE PERSONALITY TRAITS ON FALLBACK CAREER},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {100-108},
	abstract = {Personality plays a significant role in influencing motivation for choosing a perspective profession. As empirical evidence confirmed, personality traits conscientiousness, openness to experience, extraversion are in positive correlation with intrinsic motives for choosing teaching as a profession (in negative with personality trait neuroticism), and in negative correlation with extrinsic motivation and fallback career (in positive with personality trait neuroticism). The primary aim of research is to point out the importance of personality traits in career choices via detecting which personality traits are predictors of fallback career. In the research first grade university students (teacher trainees; N = 402) completed the Five Factor Inventory and SMVUP-4-S scale. As results show, Big Five personality traits are in correlation with fallback career and are a significant predictor of fallback career. The Big Five model together explained 17.4\% of the variance in fallback career, where personality traits agreeableness, conscientiousness, openness to experience and neuroticism has been shown as a statistically significant predictor of fallback career of teacher trainees.},
	keywords = {Big Five, career choice, fallback career, personality traits},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.100},
	url = {http://oaji.net/articles/2017/457-1519988297.pdf},
	author = {Robert Tom{\v s}ik and Viktor Gatial}
}
@article {1180,
	title = {COGNITIVE LOADING DUE TO SELF-DIRECTED LEARNING, COMPLEX QUESTIONS AND TASKS IN THE ZONE OF PROXIMAL DEVELOPMENT OF STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {864-880},
	abstract = {The aim of the research was to explore the levels of cognitive loading induced by certain tenets of constructivist pedagogy namely self-directed learning complex questions and zone of proximal development. The study also sought to investigate the associations between these constructs and with cognitive loading and complex questions. Data for the research were collected using a questionnaire survey of a sample of students studying towards undergraduate degrees in construction-related studies at - public universities in South Africa. The data were factor analyzed to determine the factor structure of the constructs and to assess instrument validity and reliability. The relationships between the various constructs were analyzed using structural equation modeling (SEM). Consistent with other studies, the research found that complex questions induce a statistically significant amount of cognitive loading in students. The study also found that self-directed learning does not induce cognitive loading while subjecting students to tasks which are in their zone of proximal development is likely to induce some cognitive loading albeit much less than that from complex questions. Locating tasks in the zone of proximal development of students is likely to lead students to engage in some self-directed learning. It was also found that complex questions had a small significant association with self-directed learning. To reduce the amount of cognitive loading which students are subjected to, complex questions should be avoided for students with little subject prior knowledge, otherwise, students should be appropriately scaffolded. Students should be encouraged to engage in self-directed learning in order to reduce cognitive loading. Learning tasks assigned for self-directed learning should not be complex relative to the knowledge of the students as this discourages students from persisting with self-directed learning due to high cognitive loading.},
	keywords = {cognitive loading, complex questions, self-directed learning, zone of proximal development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.864},
	url = {http://oaji.net/articles/2017/457-1545497920.pdf},
	author = {Ephraim Zulu and Theodore Haupt and Vittorio Tramontin}
}
@article {1116,
	title = {THE CONCEPTUAL FOUR-SECTOR MODEL OF DEVELOPMENT OF THE COGNITIVE PROCESS DIMENSIONS IN ABSTRACT VISUAL THINKING},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {121-139},
	abstract = {The research deals with the development of cognitive process dimensions in economic education. The aim is to research factors that influence academic achievement of students according to their intellectual level and grades. The researchers used quantitative design of research based on standardized assessment of intelligence and non-standardized questionnaire. The questionnaire was used to analyse the pedagogical competences of the teachers of economic subjects from the students{\textquoteright} point of view in close relation to the teaching management and the impact on the motivation to learn and the achievement of students in these subjects. The respondents were 277 Czech students aged 16-17 who were divided into groups according to their intellectual level and grades. The data were analysed by a correlation analysis and a multiple regression model. In conclusion, the following can be stated: (a) From the point of view of the above average intelligent students, expertise can be considered as an important competency of the teacher; teaching average intelligent students, communication and presentation skills seem to be important. (b) It is desirable to develop cognitive processes, critical thinking actively, to lead students to become aware of changes in their own thinking and to orient them towards mastery goals. (c) Particularly for students with weaker results it is necessary to create intrinsic motivation, which develops cognition and thus is able to develop higher cognitive dimensions further. The links between these areas are of utmost importance for education and, above all, for developing of students{\textquoteright} scholarship. Each student can be educated, and it is necessary to influence them to develop their personality and all of their potential abilities. The conceptual four-sector model represents the initial pathway to lead students who are differentiated according to the intellectual level and academic achievement to the active development of thinking, learning and critical insight.},
	keywords = {abstract visual thinking, academic achievement, cognitive process dimensions, intellectual level, motivation to learn},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.121},
	url = {http://oaji.net/articles/2017/457-1524597299.pdf},
	author = {Kate{\v r}ina Berkov{\'a} and Krist{\'y}na Krej{\v c}ov{\'a} and Alena Kr{\'a}lov{\'a} and Pavel Krp{\'a}lek and Katar{\'\i}na Krp{\'a}lkov{\'a} Krelov{\'a} and Dana Kol{\'a}{\v r}ov{\'a}}
}
@article {1172,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {759},
	abstract = {Contents, Vol. 76, No. 6, 2018, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1544951700.pdf},
	author = {Editorial Board}
}
@article {1143,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {421},
	abstract = {Contents, Vol. 76, No. 4, 2018},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1533495182.pdf},
	author = {Editorial Board}
}
@article {1101,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 76, No. 1, 2018},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1519987667.pdf},
	author = {Editorial Board}
}
@article {1114,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {115},
	abstract = {Contents, Vol. 76, No. 2, 2018},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1524597093.pdf},
	author = {Editorial Board}
}
@article {1140,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {285},
	abstract = {Contents, Vol. 76, No. 3, 2018},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1529089208.pdf},
	author = {Editorial Board}
}
@article {1157,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {581-582},
	abstract = {Contents, Vol. 76, No. 5, 2018},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1540319713.pdf},
	author = {Editorial Board}
}
@article {1109,
	title = {THE CONTRADICTORY NATURE OF TEACHER EDUCATION IN THE PARTNERSHIP BETWEEN UNIVERSITY AND SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {87-99},
	abstract = {There is a growing understanding that teacher education should not be handled either exclusively by the University or in School settings. Nevertheless, the issues on how to foster a fruitful partnership between these two different institutions remains an open and challenging point. The practicum is a critical point in the pre-service teacher{\textquoteright}s development, usually because it is the first time they have to face the concrete professional issues, which they only had a partial view of as students. This research is a year-long inquiry on practicum in the Physics teaching program developed in the Institute of Physics at the University of S{\~a}o Paulo, Brazil. Drawing on cultural-historical activity theory, contradiction is used as an explanatory principle to examine change and development in the practitioners{\textquoteright} activity. Therefore, the research includes in the analytical framework the contradictions and the processes of overcoming it. Examples are provided in which there is little control therefore demanding extra efforts but makes room for active participation. The data analysis indicates that the source of agency and activities transformation is precisely a contradictory process, which might be overlooked. The pre-service teachers{\textquoteright} agency is shaped by contradictory process within the activity {\textendash} practicum - rather than aligned forces pushing it toward autonomy, student sensitiveness or professional identity.},
	keywords = {initial teacher education, practicum, qualitative research, university-school partnership},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.87},
	url = {http://oaji.net/articles/2017/457-1519988243.pdf},
	author = {Andr{\'e} Machado Rodrigues and Cristiano Rodrigues de Mattos}
}
@article {1145,
	title = {CO-REGULATION PROCESSES WITHIN INTERACTIVE DYNAMICS: INSIGHTS FROM SECOND GRADERS{\textquoteright} COOPERATIVE WRITING},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {425-436},
	abstract = {This research aims at analyzing the features of interactive dynamics in second graders{\textquoteright} peer interactions (age 7-8) during cooperative writing in classroom settings. Focused on in-depth qualitative analyses of videotaped data, four pupil pairs{\textquoteright} interactions have been examined in light of three dimensions: social, cooperative and cognitive. Within two main types of dynamics (favoring vs. not favoring learning), conjectures have been drawn about co-regulation processes in peer learning. While negative dynamics have shown to be detrimental for the cognitive processing of the task, thus needing teacher contextual regulation, positive dynamics have revealed three forms of teamwork, labelled self-reliant, autonomous and dependent. The results show that young learners, even when engaged in positive dynamics, are not always able to co-regulate peer learning. These findings call for teacher{\textquoteright}s careful observation in order to scaffold learners{\textquoteright} cognitive processing.},
	keywords = {collaborative writing, cooperative learning, interactive dynamics, learning processes, qualitative analysis},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.425},
	url = {http://oaji.net/articles/2017/457-1533495354.pdf},
	author = {Katia Lehraus and G{\'e}ry Marcoux}
}
@article {1100,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 76, No. 1, 2018},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1519987609.pdf},
	author = {Editorial Board}
}
@article {1113,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {113},
	abstract = {Cover page, Vol. 76, No. 2, 2018},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1524597060.pdf},
	author = {Editorial Board}
}
@article {1127,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {283},
	abstract = {Cover page, Vol. 76, No. 3, 2018 },
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1529089167.pdf},
	author = {Editorial Board}
}
@article {1156,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {579},
	abstract = {Cover page, Vol. 76, No. 5, 2018},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1540319679.pdf},
	author = {Editorial Board}
}
@article {1171,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {757},
	abstract = {Cover page, Vol. 76, No. 6, 2018, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1545498490.pdf},
	author = {Editorial Board}
}
@article {1141,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {419},
	abstract = {Cover page, Vol. 76, No. 4, 2018},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1533495145.pdf},
	author = {Editorial Board}
}
@article {1160,
	title = {A CROSS-AGE COMPARISON OF SCIENCE STUDENT TEACHERS{\textquoteright} CONCEPTUAL UNDERSTANDING OF SOIL EROSION},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {601-619},
	abstract = {The relevant literature has shown that student teachers hold alternative conceptions of soil erosion. Even though Turkish science student teachers are expected to teach the concept of {\textquoteleft}soil erosion{\textquoteright} in lower secondary schools (grades 5-8), none of the earlier studies have explored their conceptual growth and/or mental models throughout a 4-year undergraduate program. Indeed, science (student) teachers, who play a pivotal role in teaching the sustainability of soil as an environmental heritage, are able to transfer their environmental knowledge and mental models to younger generations. Therefore, the aim of this research was to elicit science student teachers{\textquoteright} (SSTs) understanding of soil erosion. In a cross-age comparison, the sample of the research was comprised of the first-year (n=54), second-year (n=62), third-year (n=60), and fourth-year of a four-year science education program (n=65), a total of 241 SSTs, enrolled at the Department of Science Education in Karadeniz Technical University in Turkey. A questionnaire with 4 open-ended questions and semi-structured interviews were used to collect data. The results indicated that the majority of the SSTs confused the concept of {\textquoteleft}soil erosion{\textquoteright} with the one {\textquoteleft}landslide{\textquoteright}. For this reason, the current research suggests the development of analogies and computer simulations to overcome this confusion.},
	keywords = {conceptual understanding, cross-age, mental model, science student teacher, soil erosion},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.601},
	url = {http://oaji.net/articles/2017/457-1540319925.pdf},
	author = {Sibel Er Nas and Muammer   {\c C}al{\i}k}
}
@article {1164,
	title = {CUTTING THE PREVALENCE OF PLAGIARISM IN THE DIGITAL ERA: STUDENT TEACHERS{\textquoteright} PERCEPTIONS ON PLAGIARISM IN INDONESIAN HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {663-677},
	abstract = {It seems that plagiarism has not been seen as misconduct in higher education in some developing countries including in Indonesia which might be affected by cultural, economic, and technological issues. The research aimed at exploring the perceptions of Indonesian student teachers towards plagiarism in four higher education institutions. The research was undertaken as a mixed-method research. Questionnaire and face to face interviews were the instruments to collect data. A paper-based questionnaire was administered to 534 student teachers while face to face interviews were conducted with twenty voluntary participants. The data from the questionnaire were analyzed and presented in the form of percentages, frequencies, and standard deviation while interview data were first analyzed by transcribing the audiotaped interviews into texts, which were then read line-by-line to find and list every significant statement relevant to knowledge of plagiarism definition, research ethic, and research misconduct types, attitudes towards plagiarism,  practicing of plagiarism, and  reasons of plagiarism among twenty participants. Results showed that most student teachers knew the definition of plagiarism, but they did not know the types of research misconduct. They considered plagiarism as an act of stealing but being unable to avoid in for their study. They tended to do plagiarism because they wanted to save time and they considered about the pressure of their study. Based on the findings of this study, it is important that participants should be required to have more education on plagiarism and its effects and consequences on the ethics of research and education. More strict policies should be implemented to evaluate and supervise plagiarism emerged in Indonesian higher education institutions for undergraduate programs.},
	keywords = {Indonesian higher education, plagiarism in higher education, student teachers, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.663},
	url = {http://oaji.net/articles/2017/457-1540320224.pdf},
	author = {Maimunah and Lenny Marzulina and Herizal and Muhamad Holandyah and Amirul Mukminin and Robin Pratama and Akhmad Habibi}
}
@article {1149,
	title = {DETERMINANTS OF LATENT PROFILES IN HIGHER-ORDER THINKING SKILLS OF KOREAN UNIVERSITY STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {483-498},
	abstract = {Past research on higher-order thinking (HOT) was mainly conducted on the bases of educational context in U.S. or western countries. This research aimed to see what kinds of HOT styles actually appear in universtiy students in South Korea.  The use of HOT skills were explored in Korean universtiy students and the factors influencing the classification were examined. 1,138 Korean university students were called to respond to Lee{\textquoteright}s (2016) Higher-Order-Thinking-Scale for Korean University Students (HOTUS). Then, a latent profile analysis and the multinomial logistic analysis were conducted. The latent profile analysis revealed that the use of HOT skills could be classified into four classes (i.e., a lower-order thinking class, a creative-argumentative class, an analytical-caring class, and a higher-order thinking class). Gender, year, and instructional approach were the determinants of latent profile types. However, there were no differences when measured by academic fields. Students with lower years were likely to fall under lower-order thinking class. The probability that men was classified as a caring class was statistically significantly lower than that of women. Students who received lecturer-centered learning were more likely to fall under the analytical and caring class.},
	keywords = {higher-order thinking skill, latent profile analysis, multinomial logistic analysis},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.483},
	url = {http://oaji.net/articles/2017/457-1533495613.pdf},
	author = {Soo Eun Chae and Mi-Suk Lee}
}
@article {1167,
	title = {DIFFERENCES IN SOCIAL BACKGROUND, STUDY CHOICE MOTIVATION AND HIGHER EDUCATION EXPERIENCE BETWEEN PRE-SERVICE CLASS TEACHERS AND PRE-SERVICE SUBJECT TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {706-719},
	abstract = {Considering that the disregard in teacher profession seems to be an observed problem in contemporary western societies which can result in a deficit of teachers, it is important to research reasons for enrolment into faculties of teacher education, factors which create a resistance towards the teacher education and teaching profession and possible differences between pre-service subject and pre-service class teachers related to these issues. Thus, the purpose of this research was to examine the differences in social background (level of human, financial, and social capital), motivation for selection of program of study and the experience of studying in higher education between pre-service class teachers and pre-service subject teachers. Theoretical background of research was based on Coleman{\textquoteright}s theory of social mobility (1988) and the theory of motivation (Watt \& Richardson, 2007). A quantitative research design was employed, and the survey was conducted. Sample comprised 455 pre-service (subject and class) teachers studying at the University of Zagreb, Croatia. The results of Welch ANOVA test showed that pre-service subject teachers possess a higher level of financial and human capital, more often are extrinsically motivated in choosing the program of study and have more positive experiences of studying than pre-service class teachers. The results of logistic binary regression showed that participants are more likely to select the subject teaching profession (instead of class teaching profession) if they take into consideration status and financial benefit of their future occupation more frequently, if, on average, they spend more money and if they have more family members who held university degrees. Findings led to the conclusion that programs of study for the education of subject teachers are more prestigious which is not in line with the Coleman{\textquoteright}s theory of social mobility (1988) but are closer to the theory of cultural reproduction (Bourdieu, 1986). },
	keywords = {pre-service class teachers, pre-service subject teachers, quantitative research, social background, study choice motivation, study experience},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.706},
	url = {http://oaji.net/articles/2017/457-1540320405.pdf},
	author = {Silvia Rogo{\v s}i{\'c} and Branislava Baranovi{\'c}}
}
@article {1151,
	title = {THE DIFFICULTIES OF HIGH SCHOOL STUDENTS IN SOLVING HIGHER-ORDER THINKING SKILLS PROBLEMS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {520-532},
	abstract = {International surveys, such as TIMSS and PISA, frequently put Indonesia in the low ranks. It is an indication that the higher-order thinking skills (HOTS) of students in Indonesia are still low.  This research aims to analyze students{\textquoteright} difficulties in solving problems that measure HOTS. This is a case study research with a qualitative approach. Participants studied were 93 high school students in grade XI. Data were collected using test instruments that measure HOTS, which was developed based on the standard contents of high school mathematics. The difficulties were analyzed descriptively by observing students{\textquoteright} errors in answering HOTS test items. Students{\textquoteright} errors were classified based on Newman{\textquoteright}s Error Procedure (NEP). The result shows that around 8.33\% of the students had difficulties in comprehension, 15.59\% in transformation, 32.53\% in process skills, and 1.34 \% in encoding. },
	keywords = {case study, HOTS problem in mathematics, Newman{\textquoteright}s error procedure, students{\textquoteright} difficulties},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.520},
	url = {http://oaji.net/articles/2017/457-1533495738.pdf},
	author = {Samsul Hadi and Heri Retnawati and Sudji Munadi and Ezi Apino and Nidya F. Wulandari}
}
@article {1117,
	title = {EDUCATING TEACHERS FOR CONTENT AND LANGUAGE INTEGRATED LEARNING IN KAZAKHSTAN: DEVELOPING POSITIVE ATTITUDES},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {140-158},
	abstract = {The aim of the present research is to identify whether teachers{\textquoteright} attitudes towards the use of Content and Language Integrated Learning (CLIL) in the Republic of Kazakhstan can undergo significant changes if they study a course introducing them to the fundamentals of CLIL. Despite the country{\textquoteright}s plans to adopt English as one of the languages of education, stakeholders{\textquoteright} attitudes towards teaching through the medium of this language remain rather skeptical. A survey was held among Master{\textquoteright}s degree students majoring in Education (n = 59) at Pavlodar State University before the course and after its completion. Since it is the affective component that largely determines the quality of attitudes, the levels of participants{\textquoteright} anxiety, self-esteem and motivation were used as the indicators. The tools for measuring these variables were the State-Trait Anxiety Inventory, Dembo-Rubinstein{\textquoteright}s Method of Self-esteem Measurement and Dubovitskaya{\textquoteright}s Diagnostics of Learning Motivation Orientation. The end-of-course results show a marked reduction in the level of participants{\textquoteright} state anxiety, a growth in self-esteem in terms of the readiness to use CLIL, and a shift towards intrinsic motivation. It is argued that for attitudes shift to take place, it is necessary to adopt a constructivist approach to teaching and learning.},
	keywords = {affective filter, anxiety, attitude, CLIL, content and language integrated learning, learning motivation, self-esteem, teacher training},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.140},
	url = {http://oaji.net/articles/2017/457-1524597360.pdf},
	author = {Artyom Sergeyevich Dontsov and Elena Ivanovna Burdina}
}
@article {1128,
	title = {EDUCATION REFORM AND TEACHER AGENCY},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Editorial},
	chapter = {286-288},
	abstract = {The rapid change of technology, society, and economy creates pressure for education reform on a national level. In respond to the demand for quality improvement, educational organizations are engaging in educational innovation including curriculum, teacher competency, and effective teaching. Nevertheless, this top-down approach for change is likely to fail and lead to an unintended consequence if teachers are antithetical to the reform policy. As institutional agents, teachers make instructional choices to shape implementation of reform and thus influence the educational change in institutionalized practices (Bridwell-Mitchell, 2015). Briggs, Russel, and Wanless (2018) point out that teacher buy-in is a critical factor in educational change. As {\textquotedblleft}an alignment between teacher beliefs and the goals of a change or reform, as well as feelings of competence in implementation{\textquotedblright} (p. 126), teacher buy-in for reform plays a crucial role in times of change. Teachers{\textquoteright} receptivity to reform is closely related to how they perceive the policy-level change. In addition to meeting the external demands, teachers characterized as real change agents are willing to change from the internal drive to reflect and learn (van der Heijden, Geldens, Beijaard, \& Popeijus, 2015).},
	keywords = {education reform, educational organizations, quality improvement},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.286},
	url = {http://oaji.net/articles/2017/457-1529089317.pdf},
	author = {Cheng, C.-C. and Huang, K.-H.}
}
@article {1161,
	title = {EDUCATIONAL POTENTIAL OF ONLINE SOCIAL NETWORKS: GENDER AND CROSS-COUNTRY ANALYSIS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {620-632},
	abstract = {The social media technologies are blurring the boundaries between formal and informal/non-formal learning and provide new educational opportunities. Recent work shows that online social networks provide various kinds of educational support, such as social learning, informal/non-formal education, information, interaction, and collaboration. The aim of this research was to analyze the gender and cross-country differences in the perception of the educational opportunities provided by Facebook. The educational opportunities have been specified as a global factor that manifests along four dimensions: information, collaboration, personal development, and professional development. The model has been tested on two samples of university students, one from Romania and the other from Lithuania. An analysis of invariance has been carried on that shows that the educational opportunities model is invariant across groups. The results showed that female students have a higher perception of the educational opportunities provided by Facebook.},
	keywords = {cross-country differences, educational opportunities, gender differences, invariance analysis, online social networks},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.620},
	url = {http://oaji.net/articles/2017/457-1540320007.pdf},
	author = {Gabriel Gorghiu and Dragos Daniel Iordache and Costin   Pribeanu and Vincentas  Lamanauskas}
}
@article {1153,
	title = {THE EFFECTIVENESS OF VIRTUAL LAB COMPARED TO PHYSICAL LAB IN THE MASTERY OF SCIENCE PROCESS SKILLS FOR   CHEMISTRY EXPERIMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {544-560},
	abstract = {The aim of the research is to assess the effectiveness of Virtual Lab (experimental group) compared to Physical Lab (control group) in the level of Science Process Skill mastery of topic salt experiment. This research also was done to compare the students{\textquoteright} level of Science Process Skill mastery by gender and to find interaction effect between groups and gender on the level of Science Process Skill mastery. The instrument that used to evaluate the effectiveness is {\textquotedblleft}Science Process Skill mastery test (SPST){\textquotedblright}. A quasi-experimental research design with nonequivalent control group pre-test and post-test was used in this research. The participants of this research were chosen by purposive sampling from Malaysian 4th grade science stream students. This research involved a total of 147 participants, which is 64 male and 83 female. The two-way ANCOVA analysis showed that the effectiveness of group (VLab and PLab) on the mean score of SPST post-test was significant. The SPST post-test mean score of PLab is higher than the post-test mean score of Virtual Lab. It concluded that the students{\textquoteright} level of Science Process Skill mastery in experiments for confirmatory tests for anions and cations is better when Physical Lab is used. The effectiveness of gender on the mean score of SPST was not significant. The analysis also showed that the interaction effectiveness between group and gender in SPST was not significant. This means the group{\textquoteright}s influence on the mean score of SPST is not caused by the gender as well as the gender influence on the mean score of SPST is not caused by groups.},
	keywords = {gender effectiveness, physical lab, salt topic, SPS mastery, virtual lab},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.544},
	url = {http://oaji.net/articles/2017/457-1533495873.pdf},
	author = {Murugan Mini Ratamun and Kamisah Osman}
}
@article {1104,
	title = {THE EFFECTS OF EXECUTIVE FUNCTIONS AND THEORY OF MIND ON SEMANTIC FLUENCY IN PRESCHOOL CHILDREN},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {21-28},
	abstract = {Semantic fluency (SF) is a suitable indicator of preschool verbal abilities and can be used as a predictor of later school success. This research examined the effects of executive functions (EF) and theory of mind (TOM) on semantic fluency in preschool children. Dimensional Card Sorting test was used as an instrument of executive functions and the Sally-Anne test was used as a measure of theory of mind. The sample for this research comprised 116 preschool children, 60 boys, 56 girls, aged 38-72 months. The results of this research revealed a statistically significant effect of EF on SF (p=.03). The effect of TOM on SF was statistically non-significant, although approaching statistical significance (p=.06). There were no interaction effects of EF and TOM on SF. Findings of this research strongly suggest the need for EF training activities in preschool children. Preschool institutions of 21st century need to have curricula aimed at fostering EF skills. },
	keywords = {executive functions, preschool children, semantic fluency, theory of mind},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.21},
	url = {http://oaji.net/articles/2017/457-1519987908.pdf},
	author = {Inga Biscevic and Arnela Pasalic and Haris Memisevic}
}
@article {1176,
	title = {EMBRACING IDENTITIES IN SECOND LANGUAGE LEARNING: CURRENT STATUS AND FUTURE DIRECTIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {800-815},
	abstract = {Despite increasing scholarly interest in language learners{\textquoteright} identities, little effort has been devoted to critically reviewing the latest research on second language learners{\textquoteright} identities and providing future directions for study. This recent increase in research then raises an important set of questions: (a) How have second language learners{\textquoteright} identities been portrayed and explained in empirical research?, (b) What are the general trends in language identity research, and what are the key factors that have driven such development?, and (c) What are the limitations of current studies and the future directions for research on second language learners{\textquoteright} identities? To answer the above questions, the paper critically reviewed and analyzed 109 major studies about second language learners{\textquoteright} identities since the 1990s. This critical review of current studies of second language learners{\textquoteright} identities aimed to address an important issue related to ESL/EFL students{\textquoteright} identity, which may be used to shape an international agenda on how to best support and meet the needs of these students. It also enables educators, school administrators, and policy makers at all levels to better understand the increasing number of second language learners and their multiple identities, as well as providing researchers a new perspective on conducting research in language learners{\textquoteright} identities. },
	keywords = {bilingual literacy, English language learners, language learner identity, multiple identities, second language acquisition},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.800},
	url = {http://oaji.net/articles/2017/457-1545498556.pdf},
	author = {Lee Jin Choi}
}
@article {1139,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {418},
	abstract = {End page, Vol. 76, No. 3, 2018},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1529090025.pdf},
	author = {Editorial Board}
}
@article {1111,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {112},
	abstract = {End page, Vol. 76, No. 1, 2018},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1519988333.pdf},
	author = {Editorial Board}
}
@article {1124,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {282},
	abstract = {End page, Vol. 76, No. 2, 2018},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1524597766.pdf},
	author = {Editorial Board}
}
@article {1155,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {578},
	abstract = {End page, Vol. 76, No. 4, 2018},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1533495966.pdf},
	author = {Editorial Board}
}
@article {1170,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {756},
	abstract = {End page, Vol. 76, No. 5, 2018},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1540320597.pdf},
	author = {Editorial Board}
}
@article {1182,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {904},
	abstract = {End page, Vol. 76, No. 6, 2018, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1545498580.pdf},
	author = {Editorial Board}
}
@article {1133,
	title = {ENGAGING WITH EDMODO TO TEACH ENGLISH WRITING OF NARRATIVE TEXTS TO EFL STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {333-349},
	abstract = {This experimental research aimed to explore the effect of teaching English writing of narrative texts by using Edmodo learning media through blended learning on the tenth-grade students in one of the senior high schools in Banda Aceh, Indonesia. It further looks into the students{\textquoteright} responses on the use of this media in learning English writing of narrative text. To study the development of the students{\textquoteright} writing before and after using Edmodo learning media in the classroom, the writing tests were given to the students. The data were gained quantitatively and qualitatively. The quantitative data were collected from the pre-test, treatments for three class meetings and the post-test, while the qualitative data was collected through the open-ended questionnaire which was distributed to the students after the treatments were done. Statistical formulas were used to calculate the mean, standard deviation, and t-test for the students{\textquoteright} pre-test and post-test scores. The hand coding and computer coding were used to analyze the data from the questionnaire. The results from the analysis of quantitative data showed that there was an improvement in students{\textquoteright} writing of narrative texts; their scores improved from the pre-test to the post-test after treatments with Edmodo were done. Furthermore, the analysis of the questionnaire revealed a majority of positive responses from the students. Those who negatively responded towards the use of this online learning media said that it was due to the necessity of the Internet connection and computers, laptops or mobile phones to operate Edmodo. Not all students have the privilege of possessing such devises and the Internet quota can also be costly. Thus, they recommended the school to provide them with free access to the Internet and computers should learning by using this media is to be continued in the future.},
	keywords = {blended learning, Edmodo, EFL students, English writing, narrative texts},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.333},
	url = {http://oaji.net/articles/2017/457-1529089676.pdf},
	author = {Qismullah Yusuf and Yunisrina Qismullah Yusuf and Nira Erdiana and Arif Rizky Pratama}
}
@article {1163,
	title = {ENGLISH TEACHERS{\textquoteright} VOICES ON COMMUNICATIVE LANGUAGE TEACHING FOR READING IN INDONESIAN RURAL CLASSROOMS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {649-662},
	abstract = {The aim of this research was to find out whether English teachers teaching in rural areas in Indonesia are incorporating the Communicative Language Teaching (CLT) approach in their reading classes. The mixed research design included questionnaires, observations and interviews. A questionnaire was administered to 144 teachers in 68 rural high schools in Padang, West Sumatra. Out of these teachers, eight were chosen to be interviewed, and observations were conducted in their classes. Findings of the questionnaire showed that English teachers{\textquoteright} perceptions and attitudes are generally positive towards CLT in teaching reading. However, the results from observations and interviews with the teachers indicated that a majority of teachers still implemented the traditional (teacher-centred) approach in teaching reading compared to the student-centred approach as suggested by CLT. The preferred choice of teaching methods in teaching reading was influenced by several factors; namely, the students{\textquoteright} low proficiency level, their low degree of self-confidence and motivation, large class sizes, limited teaching schedule, and the teachers{\textquoteright} insufficient knowledge on CLT implementation. Finally, this research suggests that if Indonesia expects its policy of learning reform to be successful, intensive and consistent teacher development must be well-organized, and sufficient resources must be allocated so that all schools, especially those in rural areas, can meet the objectives. },
	keywords = {communicative language teaching, English as a foreign language, reading, rural areas, teachers{\textquoteright} voices},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.649},
	url = {http://oaji.net/articles/2017/457-1540320144.pdf},
	author = {Martin Kustati and Yunisrina Qismullah Yusuf and Nooreiny Maarof}
}
@article {1137,
	title = {ENVIRONMENTAL PERCEPTION ABOUT MARINE AND COASTAL ECOSYSTEMS: EVALUATION THROUGH A RESEARCH INSTRUMENT BASED ON MODEL OF ECOLOGICAL VALUES},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {393-405},
	abstract = {The first aim of research is to propose a research instrument based on Wiseman and Bogner{\textquoteright}s Model of Ecological Values, the {\textquotedblleft}Coastal Environment Questionnaire{\textquotedblright} (CEQ), specifically developed to evaluate the Environmental Perception about marine and coastal ecosystems. The second aim is to explore, using CEQ, the position on the categories from Model of Ecological Values of some basic education students and some pre-service biology teachers from cities located near coastal areas from Brazil. CEQ was modified from {\textquotedblleft}The Environment Questionnaire{\textquotedblright} (TEQ), which consists of a questionnaire composed of 16 items with Likert-type responses. The first process to have elaborated the new instrument changed the general situations described in the items of TEQ (most related with land environments) to situations related to marine and coastal environments. CEQ has been used with: 63 pre-service biology teachers from a non-coastal city; 79 basic education students from a non-coastal city; and 74 basic education students from a coastal city. All pre-service teachers were placed at Preservation+Utilization- category (100\%). However, most students were placed at the Preservation+Utilization- category (around 70\%), followed by Preservation+Utilization+ (around 25\%), regardless their city location. It is expected that CEQ can be useful on research aim to better understand the perception about marine and coastal environments, contributing to development and evaluation of future Environmental Educational program focus on these important ecosystems.},
	keywords = {basic education students, Coastal Environment Questionnaire (CEQ), environmental perception, Model of Ecological Value, pre-service biology teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.393},
	url = {http://oaji.net/articles/2017/457-1529405483.pdf},
	author = {Suzana Ursi and Naomi Towata}
}
@article {1131,
	title = {AN EXPLORATION OF THE DEVELOPMENT OF VIETNAMESE CHILDREN{\textquoteright}S SELF-CONTROL ABILITY},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {309-317},
	abstract = {The purpose of the present research is to explore the development of self-control ability during childhood. A group of 360 children (185 boys and 175 girls from grades 2, 4, and 6) participated in the survey. They completed the Children{\textquoteright}s Perceived Self-Control Scale (CPSC) which included the interpersonal self-control (ISC), the personal self-control (PSC), and the self-evaluation (SE) subscales. Results showed significant differences in ISC, SE and total scores among the second, fourth and sixth graders. On the total scores, the fourth graders had higher scores than the second and the sixth graders. Moreover, the scores of ISC of the fourth graders were higher than those of the sixth grades. There was no gender difference and interaction of gender and grade found. The results suggested that the development of self-control following a quadratic pattern increased and reached a peak in the fourth grade and then decreased during sixth grade time.},
	keywords = {academic performance, self-control, self-ratings, Vietnamese children},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.309},
	url = {http://oaji.net/articles/2017/457-1529089541.pdf},
	author = {Shih-Tseng Tina Huang and Vinh-Long Tran-Chi and Tung-En Hsiao}
}
@article {1118,
	title = {A FESTIVAL AS A PEDAGOGICAL TOOL TO PROMOTE INCLUSION IN THE COMMUNITY AND IN SCHOOLS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {159-174},
	abstract = {The focus of education policies on greater equity and accessibility of education for all exposes an important difference between narrow and broad definitions of the concept of inclusion. The narrow definition is tied above all to the school context, where responsibility for the realisation of inclusion lies with pedagogical workers. The broad definition refers to an understanding of inclusion as the embracing of diversity as a positive value for the community, regardless of the institutional context in which we endeavour to achieve inclusion. The research discussed the inclusive educational practice of a special educational institution catering for individuals with intellectual disabilities. Using a sample of 139 participants at the international inclusive festival Play With Me, the attitudes towards inclusion and towards persons with special needs (a Likert scale was created) were researched. The results indicate that respondents generally had positive attitudes towards inclusion; there were differences between them, depending on the roles they undertook at the festival (mentors of students taking part in the festival and volunteers running various festival activities), the institutions they came from (special or mainstream educational institutions, associations, NGOs), and whether or not they had experience of individuals with special educational needs (SEN), either in their work or in their studies. Although a broad understanding of inclusive culture is present in the statements of respondents, it appears that both general and special teachers (in the role of mentors) still incline slightly more towards a narrow understanding of inclusion than volunteers do, which raises questions about pedagogical workers{\textquoteright} conception of education. },
	keywords = {inclusion understanding, intellectual disabilities, positive attitudes, special educational institution},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.159},
	url = {http://oaji.net/articles/2017/457-1524597419.pdf},
	author = {Katja Jeznik and Ermenc, K. S. and Jasna Ma{\v z}gon}
}
@article {1169,
	title = {HUNGARIAN SECONDARY SCHOOL STUDENTS{\textquoteright} PHYSICAL ACTIVITY PATTERNS WITH REGARD TO GENDER},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {739-752},
	abstract = {The rationale behind the research is the Hungarian government{\textquoteright}s decision to introduce daily physical education lessons in schools. The system was expanded to all grades by the 2016/2017 academic year. It aims to improve students{\textquoteright} health consciousness and sports habits. Hungarian high school students{\textquoteright} physical activity, participation in competitive sport, body mass index and lifestyle determiners were examined with regard to gender. Altogether, 333 students completed the anonymous questionnaire, their average age was 16.12. Their Body Mass Index (BMI) was used to estimate the prevalence of obesity. The association between BMI and lifestyle determiners was analysed. 63.8\% of girls and 70.4\% of boys exercise daily or several times a week. Girls love individual sports, while boys would rather choose team sports. More boys participate in competitive sports (26.2\%) than girls (16.5\%). Both genders{\textquoteright} biology marks are better than those of students who do no sport. 46.81\% of girls and 27.59\% of boys have been on a slimming diet, and a high percentage of girls were on a slimming diet, even those with a normal BMI.  The results suggest that despite having five physical education (PE) lessons every week, students want to get more exercise. However, a lack of time and fatigue prevents them from doing so. Most children chose PE as their favourite subject, but out of all sporting venues it is at school that they like doing sport the least.},
	keywords = {eating habits, physical activity patterns, physical education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.739},
	url = {http://oaji.net/articles/2017/457-1540320558.pdf},
	author = {Veronika V{\'e}gh and Gergely Horzsa and Zsolt B. Nagy and G{\'a}bor Elbert and Henriette Pusztafalvi}
}
@article {1181,
	title = {IMPACT OF CHARACTER EDUCATION IMPLEMENTATION: A GOAL-FREE EVALUATION},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {881-899},
	abstract = {Many studies reported the importance of character education for students to support their future success. Currently, the countries have strengthened the implementation of character education in their educational system, including Indonesia. Related to the previous statements, this research aimed to describe the impact of character education implementation as well as challenges and strategies of teachers in implementing the character education. This research was an evaluation research type using a goal-free evaluation model (impact evaluation) with a qualitative approach. The participants of the research were principals, teachers, students, parents, and community members from three provinces in Indonesia; East Kalimantan, Special Region of Yogyakarta, and West Nusa Tenggara. Data were collected through Focus Group Discussion (FGD) and also in-depth interviews. The data were then analysed using a model of Bogdan and Biklen to find out the refinement among themes and generate a detailed understanding. The findings showed that character education had a positive impact on increasing the students{\textquoteright} character values including religiosity, personality, social attitude, and competitive attitude. Role-modelling by teachers and other members of the school community and parents, character-oriented activities, and moral and material support from educational stakeholders are key factors in character education implementation. However, some improvements need to be made, such as improving the teacher training and workshops and giving financial support (funding) for character education implementation. },
	keywords = {character education, character value, goal-free evaluation, impact evaluation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.881},
	url = {http://oaji.net/articles/2017/457-1545497975.pdf},
	author = {Zurqoni and Heri Retnawati and Ezi Apino and Rizqa D. Anazifa}
}
@article {1105,
	title = {THE IMPACT OF MOBILE TABLET USE ON STUDENTS{\textquoteright} PERCEPTION OF LEARNING PROCESSES},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {29-42},
	abstract = {The purpose of the current research was to explore the impact of tablet use for various subjects in Israeli schools on students{\textquoteright} perception of learning processes in the cognitive and affective dimensions. For this purpose, 122 ninth and tenth grade students from the Boyar School in Jerusalem completed an online questionnaire. The main hypotheses were that a difference would be found between STEM (science, technology, engineering, and mathematics) and non-STEM subjects in the weight attributed to the cognitive dimension of tablet use, as well as in the weight attributed to the affective dimension of tablet use. These hypotheses were not confirmed. In contrast, the hypothesis concerning gender differences in the weight attributed to cognitive and affective dimensions was partially confirmed. Males attributed more weight than female adolescents to both the cognitive and affective dimensions of tablet use. A possible explanation of the findings is the male inclination towards STEM subjects that include more cognitive use of learning. In future studies, it is advisable to utilize a larger sample and to thoroughly explore gender differences regarding this topic.},
	keywords = {educational pedagogy, learning processes, STEM, tablet},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.29},
	url = {http://oaji.net/articles/2017/457-1519987967.pdf},
	author = {Nitza Davidovitch and Roman Yavich}
}
@article {1122,
	title = {THE IMPORTANCE OF {\textquoteleft}SIGNIFICANT OTHERS{\textquoteright} IN BRIDGING THE GAPS BETWEEN DIFFERENT READING CONTEXTS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {231-249},
	abstract = {The current research is an in-depth study of four pre-service teachers{\textquoteright} own experience of reading in various contexts and for different reasons. The aim is to analyse what has been significant regarding reading in a life history perspective by the use of narratives.  A socio-cultural perspective on reading is used as analysis tool. The over-arching result from analysing pre-service teachers{\textquoteright} narratives is that reading is a relational process regardless of the context reading takes place in. The emerging themes allow a deeper understanding on critical aspects for developing reading in various contexts and at different levels. Significant others seem important in every reading practice, from new readers in primary school to pre-service teachers{\textquoteright} reading at university level. The narratives reveal a need for bridging the gaps that arise between the reading practices in the various contexts that students meet in school and university.  },
	keywords = {pre-service teachers{\textquoteright} narratives, reading contexts, reading trajectories, significant others},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.231},
	url = {http://oaji.net/articles/2017/457-1524597655.pdf},
	author = {Anna-Karin Svensson}
}
@article {1177,
	title = {IN-CLASS AND OUT-OF-CLASS ANXIETY IN SPEAKING TURKISH AS A SECOND LANGUAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {816-833},
	abstract = {Turkish is spoken by a large number of people in a wide geographical area and teaching Turkish as a foreign language is a subject that gains importance nowadays. This research employed a quantitative survey strategy to address the issue of anxiety in learning Turkish language in and outside the classroom. Participants were 356 students of two high schools, one college and one university in Kazakhstan. Participants were given the Second Language Speaking Anxiety Scale (SLSAS), which was analyzed with: correlation to search for possible relations between anxiety, age, duration of studying Turkish, and Turkish course grades; MANOVA to assess the effect of gender and school type on students{\textquoteright} anxiety in speaking Turkish; and an exploratory factor analysis to identify factor structure of SLSAS. Additionally, an ANOVA was carried out on a second data set with 52 students to see any differences between students{\textquoteright} anxiety in speaking Turkish and English. The results of this research indicated that anxiety in speaking Turkish is weak and not related to students{\textquoteright} age, gender, years studying Turkish, and Turkish course grades. In addition, no significant differences were found between students{\textquoteright} anxiety in speaking Turkish and English. The only significant result was the relatively high anxiety of college students in the classroom. This research implies that anxiety in speaking Turkish does not differ so much from anxiety in speaking English.},
	keywords = {anxiety in speaking, language anxiety, Turkish as a second language},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.816},
	url = {http://oaji.net/articles/2017/457-1545497715.pdf},
	author = {Durmu{\c s} Karci and Cemal {\"O}zdemir and Nuri Balta}
}
@article {1136,
	title = {INFORMATION AND COMMUNICATION TECHNOLOGIES AND INCLUSIVE TEACHING: PERCEPTIONS AND ATTITUDES OF FUTURE EARLY CHILDHOOD AND PRIMARY EDUCATION TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {380-392},
	abstract = {This research analysed future teachers{\textquoteright} perceptions and attitudes towards the use of Information and Communication Technologies (ICTs) in the development of inclusive educational practices. Adopting a quantitative research approach, data were collected through an ad hoc questionnaire administered to fourth-year early childhood education and primary education degree students from the Catholic University of Murcia (UCAM), southeast Spain (n=231). Results revealed favourable perceptions towards ICT use in the classroom, with students viewing these resources as contributing to their professional development and improving digital competence. Furthermore, they report how ICTs present didactic opportunities for the development of the teaching-learning process when working with learners with specific educational support needs. Lastly, the research highlights statistically significant differences in future teachers{\textquoteright} perceptions towards the implications of ICT for teaching when developing inclusive educational processes as well as in their attitudes towards professional development and the training needs required for supporting learners with special educational needs. These differences are appreciated between early childhood education degree students and their primary education peers, the latter reporting more favourable assessments.},
	keywords = {early childhood education, educational inclusion, future teachers, information and communication technologies, primary education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.380},
	url = {http://oaji.net/articles/2017/457-1529089863.pdf},
	author = {M{\textordfeminine} del Carmen Pegalajar Palomino}
}
@article {1103,
	title = {INTERGENERATIONAL ENTREPRENEURSHIP EDUCATION: OLDER ENTREPRENEURS REDUCING YOUNGSTERS{\textquoteright} SOCIAL AND WORK DISENGAGEMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {7-20},
	abstract = {The current generation of young Italians leaving education have never entered the labour market with more years of schooling and higher levels of academic certifications as now. Nevertheless, they are losing out in the struggle for employment. It is a paradox experienced not only across Europe and poses questions about whether young people are being trained efficiently for twenty-first century employment.
Nowadays employers require that young people possess skills-oriented learning that emphasises adaptability and preparedness for change. 
Italian Education systems, however, have not been responsive in this way. 
The intergenerational education approach may be an effective method for covering the mismatch between provided education and competences required on the labour market. Experienced older entrepreneurs may give young people Not in Employment, Education, or Training (NEETs) the confidence and intellectual resources to deal with the problems they will encounter through professional life, creating new spaces of autonomy and responsibility.
Two focus-groups and questionnaires with 15 NEETs and 15 qualitative interviews and questionnaires to 50+ entrepreneurs were carried out in five European countries, Italy included, to understand how an entrepreneur could help youth to start their own business. Results from Italy demonstrate that to spread a culture of entrepreneurship, senior entrepreneurs are required to strengthen NEETs{\textquoteright} confidence, initiative and courage, the ability to take risks and to invest in the future.
Considering Lev Vygotsky{\textquoteright}s cognitive and social development theory as applied to intergenerational learning seniors need to act as a trigger to promote NEETs{\textquoteright} entrepreneurial attitudes, capabilities and aspirations for life.
},
	keywords = {active participation, intergenerational entrepreneurship education, NEETs, senior entrepreneurs, social inclusion},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.07},
	url = {http://oaji.net/articles/2017/457-1519987832.pdf},
	author = {Barbara Baschiera and Sara Santini and Marco Socci}
}
@article {1159,
	title = {LEADERSHIP, SCHOOL IMPROVEMENT AND EFFECTIVENESS: THE EXPERIENCES OF THE SCHOOLS COMMUNITY IN ETHIOPIA},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {587-600},
	abstract = {This was a qualitative research, which explored how the school community experienced the outcomes of leadership on the effectiveness of the school improvement program (SIP) on Sidama Zone schools, Ethiopia. Four schools were purposively selected. Data were collected using interviews, focus group discussions, observation and documents, which included school plans, reports, minutes of meetings, memos, letters and the students{\textquoteright} examination results were analyzed as they reflected issues related to the outcomes of the SIP on the school{\textquoteright}s effectiveness. Principals, teachers, students, supervisors, parent teacher association members and SIP experts were interviewed. The findings indicate that in schools where there is strong collaboration of the school community in the planning, decision-making, monitoring and evaluation processes, the improvement initiatives are owned by all in the school and the performance of the schools is enhanced. It is recommended that the roles of the principals be redirected, the number of supervisors be increased, diverse professional development opportunities for principals and teachers be created, the recruitment, appointment and retention of principals be reconsidered and mechanisms to check school plans and performance reports be created.},
	keywords = {qualitative research, school community, school support, stakeholder collaboration, Student performance, theory of change},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.587},
	url = {http://oaji.net/articles/2017/457-1540319866.pdf},
	author = {Dawit Legesse Edamo and Tshilidzi Netshitangani}
}
@article {1148,
	title = {LECTURERS{\textquoteright} MANAGERIAL COMPETENCIES IMPORTANT FOR STUDENTS AT THE CZECH UNIVERSITY OF LIFE SCIENCES},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {465-482},
	abstract = {This research identifies the lecturers{\textquoteright} competencies which are the most important from the students{\textquoteright} perspective at the Czech University of Life Sciences Prague and compares students{\textquoteright} opinion and their change over the whole study period. It does not deal with the knowledge competencies of lecturers that students cannot objectively evaluate, but with lecturers{\textquoteright} managerial competencies that affect the organization, forms and ways of teaching. The examined competencies are hierarchically organized into three groups of particular competencies comprising of bipolar characteristics. Based on survey of students at the University, the evaluation of importance of managerial competencies using the Analytic Hierarchy Process was performed. The findings show that Innovative education, Good communication skills, Ability of improvisation, and Democratic way of teaching are the most important lecturers{\textquoteright} competencies from students{\textquoteright} point of view. Surprisingly, Oral based presentation is preferred to IT based one. Knowledge of the most important managerial competencies can help lecturers and universities to increase quality of educational process and attractiveness of the university for students. },
	keywords = {Analytic Hierarchy Process, higher educational institutions, lecturer{\textquoteright}s managerial competencies, students{\textquoteright} perception},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.465},
	url = {http://oaji.net/articles/2017/457-1533495547.pdf},
	author = {Helena Bro{\v z}ov{\'a} and Jana Hor{\'a}kov{\'a} and Ji{\v r}{\'\i} Fiedler}
}
@article {1107,
	title = {THE LEVEL OF PHYSICAL ACTIVITY OF CHILDREN IN KINDERGARTEN IN THE LIGHT OF SELECTED INDIVIDUAL FACTORS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {58-68},
	abstract = {Taking into account the psychophysical development of a young person, a child in particular, attention should be paid to forming certain habits related to physical activity, health, nutrition, hygiene, and aesthetics during the preschool period as such habits will be of utmost importance in his/ her adult life. Physical activity of children affects various health parameters both today and in the future. Specialists draw attention to the correlation between physical activity and the development of the musculoskeletal system, body posture, the nervous, respiratory and vegetative systems. The lack of physical activity may result in cardiovascular diseases or obesity. These are just some of the reasons for which people need physical activity in their lives. Bearing in mind the lack of research on this issue, it was decided to conduct research on the physical activity of children (210 students) aged 4-6 attending selected kindergartens located in the town of Bia{\l}a Podlaska, Poland. The level of physical activity of children was measured with the use of special devices, so called actigraph units (accelerometers in Polish). Due to a small size of this wrist-watch-like device, movements of children or their participation in games and different forms of activities in kindergarten were not hampered. On the basis of the collected data, statistical analysis was performed.  Non-parametric statistical tests were used in order to identify the relationship between variables of the physical activity level and sex, age and weight of a child. Data analysis revealed statistically significant differences between the level of physical activity and some personal characteristics. The research conclusions, which will be helpful in providing effective education in the field of physical activity, were made available to kindergartens. },
	keywords = {accelerometer, actigraph, kindergarten, physical activity, pre-school child},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.58},
	url = {http://oaji.net/articles/2017/457-1519988124.pdf},
	author = {Stanis{\l}awa Nazaruk and Joanna Waszczuk and Joanna Marchel and Helena Kowaluk-Nikitin and Anna Klim-Klimaszewska}
}
@article {1162,
	title = {THE LEVELS OF CRITICAL THINKING TENDENCIES IN ARCHITECTURAL EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {633-648},
	abstract = {Students who receive architectural education are expected to be individuals who can think critically. For this reason, it becomes a necessity to cultivate creative individuals who are curious, inquiring and multi-faceted thinkers. The aim of this research was to determine the levels of tendency for critical thinking of first-year and fourth-year architecture students. The research sample consisted of 88 (54 females, 34 males) first-year and 83 (47 females, 36 males) fourth-year students who are studying at Karadeniz Technical University, Faculty of Architecture, Department of Architecture. The "California Critical Thinking Disposition Inventory (CCTDI)" was used as data collection tool in the research. In addition, information about the demographic characteristics of students were collected through the Personal Information Form. Findings of the research showed that there was no statistically significant difference between the GPAs and critical thinking tendency levels of the first-year and fourth-year students. It can be argued that all students need some guidance to attach importance on critical thinking starting from the first year of the program.},
	keywords = {academic achievement, architectural students, critical thinking, critical thinking tendency},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.633},
	url = {http://oaji.net/articles/2017/457-1540320066.pdf},
	author = {Hare Kili{\c c}aslan}
}
@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 {1150,
	title = {A NEW TEACHING METHOD AIMED AT ELIMINATING THE CAUSES OF STUDENTS{\textquoteright} UNSUCCESSFUL ALGORITHMIC PROBLEM SOLVING WITH PARAMETER},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {499-519},
	abstract = {The new method of teaching the problems with a parameter was designed based on the identification of the reasons for the low success rate of the kids in solving the problems. In order to identify these causes and to find ways of their elimination, pedagogical research was carried out in two phases at selected universities of Slovakia (126 students) in 2016-2017. In the first stage the validity of the research hypothesis was confirmed, that the cause of the kids{\textasciiacute} poor success in solving problems with the parameter is an algorithmic approach to their solution, a misunderstanding of the concept of a parameter and a formal determination of solvability conditions. Based on this, a new method of teaching the tasks with a parameter was developed.  Its main idea is focusing on understanding the term parameter and showing its creative use in solving multiple tasks. In the second stage of the research, the success of the new teaching method was also verified experimentally. The results of the experiment confirmed the success of the students in solving the problems with the parameter, confirming that the basis of the success in solving the problems is the understanding of the term parameter and the ability to find their own solution to the task. It has turned out that the transition from the method of solving equations with a parameter by algorithms to the solution method by understanding the basic concepts and possibilities of their use is one of the methods to improve the teaching of mathematics.},
	keywords = {algorithmic solution, formal conditions, mathematical didactics, problems with the parameter, understanding of the concept},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.499},
	url = {http://oaji.net/articles/2017/457-1533495680.pdf},
	author = {Dalibor Gonda and Anna Tirpakova}
}
@article {1147,
	title = {THE PARADOX OF THE FLIPPED CLASSROOM: ONE METHOD, MANY INTENTIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {451-464},
	abstract = {The Flipped Classroom is a teaching model where content attainment is shifted forward to outside of class, to be followed up by the teacher in class. In Sweden this way of teaching has become very popular during recent years. But what is gained by this way of teaching? Research on the Flipped Classroom in the context of the Swedish High School system is close to non-existent; why studies within this field are of great importance.
In order to find appropriate informants, an electronic survey was constructed. Informants matching the selection criteria were then selected for qualitative interviews. In total nine informants agreed to participate in interviews (semi-structured) to describe their experiences from flipping their own classrooms.
The informants reported that the transition from more conventional ways of teaching to using the Flipped Classroom entailed major changes. The informants pointed out that the process of moving away from the more conventional way of teaching improved their teaching. All of the informants expressed they all used the Flipped Classroom methodology but they all did it with different goals in mind and their approach varied a lot. By using the same terminology, it might seem that they worked with the Flipped Classroom in similar ways, but the results show they did not. Herein lies the problem: Teachers say they flip their classrooms, which they do, but they do not share the same goals or approaches, just the term: The Flipped Classroom.
},
	keywords = {flipped classroom, flipped education, qualitative interviews, teaching methodology},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.451},
	url = {http://oaji.net/articles/2017/457-1533495491.pdf},
	author = {Johan B{\"a}cklund and Martin Hugo}
}
@article {1179,
	title = {PRE-SERVICE MATHEMATICS TEACHERS{\textquoteright} KNOWLEDGE OF MATHEMATICS FOR TEACHING: QUADRATIC FUNCTIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {847-863},
	abstract = {Many researchers and education stakeholders in South Africa point to the need to develop teachers{\textquoteright} personal knowledge of the mathematics concepts that they teach to their learners.  In this research study we explore the understanding of 42 pre-service mathematics teachers of one aspect of school level mathematics, that of quadratic functions. Data were generated from the written responses to an assessment as well as semi-structured interviews. The purpose was to explore the methods used by pre-service mathematics teachers to derive a symbolic equation for a quadratic function expressed in graphical form. Furthermore, we looked at whether the pre-service teachers were able to use different methods to generate the symbolic equation.  The results showed that 25 participants were able to determine the equation of a parabola using one method, while 11 of them were able to use two different methods. The most common method used was based on the intercept form of the equation. Some students identified different forms that the equation of a quadratic function could be expressed as but were unable to apply this to derive the equation. These results indicate that these students are not yet ready to teach these school level concepts even though they have studied advanced mathematics topics as part of their pre-service training. The study recommends that pre-service teachers should also be provided with more structured opportunities to help develop pedagogic content knowledge of the school level content as part of their teacher training programme.},
	keywords = {graphical representation, parabola, pre-service mathematics teachers, quadratic functions, symbolic representation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.847},
	url = {http://oaji.net/articles/2017/457-1545497857.pdf},
	author = {Ifunanya Julie Adaobi Ubah and Sarah Bansilal}
}
@article {1123,
	title = {QUALITY ASSURANCE OF INFORMATICS EDUCATION WITHIN TERTIARY ECONOMY AND MANAGERIAL STUDY FIELDS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {250-278},
	abstract = {One of the key issues of the EU educational policy is quality assurance. The presented research represents a contribution to solving the issue of quality assurance of informatics education on the tertiary level of education in economy and managerial study fields. Within the research current state of informatics education in selected economy and managerial study programmes was analysed based on students{\textquoteleft} views and opinions. Necessary research data were collected through questionnaire survey respondents, who were students of the relevant study programmes in the Slovak and Czech Republics. The paper presents in more detail results of the questionnaire part which was focused on finding out how the students evaluate informatics education incorporated in their pre-graduate education considering its relevance to their study and career profiles. Another task of the research was to find out whether the students{\textquoteleft} evaluations depend on their gender and study specializations, and also whether there are some differences in the evaluations done by the students of the same or at least similar study programmes studying either in Slovakia or in the Czech Republic. As the results showed, students of the economy and managerial study programmes do not connect their future career with the information technologies and they do not have ambitions to be employed in the IT area. But at the same time, they are aware of the fact that the knowledge and skills obtained within their informatics preparation are important for their everyday life and future career. On the other hand, they are not satisfied with the quality of the informatics subjects they are taught. So, to assure the quality of their pre-gradual preparation does not mean only to innovate curricula of the informatics preparation but also to deal with the issues of an efficient transfer of these curricula content to students.},
	keywords = {career profiles, curricula innovation, evaluation of the education, informatics education, quality assurance, tertiary education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.250},
	url = {http://oaji.net/articles/2017/457-1524597729.pdf},
	author = {J{\'a}n  Z{\'a}horec and Alena  Ha{\v s}kov{\'a} and Michal  Munk and Martin  B{\'\i}lek}
}
@article {1174,
	title = {RECOGNITION OF INDICATORS FOR THE DEVELOPMENT OF THE COGNITIVE DIMENSIONS IN TERTIARY EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {762-778},
	abstract = {The aim of the research was to find out what factors influence the development of cognitive dimensions in college students. The following factors were considered: field of study, academic achievement in a selected economic subject and abstract visual intellectual level. The reason for doing this research was to increase the quality of teaching economic subjects across bachelor study fields in the conditions of a practically oriented College of Polytechnics, Jihlava in the Czech Republic. Two fields of study were selected - the economic field - Finance and Management (N = 52 students) and the technical field - Applied Computer Science (N = 30 students). Study plans of both fields included the subject Corporate Economy in the first term of studies. Methodological research was based on the theory of problem-based learning. It was built on a test method that was used to gain data to identify the context of variables with the development of cognitive dimensions in the context of an internationally recognized framework for evaluating the success - the Bloom{\textquoteright}s Taxonomy. Two tests were used to collect the data: (a) a test measuring the abstract visual intellectual level; (b) a non-standardized test to measure students{\textquoteright} achievement in the six cognitive dimensions of the Bloom{\textquoteright}s Taxonomy. The initial knowledge of students was comparable. The data were analyzed by factor analysis, followed by the Spearman and Pearson correlation coefficients. Cognitive dimensions could be grouped into two factors. Factor 1 - Application-Evaluation Dimension that was explained by the dimensions of Knowledge, Application, Evaluation; Factor 2 - Analytical Dimension that was explained by the dimensions of Comprehension, Analysis, Synthesis. The results showed that an individual did not have to be competent in the whole complexity of the Bloom{\textquoteright}s Taxonomy. The development of cognitive dimensions correlated with the field of study, the economic field was correlated with factor 2 and the technical field with factor 1. The development of cognitive dimensions did not correlate with the abstract-visual intellectual level. Factor 2 weakly negatively correlated with academic achievement in the subject Corporate Economy. This means that students who were successful in developing lower-order cognitive dimensions had a weak analytical orientation in the economic area, and vice versa. The results brought by the research will help improve teaching of economic subjects across the two disciplines, especially with regard to the innovation of learning and teaching strategies with a positive impact on the desired cognitive development of students.},
	keywords = {cognitive dimensions, logical reasoning, Problem-Based Learning, tertiary education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.762},
	url = {http://oaji.net/articles/2017/457-1544951884.pdf},
	author = {Kate{\v r}ina Berkov{\'a} and Jana Bor{\r u}vkov{\'a} and Lenka L{\'\i}zalov{\'a}}
}
@article {1119,
	title = {THE RELATIONSHIP BETWEEN TEACHERS{\textquoteright} EDUCATION AND THEIR SELF-PERCEIVED COMPETENCE FOR TEACHING HOME ECONOMICS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {175-188},
	abstract = {Relevant teacher qualifications that include specialist knowledge and knowledge in didactics significantly influence the level of achievement of education goals during the teaching process. Teacher{\textquoteright}s perception of their own professional competence to teach may depend on their qualification which is linked to the education obtained. The purpose of the research was to find out how teachers who teach Home Economics in Slovenian elementary schools estimate their competence to teach Home Economics contents, in reference to their formal education. 89 teachers of 5th and 6th grade Home Economics participated in the research. They were classified according to their formal education, either in the group with completed Home Economics studies (relevant education) or in the group without these studies (irrelevant education). A questionnaire was developed for the teachers to assess their own teaching competence. The obtained data was analysed with descriptive and inferential statistical methods. Results indicated that teachers with completed home economics studies who teach Home Economics feel more competent to teach Home Economics contents than teachers without completed relevant studies. Differences in their perceptions exist in all four Home Economics modules, i.e. economics, textile and clothing, living and environment, food and nutrition. This leads to the conclusion that relevant teacher education is important for teaching Home Economics in all specialist areas of home economics education. As regards providing quality education process and achieving Home Economics education goals, the results indicate that relevant qualifications of teachers should be ensured. Teachers with irrelevant education should be provided with additional professional training.},
	keywords = {Home Economics, home economics education, Home Economics teachers, teachers{\textquoteright} competencies, teachers{\textquoteright} education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.175},
	url = {http://oaji.net/articles/2017/457-1524597478.pdf},
	author = {Stojan Kostanjevec and Francka Lov{\v s}in  Kozina and Martina Erjav{\v s}ek}
}
@article {1108,
	title = {THE RELIABILITY OF AN INSTRUMENT TO MEASURE TEACHER KNOWLEDGE FROM THE PERSPECTIVE OF LEARNERS IN THE CONTEXT OF PIBID},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {69-86},
	abstract = {This research sought to analyze the reliability of an instrument to measure teacher knowledge of a group of pre-service chemistry teachers participating in the Institutional Program for Scholarships for Beginner Teachers in Brazil (PIBID).. Thus, it was analyzed  the evaluation of a group of students about the Pedagogical Content Knowledge (PCK) of five pre-service chemistry teachers from the program. Accordingly, an instrument containing 28 statements and an open question was applied to a group of 70 students from a public school to whom the pre-service teachers had applied their didactic proposals. The purpose of the instrument was to measure the perception of the students{\textquoteright} about the components of the teacher knowledge (Subject Matter Knowledge - SMK, Instructional Representation and Strategies - IRS, Instructional Objective and Context - IOC and Knowledge of Students{\textquoteright} Understanding - KSU) of the pre-service teachers. The results of the analysis revealed that the instrument about teacher{\textquoteright}s knowledge has a high reliability based on the alpha Cronbach values. The results of the alpha coefficient for the pre-service teachers were all above 0.9 suggesting that the instrument is reliable and has consistent measurements. Regarding to the exploratory analysis, the main scale in the PCK evaluation of the undergraduates was four which means that the students consider that the aspects related to the SMK, IRS, IOC and KSU are frequently present in the classes of the future teachers.},
	keywords = {instrument reliability, PCK, PIBID, redox reactions, teaching knowledge},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.69},
	url = {http://oaji.net/articles/2017/457-1519988181.pdf},
	author = {Keysy S. C. Nogueira and Carmen   Fernandez}
}
@article {1165,
	title = {ON THE RESULTS OF USING INTERACTIVE EDUCATION METHODS IN TEACHING PROBABILITY THEORY},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {678-692},
	abstract = {The impact of a complex of interactive computer algebra system (CAS) based methods with usage of supplementary education materials (e.g., interactive presentations, computer modeling patterns and supplementary home tasks prepared in CAS Mathematica) on the education outcomes in the subject {\textquotedblleft}Probability theory and mathematical statistics{\textquotedblright} was estimated. A comparative analysis of education outcomes for two groups of third-year students of engineering specialization taught in Bauman Moscow State Technical University was carried out. Group I of 72 students was taught in the year 2016-17 using teaching methods including only lectures and seminars, without usage of supplementary interactive materials. A written control work was chosen as a tool of examination; its results were used as a means of assessment of education outcomes achieved by the students in the first module {\textquotedblleft}Probability theory{\textquotedblright} of the semester course. The results demonstrated by Group I proved not to be satisfactory for achieving the aims of education: successful continuation of learning the next modules, and further usage in professional practice. After detailed analysis of the students{\textquoteright} works and interviewing them, the basic difficulties in understanding and interpretation of the tasks were clarified. Consequently, Group II of 70 students taught in the year 2017-18 in the same specialization as Group I, was provided with new variants of home tasks and supplementary sets of interactive materials to study on lectures and seminars, as well as for independent study at home. The students of Group II have demonstrated significantly higher outcomes as compared to the students of Group I.  },
	keywords = {CAS Mathematica, CAS {\textendash} computer algebra system, education outcomes, education statistics, mathematical education, probability theory, teaching methods},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.678},
	url = {http://oaji.net/articles/2017/457-1540320285.pdf},
	author = {Natalia M. Mezhennaya and Oleg V. Pugachev}
}
@article {1178,
	title = {THE ROLE OF ETHNOPEDAGOGY IN SHAPING POSITIVE ATTITUDES TOWARDS TRADITIONAL VALUES OF KAZAKH PEOPLE AMONG MASTER{\textquoteright}S STUDENTS MAJORING IN EDUCATION IN KAZAKHSTAN},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {834-846},
	abstract = {Since gaining independence in 1991, the Republic of Kazakhstan has been consistently working on restoring the national identity. An important role in this process is played by education, therefore, there is a growing Government interest in instilling national values in pre-service and in-service teachers. The aim of the research was to establish whether the attitudes towards the traditional values of the Kazakh people held by Master{\textquoteright}s students majoring in Education would change as a result of studying an elective course in Ethnopedagogy. Based on an analysis of the traditional values of the Kazakh people undertaken by Kazakh researchers, a classification of these values was developed and used as a basis for a questionnaire designed to identify attitudes towards these values. A survey was conducted with the students from two universities. The sample of the research was 119 people: 59 students formed the experimental group (the one where the elective course was taught), the remaining 60 were in the control group (that did not study the course). The survey was conducted twice: before the beginning and after the end of the course. The results of the first survey showed no statistically significant differences between the experimental and control groups. The second survey clearly showed positive changes in the attitudes towards the traditional values of the Kazakh people in the experimental group, while in the control group the results remained approximately at the level of the first survey. A conclusion was made that it is necessary to strengthen the national and cultural components in the content of pedagogical education in the Republic of Kazakhstan.},
	keywords = {attitude formation, ethnopedagogy, Master{\textquoteright}s degree students, postgraduate education, survey-based methodology, the Republic of Kazakhstan, traditional values},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.834},
	url = {http://oaji.net/articles/2017/457-1545497804.pdf},
	author = {Rymshash Toleubekova and Engilika Zhumataeva}
}
@article {1135,
	title = {THE ROLE OF MENTORING IN PROFESSIONAL SOCIALIZATION OF NOVICE TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {364-379},
	abstract = {Entering teaching profession is considered as the most determining stage in a teacher{\textquoteright}s professional life. The aim of this research is to explore opinions of novice teachers in Latvia about the role of mentoring in their professional socialization. The following research questions were defined: (1) what difficulties novice teachers faced during their in-service experience? (2) what support novice teachers needed when they started teaching? (3) what the role of mentoring in teachers{\textquoteright} professional socialization is? Qualitative research design was developed for the research. Empirical data were obtained during the focus group discussion with ten teachers representing Council of young teachers (in age below 35) of the Latvian Trade Union of Education and Science Employees, nine semi-structured interviews with novice teachers, and interview with a mentor. 
Novice teachers face teaching reality which often differs from perceptions about the profession developed during the studies at university. The research shows that teachers from the sample faced following challenges during their first years of in-service: establishing teacher{\textquoteright}s authority and self-positioning as a teacher, time management, problems with discipline in a classroom, lack of skills to develop curriculum and lesson plans, difficulties in communication with parents. During socialization novice teachers learned their responsibilities and acquired specific knowledge; appropriate support such as mentoring reduced level of stress and uncertainty while novice teachers adapted to school during the period of transition from pre-service period to in-service period. In relation to mentoring, novice teachers expected that a mentor would introduce them to school traditions and internal rules and would advise on discipline in a classroom as well as would help to develop curriculum. Policy makers should focus on teachers{\textquoteright} support guidelines at national level, which would allow schools to ensure the most appropriate environment for novice teachers so that they would like to continue their careers in teaching profession.
},
	keywords = {mentoring, novice teachers, professional socialization, teacher retention, teaching profession},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.364},
	url = {http://oaji.net/articles/2017/457-1529089806.pdf},
	author = {Liga  Paula and Aiga Grinfelde}
}
@article {1166,
	title = {RUSSIAN LANGUAGE NEEDS AMONG UNIVERSITY STUDENTS IN MALAYSIA},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {693-705},
	abstract = {In the context of higher education foreign language courses are viewed as skills-oriented subjects that aim to enable students to communicate in a foreign language. The main four language skills to be developed are listening, speaking, reading and writing. Until recently, decisions about which of the linguistic skills should be emphasized in a foreign language program have been taken without seeking the opinions of language learners. To address this issue, the present research examined needs for learning the Russian language among students in a Malaysian public university. To achieve this research aim, a survey questionnaire was distributed among prospective learners of Russian. Four different statistical methods were performed to analyse the data, namely, the descriptive statistics, the independent t-test, the exploratory factor analysis and the reliability test. The findings from the descriptive statistics revealed that the respondents considered developing face-to-face interactive skills, such as the speaking and listening skills, as most important. The findings of the t-test suggested that demographic variables might have some influence on the students{\textquoteright} perceptions of the skills{\textquoteright} importance. For example, the students who spoke Malay at home placed a higher value on developing their ability to speak in a polite manner and to understand non-verbal communitive acts, such as gestures. The results of the exploratory factor analysis revealed that the language skills as perceived by the students formed several dimensions where interactive and non-interactive skills tended to form distinct clusters. This research concludes with a discussion of pedagogical implications to be drawn from the findings. },
	keywords = {higher education, language needs, Malaysia, Russian language},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.693},
	url = {http://oaji.net/articles/2017/457-1540320341.pdf},
	author = {Larisa Nikitina and Ma Tin Cho Mar and Fumitaka Furuoka}
}
@article {1130,
	title = {SCHOOL AUTONOMY AND SCHOOL LEADERSHIP: CASE STUDY OF SCHOOL OPERATION IN SLOVAKIA},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {299-308},
	abstract = {During as near as three decades after the political changes in Slovakia its system of education has undergone many reforms. As an integral part of them have been changes regarding school autonomy as it influences quality of education. To achieve an optimal model of autonomy offered to schools is very difficult, as appropriate level of autonomy is dependent on time and social conditions. To improve democratic participation of primary and secondary school leaders in Slovakia, a research aimed at assessment of the current state of the level of school autonomy was carried out. The research data were obtained from a questionnaire survey, the respondents of which were 93 headmasters and deputy headmasters. These school leaders assessed the power they (the schools) have in five fields, namely in the fields of school activity in the whole, school curricula matters, school financing and budgeting, staff recruitment, selection, employing and sacking, administrative and operational management. The assessment they give once with respect to the level in which to them given autonomy matches the tasks and problems they have to cope with, and the second time with respect to their opinion where the scope of the autonomy should be changed. Although the school leaders assessed the level of the powers they are given in a positive way, as average or broader, they still feel a need to have a broader scope of the powers and responsibilities, mainly in the field of financing and budgeting.},
	keywords = {power extension, school autonomy, school deliberation, school leaders},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.299},
	url = {http://oaji.net/articles/2017/457-1529089481.pdf},
	author = {Alena  Ha{\v s}kov{\'a} and Miriam Bitterov{\'a}}
}
@article {1106,
	title = {SCIENTISTS{\textquoteright} PERCEPTIONS ON THE NATURE OF NANOSCIENCE AND ITS PUBLIC COMMUNICATION},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {43-57},
	abstract = {Some level of understanding of and about nanoscience and nanotechnology (NST) has been suggested as being relevant in up-to-date scientific literacy for all. Research scientists working in these fields are central in current efforts to inform and engage the public in NST. Earlier research has shown that scientists can contribute to authentic science learning, but communication always entails roles that affect the choice of content. This study investigated NST researchers{\textquoteright} views on the nature of their research and their preferences in NST communication. Eight experienced professors working in various fields of NST were interviewed. Semi-structured, in-depth interviews focused on the scientists{\textquoteright} views on 1) the nature of their research, and 2) aspects of NST that should be communicated to the public. Qualitative content analysis of the interviews revealed that the themes the interviewees highlighted when describing their research (interdisciplinarity, size scale, methods, objects, nature of NST in general) were somewhat different from the ones they considered as important for communication to the public (applications and products, risks and benefits, visualizations). The results problematize the simplistic notion that exposure to real scientists would unquestionably enhance the authenticity of science learning. This study gives insight for research and development of science communication, especially scientists{\textquoteright} role and training in it.},
	keywords = {authenticity, nanoscience, nature of science, science communication, scientist interviews},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.43},
	url = {http://oaji.net/articles/2017/457-1519988052.pdf},
	author = {Antti Laherto and Frederike Tirre and Ilka Parchmann and Lorenz Kampschulte and Stefan Schwarzer}
}
@article {1158,
	title = {SOCIAL MEDIA IN EDUCATION: THE ABSENT ATTENDEE},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Editorial},
	chapter = {583-586},
	abstract = {Interaction and Information technologies have reshaped our live today, and nowadays{\textquoteright} students and teachers have a massive use of smart phones, iPads and other portable devices; moreover, they are continually looking for cutting edge technologies. But often the use of these devices is not in ways anticipated by technology proponents. All these smart phones and other portable devices are equipped or ready for social media applications like Facebook, Twitter, YouTube, WhatsApp, Telegram, and Instagram, Snapchat, which are part of what is known as Social Web 2.0, best characterized by the notions of social interaction, content sharing, and collective intelligence.},
	keywords = {ICT, learning environments, social media applications, social network},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.583},
	url = {http://oaji.net/articles/2017/457-1540319805.pdf},
	author = {Saleh A. Alabdulkareem}
}
@article {1102,
	title = {TEACHER HEALTH LITERACY: WHY DOES IT MATTER?},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-6},
	abstract = {It is obvious, that education is one of the main social factors having influence on health. Health education is most effective at school, because it reaches a man at his most receptive period of life - childhood and adolescence. A demand to live a healthy life is formed not only by family, but also by school. Teachers{\textquoteright} role in health education process is very significant, therefore, their health literacy and health competence are the main components realising health education at school. During the studies at university pre-service teachers in one way or another develop health competence, however hopefully not enough attention is paid to this, and study process poorly contributes to health literacy improvement, health competence formation. },
	keywords = {health competence, health education, health literacy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.04},
	url = {http://oaji.net/articles/2017/457-1519987761.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {1152,
	title = {TEACHERS IN THE IMPLEMENTATION OF PRACTICAL AGRICULTURE CURRICULUM IN KENYA{\textquoteright}S ARID AND SEMI ARID SECONDARY SCHOOLS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {533-543},
	abstract = {One of the major challenges of the 21st century is the increasing level of academic qualifications at the expense of relevance in education. School agriculture is one of the subjects which require teachers who as the principal implementers of the curriculum must be able to interpret agriculture curriculum objectives to meet societal needs. However, implementation of agriculture curriculum in Arid and Semi Arid Land (ASAL) secondary schools has fallen short of its expectations as it has not significantly influenced agricultural activities both in school and surrounding communities. Thus, the benefit of implementing agriculture curriculum in ASALs is yet to be fully achieved. The research sought to document the teacher factors influencing implementation of secondary school agriculture curriculum in ASAL schools in Kenya. The research focused on teacher training, teacher technical knowledge and skills about Dry Land Agriculture [DLA] practices and training and support. The research was carried out in ASAL counties of Baringo, Makueni and Narok. Survey research design was used. The researcher developed a semi-structured questionnaire to obtain data on the teacher factors from 88 agriculture teachers. The research results showed that most teachers were trained and professionally qualified thus expected to translate the curriculum objectives to learning activities relevant to ASALS. However, agriculture teachers were found to be deficient in terms of technical knowhow on DLA practices among them, insitu water harvesting and use of sunken beds. Agriculture teachers received insufficient support towards professional development. The support did not aim at DLA knowledge and skill enhancement towards agriculture curriculum implementation. Agriculture teachers{\textquoteright} inadequacy on DLA practices{\textquoteright} technical knowhow and lack of support towards professional development was impacting negatively on agriculture curriculum implementation in ASAL schools. The Government has a responsibility of ensuring that all ASAL schools are staffed with qualified teacher. Secondary school administrations in ASALs need to support teachers on continuous trainings that are relevant to agriculture curriculum implementation. Agriculture training program developers need to focus more on the acquisition of technical know on all DLA practices. Addressing the training inadequacies among agriculture teachers in ASAL schools will lead to a competent staff who can translate curriculum objectives into learning experiences that promote DLA in ASALs. This translation will in turn influence agricultural activities both in school and in the society for improved agricultural production.},
	keywords = {agriculture teachers, arid and semi arid lands, curriculum implementation, dry land agriculture},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.533},
	url = {http://oaji.net/articles/2017/457-1533495814.pdf},
	author = {Miriam N. Kyule and Jacob J. J. O. Konyango and Agnes O. Nkurumwa}
}
@article {1121,
	title = {TEACHERS{\textquoteright} KNOWLEDGE ABOUT HIGHER-ORDER THINKING SKILLS AND ITS LEARNING STRATEGY},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {215-230},
	abstract = {Higher order thinking skill (HOTS) is one of the students{\textquoteright} abilities that should be developed through teaching and learning. Teachers{\textquoteright} knowledge about HOTS and its teaching and learning tactics is a key to successful education. The purpose of this research is to describe teachers{\textquoteright} knowledge about higher order thinking skills (HOTS). The research involves qualitative study with the phenomenological approach. The research participants are 27 mathematics teachers from state and private junior high schools across 7 provinces in Indonesia. The researcher collected data with a test followed by focus group discussion (FGD) and interviews. The analysis of data involved Bogdan \& Biklen model and descriptive statistics for data from the test. The analysis of FGD, and test data intends to get information on 6 sub-themes; teachers{\textquoteright} knowledge about HOTS, importance of HOTS, teaching about HOTS to students, improving students{\textquoteright} HOTS, measuring and assessing HOTS, and teachers{\textquoteright} ability for solving HOTS-based problems. The results indicate that teachers{\textquoteright} knowledge about HOTS, their ability to improve students{\textquoteright} HOTS, solve HOTS-based problems, and measure students{\textquoteright} HOTS is still low. There are facts, however, that teachers already understand the importance of HOTS and teaching it by using various innovative learning models. },
	keywords = {HOTS, measurement and assessment, teachers{\textquoteright} knowledge, teaching and learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.215},
	url = {http://oaji.net/articles/2017/457-1524597598.pdf},
	author = {Heri Retnawati and Hasan Djidu and Kartianom and Ezi Apino and Risqa D. Anazifa}
}
@article {1154,
	title = {TEACHERS MOTIVATION TOWARDS ASSESSMENT OF THEIR PROFESSIONAL COMPETENCES},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {561-574},
	abstract = {A relevant field of research in teacher{\textquoteright}s professional competence assessment is taking the factor of motivation into account, as this enables teachers to differentiate between, i. e. to be aware of the significance of the individual professional competences and their development through their assessment. This research supports the understanding of how important motivation is in the process of the (continual) development of a teacher{\textquoteright}s professional competence, taking his/her perception of the importance of competences in the educational process into account. The emphasis of the current research lays on the perception of the assessment by the selected number of primary and secondary school teachers. The following is the range of teacher{\textquoteright}s motivation perception: 1) motivating, 2) discouraging, 3) unnecessary, and 4) unfair in the process of life-long development of their professional competences. The research aim is to find out the differences in the individual motivational degrees in mutual assessment (motivating, discouraging, unnecessary, unfair, and other) relating to professional competences and find out the differences between the perception of the importance of the respective professional competences in the motivational category. Seven hundred thirty respondents - primary and secondary school teachers from Slovakia {\textendash} participated in the research. The results showed the difference between the perception of the importance of professional competences among teachers who consider assessment to be motivating, discouraging, unnecessary, or unfair concept. Motivation towards assessment supports student-oriented competences, educational process and self-development of the teacher. },
	keywords = {educational process, teacher competences assessment, teachers{\textquoteright} motivation, teachers{\textquoteright} professional competences},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.561},
	url = {http://oaji.net/articles/2017/457-1533495930.pdf},
	author = {Eva Stranovsk{\'a} and M{\'a}ria Lalinsk{\'a} and Ivana Bobo{\v n}ov{\'a}}
}
@article {1173,
	title = {TEACHING HOW TO LEARN},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Editorial},
	chapter = {760-761},
	abstract = {The problem that teachers meet in every educational system is how to teach efficiently, while at the same time students are facing the problem how to learn efficiently. These two problems are closely related and if they are not treated well, they result in poor students{\textquoteright} performance. Teachers should find the way to help students to learn better and that should result in better students{\textquoteright} performance. Moreover, if the learning process is efficient, students would need less time for learning, and their mental effort would decrease, while their motivation for learning would increase. },
	keywords = {educational system, Learning Strategies, metacognitive knowledge, teaching practice},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.760 },
	url = {http://oaji.net/articles/2017/457-1544951803.pdf},
	author = {Ivana Z. Bogdanovi{\'c}}
}
@article {1115,
	title = {TECHNOLOGICAL TOOLS: FROM TECHNICAL AFFORDANCES TO EDUCATIONAL AFFORDANCES},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Editorial},
	chapter = {116-120},
	abstract = {The integration of these tools in education and in authentic and effective learning/teaching environments has become an issue of great concern among educators, researchers and other related audiences. All emphasize the need to design and develop technology-enhanced curricula and teaching/learning environments (formal, non-formal and informal) that are developmentally appropriate for young and/or older learners. The vision is to integrate the tools and their associated technical affordance in teaching/learning environments in such a way, so that all learners, irrespective of their cognitive differences and abilities, could increase their learning gains, and develop the abilities and skills that are needed for citizens of the 21st century.},
	keywords = {learning/teaching environments, Technological Pedagogical Content Knowledge, technological tools},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.116},
	url = {http://oaji.net/articles/2017/457-1524597237.pdf},
	author = {Nicos Valanides}
}
@article {1168,
	title = {TRAINING APPROACHES FOR IMPROVING SCHOOL MANAGERS{\textquoteright} CONFLICT RESOLUTION SKILLS: A CASE STUDY},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {720-738},
	abstract = {This research took a case study approach to researching the common conflicts faced by school managers, their sources, impacts and the approaches used to manage them. The research involved 18 in-service Malaysian school managers who undertook a 16-hour professional development workshop where they engaged with different conflict management tools. Data on participants{\textquoteright} workplace experience in resolving conflicts were captured through written diaries collected before and two months after the workshop, and face-to-face semi-structured interviews during the following months. Intragroup conflicts due to goal incompatibility were the most common conflicts faced. Negative impacts of conflicts on school communities far outweighed the benefits. Participants reported that the most effective approaches to resolving workplace conflicts were sincere efforts in problem-solving coupled with (1) culturally relevant negotiations and coaching (e.g. using a GROW coaching model); (2) stakeholder and conflict analysis, to consider and respond to everyone{\textquoteright}s needs and feelings; and (3) reflecting on personal conflict management styles and adopting a positive attitude to personal and professional development. Certain elements in customary approaches such as respectful discussion and consultation were found relevant in resolving several of the participants{\textquoteright} workplace conflicts. It is suggested that practical training courses on conflict management that build on people{\textquoteright}s strengths should be included in the curricula of further and higher education institutions and teacher training institutes.},
	keywords = {conflict management, conflict resolution, customary approaches, GROW coaching model, professional development workshop, school managers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.720},
	url = {http://oaji.net/articles/2017/457-1540320471.pdf},
	author = {Nyet   Moi Siew and Scott Jones}
}
@article {1146,
	title = {THE TRUE PRIVATE COST OF A {\textquotedblleft}FREE{\textquotedblright} UNIVERSITY EDUCATION: A COMPARATIVE STUDY},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {437-450},
	abstract = {The ostensibly free university education in Greece actually has several private costs. A comparative research design was used to compare Greek families{\textquoteright} private expenditures for university education in 2014-2015 to families{\textquoteright} costs for the same education in the year 2000 to determine whether there have been any changes during ensuring years. Data were gathered from a 2014-2015 survey of a random sample of over 2.300 Greek first-year university students and compared to results from a similar survey of over 3.000 first-year university students conducted in the year 2000. Income elasticity of demand was the theoretical framework used to examine and compare results. As with the older survey data, it is shown that despite the {\textquotedblleft}free education{\textquotedblright} supposedly available in Greece, families actually still spend more than the state in preparing students for and supporting them at a university. It is also demonstrated that lower-income families spend a higher share of income on a university education for their children, a discrepancy that has grown over the past 13 years. Finally, it is shown that private expenditures for a university education appear to remain a necessity in Greece, with income elasticity calculated at between 0.2 and 0.3. Results suggest the need to reallocate the Greek university budget to help relieve the financial burden on families of lower-income students. Results also suggest the importance of reducing the Greek emphasis on expensive preparation of secondary students for national university entrance examinations. },
	keywords = {Greece, higher education, private tutoring, university finance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.437},
	url = {http://oaji.net/articles/2017/457-1533495427.pdf},
	author = {Marilou Ioakimidis and George Papakonstantinou}
}
@article {1129,
	title = {USING STUDENTS{\textquoteright} VOICE TOWARDS QUALITY IMPROVEMENT OF ANGOLAN SECONDARY PHYSIC CLASSES},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {289-298},
	abstract = {Educational research points to similar learning experiences across different countries, in particular that physical science tends to be an unpopular discipline among students from secondary school. The use of students{\textquoteright} voice to adapt curriculum and implement innovative teaching practice has been gaining relevance towards the effort of potentiating positive and meaningful learning experiences. The present research discusses the voice of 1139 Angolan students from one public school attending the first cycle of secondary education (7th to 9th grade) considering their physics classes. Students{\textquoteright} voice was accessed through the application of a questionnaire which included open and closed questions, some in the format of statements requiring students to indicate their individual opinion. Descriptive statistics to ten specific aspects of their physics classes points to a global scenario of transmissive teaching and a lack of laboratorial and technological resources. Moreover, laboratorial work, suggested in national curriculum to cover topics in Physics, and students{\textquoteright} involvement in assessment seems to decrease from 7th to 9th grade. Identified patterns revealed to be statistically significant.  Based on these results three specific recommendations for educational stakeholders are presented. The consideration of students{\textquoteright} voice in curriculum and school management is particularly innovative, not only but also for Angolan contexts and particularly relevant considering that the Angolan curriculum reform is presently under evaluation. Finally, educational researchers around the world may find relevant insights for their own educational challenges taking into account the milestones associated to the fourth goal of the Sustainable Development Goals, which is focused in assuring a quality education for all.  },
	keywords = {Angola, physics classes, quality education, secondary education, students{\textquoteright} voice},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.289},
	url = {http://oaji.net/articles/2017/457-1529089411.pdf},
	author = {Maria da Gra{\c c}a Breganha and Betina da Silva Lopes and Nilza Costa}
}
@article {1134,
	title = {YOUTH POLICY MONITORING AS A TOOL FOR DEVELOPING SOCIAL SUSTAINABILITY IN LOCAL MUNICIPALITY},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {350-363},
	abstract = {The social capital of youth as a social segment is a major resource to contribute to any country{\textquoteright}s social sustainability. Social sustainability requires active youth participation in solving the issues that are important for local communities and education as a main source for youth knowledge, skills and opinions. Youth policy is a tool, which enables the state and municipalities to work with youth and stimulate their interest to participate. Ongoing research activities concerning youth policy significance for developing social sustainability usually are prepared at a more global scale, although, there is also a need at local municipality level. Scientific experience indicates that youth policy monitoring contributes to wider understanding of youth needs, as well as possible participation forms in solving the topical issues for local society. Additionally, youth policy monitoring that is based on youth knowledge and opinions brightly demonstrates the results of the previous and areas for the future educational work with youth. In Latvia, to date, youth research has been fragmentary and still has not gained the position of an independent discipline. Additionally, there is no sufficient experience in youth policy monitoring at municipal level. The aim of the article is to analyse youth policy at municipal level and provide feedback for municipality and non-formal education that is more flexible and allows to realize youth policy and may support needs of each municipality. A case study in one Latvian municipality is presented as an example, which includes a youth policy monitoring, a survey conducted among 401 respondents using eight major youth policy fields as stipulated in the European Union{\textquoteright}s Strategy for Youth. Results from the obtained data, recommendations are proposed for a more effective implementation of youth policy, understanding fields for more active educational work for promoting social sustainability in a local community. The results and discussed approach for youth policy monitoring can be applied practically at the level of local municipality for planning educational work with youth.},
	keywords = {education, local municipality, social sustainability, youth policy monitoring, {\textquotedblleft}youth policy implementation index{\textquotedblright}},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.350},
	url = {http://oaji.net/articles/2017/457-1529089740.pdf},
	author = {M{\={a}}rite Kravale-Paulina and Eridiana Olehnovi{\v c}a and Inta Ostrovska and Alina Ivanova and Viktorija {\v S}ipilova}
}
@article {1074,
	title = {ACHIEVEMENT MOTIVATION TOWARD LEARNING ENGLISH LANGUAGE IN MODERN EDUCATIONAL CONTEXT OF GEORGIA},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {366-374},
	abstract = {The aim of the research is to identify an achievement goal as a motivational factor of learning the English language among Georgian students. In the current research, a four-factor structure of achievement goal orientation (master-approach, master-avoidance, performance-approach, performance-avoidance) and attitude toward the language acquisition were researched.  The data obtained were evaluated using the Achievement Goal Questionnaire (AGQ) (2008) and Attitude/Motivation Test Battery (AMTB). The main finding of this research is that in different forms of language learning are different leading achievement goals. The results showed that different speciality learners were determined to achieve different motivational goals. Different forms of language learning cause differences between strong and weak learners and raise different goal orientations. Students, who have high scores and are successful, have strong ability of the Master Goals. Language learners, who do not have high grades and are not successful, have a high level of Performance goals. The 2x2 achievement goal framework (master-approach, master-avoidance, performance-approach, performance-avoidance) were closely connected with a positive attitude. Positive attitude defines language learning effectively and stimulates students to perform their goal perfectly.},
	keywords = {achievement goal orientation, achievement motivation, master approach, master avoidance, performance approach, performance avoidance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.366},
	url = {http://oaji.net/articles/2017/457-1503750847.pdf},
	author = {Nino Rachvelishvili}
}
@article {1095,
	title = {ADULT EDUCATION IN MOZAMBIQUE: BETWEEN EXPECTATIONS AND POSSIBILITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {581-590},
	abstract = {Adult education has been and continues being an important area of education. In developing contexts, it is considered the way for social inclusion and poverty reduction and it is expected to provide knowledge, skills and values to youth and adults who did not get opportunity to education in their early age. Adult education also serves as a way to improve people{\textquoteright}s competences throughout their life span. However, the concept of adult education in Mozambique has been used as literacy, referring only to the development of reading, writing and calculation skills. Using content analysis of documents, this research attempts to gain insight of adult education in the context of Mozambique. The findings reveal that adult education in the perspective of change and development as it is in Mozambique is linked to the objectives of poverty reduction and social inclusion. In this sense quality and relevance in adult education, as in other type of education, is needed to be able to develop functional knowledge and skills to youth and adults and allow them continuing learning in their life. Literacy and adult education have been considered an important field for social and economic development in the country, but contextual factors contribute to a narrow perspective of adult education, focusing mainly on literacy and numeracy as its final goal.},
	keywords = {adult education, poverty reduction, social inclusion},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.581},
	url = {http://oaji.net/articles/2017/457-1513710609.pdf},
	author = {Alzira A. M. Manuel and Domingos Buque and Ros{\'a}rio Quive}
}
@article {1040,
	title = {ARE ICT BEING USED CORRECTLY? SMALL REFLECTION ABOUT CORRECT USING OF ICT IN EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-5},
	abstract = {Dear readers, I would like to thank for the space for writing a short reflection about one of the problems, which is occurring in education. Information and communication technologies (ICT) are considered a tool, which could help understanding of the curriculum by the pupils and also the attitude toward any school subject will be better, when ICT are used. The probability, that it is true is very high, but it depends on many facts, which are very often neglected. There are still existing teachers, who think, that using of computer and the preparation of power point presentation is sufficient. It can be appropriate at the beginning of ICT application in the schools. Nowadays the situation is different. In the digital world, many software, applications and other things connected with ICT are existing. And this fact can cause the problems on the side of pupils and also on the side of teachers. The persons, who are interested in the learning and teaching process (not teachers) want to use ICT from teachers, but the reason is only administrative {\textquotedblleft}the using of ICT in the classes{\textquotedblright}. But this situation can be damaging and not effective for the teaching process.},
	keywords = {educational applications, ICT application, learning environments},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.04},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1232389},
	author = {Milan Kubiatko}
}
@article {1090,
	title = {ASSESSMENTS FOR LEARNING IN GRADES 1-9 IN A SPECIAL SCHOOL FOR STUDENTS WITH INTELLECTUAL DISABILITY IN SWEDEN},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {508-524},
	abstract = {The aim of this research is to analyze teachers{\textquoteright} and paraprofessionals{\textquoteright} work and reflections on assessments for learning in a Swedish compulsory special school. Research has shown that assessment for learning is a powerful tool to improve student achievement. The theoretical perspectives discuss concepts such as situated learning and collaboration. The research adopted a participatory design; the researchers followed four teams, totally 20 teachers and paraprofessionals{\textquoteright} work through video observation, discussions, feedback and lectures on assessment. The teams documented classroom teaching and assessment of students{\textquoteright} abilities in different subject. The data in this study are based on teams{\textquoteright} written texts. The texts are analyzed using a qualitative content analysis and contribute to research on formative assessment by including teachers as well as paraprofessionals. Results show, that professions have developed their educational philosophy and their ability to give children feedback, which will help their learning. The results also highlight the discussion between learning and caring, regarding the duties of teachers and paraprofessionals. A challenge for the teams is to unite the children{\textquoteright}s care needs with the curriculum knowledge requirements and ensure them to learn within a holistic perspective.  Teaching and assessing students with extensive learning difficulties and in need of alternative communication is another challenge for the teams as well as awareness that change processes take time.},
	keywords = {assessment for learning, intellectual disability, paraprofessional, special school, teacher},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.508},
	url = {http://oaji.net/articles/2017/457-1513710227.pdf},
	author = {Lotta Anderson and Daniel {\"O}stlund}
}
@article {1043,
	title = {THE ATTITUDE OF TEACHERS TOWARDS PROSOCIAL BEHAVIOUR AND ACADEMIC ACHIEVEMENT IN SERBIA},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {34-53},
	abstract = {Analyzing the significance and the role of school and teachers in the encouragement of prosocial behaviour of the learners in secondary schools, the following problem appeared: the connection between the teachers{\textquoteright} encouragement of prosocial behaviour and the academic achievement in the secondary schools in Serbia through the following segments: procedures and activities used by teachers, and the interrelatedness of prosocial behaviour and academic achievement. A review of theoretical findings and a study conducted on the sample of 695 respondents are presented. The method of theoretical analysis and synthesis, the causal non-experimental method and the descriptive method are applied. The applied techniques include content analysis, scaling and evaluation. The results showed that teachers{\textquoteright} activities partly promoted prosocial behaviour. The results of the research pointed to certain pedagogical implications: the reform of the educational system in Serbia; a change of educational objectives and tasks; establishing a continuity between all levels of the educational system and raising cooperation with parents; educational professional services to teachers in the area of raising their interest in acquiring and applying strategies and skills directed at educating prosocially oriented personalities and improving the quality of their work.},
	keywords = {academic achievement, comparative analysis, encouragement of prosocial behaviour, interrelatedness of predictors, school indicators},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.34},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1232392},
	author = {Bisera S. Jevti{\'c}}
}
@article {1094,
	title = {CAREER IN THE LIGHT OF EDUCATIONAL ATTAINMENT AND CAREER MANAGEMENT SKILLS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {568-580},
	abstract = {The career usually refers to individuals{\textquoteright} working life, education and training and to life in general. The studies and reports evaluating the relations between these components mainly justify the power of educational attainment level in gaining employment or higher socio-economic status. In contrast to Bourdieu{\textquoteright}s concept of cultural capital providing the theoretical background of these reports and studies, the concept of career management paradigm shift, elaborated by Jarvis, justifies the power of career management skills over the educational attainment level in gaining employment or higher socio-economic status.
Such approach towards the evaluation of someone{\textquoteright}s career entirely overlooks the individuals{\textquoteright} notion of what would be relevant for their working life, education and training or life in general. Secondly, neither the concept of career relevance from the individuals{\textquoteright} point of view nor the career management skills were included when the relation between different career components was evaluated. The survey addressing these two problems was based on quantitative empirical methodology, conducted in 2016 in Slovenia. The non-random sample of 150 men and 468 women, born between 1940 and 1998, was collected through an online questionnaire.
Four different variables were set: career relevance, career management skills, social, cultural and economic capital. The indicators of career relevance were built upon various definitions of career. Career management skills were conceptualised according to Law{\textquoteright}s and Krumboltz{\textquoteright}s theoretical discourse of social learning and career learning. Their forms of capital were conceptualised according to the Bourdieu{\textquoteright}s conception of social, cultural and economic capital which is in direct relation to the OECD concept of socio-economic status.
Bivariate analysis proved a statistically significant correlation between career relevance from individuals{\textquoteright} perspective and career management skills, educational attainment level, social, cultural and economic capital. However, the multivariate linear regression model confirms that only career management skills and economic capital, as independent variables, influence the dependent variable career relevance from individual{\textquoteright}s perspective. One-way ANOVA proved that employed and unemployed differ statistically significant in the level of career management skills, career relevance, social and economic capital. In this respect, the results imply more systemic approach to career management skills learning in formal education.
},
	keywords = {career guidance, career management skills, career relevance, policy making, socio{\textendash}economic status},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.568 },
	url = {http://oaji.net/articles/2017/457-1513710549.pdf},
	author = {Miha Lov{\v s}in}
}
@article {1046,
	title = {COLLABORATIVE LEARNING: USE OF THE JIGSAW TECHNIQUE IN MAPPING CONCEPTS OF PHYSICS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {92-101},
	abstract = {The aim of the present research was to compare two methodological tools with two groups of pre-university secondary education students (17-18 years old). The experimental group worked constructing concept maps using the jigsaw technique (experimental teaching approach, ETA) on the topic of radioactivity in five sessions of their physics course. The control group worked on the same subject in a traditional teaching method (lecture-based teaching approach, LTA). The research design was quasi-experimental, with 28 students of a school in Extremadura (Spain). The results of a pre-test and a post-test were compared for the two groups. The working hypotheses were: (a) students who work collaboratively in constructing concept maps using the jigsaw technique perform better in learning the topic of radioactivity; and (b) this method fosters a positive attitude of the students towards how the topic is taught. With respect to Hypothesis (a), the results appeared to show an improvement in learning in the experimental group, although without reaching statistical significance. Neither were there any statistically significant differences between the post-test results of the two groups. With respect to Hypothesis (b), most of the experimental group students found the method to be very encouraging; despite the insecurity they felt with something new that they were not used to. The experimental group{\textquoteright}s pre-test and post-test results were strongly correlated (r=0.707), so that the ETA can be regarded as fairly effective since the students learnt more meaningfully and with less effort.},
	keywords = {collaborative learning, concept map, jigsaw technique, physics education, teaching radioactivity},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.92},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1232395},
	author = {Luis Manuel Tobaja M{\'a}rquez and Julia Gil Llin{\'a}s and Francisco Solano Mac{\'\i}as}
}
@article {1081,
	title = {COLLECTIVE ACTION AND COLLECTIVE SCHEME IN THE MOBILIZATION OF LEARNING CHEMISTRY ACCORDING TO VERGNAUD{\textquoteright}S THEORY OF CONCEPTUAL FIELDS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {419-433},
	abstract = {This research{\textquoteright}s aim was to analyze the mobilization in learning chemistry promoted by the collective action of three entrant students in higher education courses, in a college located in Santo Andr{\'e}. For such, cognitive indicators mobilized by them while living individual and group situations on water{\textquoteright}s boiling point, using Screencast video lessons as a motivational strategy, were analyzed. The fulfilment of these situations{\textquoteright} corresponding tasks was filmed, and the recordings were transcribed and analyzed with the help from the Transana software. The indicators used for the Discursive Textual Analysis were created by associating Vicente Talanquer{\textquoteright}s Chemistry Knowledge Space to G{\'e}rard Vergnaud{\textquoteright}s Theory of Conceptual Fields.  The results displayed higher quantity and better quality to the indicators in situations with collective character, to the detriment to the ones with individual character.  Thus, one might conclude that, under this research{\textquoteright}s conditions, collective action, generated by a collective scheme, was capable of mobilizing the learning of chemistry.  },
	keywords = {collective action, collective scheme, space of knowledge of chemistry, Theory of Conceptual Fields},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.419},
	url = {http://oaji.net/articles/2017/457-1509895362.pdf},
	author = {Lucia Machado de Andrade and K{\'a}thia Maria Hon{\'o}rio and Marco Antonio Bueno Filho}
}
@article {1054,
	title = {COMPETENCE CONDITIONS ENABLING EDUCATION IN PRE-SCHOOL EDUCATION ESTABLISHMENTS: PARENTS{\textquoteright} EVALUATION},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {157-169},
	abstract = {Competence, psychological and material-organisational conditions determine favourable educational environment for parent education in pre-school education establishments. The aim of this research is - to identify competence conditions determining favourable educational environment for parent education in pre-school education establishment. Competence conditions, determining favourable educational environment for parent education in pre-school education establishments, which are formed of pedagogues and parents{\textquoteright} collaboration and parents{\textquoteright} communication between themselves, have been examined in the research. One of the determining factors, forming favourable educational environment for parent education is- pre-school educational establishment pedagogues, therefore both professional and personal pedagogues{\textquoteright} abilities were analysed to apply the most suitable communication and collaboration forms with parents in a concrete situation, to give parents pedagogical-psychological support. Standardised interview was applied for the research (for gathering empiric research data) and content analysis (empiric data analysis). Parents of the children attending pre-school education establishments participated in the research. The obtained results allowed making concrete conclusions about competence conditions determining favourable environment for parent education and to identify, according to parents, the most necessary for parents{\textquoteright} education improvement educational environment area, {\textendash} pedagogues and parents{\textquoteright} communication and collaboration. },
	keywords = {communication and collaboration, competence conditions, educational environment, parent education, parent involvement, pre-school education establishment},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.157},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1237090},
	author = {Skaiste Koviene}
}
@article {1070,
	title = {COMPULSORY EDUCATION IN BRAZIL: PRIVATIZATION TRENDS AND LIMITS THE RIGHT TO EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {324-334},
	abstract = {This research aims to present a result on three educational policies in force in Brazil that link public education at the stage of compulsory schooling to the interests of corporations or sectors linked to them. The first is called Integral Secondary Education and was implemented in one of the poorest regions of the country, the state of Pernambuco; The second identified as Education - Commitment Program S{\~a}o Paulo is being developed in the richest region of Brazil, the state of S{\~a}o Paulo, where the third policy was also disseminated with the adoption of so - called Private Education Systems in public schools. The research, of a qualitative nature, derives from research in primary documentary sources and semi-structured interviews with educational managers. The results confirm the trends identified in the literature, according to which education, when it is a field for business expansion through the performance of private companies directly in the management of public education, accentuates inequalities of access to schooling processes. In the analyzed cases, these inequalities are observed in the unequal access to the time of permanence in the school; In the unequal working conditions of teachers and in the allocation of public funds to profitable companies, to the detriment of investment in public education.},
	keywords = {privatization of education, public primary education, right to education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.324},
	url = {http://oaji.net/articles/2017/457-1503906007.pdf},
	author = {Theresa Adri{\~a}o and Teise Garcia and Juliana Azevedo}
}
@article {1068,
	title = {Contents},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {321},
	abstract = {Contents, issue 4},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1503750080.pdf},
	author = {Editorial Board}
}
@article {1088,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {501-502},
	abstract = {Contents},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1513710020.pdf},
	author = {Editorial Board}
}
@article {1059,
	title = {Contents},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	chapter = {211},
	abstract = {Contents},
	keywords = {contents},
	isbn = {E-ISSN 2538-7111},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1498500835.pdf},
	author = {Editorial Board}
}
@article {1079,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {415},
	abstract = {Contents},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1509895925.pdf},
	author = {Editorial Board}
}
@article {1067,
	title = {Cover page},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {319},
	abstract = {Cover page },
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1503750021.pdf},
	author = {Editorial Board}
}
@article {1087,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {499-500},
	abstract = {Cover page and Editorial Board},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1513709968.pdf},
	author = {Editorial Board}
}
@article {1058,
	title = {Cover page},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	chapter = {209},
	abstract = {Cover page},
	keywords = {cover page},
	isbn = {E-ISSN 2538-7111},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1498500704.pdf},
	author = {Editorial Board}
}
@article {1078,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {413},
	abstract = {Cover page},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1509895896.pdf},
	author = {Editorial Board}
}
@article {1049,
	title = {Cover Page},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {117},
	abstract = {Cover Page},
	keywords = {cover page, editorial board},
	issn = {1822-7864},
	author = {Editorial Board}
}
@article {1071,
	title = {DEVELOPING PSYCHOPEDAGOGICAL AND METHODICAL COMPETENCES IN SPECIAL / INCLUSIVE EDUCATION TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {335-344},
	abstract = {In a general sense, competence represents a higher finality which ensures the transfer of acquired theoretical knowledge to effective teaching practices. In the teaching profession, there are three types of competences: professional (they show the teacher{\textquoteright}s theoretical knowledge), psycho-pedagogical (they concern the teacher{\textquoteright}s ability to know their students and to establish interhuman relationships with them) and methodical (concerns the teacher{\textquoteright}s ability to teach effectively the elements of the didactic content). Due to the particularities of special / inclusive education, teachers involved in this form of education should possess mainly psycho-pedagogical and methodical competences so that they can meet successfully the educational needs of students with disabilities. The aim of the research was to identify the psycho-pedagogical and methodical competences of special / inclusive education teachers, as well as ways to improve them using continued professional training activities. The sample consisted of 225 teachers, who work in various forms of special education in Bihor County, Romania. The instrument consisted of a questionnaire with 21 items. The research was conducted in April 2017. The results of the research showed that special education teachers are more empathetic and use a more diversified range of didactic strategies, while inclusive education teachers are concerned with continued professional training in the field of special education.},
	keywords = {didactic competences, people with disabilities, special / inclusive education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.335},
	url = {http://oaji.net/articles/2017/457-1503750561.pdf},
	author = {Valentin Cosmin  Bl{\^a}ndul and Adela Bradea}
}
@article {1052,
	title = {THE EFFECT OF LEARNING MODELS ON BIOLOGY CRITICAL THINKING SKILLS OF MULTIETHNIC STUDENTS AT SENIOR HIGH SCHOOLS IN INDONESIA},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {136-143},
	abstract = {Teachers play an important role in the world of education, including in the process of planning the learning activities. A meaningful learning will be able to provide a good effect on students{\textquoteright} thinking ability. One of the students{\textquoteright} thinking skills that can be empowered is the critical thinking. Critical thinking skills can help a person to face the challenges of a globalized world. This research aimed at revealing the effect of PBL learning model on the critical thinking skills of multiethnic students. The design of this research was quasi experimental in non-equivalent pretest-posttest control group design. This research was conducted on multiethnic students of class XI Science in July-December 2016, in Samarinda, Indonesia. The results of the data analysis showed that learning model had an effect on students{\textquoteright} critical thinking skills. PBL model had a mean score of students{\textquoteright} critical thinking skill 73.81\% higher than that of the conventional learning. Ethnics had an effect on students{\textquoteright} critical thinking skills. The mean score of students{\textquoteright} critical thinking skills of Javanese was 11.94\% higher than that of the Kutai ethnic, and 13.17\% higher than that of the Banjar ethnic. },
	keywords = {critical thinking skills, learning model, multiethnic students, problem based learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.136},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1237084},
	author = {Didimus Tanah Boleng and Sonya V.T Lumowa and Evie Palenewen and Aloysius Duran Corebima}
}
@article {1085,
	title = {THE EFFECTS OF USING EDMODO IN BIOLOGY EDUCATION ON STUDENTS{\textquoteright} ATTITUDES TOWARDS BIOLOGY AND ICT},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {483-495},
	abstract = {ICT has gained a vital role within education, helping to facilitate the teaching-learning process. This paper examines the efficacy of the Edmodo interface within biology education in high schools. Two 10th grade classes were studied for a one semester period. Both classes followed the same curriculum, however Edmodo usage was compulsory for the experimental class. Anonymous pre-and post-test questionnaires were filled out by the students and statistically analyzed. The research included 58 students; 34 females and 24 males. Over the course of the semester, the experimental group developed increased feelings of importance towards Biology, whereas no change was observed in the control group. At the end of the semester, the experimental group scores leant favorable towards the positive impact of Edmodo use in the classroom, in comparison to the control group. These results show a positive impact of using Edmodo in the classroom, as a facilitative tool, to improve student comprehension in the participating Hungarian students.},
	keywords = {biology learning, biology teaching, Edmodo, ICT in biology teaching, ICT in education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.483},
	url = {http://oaji.net/articles/2017/457-1509895649.pdf},
	author = {Veronika V{\'e}gh and Zsolt B. Nagy and Csilla Zsigmond and G{\'a}bor Elbert}
}
@article {1086,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {498},
	abstract = {End page},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1509895852.pdf},
	author = {Editorial Board}
}
@article {1077,
	title = {End page},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {412},
	abstract = {End page},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1503751016.pdf},
	author = {Editorial Board}
}
@article {1053,
	title = {ENTREPRENEURSHIP EDUCATION PROGRAMME AND ITS INFLUENCE IN DEVELOPING ENTREPRENEURSHIP KEY COMPETENCIES AMONG UNDERGRADUATE STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {144-156},
	abstract = {The intent of this research is to assess the implementation state of entrepreneurship programme and its influence in developing entrepreneurship key competencies among undergraduate students. The survey design was employed for the research. A total population of 8,101 undergraduate students from University of Benin was used. A sample of 382 undergraduate students was used for the research. A structured questionnaire, validated by two experts was used for the data collection. The Cronbach alpha statistical method was employed to determine the reliability of the instrument, which yielded the coefficient alpha value of 0.87. Twenty items questionnaire was administered to the respondents with the help of two trained research assistants. The data were analyzed using the mean, standard deviation, and t-test statistics. The research revealed that entrepreneurship programme is not properly implemented particularly at the university level. It also revealed that students are not well-equipped with entrepreneurship key competencies such as creative and innovative skills that would have helped them in starting and running their own business. It also revealed that there was no significant difference between the mean responses of Science and Arts/Humanity-based students regarding the implementation state of entrepreneurship programme. It further revealed that there was no significant difference between the mean responses of Science and Arts/Humanity-based students regarding the extent to which entrepreneurship programme has equipped students with creative and innovative skills. Consequently, the authors drew a useful conclusion for the subject matter. Providing sufficient amount of financial resources, involving employers of labour, sourcing for qualified teaching and non-teaching personnel, procuring the state-of-the-art infrastructural facilities, as well as utilizing appropriate instructional methods, that would help in equipping students with creative and innovative skills for starting and operating their own businesses were further recommended.  },
	keywords = {creative skills, entrepreneurship education, innovative skills, operating business, starting business, unemployment situation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.144},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1237087},
	author = {James Edomwonyi Edokpolor and Kayode Somorin}
}
@article {1064,
	title = {EXAMINING THE STUDENTS{\textquoteright} UNDERSTANDING LEVEL TOWARDS THE CONCEPTS OF SPECIAL THEORY OF RELATIVITY},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {263-269},
	abstract = {Special theory of relativity is one of the difficult subjects of physics to be understood by the students. The current research designed as a qualitative research aim to determine the pre-service physics teachers{\textquoteright} understanding level and the alternative conceptions about three core concepts of special theory of relativity, such as time dilatation, length contraction and reference frames. The data were collected through semi structured interviews and were analyzed by using content analysis. At the end of the analysis process the understanding level of the students was determined to be {\textquotedblleft}complete understanding{\textquotedblright}, {\textquotedblleft}incomplete understanding{\textquotedblright} and {\textquotedblleft}misunderstanding{\textquotedblright}. In order to achieve this, the students{\textquoteright} conceptual frameworks based on the operational definitions made by the students were determined firstly. The findings obtained in this research indicate that high school teachers as well as university instructors should take special care with some points in the teaching of the subjects related with special theory of relativity. This research might be useful to other studies to be done in the future, especially for investigating the students{\textquoteright} mental models related to special theory of relativity.  },
	keywords = {Length contraction, reference frames, special relativity, time dilatation, understanding level},
	isbn = {E-ISSN 2538-7111},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.263},
	url = {http://oaji.net/articles/2017/457-1498501129.pdf},
	author = {{\"O}zg{\"u}r {\"O}zcan}
}
@article {1096,
	title = {EXPLORING OF MULTI MATHEMATICAL REPRESENTATION CAPABILITY IN PROBLEM SOLVING ON SENIOR HIGH SCHOOL STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {591-598},
	abstract = {The students{\textquoteright} multi-mathematical representation capability in problem solving is very important and interesting to discuss, specifically for problems in the two-variable linear equation system. Data was collected from 48 students using written tests and in-depth interviews with selected participants. The research findings showed that few students are using three representations namely symbolic - verbal - table representation, and symbolic representation, however most of the students are using three representations namely symbolic - verbal - images representation, and two representations namely symbolic {\textendash} verbal representations, and the rest used symbolic representation. In the use of verbal representation, some students had difficulty composing words and all students encountered difficulties in the translational process from symbolic representation and verbal representation to other types of representation. The ability to understand concepts and relationships between mathematical concepts was found to be a necessary condition for the achievement of multi-mathematical representation capability. It is therefore recommended that teachers use a variety of different types of representation, such as verbal, tables and images, to enhance students{\textquoteright} understanding of the material. },
	keywords = {multiple representations, problem solving, two-variable linear equation system},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.591},
	url = {http://oaji.net/articles/2017/457-1513710677.pdf},
	author = {Nizaruddin and Muhtarom and Yanuar Hery Murtianto}
}
@article {1044,
	title = {FORMATIVE ASSESSMENT ON AN INDIVIDUAL AND AN INSTITUTIONAL LEVEL ON THE WAY TO QUALITY CULTURE IN HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {54-71},
	abstract = {Several issues are always on the agenda in higher education, most notably quality assessment methods and whether this methodology has a direct influence on teaching, and the improvement of teaching quality by including effectiveness, efficiency, reliability, responsiveness as well as empathy. On the one hand it is a logical and a justified movement towards the standardisation of quality assessment procedures, but on the other hand, integration of an individualised approach, which would allow assessing one{\textquoteright}s performance in essence and providing solutions for different higher education practice specifics, which we can see both in higher education institutions internationally as well as locally.
The purpose of quality assessment is to define must-do and must-have things, so that higher education institutions would integrate emerging tendencies.
Transforming assessment is crucial for the performance of the entire institution, both in planning and in managing the everyday work of the institution, as well as by applying assessment methods to the academic staff and students individually. By acknowledging the results, additional decisions should be made, e.g., what strategies and methods should be used to promote teacher motivation, what should be done to achieve better study results, what do better performing students need, and how to approach those students who are performing poorly. This research aims to explore the formative assessment experience at the Riga Stradin{\v s} University (hereinafter RSU), which is crucial to nurture quality culture in higher education. The formative approach in quality allows you to build and strengthen the understanding of quality within the organisation showing that quality assessment is quality forming and altogether it is a continuous process.
},
	keywords = {formative assessment, higher education, quality assessment, quality assurance, quality culture},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.54},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1232393},
	author = {Tatjana   Koke and Nora Jansone-Ratinika and Rudite Koka}
}
@article {1075,
	title = {FOSTERING STUDENTS{\textquoteright} SCIENTIFIC IMAGINATION IN STEM THROUGH AN ENGINEERING DESIGN PROCESS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {375-393},
	abstract = {This research was conducted to evaluate the scientific imagination of Grade 10 students from one Malaysian rural secondary school that adopted the integration of the imagination process in an Engineering Design Process (EDPI) through an outreach program in STEM. Three stages of scientific imagination process were evaluated: initiation, dynamic adjustment, and virtual implementation. A total of 50 students aged 16 participated in a 10-hour program, which engaged them in designing and building two different prototypes. Data on students{\textquoteright} scientific imagination were captured through a pre-test and post-test, and teachers{\textquoteright} field notes based on focus group interviews and observations. The results of paired sample t-tests showed significant differences in all three stages of scientific imagination process, except in the brainstorming of the initiation stage. The findings reveal that students required both personal experience and social or environment interactions in order to progress from the initiation stage to the virtual implementation stage. The findings also suggested that the EDPI approach is able to create a supportive environment for fostering scientific imagination among rural secondary school students.},
	keywords = {engineering design process, scientific imagination, STEM},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.375},
	url = {http://oaji.net/articles/2017/457-1503750916.pdf},
	author = {Nyet   Moi Siew}
}
@article {1098,
	title = {IMPLEMENTING THE COMPUTER-BASED NATIONAL EXAMINATION  IN INDONESIAN SCHOOLS: THE CHALLENGES AND STRATEGIES},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {612-633},
	abstract = {In line with technological development, the computer-based national examination (CBNE) has become an urgent matter as its implementation faces various challenges, especially in developing countries. Strategies in implementing CBNE are thus needed to face the challenges. The aim of this research was to analyse the challenges and strategies of Indonesian schools in implementing CBNE. This research was qualitative phenomenological in nature. The data were collected through a questionnaire and a focus group discussion. The research participants were teachers who were test supervisors and technicians at junior high schools and senior high schools (i.e. Level 1 and 2) and vocational high schools implementing CBNE in Yogyakarta, Indonesia. The data were analysed using the Bogdan and Biklen model. The results indicate that (1) in implementing CBNE, the schools should initially make efforts to provide the electronic equipment supporting it; (2) the implementation of CBNE is challenged by problems concerning the Internet and the electricity supply; (3) the test supervisors have to learn their duties by themselves and (4) the students are not yet familiar with the beneficial use of information technology. To deal with such challenges, the schools employed strategies by making efforts to provide the standard electronic equipment through collaboration with the students{\textquoteright} parents and improving the curriculum content by adding information technology as a school subject. },
	keywords = {challenges in implementing CBNE, computer-based national examination, strategies for implementing CBNE},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.612},
	url = {http://oaji.net/articles/2017/457-1513710818.pdf},
	author = {Heri Retnawati and Samsul Hadi and Ariadie C. Nugraha and Janu Arlinwibowo and Eny Sulistyaningsih and Hasan Djidu and Ezi Apino and Heni D. Iryanti}
}
@article {1041,
	title = {INFLUENCE OF LEARNING STRATEGIES ON LEARNING STYLES:  THEIR IMPACT ON ACADEMIC ACHIEVEMENT OF COLLEGE STUDENTS FROM BUENOS AIRES},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {6-18},
	abstract = {Frequently, college students have issues to learn academic contents included in the subjects of their courses. Such low quality learning is reflected in failures and academic dropout, therefore being matters of concern for teachers and governments.
Learning processes in college depend, in part, on the coincidence between teaching methods and students{\textquoteright} learning styles. They are defined as the preference of students when they have to deal with information, particularly the way to perceive it and process it. Learning styles can be trained by the repeated use of specific learning strategies. In such cases, when learning styles coincide with the learning context in order to facilitate the acquisition of new knowledge and its integration with previous information, academic success can be achieved more naturally. To get this match it is required from teachers to adapt their styles and strategies to their students{\textquoteright} learning preferences. Other alternative rests on the design of actions to train students in the use of the appropriate learning styles able to enhance learning. Focused on the second option, the present study aims at: 1) the description of the influence of different learning strategies on each learning style, and 2) the analysis of the way each style explains students{\textquoteright} academic achievement. A transversal, non-experimental, explicative design was employed. 763 college students from Buenos Aires with ages ranging from 17 to 36 years were included in the sample. Locally adapted versions of the Honey-Alonso Questionnaire of Learning Styles -CHAEA as its Spanish acronym-, and Learning and Study Strategies Inventory {\textendash}LASSI- were used for data gathering. Results showed that the Accommodating style is explained positively and significantly by the Collaborative Learning, Resources for Learning and Information 2.0 Management Competence strategies. Besides, it is observed that the strategies Collaborative Learning, Resources for Learning and Motivation explain to the Assimilating style in a significant and positive way. The Pragmatist and Converging styles are explained significantly but negatively by the Motivation and Information 2.0 Management Competence strategies respectively. Finally, Converging style explained Academic Achievement in a significant and negative way. These findings led to the possibility to plan specific actions to train students{\textquoteright} learning styles. Furthermore, this information could be useful for different actors in higher education, such as -institutions, teachers, educational psychologists, students, etc., in order to design academic activities which require the repeated use of the specific learning strategies which each student needs to train, aiming at the improvement of particular learning styles able to facilitate learning. At this point, it seems important to discourage the use of Converging style given the negative effect it would have on the students{\textquoteright} performance. Results and limitations of the study are discussed and future research lines are proposed.
},
	keywords = {academic achievement, college students, Learning Strategies, learning styles},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.06},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1232390},
	author = {Agust{\'\i}n Freiberg-Hoffmann and Juliana Beatriz Stover and Natalia Donis}
}
@article {1057,
	title = {IN-SERVICE TRAINING OF TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE IN ESTONIA: MAPPING OF TRENDS AND OPPORTUNITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {194-203},
	abstract = {In-service training of teachers of English as a foreign language (EFL) is as a core instrument of continuous professional development of EFL teachers. Within the context of nowadays education policies, the issue of in-service training has become of topical importance. It requires systematic approach based on the analysis of individual EFL teachers{\textquoteright} needs and receptive practices in developing in-service teacher-training programmes. In view of that, a survey was conducted among EFL teachers in Estonia to discover the areas of in-service training they are interested in. Based on the survey results, a model of an in-service training module to implement in order to meet the needs of EFL teachers in Estonia is proposed, and it is placed against the background of in-service teacher training provided in Estonia. The module could be included into in-service teaching training programmes not only in Estonia, but in a wider European context.   },
	keywords = {continuous professional development (CPD), English language teaching, in-service teacher training},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.194},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1237101},
	author = {Nina  Raud and Olga Orehhova}
}
@article {1050,
	title = {JUST A MATTER OF CHOICE},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Editorial},
	chapter = {120-122},
	abstract = {What is learning? What is teaching? What would be students and teachers{\textquoteright} role regarding the process of learning and teaching? These are basic questions that have been answered in different ways throughout the twentieth century by various currents of thought in the field of education. As teachers we also tend to respond to them based on our past pedagogical readings and experiences, resulting in a plurality of positions where cognitivism, socio-cultural, behavioral, and political aspects can be appreciated jointly or to some degree polarized relative to each other.},
	keywords = {cognitive process, concept fields, teaching research, thinking operations},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.120},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1237077},
	author = {Marco Antonio Bueno Filho}
}
@article {1065,
	title = {LEARNING ASSESSMENT VIEWS AND PERCEPTIONS OF FINNISH TEACHERS AND INTERNATIONAL STUDENTS IN POSTGRADUATE PHYSICS STUDIES},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {270-287},
	abstract = {The way teachers view assessment has a considerable impact on their practice of assessment.  Student perceptions of assessment, in turn, affect the ways in which they take advantage of its potential to direct their learning processes and to develop metacognitive skills. In this research, physics teachers and international postgraduate students at a Finnish university were surveyed for their views of assessment.  The teachers were found to use assessment in a restricted fashion, which indicates that their conceptions of assessment are also limited in scope.  The international students appeared to have a loose grasp of the concepts pertaining to assessment.  Furthermore, clear differences were found in the purposes ascribed to assessment by the teachers and students.  The implications of the findings are discussed and suggestions are made for the development of assessment practices to ensure a better use of its potential as a tool for achieving learning objectives.},
	keywords = {educational programmes, higher education, international students, postgraduate studies, views of assessment},
	isbn = {E-ISSN 2538-7111},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.270},
	url = {http://oaji.net/articles/2017/457-1498501191.pdf},
	author = {Roni Tinell and Mervi A. Asikainen and Pekka E. Hirvonen}
}
@article {1063,
	title = {LESS TRADITION FOR MORE PROFESSION: AN ATTEMPT WITH THESIS PROJECTS IN PRACTICAL DEVELOPMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {252-262},
	abstract = {This research scrutinises the question whether an education profile with development-oriented thesis projects in teacher education programs can provide an increased professional relevance without losing scientific quality. The methodology used in the survey can be defined as a participatory approach in which field work, document studies and interviews form the basis for data collection. The suggested activities that students used were development-oriented methods. Before the project{\textquoteright}s implementation, instructional texts and supplementary examination criteria were written with a view to guaranteeing scientific excellence, with the main aim of improving professional relevance. The results show that the course tutor initially had some trouble communicating disposition and structure, which meant that some of the students at first had doubts. Despite this, the summary assessment is that the development-oriented approach implemented with scientific quality enhanced the students{\textquoteleft} readiness for future professions.},
	keywords = {action research, education, teacher training, thesis projects},
	isbn = {E-ISSN 2538-7111},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.252},
	url = {http://oaji.net/articles/2017/457-1498501062.pdf},
	author = {Peter  Karlsudd and Marianne Dahl and Berit Will{\'e}n Lundgren}
}
@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 {1084,
	title = {NEOLIBERALISM AND HIGHER EDUCATION IN IRAN: A CRITICAL PERSPECTIVE},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {467-482},
	abstract = {Present research aims to explore the effects of Neoliberalism on higher education based on the Henry Giroux{\textquoteright}s artistic view points and to examine the process of commercialization and privatization of higher education in Iran, from the same perspective. Giroux considers market-oriented reforms in higher education as a part of the hegemony of Neoliberalism, which seeks to realize the competitive homo economicus, as the ideal man, through using the new techniques of governmentality. Today market-oriented reforms in higher education are prevalent throughout the world. But what is currently in progress as privatization and commercialization in the higher education of Iran is a pale copy of Neoliberalism{\textquoteright}s logic which is to justify the profit-oriented view of the knowledge and university. Market-oriented reforms of this type are not compatible with Islamic educational goals and will do much harm to Iranian higher education and will have negative impacts on Iranian universities.   },
	keywords = {Henry Giroux, higher education, Iran, neoliberalism},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.467},
	url = {http://oaji.net/articles/2017/457-1509895565.pdf},
	author = {Mohammad Hasan Mirzamohammadi and Hamdollah Mohammadi}
}
@article {1042,
	title = {THE OPPORTUNITIES AND OBSTACLES OF SCHOOL PATHS OF FINNISH YOUNG PEOPLE WITH INTELLECTUAL DISABILITY (ID)},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {19-33},
	abstract = {The experiences and perceptions that people with intellectual disability (ID) who have participated in vocational education have about their study paths is a less studied theme in Finland and also internationally. The purpose of  this research was to find out whether their transitions from basic education to vocational education have been successful in their opinion and how their parents perceived the study paths. The purpose of this research  was to analyze  the study paths of young adults with ID and their school experiences as described by themselves and their parents. The focus was on memories of basic education, transition to vocational education, and studies at the vocational special education school. The research participants comprised 14 young adults with ID (aged 17-23, 10 boys and 4 girls) and their parents (N= 14). They all had personal study plans in basic education, and except for one, they all had completed basic education according to their study plans. The research leaned on the narrative research approach. The youngsters and their parents were interviewed personally in 2012 and 2014. The study paths of young people with ID could be grouped into three narratives: the fluent, complex, and interrupted study paths. Study success in young people with ID is a sum of many factors. The study illustrates four core factors directing the study processes: the student, school community, curriculum, and teacher. In addition, support from home is extremely important to the fluency of study paths. The purpose of education should be to prepare train, rehabilitate, and guide students with ID into good life that includes work, health, and relationships. Based on this study, educational options for people with ID are limited and should be developed so that secondary education would educate future experts to work markets and promote learning and societal participation in the young who need special support.},
	keywords = {intellectual disability, narrative research, personal study plan, study path, vocational special education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.19},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1232391},
	author = {Anneli Hermanoff and Kaarina   M{\"a}{\"a}tt{\"a} and Satu   Uusiautti}
}
@article {1061,
	title = {PARTNERING SCIENCE AND ART: PRE-SERVICE TEACHERS{\textquoteright} EXPERIENCES FOR USE IN PRE-COLLEGIATE CLASSROOMS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {215-234},
	abstract = {Research on teaching through discipline integration is currently emphasized as a gap in educational literature, and this study bridges discipline silos between the arts and sciences by indicating how science and art compliment content learning. A study of secondary education pre-service teachers (3 years, n = 52) participating in a science/art integration unit the semester before their last college experience, explores how integrated sessions capture both scientific and artistic discipline concepts. A mixed methods research approach measured changes in confidence of science and art knowledge, skills, and experiences of the participants. Quantitative and qualitative data support increased awareness and confidence in pre-service teachers{\textquoteright} perceptions of how science and art can be incorporated into pre-collegiate classrooms, recognition of discipline similarities, and significant common themes when teaching both disciplines together. The researchers utilized a social constructivist framework with the qualitative data. Conclusions and implications include: 1) instructors can provide examples and modeling of interdisciplinary learning, which inspire pre-service teachers to explore new integrated disciplines in their own future classrooms, and 2) instructors can influence perspectives of pre-service teachers by offering integrated units, which produces open-mindedness of future teachers to use various teaching strategies.},
	keywords = {art, pre-collegiate students, pre-service teachers, science, STEM classrooms, STEM education},
	isbn = {E-ISSN 2538-7111},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.215},
	url = {http://oaji.net/articles/2017/457-1498500916.pdf},
	author = {Christy Belardo and Andrea   C. Burrows and Lydia Dambekalns}
}
@article {1093,
	title = {PREDICTING A FAST-TRACK MARITIME CAREER: CHARACTERISTICS OF SUCCESSFUL OFFICERS DURING TEENAGE YEARS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {550-567},
	abstract = {Fast-track maritime career is a topical question worldwide due to the shortage of seafarers in maritime industry. Assuming that the fast-track career officers{\textquoteright} relevant common characteristics in adolescence could predict future maritime career speed, the research questions of this research are: What were the common characteristics of fast-track career officers when they were 16-18? Were there any statistically significant differences between the fast-track career groups and the officers with a slower career at that age? 
A questionnaire survey involving 175 maritime officers was conducted in Latvia in January {\textendash} October 2016, regarding officers{\textquoteright} family context, school achievement, involvement in sports, and personality traits when they were 16-18. 
Fast-track career officers perceived themselves as more conscientious, calm and more leadership oriented than the whole group in adolescence. Statistically significant differences among career-speed groups were found regarding family socioeconomic status, family atmosphere and family career support at that age.
Based on those communalities among maritime officers with a fast-track carrier when they were 16-18, maritime education and training institutions could better find and give appropriate career guidance to prospective maritime officers. Even if maritime career speed is a very individualized phenomenon, family characteristics could be studied further as a potential good predictor of fast-track maritime career. 
},
	keywords = {career success predictors, fast-track career, maritime career, maritime officers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.550 },
	url = {http://oaji.net/articles/2017/457-1513710449.pdf},
	author = {Manuel Joaqu{\'\i}n Fern{\'a}ndez Gonz{\'a}lez and Dmitrijs Semjonovs and Irma Narica and Di{\={a}}na Strautmane and Sandra Ozola}
}
@article {1066,
	title = {PREPAREDNESS AND PHYSICS-RELATED EPISTEMOLOGICAL VIEWS OF INTERNATIONAL PHYSICS MAJORS AT A FINNISH UNIVERSITY},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {288-314},
	abstract = {The aim of this research is to depict foreign entrant students{\textquoteright} preparedness for studies in an international Master{\textquoteright}s degree programme of physics at a Finnish university in order to lay the ground for a research-based development of the study programme.  Interviews were conducted with the academic staff involved in the programme to investigate their views on the international physics students as learners.  Conceptual tests were deployed to assess international students{\textquoteright} conceptual understanding of the areas fundamental to acquiring a solid expertise in physics. To enrich the data, a survey was conducted to obtain information about students{\textquoteright} physics-related epistemological views.  Both qualitative and quantitative methods were used for the data analysis.  The main results suggest that the entrant international students comprise a very heterogeneous group with regard to their preparedness for commencing physics studies.  The staff were specifically concerned with the international students{\textquoteright} pre-knowledge of physics, a notion that is supported by the test results. Suggestions based on present findings are made for further development of international degree programmes such as the one considered in this article.},
	keywords = {epistemological views, higher education, international students, postgraduate studies, pre-knowledge},
	isbn = {E-ISSN 2538-7111},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.288},
	url = {http://oaji.net/articles/2017/457-1498501259.pdf},
	author = {Roni Tinell and Mervi A. Asikainen and Pekka E. Hirvonen}
}
@article {1051,
	title = {PRISON EDUCATION IN POLAND: SPECIFICS AND CHALLENGES},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {123-135},
	abstract = {The problems presented in the text refer to the education of convicts in Poland. It has been based on current Polish legal regulations, statistical data and specialist literature. The problems which refer to the education of convicts in Poland are regulated by the Act of 6th June 1997, the Executive Penal Code, the Act on the Education System and executive acts to the above-mentioned regulations. The current situation in the labour market requires people to acquire education and to improve their qualifications. People without education, who are excluded from the access to professional development and in-service training, find themselves in an extremely difficult situation. The lack of qualification and vocational skills usually leads to exclusion from the labour market. People who serve their sentences in prisons find themselves in a particularly difficult situation, because their lack of education may push them back into crime. A very positive tendency that may be observed in Poland is a growing demand for prison education. Convicts may acquire knowledge and raise their qualifications at various levels and in various fields. They may follow the curricula at the level of a primary or secondary school; they may pass their Matura certificate and, after the consent of relevant authorities, they can continue their education at the university level. Convicts may also learn a new profession, change their professional qualifications or acquire new additional skills during specialist courses. The qualifications acquired in this way shall meet current demand in the labour market, and convicts may find employment after they leave prisons. Education allows them to improve their self-esteem and self-reliance, to catch up with any deficiencies and to work on their self-discipline. At the same time, education offers opportunities to expand knowledge, to return to the society and to the labour market. 
It is important for convicts to obtain opportunities for education, since such a chance comes as a significant factor of their social re-adaptation. Considering social values, it is important to foster the pursuit for education among convicts. A lot of prisoners still do not want to learn, and this fact may result from their previous school failures, the sense of embarrassment caused by their knowledge deficiencies, the lack of interest and faith in their own potential. 
The material for the text has been collected on the basis of the method of theoretical analysis, and it includes available statistical data, legal regulations and literature which refers to the discussed problems. The article aims at the presentation of prison education, how it is organised in Poland and what advantages it presents for both: convicts and the society. The text also presents programmes of prison education which are implemented by correctional staff in prisons. 
},
	keywords = {education of convicts, penitentiary correctional measures, prison education, social re-adaptation, social rehabilitation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.123},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1237079},
	author = {Daria Becker-Pestka}
}
@article {1099,
	title = {PROFICIENT CLASSROOM MANAGEMENT THROUGH FOCUSED MATHEMATIC TEACHING},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {634-651},
	abstract = {A not entirely unusual position among teachers is that they believe that they must first establish a peaceful classroom before they can begin to teach the subject. This research, shows how a proficient mathematics teacher teaches his subject and thereby creates a quiet and focused classroom and exerts effective leadership, just by teaching mathematics. The researchers observed a male mathematics teacher for almost half a year, i.e. one semester. The results of research present several patterns that the researchers saw during the observations of his teaching. The teacher showed an interest in each student{\textquoteright}s mathematical thinking and expressed explicitly how students were expected to learn mathematics. He also directed students{\textquoteright} attention to mathematics and established a culture where all solutions were important in the teaching process. In the teaching process, he used multiple representations to motivate students and a lot of supportive expressions that made them feel that they were able to learn mathematics. He worked patiently to establish structures, and there was almost no disruptive behaviour. Students simply did not have time to interfere because they were so engaged in learning mathematics.},
	keywords = {classroom management, mathematics teaching, proficient teacher},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.634},
	url = {http://oaji.net/articles/2017/457-1513710893.pdf},
	author = {Marcus Samuelsson and Joakim Samuelsson}
}
@article {1045,
	title = {QUALITY OF HIGHER EDUCATION IN BANGLADESH: APPLICATION OF A MODIFIED SERVQUAL MODEL},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {72-91},
	abstract = {Progressive importance, swelling investment, and mounting national and global competition necessitate evaluation of the service quality of higher education. Quantifiable indicators such as student teacher ratio, student number, women participation, establishing new departments, and increase in the number of universities are no longer enough unless the student{\textquoteright}s stand point is considered. This research probed the service quality of higher education in a public university in southern Bangladesh utilizing modified SERVQUAL gap model. The t-test results suggest that there is a significant service gap in all the selected service dimensions such as learning, teaching, recognition, assessment system, internet and library facilities, campus life, and non-academic administration. The results also mirror that little more than half (54.1\%) students are satisfied with the service quality of the selected university and almost similar proportion (52.1 \%) of the students have future interest in studying in the same university. Regression analysis reveals that learning and recognition are two important determinants of client{\textquoteright}s overall satisfaction with the service of selected university. Importance Performance Analysis (IPA) advocates that the university should take immediate step in improving internet and library facilities, campus life, and non-academic administration. Factor analysis output confirms that slight modification of the proposed seven set model into six set factors can be employed by the management as off-the-rack service quality measurement tool. },
	keywords = {Bangladesh, higher education, service quality, SERVQUAL},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.72},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1232394},
	author = {Md. Mamun-ur-Rashid and Md. Zillur Rhman}
}
@article {1076,
	title = {THE RELEVANCE OF THE VISUAL ARTS CURRICULUM IN THE PREPARATION OF PRE-SERVICE VISUAL ARTS TEACHERS IN UGANDA},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {394-409},
	abstract = {The research examined the relevance of the visual arts curriculum content with the view of assessing the extent to which it equips pre-service visual arts teachers with the knowledge and skills required for effective teaching. The study adopted a descriptive case study design. Data were collected from three purposively selected National Teacher Colleges (NTCs), six tutors and 90 final year pre-service visual arts teachers participated in this study. The research findings showed that teacher education institutions are inadequately preparing pre-service visual arts teachers because of the gaps in the Visual Arts Curriculum (VAC) used in NTCs. Some of these gaps are attributed to the structure of the visual arts curriculum tutors use in NTCs. The visual arts curriculum lacks explicit visual arts assessment strategies; it has wide and combined visual arts content to be covered within a short period of two years and the limited knowledge of the available art materials, tools and equipment. The research recommended the restructuring of the VAC to accommodate more practical; and the introduction of specialized knowledge in the visual arts education (VAE) to enable tutors decipher practical knowledge from the theory studied so as to adopt an integrated approach in VAE curriculum. 
},
	keywords = {case study, pre-service teachers, relevant visual arts curriculum},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.394},
	url = {http://oaji.net/articles/2017/457-1503750983.pdf},
	author = {Julius Ssegantebuka}
}
@article {1062,
	title = {A REVIEW AND CONTENT ANALYSIS OF MATHEMATICS TEXTBOOKS IN EDUCATIONAL RESEARCH},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {235-251},
	abstract = {Research collected and reviewed a number of empirical studies in the field of educational research regarding the analysis of mathematics textbooks to provide summary and overview the information there in. The questions were identified via Google Scholar and collected from different data sources. A total of 44 papers published from 1953 to 2015 were selected based specific criteria, with 24 articles include in the SSCI database. Descriptive statistics were used to evaluate and interpret the results. A perspective on the learning analysis methods was used to collect studies and showed the mathematics textbooks analyzed were investigated under four themes: The analysis of standards, distributive property, language in mathematics, and others. School{\textquoteright}s level which is investigated textbooks: Kindergarten, elementary, junior school, and senior school. Subjects covered in the mathematics textbooks included algebra and arithmetic, geometry, measurement, data analysis and probability, number and operations, among others. Research found the most frequently discussed in perspective on learning was the analysis of the standards and the distributive property (15 studies), the most common subject was  number and operations (16 studies), and the highest number in school{\textquoteright}s level was elementary school (18 studies). Nevertheless, fewer studies have been found to analyzing mathematics textbooks. Future research can pay attention for the relevant theoretical issues and collaborate studies in more perspective learning analysis. },
	keywords = {content analysis, mathematics textbooks},
	isbn = {E-ISSN 2538-7111},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.235},
	url = {http://oaji.net/articles/2017/457-1498500995.pdf},
	author = {Cheng Chieh Chang and Sari Muthia Silalahi}
}
@article {1097,
	title = {SCHOOL FACTORS AFFECTING ESTONIAN STUDENTS{\textquoteright} SUBJECTIVE WELL-BEING AT THE BASIC SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {599-611},
	abstract = {This research focuses on the personal well-being of basic school students and on the school environment factors affecting it. The authors were also interested to know whether there are any differences between two age groups (6th grade and 9th grade) in the perception of the school environment and school relations. 
The research included 934 students (426 boys and 508 girls) aged 12 to 17 years. The well-being was measured by the WHO-5 Well-Being Index; school factors included perceived school relationships, perceived learning environment and academic performance. The indicators differentiating between the groups with low and high well-being were: obtaining help from the school, the pleasantness of lessons, relationships with teachers, and relationships with schoolmates. In both age groups, higher well-being was predicted by relationships with teachers and schoolmates, obtaining help from the school, and parents{\textquoteright} relationships with the school. The results indicated that students establish relationships supporting their well-being not only in their class. It is rather the wider communication culture in the school that supports the students{\textquoteright} well-being. The results also indicate the wider effect of school relationships in that the factor of obtaining help from the school (the school{\textquoteleft}s pro-social organization) is more significant for the students{\textquoteright} well-being that the pro-social behaviour of the classmates.
},
	keywords = {adolescence academic performance, perceived learning environment, perceived school relationships, subjective well-being},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.599},
	url = {http://oaji.net/articles/2017/457-1513710735.pdf},
	author = {Marika Ratnik and Eha   R{\"u}{\"u}tel}
}
@article {1072,
	title = {THE SCOPE OF IMPLEMENTATION OF GEOMETRIC CONCEPTS IN SELECTED KINDERGARTENS IN POLAND},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {345-353},
	abstract = {The core curriculum of preschool education stipulates that the child that is prepared to study Mathematics in school can distinguish between basic geometric figures (circles, squares, triangles, rectangles). Nevertheless, a review of the records of student training in kindergarten revealed that there were no geometry-related subjects in any of them. Therefore, it was decided to further explore whether it was the teachers who did not implement geometrical concepts or just the students, who had no opportunity to observe or conduct classes in the field. In addition, if the latter was the case, the analysis was to include the extent to which teachers implement geometric concepts.A total of 150 teachers (females only), 78 teachers from 19 kindergartens located in Siedlce and 72 teachers from 18 kindergartens located in Biala Podlaska, participated in the research. The research methods of a diagnostic survey and document review were employed. Structured interviews were conducted with the teachers in order to identify the factors having an influence on the implementation of geometric concepts in kindergartens. The content analysis of geometry topics recorded in class registers was performed for the period of 8 months. The analysis of research results revealed that, in most cases, there was no systematic mathematical education with geometric content provided by most of the teachers participating in the research. 
They do not use children{\textquoteright}s potential, i.e. geometric intuition, in an effective way. However, if properly shaped in kindergarten, this intuition may be a baseline for a more systematic study of Mathematics, including geometry, in school. On the basis of this research, conclusions may be drawn about the scope of geometrical education in kindergartens. 
},
	keywords = {content analysis, geometrical concepts, geometrical education, preschool education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.345},
	url = {http://oaji.net/articles/2017/457-1503750700.pdf},
	author = {Anna Klim-Klimaszewska and Stanis{\l}awa Nazaruk}
}
@article {1073,
	title = {SOCIAL INFLUENCE AND DEPENDENCE IN THE FACEBOOK USE BY ROMANIAN AND LITHUANIAN UNIVERSITY STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {354-365},
	abstract = {The time spent on Facebook by university students is continuously increasing. This fact is raising many questions as regards the relation between the social networking websites and the university. The educators are challenged to understand the factors that are driving the adoption of social networking websites, the characteristics of the daily use as well as the positive and negative effects on the university work. The social influence has been recognized as one of the factors that are driving the adoption of information systems. On another hand, the excessive use may lead to addiction. The first objective of this research is to explore the correlation between the social influence and the Facebook dependence. A model with these latent variables has been specified and tested on two samples of university students, the first from Romania and the second from Lithuania. The second objective of the research is to comparatively discuss the measures in each country. A multi-group confirmatory factor analysis has been carried on to test the configural and metric invariance. The comparison of means shows that university students reporting higher social influence have a higher risk of Facebook dependence. The comparative analysis revealed that for both variables, the mean values are higher for the Romanian sample.},
	keywords = {e-learning process, Facebook dependence, invariance analysis, social influence},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.354},
	url = {http://oaji.net/articles/2017/457-1503750787.pdf},
	author = {Vincentas  Lamanauskas and Dragos Daniel Iordache and Costin   Pribeanu}
}
@article {1055,
	title = {STUDENTS{\textquoteright} NEED FOR, AWARENESS, PERCEPTION AND USE OF GUIDANCE AND COUNSELLING SERVICES IN FEDERAL UNIVERSITY OF AGRICULTURE, ABEOKUTA, NIGERIA},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {170-181},
	abstract = {This research investigated students{\textquoteright} needs, awareness, perception and use of Guidance and Counselling Services (G\&CS) in Federal University of Agriculture, Abeokuta (FUNAAB). Simple random sampling technique was used to sample 283 respondents across the ten (10) colleges in the institution. Data were collected with the aid of questionnaire and analysed using descriptive statistics such as frequency, percentages, and mean. The questionnaire was subjected to a pilot study that revealed psychometric properties of Cronbach{\textquoteright}s Apha 0.86. Result revealed that 91.1\% of the respondents were aware of G\&CS and 74.6\% of the respondents currently using the services indicated that it was very helpful. The rating of the counselling needs of the respondents revealed that academic issues with a mean of 3.62 ranked first, and exam pressure management had a mean of 3.51 ranked second. Furthermore, the rating of the perception of students on the quality and effectiveness of G\&CS indicated that organized orientation services for fresh students ranked first (mean = 2.55), while effective counselling on personal, social, academic and vocational challenges ranked second (mean = 2.49).  The study concluded that the G\&CS needs of the students across the colleges differ due to the dissimilarities in their disciplines across the University. The G\&CS was assisting students to attain competencies needed to overcome academic, career and personal concerns.  The fresher{\textquoteright}s orientation service received the highest perception (mean = 2.55) among respondents on the quality and effectiveness of G\&CS in the institution.},
	keywords = {guidance and counselling, student awareness, student needs, student perception},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.170},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1237098},
	author = {Abolanle O. Lasode and Olanrewaju O. Lawal and Modester C. Ofodile}
}
@article {1056,
	title = {ON SYNERGIES AND CONFLICTS BETWEEN THE SUSTAINABLE DEVELOPMENT GOALS (2016-2030) AND RENEWABLE ENERGY SOURCES FOR EDUCATION OF AND BY SUSTAINABILITY},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {182-193},
	abstract = {In September 2015 the United Nations (UN) accepted the Sustainable Development Goals (2016-2030) for mankind, including 17 Goals and 169 detailed Targets. Sustainability is understood in the wider sense by the document, considering society and economy not just as conditions for environmental sustainability, but as equally important pillar of the {\quotedblbase}building of sustainability{\textquotedblright}. Fulfilment of these goals and targets needs active participation of present and future generations, hence education of these tasks is inevitable. The aim of the research is to specify those goals and detailed targets in which renewable energy sources are involved. The latter is just one aspect for bringing the whole complex closer to the adults and youngsters to educate. This topic, however, is characterised by three features that make this aspect appealing: renewable energies are (i) fast developing, (ii) future oriented by saving the environment and (iii) they represent relatively new pieces of knowledge, so contemporary information should not fight with older learning. Before turning to these goals and targets, a reasonable classification of the 17 goals, listed without any systematic order in the UN document, is provided. The presented classification of the goals recommends the following groups: (i) Primary needs of humans (Goals 2, 3, 6 and 7) (ii) Equality between humans (1, 4, 5 and 10), (iii) Efficient, sustainable production (8, 9, 12 and 13), (iv) Landscapes in danger (11, 14 and 15) and (v) Worldwide cooperation (16, 17). From these Goals, No. 7 (affordable and clean energy) and No 13 (climate action) are in full synergy with the aim of extended renewable energy utilisation, but No 2 (zero hunger) might be in contradiction with extensive land use for bio-energy. If consumption of timber for bio-energy continues to be intense than No. 15 (life on land) may also contradict to other goals of sustainable development. Six further targets are identified as related to renewable energies without relatedness of the complete goals. So, we may consider 14 targets belonging to 9 goals to be related to energy sources. The recommended classification of the goals and quotations of the energy-relevant targets are illustrated by some world-wide and Hungarian indicators. Being acquainted with these objectives is useful for all youngsters, presented at their level of knowledge, and it provides a good basis to refresh one{\textquoteright}s activity expressed in the environmental education. },
	keywords = {climate change, environmental education, renewable energy, sustainable development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.182},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1237099},
	author = {Janos Mika and Andrea Farkas}
}
@article {1069,
	title = {TEACHING AND LEARNING {\textendash} WHAT IS THIS IN TROUBLED SPACES?},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Editorial},
	chapter = {322-323},
	abstract = {Teaching for five, 10, 15 years. Why are you still teaching? Why are you still teaching science subjects?
So, what is it about teaching that attracts you or in other words {\textendash} What is in it for you? Most importantly, what is in it for the learners, the community and the world?
Teaching is a double-binded affair with yourself and with others (learners, colleagues and others).  With every aspect of what you do the introspective and reflexive questioning and responses to why you teach how and what you teach has a historical and almost umbilical cord to your first days of teaching or even learning how to teach or becoming a teacher. Reflecting on these days may reveal much about the decision to teach or was it just an act of putting pen to the teacher degree application form because there was nothing else? Or was it {\textendash} {\textquotedblleft}My daughter has been working for an insurance company for five years and she is now unemployed. I told her to do teaching because she will always have a job{\textquotedblright} (a conversation with a school principal).
},
	keywords = {higher education, schooling, sustainable living},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.322 },
	url = {http://oaji.net/articles/2017/457-1503750186.pdf},
	author = {Angela James}
}
@article {1092,
	title = {TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING SKILLS: AN ANTIDOTE FOR JOB CREATION AND SUSTAINABLE DEVELOPMENT OF NIGERIAN ECONOMY},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {535-549},
	abstract = {The research is aimed at assessing the important role of TVET on job creation and sustainable development of Nigerian economy. Two research questions were answered using mean and standard deviation statistics, while two hypotheses were tested using t-test statistic. A survey method was employed for the research. A four-point scale questionnaire was employed as the instrument for collection of data. The population consists of 332 TVET lecturers in 3 universities and 4 colleges of education in Edo and Delta States. There was no need to adopt sampling technique, nor select any sample size, since the entire population is of a manageable size. The instrument was validated by two experts and its reliability coefficient value using Cronbach alpha method was 0.81. The research revealed that TVET can equip students with skills for job creation and sustainable development of Nigerian economy. It also revealed that there was no significant difference between the mean ratings of TVET lecturers in Edo and Delta States on the extent to which TVET can equip students with skills for job creation. It further revealed that there was no significant difference between the mean ratings of male and female TVET lecturers on the extent to which TVET can equip students with skills for sustainable development of Nigerian economy. Optimizing sufficient amount of financial resources, regular supplies of state-of-the-art facilities, sourcing for qualified manpower, and organization of advocacy programme, that would help in effective management delivery of TVET were further recommended.      },
	keywords = {job creation, Nigerian economy, social ills, sustainable development, TVET skills},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.535},
	url = {http://oaji.net/articles/2017/457-1513710378.pdf},
	author = {James Edomwonyi Edokpolor and Robinson Osarumwense Owenvbiugie}
}
@article {1082,
	title = {TRENDS AND CHALLENGES OF MATHEMATICS EDUCATION IN MOZAMBIQUE (1975-2016)},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {434-451},
	abstract = {Mathematics has always been a difficult issue, especially in the African countries. Mozambique is not an exception. This country had been colonized by Portugal until 1975. When the independence was obtained, a socialist regime was adopted (1977). The learning of mathematics entered the struggle against colonial and imperialistic ideas. Its best ally was Paulus Gerdes, one of the most relevant ethnomatematicians of the world, who carried out an intense promotion of this approach to mathematics in Mozambican school system. Albeit the great international impact of Gerdes{\textquoteright} ideas, Mozambique never implemented his methodology. When, at the end of the 80s, the country changed from socialism to liberalism, voting a democratic Constitution in 1990, its school system was aligned to the measures of International Monetary Fund (IMF) and World Bank (WB). The most recent ones are represented by the Millennium Development Goals. Despite the various reforms of Mozambican school system, the results of Mozambican children in mathematics are among the worst in Africa. The reasons of such a failure are here explained, through a historical approach based on national documents. The most recent experiences of school reform carried out by international agencies together with national institutions are stressed. The negative results obtained by the Mozambican learners as to mathematics are due to several reasons: 1) a lack of consideration of the Mozambican cultural substrate; 2) an improper massification of the school system, where the quality of instruction has been neglected; 3) the specific choice to marginalize mathematics education.  },
	keywords = {ethnomatematics, international agencies, mathematics education, Mozambique, school reforms, teaching methods},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.434},
	url = {http://oaji.net/articles/2017/457-1509895430.pdf},
	author = {Luca Bussotti and Paolo   Bussotti}
}
@article {1083,
	title = {UTILIZATION OF LEISURE TIME AND ACADEMIC CAREERS: A MULTIDISCIPLINARY GENDER PERSPECTIVE},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {452-466},
	abstract = {This research focuses on the advancement of women in academia from an interdisciplinary perspective. It examines the leisure activities of faculty from various departments from a gender-based point of view, with regard to the association between time devoted to research and teaching and time devoted to family and social life. In addition, other possible correlations between academic output (number of articles per year, number of conferences attended, research grants submitted, teaching feedback scores) and personal background data (marital status, size of family, age, country of birth, and ethnicity) were also explored.
Many studies have dealt with the "glass ceiling" encountered by women in academia. The following case study is the first to explore performance measures of personnel at an academic institution in Israel from a gender perspective, in light of their leisure choices. The point of departure guiding the researchers was that the representation of women in academic personnel, including their research and teaching output, has a significance and influence on the system of higher education and, both in Israel and internationally. The research findings might help identify and develop interventions for utilization of time, with the goal of increasing academic output.
},
	keywords = {academic careers, academic output, gender perspective, leisure activities, social life},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.452},
	url = {http://oaji.net/articles/2017/457-1509895498.pdf},
	author = {Nitza Davidovitch and Eran Druckman}
}
@article {1091,
	title = {VIEWS OF A GROUP OF PRE-SERVICE SCIENCE TEACHERS ON THE USE OF EXPERIMENTAL ACTIVITIES IN SCIENCE TEACHING},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {525-534},
	abstract = {Teachers often consider experimental activities to be fundamental to the teaching of scientific concepts. However, there are different views about their purpose in science classes; these views are linked to teachers{\textquoteright} different understandings of the construction of scientific knowledge. It was analyzed the views of 19 pre-service science teachers (PST) on the use of experimental activities in science classes. These PSTs were enrolled in the subject of science teacher training course of a Brazilian federal university. In their course work, the PSTS were organized into groups and they participated in a pedagogical activity during which they reported their views on two experimental scripts. They answered questions about how they would use these experiments in the future. The activity occurred in two stages: the first was before studying texts on the nature of science with an emphasis on the role of experimentation in the foundation of hypotheses; the second stage was after this. The data analysis was performed using the content analysis technique. The results suggest the importance of debates and deep themes in training courses for science teachers, so that experimental activities are not seen reductively and only as ways to motivate classes or to complement theory, but rather as potential aids in the construction of scientific meaning. },
	keywords = {experimental activities, nature of science, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.525},
	url = {http://oaji.net/articles/2017/457-1513710311.pdf},
	author = {Elaine A. Colagrande and Simone Alves de Assis Martorano and Agnaldo Arroio}
}
@article {1060,
	title = {WHAT IS A GOOD PRACTICE OF SCIENCE TEACHING? SOME PATHS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Editorial},
	chapter = {212-214},
	abstract = {Maria is a 17 year old 9th grade student with low academic success. Her school history is marked by several stories of failure in Physics and Chemistry. Yet, the 9th grade of Maria was different; as she says, she managed to achieve {\textquotedblleft}a great mark ". Therefore, what has taken Maria to find the Physics classes so good? The answer to this question leads us to another one, more complex, that can have various possible answers: After all, what is a good practice of science teaching?
To answer this question requires, first of all, to think about what students are expected to learn and what competencies they should obtain in school to meet the challenges of today{\textquoteright}s society, in all its uncertainty and endless changes. Nowadays, it is widely acknowledged that to understand and act in an informed and reflected manner in such a society it is essential that students develop their critical thinking and creativity as well as problem solving, communication, digital, social, intercultural and linguistic skills.
},
	keywords = {academic success, science teachers, science teaching},
	isbn = {E-ISSN 2538-7111},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.212},
	url = {http://oaji.net/articles/2017/457-1498500799.pdf},
	author = {M{\'o}nica Baptista}
}
@article {1022,
	title = {ACCESS AND BARRIERS TO EDUCATION: ATTITUDES AND PERCEPTIONS OF ETHNIC MINORITIES LIVING IN GEORGIA},
	journal = {Problems of Education in the 21st Century},
	volume = {72},
	year = {2016},
	month = {August/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {53-64},
	abstract = {The aim of this research is to analyse the attitudes and perceptions by Georgian Azeri and Armenian ethnic minorities about the accessibility and barriers to acquire an education. The research includes three types of education: general, vocational education and training (VET), and higher education. The survey was carried out with 800 participants of both ethnic minorities in two regions of Georgia, Samtskhe-Javakheti and Kvemo Kartli . In-depth interviews were carried out with four experts working in the field of education for ethnic minorities. Respondents believe that they have more equal access to general education and VET while local Georgians have better access to higher education than ethnic minorities do. Attitudes of Ethnic Minorities correspond to their limited participation in Higher Education. The respondents identified poor knowledge of Georgian language (state language of Georgia) as the most significant barrier that excludes them from educational opportunities. This research provides evidence and a basis for formulating education policies for the Azeri and Armenian ethnic minorities living in Georgia.},
	keywords = {access to education, barriers to education, ethnic minorities},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.72.53},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1221618},
	author = {Anastasia Kitiashvili and Tamar Abashidze and Irine Zhvania}
}
@article {1000,
	title = {APPROACHES IN DESIGN EDUCATION: THE ROLE OF PATTERNS AND SCENARIOS IN THE DESIGN STUDIO},
	journal = {Problems of Education in the 21st Century},
	volume = {69},
	year = {2016},
	month = {February/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {6-21},
	abstract = {The studio is the educational setting where architectural students dedicate a large part of their study career working individually and in groups. Supporting students with adequate methods to deal with ill-defined problems in the design studio is a major challenge for design education. Whereas different approaches such as using design patterns and developing scenarios are reported to improve the design activity, they were never investigated in the design studio. An empirical investigation was conducted in order to explore whether and how scenarios and patterns can help students in developing a useful knowledge base and enhance their abilities to solve design problems in the design studio. Students were requested to solve a series of design problems using these educational methods, while working individually and as a team. They were asked to produce as many design ideas as possible, while in the team setting were instructed to think aloud. The data assessed is gathered from surveys, problem solving sessions, and interviews. Thus, qualitative and quantitative analyses had to be done to find out about the different impact of the two methods in design. The results showed that as an educational approach, patterns aided in defining problems and analyzing idea solutions, mainly from a technical and functional perspective. Scenarios, on the other hand, were helpful to generate new ideas, and to enhance design creativity. Independently of the pedagogical method used in the design studio, working in teams showed to be central to enrich and enhance many aspects of the design activity. The findings have important implications for intervention programs in the design studio.},
	keywords = {design education, design studio, design thinking, educational setting, problem solving session, students teamwork},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.69.06},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1199718},
	author = {Hernan   Casakin and Arjan van Timmeren and Petra Badke-Schaub}
}
@article {1010,
	title = {AUTHENTIC SCIENCE EXPERIENCES: PRE-COLLEGIATE SCIENCE EDUCATORS{\textquoteright} SUCCESSES AND CHALLENGES DURING PROFESSIONAL DEVELOPMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {70},
	year = {2016},
	month = {April/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {59{\textendash}73},
	abstract = {Twenty-three pre-collegiate educators of elementary students (ages 5-10 years) and secondary students (ages 11-18 years) attended a two-week science, technology, engineering, and mathematics (STEM) astronomy focused professional development in the summer of 2015 with activities focused on authentic science experiences, inquiry, and partnership building. {\textquoteleft}Authentic{\textquoteright} in this research refers to scientific skills and are defined. The study explores the authentic science education experience of the pre-collegiate educators, detailing the components of authentic science as seen through a social constructionism lens. Using qualitative and quantitative methods, the researchers analyzed the successes and challenges of pre-collegiate science and mathematics educators when immersed in STEM and astronomy authentic science practices, the educators{\textquoteright} perceptions before and after the authentic science practices, and the educators{\textquoteright} performance on pre to post content tests during the authentic science practices. Findings show that the educators were initially engaged, then disengaged, and then finally re-engaged with the authentic experience. Qualitative responses are shared, as are the significant results of the quantitative pre to post content learning scores of the educators. Conclusions include the necessity for PD team delivery of detailed explanations to the participants - before, during, and after {\textendash} for the entire authentic science experience and partnership building processes. Furthermore, expert structure and support is vital for participant research question generation, data collection, and data analysis (successes, failures, and reattempts). Overall, in order to include authentic science in pre-collegiate classrooms, elementary and secondary educators need experience, instruction, scaffolding, and continued support with the STEM processes.},
	keywords = {astronomy outreach, authentic science, inquiry activities, partnership building, professional development, STEM education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.70.59},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1203605},
	author = {Andrea   C. Burrows and Michael A. DiPompeo and Adam D. Myers and Ryan C. Hickox and Mike   Borowczak and Debbie A. French and Andria C. Schwortz}
}
@article {1016,
	title = {THE CHALLENGES OF ADULT EDUCATION POLICY IMPLEMENTATION IN MOZAMBIQUE},
	journal = {Problems of Education in the 21st Century},
	volume = {71},
	year = {2016},
	month = {June/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {53-61},
	abstract = {The current socio-economic development in Mozambique is characterized by growing social inequalities, in particular concerning the imbalanced access to education and the increased poverty of women and the unemployed. Adult education is a way to provide youth and adults with opportunities to improve their knowledge and skills. Through education they can gain power and they can learn how to cope with social and economic challenges. The purpose of this research is to examine how far policies concerning adult education, especially with respect to Non-Formal Vocational Education and Training (NFVET) are implemented. The research is qualitative in nature, based on document analysis with a focus on the policies that have guided the implementation of adult education and training in Mozambique during the period 2000-2015. The findings reveal that Mozambique has been strongly influenced by international initiatives within the framework of {\textquoteleft}Education for all{\textquoteright} and {\textquoteleft}Education for development{\textquoteright}. There is an apparent need to strengthen policy implementation strategies, particularly in the area of NFVET in order to ensure the real empowerment of learners and teachers.},
	keywords = {activity theory, adult education, power and development},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1210961},
	author = {Alzira Manuel and Oleg Popov}
}
@article {1378,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {71},
	year = {2016},
	month = {June/2016},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 71, 2016, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1622013567.pdf},
	author = {Editorial Board}
}
@article {1381,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {70},
	year = {2016},
	month = {April/2016},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 70, 2016, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1622302559.pdf},
	author = {Editorial Board}
}
@article {1384,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {69},
	year = {2016},
	month = {February/2016},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, PEC, Vol. 69, 2016},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1622364417.pdf},
	author = {Editorial Board}
}
@article {1375,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {72},
	year = {2016},
	month = {August/2016},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 72, 2016, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1621964724.pdf},
	author = {Editorial Board}
}
@article {1374,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {72},
	year = {2016},
	month = {August/2016},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 72, PEC, 2016},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1621964677.pdf},
	author = {Editorial Board}
}
@article {1377,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {71},
	year = {2016},
	month = {June/2016},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 71, 2016, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1622013529.pdf},
	author = {Editorial Board}
}
@article {1380,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {70},
	year = {2016},
	month = {April/2016},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 70, 2016, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1622302511.pdf},
	author = {Editorial Board}
}
@article {1383,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {69},
	year = {2016},
	month = {February/2016},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 69, PEC, 2016},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1622364378.pdf},
	author = {Editorial Board}
}
@article {1001,
	title = {A CRITICAL REFLECTION OF BRONFENBRENNER{\textasciiacute}S DEVELOPMENT ECOLOGY MODEL},
	journal = {Problems of Education in the 21st Century},
	volume = {69},
	year = {2016},
	month = {February/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {22-28},
	abstract = {This analysis is a theory based reflection out of the development ecology. When studying an organisation, transformation and spheres of influence of professions and in education, the Development Ecology model provides a tool for understanding the encounter between societal, organisational and individual dimensions, a continual meeting point where phenomena and actors occur on different levels, including those of the organisation and society at large. However, the theory of development ecology may be questioned for how it looks at the individual{\textquoteright}s role in relation to other actors in order to define and understand the forces underlying the professional development. The focus on the individual might prevent the understanding of group wise development. Resilience capacity on a mental, intra level and an entrepreneurial way of building, developing and keeping networks gives the different levels in the Development Ecology model a broader understanding of what stimulates learning processes. Factors relating to both the inside of the individual and social ties between individuals in a group context in relation to global factors need to be discussed. },
	keywords = {development ecology, organisation, resilience, science education, social ties},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.69.22},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1199720},
	author = {Jonas Christensen}
}
@article {1035,
	title = {DESIGN OF DIDACTIC MATERIAL FOR TEACHING AND LEARNING SITUATIONS: THE CASE OF S{\~A}O TOM{\'E} AND PR{\'I}NCIPE, AFRICA},
	journal = {Problems of Education in the 21st Century},
	volume = {74},
	year = {2016},
	month = {December/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {16-30},
	abstract = {Much of the didactic material of S{\~a}o Tom{\'e} and Pr{\'\i}ncipe for teaching and learning situations for early childhood education is not guided by interdisciplinary dialogue between design and education suitable to the country{\textquoteright}s context. A proposal is presented for a system of objects that support the early childhood education curriculum, designed to be used as a guide and supporting material for preschool teachers of S{\~a}o Tom{\'e} and Principe and illustrates the various ways in which design can contribute to teaching-learning processes, strengthening knowledge building through the development of artefacts, environments, and education systems. This material is one of the outcomes of the project developed by the Interdisciplinary Education Design Lab{\textlnot} (LIDE), from PUC-Rio, Brazil, using the Design in Partnership methodology for the development of curriculum content for early childhood education. The project is being developed by researchers at LIDE/PUC-Rio, the Ministry of Education, Culture and Science of the Republic of S{\~a}o Tom{\'e} and Pr{\'\i}ncipe, Africa, and UNICEF, and has other spheres of action, including the development of early childhood education curriculum content, ongoing teacher and assistant training courses, the recycling course offering for educators and assistants, the teaching materials project, and the redesign of physical spaces in kindergartens. This material contributes to the application of the curriculum under development.},
	keywords = {design in partnership, early childhood education, education design, teaching materials},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.74.16},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1227392},
	author = {Rita Maria de Souza Couto and Roberta G. R. Portas and Flavia Nizia F. Ribeiro and Maria A. C. Mamede-Neves}
}
@article {1002,
	title = {DETERMINING THE STUDENTS{\textquoteright} VIEWS TOWARDS THE LEARNING STATIONS DEVELOPED FOR THE ENVIRONMENTAL EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {69},
	year = {2016},
	month = {February/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {29-36},
	abstract = {This study aims to increase awareness in students in relation to environmental consciousness. Therefore, the prepared presentations and the adapted learning stations were used to create awareness of students in the out-of-the-school learning environment supported by the municipality of a county in Ankara the capital city of Turkey. Learning stations serve to people{\textquoteright}s individual study. The basic goal here is to develop higher order skills and to make sure that students work in stations according to their abilities in a pre-determined order. The study group was composed of volunteering 15 fifth graders of a private school in Ankara. Firstly, the content to be applied in the study was developed. Prior to the application, a readiness presentation was made so as to raise students{\textquoteright} interest and awareness in terms of the importance of waste and recycling the waste. As a conclusion of the current study, it may be said that students{\textquoteright} interest in and awareness of the environment and collecting the waste developed. Enlarging this pilot project and applying it to bigger groups is important in terms of the success of the educational activities for separating the waste and in terms of the durability of the relevant behavior. },
	keywords = {environment education, learning station, out of school learning, recycling},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.69.29},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1199764},
	author = {Cem Ger{\c c}ek and {\"O}zg{\"u}r {\"O}zcan}
}
@article {1011,
	title = {THE EDUCATIONAL USE OF SOCIAL NETWORKING WEBSITES: FROM PROMISE TO REALITY},
	journal = {Problems of Education in the 21st Century},
	volume = {71},
	year = {2016},
	month = {June/2016},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {4-5},
	abstract = {The platforms supporting social networking activities on the Internet are applications for the creation, sharing and exchange of user-generated content that manifests in various forms. Users can freely express their ideas and opinions, and have opportunities to launch and participate in collaborative projects and virtual communities. Facebook (FB) is a social networking website featuring an explosive growth in the last years and an increased popularity among university students. },
	keywords = {multidimensional concept, social networking activities, social networks, university students},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1210956},
	author = {Costin   Pribeanu}
}
@article {1030,
	title = {THE EFFECT OF TEACHER INSTRUCTIONS ON PRESERVICE TEACHER{\textquoteright}S DEVELOPMENT OF PEDAGOGICAL CONTENT KNOWLEDGE},
	journal = {Problems of Education in the 21st Century},
	volume = {73},
	year = {2016},
	month = {October/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {45-61},
	abstract = {Trying to understand the knowledge base for teaching, the Pedagogical Content Knowledge (PCK) was proposed as the main teacher{\textquoteright}s knowledge. It amalgamates the specific knowledge and it is the difference between a teacher and a specialist. It can be both personal, deriving from practice, and canonical, which is cultural accumulation of what makes a good teacher. To acquire the last, preservice teachers (PSTE) take university classes, where theoretically their apprenticeship could be facilitated by the university teacher. Thus, it is important to understand how the university teacher best exerts his influence on PSTEs. In this paper, we show the impact of the university teacher{\textquoteright}s interventions in the development of PCK based on analysis of a course taught to chemistry PSTE. The research was conducted in a qualitative approach, in a case study strategy. The classes from a chemistry teacher{\textquoteright}s course from a federal university in S{\~a}o Paulo, Brazil were recorded for four months, to follow the development of the PCK. Qualitative forms of assessing the PCK, as CoRe, were used, and the tasks given by the teacher were collected to support the analysis. Our results show that the students{\textquoteright} knowledge integration responds to teacher interventions, particularly when those were customised to each individual. When the intervention was made by means of written exercises the influence on PSTE was lower than orally and when made by peers even lower or null. Being so, teacher{\textquoteright}s interventions could be considered an INUS condition for the development of PCK in those students.},
	keywords = {knowledge integration, pedagogical content knowledge, pre-service teacher, teacher formation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.73.45},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1224698},
	author = {Brunno Carvalho Gastaldo and Paula Homem-de-Mello and S{\'e}rgio Henrique Leal}
}
@article {1020,
	title = {THE EFFECTIVENESS OF DISTANCED E-LEARNING IN TEACHERS{\textquoteright} EDUCATION: A CASE STUDY IN SLOVENIA},
	journal = {Problems of Education in the 21st Century},
	volume = {72},
	year = {2016},
	month = {August/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {16-30},
	abstract = {In the last two decades a remarkable shift from conventional forms of teaching toward e-learning happened on all levels of education. This shift included also teachers{\textquoteright} permanent, lifelong education. The purpose of the study was to find and compare the effectiveness of conventional workshop and an e-learning module in teachers{\textquoteright} lifelong/permanent professional training. A study included 30 mother tongue teachers. The aim of the teachers training course curriculum was focused in their competence for developing students{\textquoteright}/reader{\textquoteright}s reception metacognition (RRM), a competence which is a prerequisite for differentiation/individualization in the process of implementation of literature curriculum in the frame of mother tongue education. Pre- intervention and post- intervention teaching practice of both groups of teachers were observed and compared to find out, which form of lifelong education influenced participants{\textquoteright} teaching practice in a more effective way. The qualitative and quantitative analysis of data, gained in e-module and compared with those, gained in the traditional workshop education, shows a significantly bigger effect of education on the case study participants teaching practice for the group of teachers, which participated in traditional educational form {\textendash} a workshop.},
	keywords = {distanced e-learning, lifelong learning, reader{\textquoteright}s reception metacognition, teachers{\textquoteright} training},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.72.16},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1221616},
	author = {Milena   Kerndl and Kordigel Aber{\v s}ek, M.}
}
@article {1382,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {70},
	year = {2016},
	month = {April/2016},
	pages = {Discontinuous},
	type = {Other},
	chapter = {80},
	abstract = {End page, Vol. 70, 2016, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1622302602.pdf},
	author = {Editorial Board}
}
@article {1385,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {69},
	year = {2016},
	month = {February/2016},
	pages = {Discontinuous},
	type = {Other},
	chapter = {82},
	abstract = {End page, Vol. 69, PEC, 2016},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1622364462.pdf},
	author = {Editorial Board}
}
@article {1376,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {72},
	year = {2016},
	month = {August/2016},
	pages = {Discontinuous},
	type = {Other},
	chapter = {106},
	abstract = {End page, Vol. 72, 2016, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1621964771.pdf},
	author = {Editorial Board}
}
@article {1379,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {71},
	year = {2016},
	month = {June/2016},
	pages = {Discontinuous},
	type = {Other},
	chapter = {78},
	abstract = {End page, Vol. 71, 2016, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1622013615.pdf},
	author = {Editorial Board}
}
@article {1015,
	title = {THE ERASMUS PLUS PROGRAM AS A FACTOR TO INTERNATIONAL COOPERATION IN SCHOOLS: A CASE STUDY},
	journal = {Problems of Education in the 21st Century},
	volume = {71},
	year = {2016},
	month = {June/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {44-52},
	abstract = {Content and methods of education implemented in schools are changing rapidly. One of the reasons fuelling these changes is implementation of such programs like the Lifelong Learning Program (LLP) Erasmus Plus, which motto {\quotedblbase}Learning for life{\textquotedblright} is gaining more and more followers. For the purpose of proving this theory, the researcher presents below the profiles of two primary schools (Primary School in Krosno and CEIP Villa Romana in Spain), which participate in this international cultural and educational exchange. The researcher paid special attention to the assumptions of the LLP project, tourism mobility and achievements resulting from the international cooperation between the educational institutions. To present the problem, the researcher used one of the qualitative research methods for case studies. It determined the careful analysis of the individual interviews as well as participating observation of the program coordinators and teachers{\textquoteright} behavior showed how much potential lies in the cooperation of teachers and pupils participating in such educational exchanges. The undertaken research (including interviews with the staff and observation of the projects management) and its analysis confirmed the hypothesis that every type of school, regardless of its location (city or countryside) can benefit from participation in an international exchange. The main limiting factor, noticeable especially in the schools located in rural areas, is the mentality and fear from participation in an international program, challenging the language skills of the staff and resulting in more administrative work. However, the success of the Erasmus Plus program is best measured by the fact that after initial participating, both village schools continued the project in the following years. },
	keywords = {case study, Erasmus Plus, international mobility, school education},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1210960},
	author = {Magdalena Kugiejko}
}
@article {1028,
	title = {ETHICAL DIMENSIONS WHEN INTERVENING IN CLASSROOM RESEARCH},
	journal = {Problems of Education in the 21st Century},
	volume = {73},
	year = {2016},
	month = {October/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {18-26},
	abstract = {There is an increasing amount of educational research that aims at intervening in classroom teaching and learning practices, partly as a response to {\textquotedblleft}what works{\textquotedblright} in education. However, few researchers ask the fundamental question of who actually {\textquotedblleft}owns{\textquotedblright} the interventions, and not the least which ethical dimensions arise from intervening in classrooms. The present research investigates these two questions and relates them to the role of the researcher in formative intervention research, and by relating ethical dimensions to ethics of principles, consequences, relations and virtues. It suggests that interventionist researchers need to develop their reflexive sensitivity, both epistemologically and methodologically when they conduct formative interventions in classrooms, and that the idea of intervening requires different responses depending on the type of ethics that is applied. Interventionist researchers need to be more humble, more open to new ideas and changes in their original plans, and more able to share their contributions with the field of education compared to descriptive research designs. Also, they need to question the very idea of intervening in classrooms, legitimize it and reflect on it with ethical dimensions in mind. },
	keywords = {formative interventions, intervention research, professional development, research ethics},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.73.16},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1224696},
	author = {Tony Burner}
}
@article {1004,
	title = {EVALUATION OF CONCEPTUAL FRAMEWORKS IN ASTRONOMY},
	journal = {Problems of Education in the 21st Century},
	volume = {69},
	year = {2016},
	month = {February/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {57-75},
	abstract = {Even though astronomy is the oldest science, it is still an open question how to evaluate students{\textquoteright} understanding in astronomy. In spite of the fact that some methods and evaluation tools have been developed for that purpose, the sources of students{\textquoteright} difficulties in astronomy are still unclear. This paper presents an investigation of the changes in conceptual frameworks in astronomy among 50 engineering students as a result of learning a general course in astronomy. A special tool called Conceptual Frameworks in Astronomy (CFA), which was initially used in 1989, was adopted to gather data for the present research. In its new version, the tool includes 23 questions and five to six optional answers to each question. Each of the answers characterizes one of the four conceptual frameworks: pre-scientific, geocentric, heliocentric and sidereal. These four conceptual frameworks act as a taxonomical system that enables us to evaluate astronomical understanding. The paper describes the background of the CFA, its development, and discusses its validity and reliability. Using the CFA we were able to: (1) identify the students{\textquoteright} conceptual frameworks at the beginning of the course and at its end, (2) to evaluate the students{\textquoteright} paradigmatic change following the course. It was found that the measure of the students{\textquoteright} improvement (gain index) was g = 0.37. Approximately 45\% of the students in the course improved their conceptual frameworks in astronomy and 26\% deepened their understanding of the heliocentric or sidereal conceptual frameworks. The CFA can also be applied as an evaluation tool in all schools and institutions that teach astronomy.},
	keywords = {astronomy education, conceptual framework, diagnostic tool, engineering students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.69.57},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1199766},
	author = {David Pundak}
}
@article {1036,
	title = {EXAMINING FACTORS AFFECTING IMPLEMENTATION OF INQUIRY-BASED LEARNING IN FINLAND AND SOUTH KOREA},
	journal = {Problems of Education in the 21st Century},
	volume = {74},
	year = {2016},
	month = {December/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {31-48},
	abstract = {Using inquiry has become a universal factor in science education, but teachers often face challenges in implementing inquiry-based learning (IBL) because of, for instance, teachers{\textquoteright} low confidence in conducting inquiry or insufficient school resources. Much research has been conducted to identify the barriers that impede inquiry practice. However, most studies have employed small-scale qualitative methods from a single-country sample, and, thus, the effects of each factor on conducting inquiry in different educational systems have yet to be measured in one statistical model. Accordingly, this research was aimed to explore the extent to which various teacher- and school-factors have respectively affected teachers{\textquoteright} implementation of inquiry-based learning at lower secondary schools. To examine this issue, samples of 496 Finnish teachers in 135 lower secondary schools and 184 Korean teachers in 147 lower secondary schools were selected from the TIMSS 2011 science data set. The findings reveal that teachers{\textquoteright} confidence in teaching science and their collaboration to improve science teaching were strongly associated with facilitating inquiry in both countries, and these two factors{\textquoteright} positive effects on the implementation were partially derived from inquiry-related professional development in the Finnish sample. In addition, class size and school resources were also significantly related to inquiry practice in Finland, and the teachers{\textquoteright} education levels were negatively correlated with the frequency of inquiry practice in Korea. However, in both countries, the teachers{\textquoteright} emphasis on exams was indicated as a non-significant factor in predicting inquiry frequency. The results have implications in respect of the roles of professional development and school environment in increasing IBL practice in school science.},
	keywords = {inquiry-based learning, teacher collaboration, teacher confidence},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.74.34},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1227393},
	author = {Jingoo Kang and Tuula Keinonen}
}
@article {1031,
	title = {ON THE FACEBOOK DEPENDENCE AND ITS NEGATIVE EFFECTS ON UNIVERSITY STUDENTS{\textquoteright} WORK: A MULTI-GROUP ANALYSIS},
	journal = {Problems of Education in the 21st Century},
	volume = {73},
	year = {2016},
	month = {October/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {62-74},
	abstract = {The explosion of social networking websites in general, and Facebook in particular, impacts the educational context both positively and negatively. Too much time spent on Facebook leads to negative effects on the university work of students. The objectives of this research are to measure and analyse the relationship between the Facebook dependence and the negative consequences of the excessive use of Facebook on the university work of students. In this respect, a conceptual model has been tested that has two inter-correlated latent variables: the withdrawal syndrome, measuring the Facebook dependence and the negative consequences onto the university work. The analysis of results has been done onto three groups featuring the user{\textquoteright}s profile according to the network size (number of Facebook friends) of students. The findings show that the larger the Facebook network, the higher the frequency and duration of Facebook use. The analysis of measurement invariance shows that the model exhibits factorial, metric, and scalar invariance on the three user profiles. The comparison between groups shows that students having larger networks and spending more time on Facebook have a higher level of dependence and their university work is more affected.},
	keywords = {e-learning process, educational value, formative measurement models, motivation to learn},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.73.62},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1224699},
	author = {Gabriel Gorghiu and Costin   Pribeanu and Vincentas  Lamanauskas}
}
@article {1006,
	title = {HIGHER EDUCATION AND THE GROWTH OF MENIAL JOBS},
	journal = {Problems of Education in the 21st Century},
	volume = {70},
	year = {2016},
	month = {April/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {8{\textendash}20},
	abstract = {Young people are confronting a world in which they may not achieve economic strides their parents did. Almost all will have been awarded university degree, worth far less (in the terms and conditions of their employment) than that of their parents, if they themselves graduated from university. In the article the author discusses the relationship between higher education and stratification. The concepts of meritocracy and credentialism are considered and a particular attention is paid to an equal/unequal access to education dilemma. Discussed is why a liberal arts education is losing ground and why it is being made a scapegoat for graduate unemployment. Does the nightmare of Weber{\textquoteright}s {\textquotedblleft}iron cage of rationalization{\textquotedblright} come true and is the contemporary university in the service of an economic order with all the related technical requirements of machine production? In the second part of the article the role of meritocratic discourse and educational credential inflation is considered as well as the growth of menial jobs for young people as a case in Poland. },
	keywords = {education at post-secondary level, inequality, liberal arts, Poland, youth unemployment},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.70.08},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1203600},
	author = {{\L}ukasz Alba{\'n}ski}
}
@article {1037,
	title = {IMPACT EVALUATION OF TWO MASTER COURSES ATTENDED BY TEACHERS: AN EXPLORATORY RESEARCH IN ANGOLA},
	journal = {Problems of Education in the 21st Century},
	volume = {74},
	year = {2016},
	month = {December/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {49-60},
	abstract = {The present research aims to evaluate the impact of two master courses offered by one public higher education institution in Angola on the professional development of Angolan teachers and also on the broader educational community. The two courses were attended by 393 teachers. The data of 45 answered questionnaires and six verbatim transcripts of individual semi-structured interviews were analysed. According to the teachers perspective the courses contributed to teachers{\textquoteright} personal growth and changes of practices, as well as improved students{\textquoteright} learning (micro context of impact). Although to a lesser extent, impact on broader contexts was also identified, indicating that changes occurred also within other teachers and elements of the surrounding school community (meso context of impact) as well as the community of educational research (macro context of impact). The results in discussion are of relevance for further investment on post graduation courses (master level) for teachers offered by higher education institutions. Outlined recommendations could potentially contribute to impact enhancement (and understanding) of academic post-graduation courses{\textquoteright} attended by in-service teachers, particularly those integrated in  recent higher education systems of post conflict countries, such as the Republic of Angola. },
	keywords = {Angola, impact evaluation, master courses, post-graduation, teacher education, teachers{\textquoteright} professional development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.74.49},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1227394},
	author = {Betina Silva Lopes and Nilza Costa and Bernardo Filipe Matias}
}
@article {1026,
	title = {IS THE INQUIRY-BASED SCIENCE EDUCATION THE BEST?},
	journal = {Problems of Education in the 21st Century},
	volume = {73},
	year = {2016},
	month = {October/2016},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {4-5},
	abstract = {The science education is fighting with a relatively big problem. Many academicians, teachers and also laic society are still perceiving difficulty in understanding of concepts from science subject and lack of interest about this group of subjects. In the past the teaching process was very formal focused on the memorizing of the facts without any deeper understanding of the processes in the nature. Pupils and students knew all definitions about concepts in the science subjects, but practical application was on the low level. The academicians, teachers and other people interested in the science education were eager to change system of education. They wanted to include new approach into science education. The inquiry-based science education (IBSE) seemed to be as the right way for the better understanding of science process by pupils and students. },
	keywords = {IBSE, science education, science subjects, teaching process},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.73.04},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1224694},
	author = {Milan Kubiatko}
}
@article {1024,
	title = {INTERCULTURAL FEATURES AND THE THEME OF TRAVELLING IN BILINGUAL MATHEMATICS LESSONS},
	journal = {Problems of Education in the 21st Century},
	volume = {72},
	year = {2016},
	month = {August/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {76-88},
	abstract = {The present qualitative research is focused on bilingual mathematics education. The research presents findings of a case study of one bilingual Slovak and English mathematics 40-minute lesson within an after school elective bilingual mathematics course running weekly since October, 2015. The lesson took place in March, 2016, and was attended by nine learners aged 12-13, eight boys and one girl. The learners are cases of successive school additive bilingual education. The elective course as a whole is a case of immerse bilingual educational programme. In terms of sociolinguistic settings, the course lessons are cases of bilingual education with external second language. The researcher designed and realized the course lessons in terms of CLIL approach, i.e. Content and Language Integrated Learning. The main aim of the case study was to examine if bilingual mathematics instruction does or does not prevent learners from solving math word problems. Secondly, the analysis of transcription of the lesson audio-record served for identification of intercultural features which might hinder the learning process. The analysis of the transcribed audio-record indicates that the bilingual context did not prevent students from solving math word problems, although each of the students worked at their individual rate. On the other hand, some students were confused by the comma as a thousands-separator in multi-digit numbers, and this actually hindered their learning and problem solving process. This fact has been identified as an intercultural difference which had to be explicitly explained to the students. In order to lessen the possible negative influences of bilingual context on mathematics education, teachers need to predict students{\textquoteright} responses to various intercultural differences which students are unfamiliar with.},
	keywords = {bilingual mathematics education, CLIL, land area, per cents, thousands-separator},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.72.76},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1221620},
	author = {Zuzana Na{\v s}tick{\'a}}
}
@article {1021,
	title = {INVESTIGATING THE MOST NEGLECTED STUDENT LEARNING DOMAIN IN HIGHER EDUCATION: A CASE STUDY ON THE IMPACT OF TECHNOLOGY ON STUDENT BEHAVIOUR AND EMOTIONS IN UNIVERSITY MATHEMATICS LEARNING},
	journal = {Problems of Education in the 21st Century},
	volume = {72},
	year = {2016},
	month = {August/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {31-52},
	abstract = {Do students{\textquoteright} emotions and behaviours influence their learning in mathematics classes, and if yes, how and why? Based on a qualitative research design, evidence on how the use of Electronic Voting Systems (EVS) has influenced students{\textquoteright} emotional and behavioural engagement with university mathematics learning is presented. The results show that the use of EVS enables students to diagnose their level of understanding of learning material, relative to the rest of the class. EVS use also helps, in real time, to stimulate, maintain, and re-focus student attention during mathematics instruction. A favourable perception of the learning environment as being altruistic appears to have influenced students to emotionally identify and align themselves with mathematics learning goals. There is enhanced interactivity in EVS-facilitated lectures, including positive student competitiveness, while the EVS anonymity utility also enhances increased student participation rates. However, a major disincentive to student engagement is the use of EVS-based mathematics questions with low cognitive demand. This research is a contribution to how specific educational technology-based interventions influence student engagement.},
	keywords = {digital natives, emotional/behavioural engagement, engineering mathematics, EVS/Clickers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.72.31},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1221617},
	author = {Samuel Olugbenga King}
}
@article {1013,
	title = {LEADERSHIP PERCEPTIONS AND COMPETENCIES OF DEPUTY PRINCIPALS},
	journal = {Problems of Education in the 21st Century},
	volume = {71},
	year = {2016},
	month = {June/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {16-30},
	abstract = {The research aims to determine the leadership levels the deputy principals feel, their perceptions of their personal features and the environment of the organization in which they demonstrate leadership role. In the research, case study method from qualitative research methods was used. The data were collected by one of the qualitative data collection tools; interviewing. The data were analysed with descriptive analysis techniques. The following results were obtained in the research: Deputy Principals consider themselves as leaders in terms of personal features and behaviours. The competencies of deputy principals in terms of leadership are; technical competencies, interpersonal competencies, conceptual and cognitive competencies. The aspects that deputy principals think that they need to improve and enhance are; human relations, determinedness, consistency, sensitivity, talkativeness and hurriedness. According to research results, it is found that deputy principals are of the opinion that schools have the centralist, inflexible, disaggregated, officialised and non-creative features of the organizational structure in terms of institution, culture, legislation and management.},
	keywords = {case study, deputy principals, leadership competencies, leadership roles and attitudes},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1210958},
	author = {Suleyman Goksoy}
}
@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 {1007,
	title = {PHYSICAL SCIENCE TEACHERS{\textquoteright} PERCEPTIONS OF AN ADVANCED CERTIFICATE IN EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {70},
	year = {2016},
	month = {April/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {21{\textendash}33 },
	abstract = {Advanced Certificate in Education programmes was offered by many South African universities to provide opportunities for teachers to upgrade their positions. The purpose of the study was to explore Physical Science teachers{\textquoteright} perceptions of their professional development. In this study we considered three domains of professional development which are content knowledge, pedagogic content knowledge and teacher beliefs and attitudes. This study used a mixed method approach using the form of an embedded design. The study was conducted with 156 students enrolled in an ACE Physical Science programme. The teachers stated that their content knowledge and pedagogic content knowledge had not only improved, but also their engagement with actual laboratories, and conducting experiments contributed to their teaching experiences. Hence, their self-confidence of physical science teaching evolved. The authors recommend that the ACE programme should also include a mentoring system with teaching practicum via school leadership and subject advisers.},
	keywords = {content knowledge, pedagogic content knowledge, physical science teachers, professional development, teacher beliefs, teacher confidence},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.70.21},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1203601},
	author = {Sarah Bansilal and Angela James}
}
@article {1033,
	title = {PISA RESULTS OR X-RAY FILMS OF EDUCATION SYSTEMS?},
	journal = {Problems of Education in the 21st Century},
	volume = {74},
	year = {2016},
	month = {December/2016},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {4-5},
	abstract = {To be able to develop well-equipped students in accordance with the expectations of the society is one of the objectives of every education system in every country. In this sense, monitoring student performance comparatively at international level, assessing students and schools characteristics is crucially important in order to structuring individuals{\textquoteright} future lives. Determining student performances in different subject areas is a way for the countries examining the performance of their education systems (Anag{\"u}n, 2011). Results of these assessments and evaluations enable steering the educational policy by diagnosing/revising the failures of the system. },
	keywords = {PISA assessments, Student performance, well-equipped students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.74.04},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1227390},
	author = {Feyzi Osman Pekel}
}
@article {1003,
	title = {PRIMARY SCHOOL STUDENT TEACHERS{\textasciiacute} CLASSROOM TALK DURING INQUIRY-BASED BIOLOGY LESSONS},
	journal = {Problems of Education in the 21st Century},
	volume = {69},
	year = {2016},
	month = {February/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {37-56},
	abstract = {In schools, classroom talk is often dominated by teachers{\textasciiacute} lecturing or asking closed questions followed by teachers{\textquoteright} evaluative feedback. When the teacher presents ideas to students or uses the question-response feedback, the talk is considered as authoritative talk. On the other side, during dialogic talk, the teacher reacts to students{\textasciiacute} views and responses. The important role of the teachers in promoting dialogic classroom talk has been demonstrated in many previous studies. However, little is known about how student teachers use different talk forms, especially in inquiry-based biology lessons which is the focus of this research. The primary school student teachers{\textquoteright} lessons {\textendash} a total of 14 lessons of five student teachers {\textendash} were videotaped and audiotaped. The data were analysed using theory-based content analysis. The results show that the primary school student teachers used more authoritative classroom talk than dialogical classroom talk in their inquiry-based lessons. Mainly, non-interactive authoritative talk form was used by all student teachers, and interactive dialogic talk form was used least. Authoritative talk was used in all stages of the inquiry-based lesson. Dialogic talk was used more during introduction and examination stages. The findings suggest that in teacher education, student teachers need scaffold in talking with pupils when carrying out inquiry-based teaching.},
	keywords = {authoritative talk, dialogic talk, inquiry-based lesson, primary school, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.69.37},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1199765},
	author = {Matti Hiltunen and Sirpa K{\"a}rkk{\"a}inen and Tuula Keinonen and Markus H{\"a}hki{\"o}niemi and Sami Lehesvuori and Pirjo Tikkanen}
}
@article {1008,
	title = {REFLECTIONS OF SOUTH AFRICAN TEACHERS TEACHING UNDER ADVERSARIAL CONDITIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {70},
	year = {2016},
	month = {April/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {34{\textendash}44 },
	abstract = {Teachers often teach under difficult conditions of which they do not have oversight. In order for teacher development programmes to be responsive to teachers{\textquoteright} needs, it is necessary to understand the teaching contexts of their participant teachers. Accordingly the purpose of the research was to identify the problems of practice reported by 41 Mathematical Literacy teachers who teach under impoverished conditions in South Africa. The participants identified their problems of practice and focused on one problem which they tried to address during a two-week teaching intervention. They were required to generate a reflective research report based on their teaching intervention, which formed the primary data source. The findings indicate that of the 305 citations of problems, 174 were attributed to socio-economic factors, 111 to pedagogic factors and 51 to school management factors. With most of these problems being out of their locus of control, these teachers are forced to spend time dealing with the consequences of these problems, instead of focusing their energy to find ways to improve their pedagogic practice. Teacher development agencies need to consider how such teachers could be more appropriately supported.},
	keywords = {classroom practice, non-prototype classes, problems of practice, teacher learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.70.34 },
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1203603},
	author = {Sarah Bansilal and Thelma Rosenberg}
}
@article {1019,
	title = {THE RELATIONSHIP BETWEEN STUDENTS{\textquoteright} BIOLOGY LABORATORY SKILL PERFORMANCE AND THEIR COURSE ACHIEVEMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {72},
	year = {2016},
	month = {August/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {6-15},
	abstract = {The focus of this research study was to investigate the relationship between students{\textquoteright} prior achievement in higher education entrance examination score and their course achievement in undergraduate biology program. It also examined the relationship between students{\textquoteright} high school and college preparatory school biology laboratory experience and their undergraduate biology laboratory skill performance. A correlational study was used. The sample consisted of 55 third year undergraduate biology students. The findings of the study showed that there is significant and positive linear correlation between students{\textquoteright} competences in practical skills and performance in higher education entrance examination scores. There is a significant and a positively linear relationship between the students{\textquoteright} cumulative grade point average (CGPA) with higher education entrance exam scores and biology laboratory skill test score. However, laboratory skill performance test score was not correlated with students{\textquoteright} high school laboratory background and sex. The findings implicated that the Ministry of Education should foster secondary high schools and college preparatory schools to put greater efforts at preparing undergraduate admitted students for students{\textquoteright} better outcome and their retention in universities. },
	keywords = {high school achievement, practical skill test, undergraduate biology},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.72.06},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1221615},
	author = {Getachew Fetahi Gobaw and Harrison Ifeanyichukwu Atagana}
}
@article {1034,
	title = {SAUDI TEACHERS{\textquoteright} PRACTICES OF FORMATIVE ASSESSMENT: A QUALITATIVE STUDY},
	journal = {Problems of Education in the 21st Century},
	volume = {74},
	year = {2016},
	month = {December/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {6-15},
	abstract = {Shifting from teacher-centred to student-centred practices requires teachers to understand strategies to interact with students in science classes. Formative assessment strategies are very critical component of classroom interaction where teachers obtain information about student learning wherever possible. Traditionally, however, teachers ask questions and evaluate student responses but without investigating student contributions to the classroom interaction. This qualitative study aimed at developing teachers{\textquoteright} knowledge of formative assessment strategies when teaching science-based inquiry in Saudi Arabia. 12 teachers were observed when teaching science and details of one teachers{\textquoteright} practices of formative assessment is presented in this study. Formative assessment framework that describes assessment conversations is used and modified to observe teachers{\textquoteright} assessment practices. Assessment conversation consists of four-step cycles, where the teacher elicits information from students through questioning, the student responds, the teacher recognizes the student{\textquoteright}s response, and then uses the information to develop further inquiry. Findings indicate that teachers ask questions and receive responses but rarely allow students to share their own ideas or discuss their own thinking. The study underlines the importance of integrating formative assessment strategies during scientific inquiry teaching for professional development as a way to increase student participation and allow opportunities for students{\textquoteright} inquiry in science classes.    },
	keywords = {assessment conversations, formative assessment, science inquiry},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.74.06},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1227391},
	author = {Saeed Almuntasheri}
}
@article {999,
	title = {SCIENCE SUBJECT AND THE ROLE OF A TEACHER},
	journal = {Problems of Education in the 21st Century},
	volume = {69},
	year = {2016},
	month = {February/2016},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {4-5},
	abstract = {I would like to thank the editor of the journal, who gave me space to write some sentences about some actual problems of education. I am interested in science education, so the problems occurring in science education are close to me. So I would like to introduce you some problems of science subjects, which are well known, but solutions are searched for, how to improve the interest in science subjects among pupils and students. All below presented ideas are the opinions of the authors, you can disagree with or agree. The purpose is to evoke the discussion about the presented problematic. This problematic is still present in many articles, which are warning on the decreasing interest in this group of subject. So, where is the reason, that only a small amount of pupils and students like science subjects? There are plenty of answers, but which of them is correct? },
	keywords = {learning process, practical knowledge, problems of education, science subjects},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.69.04},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1199714},
	author = {Milan Kubiatko}
}
@article {1009,
	title = {SMALL GROUP LEARNING METHODS AND THEIR EFFECT ON LEARNERS{\textquoteright} RELATIONSHIPS},
	journal = {Problems of Education in the 21st Century},
	volume = {70},
	year = {2016},
	month = {April/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {45{\textendash}58 },
	abstract = {Building relationships in the classroom is an essential part of any teacher{\textquoteright}s career. Having healthy teacher-to-learner and learner-to-learner relationships is an effective way to help prevent pedagogical failure, social conflict and quarrelsome behavior. Many strategies are available that can be used to achieve good long-lasting relationships in the classroom setting. Successful teachers{\textquoteright} pedagogical work in the classroom requires detailed knowledge of learners{\textquoteright} relationships. Good understanding of the relationships is necessary, especially in the case of teenagers{\textquoteright} class. This sensitive period of adolescence demands attention of all teachers who should deal with the problems of their learners. Special care should be focused on children that are out of their classmates{\textquoteright} interest (so called isolated learners or isolates) in such class and on possibilities to integrate them into the class. Natural idea how to do it is that of using some modern non-traditional teaching/learning methods, especially the methods based on work in small groups involving learners{\textquoteright} cooperation. Small group education (especially problem-based learning, project-based learning, cooperative learning, collaborative learning or inquire-based learning) as one of these methods involves a high degree of interaction. The effectiveness of learning groups is determined by the extent to which the interaction enables members to clarify their own understanding, build upon each other{\textquoteright}s contributions, sift out meanings, ask and answer questions. An influence of this kind of methods (especially cooperative learning (CL)) on learners{\textquoteright} relationships was a subject of the further described research. Within the small group education, students work with their classmates to solve complex and authentic problems that help develop content knowledge as well as problem-solving, reasoning, communication, and self-assessment skills. The aim of the research was to answer the question: Can the cooperative learning methods help to integrate isolated learners into the class? The research was realized as a pre-test-post-test design for the sample of 207 learners of first, second and third grades of lower secondary school. Standardized sociometric questionnaire B-3 was used to determine the number of isolated learners before and after using the CL methods. Consequently, using the Wilcoxon statistic test of significance, the hypothesis was verified that the number of isolates after the CL methods is statistically significantly lower than that of the case before using the non-traditional teaching/learning method. Accordingly, the research results justify implementation CL methods into education.},
	keywords = {cooperative learning, isolated learners, learners{\textquoteright} relationships, small group learning methods, sociometric methods},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.70.45},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1203604},
	author = {Radka Bor{\r u}vkov{\'a} and Petr  Emanovsk{\'y}}
}
@article {1032,
	title = {SOCIOLOGICAL MEDIA: MAXIMIZING STUDENT INTEREST IN QUANTITATIVE METHODS VIA COLLABORATIVE USE OF DIGITAL MEDIA},
	journal = {Problems of Education in the 21st Century},
	volume = {73},
	year = {2016},
	month = {October/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {75-88},
	abstract = {College sociology lecturers are tasked with inspiring student interest in quantitative methods despite widespread student anxiety about the subject, and a tendency for students to relieve classroom anxiety through habitual web browsing. In this paper, the author details the results of a pedagogical program whereby students at a New York City community college used industry-standard software to design, conduct, and analyze sociological surveys of one another, with the aim of inspiring student interest in quantitative methods and enhancing technical literacy. A chi-square test of independence was performed to determine the effect of the pedagogical process on the students{\textquoteright} ability to discuss sociological methods unrelated to their surveys in their final papers, compared with the author{\textquoteright}s students from the previous semester who did not undergo the pedagogical program. The relation between these variables was significant, χ 2(3, N=36) = 9.8, p = .02. Findings suggest that community college students, under lecturer supervision, with minimal prior statistical knowledge, and access to digital media can collaborate in small groups to create and conduct sociological surveys, and discuss methods and results in limited classroom time. College sociology lecturers, instead of combatting student desire to use digital media, should harness this desire to advance student mastery of quantitative methods.},
	keywords = {community college, digital media, sociological methods, transformative pedagogy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.73.75},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1224700},
	author = {Frederick T. Tucker}
}
@article {1012,
	title = {THE STATUS AND ROLE OF ICT IN THE EDUCATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS: A RESEARCH FROM BIHOR COUNTY, ROMANIA},
	journal = {Problems of Education in the 21st Century},
	volume = {71},
	year = {2016},
	month = {June/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {6-15},
	abstract = {ICT plays a very important role in education, as, on the one hand, it improves the educational attainment of students and, on the other hand, it contributes to a better communication between the education agents, while also speeding up students{\textquoteright} personal development. By using educational software adjusted to the specific nature of different types of disabilities, the benefits of ICT can be very well exploited in special education too. The impact can be a significant one, both in the therapeutic process and in the educational one, and the literature in the area has recorded several examples of successes achieved by students with disabilities assisted by ICT. In Romania, however, few studies have been conducted so far to assess the way ICT is used by teachers in their work with students having different types of disabilities. For that reason, the main aim of the present research was to identify to what extent pre-university teachers are open and prepared to use ICT applications in special education. The sample consisted of 105 pre-university teachers from Bihor, Romania. The instrument used was a questionnaire having 76 multiple choice items, and the implementation period was January-March 2016. The results show that even though they are aware of the importance and have a positive attitude towards using ICT in special education, the majority of the teachers included in the study feel that they are ill-prepared and want to deepen their knowledge in this field during their continued professional training. },
	keywords = {ICT, special education, students with disabilities},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1210957},
	author = {Valentin Cosmin  Bl{\^a}ndul and Adela Bradea}
}
@article {1023,
	title = {STUDENTS{\textquoteright} PERCEPTIONS OF FACTORS SLOWING DOWN THEIR STUDY PROGRESS: THE CASE OF UNIVERSITY OF LAPLAND},
	journal = {Problems of Education in the 21st Century},
	volume = {72},
	year = {2016},
	month = {August/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {65-75},
	abstract = {Fast graduation, smooth studies, and fluent study progress are the goals of today{\textquoteright}s university education. How do students themselves perceive their study processes and what do they think about the factors hindering them from succeeding? The purpose of this research was to find out from the first-year-students of one Finnish university their experiences and opinions. The research investigated what the most difficult issues the students have faced during their first year of university studies have been and what factors have hindered their study progress according to their own perceptions. The students (N=186) answered to an internet-based open-ended questionnaire. The data were analysed in a qualitative data-based manner which resulted in seven most frequently mentioned hindrances in the questionnaire data. The main hindrances were deficiencies in study skills, difficulties in adjustment to academic studies, unclear directions in studies, difficulties in making study plans and scheduling, lack of guidance in studies and difficulties in finding help, lack of community, and overlapping courses and busy study periods. Based on the findings, it is possible to pay attention to the difficulties mentioned by students. 
~},
	keywords = {smooth studies, study process, study skills, university education, university teaching},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.72.65},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1221619},
	author = {Kaarina   M{\"a}{\"a}tt{\"a} and Satu   Uusiautti}
}
@article {1018,
	title = {TEACHER-EDUCATOR VERSUS TEACHER-LEADER},
	journal = {Problems of Education in the 21st Century},
	volume = {72},
	year = {2016},
	month = {August/2016},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {4-5},
	abstract = {Recently, in Lithuanian educational discourse there has been a lot of discussion about leadership. This has become so popular phenomenon that quite often one even does not go deep into the most important parameters of this phenomenon. Leadership phenomenon is not a very new thing, having started to be investigated more exhaustively as far back as the second half of the 20th century, however, over the last decade a lot of attention has been devoted to this in Lithuania. One can reasonably assert, that this is even a matter of fashion. During the aforementioned period, various questions such as teacher leadership, leadership development in schools (as if everyone has to be only a leader), leadership influence on organisation management and other have been investigated in one way or another. On the other hand, quite a lot of attention has been devoted to school managers, having in mind that they should not be just managers, but real managers {\textendash} leaders. There is no intention to discuss various leadership concepts or to give any recipes how to turn teachers and managers to leaders. Moreover, there exists a vast diversity of concepts. It is obvious, that poor, ineffective and unsuitable management affects the teachers and the teaching learning process itself. It is logical, that this aspect has to be evaluated, and only people suitably prepared and ready for this should become managers of educational institutions. On the other hand, it wouldn{\textquoteright}t be fair to identify managers and management with leadership.},
	keywords = {educational discourse, leadership phenomenon, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.72.04},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1221614},
	author = {Vincentas  Lamanauskas}
}
@article {1029,
	title = {TEACHERS{\textquoteright} AND LEARNERS{\textquoteright} EXPERIENCES OF ENTREPRENEURIAL EDUCATION: PRACTICE AND CHALLENGES IN RELATION TO VISIBLE AND INVISIBLE PEDAGOGY},
	journal = {Problems of Education in the 21st Century},
	volume = {73},
	year = {2016},
	month = {October/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {27-44},
	abstract = {Entrepreneurial education is described as gaining abilities that enable the future workforce to develop, be part of and adapt to the changing society. International policy texts, from for instance the Organisation for Economic Co-operation and Development (OECD) and the European Commission, agree that entrepreneurial abilities are to be taught and learned in school. Even if this has been on the agenda for decades, it wasn{\textquoteright}t inscribed in the Swedish curricula until 2011. This research focuses on lower secondary schools and what is called the broad approach or entrepreneurial education. To foster entrepreneurially, different progressive theories of instruction are often suggested.  Basil Bernstein has outlined two generic forms of instructional theories: visible and invisible pedagogy; visible pedagogy can be described as {\textquotedblleft}traditional{\textquotedblright}, while invisible pedagogy requires progressive teaching and learning. Based on classroom observations, interviews with teachers and learners, this study elaborates on these concepts in relation to experiences of entrepreneurial education. Different challenges, due to contradictory messages in curricula, learners{\textquoteright} backgrounds and experiences, as well as teachers{\textquoteright} approaches, are revealed. The study suggests that, even though more or less ambitious attempts are being made, {\textquotedblleft}pure{\textquotedblright} entrepreneurial education is difficult to enable in a practice where visible pedagogy is the standard educational practice. },
	keywords = {entrepreneurial education, lower secondary school, parental background, teachers{\textquoteright} and learners{\textquoteright} experiences, visible and invisible pedagogy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.73.27 },
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1224697},
	author = {Monika Diehl}
}
@article {1038,
	title = {TEACHERS{\textquoteright} PERSPECTIVE ABOUT FACTORS THAT PREVENT SUCCESS IN TEACHING AND LEARNING PROCESS IN HIGHER EDUCATION OF ENGINEERING IN BRAZIL},
	journal = {Problems of Education in the 21st Century},
	volume = {74},
	year = {2016},
	month = {December/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {61-70},
	abstract = {The last fifteen years, in Brazil, the number of engineering freshmen had a huge increased and, although the number of graduated  also had increased over the same period, the percentage of engineering freshmen are by far higher than engineers graduated. In this context, there is a clear evidence of the high dropout rate in higher education courses of engineering in Brazil. Once most of developed researches about engineering courses dropout in Brazil are focused in the students and institutions point of view about factors that affect dropout rate, in this research it was investigated the professors perspective to answer the three questions: (1) What are the main factors which prevent success in teaching and learning process identified by professors of engineering during the classes? (2) How can professors to improve the teaching and learning process in higher education courses of engineering in Brazil? (3) How can Higher Education Institutions (HEI) support the professors? The research data were collected through team activities developed with 134 professors of higher education courses of engineering. This research reveals that the most important factors that affect negatively the teaching and learning process are related to inadequate high school preparation and behaviour of students. Main suggestions of professors for improving the teaching and learning process and also students{\textquoteright} motivation are related to pedagogical aspects such as: use of Information and Communication Technologies (ICTs) as support of classes and implementation of professor and student support programs with significant participation of HEI.  },
	keywords = {higher education of engineering in Brazil, problems in engineering education, professor{\textquoteright}s perspective, qualitative research},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.74.61},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1227395},
	author = {Gl{\'a}ucia Nolasco de Almeida Mello}
}
@article {1005,
	title = {TEACHING WITH ANALOGIES: EXAMPLES OF A SELF-HEALING POROUS MATERIAL},
	journal = {Problems of Education in the 21st Century},
	volume = {70},
	year = {2016},
	month = {April/2016},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {4-7},
	abstract = {As disciplines reach maturity, a dynamic meta-structure is needed, which facilitates merging and new divisions of disciplines. Under such a meta-structure, the disciplines propel the evolution of knowledge, but adapt themselves when driving forces emerge sufficient to provoke their adaptation (Suarez-Orozco, Satin-Bajaj, 2010). This means that on the science, technology, engineering and math (STEM) education must give transdisciplinary view (Flogie, Aber{\v s}ek, 2015). Science-education research studies and STEM teachers{\textquoteright} classroom experiences have shown that analogies and transdisciplinar point of view, when used properly, can help make science concepts meaningful to students. },
	keywords = {conceptual representation, effective analogy, initial models, learning process},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.70.04  },
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1203599},
	author = {Boris Aber{\v s}ek}
}
@article {1025,
	title = {UNIFIED TAXONOMY OF COMPETENCES FOR VERIFICATION OF STUDENT{\textquoteright}S SKILLS},
	journal = {Problems of Education in the 21st Century},
	volume = {72},
	year = {2016},
	month = {August/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {89-100},
	abstract = {Skills, which students have to manage, are divided on a lower and higher taxonomic ({\guillemotright}competent{\guillemotleft}) level, which allows differentiation and individualization in the lessons. It also allows easier monitoring and verifying of skills. The combination of taxonomies in all three fields, cognitive, affective and psychomotor has been searched and combined in competent taxonomic levels, which allows development and verification of student{\textquoteright}s skills on a lower and higher taxonomic level. Special attention was on verification and assessment of student{\textquoteright}s knowledge, where it can be found out once more that the greatest emphasis is on the knowledge, whereas skills are put in the background. Derived from introduced taxonomies, Bloom{\textquoteright}s cognitive and affective and Dave{\textquoteright}s and Simpson{\textquoteright}s psychomotor the lower and higher competent taxonomic level were defined and unified taxonomy of competences was developed. The paraphernalia was made, which allows monitoring and evaluating of student{\textquoteright}s skills on cognitive, affective and psychomotor field at technical subjects. Paraphernalia is transferable also on those fields of education, where student{\textquoteright}s skills are important.},
	keywords = {generic competences, students{\textquoteright} skills, unified taxonomy for competences},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.72.89},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1221621},
	author = {Dragica   Pe{\v s}akovi{\'c} and Andrej   {\v S}afhalter}
}
@article {987,
	title = {ANALYSING EXPERIENCED ORGANIC CHEMISTRY TEACHERS{\textquoteright} TEACHING PLANS AND TASK PERFORMANCES BASED ON THE THEORY OF CONCEPTUAL FIELDS},
	journal = {Problems of Education in the 21st Century},
	volume = {67},
	year = {2015},
	month = {October/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {81-94},
	abstract = {This research analyses two experienced Organic Chemistry teachers{\textquoteright} teaching plans and task performances. The recorded audiovisual interviews were analyzed with computer assisted qualitative data analysis software (CAQDAS). Based on the Theory of Conceptual Fields, the teachers used an energetic-structural resolution approach characterized by the simultaneous use of structural field (SCF) and thermodynamics (TCF) articulated electronegativity, polar covalent bond, steric effects, inductive effects, resonance, aromaticity and stereochemistry. The development of the lesson plans indicated more emphasis to the structural field (SCF). The performance schemes of Organic Chemistry Tasks were not reflected into the lesson plans. Lesson planning knowledge that is subtly dependent on a teacher{\textquoteright}s career often has an implicit impact on the mobilization of the schemes. },
	keywords = {organic chemistry teachers, teaching planning, Theory of Conceptual Fields},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.67.81},
	url = {http://oaji.net/articles/2015/457-1449642605.pdf},
	author = {Marcelo G. Nascimento and Marco Antonio Bueno Filho}
}
@article {952,
	title = {BELIEFS OF THE BIOLOGY TEACHERS ABOUT USING MULTIMEDIA},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {February/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {71-83},
	abstract = {The Science disciplines suffer from neglect of the learners. Therefore, the teachers are looking for strategies how to increase the popularity and the efficiency of teaching biology. Biology as a discipline is suitable for using different kinds of visualization, including multimedia support as one of the possibilities for increasing the popularity of this subject. The implementation of multimedia in teaching process can be successful only if the teachers are aware of the needs and the advantages of these teaching aids. Confidence of the efficiency of application of multimedia support into the biology lessons was analysed by means of a questionnaire with the main focus on learning strategies and mental abilities of the learners. The questionnaire was distributed on-line in the Czech Republic to 422 teachers working at primary schools, secondary schools and high schools and to 222 pre-service biology teachers. Respondents identified the importance of using multimedia in everyday life. They determined many educational opportunities arising from the use of multimedia in education. According to their beliefs, the main roles of using multimedia are related to motivation, cognitive activity and learning activity. Besides, the teachers evaluate themselves as not very well experienced in using multimedia tools. },
	keywords = {motivation of learners, multimedia support of education, popularization of biology},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.63.71},
	url = {http://oaji.net/articles/2015/457-1430294397.pdf},
	author = {Tereza Odch{\'a}zelov{\'a}}
}
@article {975,
	title = {A CANADIAN TEACHER{\textquoteright}S PERCEIVED AUTONOMY AND SELF-CONFIDENCE IN THE MIDST OF AN EDUCATIONAL REFORM},
	journal = {Problems of Education in the 21st Century},
	volume = {66},
	year = {2015},
	month = {August/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {42-53},
	abstract = {Autonomy is essential for teachers{\textquoteright} commitment, satisfaction and retention. However, teacher autonomy is consistently being reduced in the current era of reforms and the sharing of global policies. In this narrative case study, the account of one Canadian teacher (Nora) was examined in relation to how an educational reform influenced her work life in terms of her perceived autonomy and self-confidence. The relation between teacher autonomy and self-confidence was addressed, and the ramifications prompted by the fluctuations in both constructs. The findings suggest that the relationship between Nora{\textquoteright}s perceptions of teacher{\textquoteright}s professional autonomy and her self-confidence is complex. Nora{\textquoteright}s self-confidence was strongly related to her perceived autonomy and the reduction of autonomy triggered significant downward spiralling, leading to isolation. Some discussion on the possible ways to help teachers break this downward spiralling is provided. Finally, this research broadens the collection of stories by teachers on challenges introduced by educational reform and gives voice to teachers suffering in isolation.},
	keywords = {educational reform, narrative inquiry, perceived self-confidence, Teacher autonomy, teacher isolation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.66.42},
	url = {http://oaji.net/articles/2015/457-1441442110.pdf},
	author = {Audrey Paradis and Sonja Lutovac and Raimo   Kaasila}
}
@article {971,
	title = {CHANGING EDUCATIONAL THEORY AND PRACTICE},
	journal = {Problems of Education in the 21st Century },
	volume = {66},
	year = {2015},
	month = {August/2015},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {4-6},
	abstract = {How do we think, how do we learn, memorize and dream, how does pleasure come to be, where are the emotions hidden and how do we reach decisions? Cognitive science and neuroscience tries to answer such questions. It tackles the fields of the human mind in an interdisciplinary, even transdisciplinary way {\textendash} by connecting discoveries from all the disciplines that could shed light on cognitive occurrences. Cognitive science brings together psychology, philosophy, linguistics, artificial intelligence, social sciences and many others. It tries to deal with mental processes in a holistic way and to create a deeper understanding of the field that is empirically closest to us.},
	keywords = {artificial Intelligence, cognitive neuroeducation, Cognitive Science, educational systems},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.66.04},
	url = {http://oaji.net/articles/2015/457-1441441743.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {995,
	title = {CHEMICAL CONCEPTS IN MOTION: THE ROLE OF COLLECTIVE SCHEMES ON THE LEARNING ABOUT INTERMOLECULAR INTERACTIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {68},
	year = {2015},
	month = {December/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {64{\textendash}73},
	abstract = {The purpose of this research is to access data related to how College students collectively develop structural schemes during the resolution of experimental problems of investigative nature. This research included two situations presented to six students in the Undergraduate and Teacher{\textquoteright}s Licensure Chemistry Course at the Federal University of ABC (Brazil) involving Liquid Chromatography contents. The students were divided into groups and asked to make a decision about the best experimental conditions to separate a mixture of chlorophyll, xanthophyll and -carotene in spinach extract. They possessed different stationary phases and elements. The students{\textquoteright} explanations were recorded on an audio-visual device and analysed via computer assisted qualitative data analysis software (CAQDAS) supported by the Transana software. As a result, evidence of the collective development of a scheme characterized by conceptual relations pertinent to the structural field was identified; however, such evidence was incomplete. The interference of the teacher in the students{\textquoteright} decision making was a relevant factor during the resolution of the problems. Conceptual and logical operations of thinking (operative invariants) gaps may be an opportunity for a pedagogical intervention during the resolution of problems in the classroom. },
	keywords = {collective schemes, intermolecular interactions, Theory of Conceptual Fields},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.68.64},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1191867},
	author = {Marcelo Gouveia Nascimento and Gabriel Nicolas Garcia Alves and Marco Antonio Bueno Filho}
}
@article {986,
	title = {CLOSENESS OF FIT TO THE IDEAL: CLASSIFICATION AND SIMILARITY OF TEACHERS{\textquoteright} REFLECTIONS USING MULTI-DIMENSIONAL SCALING},
	journal = {Problems of Education in the 21st Century},
	volume = {67},
	year = {2015},
	month = {October/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {72-80},
	abstract = {The objectives of this research are to provide the theoretical basis for the analysis of qualitative data, such as teachers{\textquoteright} responses to reflective questions using quantitative methods such as multidimensional scaling. The starting point is Estes{\textquoteright} assumption that classification is basic to all intellectual activities, and since reflections are artefacts of intellectual activities, they should be amenable to classificatory methods such as multidimensional scaling. Similarity relates to distance between perceptions and MDS can utilise this feature. By way of example, N=29 teachers - graduates, experienced primary and experienced secondary - were probed for reflections on a science lesson and the results reflections analysed by the application of a scoring rubric and subsequent MDS - they were compared to a hypothetical {\textquoteright}ideal{\textquoteright}. This method is discussed and future possibilities for analysing teachers{\textquoteright} perceptions and reflections. The results of this method provide a valuable means to adapt a standard classification tool to involve a comparative element thus moving beyond mere representation of data.},
	keywords = {measuring to the ideal, Multidimensional scaling, teachers{\textquoteright} reflections},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.67.72},
	url = {http://oaji.net/articles/2017/457-1529249133.pdf},
	author = {Thomas McCloughlin}
}
@article {963,
	title = {COLLABORATION BETWEEN GENERAL AND SPECIAL EDUCATION TEACHERS: DEVELOPING CO-TEACHING SKILLS IN HETEROGENEOUS CLASSES},
	journal = {Problems of Education in the 21st Century},
	volume = {64},
	year = {2015},
	month = {April/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {108-119},
	abstract = {A considerable amount of research evidence suggests that collaboration between general and special education teachers is a pillar of the effective teaching for all students, including those with learning difficulties. Adopting the above position the present study aimed to present and discuss fifteen cases regarding co-teaching in the context of {\textquotedblleft}parallel support{\textquotedblright}, where a special education teacher supports a learning disabled student in a mainstream classroom. Particularly, after an in-service training for promoting effective instructional skills, fifteen pairs of general and special teachers were asked to record the co-teaching procedures in their classrooms. Data collection was carried out through the participants{\textquoteright} self-evaluation rubrics. The quantitative analysis showed that in almost all cases, the collaboration between the pairs of educators was improved, they applied the in-service training knowledge in order to meet the different needs of all students, using the most effective strategies and procedures. The most interesting finding was that in most cases the initially adopted model of co-teaching was replaced by the parallel co-teaching where each teacher provides instruction to different students to the {\textquoteleft}team teaching{\textquoteright}, where both teachers are responsible for planning and they share the instruction of all students. Thus, it seems that it is achievable to build an effective co-teaching model for heterogeneous classrooms.},
	keywords = {co-teaching, parallel co-teaching, self-evaluation rubric, team-teaching},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.64.108},
	url = {http://oaji.net/articles/2015/457-1432232591.pdf},
	author = {Sotiria Tzivinikou}
}
@article {966,
	title = {COMMUNICATION IN STEM EDUCATION: A NON-INTRUSIVE METHOD FOR ASSESSMENT \& K20 EDUCATOR FEEDBACK},
	journal = {Problems of Education in the 21st Century},
	volume = {65},
	year = {2015},
	month = {June/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {18-27},
	abstract = {The current push to educate highly qualified and productive Science, Technology, Engineering and Mathematics (STEM) professionals typically culminates in collegiate capstone projects. These group projects attempt to prepare STEM professionals for entry into the real world as they exemplify early career group dynamics and expose the reality that communication and other soft-skills are often just as important as technical skills. Since attitudes of STEM students and early career professions are established throughout the entire K-20 curriculum, this article also provides some feedback to educators. The research presented utilized, a free cloud based collaboration tool to observe the communication habits of three senior capstone teams (n= 13 participants) and was able to predict communication success and failures through straight-forward analysis of several key parameters, including: discussion frequency, number of responses and the distribution of work over time.},
	keywords = {ABET, communication assessment, communication in STEM, engineering education, senior capstones},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.65.18},
	url = {http://oaji.net/articles/2015/457-1438197091.pdf},
	author = {Mike   Borowczak}
}
@article {955,
	title = {CONSTRUCTIVISTIC PATHS IN TEACHING PHYSICS: FROM INTERACTIVE EXPERIMENTS TO STEP-BY-STEP TEXTBOOKS},
	journal = {Problems of Education in the 21st Century},
	volume = {64},
	year = {2015},
	month = {April/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {6-23},
	abstract = {Teaching Physics, in-between theory and technical applications is nowadays a tedious task. Apparent abundance of web resources makes access to information easy, but its use by pupils is quite unclear. These difficulties, added to less importance held by physics nowadays than in the last decades, inside the national educative system, caused in many countries a fall of interest in studying science and technology. Within several national and international programs, involving mainly Poland and Italy, various recipes for school education at lower and higher secondary level were developed in our group. All these recipes were oriented towards real experiments and constructing the discovery paths with pupils. The school (and extra-scholastic activities for primary-age pupils) included: collections of simple experiments {\textquotedblleft}Physics and Toys{\textquotedblright}, interactive lectures for children, itinerary exhibitions, innovative textbooks inviting the reader to a heuristic dialog, computer-guided experiments, and collections of problems in physic solved step-by-step. We resume some of these implementations and draw main results. Actions were undertaken with three cultural goals: trigger a wide interest in physics through {\textquotedblleft}Fun in Physics{\textquotedblright} activities, improve didactical efficiency at schools, induce students{\textquoteright} initiative in an independent discovery of science. In detail, for a lower secondary school simple interactive experiments on electromagnetism were introduced, and a textbook on mechanics. For higher secondary schools {\textendash} a textbook on modern physics and computer-guided experiments; for children aged 5-10 {\textendash} interactive lectures on mechanics, electricity, acoustics. Evaluations were performed by qualitative and quantitative measures, in Poland and Italy, in collaboration with several teachers and PhD students. All these, constructivist applications show an improved efficiency and find positive evaluations among teachers and pupils. However, partial and sporadic actions do not lead to significant results. Only conjugated implementations of new experimental tools (real objects) and didactical methods (inquiry-based teaching) shows achievements congruent with the Lisbon EU declaration on Knowledge-based Societies (EU Commission White Paper: Education and Training, 1995). },
	keywords = {cognitive sciences, educational systems, interactive exhibitions, simple experiments, teaching physics},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.64.06},
	url = {http://oaji.net/articles/2015/457-1432232064.pdf},
	author = {Grzegorz P. Karwasz and Krzysztof S{\l}u{\.z}ewski and Anna Kami{\'n}ska}
}
@article {1390,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {67},
	year = {2015},
	month = {October/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 67, 2015, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1623262207.pdf},
	author = {Editorial Board}
}
@article {1393,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {66},
	year = {2015},
	month = {August/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 66, PEC, 2015},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1623335648.pdf},
	author = {Editorial Board}
}
@article {1396,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {65},
	year = {2015},
	month = {June/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 65, 2015, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1623403344.pdf},
	author = {Editorial Board}
}
@article {1387,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {68},
	year = {2015},
	month = {December/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 68, PEC, 2015},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1622441628.pdf},
	author = {Editorial Board}
}
@article {1399,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {64},
	year = {2015},
	month = {April/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 64, PEC, 2015},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1623483932.pdf},
	author = {Editorial Board}
}
@article {1415,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {December/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 63, 2015, PEC },
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1626702375.pdf},
	author = {Editorial Board}
}
@article {972,
	title = {CORRECTIVE MAINTENANCE SKILLS REQUIREMENTS IN DVD HOME THEATRE FOR INTEGRATION INTO TECHNICAL COLLEGE CURRICULUM},
	journal = {Problems of Education in the 21st Century},
	volume = {66},
	year = {2015},
	month = {August/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {7-17},
	abstract = {As the world experiences changes in all facets of life, it is equally expected that the school curriculum should not remain static but change in the same direction. The electronic technology workshop practice in technical colleges in Nigeria has overtime been dominated with the teaching of practical skills in radio and television that are gradually phasing away in the electronic world, hence the need to upgrade it by integrating the practical contents of modern digital electronics, of which DVD home theatre sound system is one of the electronic gadgets. This study therefore determined the corrective maintenance skills requirements in DVD home theatre sound system necessary for improving the workshop practice of electronic technology via curriculum innovation in technical colleges. Three research questions were raised and answered using mean statistic, while one hypothesis was formulated and tested using t-test statistic. The descriptive survey research design was employed in the study. A five point scaled questionnaire was the instrument used for data collection. The sample size was 164, comprising electronic technology teachers in universities and technical colleges and DVD home theatre sound system technicians in Edo State. The instrument was validated by experts and its reliability coefficient obtained using Cronbach{\textquoteright}s alpha formula was 0.876. It was found that the corrective maintenance skills requirements in DVD home theatre sound system necessary for integration into technical college curriculum for electronic technology workshop practice are skills in the use of tools and equipment to perform such maintenance, fault diagnosis skills in order to carry out the maintenance and the actual repairs (corrective maintenance) skills. It was therefore recommended that electronic technology teachers should be trained in the teaching of practical skills in maintenance of DVD home theatre sound system for capacity building.},
	keywords = {corrective maintenance, DVD home theatre sound system, electronic technology, technical college},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.66.07},
	url = {http://oaji.net/articles/2015/457-1441441849.pdf},
	author = {Samson Onyeluka Chukwuedo and Anthony U. Ainetor}
}
@article {1386,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {68},
	year = {2015},
	month = {December/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover, Vol. 68, PEC, 2015},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1622441589.pdf},
	author = {Editorial Board}
}
@article {1398,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {64},
	year = {2015},
	month = {April/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 64, PEC, 2015},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1623483897.pdf},
	author = {Editorial Board}
}
@article {1414,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {December/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 63, 2015, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1626702332.pdf},
	author = {Editorial Board}
}
@article {1389,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {67},
	year = {2015},
	month = {October/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 67, 2015, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1623262164.pdf},
	author = {Editorial Board}
}
@article {1392,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {66},
	year = {2015},
	month = {August/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 66, PEC, 2015},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1623335611.pdf},
	author = {Editorial Board}
}
@article {1395,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {65},
	year = {2015},
	month = {June/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 65, 2015, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1623403304.pdf},
	author = {Editorial Board}
}
@article {994,
	title = {DESIGNING LEARNING OBJECTS FOR ITALIAN PUBLIC ADMINISTRATION: A CASE STUDY},
	journal = {Problems of Education in the 21st Century},
	volume = {68},
	year = {2015},
	month = {December/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {52{\textendash}63 },
	abstract = {This research aims at analyzing the effectiveness of SCORM-based e-learning material in introducing companies to innovative practices, specifically the use of Digital Signature and Certified Electronic emails. These two tools have recently become mandatory in the Italian Public Administration, thus forcing them to pursue innovation through dematerialization processes. This innovation involves millions of Italian citizens and companies that now have the opportunity to interact with public bodies in a more efficient and effective way. Nevertheless, neither the Public Administration nor most of the companies (especially Small and Medium-Sized Enterprises - SME) were ready for this radical change in the use of electronic communication. A significant training effort has been delivered to allow end-users to absorb the concepts, tools, methods and procedures that take advantage of citizen-to-government and business-to-government communication. Most of this effort relied on e-learning and virtual communities{\textquoteright} tools and services, providing support to citizens and organizations facing this new technical and organizational challenge. The authors present the successful experience in the design, creation and delivery of the distance learning materials designed for these purposes, together with the best practices and lessons learned.},
	keywords = {dematerialization, e-learning, learning objects, public administration},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.68.52},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1191866},
	author = {Andrea Molinari}
}
@article {991,
	title = {DEVELOPMENT OF THE RESEARCH TOOL TO IDENTIFY FACTORS AFFECTING THE USE OF CHEMISTRY EDUCATIONAL SOFTWARE},
	journal = {Problems of Education in the 21st Century},
	volume = {68},
	year = {2015},
	month = {December/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {6{\textendash}21 },
	abstract = {Currently, the implementation of information and communication technologies (ICT) has been strongly recommended to science teachers. For identification the factors of successful ICT implementation the Unified Theory of Use and Acceptance of Technology (UTAUT) is applied, which works as the theoretical background of planned monitoring of Czech chemistry teachers{\textasciiacute} attitudes to this problem. This theoretical review introduces the process of creating the modified UTAUT model serving as the basis for a research tool to be exploited for the future survey. Within this process three sources were exploited: (1) theories dealing with factors which influence user behaviour in relation to the use of modern technologies, (2) the analysis of research results focused on the acceptance and use of ICT in chemistry instruction and (3) results of researches conducted by the authors in the field of the effectiveness of the educational software used in chemistry teaching and learning. The conducted analysis of these three sources resulted in defining the presented survey and designing the appropriate theoretical model and research tool. },
	keywords = {chemistry education, educational software, teachers{\textasciiacute} attitudes, The Unified Theory of Use and Acceptance of Technology (UTAUT)},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.68.06},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1191862},
	author = {Kate{\v r}ina Chroustov{\'a} and Martin  B{\'\i}lek and Andrej  {\v S}orgo}
}
@article {968,
	title = {DIFFERENTIAL CALCULUS: THE USE OF NEWTON{\textquoteright}S METHODUS FLUXIONUM ET SERIERUM INFINITARUM IN AN EDUCATION CONTEXT},
	journal = {Problems of Education in the 21st Century},
	volume = {65},
	year = {2015},
	month = {June/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {39-65},
	abstract = {What is the possible use of history of mathematics for mathematics education? History of mathematics can play an important role in a didactical context, but a general theory of its use cannot be constructed. Rather a series of cases, in which the resort to history is useful to clarify mathematical concepts and procedures, can be shown. A significant example concerns differential calculus: Newton{\textquoteright}s Methodus fluxionum et serierum infinitarum is a possible access-key to differential calculus. For, many concepts introduced by Newton ought be useful for the pupils/students (last or last but one year at the high school and first year at the university) to reach a more intuitive, geometrical and problem-oriented approach to calculus. The motivation to consider history of mathematics as an important didactical support is that the pupils/students often learn mathematics in a too formal manner, without understanding the real reasons for the introduction of several mathematical concepts. The problem is that the potential of such support is not exploited. The educational proposal is hence to show a concrete case to highlight what the teaching of mathematics based on history means. The conclusion is that a general theory, as differential calculus, should be considered by the pupils/students as a necessity, deriving from a specification, improvement and extension of the techniques used to solve significant problems posed and developed in the course of history. In this manner, mathematics appears as a human activity comparable with other activities and not as a merely formal exercise. },
	keywords = {fluxions, history of mathematics, mathematics education, maxima and minima, Newton, problem solving approach to mathematics education, tangents},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.65.39},
	url = {http://oaji.net/articles/2015/457-1438197199.pdf},
	author = {Paolo   Bussotti}
}
@article {956,
	title = {EARLY SCIENCE OUTDOORS: LEARNING ABOUT TREES IN THE PRESCHOOL PERIOD},
	journal = {Problems of Education in the 21st Century},
	volume = {64},
	year = {2015},
	month = {April/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {24-37},
	abstract = {The natural environment is known to be a perfect place for learning early science and there is a lot of literature describing activities for children in the forest. Yet there is a lack of concrete data illustrating how much children can actually learn through such activities. The aim of the research was to establish children{\textquoteright}s progress in their knowledge about trees and in process skills they gained through structured activities and free play in the forest. A quasi-experiment with one control and one experimental group was carried out, each comprising 16 children aged 5{\textendash}6 years. The state of the children{\textquoteright}s previous knowledge and observational skills regarding trees was established through individual interviews. The children were given three tasks: naming a leaf (10 leaves); connecting a fruit or cone (8 fruits) to the corresponding leaf; and choosing the leaf they recognise as the same as each of the 10 given test leaves among a total of 17 leaves (this activity sought to investigate the progress in the children{\textquoteright}s observational skills). Children from the experimental group then continued with the activities in the forest. Following those activities, the knowledge and skills they had acquired were established via repeated interviews in both groups. The results show that at the beginning of the experiment the children{\textquoteright}s prior knowledge of trees was poor. After the activities were performed, children in the experimental group showed a statistically significant improvement in their results for naming the leaves and connecting the fruits or cones to the corresponding leaf. Progress in observational skills through the task of choosing a pair of leaves from among many could not be identified since the result had also significantly improved in the control group. Familiarity with the task may well have had a stronger influence on the results than the forest activities themselves. The result of the research allows the conclusion that appropriate forest activities enable children to progress in the field of early science, and it is therefore suggested that outdoor activities form an essential part of preschool education.},
	keywords = {early science education, individual interviews, observational skills, outdoor play and learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.64.24},
	url = {http://oaji.net/articles/2015/457-1432232132.pdf},
	author = {Marjanca Kos and Brigita {\v S}uperger and Janez Jerman}
}
@article {954,
	title = {IS EDUCATION THE SOLUTION TO PROBLEMS IN AFRICA?},
	journal = {Problems of Education in the 21st Century},
	volume = {64},
	year = {2015},
	month = {April/2015},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {4-5},
	abstract = {In the last weeks the world has been facing a dramatic situation called as {\textquotedblleft}Mediterranean migration{\textquotedblright}. In one week at least 1.000 migrants have died trying to cross the Mediterranean Sea to reach European territories. More than 2.500 lives have been lost since June 2014, the United Nation refugee agency UNHCR believes, and the majority of them are coming from Africa and Middle East countries. Recently the Malta{\textquoteright}s prime minister warned after the Lampedusa tragedy, that the Mediterranean Sea was in danger of becoming a "cemetery" for desperate migrants. The situation is dramatic, considering that UNHCR figures suggest that some 25.000 people fled to Italy from North Africa in 2005, a number which dwindled to 9.573 in 2009. As it can be seen, the problem is growing up, the number of migrants is increasing and there is no chance to solve this problem easily. },
	keywords = {Dakar Framework, early childhood care, gender disparities, quality of education, trained teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.64.04},
	url = {http://oaji.net/articles/2015/457-1432232003.pdf},
	author = {Agnaldo Arroio}
}
@article {961,
	title = {EFFECT OF ACADEMIC STAFF RETENTION ON QUALITY EDUCATION IN PRIVATE UNIVERSITIES IN KENYA},
	journal = {Problems of Education in the 21st Century},
	volume = {64},
	year = {2015},
	month = {April/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {86-94},
	abstract = {In recent years, there has been an increase of students{\textquoteright} enrollment in private universities in Kenya. In effect, there has been a great need to recruit and retain quality academic staff. Studies reveal that it has been difficult to retain academic staff especially in private universities in specialized areas and required experience. A literature gap exists in Kenya on the effect of academic staff retention on the quality of education in private universities. The aim of the study was to determine the effect of academic staff retention on quality education in private universities in Kenya. A survey design was considered appropriate for this study. A sample of 336 respondents was used to collect data which included the Human resource managers, academic staff, and students of the selected universities. The sample was selected using purposive stratified and simple random sampling techniques. Questionnaires were used to collect the data which was analyzed by use of frequencies and percentages. The study established that academic staff retention affects quality of education in private universities in Kenya. It was concluded that academic staff retention has a significant effect on quality education without which quality would be compromised. The study recommended that private universities should formulate and implement retention policies and allocate adequate resources to curb high academic staff turnover.},
	keywords = {academic staff retention, private universities, quality education, quality of academic staff},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.64.86},
	url = {http://oaji.net/articles/2015/457-1432232452.pdf},
	author = {Edwin K. Too and Micah  C.  Chepchieng and John Ochola}
}
@article {981,
	title = {EFFECTIVENESS OF TEACHING METHODS USED IN HIGHER EDUCATION: A CASE STUDY OF EUROPEAN UNIVERSITY OF MADRID, SPAIN},
	journal = {Problems of Education in the 21st Century},
	volume = {67},
	year = {2015},
	month = {October/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {17-28},
	abstract = {The purpose of this research was to determine the effectiveness of various teaching methods used in higher education and the perception of the students regarding these methods. In order to determine the possible ways to obtain strategic advantages and benefit from the strengths, the university has to know what drives foreign students in choosing a certain study program, even if it is outside their country of origin. At the same time, knowing the disadvantages that prevent them from doing so, helps the university include ways to correct the weaknesses or to offer solutions to them. The students, participating in this research, are enrolled at the European University in Madrid, from different study programs and degrees (license, master and doctoral programs) and were asked to answer a questionnaire about the use of teaching methods, about their perceptions upon effective teaching and the reasons that have determined them to choose to follow a study program. The results were in favor of a higher use of projects, group activities and case studies during classes and seminars at the European University of Madrid and of using new technologies in the educational system (e-learning, simulations, use of intranet, and activities in laboratories). As a primer characteristic searched for when choosing a study program, the students mentioned practice, mainly for developing abilities useful for applying for a job as soon as possible. It is, therefore, important to analyze the teaching methods and this research helps us understand how students see the teaching process and which are the methods that help them to better understand and to be more active during classes. },
	keywords = {creativity development, innovative teaching, practical activities, teaching methods},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.67.17},
	url = {http://oaji.net/articles/2015/457-1449572177.pdf},
	author = {Leila Bardasuc and Jose Luis Martinez Rubio and Nicusor Marcel Udrea and Monica Delia Domnica}
}
@article {976,
	title = {THE EFFECTS OF PROCESS ORIENTED GUIDED INQUIRY LEARNING ENVIRONMENT ON STUDENTS{\textquoteright} SELF-REGULATED LEARNING SKILLS},
	journal = {Problems of Education in the 21st Century },
	volume = {66},
	year = {2015},
	month = {August/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {54-66},
	abstract = {Teaching and learning trend has shifted gradually from a teacher-centered approach to a student-centered approach. Many educational researchers have suggested that teachers must use student-centered learning approaches, such as Process Oriented Guided Inquiry Learning (POGIL). POGIL is an instructional approach combining guided inquiry and cooperative learning in which students are involved in the learning process. The purpose of this study was to investigate the effect of POGIL method compared to traditionally designed chemistry instruction (teacher-centered approach) method on 11th grade students{\textquoteright} Self-Regulated Learning Skills. The study was conducted during 2014-2015 spring semester. Participants were 115 students from one high school in Turkey. Non-equivalent control group design was used. Two experimental groups and two control groups were randomly selected. Experimental groups were instructed with POGIL, while control groups received traditionally designed chemistry instruction. Achievement Goal Questionnaire (AGQ) and Motivated Strategies for Learning Questionnaire (MSLQ) were administered to both groups as pre-test and post-test to determine students{\textquoteright} self-regulated learning skills. Multivariate Analysis of Variance (MANOVA) was used to investigate the effect of POGIL on the dependent variables. Results revealed that POGIL improved students{\textquoteright} mastery approach, task value, control of learning beliefs, self-efficacy for learning and performance, critical thinking, help seeking, peer learning, metacognitive self-regulation, effort regulation, time/study environmental management. The results showed that POGIL was superior to the traditionally designed chemistry instruction on students{\textquoteright} self-regulated learning skills. Thus, POGIL is helpful for development of students{\textquoteright} self-regulated learning skills.},
	keywords = {achievement goals, Learning Strategies, POGIL, self-regulated learning skills},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.66.54},
	url = {http://oaji.net/articles/2015/457-1441442208.pdf},
	author = {{\c S}enol {\c S}en and Ayhan   Y{\i}lmaz and {\"O}mer Geban}
}
@article {1394,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {66},
	year = {2015},
	month = {August/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {92},
	abstract = {End page, Vol. 66, PEC, 2015},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1623335708.pdf},
	author = {Editorial Board}
}
@article {1397,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {65},
	year = {2015},
	month = {June/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {90},
	abstract = {End page, Vol. 65, 2015, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1623403387.pdf},
	author = {Editorial Board}
}
@article {1388,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {68},
	year = {2015},
	month = {December/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {104},
	abstract = {End page, Vol. 68, PEC, 2015},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1622441676.pdf},
	author = {Editorial Board}
}
@article {1400,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {64},
	year = {2015},
	month = {April/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {124},
	abstract = {End page, Vol. 64, PEC, 2015},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1623483978.pdf},
	author = {Editorial Board}
}
@article {1416,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {December/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {98},
	abstract = {End page, Vol. 63, 2015, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1626702425.pdf},
	author = {Editorial Board}
}
@article {1391,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {67},
	year = {2015},
	month = {October/2015},
	pages = {Discontinuous},
	type = {Other},
	chapter = {110},
	abstract = {End page, Vol. 67, 2015, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1623262258.pdf},
	author = {Editorial Board}
}
@article {996,
	title = {EVALUATION OF STUDENTS{\textquoteright} GENERAL PERCEPTIONS OF PROBLEM-BASED LEARNING IN A COMPUTER ENGINEERING PROGRAM IN BRAZIL},
	journal = {Problems of Education in the 21st Century},
	volume = {68},
	year = {2015},
	month = {December/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {74{\textendash}83},
	abstract = {This research aimed to evaluate students{\textquoteright} overall perceptions of Problem-based Learning use in a Computer Engineering program in Brazil. PBL is applied to nine interdisciplinary core courses of its curriculum. A 32-item questionnaire was administered to 115 students, with an average age of 20.9 (SD 2.7) between late 2014 and the beginning of 2015. It includes items on PBL general aspects, improved skills, PBL room and overall satisfaction. The results show that students{\textquoteright} degree of agreement with several items ranged from 4.1 to 5.9, in a seven-point scale. Some of these items revealed that 68.7\% of the students got familiarized with PBL along the first year and there is a growing tendency among students to improve this familiarity with PBL over time. Moreover, the two items with lowest degree of disagreement were tutors{\textquoteright} feedback at the end of each tutorial session (35.7\%) and the deadline to elaborate these solutions of problems (29.6\%). Almost all students also agree with that PBL helps them to improve several skills, mainly problem-solving, self-directed learning and critical thinking. Repeating students in PBL courses scored higher than the non-repeating students. Many of them were statistically significant differences, inclusive for items on familiarization process. This can mean that their failures are not related to the familiarity with the method likely. Finally, most of the students are satisfied with PBL and like it, what indicates a successful use of it in the mentioned program. },
	keywords = {computer engineering, evaluation, Problem-Based Learning, students{\textquoteright} perception},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.68.74},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1191869},
	author = {David Moises Barreto dos Santos and Carlos Alberto dos Santos da Silva}
}
@article {959,
	title = {FACING THE PEDAGOGICAL CHALLENGE OF TEACHING UNACCOMPANIED REFUGEE CHILDREN IN THE SWEDISH SCHOOL SYSTEM},
	journal = {Problems of Education in the 21st Century},
	volume = {64},
	year = {2015},
	month = {April/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {66-74},
	abstract = {The social inclusion of refugee children is an important issue in Sweden and many other European countries. Sweden accepts more than 20\% of all unaccompanied immigrant children in the EU. Logically, effective schooling is needed for these children to create the necessary pre-conditions for their successful integration into society. However, political interest and state funding concentrates instead on assuring good quality living conditions and legal support for incoming minors, leaving the responsibility for their education to underfunded municipal schools. Accordingly, a study conducted in a municipal secondary school and a university teacher education in Northern Sweden revealed low preparedness to meet the educational needs of immigrant children. Sociocultural and socio-political theoretical lenses were used in the study to understand the situation. Pedagogical action was taken on the teacher education programme in Ume{\r a} to improve the situation and issues concerning the integration of unaccompanied immigrant minors in the Swedish school system were explored in an interdisciplinary course at the end of the students{\textquoteright} teacher training. In group interviews and guided discussions during the course, student teachers recognised existing systemic problems in the education of immigrant children and expressed a feeling of a lack of practical intercultural competence to meet such children. },
	keywords = {intercultural education, refugees, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.64.66},
	url = {http://oaji.net/articles/2015/457-1432232330.pdf},
	author = {Oleg Popov and Erik Sturesson}
}
@article {997,
	title = {FORMATION OF YOUTH WORKER PROFESSIONALISM: PROBLEMS IN ESTONIA},
	journal = {Problems of Education in the 21st Century},
	volume = {68},
	year = {2015},
	month = {December/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {84{\textendash}96},
	abstract = {Youth field has been in constant evolution during the restoration period of Estonian independence, since 1991. The theoretical overview is about youth worker professionalism, associated with the developments in the European and Estonian youth field and in the context of the Berliner competency levels development model. It explains the expectations set for youth workers, to teaching and youth field institutions.
Youth work is expected, like formal education, with more clearly defined educational goals, and it is emphasized that it is a non-formal education. An important aspect is enjoying of the activities and its educational elements. The National Curriculum for Basic Schools and Gymnasium (2011) sets the expectations that the non-formal education will give more support to students to complete the curriculum of formal education. Youth work in Estonia is an essential component of the educational system. Therefore, the professionalism of youth workers and their coping with new challenges is very important. Over the last ten years, major changes in the Estonian youth worker professionalism and in the aspects of professional development haven{\textquoteright}t been mentioned. 
The answers are briefly: in Estonia youth worker profession has been associated with the development of youth field, but the staff preparation is very different and characterised by low working experience. Berliner presented development model of competency levels, treats the professional development as long-term, complex process, distinguishing between the five stages of development of the professional staff, which are also regarded in the context of the professional development of the youth worker. Youth work quality is dependent on the availability of professional youth workers and in order to gain it, the high mobility inside the sector should be reduced, a better situation and more support should be created for the formation of youth worker professionalism at the various levels of the professional growth. 
},
	keywords = {competency, professional level, professionalism, youth work, youth worker},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.68.84},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1191871},
	author = {Maarika Veigel}
}
@article {984,
	title = {GENDER DIFFERENCES IN THE PERCEPTION OF PRESENCE OF, AND SEARCH FOR, CALLING DURING MEDICAL SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {67},
	year = {2015},
	month = {October/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {52-60},
	abstract = {This study focused on the manner in which a sense of calling - presence and search - is perceived by first- and final-year male and female medical students. Differences in level of calling between first-year students and last-year students were predicted, more so for women than for men due to gender bias and family-work integration challenges. A total of 192 medical first and sixth (last) year students at the five Israeli medical schools filled-out a short self-report measure of calling and recorded demographic factors. Discriminate function analysis resulted in one significant discriminate function weighted positively on presence of calling and negatively on search for calling. Group centroids indicate that male medical students perceived presence of calling and search for calling as two poles of a bipolar continuum, whereas first-year students had a distinct feeling of the presence of calling coupled with a low need to search for calling and final-year students had a low feeling of presence of calling coupled with a distinct need to search for calling. In contrast, female medical students - both first-year and final-year - perceived presence and search as two independent dimensions that can coexist. Understanding these differences may be important in helping medical educators find gender-specific ways to maintain and enhance feelings of calling among tomorrow{\textquoteright}s male and female physicians. },
	keywords = {Medical Students, presence of calling, search for calling},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.67.52},
	url = {http://oaji.net/articles/2015/457-1449572340.pdf},
	author = {Hadassah  Littman-Ovadia and Aryeh Lazar and Tamar Ovadia}
}
@article {947,
	title = {GENDER VARIATIONS IN NORWEGIAN PRE-SERVICE TEACHERS{\textquoteright} MOTIVATIONAL ORIENTATIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {February/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {17-28},
	abstract = {Pre-service teachers{\textquoteright} gender and its associations with motivational orientations are under-researched issues. This study, therefore, used a survey methodology to research gender variations in the motivational orientations of pre-service teachers in general. The research clearly shows that male pre-service teachers are less motivated than their female counterparts and have higher levels of disillusion motivation. Female pre-service teachers are more influenced by teacher role models and show higher levels of intrinsic motivation and self-efficacy in classroom management. Males seem to internalize external academic pressure to a lesser extent. Further research is needed to better understand these significant findings. The conclusion is that interactions between gender and pre-service teachers{\textquoteright} motivational orientations need to be further explored and explicitly addressed by teacher educators. },
	keywords = {motivational orientations, pre-service teachers, self-efficacy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.63.17},
	url = {http://oaji.net/articles/2015/457-1430294332.pdf},
	author = {Knut-Andreas   Christophersen and Eyvind   Elstad and Trond Solhaug and Are   Turmo}
}
@article {964,
	title = {HOW TO CHOOSE THE RIGHT SUPERVISOR FOR THE PhD THESIS?},
	journal = {Problems of Education in the 21st Century},
	volume = {65},
	year = {2015},
	month = {June/2015},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {4-5},
	abstract = {I would like to thank the editor for the place and possibility to write a brief contribution to the problematic of supervisors. I know it is possible to write about this topic more than one page. Here, only a very short kind of information is presented toward this problem and maybe in the future, it will be possible to read more about this. },
	keywords = {academic degree, PhD students, problematic of supervisors, professional life of students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.65.04},
	url = {http://oaji.net/articles/2015/457-1438196970.pdf},
	author = {Milan Kubiatko}
}
@article {979,
	title = {HOW TO ELIMINATE THE GAP BETWEEN THE WORLD OF ACADEMICIANS AND TEACHERS?},
	journal = {Problems of Education in the 21st Century},
	volume = {67},
	year = {2015},
	month = {October/2015},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {5-6},
	abstract = {I would like to thank the editor for the space to share my ideas about the selected problems of education. One of them is relative independence of college world and the world of elementary and high schools. There are in brief form described relative problems and suggested the possibilities how to solve them. What is the importance of research studies focused on the education for teachers or for future teachers? It is a very actual question, because the activity of researchers on education should also aim on the teachers and future teachers. But in many countries the world of academicians (in this case we are focused on the academicians working in the faculties of education) is detached from the world of teaching and problems of teachers. So, there is another question. Why the cooperation between academicians and teachers in some countries is functional and in some countries these two worlds are living separately? The mistake could be found in the activity of academicians. Their activity should also be focused on the improving of learning and teaching. The academicians have got many activities. They are teaching, predominantly future teachers, they are writing manuscripts (as we all are hoping), they are attending conferences, where they are changing kinds of information with their colleagues from other faculties. They are writing proposals of grants. They are working administrative and other kinds of jobs for department and other activities. },
	keywords = {academic environment, Academicians, research studies, university students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.67.05},
	url = {http://oaji.net/articles/2015/457-1449572023.pdf},
	author = {Milan Kubiatko}
}
@article {973,
	title = {THE IMPACT OF A PROFESSIONAL DEVELOPMENT PROGRAM ON IN-SERVICE TEACHERS{\textquoteright} TPACK: A STUDY FROM ESTONIA},
	journal = {Problems of Education in the 21st Century},
	volume = {66},
	year = {2015},
	month = {August/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {18-28},
	abstract = {Recently there has been a considerable interest in the Technological Pedagogical Content Knowledge (TPACK) framework for effective technology integration (Koehler et al., 2013). Researchers have been measuring how effective their professional development efforts have been for the development of teachers{\textquoteright} TPACK (Graham et al., 2009; Guzey \& Roehrig, 2009). So far research is based only on short-term courses, so longitudinal studies are needed to examine the TPACK development of teachers across time (Hoffer \& Grandgenett, 2012; Koh \& Sing, 2011). A two-year in-service training program of educational technology (60 ECTS), based on the TPACK framework, was developed at Tallinn University Haapsalu College to support in-service teachers to effectively embed ICT into their classroom teaching. The first group of teachers (n=20) enrolled in the program in January 2014. This paper reports some preliminary findings of a longitudinal action research, the main aim of which is to evaluate the impact of the in-service training program of educational technology on teachers{\textquoteright} TPACK. The key questions for this research were: how do teachers{\textquoteright} perceptions of their TPACK levels change after participating in the training program for a year; which of the seven knowledge domains of the TPACK framework develop more than others; what is the impact of different knowledge domains on teachers{\textquoteright} TPACK perceptions. The TPACK questionnaire developed by Schmidt et al. (2009) was used to measure in-service teachers{\textquoteright} self-assessments of their TPACK during the first meeting of the training program and at the end of the first academic year. The research results revealed increase in all the domains of the TPACK framework. There was significant development of the teachers{\textquoteright} TK and TPACK, but only limited growth in CK and PK. Strong positive correlations were found between TCK, TPK and TPACK in the post-course survey.},
	keywords = {ICT, in-service teachers, professional development, TPACK},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.66.18},
	url = {http://oaji.net/articles/2015/457-1441441936.pdf},
	author = {Piret   Lehiste}
}
@article {962,
	title = {THE IMPACT OF AN IN-SERVICE TRAINING PROGRAM ON THE SELF-EFFICACY OF SPECIAL AND GENERAL EDUCATION TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {64},
	year = {2015},
	month = {April/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {95-107},
	abstract = {Teachers{\textquoteright} professional development is the key to education improvement. On that basis, the present study aimed to investigate the impact of a 6-month in-service training program in the context of the continuing professional development for educators on educational practice. The main objective of the training program was to improve the educators{\textquoteright} teaching skills, to enrich their practices with the most effective strategies and with the newest findings from research evidence in order to increase the quality of their educational interventions for students with special educational needs. An innovation of that program was the simultaneous training of both general and special education teachers in pairs, smoothing the dividing lines between general and special education in their daily instructional practice. The participants were 30 educators, divided into 15 pairs. Each pair was working in the same inclusive school sharing the responsibility of the educational support of a student with learning problems. The estimation of the impact of the program was investigated by measuring the educators{\textquoteright} increasing sense of self-efficacy in relation to their instructional skills and overall effectiveness of their educational interventions for their students with learning difficulties. A pre and post evaluation research design was employed and the findings showed that the training program had a positive impact on the educators{\textquoteright} self-efficacy and their effectiveness regarding collaborative educational interventions for their students. },
	keywords = {continuing professional development, in-service training, self-efficacy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.64.95},
	url = {http://oaji.net/articles/2015/457-1432232539.pdf},
	author = {Sotiria Tzivinikou}
}
@article {978,
	title = {IMPLEMENTATION OF TEXT ORIENTED APPROACH IN TEXTBOOKS ON RUSSIAN LANGUAGE IN ESTONIA},
	journal = {Problems of Education in the 21st Century },
	volume = {66},
	year = {2015},
	month = {August/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {75-83},
	abstract = {Create a text filled with personal meaning, designed in according to the norms of the Russian literary language {\textendash} a task that must be put and solved in the lessons of the Russian language as a native language and a foreign language. Human communication {\textendash} is the exchange of texts is not by chance in the national curriculum for native and foreign (Russian) language is said that in the process of learning language student must master his verbal communication skills, learn how to express thoughts and feelings, analyse, heard and read summarizing information. Since the text activities {\textendash} is one of the learning activities in its organization must be taken into account patterns of natural speech activity, are well known. This are motives, purpose of the activity, structure and its stages; availability of productive activity. The organization of educational process must be oriented to the natural patterns of speech communication, as students create products of speech as a result of interaction with each other. The authors of this article have tried to consider all this creating textbooks for students of different age groups, who study Russian language as native and foreign.},
	keywords = {foreign languages, needs of students, Russian language, speech activity, speech communication, text-centred approach},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.66.75},
	url = {http://oaji.net/articles/2015/457-1441453614.pdf},
	author = {Natalia  Zamkovaja and Irina  Moissejenko}
}
@article {977,
	title = {INCREASING EMOTIONAL INTELLIGENCE AMONG EARLY ADOLESCENTS: MYTHODRAMA GROUP PSYCHOTHERAPY APPROACH},
	journal = {Problems of Education in the 21st Century },
	volume = {66},
	year = {2015},
	month = {August/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {67-74},
	abstract = {Adolescents exhibit a range of behavior difficulties as a result of the many physical, emotional, and social stresses associated with this developmental stage. Conflicts and occasional aggressive outbursts are common in this period, but this behavior becomes problematic when it is persistent. Allan Guggenb{\"u}hl{\textquoteright}s Mythodrama group psychotherapy approach of resolving conflict and bullying in a school setting has been proven successful in Europe and in the USA. The aim of the current study was to provide further evaluation of Mythodrama group work to address emotional and behavioral problems with early adolescents. As emotional abilities and dispositions appear to play a crucial role for adjustment and well-being in adolescence period, the present study investigated, using a controlled experimental design, whether it is possible to increase Emotional Intelligence in pupils received Mythodrama group intervention during three months. Sixty three public school pupils aged 10- to 12-years-old (M of age =11.06, SD=0.59), identified by school staff as displaying emotional and behavioral difficulties, were administered with Trait Emotional Intelligence Questionnaire (TEIQue) {\textendash} Child{\textquoteright}s form (Petrides, 2008) twice, prior and post Mythodrama group intervention. Repeated measures ANOVA revealed a statistically significant change in seven domains of emotional intelligence, while no significant changes were observed in the control group, except three of the domains. These findings suggest that Emotional Intelligence can be improved using Mythodrama group intervention, but more follow-up research is required to reveal the persistence of the result and its influence on school performance.},
	keywords = {early adolescents, emotional intelligence, group psychotherapy, Mythodrama},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.66.67},
	url = {http://oaji.net/articles/2015/457-1441442312.pdf},
	author = {Tinatin Tiabashvili and Rusudan Mirtskhulava and Marine   Japaridze}
}
@article {990,
	title = {INTERDISCIPLINARY SCIENCE: A WAY TO BROADEN AND DEEPEN KNOWLEDGE IN RESEARCH AND EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {68},
	year = {2015},
	month = {December/2015},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {4-5},
	abstract = {How do we look at interdisciplinary theories and methods today and how do we welcome an interdisciplinary perspective in research? These questions are perhaps not the discussed in various research disciplines but the questions concern both research and education.
         Within each discipline, we have theories and methods that we want to protect and make into "our own". We prefer that certain theories and methods belong to a particular discipline. We also keep ourselves happy within our own research area and develop it with "inherited" theories and practice what we consider to belong to "our research". However, issues emanating from interdisciplinary theories and methods provide opportunities to broaden and deepen each research area.
},
	keywords = {education needs, interdisciplinary research, interdisciplinary theories},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.68.04},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1191861},
	author = {Agneta  Simeonsdotter  Svensson}
}
@article {957,
	title = {INVESTIGATING THE EFFECTS OF SELF-DIRECTED LEARNING AND COLLABORATIVE METHODS ON JUNIOR SECONDARY SCHOOL STUDENTS SOCIAL STUDIES LEARNING OUTCOMES IN OYO STATE, NIGERIA},
	journal = {Problems of Education in the 21st Century},
	volume = {64},
	year = {2015},
	month = {April/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {38-52},
	abstract = {Learner-centred methods of teaching are rarely used in most Nigerian classrooms. Pedagogic practices at the basic level of education encourage teacher-dominated methods that do not allow for students{\textquoteright} active participation and inculcation of behavioural changes that reflect the outcomes of learning Social studies. As a paradigm shift, the main effects of treatments (Self-directed learning, Collaborative task method and a combination of the two methods), gender and achievement motivation on the combined dependent variables of achievement in Social studies and critical thinking were investigated. Three hypotheses stated were tested at the 0.05 level of significance. A pre-test post-test non-randomised control group design was adopted in which treatments were crossed with two levels of achievement motivation and gender respectively. 223 males and 136 female students were randomly selected from 12 junior secondary schools in Oyo State. Three instruments: Academic Achievement Motivation Inventory (α = 0.83), Critical Thinking Disposition Inventory (α = 0.87) and Social Studies Achievement Test (r = 0.80) were used to collect data from the participants. Using Multivariate Analysis of Covariance (MANCOVA), Self-directed learning proved to be most significant in improving the learning of Social studies concepts, followed by a combination of Self-directed learning and Collaborative task methods while the Collaborative task method was the least effective. Gender and achievement motivation had significant effects on students{\textquoteright} achievement and not on critical thinking. The findings have implications for the teaching of Social studies in Nigeria. If the rationale of instruction is to enhance the acquisition of cognitive learning outcome with the teacher acting as a facilitator, then the Self-directed learning is most beneficial to students followed by a combination of Self-directed learning and Collaborative task method. When students are actively involved in the teaching-learning process, their academic achievement is more enhanced, especially when a conducive environment is provided.},
	keywords = {achievement motivation, collaborative task method, self-directed learning, social studies achievement},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.64.38},
	url = {http://oaji.net/articles/2015/457-1432232211.pdf},
	author = {Olubukola Oyediji and Eugenia Okwilagwe}
}
@article {992,
	title = {LEISURE-TIME TEACHERS IN A CHANGED PROFESSION},
	journal = {Problems of Education in the 21st Century},
	volume = {68},
	year = {2015},
	month = {December/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {22{\textendash}35},
	abstract = {This exploratory research focus on teaching and learning on the basis of Swedish leisure-time teachers with more than thirty years of experience. The purpose of this research was to bring to light the role of the Leisure time teachers, both in the past up to the present day and into the future. Based on important concepts for professional development, the qualities decisive for a long and sustainable career as a leisure-time teacher are sought.
In interviews ten leisure-time teachers describe their professional careers on the following question areas: teachers, children, parents, leisure-time centers and mission. The outcomes are discussed in relation to the professional concepts of knowledge, autonomy, responsibility, collegial decision-making, confidence and trust, closing off and professional development. The results show that there are a number of success factors for why the interviewees stayed in a profession that has undergone and is subject to significant changes. Children, challenges, leisure-time pedagogy, flexibility and teamwork are considered to be important qualities. One factor that in certain cases meant that one did not change profession is that there are no clear career paths within the profession. Change that has occurred regarding the focus of the work is perceived mainly as positive. Leisure-time teachers emphasize that the collaboration with the school has resulted in greater confidence in their own mission and competence. From this research some critical research areas are revealed, such as, children{\textquoteright}s possible perceptions of learning requirements at the leisure-time center. 
},
	keywords = {leisure-time center, leisure-time pedagogy, leisure-time teacher, professional development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.68.22},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1191863},
	author = {Marianne Dahl and Peter  Karlsudd}
}
@article {982,
	title = {LIFE SATISFACTION AMONG PEOPLE AGED 60 AND OVER, PARTICIPATING IN RESTRICTED SOCIAL NETWORKS IN POLAND: RELATED VARIABLES},
	journal = {Problems of Education in the 21st Century},
	volume = {67},
	year = {2015},
	month = {October/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {29-39},
	abstract = {From the perspective of adult education, the engagement of older people in developing relationships with other people is related to their learning and creating their identities. The research conducted in the areas of various countries shows a relationship between a social participation of seniors and their well-being. Moreover, participation in rich social networks, composed of many people, coincides with a high quality of life. The article focuses on senior citizens functioning in restricted networks (less numerous social networks, consisting of several people).The study is to serve three purposes: firstly, to identify determinants of a subjective assessment of own life of senior citizens living in restricted networks; secondly, to analyse a relationship between seniors{\textquoteright} subjective, general assessment of life and their opinion on what determines a successful and happy life; thirdly, to analyse the relationship between seniors{\textquoteright} subjective, general assessment of life and the ways they handle problematic situations. The analysis has been conducted on the basis of the data collected in 2013, available to the general public on www.diagnoza.com. The data was collected within the Social Diagnosis (Diagnoza spo{\l}eczna) project. The objective of the Social Diagnosis is an investigation of the conditions and quality of life in Poland. It is based on panel research. A questionnaire has been used as a research tool. The article presents information regarding 5623 individuals, aged 60+functioning in restricted social networks in Poland. The Mann-Whitney U test and the two proportions test helped to analyse the differences between variable distributions. The results show that a poor social life of the elderly does not have to be linked with a feeling of loneliness. The group of individuals with a high level of general satisfaction is more satisfied with a relationship with the family (especially children) than the group with a low level of life satisfaction. The analysis confirms that good relationships with family and friends are an important predictor of life satisfaction of the elderly. Health is considered to be a condition of a successful life by seniors with a high level of life satisfaction, as well as relationships with close family members: with children and a spouse. This group of respondents shows more confidence in other people, by whom they feel loved and confided in. In difficult situations people with a high level of life satisfaction turn to others for help, but they also act themselves. Seniors with a low level of satisfaction differ from the previous group in these terms. These are people who do not feel confided in by others and they also hardly ever turn to others for help. In difficult situations they are more often passive. In conclusion, the author highlights the significance of informal learning occurring in families to enhance older people{\textquoteright}s quality of life. It is important, especially in case of poorly educated persons with low incomes who often function in small social networks.},
	keywords = {informal learning in the family, life satisfaction, social Isolation, social participation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.67.29},
	url = {http://oaji.net/articles/2015/457-1449572228.pdf},
	author = {Agnieszka Kozerska}
}
@article {988,
	title = {OPPORTUNITIES FOR STUDENTS{\textquoteright} INDEPENDENT PROFESSIONAL ACTIVITIES IN DESIGN STUDY PROCESS},
	journal = {Problems of Education in the 21st Century},
	volume = {67},
	year = {2015},
	month = {October/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {95-102},
	abstract = {The research problem is determined by involvement and competitiveness of young designers in the labour market that is related to the opportunities of gaining professional experience within independent professional activities during the design studies in higher education. The aim of the research is to determine development of the formation of students{\textquoteright}-prospective designers{\textquoteright} professionalism in the study process. Literature study, questionnaire and interview included in mixed methods design. Qualitative and quantitative data collected from six 4th year students of Rezekne Higher Education Institution Bachelor program "Interior design". The research results show the opportunities for independent professional activities during the design study process in the context of interaction between personality and professional abilities.},
	keywords = {design education, higher education, mixed methods design, professionalism},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.67.95},
	url = {http://oaji.net/articles/2017/457-1529249565.pdf},
	author = {Aina Strode}
}
@article {967,
	title = {PARTNERSHIPS: A SYSTEMIC STUDY OF TWO PROFESSIONAL DEVELOPMENTS WITH UNIVERSITY FACULTY AND K-12 TEACHERS OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS},
	journal = {Problems of Education in the 21st Century},
	volume = {65},
	year = {2015},
	month = {June/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {28-38},
	abstract = {While it can take different forms, science, technology, engineering, and mathematics (STEM) K-12 teacher professional development (PD) is important around the world. Though all stakeholders play critical roles in PDs, the author focuses on the larger system that supports the PDs. As such, this research study focuses on the PD results, but also on the explanation of the systemic nature of the PDs studied. Partnerships, including building of relationships, are explored in that system. In this mixed methods study of two K-12 teacher PDs (n=31 and 19 total PD days), conducted in the western United States, the author utilizes quantitative and qualitative data collection methods to reinforce quality PD practices and suggested strategies. Results indicate that 90\% of the K-12 teachers were highly engaged in the STEM content and partnership building. Pre to post K-12 teacher perception scores regarding astronomy use in STEM content courses showed noteworthy improvement from 16\% to 84\%. Furthermore, K-12 teacher perceptions regarding creation of partnerships and collaborations rose from 26\% to 90\%. Other findings showcase themes of reflection, collaboration, STEM integration, and inquiry as well as a need for partnership building time. Overall, when the K-12 teachers worked together in a structured PD over an academic year (2014-2015) for a selection of 19 days (13 summer days and 6 Saturdays during the academic year) partnerships were formed and provided added organization for the PD system. Faculty/PD team communications and continuous K-12 teacher support were also critical factors for systemic PD success. Access to K-12 teacher created lesson plans that use astronomy as a vehicle for STEM lessons can be accessed free of charge at the following websites: http://physics.uwyo.edu/~mike/workshop/index.html and http://www.physics.uwyo.edu/~aschwortz/LASSI/ },
	keywords = {content knowledge, Partnership, systemic nature, teacher professional development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.65.28},
	url = {http://oaji.net/articles/2015/457-1438197143.pdf},
	author = {Andrea   C. Burrows}
}
@article {945,
	title = {PEACE PEDAGOGY OR/AND EDUCATION FOR PEACE: SOME ACTUALITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {February/2015},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {4-6},
	abstract = {It seems, that education questions and problems are analysed rather intensively. Educational researches of various sizes and on various subjects are constantly carried out - both at national, regional and international levels. There wouldn{\textquoteright}t probably be a country on this planet, in which such theme researches in one way or another wouldn{\textquoteright}t be carried out. Education is not only interdisciplinary, but a very diverse sphere. Where the man is in action, education is inevitable. If one could have a look at the publications of the education field, one could see that diversity is enormous. Leaders are brought up, career preparation is going on, creativity is encouraged, modern media and ICT are taught to be used, so - called 21st century skills are sought to be educated and so on. To tell the truth, hardly anyone could tell what these 21st century skills are, because hardly anyone could bring oneself to tell what skills will be necessary, let{\textquoteright}s say, in 2050. However, education is such a sphere, that very often various insights, opinions, positions etc. are spread. },
	keywords = {continual process, education for peace, education process, peace pedagogy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.63.04},
	url = {http://oaji.net/articles/2015/457-1430136706.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {949,
	title = {POLISH LOWER AND UPPER SECONDARY SCHOOL STUDENTS{\textquoteright} CONCEPTIONS OF A SCIENTIST},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {February/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {40-52},
	abstract = {There is an increasing problem of a much smaller number of students in natural sciences or mathematics in Poland. The number of students is decreasing so dramatically that some courses are closed. Therefore, it becomes very important to look for the possible causes. The starting point for these considerations is the study on the image of a scientist. The image of a scientist and the factors that shape it have been the subject of research in various countries around the world for more than fifty years. The aim of the present research was to determine what the image of a scientist according to Polish students is. Additionally, the impact of the students{\textquoteright} age (in the range of 13-19 years old) on this image was analysed. The study involved 938 students of lower and upper secondary public schools from all over the country chosen randomly. The research was based on a questionnaire which was anonymous and community-based. The main questions were preceded by an enquiry about the respondent{\textquoteright}s personal information such as gender, age, type of school they attend, and school locality. These data were needed for the analysis of such factors as, for example, the effect of gender. The obtained results showed that the image of a scientist according to Polish students is quite similar to the stereotype adopted by students from other countries. Contrary to some earlier reports, Polish students usually presented a scientist as a young person and paid more attention to personal safety equipment like a lab coat, gloves and goggles. It should be noted that this stereotype is quite archaic and is not associated with a real vision of a scientist. This lack of awareness may have an impact on shortage of students },
	keywords = {Draw-A-Scientist Test (DAST), images of a scientist, stereotype of a scientist},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.63.40},
	url = {http://oaji.net/articles/2015/457-1430294420.pdf},
	author = {Karol Dudek and Pawe{\l} Bernard}
}
@article {960,
	title = {PRINCIPALS{\textquoteright} WORK STORIES WITHIN NEO-LIBERAL SCHOOL REFORM},
	journal = {Problems of Education in the 21st Century},
	volume = {64},
	year = {2015},
	month = {April/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {75-85},
	abstract = {The purpose of this research is to investigate the work stories of four principals as they implement a neo-liberal school reform program in their schools. Work stories were defined as explanatory frameworks the principals used to explore the effects of the program. The work stories included several sub-themes, story lines. Discourse analysis was used to identify the work stories and the story lines within semi-structured interviews with the principals. The results indicate that the principals constructed the neo-liberal school reform program as a new, better school culture. The new culture needed to be promoted with enough firmness to establish social norms and to ensure conformity of teacher behaviour. To ensure the implementation of the program, the principals positioned themselves as corporate leaders or sporting coaches with little reference to educational considerations. The work stories positioned the teachers in their schools as {\textquoteleft}managed professionals{\textquoteright} with diminished trust and respect as teaching and educational professionals. Analysing work stories helps to understand what is happening to particular individuals within particular institutions at particular times. Within the neo-liberal landscape, there is a temptation to think that the social relations, meanings and assumptions of schooling are no longer problematic. Discourse analysis provides one way to see behind these temptations and provides an alternative analysis on neo-liberal reform programs.},
	keywords = {discourse analysis, managed professionals, Neo-Liberalism, school reform, work stories},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.64.75},
	url = {http://oaji.net/articles/2015/457-1432232389.pdf},
	author = {John Rafferty and Tuija  A.  Turunen}
}
@article {950,
	title = {PROBLEM-BASED LEARNING AND ITS EFFECT ON LEARNERS{\textquoteright} RELATIONSHIPS},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {February/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {53-61},
	abstract = {Detailed knowledge of learners{\textquoteright} relationships is very important for successful teacher pedagogical work in a classroom. The familiarity with the relationships is important, especially in the case of teenagers{\textquoteright} class. All teachers should deal with the problem of learners that are out of their classmates{\textquoteright} interest (so called isolated learners or isolates) in such class and think about possibilities to integrate them into the class. Natural idea how to do it is that of using some non-traditional learning methods, especially the methods based on working in small groups involving learners{\textquoteright} cooperation. Problem-based learning (PBL) as one of these methods with an influence on learners{\textquoteright} relationships was a subject of the further described research. Within PBL courses, students work with classmates to solve complex and authentic problems that help develop content knowledge as well as problem-solving, reasoning, communication, and self-assessment skills. The aim of the research was to answer the question: Can the problem-based learning help to integrate isolated learners into the class? The research was realized as a pretest-posttest design for the sample of 182 learners of seventh, eighth and ninth grades of basic school. Standardized sociometric questionnaire B-3 was used to determine the number of isolated learners before and after using the problem-based learning. Consequently, using the Wilcoxon statistic test of significance, the hypothesis was verified that the number of isolates after the problem-based learning is statistically significantly lower than that of the case before using the non-traditional learning method. Accordingly, the research results justify implementation PBL into education.},
	keywords = {isolated learners, learners{\textquoteright} relationships, Problem-Based Learning, sociometric methods},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.63.53},
	url = {http://oaji.net/articles/2015/457-1430136964.pdf},
	author = {Petr  Emanovsk{\'y}}
}
@article {983,
	title = {A PROFESIONAL SKILL SET OF A TEACHER AND UNIVERSITY LECTURER IN RELATION TO THE CAUSES AND PREVENTION OF JOB BURNOUT},
	journal = {Problems of Education in the 21st Century},
	volume = {67},
	year = {2015},
	month = {October/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {40-51},
	abstract = {The term "burnout" exists in vernacular for centuries. By saying that something is burned we usually have in front of our eyes the image after a fire, that ash and rubble. However, nowadays burnout is a pictorial representation of what may remain after a large and fervent commitment to ones careers. Job is an important factor in life, it influences the existence beyond work. Thus, it is important to create the conditions of appropriate, harmonic, and effective work. In particular, the specific features of the teaching profession are characterized by high workload and increasingly more complex requirements {\textendash} the rush to keep up with the innovation, competitive pressure of the environment and continuous stress. This research aims to present an analysis of job burnout among teachers highlighting the risks and protective factors expressed by the potential "victims", as well as the measures that can be taken to counteract. It also elaborates on personal and social factors which have an impact on occupational burnout issue among teachers in Poland. This study was undertaken because the problem has not been sufficiently studied before in Poland, and too little attention was paid to the issues which the target group is facing. This background led to two theoretical assumptions, meaning that {\textendash} regardless of the school type {\textendash} all teachers are exposed to occupational burnout in the same way. The second theory claims that most of them do not realize the threat or are afraid to admit they have the symptoms resulting from job burnout. In order to confirm both theories, the author used qualitative and quantitative methods (interview and survey form) and the results were used to form a set of recommendations how to protect oneself from occupational burnout. The survey was conducted among 141 Polish teachers from primary, secondary and high schools, from two age groups {\textendash} below 30 years old and over 46 years old. Special focus was placed on the age and inclination to exhaustion at work, lack of motivation and feeling of frustration, considering such factors like e.g. atmosphere at school and cooperation with students, other teachers and principals.The analysis showed that in most cases teachers within the scope of the research declared not to feel burnout. However, slightly less than a half of them admitted to operate under daily stress and in fact undergoing the process of the job burnout without even realizing it. The findings of the research are important for the potential identification of an adequate and rapid prevention, which result is closely linked to better wellbeing and health of teachers who could be more successful and passionate about their work. },
	keywords = {emotional exhaustion, job environment, lack of motivation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.67.40},
	url = {http://oaji.net/articles/2015/457-1449572275.pdf},
	author = {Magdalena Kugiejko}
}
@article {953,
	title = {PROSPECTIVE TEACHERS{\textquoteright} CREATIVITY FOSTERING BEHAVIORS, PERCEPTIONS ON THEIR TECHNOLOGY SKILLS AND SUCCESS IN PROJECT BASED MATERIAL DEVELOPMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {February/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {84-92},
	abstract = {In this study it was determined how pre-service chemistry teachers{\textquoteright} creativity fostering behaviours and their perceptions of their technology skills predict their success in Project Based Educational Technology and Material Development course. A sample of the study consists of 45 pre-service teachers attending Department of Chemistry Education at Hacettepe University. After the applications which took 10 weeks, pre-service teachers presented their materials and evaluated their peers and themselves. In order to determine pre-service teachers{\textquoteright} creativity fostering behaviours, {\textquotedblleft}Creativity Fostering Teacher Index Scale{\textquotedblright} which was developed by Soh (2000) and adapted into Turkish by Dikici (2013) was used. In order to determine pre-service chemistry teachers{\textquoteright} perceptions on their technology skills, {\textquotedblleft}Application Based Educational Technology and Material Development Skills Scale{\textquotedblright} consisting 46 items and developed by Akg{\"u}l (2010) was used. Descriptive Statistics of {\textquotedblleft}Creativity Fostering Teacher Index Scale{\textquotedblright} and {\textquotedblleft}Application Based Educational Technology and Material Development Skills Scale{\textquotedblright} show that prospective teachers have behaviours supporting creativity and their perceptions about their technology skills is over the average. And multiple regression analysis shows that pre-service teachers{\textquoteright} creativity fostering behaviours and their perceptions on their technology skills together predict their success in project based material development course.},
	keywords = {creativity fostering behaviours, perceptions on technology skills, pre-service chemistry teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.63.84   },
	url = {http://oaji.net/articles/2015/457-1430137098.pdf},
	author = {{\"O}zge {\"O}zyal{\c c}in Oskay}
}
@article {948,
	title = {REDISCOVERING JOHN DEWEY{\textquoteright}S MODEL OF LEARNING THROUGH REFLECTIVE INQUIRY},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {February/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {29-39},
	abstract = {During the 21st century, in the sphere of Science education, there has been an increasing interest in the problem of operationalizing reflection because it{\textquoteright}s one of the most powerful mechanisms for developing students{\textquoteright} thinking and forming key competencies {\textendash} learning to learn and science literacy. The classical legacy of the American philosopher and pedagogue John Dewey provides a source for valuable ideas for solving this problem. The goal of this qualitative study is to focus on John Dewey{\textquoteright}s concept for reflective inquiry as well as on the interpretations of his ideas by other authors. The intention is to merge these interpretations into a whole for two reasons: 1) to reconstruct John Dewey{\textquoteright}s model for reflective inquiry, 2) to adapt this model to the peculiarities of Science education practice. To realize this goal, a comparison should be drawn between the meanings of key concepts from Dewey{\textquoteright}s texts and those in the texts of his followers and reviewers. As a result of this interpretive framework, the authors of this paper abandon the general understanding that the stages of reflective thinking comprise a main component in Dewey{\textquoteright}s concept for reflective inquiry. The emphasis moves to the connection between reflection and the actions in the course of inquiry. On the basis of reconstructing Dewey{\textquoteright}s model, the authors suggest ideas for actualizing and activating students{\textquoteright} reflection before, during and after completing different types of experiments. },
	keywords = {inquiry-based learning, reflection, science education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.63.29},
	url = {http://oaji.net/articles/2015/457-1430136867.pdf},
	author = {Yordanka Dimova and Kalina Kamarska}
}
@article {951,
	title = {THE RELATIONSHIP BETWEEN SELF-EFFICACY AND ATTITUDES OF CHEMISTRY TEACHER CANDIDATES},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {February/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {62-70},
	abstract = {This study has been carried out with the aim of investigating the relationship between the attitudes of chemistry teacher candidates towards chemistry in laboratory classes and their self-efficacy beliefs. Teacher candidates composed of undergraduate students who have already taken or are currently taking laboratory classes and study Chemistry Teaching have participated in this study. Relational survey model has been used in this study. Chemistry Attitude Scale (CAS) developed by Geban, Ertep{\i}nar, Y{\i}lmaz, Alt{\i}n \& {\c S}ahbaz (1994) and Chemistry Self-efficacy Scale (CSS) were used as data collection tools. Simple correlation and one-way analysis of variance in independent groups have been used in order to analyse data. According to the results from study data, there is a meaningful linear relationship between self-efficacy scores and attitude scores of teacher candidates. An increase in self-efficacy scores and attitude scores of teacher candidates with regard to consecutive grade levels has also been observed. Self-efficacy and attitude scores of the students have been compared by using one-way analysis of variance (ANOVA). However, a meaningful difference in self-efficacy scores and attitude scores of students with regard to grade levels has not been observed.},
	keywords = {chemistry attitude, chemistry laboratory applications, self-efficacy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.63.62   },
	url = {http://oaji.net/articles/2015/457-1430137011.pdf},
	author = {Emine Erdem}
}
@article {946,
	title = {THE STATUS OF OPTIONAL DISCIPLINES IN THE SCHOOL BASED CURRICULUM OF UPPER-SECONDARY SCHOOL: A CASE OF ROMANIA},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {February/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {7-16},
	abstract = {The school curriculum includes the learning experiences students are invited to go through in an organized and systemic way. The curriculum has two main parts, the core curriculum and the school based curriculum (SBC) respectively. The latter one concerns the learning experiences, which school provides in addition to the minimum experiences that all students should gain and it can be achieved through optional school disciplines. However, education research has shown that the way these optional disciplines are chosen often expresses the teachers{\textquoteright} options rather than those of the students. The main aim of this study was to analyze the subjective perception of upper-secondary school students with regard to the status of optional disciplines within the SBC. The sample consisted of 121 students, who study in 4 upper-secondary schools from Oradea, Bihor County, Romania. The instrument used was a questionnaire, and the implementation period was October-December 2014. The results show that the reasons why students choose a certain optional discipline are related to their need for personal and professional development. The most important subjects students want to study are foreign languages and sports activities, and the favored forms of organization include extracurricular and applied activities.},
	keywords = {extracurricular activities, optional disciplines, school-based curriculum},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.63.07},
	url = {http://oaji.net/articles/2015/457-1430136755.pdf},
	author = {Valentin Cosmin  Bl{\^a}ndul and Adela Bradea}
}
@article {980,
	title = {SUBJECTIVE ASSESSMENTS OF MULTIPLE INTELLIGENCES AMONG BOSNIAN AND TURKISH STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {67},
	year = {2015},
	month = {October/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {7-16},
	abstract = {General intelligence is a good predictor of academic achievement. However, according to Howard Gardner, there are several types of intelligence. They have to be considered in the educational context because education requires various skills and abilities to be employed so that students could be successful. The main aim of our study was to examine subjective assessments of multiple intelligences among adolescents as well as to investigate possible gender differences. The questionnaire called {\textquoteright}{\textquoteright}Subjective assessment of multiple intelligences{\textquoteright}{\textquoteright} (SAMI) was applied, which serves us to collect data from the targeted sample of 162 participants in Bosnia and Herzegovina. Firstly, the results showed non-significant gender differences. Secondly, only verbal/linguistic ability significantly correlated with the age of participants. Lastly, almost all correlational coefficients calculated between different types of intelligence were statistically significant. For example, subjective assessment of logical/ mathematical intelligence correlated with intrapersonal abilities/skills, verbal/linguistic intelligence correlated with visual/spatial intelligence, and musical abilities correlated with visual/spatial intelligence as well.},
	keywords = {Bosnian students, gender differences, multiple intelligences, subjective assessment},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.67.07},
	url = {http://oaji.net/articles/2015/457-1449572092.pdf},
	author = {Hakan Aydo{\u g}an and Azamat Akbarov}
}
@article {970,
	title = {TECHNICAL TALENT AND TECHNICAL CREATIVITY IN LOWER SECONDARY SCHOOL STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {65},
	year = {2015},
	month = {June/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {73-81},
	abstract = {Technical subjects should include creative activities in order to foster the development of technical creativity in talented students. Talent should be regarded as a potential or a characteristic, which a certain student possesses. Creativity can be described as an activity through which such talent shows. The research on the correlation between technical talent and technical creativity included 109 students aged 11 to 15 years, in two Slovenian lower secondary schools. Students were tested by two modified tests on technical creativity and technical talent. The results show that a positive correlation between technical talent and technical creativity exists. It depends on the gender, age and closing assessment of the student. Females displayed a higher level of technical creativity in comparison to males; however, the males achieved higher scores in the technical talent test. The higher the closing assessment and the age of the students, the higher was the level of their technical talent and technical creativity. },
	keywords = {basic education, technical creativity, technical talent, technique and technology},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.65.73},
	url = {http://oaji.net/articles/2015/457-1438197313.pdf},
	author = {Andrej   {\v S}afhalter and Dragica   Pe{\v s}akovi{\'c}}
}
@article {965,
	title = {THEORETICAL EXPLANATION OF THE IMPLICATIONS OF COMPLEX SYSTEMS THEORY FOR TEACHING SCIENCE},
	journal = {Problems of Education in the 21st Century},
	volume = {65},
	year = {2015},
	month = {June/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {6-17},
	abstract = {The present study seeks to explain the implications of triple levels of the complex systems theory, as a theory about nature, science, and education, for teaching science. The study has been conducted within a philosophical approach. On the first level, the characteristics of complex systems theory about nature including: top-down character, non-linear interactions, emergence, irreversibility, self-organization, modularity, hierarchy, adaptation and bifurcation are explained. In this regard the point to be mentioned is that the teachers could facilitate the students{\textquoteright} understanding from the fundamental features of nature by offering diverse and suitable examples. On the second level, the complex systems theory mainly addresses the nature and methodology of science. Regarding the nature of science, scientific knowledge is defined as condition-structured knowledge and regarding the methodology of science, this theory highlights the features including condition-dependent generalisation, condition-dependent laws, condition-dependent explanation, condition-dependent confirmation, and the limitations of model-centered confirmation. The implications from this level of complex systems theory for teaching science encourage the teachers to clarify the methodology of science for the students. Regarding the third level, Complex systems theory orients attentions toward dynamic, complicated, and integrated levels, including the neurological, the experiential, the contextual/material, the symbolic, the cultural, and the ecological levels of education. So teachers might explain the basic features of the natural events through non-linear and holistic methods in teaching science. },
	keywords = {complex systems theory, Nature, science education, Teaching Science},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.65.06},
	url = {http://oaji.net/articles/2015/457-1438197042.pdf},
	author = {Parvin Bazghandi and Saeid Zarghami-Hamrah and Yahya Ghaedi and Alireza Mahmudnia and Khosrow Bagheri Noaparast}
}
@article {985,
	title = {TOWARDS PROGRAMME IMPROVEMENT IN NON-FORMAL VOCATIONAL EDUCATION AND TRAINING IN MOZAMBIQUE},
	journal = {Problems of Education in the 21st Century},
	volume = {67},
	year = {2015},
	month = {October/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {61-71},
	abstract = {The current situation of Mozambique, characterized by limited but highly needed Formal Vocational Education, demands the development and improvement of Non-formal Vocational Education and Training (NFVET). NFVET can provide relevant knowledge and skills, particularly for out of school and unemployed youth and adults to promote social inclusion and development. This is a qualitative case study with some elements of action research. Semi-structured interviews with six educators, classroom observations and two focus group interviews with former participants were implemented. The research aims to explore ways by which NFVET programmes can be improved in order to increase people{\textquoteright}s chances, not only to get work, but also to be able to participate actively in their own process of development. The findings suggest some directions for the improvement of NFVET in Mozambique in order to empower people to actively participate in the social and economic life of their local communities and broader society.},
	keywords = {life skills, non-formal vocational education, social inclusion},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.67.61},
	url = {http://oaji.net/articles/2015/457-1449572410.pdf},
	author = {Alzira Manuel and Oleg Popov and Domingos Buque}
}
@article {993,
	title = {TRUTH, FAITHFULLNESS AND RELIABILITY VAGUENESS IN THE ACCOUNTING THEORY AS A CHALLENGE FOR ACCOUNTING TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {68},
	year = {2015},
	month = {December/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = { 36{\textendash}51 },
	abstract = {The study was aimed at examining the notion of truth, faithfulness and reliability approaches in chosen social sciences, and accounting theoretical foundations among them. In order to explore whether accounting conceptual framework together with accounting theoreticians have developed a satisfactory understanding of the notion of truth, faithfulness and reliability, a literature review was undertaken seeking the definitions and classifications of truth that might be useful in business practice, especially in accounting preparation of financial reports. The main method used in order to achieve the aim was a critical analysis of the contemporary English and Polish literature on accounting, philosophy, as well as psychology and sociology to go to the comparison of the truth and reality perception from various perspectives. The results have shown that the recent changes made in foundations of accounting theory did not provide a satisfactory solution to the problem. The researchers contribute to the existing literature as there is an on-going debate on the direction and extent of changes in the international harmonization and standardisation of accounting that is focused on the problem of faithfulness of the information disclosed in the financial reports. It is argued that the understanding of truth is a key to an understanding of accounting theory and an inevitable factor of proper practice of accounting. Considering accounting teaching process, there was a qualitative analysis conducted based on accounting curricula of Polish public university with long tradition in accounting undergraduate and graduate education. With regards to the accounting curricula of a chosen university, it has been observed that there is an urgent need for a discern of accounting curricula in order to make substantive contents corresponding with developing economic surroundings of business entities preparing financial reports. Moreover, the importance of non-algebraic approach is stressed as a result of the study.},
	keywords = {accounting education, economic reality, faithful representation, faithfulness, financial reporting, truth in accounting},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.68.36},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1191864},
	author = {Ewa Wanda Maruszewska and Aleksandra Szewieczek and Marzena Strojek-Filus}
}
@article {974,
	title = {TWO PERSPECTIVES ON CARING RESEARCH: RESEARCH ON WELL-BEING AND RESEARCHER WELL-BEING},
	journal = {Problems of Education in the 21st Century },
	volume = {66},
	year = {2015},
	month = {August/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {29-41},
	abstract = {Caring research is a new concept that is discussed and defined from two supplementary perspectives: (1) as research aiming at promoting well-being and (2) as a caring research community that cares for the researcher well-being and reciprocal relationships between colleagues and between supervisors and students. These dimensions are discussed in the light of the latest findings and theories of positive psychology as well as based on the authors{\textquoteright} studies in the field. The caring research ideology contributes a comprehensive viewpoint to the world of academic research because it also pays attention to the actual research process within the research community. This well-being focused approach can serve as a means to flourish within the ever-increasing demands of the academic world.},
	keywords = {caring research, positive psychology, researcher well-being, well-being at work},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.66.29},
	url = {http://oaji.net/articles/2015/457-1441442011.pdf},
	author = {Kaarina   M{\"a}{\"a}tt{\"a} and Satu   Uusiautti}
}
@article {958,
	title = {US STUDENT PERFORMANCE IN SCIENCE: A REVIEW OF THE FOUR MAJOR SCIENCE ASSESSMENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {64},
	year = {2015},
	month = {April/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {53-65},
	abstract = {The purpose of this research is to review the nature of four major science assessments administered in the United States: the ACT, PISA, TIMSS, and NAEP. Each assessment provides a very different view into US student performance in science. The TIMSS and PISA are international assessments of student performance and are often cited as evidence that US students are underperforming in comparison to their international peers. The NAEP is used to assess student knowledge of science across multiple age ranges in the United States. Finally, the ACT is administered to college-bound students who elect to take the exam. The underlying philosophies and basic structures of each assessment are explored, and comparisons and contrasts between the assessments are drawn. Historical student performance on each assessment is also analyzed. Analysis of these assessments suggests that US students struggle to apply scientific skills at the high school level, while US middle and elementary students understand scientific content knowledge well. },
	keywords = {science assessment, standardized testing, STEM education, Student performance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.64.53},
	url = {http://oaji.net/articles/2015/457-1432232267.pdf},
	author = {Susan Poland and Linda Plevyak}
}
@article {969,
	title = {{\textquoteleft}WHEN YOUR SON ASKS YOU{\textquoteright}.... HOW REMEMBRANCE CAN TEACH LIFE-SATISFACTION},
	journal = {Problems of Education in the 21st Century},
	volume = {65},
	year = {2015},
	month = {June/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {66-72},
	abstract = {Jewish-christian tradition is memory-tradition. Just from the beginning, people are confronted with the God of Abraham, Isaak and Jacob and with particular situations, which are worth remembering (Exodus, Ten Commandments). Because the Bible combines remembering and teaching ({\quotedblbase}When your son{\textquotedblright}... (Dtn 6, 20)), religious education means memory-education. Like Israel in real Exile and Diaspora, young pupils and students suffer from {\quotedblbase}virtual Exile or Diaspora{\textquotedblleft}, when they are dwelling within their digital global village, and in {\quotedblbase}patchwork-families{\textquotedblleft}, often without real home-experience and without any sense of belonging. Suffering from such experiences of missed orientation and belonging, they feel {\textendash} as discussions in schools and groups underline - unsatisfied and uncomfortable, and look for authentic coping-models. Therefore, the study emphasizes {\textendash} based on narrations of elder people - on a particular religious education-approach, which facilitates life-satisfaction by memory-learning from other experiences. The focus of research is on the question, whether memory-learning, combined with religious contents, rituals and/or metaphoric, could encourage life-satisfaction, and whether there are significant differences between East (Latvia) and West (Germany). },
	keywords = {Life-satisfaction, memory-learning, religiousness},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.65.66},
	url = {http://oaji.net/articles/2015/457-1438197252.pdf},
	author = {Geert Franzenburg}
}
@article {880,
	title = {THE ACHIEVEMENT GOAL THEORY AS AN APPROACH TO STUDY SCHOOL PRINCIPALS{\textquoteright} LEADERSHIP MOTIVATION},
	journal = {Problems of Education in the 21st Century},
	volume = {58},
	year = {2014},
	month = {March/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {27-38},
	abstract = {This study investigates how the achievement goal theory and its measures can be utilized to understand the school principals{\textquoteright} achievement goals for leading. The achievement goal theory is an analytical tool little used when studying educational management. This explorative study aims at developing a measure of principals{\textquoteright} achievement goals for leading, by using a factor analysis of the scores of 270 Norwegian principals. The analysis shows a clear distinction between principals{\textquoteright} mastery and performance goals for leading. Mastery goals for leading were positively correlated with constructs such as principals{\textquoteright} efficacy beliefs for leading, autonomy and teacher-principal trust, while performance goals were weaker or not significantly correlated with these constructs. The study suggests that the context and organizational factors are influencing principals{\textquoteright} purposes of achievement behaviour. Given the increasing emphasis on the accountability of school leaders, the current study suggests the achievement goal theory as a fruitful approach when studying educational leadership. },
	keywords = {accountability, achievement goals, educational leadership},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.58.27},
	url = {http://oaji.net/articles/2014/457-1420361199.pdf},
	author = {Christian Brandmo and Dijana Tiplic and Eyvind   Elstad}
}
@article {881,
	title = {ASSESSING THE FIELD PLACEMENT IN INITIAL TEACHER EDUCATION: FINDING A BALANCE BETWEEN FORMATIVE AND SUMMATIVE ASSESSMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {58},
	year = {2014},
	month = {March/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {39-52},
	abstract = {The research study reported in this paper explores the issues and challenges faced by teacher educators when assessing student-teachers during their field placement. The key research question is: What are the issues and challenges faced by teacher educators and university administrators in relation to the formative and summative assessment of student-teachers during their field placement in Initial Teacher Education? The research tries to address this question by drawing on qualitative data from interviews with key academics and administrators at the University of Malta. The data from the interviews suggests that finding a balance within a university setting between the formative and summative aspects of assessment can create a potential conflict. This results in teacher educators focusing more on administrative demands for accountability and standards through summative assessment (also known as {\textquoteleft}assessment of learning{\textquoteright}) rather than on the learning process through formative assessment (also known as {\textquoteleft}assessment for learning{\textquoteright}). The authors challenge this current view and, using examples from good practice, construct a model of assessment for the field placement that tries to improve the balance between formative and summative assessment.},
	keywords = {field placement, formative assessment, initial teacher education, summative assessment},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.58.39},
	url = {http://oaji.net/articles/2014/457-1420361243.pdf},
	author = {Deborah A. Chetcuti and Michael A. Buhagiar}
}
@article {902,
	title = {ASSESSMENT OF EDUCATION POLICY THRUST OF THE NATIONAL ECONOMIC EMPOWERMENT AND DEVELOPMENT STRATEGY (NEEDS) IN NIGERIA},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {23-45},
	abstract = {The National Economic Empowerment and Development Strategy (NEEDS) is Nigeria{\textquoteright}s plan for prosperity. The plan focuses on four key strategies: reorienting values, reducing poverty, creating wealth and generating employment. In realizing the plan, education is recognized as the vital transformational tool and a formidable instrument for any socioeconomic empowerment. Policy frameworks for education were developed to propel and sustain the NEEDS initiative. The NEEDS set six goals (with targets) for education, and each of the goals is keyed to each of the policy thrust. This study, therefore, attempted to assess the extent to which the targets of NEEDS for education are implemented. A structured questionnaire was developed to elicit 250 university lecturers{\textquoteright} views on the extent of implementation of the education policy thrust of the NEEDS. It was found that, the targets of each of the goals of the plan that were originally designed to be a medium{\textendash}term development strategy; spanning year (2004-2007) have not been fully realized 10 years after its inception. Conclusion was drawn and recommendations were made, among which are: the NEEDS planners and operators should set specific, realizable targets and time framework of human development, for students to become self-sufficient in the areas of basic needs through skills acquisition and job creation.},
	keywords = {targets and education, the National Economic Empowerment and Development Strategy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.23  },
	url = {http://oaji.net/articles/2015/457-1421876455.pdf},
	author = {Isaac Olakanmi Abimbola and Esther Ore Omosewo and Johnson Enero Upahi}
}
@article {933,
	title = {BYSTANDER IN THE CLASSROOM? THE ROLE OF FEELING-OF-BEING-CONCERNED IN THE PERCEPTION OF THE POSSIBILITY TO HELP UNRULY BEHAVING PUPILS AND ITS RELATION WITH SOCIAL COGNITIVE FLEXIBILITY},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {62-73},
	abstract = {With the aim of dealing with educational cross-domain problems that are likely to appear in each course regardless of the teaching domain, the teachers can either take the initiative to help or they can choose not to intervene. Despite the helpful recommendations to make all pupils participate (UNESCO) or no child left behind (NCLB in the United States), most teachers are unaware of their differential helping behavior when they are faced with an ambiguous or problematic educational situation. In line with the bystander effect literature and stereotype content model, the mechanism that underlies the decision of not helping is identified as the feeling that drives an individual to get into the given situation: the feeling of being concerned (FBC). FBC is supposed to redirect individuals away from hasty, biased conclusions and lead them to some distance from any information (i.e., social cognitive flexibility). It is hypothesized that the more one feels concerned by the situation, the more distance he or she tends to take based on the available information. In a current online survey, the participating teachers in training first gave their opinions about the proposed statements (i.e., the social cognitive flexibility measures), then they read one standardized scenario of the educational situation, and finally they responded to questions related to the perceived possibility of helping the pupils in the scenario. The quantitative results (according to ANOVA) show that the teachers with a high FBC report a higher perceived possibility to help and show a higher level of social cognitive flexibility compared to those with a low FBC. These results are supported by significant correlations and are discussed in terms of their implications for the teachers{\textquoteright} practice. },
	keywords = {Bystander Effect, feeling-of-being-concerned, Helping Behavior, unruly behavior},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.62.62},
	url = {http://oaji.net/articles/2015/457-1423570608.pdf},
	author = {Aneta   Mechi}
}
@article {926,
	title = {THE CHALLENGES OF COMPLETE INFORMATIZATION OF EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {121-131},
	abstract = {Since the methods of teaching and learning are currently changing, Slovenian society is challenged to respond. Ministries responsible for the development of the educational system encourage informatization of education by launching strategically oriented tenders. This research presents three such projects, which together propose guidelines on how to further develop the Slovenian educational system with an emphasis on the introduction of information and communication technologies into everyday life in Slovenian schools at all levels (teaching, learning, management, etc.). There are three main areas that are covered: (1) technical assistance and support, (2) development and deployment of e-learning materials and e-textbooks and (3) teacher training. Using these approaches it would be possible to achieve an increase in digital competences and a change in our pedagogical paradigm. Results show a better motivation, communication and improved teamwork among students. This is a consequence of changes in the way of thinking and teaching by both teachers and other school participants, especially the headmasters who put the student in the centre of activities. The whole process of school informatization depends on a coherent development of various fields. The focus is on a change of pedagogical paradigm and the consequential teacher and managerial staff training. },
	keywords = {e-competent school, e-competent teacher, innovative 1:1 pedagogy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.61.121},
	url = {http://oaji.net/articles/2015/457-1422204234.pdf},
	author = {Magdalena {\v S}verc and Igor Pesek and Andrej Flogie}
}
@article {916,
	title = {CLASSROOM CLIMATE AS A PART OF CONTEMPORARY DIDACTICAL APPROACHES},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {28-36},
	abstract = {To achieve successful teaching in the 21st century school, teachers must change their didactical approaches in order to create a stimulating pro-activeness in a pleasant classroom climate for better development of student{\textquoteright}s achievement. A classroom climate in the present research means the combination of variables within a classroom that work together to promote learning in a comfortable environment. In the present research, classroom{\textquoteright}s climate will be evaluated, and what kind of influence different didactical approaches have on the atmosphere in the classroom. The classroom climate of two 6th grade classes at a lower secondary school will be studied: a class with traditional methods of teaching and a class with innovative methods, as regards searching for ideas, monitoring the students{\textquoteright} progress and giving instructions. Students in both classes filled out a questionnaire with thirteen statements, which included three dimensions of a classroom atmosphere: personal relationship, contribution to the class and research work. The results confirmed a change in the perception of the classroom climate, depending on different innovative didactical approaches. The values of individual dimensions are higher in the class with innovative methods, which was confirmed with a better atmosphere in this class and an increased activeness of the students. When introducing changes in an educational process, it is necessary to establish a positive classroom atmosphere. },
	keywords = {active learning, classroom atmosphere, structure of education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.61.28},
	url = {http://oaji.net/articles/2015/457-1422203675.pdf},
	author = {Majda   Fiksl and Boris Aber{\v s}ek}
}
@article {1418,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, PEC, Vol. 62, 2014},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1626876572.pdf},
	author = {Editorial Board}
}
@article {1442,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {59},
	year = {2014},
	month = {April/2014},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 59, PEC, 2014},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1628769302.pdf},
	author = {Editorial Board}
}
@article {1421,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 61, 2014, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1627391473.pdf},
	author = {Editorial Board}
}
@article {1445,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {58},
	year = {2014},
	month = {March/2014},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 58, 2014, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1628784013.pdf},
	author = {Editorial Board}
}
@article {1424,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 60, PEC, 2014},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1627455314.pdf},
	author = {Editorial Board}
}
@article {1417,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 62, 2014, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1626876534.pdf},
	author = {Editorial Board}
}
@article {1441,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {59},
	year = {2014},
	month = {April/2014},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 59, 2014, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1628769256.pdf},
	author = {Editorial Board}
}
@article {1420,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 61, PEC, 2014},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1627391432.pdf},
	author = {Editorial Board}
}
@article {1444,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {58},
	year = {2014},
	month = {March/2014},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 58, 2014, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1628783966.pdf},
	author = {Editorial Board}
}
@article {1423,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 60, 2014, PEC},
	keywords = {cover},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1627455269.pdf},
	author = {Editorial Board}
}
@article {915,
	title = {CRITICAL THINKING IN EDUCATION: WHY TO AVOID LOGICAL FALLACIES?},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {18-27},
	abstract = {The study argues for the claim that a correct argumentation, i.e. a non-fallacious or good reasoning, should be the essential part of the education process, which is not always the case. The bad argumentation makes human standards and interpersonal relationships worse, and leads to the growth of social conflicts and an instable society. If the legislature, executive and judiciary branches of power did not listen to good arguments, our lives would not be as good as they are since the state might pass bad, dangerous and unjust laws. A person trained in critical thinking starting in their youth would be able to tell a difference between good and bad arguments and recognize the fact that accepting the former and dropping the latter is the only way to avoid the above mentioned negative characteristics of a society. By teaching pupils how to employ the prescribed standards of a correct argumentation using everyday examples helps them to avoid adopting certain views on the ground of their popularity, affections produced in observers, their popularity etc., which are classic examples of logical fallacies. An early training in critical thinking could make obvious the fact that, a democracy consisting among other things also in a social, racial and gender equality, after all, does not mean that sometimes left arguments win and sometimes the right ones, and that there is no difference between them in the long run.},
	keywords = {critical thinking, deduction, induction, logical fallacy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.61.18},
	url = {http://oaji.net/articles/2015/457-1422203618.pdf},
	author = {Janez  Bregant}
}
@article {937,
	title = {DEVELOPING A SCIENTIFIC CREATIVITY TEST FOR FIFTH GRADERS},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {109-123},
	abstract = {Testing creativity in general has been well researched, but little has been reported on the development of instruments to test scientific creativity among primary school students. This study describes the development and validation of scientific creativity test for primary school fifth graders. A Scientific Creativity Structure Model (SCSM) was used to guide the development of test items through three dimensions called trait, process and product. Torrance Tests of Creative Thinking (TCTT) were used to evaluate test item answers. Two equivalent, parallel scientific creativity tests were developed each of which consisted of 4 items posed in the form of: technical product, advances in science or scientific knowledge, understanding of scientific phenomenon and scientific problem solving. The scientific creativity test was validated through analysis of item response data of 206 fifth grade students from two Malaysian primary schools. The scientific creativity test was found to have high internal consistency, inter-scorer reliability and face validity. Both Form A and Form B of the test had an acceptable discrimination index range. The test showed a weak positive, but significant correlation between the items in product and process dimensions, but a very strong correlation between the three trait dimensions of SCSM. Test items on science problem solving have a strong indication loading on spatial analytical thinking. The Item analysis suggests that this test would be useful in assessing scientific creativity of the fifth grade students with further review on test items measuring science problem solving.},
	keywords = {Primary school students, scientific creativity test, Torrance Tests of Creative Thinking},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.62.109},
	url = {http://oaji.net/articles/2015/457-1423570799.pdf},
	author = {Nyet   Moi Siew and Chin Lu Chong and Kim On Chin}
}
@article {910,
	title = {DEVELOPING A TEACHER EDUCATION PROGRAMME TO PROMOTE SCIENTIFIC LITERACY IMPROVING A POSITIVE ATTITUDE ABOUT SCIENCE},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {134-155},
	abstract = {Usually elementary teacher education has pitfalls in developing important dimensions of scientific literacy (SL) through science teaching. So, to refine some Teacher Education Program (TEP) characteristics is important to potentiate their positive attitudes towards links amongst science technology and society themes (STS) so that they may improve their students{\textquoteright} SL. This study aims at identifying characteristics of a TEP that promote teachers{\textquoteright} key attitudes about STS and develop dimensions of teaching practice transferral to teachers{\textquoteright} practices to foster their students{\textquoteright} SL. It reports a longitudinal case study (3 years) to refine characteristics of a TEP, answering the questions: a) what features should a TEP have, to improve consistently positive attitudes of teachers about STS?, (b) which gains in teachers{\textquoteright} attitudes towards the STS were obtained from the implementation of TEP? The TEP incorporated, progressively, findings based on literature and other characteristics resulting from improvements, namely: (a) exploring contexts and using materials and equipment from daily routine; (b) developing epistemic practices related with experimental work in open challenge activities; (c) transferable teacher mediation traits. The TEP, with the referred characteristics, allowed teacher to develop important attitudes about: scientific inquiry, willingness to engage in issues related to science and science as a social enterprise.},
	keywords = {scientific literacy, teacher education, teachers STS attitudes},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.134},
	url = {http://oaji.net/articles/2015/457-1421876900.pdf},
	author = {J. Alexandre Pinto and J. Bernardino  Lopes and Ant{\'o}nio  Alberto Silva and Carla A.  Santos}
}
@article {925,
	title = {DEVELOPING SPATIAL ABILITY USING 3D MODELING IN LOWER SECONDARY SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {113-120},
	abstract = {In recent years 3D modeling has been increasingly utilized during product design in lower secondary schools as well. Its greatest advantage over classical technical drawing and 2D drawing software lies in the fact students are able to observe the object they are designing from all the viewpoints of a virtual three-dimensional space. Since thinking and visualization in the process of object design also appear in three dimensions, the mental manipulation and guesswork required from students in order to add another dimension to an object pictured on a level plane are no longer necessary. Additionally, 3D modeling has a range of contributions to the cognitive development of children, which was also the subject of this research. The central question raised was whether students are able to improve their spatial ability by using modeling tools. The research included 196 students aged between 11{\textendash} 15 years, of which 95 were placed in the experimental group and 101 in the control group. Spatial ability was measured using pre-test and post-test. },
	keywords = {cognitive development, spatial ability, visualization},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.61.113},
	url = {http://oaji.net/articles/2015/457-1422204168.pdf},
	author = {Andrej   {\v S}afhalter and Sre{\v c}ko   Glode{\v z} and Boris Aber{\v s}ek and Karin  Bakra{\v c}evi{\v c}  Vukman}
}
@article {935,
	title = {EDUCATING RURAL SOUTH AFRICAN WORKERS IN THE EASTERN CAPE: IMPLICATIONS, PROBLEMS AND PROSPECTS},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {86-96},
	abstract = {Around 20-24\% of South African rural workers in the Eastern Cape are illiterate and unfamiliar with modern and more productive methods of practicing their occupations. Given the challenges that are associated with rural workers, it is important to determine the problems and the prospects they experience, and the ways of providing them with training and skills acquisition. The researcher used empowerment theory as the point of departure for a theoretical framework, and a qualitative explorative study was followed to gather and analyse the data. Data were collected by means of focus group discussions, analysed ethical issues were not left out. The findings from the study revealed that the education which the rural worker would require would contain both formal and informal education. The significance of the findings is to develop the creative ability of the rural worker, to ultimately assist him through the process in creating necessary skills and knowledge for maximum production in their work and standard of living. It is also an articulation of the diversified programmes, which could allow many rural workers to become more productive and fulfilled in their endeavour.},
	keywords = {empowerment theory, rural development, rural workers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.62.86},
	url = {http://oaji.net/articles/2015/457-1423570704.pdf},
	author = {Matthew Osaigbovo  Ovbiebo}
}
@article {879,
	title = {EDUCATION, EMPLOYABILITY AND LABOUR FORCE COMPETITIVENESS IN CROATIA},
	journal = {Problems of Education in the 21st Century},
	volume = {58},
	year = {2014},
	month = {March/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {13-26},
	abstract = {Employability and labour force competitiveness are important parts of an economy{\textquoteright}s overall competitiveness. The key role of knowledge as a structural part of the competence in stimulating economic growth has been widely recognised by economists and other scientists. In modern societies, the acceptance and development of knowledge, skills and ideas have a crucial role in the creation of wealth. The key determinant of a knowledge-based economy is human capital, or more precisely its knowledge, competence and ability. In many modern employment strategies there has been great emphasis on worker employability. The general idea of employability is not new, although only in recent times efforts have been made to define it clearly as policy has shifted emphatically towards supply side issues. Employability can be defined as the extent to which employees have skills, which the market and employers regard as attractive and is of increasing importance for the economic sector. The aim of this research is to provide an overview of the relationship between education, employability and labour force competitiveness in Croatia. },
	keywords = {educational system, knowledge-based society, labour force},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.58.13},
	url = {http://oaji.net/articles/2014/457-1420361157.pdf},
	author = {Predrag Bejakovi{\'c}}
}
@article {928,
	title = {THE EFFECTS OF HUMAN AND MATERIAL RESOURCES ON STUDENTS{\textquoteright} MATH ACHIEVEMENT IN 45 COUNTRIES},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {8-20},
	abstract = {This study aims to explore the effects of human and material resources on mathematical literacy. For this purpose, mathematical literacy test scores and questionnaire responses of 304,444 fifteen-year-olds in 45 countries participated in the 2012 cycle of Programme for International Student Assessment (PISA) Project, were analysed through two-level and three-level hierarchical linear models (HLM). Selected indices and scales representing material and human resources{\textquoteright} effects on students{\textquoteright} mathematical literacy were investigated. The results revealed that 23\% of the total variance in the literacy scores is attributable to between-countries, 34\% of the variance is attributable to between-schools and the remaining 43\% to individual student characteristics. Only two school factors, the quality of school educational resources and teacher morale, were found to have effects on students{\textquoteright} performance after accounting for the gender, the index of economic, social and cultural status, and the cumulative expenditure on education. The results of the study have potential to help policy makers determine their priorities in education and provide hints for future studies.},
	keywords = {hierarchical linear model, human resources, material resources},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.62.08},
	url = {http://oaji.net/articles/2015/457-1423570349.pdf},
	author = {Serdar Aztekin and Haci Bayram Yilmaz}
}
@article {921,
	title = {E-LEARNING MATERIALS FOR SOCIAL SCIENCE STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {77-87},
	abstract = {Today{\textquoteright}s student population is rightfully categorized as digital natives. From the beginning of their education, they used ICT. The technological gadgets, internet, and social networks are like a glove to them. Such generation of students require more than just textbooks. In the 2013 University of Maribor establish a task force for e-learning materials development. The goal was to identify the optimal technological, didactical and financial approach to the long process of e-learning materials development. Members of the task force have many workshops presenting different views, acquired experiences from their previous projects, technological constraints, prediction, etc. During these workshops it was decided it would be the best to prepare different types of e-learning materials and test them by the students. From their feedbacks we could set the guidelines for large scale production. At the Faculty of Arts, Faculty of Natural Sciences and Mathematics and Faculty of Education students needs to acquire also the digital competences to become successful teachers. For special didactics study programs different types of e-learning materials were produced with different technological approach. The concept was to upgrade the previous deliverables (PowerPoint slides) and narrate them. Narrated slides would enable students to refresh their lectures and should be used as blended e-learning materials. Narrations were prepared in different format: textual narration, voice narration and video narration. But later it was decided that these types are not enough and a mix of narratives (integrated multimedia learning materials) could be used on individual slides depending on the content of the slide. Students first receive the lecture in the classroom and in the same week they need to study associated e-learning materials and write their review of corresponding e-learning materials. In their review students were required to log the required time for studying the e-learning materials; benefits and drawbacks; potential improvement of e-learning materials; and open text of impression of using e-learning materials. Effectiveness and outcomes were tested with the electronic quizzes. Students were highly motivated with these new types of learning materials and provide us valuable feedback. Most efficient were text narrated learning materials, but the favourite was integrated multimedia learning materials. Video and audio narrations take them more time to study since they were constrained with the speed of speech of the recorded lecturer. },
	keywords = {distance education, learning materials, Verification and Validation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.61.77},
	url = {http://oaji.net/articles/2015/457-1422203942.pdf},
	author = {Marjan   Kra{\v s}na and Toma{\v z}   Bratina}
}
@article {1422,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Other},
	chapter = {138},
	abstract = {End page, Vol. 61, PEC, 2014},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1627391516.pdf},
	author = {Editorial Board}
}
@article {1446,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {58},
	year = {2014},
	month = {March/2014},
	pages = {Discontinuous},
	type = {Other},
	chapter = {156},
	abstract = {End page, Vol. 58, 2014, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1628784052.pdf},
	author = {Editorial Board}
}
@article {1425,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Other},
	chapter = {188},
	abstract = {End page, Vol. 60, 214, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1627455371.pdf},
	author = {Editorial Board}
}
@article {1419,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Other},
	chapter = {152},
	abstract = {End page, Vol. 62, PEC, 2014},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1626876618.pdf},
	author = {Editorial Board}
}
@article {1443,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {59},
	year = {2014},
	month = {April/2014},
	pages = {Discontinuous},
	type = {Other},
	chapter = {104},
	abstract = {End page, Vol. 59, PEC, 2014},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1628769341.pdf},
	author = {Editorial Board}
}
@article {894,
	title = {ENHANCING ENTREPRENEURSHIP IN LEARNERS {\textendash} AN IMPLEMENTATION AND EVALUATION OF ENTREPRENEURSHIP EDUCATION THROUGH MUSIC EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {59},
	year = {2014},
	month = {April/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {34-48},
	abstract = {Entrepreneurship education is recommended to be a part of education already from the beginning of children{\textquoteright}s school paths. Often, entrepreneurship education has been defined in a political level and through economic ideologies. However, one of the goals of entrepreneurship education is to achieve entrepreneurial ways of acting regardless of the context or community. This study is a case study of the implementation of entrepreneurship education in music education in basic education. The findings introduce and evaluate the pedagogical solutions in the music education of one Finnish seventh grade. The pupils were given opportunities to set their own goals, experiment multiple options, make decisions and reflect on their actions. They were encouraged and guided to become aware of their entrepreneurial features, skills, and ways of acting. The most important result was that entrepreneurial education can be included in basic education. Suggestions for teachers are given based on the findings. },
	keywords = {basic education, entrepreneurship education, music education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.59.34},
	url = {http://oaji.net/articles/2014/457-1420361861.pdf},
	author = {Lenita Hietanen and Satu   Uusiautti and Kaarina   M{\"a}{\"a}tt{\"a}}
}
@article {918,
	title = {THE EXAMINATION OF THE IMPACT ON STUDENTS{\textquoteright} USE OF GESTURES WHILE WORKING IN A VIRTUAL CHEMICAL LABORATORY FOR THEIR COGNITIVE ABILITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {46-57},
	abstract = {One of the cognitive theories is the embodied cognition theory. According to this theory, it is important to use appropriate gestures in the process of assimilating new information and the acquisition of new skills. The further development of information and communication technologies has enabled the development of interfaces that allow the user to control computer programs and electronic devices by using gestures. These Natural User Interfaces (NUI) were used in teaching Chemistry in middle school and secondary school. A virtual chemical laboratory was developed in which students can simulate the performance of laboratory activities, similar to those that are performed in a real lab. The Kinect sensor was used to detect and analyze hand movement. The conducted research established the educational effectiveness of a virtual laboratory, which is an example of a system based on GBS gestures (gesture-based system). The use of the teaching methods and to what extent they increase the student{\textquoteright}s complete understanding were examined. The results indicate that the use of the gesture-based system in teaching makes it more attractive and increases the quality of teaching Chemistry.},
	keywords = {chemistry experiments, educational simulation, embodied cognition theory, gesture based system},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.61.46},
	url = {http://oaji.net/articles/2015/457-1422203785.pdf},
	author = {Piotr Jagodzi{\'n}ski and Robert Wolski}
}
@article {897,
	title = {HUMAN RIGHTS EDUCATION: AN ANALYSING STUDY OF THE PROGRAMS OF STUDY OF GREEK PEDAGOGICAL DEPARTMENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {59},
	year = {2014},
	month = {April/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {68-76},
	abstract = {The United Nations (UN) declared 1995-2004 the Decade for Human Rights Education (HRE); as a follow-up, a HRE World Program (2005-2009) was initiated, aiming at the support and development of sustainable national strategies and programs in HRE. Many higher education institutions and universities seized upon the opportunity and infused their curricula with the philosophy and principles of HRE. HRE is a type of education that promotes training, dissemination, and information efforts aiming at building a universal culture of human rights (HR) by imparting knowledge and skills and shaping attitudes. This paper presents a thorough quantitative content analysis of a descriptive assessment of HRE in all Greek Pedagogical Departments{\textquoteright} (GPD) Undergraduate Programs of Study (PS), where future Primary School Teachers (PST) and Preschool Educators (PE) are educated. A review of course titles and descriptions of the 19 PS of GPD was conducted to identify HR content. The results suggest that HR content is present in a variety of GPD courses. It is especially evident in 17 courses. The question arising and discussed is whether the attendance of such courses can lead to a robust and consistent implementation of HRE. Recommendations for further development of HRE in Pedagogical Departments (PD) are provided.},
	keywords = {human rights education, primary school teachers and preschool educators, programs of study},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.59.68},
	url = {http://oaji.net/articles/2014/457-1420361982.pdf},
	author = {Charikleia Pitsou and Stathis Balias}
}
@article {924,
	title = {ICT AS ONE OF THE TEACHING METHODS AT PRIMARY SCHOOL FROM A TEACHER{\textquoteright}S POINT OF VIEW},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {105-112},
	abstract = {ICT is one of the driving elements of the current primary education. They often replace commonly used teaching methods, however, in many cases, they are also rejected as an element of eliminating the human factor in education. Based on a qualitative survey, the paper presents an interactive whiteboard as a teaching element from the perspective of primary education teachers. The main goal of the research is to point out the teachers{\textquoteright} inner motives to use modern technologies in education and identify the broader context of a teachers{\textquoteright} preparation with regard to the use of IT in school practice. The research is conducted using semi-structured interviews; the method of constant comparison was used for the qualitative data analysis. The most important findings show that teachers perceive information technology, especially as activating and motivating factor in education. Another important feature is the possibility of immediate and quick scan of the results. For most respondents, it is a replacement for traditional teaching resources, while they don{\textasciiacute}t forget to mention the importance of printed materials.},
	keywords = {ICT in education, interview with teachers, primary education, teaching methods},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.61.105},
	url = {http://oaji.net/articles/2015/457-1422204114.pdf},
	author = {Martin Skutil}
}
@article {919,
	title = {THE IMPACT OF RECEPTION LITERATURE ON READING COMPETENCE IN CHILDREN WITH MILD MENTAL RETARDATION},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {58-66},
	abstract = {The study investigated the impact of children{\textquoteright}s literature reception on literacy at children with mild mental retardation in the process designed on the adapted receptive model of children{\textquoteright}s literature didactics. An experiment of a one-group pretest-posttest design was conducted on the sample of seven children with mild mental retardation. In the period of one semester their literacy program was supported with children{\textquoteright}s literature education according to the adapted model of receptive children{\textquoteright}s literature didactics. After that, their reading competence was tested with the Assessment scheme of reading competence (Pe{\v c}jak at. al., 2011), which was focused on two dimensions of the reading process: reading comprehension and the quantitative and qualitative data of students{\textquoteright} reading performance. Among the last one a) reading speed was measured, b) reading rhythm was observed, c) reading mistakes were counted and classified, d) reading accurateness was observed and e) reading expression was measured. The results show the positive impact of the adapted model of receptive children{\textquoteright}s literature didactics on students{\textquoteright} reading competence {\textendash} the reading speed, the reading rhythm the accurateness of reading performance and the reading expression improved and the number of reading mistakes decreased. },
	keywords = {adapted model of children{\textquoteright}s literature didactics, children with mild mental retardation, functional literacy, literature reception},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.61.58},
	url = {http://oaji.net/articles/2015/457-1422203837.pdf},
	author = {Ana Koritnik and Kordigel Aber{\v s}ek, M.}
}
@article {923,
	title = {THE IMPACT OF THE ACQUISITION OF THE LETTERS IN A SYSTEMATIC LITERACY ON WRITING SKILLS},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {98-104},
	abstract = {Learning letters is associated with a long-term learning. Two basic models are present in obtaining letters in a systematic literacy in Slovenia and abroad. One represents a separate acquisition of the uppercase and lowercase printed letters (sequentially) and the other deals with letters simultaneously. In practice, teachers often asked themselves, especially in times of reforms in literacy, which model of the acquisition of the letters in initial literacy is more efficient. The research focused on the effect of the two most frequently chosen procedures for acquiring letters of structured literacy in Slovenia, namely the simultaneous treatment of the uppercase and lowercase printed letters (lowercase cursive letters and upper-case cursive letters) and consecutive treatment of letters (uppercase printed letters, lowercase printed letters, lowercase cursive letters, and at last, uppercase printed letters). Furthermore, the focus of the research was on the impact of gender on the ability to write. The incidence of errors was observed in terms of selected procedures for acquiring the letters in groups and gender. At the same time, the effect of consolidation of writing individual letters (uppercase and lowercase printed letters in 2nd class, and lowercase and uppercase cursive letters in 3rd class), was examined. },
	keywords = {Prior knowledge, the process of acquiring letters, writing skills},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.61.98},
	url = {http://oaji.net/articles/2015/457-1422204071.pdf},
	author = {Marija Ropi{\v c}}
}
@article {898,
	title = {THE IMPACT OF THE ANIMALS ON CHILDREN{\textquoteright}S LEARNING AND THEIR DEVELOPMENT - A STUDY OF WHAT CHILDREN LEARN FROM AND WITH PETS: THE EXAMPLE OF DOG AND CAT},
	journal = {Problems of Education in the 21st Century},
	volume = {59},
	year = {2014},
	month = {April/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {77-85},
	abstract = {The purpose of this study is to produce knowledge about the impact of pets on preschool children{\textquoteright}s desire to learn and their development. The research question asked is: What do children learn from and with pets: The example of dog and cat? Socio-cultural theories and developmental pedagogy are used in order to study children{\textquoteright}s learning in the preschool. The socio-cultural theories are based on a model describing interactions between people presented by Vygotskij (1978) and further developed by S{\"a}lj{\"o} (2011). This study employed a qualitative exploratory research method with the aim of gaining knowledge concerning a group of 24 children, aged 4-5 years. Individual interviews were used as the method of data collection. The results are presented as two main categories: 1) The pet supports the child in their learning and development process 2) The child is the teacher of the pet. Each main category comprised two subcategories: 1a) Developing empathy and emotions, 1b) Being good at school-related tasks, 2a) Teaching the pet playful exercises, 2b) Teaching the pet to obey. The results show that pets provide children with positive experiences and a sense of feeling good. The children said that they could talk to all the animals and that the animals are listening. When a child is doing activities with an animal or tries to teach an animal some exercises, the child receives a response from the animal. This leads on to new experiences and an increased knowledge regarding social behavior. Using pets for educational purposes in the home, preschool and school, might stimulate an interest in animal care and a commitment to the world{\textasciiacute}s wildlife and fauna in general. },
	keywords = {collaborative project, developmental pedagogy, preschool learning, qualitative research},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.59.77},
	url = {http://oaji.net/articles/2014/457-1420362030.pdf},
	author = {Agneta  Simeonsdotter  Svensson}
}
@article {900,
	title = {INFINITY: AN INTERDISCIPLINARY ACCESS KEY TO PHILOSOPHICAL EDUCATION THROUGH MATHEMATICS},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {5-9},
	abstract = {In some previous contributions of mine written for Scientia Educologica{\textquoteright}s journals (Bussotti 2012; Bussotti, 2013; Bussotti, 2014) I dealt with the possible use of history of mathematics and science inside mathematics and science education. There is an abundant literature on this subject and I only tried to offer some ideas on possible educative itineraries in which history of mathematics and science could play a role. I had no claim to supply elements for a general theory on the relations history of mathematics-mathematics education and history of science-science education. In this editorial, I would like to deal with a possible interdisciplinary link between philosophical education and mathematics. This link is given by the infinity. The following considerations are valid for all those countries in which some high schools exist where philosophy is taught and, in general, for every course at a philosophical faculty in which the problem of the infinity is faced. Furthermore, they can also be useful in the teaching of mathematics at the high school when the concepts of infinity and infinitesimal (typically while dealing with calculus) are introduced.},
	keywords = {history of mathematics, philosophical education, science education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.05},
	url = {http://oaji.net/articles/2015/457-1421876334.pdf},
	author = {Paolo   Bussotti}
}
@article {905,
	title = {INITIAL RESULTS OF A DIFFERENTIATE PROGRAM OF TEACHERS CONTINUING FORMATION IN BRAZIL: THE PDE/PARANA},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {67-78},
	abstract = {This research presents an innovative practice of continuing formation, which shows a connection between the public school and higher education, the Program of Educational Development of Parana/ Brazil (PDE-PR) and its relation to the results of IDEB (Index of Basic Education Development) in public state schools of Curitiba. This research aims to analyse the relation between the teacher{\textquoteright}s formation and the index of development/knowledge presented by their students in the large scale exam applied in Brazil, based on a qualitative approach through a comparison among some factor based on the number of schools which had participants in PDE-PR, established goals and results obtained in the IDEB of 2007 and 2009 by students of the 9th grade. The results showed that 18 of 61 schools which had participants did not reach the established goal, but 23 presented an increase in their grade, in spite of not achieving the objective. The analyses indicate the per passed routes are opposed to the effectiveness of democratic spaces in the schools. Thus, at the same they emphasize the appreciation of the teacher in the legal documents, establish the formative process as the only way to access the last level of the teaching career, emphasizing mainly work time, in the entrance exam to the program, and seeking to achieve the established goals to improve the public schools which substantiate in the IDEB{\textquoteleft}s grade.},
	keywords = {IDEB, large scale exam, teacher{\textquoteright}s continuing formation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.67},
	url = {http://oaji.net/articles/2015/457-1421876608.pdf},
	author = {Romilda Teodora Ens and Gisele Rietow Bertotti and Rudimar Gomes Bertotti}
}
@article {913,
	title = {INTERDISCIPLINARITY IN EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {5-8},
	abstract = {Questions about the nature of the teaching/learning process originate in ancient Greek philosophy. What is the role of language? What is the relationship between the individuals? Are we free in our choices? Important ancient philosophers, Democritus, Plato, Aristotle and Lucretius answered these questions in different ways, while Descartes, Spinoza, Hume, Kant and many others continued where they left off. Even today in the Age of Technology, contemporary researchers from the fields of philosophy, cognitive science, neurobiology, and artificial intelligence ask similar, albeit technologically informed, questions. Among these, there are also questions about the relationship between humans and machines, and implications which they carry for solving traditional problems within philosophy, i.e. the mind-body problem, mental causation problem and the problem of consciousness. },
	keywords = {artificial Intelligence, cognitive modelling in education, cognitive scientists, teaching/learning process},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.61.05},
	url = {http://oaji.net/articles/2015/457-1422203467.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {909,
	title = {INTERNATIONAL COOPERATION COMPETENCES AND THEIR ASSESSMENT CRITERIA WITHIN THE PROCESS OF EDUCATING EXTERNAL RELATIONS SPECIALISTS},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {125-133},
	abstract = {To successfully develop certain competences in students, it is necessary to define the competences, as well as to set assessment criteria to be used in the process of developing, assessing and further developing of the competences. Due to the developing nature of international cooperation among organizations, the criteria for assessing international cooperation competences must comprise and assess all components of the particular competences that are necessary in typical job situations in the present time in the field where the prospective specialists (the current students) are planning to work, as well as all components of competences that individuals should possess in accordance with the constructivist learning theory, thus fostering a learning environment where students motivate themselves and construct their knowledge accordingly. The article defines international cooperation competences of external relations specialists, as well as sets, describes and justifies their assessment criteria, taking into account the prospective job environments of these specialists along with progressive learning theories. The set assessment criteria can also be used to assess international cooperation competences of students of other study fields where foreign language or communication courses are acquired. Apart from defining international cooperation competences and their assessment criteria, the study results present the comparison of the assessment of competences by means of using the set criteria and grades in simulations and in the standard written final examination, thus justifying the need for the set criteria to assess the most important components of the mentioned competences properly on the basis of practical competence demonstration and testing.},
	keywords = {assessment criteria, competence, International Cooperation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.125},
	url = {http://oaji.net/articles/2015/457-1421876821.pdf},
	author = {Anete Me{\v z}ote and Vija Di{\v s}lere}
}
@article {920,
	title = {INTERPLAY BETWEEN ART AND SCIENCE IN EDUCATION: {\textquotedblleft}MUSIC{\textquotedblright} BASED APPROACH IN NANOSCIENCES},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {67-76},
	abstract = {Music can be viewed as a structure formed by notes. Different structures in music have potential to yield enormously rich diversity of different melodies. Music is a typical example where a structure defines a property. Similar concepts could be also exploited in education, in presented case in nano-sciences, which are typical representatives of soft materials the structure of which can be strongly manipulated with local geometry and presence of appropriate nanoparticles. The objects of study, named also LC shells, will be exploited as basic unit elements for future soft colloidal crystals. A different arrangement of colloids within the crystal would result in different physical properties in a similar way as different packing of atoms results in different crystals made of real atoms. In presented research will be demonstrated, how relevant basic mechanisms in thin films of nematic liquid crystals could be explained in a classroom and used as a case study, also for explanation of many other physical properties. This research topic is still in its infancy. At this stage only various defect structures in relatively simple geometries (spherical and elliptical) will be analyzed. There is a need to find simple ways to control sensitively the valence of LC shells and in particular to develop strategies to assemble them in crystal structures of desired symmetry. This would allow tailoring specific optical dispersion relations or other physical property of interest and make new ways to teach different physical properties on the {\guillemotright}music{\guillemotleft} based approach. },
	keywords = {liquid crystalline shells, soft materials, teaching/learning strategies, topological defects},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.61.67   },
	url = {http://oaji.net/articles/2015/457-1422203894.pdf},
	author = {Samo   Kralj and Boris Aber{\v s}ek and Irena Kralj}
}
@article {906,
	title = {KNOWLEDGE BASE FOR TEACHING AND PEDAGOGICAL CONTENT KNOWLEDGE (PCK): SOME USEFUL MODELS AND IMPLICATIONS FOR TEACHERS{\textquoteright} TRAINING},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {79-100},
	abstract = {In recent years the profession of teaching has reached a maturity to the point of being considered a producer of own knowledge necessary to the practice. The teacher is no longer seen as a technician, but as an intellectual actor and the specialized literature advocates teaching as a profession, and it recognizes that the teacher has {\textquotedblleft}knowledge base{\textquotedblright}, a set of skills that are developed during his teaching activity. The Pedagogical Content Knowledge (PCK) is a concept that seeks to represent the teachers{\textquoteright} professional knowledge and it has been widely used in the literature about teachers{\textquoteright} knowledge. It has proved a fruitful model for investigations aimed to document the knowledge that makes one a good teacher. Despite the relevance that the PCK is, the consensus on what is the PCK is still far from being achieved and many researches propose different models and concepts for the PCK, sometimes conflicting. Many works brings the PCK and speak of it as if it were a clear concept and do not clarify which model / conception are using, which makes investigations on the PCK difficult and ends up attracting a lot of criticism. Thus, this study aims to look critically at the various models proposed in the literature most used and point differences and similarities so that an overview can be built with more insight and analyze their use and validity. The study will also present some ways to have access to PCK and the relation between PCK and teacher education is also discussed.},
	keywords = {knowledge base of teaching, pedagogical content knowledge, professional knowledge, Teachers{\textquoteright} education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.79},
	url = {http://oaji.net/articles/2015/457-1421876658.pdf},
	author = {Carmen   Fernandez}
}
@article {938,
	title = {KNOWLEDGE OF ASSESSMENT: AN IMPORTANT COMPONENT IN THE PCK OF CHEMISTRY TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {124-127},
	abstract = {Assessment of learning plays a central role in the teaching-learning process, and it has been extensively investigated due to the recognized necessity of adjusting didactic models to the new curricula and social demands. The knowledge of assessment is considered one of the components of pedagogical content knowledge (PCK) by some authors and for other authors is considered one component of the knowledge base for teaching. It is also recognized the strong link between knowledge of the educational ends, goals, purposes and values and the knowledge of assessment procedures. In this work, results focused on ten chemistry teachers are presented with the main goal of assessing and describing the knowledge of assessment practices and its close relationship with the purposes and educational aims. The results of the current study are based on semi-structured interviews, schools{\textquoteright} educational projects, questionnaires, evaluations and teacher lesson plans. The data suggest that there exists an inconsistency in the discourse regarding general education and chemistry education. Although the discourse at all levels, including educational projects, planning and interviews, can be considered as innovative, in actual practice we observed a strong tendency toward the teacher-centered approach and summative assessment. The results show that, in general, the investigated chemistry teachers lack the intrinsic knowledge to elaborate questions that assess students{\textasciiacute} higher-order thinking, to use assessment results to improve teaching and learning, to inform planning, and ultimately, to perform assessments for learning that regulate and promote the learning process, in line with their own beliefs regarding the objectives of chemical education. As a result, we can infer problems in other PCK components of these teachers.},
	keywords = {chemistry teacher education, knowledge base of teaching, pedagogical content knowledge},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.62.124},
	url = {http://oaji.net/articles/2015/457-1423570850.pdf},
	author = {Marina Miyuko Akutagawa Tacoshi and Carmen   Fernandez}
}
@article {899,
	title = {LATVIAN CHEMISTRY TEACHERS{\textquoteright} SKILLS TO ORGANIZE STUDENT SCIENTIFIC INQUIRY},
	journal = {Problems of Education in the 21st Century},
	volume = {59},
	year = {2014},
	month = {April/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {86-98},
	abstract = {In 2005 a new chemistry subject standard for basic education was developed in Latvia. It includes a new component, {\textquoteleft}scientific inquiry{\textquoteright}. In order to develop students{\textquoteright} inquiry skills, their teachers need to master them first. The purpose of this study was to examine Latvian chemistry teachers{\textquoteright} skills to effectively organize student scientific inquiry within their lessons. From 2009 to 2011, experts from the project {\textquoteleft}Natural Sciences and Mathematics{\textquoteright} observed and analyzed the performance of 18 chemistry teachers at basic schools in 31 lessons. 56 lesson observation and analysis work sheets were analized on the student scientific inquiry. Chemistry teachers with experience in modernized chemistry contents have better skills to plan the study process towards the results, to apply study methods correctly and organize collaboration among students, to provide efficient feedback, analyze their performance in the lesson and reflect on it. In order to develop teachers{\textquoteright} skills to organize student scientific inquiry, it is important to focus on teachers{\textquoteright} skills to organize their work during the lesson and to reflect on it. This can be done through organizing teachers{\textquoteright} learning groups for investigating their professional performance, conferences and experience exchange seminars with lesson observation and analyses. },
	keywords = {chemistry teachers{\textquoteright} skills, lesson observation, scientific inquiry},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.59.86 },
	url = {http://oaji.net/articles/2014/457-1420362076.pdf},
	author = {Jelena Volkinsteine and Dace Namsone and Liga Cakane}
}
@article {887,
	title = {THE LEGITIMACY OF PHYSICAL EDUCATION CLASSES FOR UNIVERSITY STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {58},
	year = {2014},
	month = {March/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {118-126},
	abstract = {The aim of the study was to determine the influence of the current scope of P.E. classes organized at the University of Warmia \& Mazury in Olsztyn (Poland) during a period of one semester on the level of 1st year students{\textquoteright} motor abilities. A total of 337 full-time students aged 19-20 participated in the research. In order to calculate the students{\textquoteright} BMI, basic anthropometric parameters such as their body mass and height were measured. The students{\textquoteright} motor abilities were examined at the beginning as well as at the end of the summer semester of the academic year 2009/2010. The data were subjected to statistical analysis using the Statistica PL v. 10 software package. In the majority of motor trials (eight out of eleven) the students performed significantly worse after completing the semester-long P.E. course. In the other five trials the differences were found to be insignificant. Moreover, the study revealed that the participants{\textquoteright} average BMI increased over the course of the experiment. Based on the above it can be concluded that the current university P.E. program seems to be ineffective as it failed to result in noticeable positive physical changes, although the possible influence of the P.E. classes on the students{\textquoteright} attitudes toward physical education and their future lifestyles should not be ignored. If it is to lead to the desired physical changes in university youth, the amount of time devoted to physical education at the university must be increased, the classes distributed differently and their form rethought.},
	keywords = {motor abilities, physical education, university students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.58.118},
	url = {http://oaji.net/articles/2014/457-1420361530.pdf},
	author = {Robert   Podstawski and Dariusz Choszcz}
}
@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 {922,
	title = {NOTES ON MECHANICS AND MATHEMATICS IN TORRICELLI AS PHYSICS MATHEMATICS RELATIONSHIPS IN THE HISTORY OF SCIENCE},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {88-97},
	abstract = {In ancient Greece, the term {\textquotedblleft}mechanics{\textquotedblright} was used when referring to machines and devices in general and intended to mean the study of simple machines (winch, lever, pulley, wedge, screw and inclined plane) with reference to motive powers and displacements of bodies. Historically, works considering these arguments were referred to as Mechanics (from Aristotle, Heron, Pappus to Galileo). None of the treatises entitled Mechanics avoided theoretical considerations on its object, particularly on the lever law. Moreover, there were treatises which exhausted their role in proving this law; important among them are the book on the balance by Euclid and On the Equilibrium of Planes by Archimedes. The Greek conception of mechanics is revived in the Renaissance, with a synthesis of Archimedean and Aristotelian routes. This is best represented by Mechanicorum liber by Guidobaldo dal Monte who reconsiders Mechanics by Pappus Alexandrinus, maintaining that the original purpose was to reduce simple machines to the lever. During the Renaissance, mechanics was a theoretical science and it was mathematical, although its object had a physical nature and had social utility. Texts in the Latin and Arabic Middle Ages diverted from the Greek and Renaissance texts mainly because they divide mechanics into two parts. In particular, al-Farabi (ca. 870-950) differentiates between mechanics in the science of weights and that in the science of devices. The science of weights refers to the movement and equilibrium of weights suspended from a balance and aims to formulate principles. The science of devices refers to applications of mathematics to practical use and to machine construction. In the Latin world, a process similar to that registered in the Arabic world occurred. Even here a science of movement of weights was constituted, namely Scientia de ponderibus. Besides this there was a branch of learning called mechanics, sometimes considered an activity of craftsmen, other times of engineers (Scientia de ingeniis). In the Latin Middle Ages various treatises on the Scientia de ponderibus circulated. Some were Latin translations from Greek or Arabic, a few were written directly in Latin. Among them, the most important are the treatises attributed to Jordanus De Nemore, Elementa Jordani super demonstratione ponderum (version E), Liber Jordani de ponderibus (cum commento) (version P), Liber Jordani de Nemore de ratione ponderis (version R). They were the object of comments up to the 16th century. The distribution of the original manuscript is not well known; what is certain is that Liber Jordani de Nemore de ratione ponderis (version R), finished in Tartaglia{\textquoteright}s (1499-1557) hands, was published posthumously in 1565 by Curtio Troiano as Iordani Opvsculum de Ponderositate. In order to show a mechanical tradition dating back to Archimedes{\textquoteright} science, at least till the 40s of the 17th century, we present Archimede{\textquoteright}s influence on Torricelli{\textquoteright}s mechanics upon the centre of gravity (Opera geometrica). },
	keywords = {Archimedes, history of science, Scientia de Ponderibus, Torricelli},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.61.88},
	url = {http://oaji.net/articles/2015/457-1422204022.pdf},
	author = {Raffaele Pisano and Paolo   Bussotti}
}
@article {891,
	title = {PERSONAL AND SOCIAL ASPECTS OF TEACHER BURNOUT IN GEORGIA},
	journal = {Problems of Education in the 21st Century},
	volume = {59},
	year = {2014},
	month = {April/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {7-14},
	abstract = {The study aimed to identify personal and social factors having impact on teacher burnout in Georgia. The survey was conducted on 373 Georgian school teachers. Teacher burnout phenomena was studied in connection with psychological factor such as locus of control and social factors - school climate dimensions: Principals{\textquoteright} attitude to teachers, teachers{\textquoteright} attitude to colleagues and to students. Qualitative and quantitative methods were used for the research. The highest teacher burnout was identified on Emotional Exhaustion subscale of burnout. Correlatios were confirmed between burnout and locus of control, school climate variables and burnout, teacher burnout and number of students. The research findings are important as teacher burnout identification and its prevention is closely connected to teacher well-being and health ultimately having impact on teaching quality.},
	keywords = {locus of control, school climate, teacher burnout},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.59.07},
	url = {http://oaji.net/articles/2014/457-1420361738.pdf},
	author = {Maya Bitsadze and Marine   Japaridze}
}
@article {882,
	title = {RAMIFICATIONS OF QUANTUM PHYSICS FOR EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {58},
	year = {2014},
	month = {March/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {53-66},
	abstract = {The purpose of this study is to understand whether the developments in physics, particularly in quantum theory, can have an impact on education. Throughout the research a mixed method strategy was used. Previously, we obtained qualitative data from a focus group which consisted of six physicists working at CERN. From this qualitative data a research question emerged, on which we report here. The data were obtained by survey and subjected to chi-square analysis, as well as frequency distributions. Based on the obtained results, the possible impact of developments in quantum theory on education are discussed, hereby aiming to contribute to the philosophy of science in an educational framework. Consequently, this discussion produces three rich topics for future investigation.},
	keywords = {educational sciences, philosophical impacts, quantum theory},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.58.53},
	url = {http://oaji.net/articles/2014/457-1420361290.pdf},
	author = {Selma Dundar-Coecke}
}
@article {896,
	title = {THE RELATION BETWEEN FINANCIAL KNOWLEDGE AND ECONOMIC DECISIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {59},
	year = {2014},
	month = {April/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {59-67},
	abstract = {Nowadays policymakers, government agencies and educators in Poland and in many European countries emphasize the role of individual possibilities to take independent decisions regarding one{\textquoteright}s financial resources. Consequently, the increased interest in financial education programs is observed. Moreover, the complexity of financial products further demonstrates the need for a financial knowledge when making decisions in this sphere. However, simultaneously, the common observation of numerous examples of irrelevant decision-making, consequently leading to financial (e.g. abundant debt) or professional (e.g. loss of work) problems as well as results of studies on the level of financial knowledge show that in many cases our society, most probably, does not have the indispensable level of analyzed knowledge. The article presents results of 2 studies on the relation between financial knowledge and economic decisions made by Polish young adults. The study 1 focuses on the correlation between financial knowledge and saving decisions while the study 2 financial knowledge and respondents debts. In both studies the level of financial knowledge was measured by the test relating to the current economic situation of Poland, knowledge of basic economic and financial concepts and understanding of basic market mechanisms. Specially designed questionnaires analyzed respondents{\textquoteright} savings (study 1) and debts (study 2) decisions. The results of those studies show that examined a group of Polish young adults has an average level of financial knowledge. Moreover, the first study found positive correlation (on the level of statistical trend) between financial knowledge and savings decisions. The results of study 2 showed the higher financial knowledge among people who took credits or loans from bank in comparison with people who take credit and loans outside the banking system. Results obtained in the studies reinforce the idea of the important role of financial education in preparing young people to make their own economic decisions.},
	keywords = {financial education, financial knowledge, young people},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.59.59},
	url = {http://oaji.net/articles/2014/457-1420361939.pdf},
	author = {Sabina Ko{\l}odziej}
}
@article {888,
	title = {THE RELATIONSHIPS BETWEEN THE TRADITIONAL BELIEFS AND PRACTICE OF MATHEMATICS TEACHERS AND THEIR STUDENTS{\textquoteright} ACHIEVEMENTS IN DOING MATHEMATICS TASKS},
	journal = {Problems of Education in the 21st Century},
	volume = {58},
	year = {2014},
	month = {March/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {127-143},
	abstract = {The importance of teachers{\textquoteright} beliefs for students{\textquoteright} learning is highlighted from different sources showing that teachers{\textquoteright} beliefs affect their teaching approach that, in turn, affects students{\textquoteright} achievement. The studies of mathematics teachers{\textquoteright} beliefs in Latvia brought out a contradiction between teachers{\textquoteright} constructivist beliefs on teaching and learning and their traditional routine work while revealing match between some traditional beliefs on teaching and learning and traditionally-oriented instructional practice. The aim of the present study is to explore the possible relationships between the traditional beliefs and practice of mathematics teachers and their students{\textquoteright} achievement in mathematics. For this purpose the Latvian data from two international research projects was analyzed: Singapore National Education Institute project {\textquotedblleft}Non-cognitive skills and Singapore learners {\textendash} international comparison{\textquotedblright} and project {\textquotedblleft}Nordic-Baltic comparative research in mathematics education{\textquotedblright} (NorBa). The sample included 190 mathematics teachers and their 2828 students from grade 9 representing different regions of Latvia, schools with different programs of education, rural areas and cities. The results suggest that the traditional beliefs of teachers are connected with lower students{\textquoteright} achievement in mathematics test, while teachers{\textquoteright} traditionally oriented self-reported practice is positively related to the achievement of their students. The research will discuss the reasons for the outcomes of this study that may refer to a certain extent to other European countries in the sphere of mathematics education that are currently trying to introduce reforms in their systems of education, as well as countries where students demonstrated lower achievements than OECD average in the mathematics test of PISA 2009.},
	keywords = {reported practice, teachers{\textquoteright} espoused beliefs, teaching of mathematics},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.58.127},
	url = {http://oaji.net/articles/2014/457-1420361570.pdf},
	author = {Alesja {\v S}apkova}
}
@article {890,
	title = {RESEARCHING PRACTICE AND COLLABORATION AS A MEANS TO PROMOTE INQUIRY IN SCIENCE TEACHING},
	journal = {Problems of Education in the 21st Century},
	volume = {59},
	year = {2014},
	month = {April/2014},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {5-6},
	abstract = {We live in a very complex and ever changing society, which requires from its citizens a continuous involvement in decision-making and continuous learning. The issues that were exclusive experts{\textquoteright} responsibility today are brought to public, thus requiring the society active participation. Hence it is crucial that each citizen is informed, in order to be critical and adopt an intervening and sustained stance. Therefore, improving scientific literacy is a current concern of our times, considering the overall contradictory scenario. On the whole, it is recognized that fully participating in today{\textquoteright}s society requires an understanding of science and scientific activity. Nevertheless, several studies show that scientific literacy levels, within the general population and among students, are not as high as would be expectable. So, to improve students{\textquoteright} scientific literacy levels is the main goal of science education research. But what learning situations can be created to improve students{\textquoteright} scientific literacy? Recently, a number of studies pointed out inquiry as one possible learning situation. But then the main question is: why inquiry? Inquiry emphasizes the development of scientific and procedural knowledge, as well as other relevant competencies (e. g. reasoning, communication and attitudes) and puts students in the centre of their learning. It engages students in different situations, namely in identifying problems, formulating hypotheses, researching in books and other sources of information, planning investigations, collecting and interpreting data, reviewing what they know about the experience, connecting explanations to scientific knowledge, reporting results, arguing with basis on evidences, and communicating (NRC, 2000) {\textendash} all crucial competencies to foster scientific literacy. },
	keywords = {changing society, science teaching, scientific activity, scientific literacy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.59.05},
	url = {http://oaji.net/articles/2014/457-1420361699.pdf},
	author = {Monica Baptista}
}
@article {929,
	title = {THE ROLE OF OPTIONAL DISCIPLINES IN DEVELOPING TRANSFERABLE COMPETENCES: A CASE OF ROMANIA},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {21-28},
	abstract = {In Romania, the curriculum is traditionally strongly based on disciplines, the teachers being primarily specialised in one discipline only. Developing transferable competences requires new ways of teaching and learning, which transcend the traditional boundaries among disciplines. As they are being developed, these competences become important factors in the process of learning competences specific to certain disciplines, while also help the individual to adapt to the dynamics of a complex reality. Thus, given the importance of transferable competences, along with the reform of the curriculum, in the Romanian educational system optional disciplines were also included. The aim of this study was to analyse that, although there is a legislative framework, the development of activities that include multiple learning objectives or results that cross the traditional boundaries among disciplines, is still poor. The strategy used for the study was a complex one. It combined both quantitative research methods and qualitative ones: literature review (framework documents on educational policies), a statistic analysis, a questionnaire-based survey. The results have demonstrated the need for change in school organization and culture, so that the transferable competences acquired become indeed competences for life.},
	keywords = {learning results, optional disciplines, transferable competences},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.62.21},
	url = {http://oaji.net/articles/2015/457-1423570400.pdf},
	author = {Adela Bradea and Karla Peter}
}
@article {885,
	title = {THE ROLE OF PARENTAL INFLUENCES ON THE ECONOMIC SOCIALIZATION OF CHILDREN},
	journal = {Problems of Education in the 21st Century},
	volume = {58},
	year = {2014},
	month = {March/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {99-107},
	abstract = {Knowledge and understanding of basic economic concepts is crucial for the future orientation of children in a world of economy and influences taken in this sphere behaviors. Therefore, the aim of formal and informal economic education is to prepare young people to make independent and smart decisions regarding his or her financial resources. Nowadays, children earlier and earlier begin activity on the market, thus the economic knowledge role increases. Article presents two studies analyzing the relation between parents behaviors and children economic knowledge, understanding of market mechanisms and their decisions regarding money. Study 1 focused on parents informal education activities in the sphere of economics. The research covered a group of 100 respondents (50 pairs {\textendash} parent and a child) and used questionnaires (separately for children and parents) on parents activity in the sphere of economic socialization. As a second part of the study children solved the Basic Economic Test (Walstad \& Robson, 1990) designed to measure the level of economic knowledge among school-aged children. The study 2 analyzed the relations between parents activity connected with economic socialization and children economic knowledge as well as behaviors related to saving, borrowing, lending and repayment of one{\textquoteright}s debt. In this study a group of 52 children took part and filled in a questionnaire on their economic knowledge and behaviors as well as their parents activities concerning economic socialization. Study 1 showed a positive correlation between parents informal education activity in the field of economics and the economic knowledge level of children. Study 2 showed higher levels of economic knowledge and more frequent attempts to earn money among children who receive pocket money. Results of both studies showed that the level of economic knowledge among children whose parents give them pocket money, explain economic issues and talk with children about planning household budget is significantly higher that among children who are not animated by parents. Moreover, parents activity in this field plays a vital role in shaping children{\textquoteright}s first economic activities. },
	keywords = {economic education, economic knowledge, pocket money},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.58.99},
	url = {http://oaji.net/articles/2014/457-1420361444.pdf},
	author = {Sabina Ko{\l}odziej and Katarzyna Lato and Magdalena Szyma{\'n}ska}
}
@article {931,
	title = {SCHOOL PRINCIPALS{\textquoteright} LEADERSHIP STYLE AND TEACHERS{\textquoteright} SUBJECTIVE WELL-BEING AT SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {40-50},
	abstract = {There is a widely recognized concern over the poor reputation of the teaching profession and lack of attractiveness of the school as a workplace. The aim of this study is to ascertain to what extent the leadership style of the school principal is related to the set of variables describing different aspects of teachers{\textquoteright} wellbeing at the school - teachers{\textquoteright} burnout, job insecurity, teachers{\textquoteright} emotional and cognitive identification with the school and turnover intentions. 305 teachers working in 12 public schools in Estonia were surveyed. Results indicate that the more transformational leadership style prevails over transactional leadership style, the stronger affective and cognitive identification with their school teachers perceive, while the level of teachers{\textquoteright} job insecurity and burnout is lower and they consider the likelihood of leaving their school smaller. Thus, the school principals{\textquoteright} leadership style can be considered as a factor shaping the teachers{\textquoteright} wellbeing at school as well as their emotional attachment to the school as a workplace. },
	keywords = {burnout, Job insecurity, Organizational identification, Turnover Intentions},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.62.40},
	url = {http://oaji.net/articles/2015/457-1423570521.pdf},
	author = {Mati   Heidmets and Kadi Liik}
}
@article {927,
	title = {SCIENCE AND MATH TEACHERS{\textquoteright} COLLABORATION: HOW TO DEVELOP IT SEEKING PUPIL{\textquoteright}S SUCCESS AT SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {5-7},
	abstract = {The importance of science and technology is obviously increasing. Such spheres as biotechnology, environmental security, biochemistry, synthetic biology, neurobiology and other have been strongly affected and even changed by science and technology progress. And that affect is growing. It is paradoxical, but over the last decade a decreased youth interest in science and technologies has been observed in many world countries. Speaking about science and math teachers{\textquoteright} collaboration, several important questions arise: {\textbullet} How to develop teachers{\textquoteright} collaboration seeking pupil{\textquoteright}s success at school? {\textbullet} How to plan and project collaboration process? {\textbullet} How to successfully collaborate seeking the pupils{\textquoteright} progress? {\textbullet} How to organise collaborative nets seeking teachers{\textquoteright} work and pupils{\textquoteright} educational success? {\textbullet} How to rally collaborating teachers? Science and math teachers{\textquoteright} collaboration in the educational process would strengthen not only professional teachers{\textquoteright} competence, but would develop collaboration abilities, which are very important seeking much more qualitative pupils{\textquoteright} science and technology education. It would be worth promoting more exhaustive educational research studies on this question and on the basis of them to prepare practical recommendations.},
	keywords = {education practice, good educational experience, science and math teachers{\textquoteright} collaboration, science and technology education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.62.05},
	url = {http://oaji.net/articles/2015/457-1423570289.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {930,
	title = {SCIENCE COMPETENCY OF ARGENTINIAN UNIVERSITY STUDENTS IN THE FIRST YEAR OF BIOCHEMISTRY AND BIOTECHNOLOGY COURSES},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {29-39},
	abstract = {The aim of this study is to assess the science competency of university students enrolling in the School of Biochemistry and Biological Sciences (first year of the courses of Biochemistry and Biotechnology at the Universidad Nacional del Litoral de Santa Fe, Argentina) and examine the effects of these courses on their competencies of Chemistry proficiency. The concept of science competency has been drawn from the 2006 Program for International Student Assessment (PISA). To collect the information, two ad hoc questionnaires were drafted with questions addressing three science sub-competencies: identifying scientific issues (ISI), explaining phenomena scientifically (EPS) and using scientific evidence (USE). The first questionnaire was designed with the aim to inquire into the initial sub-competencies of the first-year students (n= 84). The second one (n= 50) was designed to explore the influence of the courses on their developments of such sub-competencies. The results indicate that first-year students started with a low performance level for all the sub-competencies assessed but the first-year of education influenced to develop the sub-competencies identifying scientific issues and explaining phenomena scientifically. Performance levels on using scientific evidence decreased. Therefore, the findings suggested that the courses in the first year need to help students or boost this sub-competency to be able to draw conclusions based on evidence about science-related issues. },
	keywords = {higher education, science competency, scientific knowledge},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.62.29},
	url = {http://oaji.net/articles/2015/457-1423570474.pdf},
	author = {Claudia Beatriz Falicoff and Jose Manuel Dom{\'\i}nguez Casti{\~n}eiras and Hector Santiago Odetti}
}
@article {878,
	title = {THE SCIENTIFIC REVOLUTION OF THE 17TH CENTURY. THE ASPECTS CONNECTED TO PHYSICS AND ASTRONOMY: AN EDUCATIONAL ITINERARY IN SEVEN LESSONS},
	journal = {Problems of Education in the 21st Century},
	volume = {58},
	year = {2014},
	month = {March/2014},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {5-12},
	abstract = {In the period 2012-2013 I got the qualification (abilitazione) to teach history and philosophy in the Italian high schools. The course I followed was called TFA (Tirocinio Formativo Attivo, Active Formative Training). The final examination was constituted by various proofs. Two of them were the written presentations of one educational itinerary in history and one in philosophy. Both of them had to be structured in a series of interconnected lessons. In this editorial I will expose, with some minor modifications, the translation of the educational itinerary I prepared for philosophy. It concerns the scientific revolution of the 17th century. The interest of this itinerary is not limited to the schools in which philosophy is taught, but it can also provide ideas useful in a course of physics at the high school or of history and philosophy of science at the university. What follows is divided into two parts: 1) a general presentation of the aims and methods followed in the lessons; 2) the lessons of the educational itinerary. In my training in philosophy {\textendash} developed in September and October 2013 in an Italian scientific high school {\textendash} I presented the following lessons concerning the scientific revolution.},
	keywords = {science and society, scientific revolution, social modifications},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.58.05},
	url = {http://oaji.net/articles/2014/457-1420361114.pdf},
	author = {Paolo   Bussotti}
}
@article {936,
	title = {SEARCHING FOR CONSTANT INNOVATION IN TEACHER EDUCATION CURRICULA: THE CASE OF ESTONIA},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {97-108},
	abstract = {The study addresses the tensions between the aims and objectives of global, national and local curricula and suggests solutions for mitigating these conflicts using the experience of Estonia as an example. In spite of the success of recent reforms and the good results of students in international comparisons, there are serious deficiencies: an Estonian teacher{\textquoteright}s readiness to use professional freedom is modest, personal efficiency, job satisfaction, and students{\textquoteright} motivation to learn is low: there are few outstanding performers. The aim of the study is to propose and analyse a teacher education curriculum innovation model for overcoming the problem. Adaptive model for curriculum design is presented where the predominant outcome-oriented approach was replaced and focus on teaching and learning processes was highlighted, the logic of design in curriculum development was implemented. A model for the practice component of teacher education, based on Wenger{\textquoteleft}s situated learning model and Engestr{\"o}m{\textquoteright}s expansive learning model, is in the focus. It is found that implementing this approach could encourage a development of standards and transform the attitudes of both students and teachers towards increased creativity and professional development. The implementation of the described curriculum innovation model enhances new type of learning and can generate new modules in teacher education curricula. 
  
},
	keywords = {adaptive competence, curriculum design, Estonian education, practice in teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.62.97},
	url = {http://oaji.net/articles/2015/457-1423570751.pdf},
	author = {Viive-Riina Ruus and Inge Timo{\v s}t{\v s}uk}
}
@article {893,
	title = {SELF-REGULATED LEARNING IN CONSTRUCTIVIST APPROACH BASED SCIENCE LABORATORY PRACTICES AND OPINIONS ON CONSTRUCTIVIST APPROACH},
	journal = {Problems of Education in the 21st Century},
	volume = {59},
	year = {2014},
	month = {April/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {25-33},
	abstract = {With this study, it was aimed to determine the effect of constructivist chemistry laboratory on science and technology pre-service teachers{\textquoteright} opinions about constructivist approach and their self-regulated learning skills.The relationship between pre-service teachers{\textquoteright} opinions about constructivist approach and their self-regulated learning skills was investigated. The one group pre-test-post-test design was used in the study. The sample of the study was 58 pre-service teachers from Hacettepe University, Department of Science Education, who were attending chemistry experiments at Science Teaching Laboratory Applications II Course. Self-regulated Learning Skills Scale developed by Turan and Demirel (2010) and Opinion Scale of Constructivist Approach for Science Teachers developed by Bal{\i}m, Kesercio{\u g}lu, Evrekli ve {\.I}nel (2009) were used as data collection tools. At the end of the study, it was determined that constructivist chemistry laboratory applications caused a positive increase in pre-service teachers{\textquoteright} self-regulated learning skills and opinions about constructivist approach. Also, there was a positive relationship between pre-service teachers{\textquoteright} self-regulated learning skills and opinions about constructivist approach that was observed. },
	keywords = {chemistry laboratory applications, constructivist approach, self-regulated learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.59.25},
	url = {http://oaji.net/articles/2014/457-1420361821.pdf},
	author = {Emine Erdem and Sinem  Din{\c c}ol  {\"O}zg{\"u}r and Zeki Bayram and {\"O}zge {\"O}zyal{\c c}{\i}n Oskay and {\c S}enol {\c S}en}
}
@article {892,
	title = {SITUATED LEARNING AND PROFESSIONAL DEVELOPMENT: A CASE STUDY OF APPLYING COGNITIVE APPRENTICESHIP AND COMMUNITY OF PRACTICES IN A KINDERGARTEN},
	journal = {Problems of Education in the 21st Century},
	volume = {59},
	year = {2014},
	month = {April/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {15-24},
	abstract = {The purpose of this study is to implement and evaluate a teacher training program based on the framework of situated learning. Adapting from the situated learning approaches, the author implemented two in-service teacher training programs based on cognitive apprenticeship and community of practices respectively. Each training program was adopted in a different campus of a private kindergarten. During the six-month training, researcher conducted a qualitative research to evaluate the effectiveness of the training program. To investigate how teachers improved their professional skills in constructive instruction, the researcher invited four supervisors and 10 kindergarten teachers to participate in the training program. The qualitative data included classroom observation, focus group, interviews, and teachers{\textquoteright} reflection notes. The results suggest that both programs may aid learning of engaging in constructivist instruction by providing external supports such as model instruction plans, mentoring, cooperating to solve problems. Nevertheless, the relationship or power hierarchy between mentors and learners is important in cultivating mentees{\textquoteright} capabilities. Practices sharing in community of practices approach, rather than supervisors{\textquoteright} expertise and diagnosis, will help the mentees to enhance their capabilities of solving problems. },
	keywords = {cognitive apprenticeship, community of practices, kindergarten teacher, teacher training},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.59.15},
	url = {http://oaji.net/articles/2014/457-1420361779.pdf},
	author = {Cheng, C.-C.}
}
@article {932,
	title = {SPECIAL NEEDS EDUCATION PERSPECTIVES IN THE PRACTICE OF LEISURE-TIME CENTRES},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {51-61},
	abstract = {This study carried out at Linnaeus University in the spring of 2012 where students in a special needs education module problematised the teacher{\textquoteright}s mission with the focus on being able to face differences among children in a pedagogical activity. The aim of the study was to make visible how the teaching and learning of values and attitudes can be promoted in educational practice, as well as to examine student views on including values for leisure-time centre work as stated in the target documents. In the study the students were required to observe activities primarily from the perspective of special needs education concepts referred to as categorical and relational. The results of the observations point to a number of concrete professional pedagogical actions that can be linked to a relational special pedagogy approach.},
	keywords = {leisure-time centres, leisure-time pedagogue students, normative method},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.62.51},
	url = {http://oaji.net/articles/2015/457-1423570565.pdf},
	author = {Berit Will{\'e}n Lundgren and Peter  Karlsudd}
}
@article {886,
	title = {STUDENTS{\textquoteright} CONFIDENCE IN THEIR FINANCIAL MANAGEMENT ABILITIES: THE ROLE OF SOCIO-DEMOGRAPHIC CHARACTERISTICS AND EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {58},
	year = {2014},
	month = {March/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {108-117},
	abstract = {The aim of this study was to investigate the impact of gender, age, parent{\textquoteright}s education, scholarship and students{\textquoteright} education on students{\textquoteright} confidence in their financial management capability and knowledge. In the research, 259 students participated from two different faculties {\textendash} the Faculty of Education and the Faculty of Economics. This investigation has revealed that the likelihood of students{\textquoteright} confidence in their financial management capability and knowledge is significantly smaller for students who do not specialize in economics or business studies, and for female students. The likelihood of confidence in their financial management capability and knowledge also statistically significantly increases with the father{\textquoteright}s educational level, but, interestingly, not with the mother{\textquoteright}s. The results also showed, although it is not statistically significant, that students on scholarships on average express a higher confidence in their financial management capability and knowledge. Therefore, the adequacy of the current educational policy (formal and non-formal education) should be considered. },
	keywords = {confidence, financial literacy, money management},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.58.108},
	url = {http://oaji.net/articles/2014/457-1420361486.pdf},
	author = {Francka Lov{\v s}in  Kozina and Nina Ponikvar}
}
@article {895,
	title = {TABLETS AS LEARNING SUPPORT IN SPECIAL SCHOOLS},
	journal = {Problems of Education in the 21st Century},
	volume = {59},
	year = {2014},
	month = {April/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {49-58},
	abstract = {Within special education research, ICT has occupied a relatively small space, especially when it comes to implementation and pupils{\textquoteright} learning effects. Few studies emphasize how ICT can promote a learning environment for pupils with cognitive disadvantages. The studies conducted in Sweden are about children and young people with physical rather than cognitive disabilities. Against this background and with the view to find new ways of learning for special school pupils the present research started. The overall aim was to increase pupil participation and promote learning in special schools by means of tablets. The research project involved researchers, teachers and student assistants in research circles, a method that can in many respects be compared with action research. Three special schools, two middle schools and one high school participated in the research project in which teachers and pupils were given Tablets. The data were using four different methods: Interview, Observation, Questionnaire and Essays. The data were tested against Professor Englund{\textquoteright}s theory of Educational Philosophies. The theory has been a valuable tool for measuring and discussing how the discourse of change has occurred. The results show improved skills and a clear declaration of intent of staff to work in a reconstructive direction. },
	keywords = {cognitive disabilities, special schools, Tablets},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.59.49},
	url = {http://oaji.net/articles/2014/457-1420361899.pdf},
	author = {Peter  Karlsudd}
}
@article {904,
	title = {TEACHER CAPACITY BUILDING THROUGH CRITICAL REFLECTIVE PRACTICE FOR THE PROMOTION OF INCLUSIVE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {54-66},
	abstract = {In a time where inclusive education has become the underpinning framework of reference for educational policies globally, effective strategies for a smooth and sustainable transformation of educational systems need to be identified. Recent literature on teachers{\textquoteright} attitudes has suggested that the adoption of inclusive policies, although necessary, is not sufficient for its implementation. Particularly, it has highlighted that the successful creation of inclusive environments requires critical reflection on the beliefs and values underpinning the attitudes towards the practical implementation and long-term sustainability of inclusive education. The research presented in this article outlines the historic evolution of the principles characterising inclusive education in Italy and Europe. It then delineates the competencies required for teacher capacity building in inclusive contexts and provides an overview of the founding principles supporting critical reflective practice. In conclusion, it proposes a guided strengths-oriented process aimed at enhancing critical reflection during initial and in-service teacher education courses in order to give teachers the opportunity to reflect on the beliefs and values shaping their practice, as well as explore new routes to bring about improvement and build strategic alliances to be able to handle the complex nature characterising current school contexts. },
	keywords = {critical reflective practice, inclusive education, teacher training},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.54},
	url = {http://oaji.net/articles/2015/457-1421876550.pdf},
	author = {Diana Carmela Di Gennaro and Erika Marie Pace and Iolanda Zollo and Paola  Aiello}
}
@article {884,
	title = {TEACHER EDUCATION AS A PROMOTER OF HEALTH: TEACHER STUDENTS{\textquoteright} PERCEPTIONS ABOUT MEDICINE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {58},
	year = {2014},
	month = {March/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {82-98},
	abstract = {Being a part of health education from primary school to the university level, medicine education is a fairly new opening in the field of education. The purpose of this study was to clarify Finnish primary school teacher students{\textquoteright} (N=21) perceptions about medicine education. Data was collected in several ways: a questionnaire, shared blog writings and group discussions. Teacher students{\textquoteright} perceptions about the content of medicine education were quite limited. Although they were well aware of the importance of the proper use of medicines, they also highlighted the discussion of misuse, which is not in accordance with the aims and methods of medicine education. Teacher students only mentioned a few methods on how to teach the proper use of medicines, having themselves had few experiences of medicine education from their own time at school. In teacher education, medicine education could be developed using teaching methods that particularly concentrate on the critical search for information, also emphasizing the importance of modeling, and co-operation with parents and health experts. This study increases and broadens researchers{\textquoteright} and teacher educators{\textquoteright} knowledge about the challenges of medicine education both in teacher education and in schools.},
	keywords = {health education, medicine education, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.58.82},
	url = {http://oaji.net/articles/2014/457-1420361404.pdf},
	author = {Sirpa K{\"a}rkk{\"a}inen and Katri H{\"a}meen-Anttila and Kirsti Vainio and Tuula Keinonen}
}
@article {901,
	title = {{\textquotedblleft}THE TEACHER SHOULD NOT JUST BOSS AROUND ALL THE TIME{\textquotedblright}. GOOD TEACHERHOOD IN THE LIGHT OF YOUNG PRISONERS{\textquoteright} EXPERIENCES},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {10-22},
	abstract = {The purpose of this study is to analyze the essence of good teacherhood through young prisoners{\textquoteright} school experiences and memories in order to find means to prevent antisocial and exclusion-oriented development in youths. The assumption is that young prisoners{\textquoteright} teacher descriptions include also positive memories. How do they describe teachers who have supported them or could support children{\textquoteright}s school going? How do the research participants perceive themselves in relation to teachers and teachers{\textquoteright} actions? The data consisted of young prisoners{\textquoteright} narratives regarding their school time. Twenty-nine young prisoners, aged 17-21, from two prisons in northern Finland participated in the study. This study employed the narrative research approach. The data were obtained through free-form interviews that resembled the narrative interview method. The qualitative content analysis and the narrative analyzing models were employed when analyzing the narrative data. According to the young prisoners{\textquoteright} perceptions, good teachers shared certain features and skills that could be categorized into three: interaction skills, pedagogical and didactic skills, and subject knowledge. The study contributed unique information about the positive actions and features of teacherhood that can support the school work also among the children in danger of exclusion.},
	keywords = {exclusion, teacherhood, young prisoners},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.10},
	url = {http://oaji.net/articles/2015/457-1421876400.pdf},
	author = {Tanja {\"A}{\"a}rel{\"a} and Satu   Uusiautti and Kaarina   M{\"a}{\"a}tt{\"a}}
}
@article {883,
	title = {TEACHERS{\textquoteright} PEDAGOGICAL ACTIONS AFFECTING THE MORAL DEVELOPMENT OF PERSONALITY},
	journal = {Problems of Education in the 21st Century},
	volume = {58},
	year = {2014},
	month = {March/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {67-81},
	abstract = {The methodology of pedagogical actions within the process of moral education of personality is a part of basic, theoretical and empirical researches in pedagogy. When it is referred to moral training, it is primarily referred to the moral aspect of pedagogical actions affecting the development of personality - the formation of moral awareness as a characteristic of a certain individual{\textquoteright}s values. Moral education of personality refers to the moral behaviour and action, the formation of attitudes and the development of moral reasonable interests, the introduction to the moral norms and demands, as well as the process of development of a personality{\textquoteright}s moral traits. Moral capacity is expressed through the evaluation of moral acts and through moral action while being in accordance with intellectual capability and developmental logic. The educational role of school can be discussed in general or in a more specific way, depending on the extent up to which the school can contribute to the process of moralisation of individuals and the accomplishment of tasks of moral education. Primary and secondary schools in Serbia do not have moral education as a separate subject, but the curriculum sets certain specific tasks which should be accomplished through classes and all extracurricular activities. In accordance with that, this paper focuses on the problematisation of analysing the role of a teacher in moral education and personality development, as well as the analysis of the attitudes of teachers about the necessity of a separate subject or, at least, a {\textquotedblleft}hidden curriculum{\textquotedblright} in schools which would refer to moral education. The factorisation of measurement variables shows that the awareness of teachers about techniques and methods of moral education and learning should be heightened, which provides a good direction towards a new research. The obtained results have helped us clarify the general problematisation of moral education, and it is believed that they will contribute to overcoming and advancing the existing situation of the school system in Serbia.},
	keywords = {moral education, moral judgement, pedagogical action},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.58.67},
	url = {http://oaji.net/articles/2014/457-1420361333.pdf},
	author = {Bisera Jevti{\'c}}
}
@article {917,
	title = {TEACHING COMPLEX FIELDS OF SOFT MATER, PROPOSAL OF A NEW LIQUID CRYSTAL ANALOGY},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {37-45},
	abstract = {The key reason behind the richness of different structures and patterns displayed in nature is the universal mechanism of symmetry breaking. It shapes configurations at all length scales encountered in universe. Structures reached via symmetry breaking transitions are commonly described in terms of order parameter fields. One of the simplest systems where symmetry breaking concepts have already been explored in detail, are various liquid crystal (LC) phases. The reason behind this is rich variety of structures exhibited by LCs and their convenient experimental accessibility. Consequently, a wide spectrum of different theoretical tools have been developed in LCs. In this contribution the orientational ordering of housing block in San Francisco, which we choose as a typical large-city representative, was studied. Following nematic LC analogy we determine the local degree of ordering. The structural pattern of the city displays a domain-type pattern. The average degree of ordering within a domain strongly correlates with crime rate within it. Therefore, the results confirm an intuitive expectation that structures define properties. This model can be used as a helpful tool in education as it provides a way of understanding complex topics with the help of well-known every day phenomena. },
	keywords = {City structure, liquid crystal analogy, soft mater education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.61.37},
	url = {http://oaji.net/articles/2015/457-1422203738.pdf},
	author = {Uro{\v s} Jagodi{\v c} and Jacob Staines and Samo   Kralj and Robert Repnik}
}
@article {914,
	title = {TEACHING ETHICS AND CRITICAL THINKING IN CONTEMPORARY SCHOOLS},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {9-17},
	abstract = {Basic ethical questions, dilemmas and especially decisions do not only affect the life of an individual but can also affect lives of others. In some professional ethics, where decisions about a person{\textquoteright}s life or death are made, decisions can even be irreversible. In this contribution three ways of deciding by highlighting critical, and reflective decision-making or systematic thought process as the most effective method in ethics have been pointed out. Therefore, taking ethics as a critically reflective morality highlights the fact that we can talk about ethical exploration, so ethics is a process of thinking, not a set of established answers that need only to be passively accepted. It could be concluded that the study of, and practice in, evaluating arguments and evidence (moral decision making) via critical thinking as well as using other important skills (raising questions according to Blooms taxonomy and doing a lot of case studies) is the best way to achieve the most fundamental goal in teaching an ethical course {\textendash} becoming a better person. And is therefore something that should be in every curriculum.},
	keywords = {critical thinking, decision-making, teaching ethics},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.61.09},
	url = {http://oaji.net/articles/2015/457-1422203556.pdf},
	author = {Bojan Borstner and Smiljana Gartner}
}
@article {903,
	title = {TOWARDS A POSSIBLE GOOD-PRACTICE MODEL IN NON-FORMAL EDUCATION: A CASE OF ROMANIA},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {46-53},
	abstract = {By its nature, education has 3 forms that are in a strong interdependence: formal, non-formal and informal. Non-formal education can be defined as a form of education implemented by schools in partnership with different educational institutions, using extracurricular activities, to help students deepen knowledge acquired in schools. A good example of this definition is the program {\textquotedblleft}To know more, to be better!{\textquotedblright} implemented by the Romanian Ministry of Education since 2012. The main aim of this research was to analyze the impact of the above mentioned program upon students and teachers from Bihor County, Romania. The instrument used was a questionnaire with 18 questions. The sample consisted of 125 teachers from pre-primary, primary, secondary and high schools from Bihor County, Romania. The study was conducted in April 2014. The results of the research show that the majority of respondents have been pleased with this program, which has been popular among students as well. The latter ones were helped to better understand the theoretical knowledge they acquired during classes. The most frequent extracurricular activities of the program included visits, trips, workshops etc.},
	keywords = {extracurricular activities, non-formal education, school results},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.46},
	url = {http://oaji.net/articles/2015/457-1421876503.pdf},
	author = {Valentin Cosmin  Bl{\^a}ndul}
}
@article {911,
	title = {UNIVERSAL DESIGN FOR LEARNING - APPLICATION IN HIGHER EDUCATION: A GREEK PARADIGM},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {156-166},
	abstract = {Universal Design supported by literature as an appropriate and effective procedure can help all students including the learning disabled ones to improve their accessibility to written materials (Evans et al., 2010; Rose \& Meyer, 2002). The present study reports a UDL application in higher education. More specifically, it aimed to investigate if the revision of the study guide of a Pedagogical Department according to the UDL principles helped the students to improve their access to crucial information regarding their studies. A quantitative method based on pre and post evaluation of the UDL revision of the study guide was employed. The results showed that this revision was regarded by the students as helpful and efficient as they could be well-informed about their studies and ready for making decisions related to their future careers. These findings could have an important impact on higher education course design, instruction and the produced academic written stuff, and finally, the university could become more accessible for all students.},
	keywords = {higher education, learning disabilities, universal design for learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.156},
	url = {http://oaji.net/articles/2015/457-1421876950.pdf},
	author = {Sotiria Tzivinikou}
}
@article {912,
	title = {USING SELECTED PERSONALITY VARIABLES IN A LEARNING PROCESS FOR HOLISTIC EDUCATION: A CASE OF A VOICE TRAINING COURSE PARTICIPANTS},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {167-184},
	abstract = {This article aims to find ways to support a learner in a holistic manner, applying Myers-Briggs Typology Indicator (MBTI) as a methodological tool to facilitate learning process by considering learner individualities. Suggestions how to use MBTI in short-term courses of adult training, concentrating on feedback, performance, communication needs are made, based on the results of a study conducted among participants of the voice training. As the MBTI results can be understood and grouped in several ways, this study also compared the results with 3 different versions: Hanson \& Silver (1995), Schroeder (1993) and Keirsey \& Bates (1978, 1998) findings. Results were found matching most to the findings of Hanson \& Silver (1995). This study reveals the typology of learners as Introverts and Extroverts, Analytical Thinkers, Social-Reflective Feelers and Holistic Visionaries. Although the research gives only preliminary conclusions, it gives certain recommendations how to approach different learners during the learning process.},
	keywords = {adult learning, ecological paradigm, learner individualities, Voice Training},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.167},
	url = {http://oaji.net/articles/2015/457-1421877025.pdf},
	author = {Katri-Liis  Vainio and Rea   Raus}
}
@article {889,
	title = {VIOLENCE AGAINST TEACHERS: SPEECHES FROM BRAZILIAN{\textquoteright}S DIGITAL MEDIA},
	journal = {Problems of Education in the 21st Century},
	volume = {58},
	year = {2014},
	month = {March/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {144-151},
	abstract = {This research aimed to understand the treatment given by digital media for violence against teachers. It was observed how violence manifests itself, where it comes from, how it happens and the reasons for its occurrence, from news that addressed the violence suffered by teachers. The theoretical referential that guided the work was the Social Representation Theory proposed by Moscovici (1978). This research examined 96 articles, published in mainstream news sites in Brazil, whose main content were cases of violence against teachers. For these analyses, the content analysis from Bardin (2009) was used. The results showed that the discourse that circulates in digital media on violence against teachers refers to any form of physical or moral violence performed by students or their parents in the school environment, causing physical and moral damages to teacher{\textquoteright}s integrity. The violent acts are triggered by situations that alter the dynamics of the classroom, such as assigning low marks or making complaints. It{\textquoteright}s emphasized that this characterization is important to the development of possible actions for combating violence against teachers},
	keywords = {digital media, social representation, violence},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.58.144},
	url = {http://oaji.net/articles/2014/457-1420361618.pdf},
	author = {Michelle Soares and La{\^e}da Machado}
}
@article {839,
	title = {ADEQUACY OF READING COMPREHENSION OF TURKISH LANGUAGE TEACHERS AND ELEMENTARY SCHOOL TEACHERS WORKING IN GAZIANTEP IN THE SOUTHEAST ANATOLIAN REGION},
	journal = {Problems of Education in the 21st Century},
	volume = {54},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {112-124},
	abstract = {Through the university entrance exam taken once a year in Turkey, language, mathematics, science and social studies proficiencies of high school students and graduates are tested. The results of this exam demonstrate the individual achievement of students and in light of these results, the achievement of each school, which in terms of the curriculum evaluation. Based on the outcomes of university entrance exam, the achievement level of each region can also be evaluated. According to the 2012 university entrance exam results out of 81 cities in Turkey. Gaziantep was among the least successful, ranked number 76 in mathematics and Turkish Language test results. The city of Gaziantep is located in the Southeast Anatolia region. The latest PISA 2009 results show that among the OECD countries, Turkey is the last but third in the list after Chile and Mexico. Again, according to 2009 PISA results, the Southeast Anatolian region is at the bottom among the other regions of Turkey in terms of reading competencies. The purpose of the present study is to investigate the reading habits of the Turkish Language teachers working in elementary and secondary schools in Gaziantep because these teachers have great influence on the development of reading proficiency of students. To collect the data, a questionnaire based on the components of reading comprehension was given to 407 teachers working in elementary and secondary schools. The collected data were interpreted through percentages and Chi-Square. The result of the study shows that reading habits of teachers differ in accordance with the socio economic level and education level of teachers{\textquoteright} parents, socio economic level of parental education and socio economic level of the family, time devoted to reading-and level interpreting what is read.},
	keywords = {efficiency of recognizing words, fluent reading, reading habits},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.54.112 },
	url = {http://oaji.net/articles/2014/457-1420054465.pdf},
	author = {Y.G{\"u}rcan   {\"U}ltan{\i}r}
}
@article {870,
	title = {AGE-APPROPRIATENESS OF THE SCIENTIFIC VOCABULARY FOR BEGINNING READERS},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {78-89},
	abstract = {The study concerning an experimental learning material was carried out in the primary school. A specific feature of the innovative material is topic based on notions related to physics. Seven years old pupils{\textquoteright} pre-knowledge of scientific notions have been analysed in the current study. A sample of the vocabulary suggested by the physicists was tested with different groups of respondents: pupils of the first grade, pupils additionally involved in extracurricular activities in the club "Friend of Science" and the students of a teacher training department. The notions selected by the physicists denote the phenomena of energy, space science, atomic and digital study area that up till now were not included in the actual primary school curriculum. As a result of this study, the fact has to be reported that the pupils {\textendash} not having had any previous lessons on these themes {\textendash} have given 72\% right answers altogether, but the pupils involved in the special club, know nearly all presented notions. There are conclusions drawn from the current study for compiling of texts for beginning reader and for introducing the scientific themes in primary school lessons. },
	keywords = {beginning reading, primary education, reading material, vocabulary, zone of proximal development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.79 },
	url = {http://oaji.net/articles/2014/457-1420056782.pdf},
	author = {Mare  M{\"u}{\"u}rsepp}
}
@article {850,
	title = {ANALYZING THE NEED FOR USING DIDACTIC STRATEGIES SPECIFIC TO NON-FORMAL EDUCATION IN THE CONTINUED PROFESSIONAL TRAINING OF TEACHERS {\textendash} A CASE STUDY FROM BIHOR COUNTY, ROMANIA},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {8-15},
	abstract = {Non-formal education (NFE) is one of the most important forms of the education process and refers to those activities that professional training institutions offer to their students besides the mandatory instructive-educational programmes. The importance of NFE resides in the fact that it strengthens the theoretical knowledge received during formal education by giving this knowledge a practical character as it is applied in different life situations. The main aim of this study was to identify the teachers{\textquoteright} degree of openness towards NFE, as well as the existing need for continued training through didactic strategies specific to this form of education. The sample consisted of 155 teachers, mostly from pre-primary, secondary and tertiary educational institutions from Bihor County, Romania. The instrument used was a questionnaire with 18 multiple-choice items. The results of the research show that most of the respondents are interested in participating in professional training courses based on didactic strategies specific to NFE. The main themes of interest include health education, managing students{\textquoteright} behaviour problems, social and emotional learning, and so on.},
	keywords = {continued professional training, didactic strategies, non-formal education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.08 },
	url = {http://oaji.net/articles/2014/457-1420055404.pdf},
	author = {Valentin Cosmin  Bl{\^a}ndul}
}
@article {860,
	title = {AN ASSESSMENT OF THE IMPLEMENTATION OF THE RE-ENTRY POLICY FOR GIRLS IN SWAZILAND: SCHOOL PRACTICES AND IMPLICATIONS FOR POLICY DEVELOPMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {115-127},
	abstract = {Swaziland has no stand-alone re-entry policy. Practices vary from school to school, but generally a pregnant adolescent girl has to drop out of school although those who become pregnant may be allowed to return to write their exams at the same school or they may be advised to find another examination centre.  The Swaziland Education and Training Sector Policy of 2011 (EDSEC) explicitly states that {\textquoteleft}every child, irrespective of their life circumstances{\textellipsis} has the right to be re-integrated into the same institution that the girl was previously attending.{\textquoteright}  The study documents school practices that appear to be informed by ignorance of the provisions of the EDSEC Policy of 2011 and historical developments in national policy; international conventions and declarations the country is signatory to, with missed opportunities.  Schools are not coping with the evolving and expanding role in helping children develop.  The study concludes that there is need for awareness raising as well as legislation which will compel schools not to expel such pupils but that they are given time to deliver their babies and be allowed to re-join the school.  It is thought that institutionalising and publicising the EDSEC policy should lead to more and better reporting, more re-entry, and fewer abortions.  There is necessity for awareness development among stakeholders, rigorous and vigorous campaigns and preparedness to tackle strong resistance which has been shown through the practices reported in this study to be hypocritical.},
	keywords = {counselling, policy, practice, pregnancy, re-entry, Swaziland},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.115},
	url = {http://oaji.net/articles/2014/457-1420056108.pdf},
	author = {Qand{\textquoteright}elihle G. S. N. Simelane and S{\textquoteright}lungile Kindness   Thwala and Thuli Mamba}
}
@article {822,
	title = {BLENDING OF OLD AND NEW APPROACHES IN GEOGRAPHICAL EDUCATION: A CASE STUDY},
	journal = {Problems of Education in the 21st Century},
	volume = {53},
	year = {2013},
	month = {April/2013},
	type = {Original article},
	chapter = {51-60},
	abstract = {Field work often takes place in the countryside and the city environment is neglected, although we usually move there more often. Natural science education should, however, include not only the evaluation of the rural landscape, but also the city, because we can find there an explanation for a number of physical-geographical but also socioeconomic phenomena and their spatio-temporal evolution. Therefore, the authors focused on the goal to use urban landscape as a "geography textbook". Urban landscape serves in this case as a didactic image.
 A study about significant viewpoints in Brno and its surroundings served as a basis for the experiment in which pupils and students had to sketch a view from these viewpoints and authors evaluated how they are able to perceive the urban landscape, locate the significant elements in an urban structure, identify their functions and relations among them. This concept can be understood as a use of nonverbal elements in teaching. The results of this experiment and namely the comparison of sketches produced by pupils and university students are described in the paper which also describes the blending of old and new approaches in geographical education. },
	keywords = {didactic image, geographical education, panoramic sketch},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.53.51},
	url = {http://oaji.net/articles/2014/457-1419413543.pdf},
	author = {Eduard   Hofmann and Hana   Svobodov{\'a}}
}
@article {489,
	title = {CHALLENGES IN EVALUATING THE LEARNING EXPERIENCE WITH NOVEL TECHNOLOGIES},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	type = {Editorial},
	chapter = {5-6},
	abstract = {The shift towards constructivism in e-learning creates new opportunities in the modern school and favors the introducing of novel technologies able to promote a learner-centered approach and increase the students{\textquoteright} motivation to learn.
 In general, novel technologies are expensive and the costs are not only related to the hardware and software platform. The implementation in the traditional school requires additional costs for maintenance, content development, and training. Therefore, the first key concern when evaluating such e-learning systems is to capture the added value brought in by the novel technology.
 The second key concern is the usability of a novel technology.
 The third key concern is the acceptability of a new system. The evaluation of technology acceptance requires a quantitative approach based on larger models that include several factors, such as: characteristics of the system, perceived ease of use, perceived usefulness, relevant social aspects, and perceived enjoyment.},
	keywords = {learning experience, methodology of evaluation, usability evaluation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.51.05},
	url = {http://oaji.net/articles/2014/457-1419346123.pdf},
	author = {Costin   Pribeanu}
}
@article {497,
	title = {THE CHALLENGES OF HEALTH EDUCATION: FINNISH STUDENTS{\textquoteright} PERCEPTIONS OF HOW TO CHERISH HEALTH},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {91-103},
	abstract = {Youngsters{\textquoteright} health is widely studied from various points of view but a holistic approach to health has been minimal. The purpose of this research was to study general upper secondary education students{\textquoteright} health knowledge and perceptions of health by analyzing their answers concerning the subject of health education in the general studies battery of tests in the Finnish matriculation examination. The sample of the research consisted of 611 essays that were the test answers in health education in 2007. The essays covered altogether eight questions about health education. 81 candidates for the spring 2007 matriculation examination and 60 candidates for the fall 2007 matriculation examination participated in this research; altogether 141 candidates. The research approach was phenomenological-hermeneutic. The data was analyzed through qualitative content analysis. According to the results, students recognized people{\textquoteright}s responsibility for their own health. They disapproved especially those who consciously neglect their health. According to the findings, it seemed evident that health education as a subject should be further developed so that it supports youngsters{\textquoteright} health appreciation and ability to make health-promoting choices in life. This decade sets special challenges to health education in schools, and therefore, it is important to listen to the youth{\textquoteleft}s opinions and perceptions of health in order to, for example, develop curriculum planning.},
	keywords = {general upper secondary education, health education, matriculation examination},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.51.91},
	url = {http://oaji.net/articles/2014/457-1419346482.pdf},
	author = {Maija   Rask and Kaarina   M{\"a}{\"a}tt{\"a} and Satu   Uusiautti}
}
@article {494,
	title = {CHANGING LANDSCAPE OF RESEARCH TRADITIONS: PARADIGMATIC AND NARRATIVE ORIENTATIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {63-69},
	abstract = {The objective of the research is to elaborate on changing research traditions in one of the institutions in Latvia. The choices of research traditions highlight changes towards more qualitative research traditions: collaborative action research and narrative research methodologies. Action research tradition opens new horizons for the research as an active, open - minded and cooperative research that affirms the importance of experimentation, and emphasizes a continual growth in researchers{\textquoteright} awareness leading to {\textquoteleft}phronesis{\textquoteright}. By the qualitative research methodology the authors attempt to explore the role of the researcher, what University researchers view as significant in framing their professional landscape as a result of the use of collaborative action research and other types of qualitative research. The results: Research highlights changes and tensions in researchers{\textquoteright} willingness to accept greater ambiguity, uncertainties, and practice of exercising judgments within the qualitative inquiry tradition and teaching process instead of complete reliance on predetermined rules and procedures. Various tensions between paradigmatic and narrative orientations towards teaching and within teachers{\textquoteright} lives are explored and ultimately seen as contributing in complex and ambiguous ways to researchers{\textquoteright} professional knowledge landscape. The study also highlights the co - existence of both equally legitimate epistemological research traditions {\textendash} positivism, and costructivism, as an alternative in educational research in Latvia. The evidence gained in this small scale study indicates to the emergence of the qualitative tradition grounded in constructivism.},
	keywords = {changes in research traditions, narrative ways of knowing, participative action research},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.51.63   },
	url = {http://oaji.net/articles/2014/457-1419346353.pdf},
	author = {Dzintra  Ilisko}
}
@article {855,
	title = {CHARACTERISTIC OF THE MOST POPULAR MOVIE CHARACTERS AMONG CHILDREN {\textendash} EDUCATIONAL CONTEXTS},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {66-73},
	abstract = {Mass media play an essential role at almost every stage of human{\textquoteright}s life. The media have a particular influence on children who are not entirely aware of their message. A part of reality surrounding children was examined in order to determine the features of favourite movie characters and preferable situations in which said a character participates. The results obtained through a  diagnostic survey indicate that there is a statistically significant difference between girls and boys choices of a movie character. This article focuses on the aspects of using children{\textquoteright}s favourite characters by a teacher in education. The presented discussion regarded also the problem of children emulating movie characters. },
	keywords = {education, gender, media, movie character},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.66},
	url = {http://oaji.net/articles/2014/457-1420055808.pdf},
	author = {Tomasz Huk}
}
@article {874,
	title = {CHARACTERIZATION OF THE DEVELOPMENT OF A COMMUNITY OF PRACTICE TO SUPPORT PRE-SERVICE CHEMISTRY TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {124-132},
	abstract = {The concept of communities of practice can be used in different contexts, included the educational context. The development of communities of practice where pre-service teachers work together, refine their practices and learn is a good training for these future teachers.  Since communities of practice help teachers learn about teaching and improve their practices, this study aim to characterize the project PIBID of chemistry carried out at the University of S{\~a}o Paulo as a community of practice. On the first half of 2013 the PIBID project included 12 pre-service teachers who attended weekly meetings. These meetings consisted of theoretical training about the use of visual tools in teaching and other concepts about education and meetings to plan activities and classes about topics of chemistry to be applied in a public school at the city of S{\~a}o Paulo, Brazil. During these meetings was possible to notice that the pre-service teachers were engaged in a community of practice, demonstrating the three characteristics emphasized by Wenger (2008): mutual engagement, joint enterprise, and a shared repertoire. Thus the project PIBID of chemistry could be characterized as a community of practice. Furthermore, it was noticed that the community helps in the training of pre-service teachers, since it is providing support to them learn about teaching in practice and implement their knowledge. },
	keywords = {chemistry teaching, community of practice, pre-service teacher training},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.124 },
	url = {http://oaji.net/articles/2014/457-1420057005.pdf},
	author = {Val{\'e}ria C. Santos and Agnaldo Arroio}
}
@article {493,
	title = {COLLEGE ENGLISH CURRICULUM REQUIREMENTS IN CHINA: EXPECTATIONS AND RESPONSES},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {47-62},
	abstract = {The purpose of the research reported here was firstly to examine the expectations placed on university teachers of English in China in relation to curriculum changes as evidenced in the College English Curriculum Requirements (For Trial Implementation, 2004), designed for non-English majors (hereafter CECR 2004). It further reports on a study of responses to these changes on the part of teachers, administrators and policy-makers as revealed in interviews. The study adopts a mixed method of inquiry to deal with how teachers made sense of multiple realities and constructed complicated interactions between CECR and themselves. Additionally, some aspects of the work of Bourdieu and Bernstein are taken to analyse and interpret the issues. The findings show that CECR gives the impression of being forward-looking, making reference to contemporary English language teaching (ELT) concepts. This leaves a great deal of freedom for individual universities to flesh out the details and adapt the content to their own contexts. However, teachers feel either frustrated with the lack of real change in the syllabus or threatened by new challenges such as the emphasis on speaking and listening for which they believe they have not been adequately prepared.},
	keywords = {College English Curriculum Requirements, tertiary English teaching},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.51.47},
	url = {http://oaji.net/articles/2014/457-1419346313.pdf},
	author = {Lianli   Gao}
}
@article {858,
	title = {COMPARING 1997 AND 2005 ENGLISH CURRICULA APPLIED IN 4th AND 5th GRADES IN TURKEY},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {93-104},
	abstract = {This study aims to collect teacher opinions about two curriculums applied in 4th and 5th grades in 1997 and 2005 both of which aimed to employ constructivist approach but with big differences. The study employed qualitative research method parallel to its aim, and ten teachers of English that were selected by purposive sampling method in order to be sure that they taught in both curriculums participated to it. The data from those participants was collected via a structured interview form that included six questions created by the researchers. Descriptive data analysis was used to examine the gained data, and then findings were coded into themes. It is notable that the most participants followed curriculums for this or that reason. Although they state both positive and negative sides of the two curriculums, all teachers find 2005 curriculum change positive and generally find it more effective and successful. Eight of the participants think that foreign language (English) teaching is either unsuccessful or inadequate due to lack of skills of speaking, writing and listening. They offer to solve this problem by adapting an assessment system that evaluates those skills, taking benefit of internet for more practice, sending pre-service foreign language teachers abroad. },
	keywords = {ELT in Turkey, English curriculum, primary education, teacher opinions},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.93 },
	url = {http://oaji.net/articles/2014/457-1420056013.pdf},
	author = {G{\"u}rb{\"u}z Ocak and Serkan Boyraz and Hasan Kizilkaya}
}
@article {848,
	title = {CONTEMPORARY LEARNING ENVIRONMENT IN THE VOCATIONAL EDUCATION: THE NEW CHALLENGES},
	journal = {Problems of Education in the 21st Century},
	volume = {55},
	year = {2013},
	month = {July/2013},
	type = {Original article},
	chapter = {100-113},
	abstract = {The quantitative research basis is the data of surveys which were filled in by teachers of vocational education institutions and employers. The research is based on researches and reports regarding vocational education, strategic planning documents of development of education of Republic of Latvia and EU, studies, statistics on vocational education (data basis of the Central Statistical Bureau, statistics of the Ministry of Education and Science (MES) on vocational education) also are used. The aim of the research is to analyze factors of the internal and external environment that affect vocational education in order to determine how these factors create challenges for the vocational education system and educational institutions. The article analyzes the correlation between the elements of internal environment: resources, processes and results and external environment (political, demographic social) factors. The challenges make the vocational education change the existing paradigm of vocational education. The research was performed with a purpose to analyze the environmental factors; the quantitative research combines: an analysis of normative documents and a survey of employers and teachers of vocational education. The key results of the research: demographic trends in Latvia have an essential impact upon the human resources of the vocational education institutions; in order to implement the lifelong learning strategy, it is important to involve more adults in the vocational education; the learning environment of vocational education must be developed by following the principles of lifelong learning; cooperation between the state institutions, employers and teachers is required in order to provide effective solutions to the challenges that vocational education is facing. The cooperation between the employers{\textquoteright} institution, educational institutions and state institutions is essential in the process of planning and implementation of the curriculum and evaluation of the results. The prestige of the vocational education in the society affects students{\textquoteright} choice regarding their further education; it also influences the assessment of employers.
 If there were developed and implemented such curricular, which would imply the key competences that are relevant to the vocational areas of education and on the basis of which a flexible transformation of the content of curricular would be possible, the competitiveness and quality of the vocational education would be ensured.},
	keywords = {external environment, learning environment, vocational education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.55.100 },
	url = {http://oaji.net/articles/2014/457-1420055220.pdf},
	author = {Anita   Zalaiskalne}
}
@article {1454,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {55},
	year = {2013},
	month = {July/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 55, 2013, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630346932.pdf},
	author = {Editorial Board}
}
@article {1466,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 51, PEC, 2013},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630934503.pdf},
	author = {Editorial Board}
}
@article {1457,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {54},
	year = {2013},
	month = {June/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 54, PEC, 2013},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630599276.pdf},
	author = {Editorial Board}
}
@article {1448,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 57, 2013, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1628874973.pdf},
	author = {Editorial Board}
}
@article {1460,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {53},
	year = {2013},
	month = {April/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 53, 2013, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630675701.pdf},
	author = {Editorial Board}
}
@article {1451,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 56, PEC, 2013},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630090608.pdf},
	author = {Editorial Board}
}
@article {1463,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 52, 2013, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630689221.pdf},
	author = {Editorial Board}
}
@article {506,
	title = {CONTRIBUTION OF PRIMARY TEACHER EDUCATION CURRICULUM TO QUALITY PRIMARY EDUCATION IN UGANDA},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {35-47},
	abstract = {With the frequent changes in education environment caused by dynamic economy, politics, and global trends among others, primary teacher education should keep abreast with these trends. However, in Uganda this has not been the case. While government designs new curriculum for primary schools, the changes in teacher education curriculum seem to be slower. Teacher educators are not familiar with the new trends in education such as ICT in teaching and learning, gender, learner centered education etc. The teaching materials are not easily available in the teacher training colleges because of shortages of funds. The study sought to: analyse the curriculum of Primary Teacher Education (PTE) since 1990, assess the challenges Primary Teacher Colleges (PTC) experience in the preparation of quality teachers and analyse the extent to which PTE curriculum is responding to the new trends in primary education. Using mainly interviews and focus group discussion, this paper explored the relationship between teacher preparation and quality of teachers produced. Findings showed that the curriculum of the teacher training colleges is not tailored to the requirements of the primary curriculum. In addition PTE faces many challenges that affect the preparation of teachers.},
	keywords = {primary school curriculum, primary teacher education, quality education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.35},
	url = {http://oaji.net/articles/2014/457-1419412419.pdf},
	author = {Alice  Merab  Kagoda and Betty  Akullu  Ezati}
}
@article {862,
	title = {COPING STRATEGIES OF UNIVERSITY STUDENTS IN GEORGIAN CONTEXT},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {144-149},
	abstract = {Studies in university students{\textquoteright} coping strategies have their peculiarities due to particularly acute stresses characteristic of this period of life. On the other hand, there are specific limits regarding the nature of stressors and the lack of coping ability in this period. Due to such limits, it is necessary to consider different approaches to university students{\textquoteright} stressors. Research into university students{\textquoteright} coping strategies has been done in various countries, but this is the first such study done in Georgia. Within the transactional stress concept of Lazarus, we tested the stress buffering effects of various coping strategies such as task-, emotion-, and avoidance-oriented coping strategies, praying, and social support.
Within the framework of the research, 252 university students from a wide variety of disciplines and with an average age of 21 were surveyed. The methods applied in the study are the Coping Inventory for Stressful Situations (CISS) by Endler \& Parker (Endler \& Parker,1990) and the Stress Life Inventory (SRRS) by Holmes and Rahe (Holmes \& Rahe, 1967) combined with the Kucher Adolescent Depression Scale KADS -6 (Brooks et al.,2003). Results show expected main effects: There are different coping strategies used in different critical life events. Coping strategies such as social support and praying have a stress-buffering effect and prove to be situational resources in cases of strong stress. Certain coping strategies such as task-oriented coping, emotional coping and praying are predictors of psychological well-being.
},
	keywords = {coping strategies, critical life event, social support, student, university, well-being},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.144},
	url = {http://oaji.net/articles/2014/457-1420056255.pdf},
	author = {Tamara   Turashvili and Marine   Japaridze}
}
@article {491,
	title = {COURSE IN NEW THINKING IN HIGHER EDUCATION: ENHANCING CREATIVITY THROUGH THE MEANS OF TRAINING, THEORY AND WORKSHOP},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {18-32},
	abstract = {This paper presents a study on how a new (5 ECTS/2.5 American credit) stand-alone course for higher education in new thinking may influence key aspects of creative abilities. The course structure and content is based primarily on The Creative Platform with a focus on training, theory and workshop. The study uses the Torrance Test for Creative Thinking and a Reflection Report for Creativity Teaching to identify effects from the course. The results from the Torrance Test for Creative Thinking showed a significant increase in students{\textquoteright} ability in figural and verbal fluency, flexibility, figural and verbal originality, and elaboration as well as in resistance to premature closure. The results show no significant increase in students{\textquoteright} ability in the abstractness of titles. The results from the Reflection Report for Creativity Teaching showed that the majority of students experienced that they were capable of both developing understanding of creativity theory, becoming better at participating in a creative process as well as becoming better at generating and developing new ideas, thoughts and new knowledge. However, some students experienced problems especially related to creativity training. Implications and potentials of a combined focus on training, theory and workshop in creativity courses for higher education is discussed.},
	keywords = {creative method, creativity training, university curriculum},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.51.18},
	url = {http://oaji.net/articles/2014/457-1419346210.pdf},
	author = {Christian  Byrge and S{\o}ren  Hansen}
}
@article {1450,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 56, 2013, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630090566.pdf},
	author = {Editorial Board}
}
@article {1462,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 52, 2013, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630689183.pdf},
	author = {Editorial Board}
}
@article {1453,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {55},
	year = {2013},
	month = {July/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 55, 2013, PEC},
	keywords = {cover},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630346894.pdf},
	author = {Editorial Board}
}
@article {1465,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 51, PEC, 2013},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630934459.pdf},
	author = {Editorial Board}
}
@article {1456,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {54},
	year = {2013},
	month = {June/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 54, PEC, 2013},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630599231.pdf},
	author = {Editorial Board}
}
@article {1447,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 57, 2013, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1628874934.pdf},
	author = {Editorial Board}
}
@article {1459,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {53},
	year = {2013},
	month = {April/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 53, 2013, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630675663.pdf},
	author = {Editorial Board}
}
@article {490,
	title = {CRITERIA RELATED TO PROCESSES OF TEACHERS{\textquoteright} SUCCESSFUL PROFESSIONAL DEVELOPMENT AND QUALIFICATION IMPROVEMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {7-17},
	abstract = {It is necessary for teachers to develop professionally and deal with problem situations. However, that will be done by changing the teaching models, in close cooperation and support by the institutions which are completely specialized in terms of inclusion. In this conceptual context, reforms in the field of teacher professional development in different countries, including Albania, are being implemented. To make this concept as clear as possible, this study makes use of various theoretical sources, such as theoretical attitudes by numerous scholars, conclusions and field studies carried out by different international entities in the field of education, including various publications by EU. To provide an accurate picture of the situation in Albania with regard to this issue, this study refers to data extracted from the regulations of the Albanian Ministry of Education, data from annual reports of the institutions on educational development, as well as data from questionnaires with teachers of different levels and seniority.},
	keywords = {long term process, professional development, self-evaluation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.51.07},
	url = {http://oaji.net/articles/2014/457-1419346167.pdf},
	author = {Migena   Alimehmeti and Leonard   Danglli}
}
@article {510,
	title = {DEVELOPMENT OF AN OBJECTIVE STRUCTURED SKILL EXAMINATION IN PHYSIOLOGY EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {84-91},
	abstract = {The efficacy of objective structured skill examination (OSSE) was evaluated as a new and useful examination. The second grade students at Kinki University Faculty of Medicine were prospectively eligible. Students took problem-based learning (PBL) tutorials in addition to classroom lectures and laboratory practice in each session. The sessions were on: cardiac, circulation, hematological, and renal systems. At the end of each session, students took the paper examination as a part of conventional evaluation. After all sessions, OSSE was performed to evaluate the students{\textquoteright} performance. The technical skills evaluated in OSSE were as follows: electrocardiogram recording, blood pressure measuring, use of centrifuge, pipette technique, hematocrit measurement, urinary specific gravity determination, and measurement of urine volume. One order sheet and the experimental apparatus for OSSE were positioned at each station and students terminate the maneuver in 2 min. The score from OSSE was compared to that from the conventional evaluation. Significant positive correlation was not observed. More than half of the students considered OSSE to be meaningful. In conclusion, we developed a new structured examination to objectively assess the students{\textquoteright} technical skills in laboratory practice.},
	keywords = {curriculum reform, laboratory practice, objective structured skill examination},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.84},
	url = {http://oaji.net/articles/2014/457-1419412840.pdf},
	author = {Osamu   Matsuo and Koji   Matsuo and Naoyuki   Kawao and Yukinori   Tamura and Masato   Yano and Kiyotaka   Okada and Nobuo   Nagai and Shigeru   Ueshima}
}
@article {515,
	title = {DIALOGUE WITH THE TEXT ON THE LESSONS IN RUSSIAN LANGUAGE AND LITERATURE IN THE DIASPORA},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {137-150},
	abstract = {This article is devoted to strategy named "dialogue with the text" for development of text and culturological knowledge and abilities of pupils of schools of the ethnic minorities of Latvia.
 Formulating the problem of research, authors focus attention on the reasons of difficulties which are experienced by pupils of diaspora perceiving the implied levels of the text. The authors of article emphasize, that necessity of the decision of this problem is caused first of all by an insufficient level of a Russian cultural knowledge and a culturological lexicon. Russian pupils lived in Latvia don{\textquoteright}t know the realities and values of the Russian culture.
 The authors researched the problem in real educational process. The methodology of research is based on strategy {\textquotedblleft}dialogue with the text". The authors of paper have analysed the reasons why this strategy effectively {\textquotedblleft}works{\textquotedblright} in the described pedagogical conditions. In the center of the authors attention are the didactic methods and receptions which promote to form the textual competence of pupils.As an illustration authors give detailed description of their own experiment.
 In the article authors tell about diagnostics of text and culturological knowledge and abilities of pupils. This diagnostics includes questioning, group research and the standardized composition. The main results of the diagnostics are given in tables and in description of speech behavior of the pupils.
 In the final part of the article the authors draws the reader{\textquoteright}s attention to the the analysis of the actual points of view in modern pedagogics on the problem of reading.
 In conclusion authors point out that productive text activity allows to expand a culturological outlook of diaspora pupils, and also purposefully and successfully to improve dialogue, communicative and textual abilities of the pupils. Besides the authors of the article emphasize the integrative role of text activity of the pupils wich promotes education humanitarization.},
	keywords = {pupils of schools of the ethnic minorities, strategy, text and culturological abilities},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.137},
	url = {http://oaji.net/articles/2014/457-1419413081.pdf},
	author = {Margarita  Gavrilina and Oksana Filina}
}
@article {827,
	title = {DIFFERENCES IN ATTITUDES TOWARDS HIGHER EDUCATION AMONG HIGH SCHOOL STUDENTS: THE CASE OF SABRAS (ISRAELI-BORN) AND FSU IMMIGRANTS IN ISRAEL},
	journal = {Problems of Education in the 21st Century},
	volume = {53},
	year = {2013},
	month = {April/2013},
	type = {Original article},
	chapter = {120-129},
	abstract = {Between the years 1990 and 2007 about one million immigrants entered Israel from the FSU (former Soviet Union). They constitute roughly 20\% of the Jewish households in the country. Israel benefitted greatly from the high human capital of this mass migration: 38.8\% of the immigrants had higher education, in contrast to 27.8\% of the indigenous Jewish population. Taking into consideration the cultural background of FSU immigrants, this study explores whether the elite-traditional influences their offspring who graduate from high schools in Israel. This study is based on a survey of a sample of 80 high school students {\textendash} 40 FSU immigrants and 40 Sabras (Israeli born). Contrary to the hypothesis, findings indicate no significant difference in attitudes towards higher education between the two groups.},
	keywords = {FSU migration, higher education expansion in Israel},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.53.120},
	url = {http://oaji.net/articles/2014/457-1419413936.pdf},
	author = {Dan Soen}
}
@article {854,
	title = {DISPLACED VALUES: FROM REMEMBRANCE TO RESILIENCE},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {59-65},
	abstract = {The different considerations of this study analyze in biblical tradition and modern times experiences of displacement and their consequences for educational purposes and resilience. Exemplified by Baltic experiences, it demonstrates how memory constructs coping strategies, which can be transferred into models of enculturation and value-education. Following the stages of the Biblical story of Jewish exile and diaspora, the considerations analyze, how modern people in situations of crisis, transition, mobbing or displacement can draw benefit from the existential experiences memorized in these narratives and actualized in rituals as a memory-culture and process of enculturation. In this context, different memory cultures, focused on a common situation, underline different expressions of remembrance and suggest different approaches to cope with them: symbolic, ritualized, narrative. In this study the Exile- and Diaspora-oriented EXODUS, exemplified by the Baltic exile before and after 1945, facilitates a framework for educators to identify and integrate experiences of exile and diaspora into a concept of enculturation, which combines holistic exercises in non-violent communication, awareness, creative work, intercultural discourse and similar experiences. Furthermore, it assists them to facilitate opportunities to make helpful experiences in their own diaspora-like framework. },
	keywords = {Baltic, diaspora, enculturation, Exodus, resilience},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.59},
	url = {http://oaji.net/articles/2014/457-1420055766.pdf},
	author = {Geert Franzenburg}
}
@article {501,
	title = {EDUCATIONAL TECHNOLOGY AS THE PSYCHOLOGICAL PROBLEM},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {132-149},
	abstract = {The social contradiction between creative (generating) essence of the historical man and cognitive (adaptive) essence of the sociocultural man forms the basis of the research. 
 The scientific-psychological aspect of this problem represents the contradiction between the ability to act on the basis of the appropriated norms, samples and rules of the man as a product of traditional education and the modern society necessity of the man capable to make norm, samples and rules self-independently. 
 As means of the problem solution the new type of educational technologies based not on the mecha-nism of assignment but the mechanism of generation is offered.
 The importance of research consists in the fact that the modern sociohistorical situation differs radically from the previous ones. The difference means, that social development is sharply accelerated now. The new educational systems are of great necessity at present such as systems turned not to the past (that is based on the assignment and reproduction of previous social experience) but to the future (that is based on generation of new social experience). Such reorientation is possible only as a result of education reorganisation from consuming past social experience to generating new social experi-ence.
 Creative method (method of creative experiment). In its basis there is a structure of creative dialogue, as the result of which the students in a problem situation generate new meanings (knowledge), which reveal new possibilities and present psychological means of new abilities designing.
 Solution of a traditional education selectivity problem. 
 The technology of new possibilities designing represents the method of all the students without any exception self-development process organization.
 The result of self-development is designing meanings (new possibilities) as means of new abilities gen-eration.
 Other results of experimental education are: ability to self-development; positive dynamics of educa-tional motivation and self-determination of students; system knowledge designed by students, their "theoretical" (general) character; essential reduction of time of education as a result of qualitative change of its results.},
	keywords = {cognitive education, creative education, self-development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.51.132   },
	url = {http://oaji.net/articles/2014/457-1419346683.pdf},
	author = {Valentin   Ageyev}
}
@article {861,
	title = {EFFECTS OF AN EVIDENCEBASED DANCE PROGRAM (TANZPRO-BIODANZA{\textregistered}) FOR KINDERGARTEN CHILDREN AGED FOUR TO SIX ON IMMUNEGLOBULINE A, TESTOSTERONE AND HEART RATE},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {128-143},
	abstract = {Present study addresses the question of the effects of the evidence based TANZPRO-Biodanza{\textregistered}-Program (Stueck \& Villegas, 2009, St{\"u}ck, 2013) based on BIODANZA by Rolando Toro and Cecilia Luzzi (Toro, 2010). TANZPRO-Biodanza{\textregistered} is the nonverbal part of the School of Empathy concept by Marcus Stueck (Stueck, 2013), which was developed in the project {\textquotedblleft}Healthy Lifestyles in Kindergardens{\textquotedblright} of the Geman Ministry of Health (2009 until 2011). Biodanza is a contact and motion-based intervention method with auto-regulative claim on immune competence and the autonomic system of children of kindergarten age. The evaluation took ten weeks. A TANZPRO{\textregistered}-Biodanza class with girls aged four to six was carried out from September 2011 until December 2012. The immunological parameters immunoglobuline A and testosterone as well as the autonomic heart rate parameters were collected before and after each TANZPRO{\textregistered}-Biodanza sessions of the course as a process variable. Especially, the reduced testosterone levels after the meetings in the saliva of children show positive effects of the method on the immune system. The decrease of IgA levels after TANZPRO{\textregistered}-Biodanza in the saliva of children towards age norm might be due to an immune regulative effect. The specific effects of TANZPRO{\textregistered}-Biodanza on heart rate towards a mean level show improvement of physical autoregulatory processes.},
	keywords = {auto regulative immune competence, empathy, Immuneglobuline A, TANZPRO{\textregistered}-Biodanza, testosterone},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.128},
	url = {http://oaji.net/articles/2014/457-1420056211.pdf},
	author = {Marcus  Stueck and Alejandra Villegas and Cathleen Schoenichen and Katrin Bauer and Paul Tofts and Ulrich Sack}
}
@article {1458,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {54},
	year = {2013},
	month = {June/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {144},
	abstract = {End page, Vol. 54, 2013, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630599323.pdf},
	author = {Editorial Board}
}
@article {1449,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {158},
	abstract = {End page, Vol. 57, 2013, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1628875014.pdf},
	author = {Editorial Board}
}
@article {1461,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {53},
	year = {2013},
	month = {April/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {144},
	abstract = {End page, Vol. 53, PEC, 2013},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630675747.pdf},
	author = {Editorial Board}
}
@article {1452,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {162},
	abstract = {End page, Vol. 56, PEC, 2013},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630090655.pdf},
	author = {Editorial Board}
}
@article {1464,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {156},
	abstract = {End page, Vol. 52, 2013, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630689281.pdf},
	author = {Editorial Board}
}
@article {1455,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {55},
	year = {2013},
	month = {July/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {120},
	abstract = {End page, Vol. 55, PEC, 2013},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630346971.pdf},
	author = {Editorial Board}
}
@article {1467,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	pages = {Discontinuous},
	type = {Other},
	chapter = {152},
	abstract = {End page, Vol. 51, 2013, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1630934544.pdf},
	author = {Editorial Board}
}
@article {830,
	title = {ENHANCING PEDAGOGY WITH CONTEXT AND PARTNERSHIPS: SCIENCE IN HAND},
	journal = {Problems of Education in the 21st Century},
	volume = {54},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {7-13},
	abstract = {Two activities, one on heat/work and one on dynamic equilibrium, are described for three high school classes (n=55) in the USA. The curriculum addressed showcases strategies to use with science, technology, engineering, and mathematics (STEM) students. The two lessons described follow the context ACS method (Application, Career opportunities, and Societal impact). ACS, or real-world context application, relies on a strong foundation of teaching concepts while developing enhanced learning experiences for K-12 students. The research described probes the problem of student engagement and content learning in STEM coursework and provides evidence for the potential of utilizing context ACS. The activities demonstrate how to use ACS to maximize student engagement and emphasize formative assessment during lesson implementation. Analysis of the data shows that students exposed to ACS lessons drawing from partnerships to connect real-world applications to core content make gains of 17\% in aggregate.},
	keywords = {context learning, science education, STEM education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.54.07},
	url = {http://oaji.net/articles/2014/457-1420053899.pdf},
	author = {Andrea   Burrows and Gabriel   Wickizer and Helen   Meyer and Mike   Borowczak}
}
@article {835,
	title = {ENVIRONMENTAL CONSERVATION AND THE CERRADO BIOME: INVESTIGATING KNOWLEDGE AND ATTITUDES OF BAURU RESIDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {54},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {60-75},
	abstract = {In today{\textquoteright}s context of environmental degradation, environmental issues have increasingly become a focus of global discussion. Although many researchers emphasize the importance of knowledge and information in promoting environmental protection, research involving people{\textquoteright}s notions about and attitudes toward the environment and establishing their connection with such knowledge is scarce. This lack of research led to the following inquiry: Is it possible to relate conservation actions and concern about a biome {\textendash} in this case, the Cerrado {\textendash} to the population{\textquoteright}s level of knowledge about the environment in which they live? This research presents results from an investigation conducted in a representative population sample in Bauru, where there are fragments of a Cerrado Legal Reserve. The sampling approach used was probabilistic; it is based on random laws and can be submitted to statistical methods. The total sample (450 people) was divided into 90 people per Bauru region, 45 people female and 45 males. Each gender group was divided into three age groups: the first from 16 to 30 years, the second from 31 to 55 years and the third above 56 years. Through the questionnaire, we collected the following data from respondents: personal data such as salary, gender, age, level of education, notions/actions and intentions related to environmental conservation and general knowledge about the Cerrado. The result of the chi-square analysis is consistent with this finding, as it is less than 0.05, demonstrating a significant association between these two variables.},
	keywords = {environmental epistemology, garbage disposal, probability sample},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.54.60},
	url = {http://oaji.net/articles/2014/457-1420054251.pdf},
	author = {Talitha  P.  Palhaci and Ana Maria de  A.  Caldeira}
}
@article {832,
	title = {ENVIRONMENTAL RESPONSIBILITY: A CASE STUDY AMONG SIXTH GRADERS},
	journal = {Problems of Education in the 21st Century},
	volume = {54},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {22-38},
	abstract = {The purpose of this study was to clarify sixth graders{\textquoteright} (aged 12-13, N=87) perceptions about environmental problems and environmental responsibility. Four classes from two Finnish primary schools participated in the study. In the first case (n=62) which focused more on perceptions about environmental problems, the data was collected using a questionnaire. It was found that sixth graders perceived the most important environmental problems as being littering, pollution, climate change, and how much we waste. Pupils also highlighted environmental responsibility. Their answers revealed a wide range of ways for protecting the environment such as recycling, sorting, and favoring the use of environmentally cleaner vehicles. The second case more closely examined responsibility for the environment; with the aid of a picture/image to stimulate their perceptions, pupils were able to recognize environmental problems. The data comprised of writings in connection with the image (n=25) and interviews (n=12). Pupils were categorized into four groups according to their perceptions about responsibility: environmental citizens, daily active persons, free riders and disinterested persons. Environmentally responsible behavior in sixth graders was most significantly influenced by the home, being dependent upon which action model of sorting and recycling was in use there. Both data collection methods supported each other, providing similar results. The sixth graders were not only well aware of environmental problems, they were also committed to take the environment into account and act in an environmentally friendly way. In conclusion, sixth graders{\textquoteright} environmental education could include discussion about actions on behalf of the environment, but additional sensitization towards the environment is still needed for some pupils.},
	keywords = {environmental education, environmental problems, environmental responsibility},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.54.22},
	url = {http://oaji.net/articles/2014/457-1420054023.pdf},
	author = {Sirpa K{\"a}rkk{\"a}inen and Laura   Haukipuro and Anna-Maija   Rummukainen and Tuula Keinonen and Heikki   Simola}
}
@article {828,
	title = {THE EUROPEAN PORTFOLIO OF LANGUAGES: ITS IMPACT AND DEVELOPMENT IN ALBANIA},
	journal = {Problems of Education in the 21st Century},
	volume = {53},
	year = {2013},
	month = {April/2013},
	type = {Original article},
	chapter = {130-138},
	abstract = {Generally speaking, teaching and learning could be better carried out through discussions and debates with others, and the results obtained in this way then turn into means of encouraging, helping, stimulating and informing thus making it possible for us to achieve an individual reflection.
 There might be people who try to link the word Portfolio with the world of Arts and Projects. This is true to some extend but there exist other components such as the Language Section and Language Biography, which in fact are closely connected with the world of learning and teaching and are part of the guidelines approved by the Council of Europe (Portofoli Evropian i Gjuh{\"e}ve: Nj{\"e} Udh{\"e}zues p{\"e}r M{\"e}suesit dhe Trajnuesit e M{\"e}suesve, Ministria e Arsimit dhe Shkenc{\"e}s, K{\"e}shilli i Europ{\"e}s, 2005.) 
 As a result of the use of Portfolio of Languages the teaching aims became clearer, students started to see their progress with ease. It served as a motivation for all, quick and slow learners, it helped increase self-awareness, it developed critical thinking, etc. It improved teachers{\textquoteright} motivation, their reflecting ability and encouraged them to undertake initiatives during the teaching process.},
	keywords = {assessment, curriculum, motivation pilot},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.53.130},
	url = {http://oaji.net/articles/2014/457-1419413983.pdf},
	author = {Daniela   Tamo and Shpresa   Rira and Rudina   Xhillari}
}
@article {511,
	title = {EVALUATION BY RUBRIC OF SOLIDARITY IN ACQUISITION SKILLS COLLEGE},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {92-104},
	abstract = {The European Higher Education Area involves major changes in the teaching-learning process for the acquisition of transversal skills, such as social and citizens. It establishes a need for active methods, learning and so to develop in students the ability to make decisions and learn independently, reflective and critical promoting these skills. Considering the importance of a program, training in values and ethics of solidarity that joins the university curriculum (educational innovation program, PIE10-127), we performed a comparative study on ethical issues in college students before and after of their application the program and an evaluation of effectiveness of different active methodologies to promote solidarity skills acquisition, and its impact on performance. Participants in this study were 4103 university students, aged 18 and 57, of the Faculty of Psychology and Educational Sciences of the University of M{\'a}laga (2010-2012). The results show an increase in the acquisition of skills solidarity, following the implementation of the program and that the methodologies employed active, positive impact on academic performance. The relevant conclusion obtained, points to the need to reinforce and develop these values solidarity actions in college. 
 
},
	keywords = {academic performance, solidarity},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.92},
	url = {http://oaji.net/articles/2014/457-1419412884.pdf},
	author = {Francisco  Manuel  Morales Rodr{\'\i}guez}
}
@article {495,
	title = {THE EXPRESSION OF A PRINCIPAL{\textquoteright}S TRANSFORMATIONAL LEADERSHIP DURING THE ORGANIZATIONAL CHANGE PROCESS: A CASE STUDY OF LITHUANIAN GENERAL EDUCATION SCHOOLS},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {70-82},
	abstract = {Transformational leadership is essential for school principals who desire to achieve school success and effectiveness, especially when determining a school{\textquoteright}s direction, creating a cohesive school community for collective activities, building relationships among all members of the school community, etc. The purpose of the research was to investigate a school principal{\textquoteright}s transformational leadership while implementing organizational changes in a school. A semi-structured interview with principals of eight general education schools in Lithuania was used to collect data. Categories and subcategories were identified in the data from which conclusions were drawn. Within the context of the research, the results suggest that the principals who embrace a transformational leadership during the initiation, implementation and institutionalization of change 1) reveal their personal determination to implement change; 2) express their concern for professional development; 3) demonstrate support for school values and a cohesive school community; 4) fosters achieved results by distributing leadership.},
	keywords = {implementation of changes, school principal{\textquoteright}s leadership, transformational leadership},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.51.70},
	url = {http://oaji.net/articles/2014/457-1419346397.pdf},
	author = {Jolanta   Navickaite}
}
@article {845,
	title = {FOLLOWING EARLY CAREER CHEMISTRY TEACHERS: THE DEVELOPMENT OF PEDAGOGICAL CONTENT KNOWLEDGE FROM PRE-SERVICE TO A PROFESSIONAL TEACHER},
	journal = {Problems of Education in the 21st Century},
	volume = {55},
	year = {2013},
	month = {July/2013},
	type = {Original article},
	chapter = {57-73},
	abstract = {In this study the aim was to investigate the development of Pedagogical Content Knowledge (PCK) of early career chemistry teachers. Two pre-service chemistry teachers were followed during a one-semester course and after a three-year period as formal high school teachers. The data involved teachers{\textasciiacute} writings, recordings of lessons and reflections during the course. After three years, the same content lessons in an actual school environment were videotaped. The teachers were then interviewed using the videotapes for stimulated recall. The instruments Content Representation (CoRe) and Pedagogical and Professional-experience Repertoires (PaP-eR{\textasciiacute}s) were used to document and to describe teachers{\textquoteright} PCK. Analysis of discursive interaction patterns was performed during lessons. Data analysis was based on the components of teacher knowledge as described in the Morine-Dershimer Model. The development of PCK was enhanced during the pre-service teacher education through the experiences of planning and conducting interventions in the classroom and particularly during the reflection-on-action activities. Results after three years of professional experience revealed an improvement in these teachers{\textquoteright} PCK and highlighted the central role of the reflection process and practical experience. From the analysis carried out, it emphasized the need to act in these early years of professional experience through collaborative groups, supporting the reflection process and aiming to contribute more directly to the development of teachers{\textquoteright} PCK.},
	keywords = {pedagogical content knowledge, teacher{\textquoteright}s knowledge, teacher{\textquoteright}s professional development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.55.57},
	url = {http://oaji.net/articles/2014/457-1420055017.pdf},
	author = {Gildo   Girotto J{\'u}nior and Carmen   Fernandez}
}
@article {856,
	title = {FORMS OF EDUCATIONAL ACTIVITIES THAT ENHANCE SELF-DIRECTED LEARNING OF ADULTS},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {74-85},
	abstract = {The research examines self-directed learning as the formation of new educational culture in the contexts of learning theories such as: constructive learning, social constructivism, experiential learning and action science . The key educational activities supporting and enabling the learning processes are distinguished and substantiated: learning by doing, learning through collaboration, learning through experience, which give new experiences to the learner as well as status, competences of educational and managerial field, and values. A qualitative approach was applied in the research and as a research strategy of a semi-structured interview was carried out, which allowed to characterize the experiences and individual meanings of research participants while they take part in non-formal educational activities that enhance their self-directed learning. The results obtained in the course of empirical research allow stating that self-directed learners broaden the variety of learning settings, shift the learning beyond the boundaries of a formal education institution and consciously learn through job-related and life activities in various groups, communicating and collaborating with colleagues. This enables the learners to reflect upon the experience gained in job-related and life activities, and shift from the formal learning to non-formal. },
	keywords = {educational activities enhancing self-directed learning, learning by doing, learning through collaboration, learning through experience, self-directed learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.74},
	url = {http://oaji.net/articles/2014/457-1420055887.pdf},
	author = {Nida Kvedaraite and Rima Jasnauskaite and Renata Gele{\v z}iniene and Gra{\v z}ina Strazdiene}
}
@article {499,
	title = {FROM ELEMENTARY SCHOOL TO UNIVERSITY EDUCATIONAL PROGRAMMES: A COMPREHENSIVE STUDY OF THE ADULT EDUCATION IN SPAIN},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {113-125},
	abstract = {Lifelong learning plays an important role due to the actual needs that we have in terms of knowledge-based economy. It provides education both to working and non-working people who want to be part of this developing society. In this study, two different levels of the Spanish Adult Education are assessed but not only from an individual point of view, but also from the point of view of cooperation between them in order to improve the teaching-learning process. Both the Education Centre of Olmedo (Olmedo, Spain) and the University of Burgos (Burgos, Spain) are described deep inside and likewise, the activities that they two are developing to interconnect both the two centres and the educational levels so that the learning process is never interrupted. Activities such as seminars, web pages management, oral presentations and questionnaires showing different aspects of the educational process will be discussed in the present study. The use of the new Information Technology and Communication (ICT) should be enhanced for effective learning of our adult students. From our results, it will be demonstrated that adults can be part of the education system and therefore gain new skills and knowledge that let them succeed in their lives.},
	keywords = {adult education, developing society, lifelong learning, teaching methodology},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.51.113},
	url = {http://oaji.net/articles/2014/457-1419346583.pdf},
	author = {Gonzalo   Sacrist{\'a}n-P{\'e}rez-Minayo and Ruth  Mar{\'\i}a  Mart{\'\i}n-Moro}
}
@article {823,
	title = {HARDSHIPS IN HUNGARIAN TERTIARY EDUCATION: THE ECONOMIC ROLE OF PRIVATE INTERNAL RATE OF RETURN IN ONLINE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {53},
	year = {2013},
	month = {April/2013},
	type = {Original article},
	chapter = {61-73},
	abstract = {The effects of global crises and the unique Hungarian economic difficulties render more and more hardships for non-full time students of higher education. The aim of this study twofold. It gives insight into how the ICTs are spread among the students of Karoly Robert College between 2006 and 2012 and examines the economic effect of private internal rate of return (IRR) by launching a form of online education in the changing environment of Hungarian tertiary education. In general, the study found that the student population is equipped with the proper up-to-date technology that enables using online education. In addition, with launching online education the students{\textquoteright} private IRR may also be increased significantly by reducing the cost of indirect cost. With the technological inventions and applications of the 21st century the Karoly Robert College designs and introduces a new learning environment for non-full time students since 2013.},
	keywords = {e-education, info-communication tools, structural reform},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.53.61},
	url = {http://oaji.net/articles/2014/457-1419413602.pdf},
	author = {Laszlo F.   Mucsics}
}
@article {836,
	title = {HEALTH ATTITUDES AND BEHAVIOURS OF FIRST-YEAR UNIVERSITY OF WARMIA \& MAZURY STUDENTS: A CALL FOR IMPLEMENTING HEALTH EDUCATION AT UNIVERSITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {54},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {76-90},
	abstract = {Despite the growing interest in health and the abundance of health-promoting programs and campaigns, there is a noticeable lack of such undertakings at colleges and universities. This is worrisome, considering the fact that the first-year of studies is the last phase of education in which it is possible to promote and establish a healthy lifestyle. The purpose of the research was to evaluate the health attitudes and behaviours of first-year university students. A total of 700 first-year male students aged 19-20 attending the University of Warmia \& Mazury in Olsztyn (Poland) took part in the study by filling out anonymous questionnaires concerning health behaviours and attitudes regarding physical activity, nutrition, tobacco and alcohol use, stress and pro-health activities. The results indicate that physical activity of the respondents was limited to participation in the obligatory physical education classes during high school and while at university. Moreover, the students were concerned more about personal hygiene and appearance than physical fitness and proper nutrition. The majority of them did not have a regular schedule of meals and did not take vitamin supplements. The percentage of respondents who declared drinking alcohol regularly (once a week) and even every day is quite worrisome. One out of ten students reported losing consciousness multiple times as a result of binge drinking and over a third blacked out at least once during the first few months of their studies. Although only a small margin of the students surveyed can be considered to be addicted to smoking, nearly half of them admitted to smoking occasionally. Although a significant portion of students expressed a fear in stress generating situations during their studies, the majority possessed a very limited knowledge of stress coping methods. The research results indicate a clear need to implement adequate health promoting programs at the university level of education to help counteract the observed negative tendencies.},
	keywords = {physical activity, pro-health activities, university male students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.54.76},
	url = {http://oaji.net/articles/2014/457-1420054314.pdf},
	author = {Robert   Podstawski and El{\.z}bieta   Weso{\l}owska and Renata   Gizi{\'n}ska and Andrzej   So{\l}oma}
}
@article {838,
	title = {THE IMPACT OF ELSTGEEST AND ALFKE{\textquoteright}S QUESTIONING MODEL WITH MANIPULATIVES ON PHYSICS STUDENT TEACHERS{\textquoteright} ABILITY TO GENERATE PRODUCTIVE QUESTIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {54},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {99-111},
	abstract = {Question-asking is a basic skill required for the development of students{\textquoteright} thinking. However, the way in which physics teachers conduct laboratory activities do not usually stimulate student thinking by asking productive questions. This study addressed this concern by investigating the physics student teachers{\textquoteright} ability to generate productive questions using the Elgeest{\textquoteright}s and Alfke{\textquoteright}s questioning model with a set of manipulative learning (EAM) strategy. The manipulative consisted of simple electrical components that could be explored and manipulated. The study investigated if there was a difference in student teachers{\textquoteright} productive questions in terms of number of questions in each category and level of thinking between before and after a lesson using EAM strategy. A further purpose was to find out students{\textquoteright} thought regarding their experiences using the EAM strategy in generating productive questions. A total of 34 Third Year undergraduate physics student teachers took part in the study. They worked in a group of 3-4 to discuss and construct questions before and after the instruction. Student teachers{\textquoteright} generated questions and written reflections were used as data collection methods. Questions were analyzed and classified according to Dillon{\textquoteright}s (1984) classification of questions: properties, comparisons, and causal relationships. It was found that before learning using the EAM strategy, student teachers tended to ask questions of the properties category. In contrast, students tended to pose causal relationship-type questions following instruction with the EAM strategy. Overall, the students indicated that the EAM strategy had increased their ability to generate productive questions at higher categories and cognitive levels. Physics teachers who conduct laboratory activities could use the EAM strategy to lead students in the generating productive questions that foster their thinking.},
	keywords = {Elgeest{\textquoteright}s and Alfke{\textquoteright}s questioning model, physics student teachers, productive questions},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.54.99},
	url = {http://oaji.net/articles/2014/457-1420054421.pdf},
	author = {Nyet   Moi Siew and Sopiah   Abdullah}
}
@article {824,
	title = {IMPLEMENTATION OF PROCESS-TARGETED ACTIVITIES OF PROSPECTIVE CHEMISTRY TEACHERS DURING CONTINUOUS TEACHING PRACTICE: A RATIONAL COMPARATIVE ANALYSIS OF TEACHING METHODS ACCORDING TO THE EXPRESSED COMPETENCIES},
	journal = {Problems of Education in the 21st Century},
	volume = {53},
	year = {2013},
	month = {April/2013},
	type = {Original article},
	chapter = {74-88},
	abstract = {The main aim of the teacher study program is to ensure the proper role of teaching practice, which is included in initial teacher training courses. It is necessary that teachers of chemistry gain or develop learner competencies for appropriate teaching/ learning in the chemistry subject by using innovative teaching methods. In terms of activities and methods correction of the continuous teaching practice model for prospective chemistry teachers in Pedagogical study program of 2nd degree "Educational Chemistry" which would ensure the creation of a competent chemistry teacher (active and innovative).The main result of the study is a list of potential competencies by prospective chemistry teachers using innovative teaching methods. These competencies can be developed and produced in the performance of activities defined by using continuous teaching practice, particularly in the areas of testing and assessment, experiential and collaborative learning, and experimental (laboratory and field) work. Each of these components is separately assessed by activity and competence. },
	keywords = {continuous teaching practice, innovative teaching methods, learners{\textquoteright} competencies},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.53.74},
	url = {http://oaji.net/articles/2014/457-1419413667.pdf},
	author = {Darinka   Siko{\v s}ek and Kornelia   {\v Z}ari{\'c}}
}
@article {833,
	title = {INCREASING INTERCULTURAL COMPETENCE AND TOLERANCE IN MULTICULTURAL SCHOOLS: A TRAINING PROGRAM AND ITS EFFECTIVENESS},
	journal = {Problems of Education in the 21st Century},
	volume = {54},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {39-52},
	abstract = {This study reports the implementation of a Training of Intercultural Competence and Tolerance (TICT) for upper-secondary school students and the empirical evaluation of its effectiveness. The TICT program was developed to counteract increasing interethnic conflicts in the North Caucasus Federal District of Russia. It is based on the theoretical and empirical framework of social psychology and cross-cultural psychology. The training effectiveness was assessed by conducting pre- and post-surveys among the training participants. The results indicate that TICT contributes to the development of a positive ethnic identity and the formation of a civic identity among the participating youth. It also increases their optimism regarding the future of interethnic relations in Russia and the subjective level of intercultural competence of majority group youth towards minority cultures. Thus, the evaluation of the training effectiveness of the TICT has shown that the aims of the training have been achieved to a large extent and that the Training of Intercultural Competence and Tolerance can be effectively used to prevent interethnic conflicts and promote interethnic relations in multicultural schools. Suggestions for the practical implementation of the TICT as well as for future research on the training{\textquoteright}s effectiveness are discussed.},
	keywords = {intercultural competence, tolerance, training},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.54.39},
	url = {http://oaji.net/articles/2014/457-1420054089.pdf},
	author = {Nadezhda  M.  Lebedeva and Elena  Makarova and Alexander   Tatarko}
}
@article {505,
	title = {THE INFLUENCE OF CIVIC AND CITIZENSHIP EDUCATION ACHIEVEMENTS ON THE DEVELOPMENT OF STUDENTS{\textquoteright} CITIZENSHIP ATTITUDES},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {21-34},
	abstract = {Civic skills, knowledge and attitudes are the elements forming the citizenship concept. How do they suit multicultural societies? What are the mutual links among civic attitudes, knowledge and skills of different ethnic groups? The aim of the research is to establish the model of students{\textquoteright} civic competence and to find out factors which explain the influence of civic achievements on civic attitudes. IEA (the International Association for the Evolution of Educational Achievement) ICCS 2009 (the International Civic and Citizenship Studies 2009) are used for the analysis. SEM (Structural Equation Modelling) is used for data processing. The authors used multi-modelling to compare Latvian and Estonian majority and minority sample groups. The results indicate that the level of civic knowledge and skills influences civic attitudes of Estonian and Latvian students. Students with a higher level of civic knowledge and skills have a more pronounced sense of global belonging and ability to adjust and live a multicultural society. The civic knowledge of Estonian students with the Estonian language of instruction influences most essentially the civic attitudes and a sense of belonging to Europe. Latvian students with the Russian language of instruction have the least influence on the mentioned factors.},
	keywords = {civic and citizenship education, SEM method},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.21},
	url = {http://oaji.net/articles/2014/457-1419412373.pdf},
	author = {Andrejs Geske and Ireta   Cekse}
}
@article {849,
	title = {INFORMATION COMMUNICATION TECHNOLOGIES, EDUCATION QUALITY AND CHALLENGES FOR FUTURE},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {5-7},
	abstract = {The role of ICT in education on the whole and particularly in science education is a very important topic. The growth is characteristic not only at university level but also at other levels of the education system. It is accepted that ICT makes the process of teaching/learning more effective and beneficial whereas the education system starts functioning faster. The implementation of new technologies in the educational process raises new possibilities for both teacher and learner, enhances education quality and makes the educational process more versatile (Lamanauskas, {\v S}lekiene, Raguliene, 2010).
 The opinion, that prevails in Lithuania is, that part of the problems related to ICT are determined by technical resources, computer literacy, lack of methodics and methodology, wrong attitude to the usage of technologies in general. Speaking about teachers (they are central part of education process), it is important to form an understanding, that ICT is not a thing in itself, i.e., it is necessary to use, because the others do this and do somewhere else and finally, that it is fashionable. ICT, first of all, is a didactic support seeking better education results. Not only nowadays, but in future as well, ICT have to be attractive for the learners, comfortable to use for the teachers and specially made for teaching/learning purposes. Selection process problem, in didactic respect, will get more acute, because market (producers{\textquoteright}) pressure on education system will, undoubtedly, increase. Profit seeking in any way and by any means has overshadowed the purposefulness of ICT usage in education field, so far. So, is ICT in reality a bridge to future and higher education quality? Thus, the discussed field remains problematic. New, exhaustive, empiric research studies are necessary. },
	keywords = {education quality, ICT in education, psychological consequences, technology progress},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.05 },
	url = {http://oaji.net/articles/2014/457-1420055359.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {875,
	title = {INQUIRY-BASED PHYSICS EDUCATION BY USING SCIENCE  LEARNING SYSTEM  XPLORER GLX},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {133-141},
	abstract = {In order to improve students{\textquoteright} competencies of natural science must be consistent and systematic development of learning methods and strategies. Since Physics is an experimental science, the role of practical activities in physics education is very important. Experimental activities are one of the main Physics teaching/learning methods.  One of these methods is inquiry-based learning, in which students answer research questions through data analysis. Computer-based data logging is a powerful strategy for the teaching and learning of physics. It helps to deliver a deep and meaningful physics education, increasing the interaction between the student and the concepts under investigation. 
This article deals with Physics experimental works by using the Xplorer GLX on different levels (confirmation, structured, guided and open inquiry) of inquiry-based learning. The research methodology is based on the provisions of the constructivist education theory underlying the structured, guided and open explorations as an effective educational technology, which promotes a positive attitude towards science, helps to apply the acquired knowledge in different situations, develops higher-level thinking skills, encourages active learning processes.
Experimental activities use an inquiry-based approach, based on a small-scale research activity through different levels of inquiry using science learning system Xplorer GLX. The aim of each experimental activity is to gain practical research skills, master research methods, learn how to work safely with the physical equipment, to collect, process and convey the results of experiment and link them to theoretical models, to make generalizations and conclusions. One physics laboratory work (Capacitor Discharge) at the level II, as structured exploration, and level III, as guided exploration, using science learning system Xplorer GLX is presented. A key focus is on learning through collaborative work, supported },
	keywords = {computer based experiment, four levels of Inquiry, Inquiry-based education, physics education, Xplorer GLX},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.133 },
	url = {http://oaji.net/articles/2014/457-1420057047.pdf},
	author = {Violeta  {\v S}lekiene and Loreta  Raguliene}
}
@article {868,
	title = {INTEGRATING VISUALIZATIONS IN SCIENCE TEACHING: TEACHERS{\textquoteright} DIFFICULTIES AND PEDAGOGICAL APPROACHES},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {48-60},
	abstract = {This study is a qualitative research where it tries to finding out and analyze the teacher{\textquoteright}s pedagogical approaches and difficulties to introduce visualizations in science classroom.  The use of visualizations in classroom has increased substantially, especially since the development of Information and Communication Technology (ICT). Fourteen in-service teachers were investigated across a teachers{\textquoteright} training course to seek their difficulties and pedagogical approaches for integrating these tools in teaching and learning sequences (TLS).  During the training teachers were invited to build in group (five groups) teaching learning sequences about some science content using visualizations. The methodology is qualitative and a case study design was adopted. It was analysed the TLS made by them and the audiovisual record of their oral communications to the class. It was also analyzed the final semi-structured interview with these teachers{\textquoteright} groups and a final report about the TLS application in classroom. These teachers present mainly pedagogical difficulties in order to select the suitable resource and to realize the full potentialities of these resources and sometimes the role of the teacher towards students and resources in the classroom. The technical barriers were the lack of school computers and appropriated software. The results suggest that these teachers are using mostly constructivist approaches to incorporate the visualizations in classroom trying to take advantage of the interactivity that some of these tools allow. Two groups fall more in transmission view, using this resources mostly to present information and the rest tried to use this resources to build inquiry tasks. They chose above of all multimedia tools to enhance particular concepts and skills and sometimes to innovate presentations. Some difficulties related to pedagogical approaches and technical barriers to use these resources are discussed.},
	keywords = {approaches, difficulties, teacher pedagogical education, visualizations},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.48},
	url = {http://oaji.net/articles/2014/457-1420056645.pdf},
	author = {Celeste  Ferreira and M{\'o}nica Baptista and Agnaldo Arroio}
}
@article {853,
	title = {INTEGRATING VULNERABLE AND MARGINALIZED GROUPS INTO VOCATIONAL EDUCATION AND TRAINING THROUGH INNOVATIVE SOLUTIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {42-58},
	abstract = {There is high (youth) unemployment in several EU countries. These present the latest examples from e.g. Greece, Spain or Italy. Other countries such as Germany or Austria are suffering a brain drain, and consequent depletion of knowledge sources, due to emigration of highly skilled and knowledgeable people. To ensure a broad and productive regional knowledge base, which would enable innovation, regions should develop an integrated human capital agenda. A main pillar of such an agenda is the use of regional untapped potential. To date scholars have only examined the meaning of highly skilled workers as knowledge-holders thereby neglecting the role of vulnerable and marginalized (VAM) groups. This paper focuses on the (re-)integration of vulnerable and marginalized groups to the vocational education and training (VET) system and labour markets using innovative VET solutions such as the approach of mentoring, social media (Web 2.0 and 3.0) as well as social networks. Social networks in particular, contain potential such as the formation of regional social capital through the ability of learners to interact in common learning situations, which may raise regional human capital of vulnerable and marginalized groups. Vice versa, if human capital accumu-lates into a strong regional knowledge base, which can be used for regional (economical) issues, the result will be regional social capital increases.},
	keywords = {human capital, integration of vulnerable and marginalized groups, social capital, vocational education and training},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.42},
	url = {http://oaji.net/articles/2014/457-1420055712.pdf},
	author = {Alexandra David and Ileana  Hamburg}
}
@article {498,
	title = {INVESTIGATING MOTIVATION OF PRIMARY AND SECONDARY SCHOOL TEACHERS IN TERMS OF DEMOGRAFIC VARIABLES ACCORDING TO TEACHER OPINIONS: A CASE OF TURKEY},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {104-112},
	abstract = {Motivation is of great importance for social and work life as motivation emerges in every aspect of life. The aim of this research is to analyze job motivation of primary and secondary school teachers. This is a descriptive research in the survey model. The sample of the study is 305 teachers employed in primary and secondary schools in Karab{\"u}k in Turkey. As a data collection instrument {\textquotedblleft}Job Motivation Scale{\textquotedblright} developed by Aksoy (2006) was used. The frequency, percentage, arithmetical mean and standard deviation of the answers were calculated. Independent t-Test and One-Way ANOVA were performed to analyze the data. According to research findings, Job motivation of teachers in primary and secondary schools shows a significant difference in terms of age, tenure of office while motivation of teachers do not show a significant difference in terms of teachers{\textquoteright} gender, education level and branch.},
	keywords = {motivation, primary and secondary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.51.104   },
	url = {http://oaji.net/articles/2014/457-1419346528.pdf},
	author = {Erg{\"u}n   Recepo{\u g}lu}
}
@article {844,
	title = {AN INVESTIGATION OF VARIOUS VARIABLES{\textquoteright} EFFECTS ON MIDDLE SCHOOL STUDENTS{\textquoteright} SKILLS OF RECOGNIZING FIGURE PATTERNS},
	journal = {Problems of Education in the 21st Century},
	volume = {55},
	year = {2013},
	month = {July/2013},
	type = {Original article},
	chapter = {45-56},
	abstract = {The purpose of this study was to investigate the middle school students{\textquoteright} skill of determining figure patterns in terms of the variables of gender, grade, and mathematics achievement. Being descriptive in nature, this study conducted through relational survey method. The participants of the study were total of 137 (fifth, sixth and seventh grade) students from a middle school placed in a province of northern Turkey. Among the results of the study were that the students{\textquoteright} skills of detecting figure pattern did not considerably affected by their grade levels. However, in the figure pattern test female students were more successful than the males. Moreover, a positively-directed strong relationship was detected among the points which students get from mathematic lesson and their achievement in the figure pattern test. Based on the observations done, the middle school students{\textquoteright} mistakes in the test were mostly due to their lack of attention to the questions; they mostly focused on the drawing of the figure patterns and did not think the relation between the number of figures and steps.},
	keywords = {figure patterns, mathematics education, middle school students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.55.45},
	url = {http://oaji.net/articles/2014/457-1420054959.pdf},
	author = {Abdullah Cagri   Biber and Abdulkadir   Tuna and Lutfi   Incikabi and Engin   Yigit}
}
@article {819,
	title = {LACK OF INTEREST IN SCHOOL SCIENCE AMONG NON-SCIENCE STUDENTS AT THE SENIOR HIGH SCHOOL LEVEL},
	journal = {Problems of Education in the 21st Century},
	volume = {53},
	year = {2013},
	month = {April/2013},
	type = {Original article},
	chapter = {7-21},
	abstract = {This study investigated the factors that contribute to the non-science students{\textquoteright} lack of interest in school science through the use of a 27-item questionnaire. This assisted in comparing the male and female non-science students{\textquoteright} lack of interest in school science. There were 259 male and female students from three senior high schools in three District Assemblies of the Ashanti Region of Ghana who participated in the study. Quantitative data were collected from the 259 students through a cross-sectional survey. The research questions were answered with mean, standard deviation, percentage, boxplot, and independent-samples t-test. The results of the study have shown that the factors that contribute to students{\textquoteright} lack of interest in school science include as higher demands of students{\textquoteright} time in learning science, less practical nature of science teaching and learning, failure of science students with larger aggregate from high school to gain admission into tertiary institutions, too broad nature of science content, lack of sponsorship for science students, school science as difficult subject compared to others, and teaching of science is a transmission of knowledge from science teachers or textbooks to students. The results of the study have further shown that there was a statistical significant difference between the mean scores of male and female non-science students{\textquoteright} lack of interest in school science. Science teachers are therefore encouraged to adopt strategies that could encourage students to develop and show interest in science related subjects and courses.},
	keywords = {lack of interest, non-science students, school science},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.53.07},
	url = {http://oaji.net/articles/2014/457-1419413339.pdf},
	author = {Kenneth   Adu-Gyamfi}
}
@article {876,
	title = {LEARNING AND TEACHING IN THE CONTEXT OF THE VALUE-BASED APPROACH AT THE YOUNGER SCHOOL LEVEL},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {142-152},
	abstract = {This study aims to ascertain primary school teachers{\textquoteright} views on learning and teaching in the context of the value-based approach and to explore the values teachers rely on in their daily work. The theoretical framework of the study draws on the principles of social constructivist approach to learning, which also constitutes the basis of the new National Curriculum for Basic Schools of the Republic of Estonia. The study is based on the survey of 359 primary school teachers. The analysis produced a five-factor model, showing satisfactory factor loadings for each. The study revealed that teachers{\textquoteright} beliefs about traditional and constructivist teaching styles are somewhat contradictory, expressing on the one hand support to the constructivist approach to learning, but admitting at the same time that for both themselves and their students the traditional teaching style is more convenient. However, the majority of teachers believe that adherence to social constructivist learning principles yields better knowledge and practical skills. In primary school teachers{\textquoteright} approach to learning and teaching the most important key point is the acquisition of knowledge and useful skills, implemented through cooperation and favourable learning environment.},
	keywords = {social constructivist and traditional approach to learning, value-centeredness, views on learning and teaching},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.142},
	url = {http://oaji.net/articles/2014/457-1420057093.pdf},
	author = {Leida Talts and Airi  Kukk}
}
@article {843,
	title = {LEARNING FOR PERSONAL DEVELOPMENT IN FOLK HIGH SCHOOLS},
	journal = {Problems of Education in the 21st Century},
	volume = {55},
	year = {2013},
	month = {July/2013},
	type = {Original article},
	chapter = {28-44},
	abstract = {Nowadays in the field of andragogy, there is a significant transition from learning as a merely cognitive phenomenon to a more comprehensive approach, defining learning as a process of whole person development. Thus this study has its focus on sharing the experience of good practice for promoting adults{\textquoteright} personal development at six folk high schools in Latvia and Denmark. Observations have taken place since June 2011 till December 2012. All in all fifty six days of formal and informal activities were transcribed as field notes within different subjects as Danish, Latvian, Pottery, Philosophy, Self-development, Music, Yoga, Diet class etc. Data analysis were provided by AQUAD 6.0 (Huber, 2003) using mix-methods approach, combining conceptual codes and open coding. Main results show, that the most appropriate pedagogical circumstances of learning for personal development are those, where adults can develop themselves through body, mind and emotional activity and where 1) person has been treated as a value him/herself, 2) person{\textquoteright}s values are the main focus and 3) high-/democratic values fulfil study process.},
	keywords = {adult learning, folk high school, personal development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.55.28},
	url = {http://oaji.net/articles/2014/457-1420054912.pdf},
	author = {Ludmila   Babajeva and Tatjana   Koke}
}
@article {492,
	title = {LEARNING TO READ IN ADULTHOOD: AN EVALUATION OF A LITERACY PROGRAM FOR FUNCTIONALLY ILLITERATE ADULTS IN GERMANY},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {33-46},
	abstract = {It is estimated that 759 million individuals worldwide are illiterate, i.e. they cannot read or write properly. With 95\%, the majority of the illiterate population lives in developing countries. In most cases, these individuals did not attend school and, therefore, did not have the chance to acquire any skills in reading and writing. They are referred to as primary illiterates. However, illiteracy is not restricted to developing countries: In developed countries there are individuals who have great difficulties with reading and writing despite attending school for several years; they are termed as functional illiterates. For most individuals, the ability to read and write is crucial for being employed and socially accepted. Thus, education is an essential prerequisite for personal growth and satisfaction with life. The present research presents an innovative approach to overcome deficits in reading and writing in adults. The effectiveness of the program was investigated in two courses, each comprising 18 German functionally illiterate adults. Results show that participation in the program was accompanied by improved literacy skills and neuronal changes measured with fMRI.},
	keywords = {adulthood, fMRI, functional illiteracy, training program},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.51.33},
	url = {http://oaji.net/articles/2014/457-1419346269.pdf},
	author = {Melanie   Boltzmann and Jascha   R{\"u}sseler and Zheng   Ye and Thomas  F.  M{\"u}nte}
}
@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 {514,
	title = {ORGANIZATIONAL DETERMINANTS OF TEACHER RESPONSIBILITY AND ENGAGEMENT AMONG ADULT EDUCATORS IN NORWAY},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {125-136},
	abstract = {The purpose of the current research was to use structural equation modeling to estimate the organizational determinants of teacher responsibility and engagement among adult educators in immigrant schools in Norway. The path coefficients were estimated using data from a sample of Norwegian adult educators. The empirical analysis showed clear relations among the components of the model. Relational trust and informal learning among adult educators were seen as important precursors of adult educator responsibility, but the contextual factors appeared to be more complex. The analysis showed that authorities in charge of immigrant schools should design policies that consider the trust and relationships among adult educators. Personal influences are important for adult educator responsibility. Although the study has several limitations (i.e., the cross-sectional nature of the study and the fact that self-reported data were used), it contributes new insights into the empirical foundation for the model.},
	keywords = {adult education, informal learning, job autonomy, teacher responsibility},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.125},
	url = {http://oaji.net/articles/2014/457-1419413017.pdf},
	author = {Are   Turmo and Knut-Andreas   Christophersen and Eyvind   Elstad}
}
@article {872,
	title = {PEDAGOGY 1:1 IN HIGHER EDUCATION: A CASE STUDY},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {102-110},
	abstract = {The use of ICT in education has changed substantially over the last two decades. The development of new technologies has enabled us, the users, to mature and gain experience. The introduction of ICT in the educational process at the same time means a change of the teachers{\textquoteright} role. The teacher appears in the role of a mentor who directs the activities of the learner. There has been a change in the teacher preparation to teach. He should provide both the content as well as technical support and to create a suitable learning environment. The way of teaching in the natural science and engineering education is specific due to the need of transfer knowledge into the practice. The nature of work in this kind of education requires more experimental work, based on individual learning process. There are many different implementation options of laboratory exercises that advantageously incorporate ICT into the nature of their work. The most popular in engineering education are two different types of laboratories: Simulation (virtual) and Remote controlled (online) labs, defined by Balamuralithara and Woods (2009). A remote controlled laboratory for conducting remote experiments at the University of Maribor, Faculty of Mechanical Engineering was developed. Development of the remote lab was carried out as an exploratory work of the group of students and professors. The lab was developed in the following three phases: development of the construction with corresponding technical documentation, development of the control system and development of the system for remote control of a lift. The successful student project is evident through the applicability of the developed laboratory that serves as a great tool for studying and offers all the benefits of ICT.},
	keywords = {experimental work, higher education, learning environment, pedagogy 1:1},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.102},
	url = {http://oaji.net/articles/2014/457-1420056880.pdf},
	author = {Mateja Ploj Virti{\v c} and Uro{\v s} {\v Z}uperl and Marija Javornik Kre{\v c}i{\v c}}
}
@article {871,
	title = {ON POPULARIZATION OF SCIENTIFIC EDUCATION IN ITALY BETWEEN 12TH AND 16TH CENTURY},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {90-101},
	abstract = {Mathematics education is also a social phenomenon because it is influenced both by the needs of the labour market and by the basic knowledge of mathematics necessary for every person to be able to face some operations indispensable in the social and economic daily life. Therefore the way in which mathematics education is framed changes according to modifications of the social environment and know{\textendash}how. For example, until the end of the 20th century, in the Italian faculties of engineering the teaching of mathematical analysis was profound: there were two complex examinations in which the theory was as important as the ability in solving exercises. Now the situation is different. In some universities there is only a proof of mathematical analysis; in others there are two proves, but they are sixth{\textendash}month and not annual proves. The theoretical requirements have been drastically reduced and the exercises themselves are often far easier than those proposed in the recent past. With some modifications, the situation is similar for the teaching of other modern mathematical disciplines: many operations needing of calculations and mathematical reasoning are developed by the computers or other intelligent machines and hence an engineer needs less theoretical mathematics than in the past. The problem has historical roots. In this research an analysis of the phenomenon of {\textquotedblleft}scientific education{\textquotedblright} (teaching geometry, arithmetic, mathematics only) with respect the methods used from the late Middle Ages by {\textquotedblleft}maestri d{\textquoteright}abaco{\textquotedblright} to the Renaissance humanists, and with respect to mathematics education nowadays is discussed. Particularly the ways through which mathematical knowledge was spread in Italy between late Middle ages and early Modern age is shown. At that time, the term {\textquotedblleft}scientific education{\textquotedblright} corresponded to {\textquotedblleft}teaching of mathematics, physics{\textquotedblright}; hence something different from what nowadays is called science education, NoS, etc. Moreover, the relationships between mathematics education and civilization in Italy between the 12th and the 16th century is also popularized within the Abacus schools and Niccol{\`o} Tartaglia. These are significant cases because the events connected to them are strictly interrelated. The knowledge of such significant relationships between society, mathematics education, advanced mathematics and scientific knowledge can be useful for the scholars who are nowadays engaged in mathematics education research. },
	keywords = {Abacus schools, mathematics education, science \& society, scientific education, Tartaglia},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.90},
	url = {http://oaji.net/articles/2014/457-1420056837.pdf},
	author = {Raffaele Pisano and Paolo   Bussotti}
}
@article {513,
	title = {PRESCHOOL CHILDREN DEVELOPMENT EMPATHY THROUGT INDIVIDUALIZED MATERIALS},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {115-124},
	abstract = {The overall objective of the study is to investigate whether the understanding of animals and their living conditions is a way for child{\textquoteright}s emphatic ability. One interesting question is in what way children show that they are developing empathy. Do children show some change in the way they talk about animals and their living conditions? How is this change revealed? The theoretical basis of this study is based on Martin Hoffman{\textquoteright}s research (2000) which emphasizes the importance of learning and of encouraging empathy in children. The study design is qualitative and was conducted using conversations with child participants, notes, photographs and video recordings of the children working with the teaching material "cat picture" and dog picture". The participants comprised of 52 children aged between 3-5 years, divided into a main group and a control group with 26 children, 12 girls and 14 boys in each group. The results show that there is a difference in the two testing occasions between the main group and the control group. As the main group were given opportunities to think and reflect and work with the material, ideas about thoughts on ethical issues could emerge and developed further. Sustainable development must begin with the children. This is the best investment that any society can make.},
	keywords = {animals, ethics, preschool children},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.115},
	url = {http://oaji.net/articles/2014/457-1419412973.pdf},
	author = {Agneta  Simeonsdotter  Svensson}
}
@article {865,
	title = {PRESERVING AFRICAN LANGUAGES AND TERRITORIAL INTEGRITY IN THE FACE OF EDUCATION AND GLOBALIZATION},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {8-15},
	abstract = {With the colonization of Africa, the language of the colonial masters has taken precedence over the indigenous languages of the Africans to the extent that the latter seems to be going into extinction.  Yet, education is better founded on the native language of a people which also preserves their culture and tradition and gives them their own separate identity.  Meanwhile, the world has turned into a global village and there now exist international languages with the owners{\textquoteright} ways of life.  The latter seems to have subsumed the culture and tradition of others who are borrowers of the international language.  Where then lays the fate of Africans, between the preservation of their indigenous languages and the risk of being left out and behind the rest of the world if they do not simultaneously come to terms with international languages.  It is these issues of language and education, as well as globalization and African territorial integrity that this study examines separately and jointly with a view to juxtaposing them.  The study then recommends balanced ways out of the dilemma one of which is the compulsory use of the mother tongue by Africans as the medium of instruction at the foundational level of education.},
	keywords = {African languages, education, globalization, preserving, territorial integrity},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.08},
	url = {http://oaji.net/articles/2014/457-1420056486.pdf},
	author = {Ayodeji  Olasunkanmi Abari and Idowu  Olufunke  Oyetola and Adedapo Adetayo Okunuga}
}
@article {846,
	title = {PRIMARY SCHOOL TEACHERS{\textquoteright} KNOWLEDGE AND SKILLS OF MEASUREMENT AND ASSESSMENT: A CASE OF SWAZILAND},
	journal = {Problems of Education in the 21st Century},
	volume = {55},
	year = {2013},
	month = {July/2013},
	type = {Original article},
	chapter = {74-87},
	abstract = {The study purposed to find primary school teachers{\textquoteright} knowledge and skills of measurement and assessment and to elicit their views of teacher role of measurement and assessment. Within a descriptive survey, a questionnaire was used to collect data. The sample consisted of 72 primary school teachers randomly selected from 40 Swaziland schools. The findings revealed that primary school teachers had some knowledge of measurement and assessment, however lacked skills in using a variety of assessment techniques. The study further found out that as much as primary teachers view assessment as important in improving teaching and learning, they do not use it in planning for their lessons. The study also revealed that oral assessment and practical assessment has frequently been used in primary schools even though such observation and project techniques are rarely exploited. In light of these findings, the study concluded that mainly primary teachers assess learners to monitor learners{\textquoteright} progress instead of providing instructional planning. The study recommends that the teacher training colleges and the University of Swaziland should extend the scope of measurement and evaluation course to adequately equip the primary school teachers.},
	keywords = {assessment, measurement, primary teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.55.74},
	url = {http://oaji.net/articles/2014/457-1420055125.pdf},
	author = {Lindiwe Rose   Matsenjwa and S{\textquoteright}lungile Kindness   Thwala}
}
@article {818,
	title = {ON THE PROBLEMATIC OF {\quotedblbase}RESEARCH ISLANDS{\textquotedblleft} (PART 1)},
	journal = {Problems of Education in the 21st Century},
	volume = {53},
	year = {2013},
	month = {April/2013},
	type = {Editorial},
	chapter = {5-6},
	abstract = {This problematic concerns only countries in middle Europe, because the author does not know the situation in countries from Western Europe or from far countries like USA or Australia. A very general division consists in two types of researchers. Researchers from the first type relatively do not like researchers from the second type and vice versa. The first type of researchers is people, whose work does not exceed the boundaries of the native country. Their publishing outcomes are predominantly contributions in the local proceedings of a conference.
On the other side are standing the researchers who transcend the boundaries of the native country and they have no restraints to send their manuscript to an internationally reputable journal (no one) and lead a long fight with a happy end with the reviewers. But, their success is only relative, it is only own intrinsic satisfaction with own hard work. The number of this kind of authors (called {\textquotedblleft}seafarers{\textquotedblright}) is very low in comparison with {\textquotedblleft}islanders{\textquotedblright} and it aims to a very interesting situation. The {\textquotedblleft}seafarers{\textquotedblright} are less reputable and the top scientists are {\textquotedblleft}islanders{\textquotedblright}. The next interesting thing is that the {\textquotedblleft}seafarers{\textquotedblright} bring more money to faculties, because the policy says more valuable are international publications than local, but the dividing of money is inequitable, because in many cases are publications equal without regard if the publication was included in the Web of Science or if it is only local, though {\textquotedblleft}seafarers{\textquotedblright} brings several times more money and credit to the department or faculty like {\textquotedblleft}islanders{\textquotedblright}. So, we can be proud of an enthusiastic approach of a couple of people who run against the wind and we can hope, the situation with the appreciation with this kind of people will change in the future, because we will still live on a research island surrounded by the sea. },
	keywords = {international journals, publishing outcomes},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.53.05},
	url = {http://oaji.net/articles/2014/457-1419413297.pdf},
	author = {Milan Kubiatko}
}
@article {507,
	title = {PROFICIENCY INCREASE BY COLLABORATION WITHIN THE FOREIGN LANGUAGE STUDY PROCESS},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {48-59},
	abstract = {In the fields of science and education transnational cooperation has become particularly relevant for developing of contemporary conceptions in education and science. As the first step in such cooperation has been the Bologna process, started on June 19, 1999, when 29 Ministers of European countries signed the Bologna Declaration. The Bologna Declaration promotes education and cooperation being the fundamentals of a peaceful and a democratic society. The European dimension is characterized by student mobility and cooperation between educational institutions in European study programmes. The significance of communication and foreign language acquisition skills is gradually increasing (Bologna Declaration, 1999). A strategic goal for the European Union is to develop the most competitive and dynamic knowledge-based economy in the world capable of sustainable economic growth with a wider variety and better jobs and greater social cohesion. All citizens of European Union countries require foreign language skills, because these skills provide citizens with the opportunity to make use of the free movement to work or to study at one of the EU member states and as such they stimulate the development of a European labour market. As an EU member state, Latvia participates in this process. Improvements should be achieved in teacher education by implementing innovations in the study process.},
	keywords = {assessment, didactic modules},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.48},
	url = {http://oaji.net/articles/2014/457-1419412629.pdf},
	author = {Diana   Liepa and Inta   Ratniece}
}
@article {834,
	title = {PROMOTING BASIC COGNITIVE SKILLS THROUGH CONSTRUCTIVIST-BASED STRATEGIES IN A PHYSIOLOGY COURSE},
	journal = {Problems of Education in the 21st Century},
	volume = {54},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {53-59},
	abstract = {One of the main purposes of education today is to develop student{\textquoteright}s ability to think in a systemic, analytical and logical manner to become self-directed, critical thinkers. Hence, students need to be efficient in one or more basic cognitive skills (BCS), since they are the foundational skills for the continued growth of these and other intellectual higher level abilities. According to constructivist theorists, the development of students{\textquoteright} deep conceptual understanding takes place when they are engaged in learning tasks that explicitly makes them aware of their BCS, based on students{\textquoteright} previous knowledge and matter content. From this perspective, teachers can promote BCS in the classroom through the design of constructivist-based strategies. Therefore, the main purpose of the present study was to examine how the BCS of analysis and synthesis are attained in a university physiology course, examining differences in two groups of students from different classes using different learning methods: problem-based learning (PBL) and PBL plus diagrams. A self-report questionnaire was designed for this purpose. A knowledge exam was also applied to both groups at the end of the intervention to evaluate students{\textquoteright} basic knowledge attainment. Results indicate that there were no significant differences between the two groups in their BCS acquisition. Exam scores were not different between groups either. However, a significant relationship between BCS and basic knowledge attainment was found. Results are discussed in more detail within the document.},
	keywords = {basic knowledge, cognitive skills, problem based learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.54.53},
	url = {http://oaji.net/articles/2014/457-1420054144.pdf},
	author = {Francisca   Mendoza and Martha   Gaeta and Virginia   Sede{\~n}o}
}
@article {500,
	title = {PROSPECTIVE CHEMISTRY TEACHERS{\textquoteright} PROBLEM SOLVING ACHIEVEMENT ACCORDING TO THEIR LEVELS OF METACOGNITIVE SKILLS},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {126-131},
	abstract = {This research aims at analysing how prospective teachers{\textquoteright} levels of metacognitive skills influence their problem solving achievement. The research was conducted with the participation of the 32 prospective teachers attending the Department of Chemistry Education of the Education Faculty of Hacettepe University and enrolled in Inorganic chemistry course in the 2010-2011 academic year. Metacognitive Activities Inventory, MCA-I and Chemical Bonding Achievement Test, CBAT were used as the tools of data collection. Descriptive statistics as well as one-way ANOVA were employed in the analysis of the data collected. Consequently, the prospective teachers were divided into three groups according to their levels of metacognitive skills. Following the one-way ANOVA, it was found that there were no statistically significant differences between the prospective teachers grouped on the basis of differing levels of metacognitive skills in terms of their achievement in problem solving.},
	keywords = {metacognition, problem solving},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.51.126},
	url = {http://oaji.net/articles/2014/457-1419346631.pdf},
	author = {Senar   Temel}
}
@article {509,
	title = {RECONCILING ADULT EDUCATION NEEDS FOR SUSTAINABLE DEVELOPMENT: THE CASE OF TRINIDAD AND TOBAGO SMALL SCALE FISHERIES},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {72-83},
	abstract = {The critical role of fisheries to food security and coastal livelihoods, as well as its impact on dwindling marine resources, motivate an examination of the degree to which education and training needs in the fisheries sector are met. This paper investigates the specific case of Trinidad and Tobago small scale fishers, a particularly vulnerable population whose livelihoods are bidirectionally linked to sustainable development. 
 The challenges of declining fish stocks, increasing market prices and the fierce competition presented by technology-based fishing techniques, present a persuasive case for context-appropriate education and training for Trinidad and Tobago small scale fisherfolk. Research was conducted to examine the training needs of these fisherfolk, as articulated by key industry stakeholders, including the fishers themselves; and to set these needs off against available training provisions. A reconciliation strategy for education and training was developed to respond to the needs of the industry as well as to the Caribbean priorities of sustainable development and fisheries management.},
	keywords = {small scale fisheries, sustainable development, training needs specification},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.72},
	url = {http://oaji.net/articles/2014/457-1419412721.pdf},
	author = {Kim  I.  Mallalieu and Candice  V. Sankarsingh}
}
@article {512,
	title = {RECONCILING LEARNING AND TEACHING STYLES IN SCIENCE, TECHNOLOGY ENGINEERING AND MATHEMATICS DISCIPLINES THROUGH COGENERATIVE DIALOGUES},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {105-114},
	abstract = {The use of cogenerative dialogues in Science disciplines is a pedagogical approach bringing together the plethora of academic and cultural backgrounds of current community college students. Specifically, this project illustrates the effects of integrating cogens in a community college chemistry class for science majors. Cogenerative dialogues were implemented in a Hostos Community College spring 2011 chemistry class as follows: some students discussed class issues with the professor in an informal setting once a week. An integrative assignment connecting typical foods from different countries was used as a framework to reinforce the learning process and to unravel content misunderstanding. The project outcomes transcended spring 2011 semester. A new book has been adopted in the class as a result of the dialogue. Oral presentations, the use of masteringchemistry.com and a forum to create exam questions have been implemented. Office hours are now used to both develop specific class problems and to dialogue with students about learning styles. Overall, cogenerative dialogues have opened a venue to facilitate the learning of difficult science concepts while building an atmosphere of acceptance, respect, and collegiality between instructor and the students.},
	keywords = {cogenerative dialogues, college STEM teaching and learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.105},
	url = {http://oaji.net/articles/2014/457-1419412928.pdf},
	author = {Nelson  Nunez  Rodriguez}
}
@article {496,
	title = {REFORM AGENDA AND EDUCATIONAL POLICY IN KENYA: CIRCA 21st CENTURY},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {83-90},
	abstract = {This study examined the reform Agenda and the educational policy in Kenya with regard to the secondary school sector in Eldoret municipality. The study was based on the social systems theory as advanced by Newstrom (1993). The research adopted an exploratory survey design. The target population was the principals in secondary schools, the student governing council, teachers and parents. The sample was selected using proportionate stratified random sampling and purposive sampling. Data was collected by use of questionnaires, interview schedules, and observation schedule. Descriptive statistics, (percentages, frequency distribution tables and graphic representations) were used in data analysis and interpretation of data. The significance of the study lies in the fact that reform agenda in education with regard to educational policy is aimed at creating equal opportunity for all learners in Kenya. The study findings revealed that the education opportunities at secondary school level are unevenly distributed, ranking of schools based on performance create discrimination. The admission criteria have created a rift rather than promote unity, and that affirmative action in the education sector has led to inequalities. The study concludes that, the government of Kenya needs to redirect some public resources for education from the wealthiest people to the poor population. Concludes that unless the regional differences are considered educational policies will always replicate social injustices.},
	keywords = {regional disparity, social injustices},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.51.83},
	url = {http://oaji.net/articles/2014/457-1419346439.pdf},
	author = {Pamela  Atieno Ochieng}
}
@article {508,
	title = {THE RESEARCH AND STUDY PATHS IN THE SECONDARY SCHOOL: THE CASE OF THE POLYNOMIAL FUNCTIONS OF THE SECOND DEGREE},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {60-71},
	abstract = {This analysis introduces the pedagogy of research and questioning the world within the Math classrooms at secondary schools in Argentina by using Research and Study Paths (RSP). The RSP have been proposed by Chevallard in the Anthropologic Theory of Didactic (ATD) to face the mechanistic model of teaching mathematics in secondary school (Chevallard, 2004). The RSP has been previously conceived as part of this research and could enable to cover the syllabus of the three last years of the secondary level (students aged 14 to 18 years old). The RSP has been carried out in courses intentionally selected by the researcher. Two implementations have been performed once a year during three years; with 163 students participating in the whole research. The results of introducing RSP into the classroom, the characteristics of the Mathematical Organization (MO) and the advantages and disadvantages of teaching mathematics based on the pedagogy of research and questioning the world are described in the present work.},
	keywords = {polynomial functions of second degree, research and study paths, secondary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.60},
	url = {http://oaji.net/articles/2014/457-1419412673.pdf},
	author = {Viviana  Carolina  Llanos and Mar{\'\i}a  Rita  Otero}
}
@article {504,
	title = {RESEARCH ETHICS: AN INVESTIGATION INTO WHY SCHOOL LEADERS AGREE OR REFUSE TO PARTICIPATE IN EDUCATIONAL RESEARCH},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {7-20},
	abstract = {The present qualitative study investigates the reasons given by 236 Norwegian upper secondary school leaders when they either accepted or refused to take part in a research project. The analysis shows that those who agreed to participate gave two main reasons, while the range of reasons among those who refused was more diverse. Moreover, when making their decisions the school leaders considered the consequences for their schools and their teachers, and to some extent, their students. These findings are discussed in relation to consequence ethics and value judgments, in the hope of contributing to a renewed perspective on research ethics. There is a tendency to consider research ethics a matter of how researchers should treat their participants to safeguard the participants{\textquoteright} interests. However, the findings of the present study suggest that it is equally important to understand the participants{\textquoteright} perspectives, which will in turn help researchers provide the information needed to better inform, and hopefully recruit participants for research projects.},
	keywords = {consequence ethics, professional development, research ethics},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.07},
	url = {http://oaji.net/articles/2014/457-1419412326.pdf},
	author = {Lisbeth  M.  Brevik}
}
@article {864,
	title = {SCIENCE PARADIGM AND PUBLISHING ADEQUACY: WHAT WE WOULD LIKE TO READ IN SCIENTIFIC JOURNALS},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {5-7},
	abstract = {A few days ago I had an interesting discussion with my master student who recently had entered our university after his graduation as a bachelor from an Arab university. As usual, I gave him few questions for analysis through reviewing scientific Journals and monographs. It was the easiest way to check what his grades in Diploma are worth of and skills in working on a thesis. In all the cases the first chapter of a thesis is to comprise a scientific analysis of the focal problem and therefore it resembles be an introduction to experimental research, in our case in the field of applied Biochemistry. 
After years of being a university professor I{\textquoteright}m rather sceptical about students{\textquoteright} ability to offer at the first attempt a proper scientific review that would meet all the requirements (strangely enough, it{\textquoteright}s a matter of consideration for some proposals for a scientific Journal). Still I{\textquoteright}m an acting professor, appointed as the supervisor for the foreign student and should teach him skills of a scientist. It is just a normal practice. I am used to teach and like to do it, and accept the idea the first attempt barely gets you the final result; anyway, I am there to help to overcome the difficulties (which is an approach in Science education that gives students good experience to enable them to work further on more independently. I am used to correct and edit, to teach and explain, to discuss findings and help to do work in a proper way. That{\textquoteright}s just all right, that{\textquoteright}s the process of learning. But in that case, I was absolutely disappointed.
},
	keywords = {academic writing, scientific reviewing, theoretical education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.05},
	url = {http://oaji.net/articles/2014/457-1420056443.pdf},
	author = {Todar   Lakhvich}
}
@article {841,
	title = {SCIENCE, SOCIETY AND CIVILIZATION IN THE HISTORY OF SCIENCE},
	journal = {Problems of Education in the 21st Century},
	volume = {55},
	year = {2013},
	month = {July/2013},
	type = {Editorial},
	chapter = {4-10},
	abstract = {Generally speaking a discussion concerning history of science and technique/technology within society and its civilization is presented such as a discipline within the history of science for understanding eventual relationship between science and the development of art crafts produced by non{\textendash}recognized scientists in a certain historical time. The relationship between science and science \& society and consequent civilizing by science is centred on the possibility that the society effetely developed a fundamental organization in capacity to absorb science and produce technologies (i.e., water and electrical supply, transportation systems etc.) of course and technically that lacked in the past. Subsequently, a development civilization was necessary parallel to development of the science within society? Is effetely happened that? Did scientific works develop as a response to the needs of society? It is always necessary to begin a historical research {\textendash} also a research concerning the relations between science and society in a determined period {\textendash} from the alive, both theoretical and technical work of the scientists. If, in the analysis of the whole work of a scientist, the historian of science reveals some unclearness or internal inconsistencies or a lack of coherence between the methods used by this scientist in different works of his and if all these questions cannot be explained either with technical problems (for example the lack or the misunderstanding of certain mathematical methods) or with the general methodological and epistemological convictions of the scientist himself, then it is necessary to think of the general structure of the society in that period. Therefore technical analysis of the results and methods used by the scientist is a priori considered and then evaluated within civilization. },
	keywords = {history of science, science education, society studies},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.55.04},
	url = {http://oaji.net/articles/2014/457-1420054822.pdf},
	author = {Raffaele Pisano}
}
@article {869,
	title = {SOCIAL NETWORKING WEBSITES FROM THE POINT OF VIEW OF UNIVERSITY STUDENTS: A COMPARATIVE ANALYSIS},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {61-78},
	abstract = {The use of social networking websites is becoming increasingly popular. While there are many reasons for this, the rapid spread of ICT is one of the most determining factors.  New technologies provide various possibilities for education and in relation to social networking websites it is worth emphasizing their diverse possibilities. The functionality of social networking websites is increasing, and this, in its own way, opens many possibilities for the consumers, a factor encouraging the usage of social networking sites. 
This research relates to the usage of social networking websites. The purpose of the research is to ascertain how university students from a range of European countries (Lithuania, Romania, Ukraine, Czech Republic, Turkey) use social networking websites; how they value them; what opinion they have about various social networking websites; what they know about them. 
A questionnaire, Social Networks, with 16 questions was used in the research. The breakdown of the questions is as follows: 3 questions were allotted to establishing the characteristics of the respondents and 5 open ended type questions were to possible advantages and disadvantages of SNW. The 6th question was assigned to evaluate the frequency of social networking website usage. A list of 23 main networking websites was presented. The 8th question was to evaluate the functions of social networking websites (e.g., communication, advertisement, friend search, information exchange and so on). In addition, the questionnaire also presented 26 various type statements about social networking websites and respondents were asked to evaluate these by applying the interval Likert scale (from {\textquotedblleft}Completely agree{\textquotedblright} to {\textquotedblleft}Completely disagree{\textquotedblright}). The original questionnaire was translated into the national languages by the local researchers involved in the study. 
This education research was carried out in 2012-2013, recognizing that it is especially important to understand the essential motives of using social networking websites, to analyze their probable advantages and disadvantages, to make some comparisons among students from the different countries. 
The findings illustrated that the respondents knew a lot of social networking websites, with the most frequently visited and most popular being: You Tube, Facebook and Google+. The most important functions put forward by the university students were: communication, learning and exchanging information, texting. Gender differences were noted in the case of valuing social networking websites.
The university students pointed out the following SN website advantages: 
(a)	the possibility to communicate with many people at one time, 
(b)	to get in touch with the people seen long ago also with the friends and relatives living abroad, 
(c)	the possibility to find proper information and share it, etc.
The respondents also noted that SN website had disadvantages. They indicated: lack of information publicity, a lack of privacy, insecurity in presented data, possible lies, deceptions, etc. 
},
	keywords = {comparative analysis, ICT, social networking websites, university students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.61},
	url = {http://oaji.net/articles/2014/457-1420056732.pdf},
	author = {Vincentas  Lamanauskas and Violeta  {\v S}lekiene and Loreta  Raguliene and Dragos Iordache and Costin   Pribeanu and Martin Bilek and Bulent Cavas and Tatyana Mazurok}
}
@article {851,
	title = {SOCIAL-ACADEMIC CLIMATE AND ACADEMIC SATISFACTION IN ARCHITECTURAL DESIGN EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {16-31},
	abstract = {The social climate created in the classroom has been recognized to have important implications for learning. This study was motivated by the explore how design students in the design studio compared to other other architectural courses view their social-academic climate. 
 Despite the role played by social climate in classroom, some have argued that classroom climate has been largely ignored in studies of higher education and most studies on classroom climate explore the perceptions of teachers rather than views of students themselves. The present study focuses on social-academic climate and its significance in architectural studies and its effect on academic satisfaction.
 A survey was conducted of students of architecture, following an approach developed by Moos (1970), who claimed that behavior is largely affected by environmental and situational factors. The model he constructs presents social climate as a product of bilateral pressure systems - environmental pressures that affect the individual, and pressure that the individual exerts on his or her environment. This study evaluates social-academic climate and academic satisfaction in an academic architectural program, focusing on a comparison of perceptions of students in the design studio and traditional classes, based on the eight dimensions proposed by Moss (1979). 
 Findings shed light on the importance that students attribute to the measures of social-academic climate. These factors (specifically, students{\textquoteright} involvement, competence, innovation, and teacher support) were rated higher in the design studio than in the courses. Social-academic climate measures such as involvement, order and organization, teacher{\textquoteright}s control, and orientation of the learning material were higher in the first year than in more advanced years. Academic satisfaction was higher in the first year design studio. Ratings of order, organization, and teacher support were the major predictors of students{\textquoteright} academic satisfaction with the architectural program.},
	keywords = {academic satisfaction, architecture, classroom, design studio, learning environment, social-academic climate},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.16},
	url = {http://oaji.net/articles/2014/457-1420055446.pdf},
	author = {Hernan   Casakin and Nitza Davidovitch}
}
@article {829,
	title = {SOME SKETCHES ON SOCIAL NETWORKING WEBSITES},
	journal = {Problems of Education in the 21st Century},
	volume = {54},
	year = {2013},
	month = {June/2013},
	type = {Editorial},
	chapter = {5-6},
	abstract = {It is obvious, that usage of social networking websites is constantly growing. In Lithuania, a rapid growth of usage has been observed in recent years, taking into account local (national) social networking websites as well. Facebook.com is one among 10 mostly visited networks in Lithuania. Lithuanian consumers are not an exception {\textendash} not a small part of them also use several social networking websites. Both in the world and in Lithuania, business takes an active interest in social networking websites. An evident tendency is the expansion of SNW possibilities in business environment. If earlier it was thought that usage of SNW is a waste of time, in the latter years business finds more and more reasons why social networking websites ought to be used. This is marketing, service and product advertisement, new client search, cooperation development and so on. The other thing {\textendash} the amount and the flow of information will certainly not decrease and therefore information usage and management in general, will remain urgent (Lamanauskas, 2012a).
 Thus, can social networks effectively perform educational functions? Can they become a proper professional development instrument? We can formulate a lot of questions. The phenomenon of social networking websites is new and complicated, rapidly changing. However, not only the question of the use is problematic. Academic community, being inert, hardly accept any innovations. Researchers should focus not only on the students {\textquoteright}interest in and ability to use the Social Networking Websites, but also lecturers{\textquoteright} attitude to the new opportunities. Therefore, exhaustive empirical researches are necessary, seeking to maximally use the SNW providing possibilities for educational purposes.},
	keywords = {educational space, social networking websites, university students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.54.05},
	url = {http://oaji.net/articles/2014/457-1420053828.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {837,
	title = {SPATIAL ABILITY, 3D MODELING AND STYLES OF THINKING IN RELATION TO BRAIN HEMISPHERE DOMINANCE},
	journal = {Problems of Education in the 21st Century},
	volume = {54},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {91-98},
	abstract = {The progress of neuroscience and the understanding of children{\textquoteright}s styles of thinking are opening up new teaching styles that take into account differences in individual cognitive perception. Students can be classified into three distinctive perceptive types, according to the pronounced activity of one cerebral hemisphere in their thinking and information processing: left-hemisphere, right-hemisphere, and integrative type that does not exhibit a considerable dominance of one particular hemisphere.
 The purpose of the research was to establish differences in the 3D modeling encouraged progression of spatial ability between the left-hemisphere, right-hemisphere and integrative types of students.
 Computerized 3D modeling employed during technical extra-curricular activity in lower secondary school (grades 6 to 9) may affect the spatial ability of students, which according to other studies, appears to be predominantly connected with the right brain hemisphere. Research was conducted among a variety of lower secondary school students across Slovenia aged 11 {\textendash} 15 years. Data on spatial ability and its development was collected using a hybrid spatial intelligence test conducted on two separate occasions, while assessment of the learning perception type of students {\textendash} depending on hemispheric dominance {\textendash} was obtained using a self-evaluation questionnaire. The 3D modeling of technical objects and objects drawn in orthographic or isometric projection was done with the software Trimble SketchUp.},
	keywords = {cognitive development, hemispheric dominance, spatial ability},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.54.91},
	url = {http://oaji.net/articles/2014/457-1420054374.pdf},
	author = {Andrej   {\v S}afhalter and Sre{\v c}ko   Glode{\v z} and Karin  Bakra{\v c}evi{\v c}  Vukman}
}
@article {840,
	title = {STUDY OF SOCIAL NETWORKS{\textquoteright} DYNAMICS BY SIMULATION WITHIN THE NODEXL-EXCEL ENVIRONMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {54},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {125-137},
	abstract = {The present study is an analysis of the learning activity, which constitutes simulation of networks and studying their functioning and dynamics. The study is based on using network-like learning environments. Such environments allow building computer models of the network graphs. According to the suggested approach, the students construct dynamic computer models of the networks{\textquoteright} graphs, thus implementing various algorithms of such networks{\textquoteright} dynamics. The suggested tool for building the models is the software environment comprising network analysis software NodeXL and a standard spreadsheet Excel. The proposed approach enables the students to visualize the network{\textquoteright}s dynamics. The paper presents specific examples of network models and various algorithms of the network{\textquoteright}s dynamics, which were developed based on the proposed approach.},
	keywords = {learning environments, modelling, social networks},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.54.125},
	url = {http://oaji.net/articles/2014/457-1420054539.pdf},
	author = {Ilya   Levin and Mark   Korenblit and Vadim   Talis}
}
@article {873,
	title = {SUBJECT AREA TEACHERS{\textquoteright} PROFESSIONAL COMPETENCE DEVELOPMENT NEEDS DURING THE TRANSITION TO TEACHING  IN A SECOND LANGUAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {111-123},
	abstract = {A partial transfer into teaching in the Estonian language is being implemented in Russian-medium upper secondary schools in Estonia. Among teachers who have to switch to teaching in Estonian are also subject who have previously taught in the Russian language. A number of surveys have shown that there are teachers who believe that methodological support of the transfer is not sufficient. Hence, it is important to find out if there is a need for additional in-service teacher training during the transfer period, and if yes, then what kind of training is required.
A model of subject teachers{\textquoteright} professional competences was devised. The need analysis was conducted by the structural survey method among focus groups of subject teachers. Six Estonian Russian upper secondary schools were selected for the study on the basis of the representativeness of the criteria set to focus groups. The representative groups were offered to evaluate by rating professional competences, needs for additional in-service training, and, finally, needs for language support. The data were analyzed by the Pearson{\textquoteright}s correlation and by the analysis of the variations range of the three measured criteria at the level of separate schools and their teacher teams and at the level of indicators{\textquoteright} mean values. 
The research has not revealed any common data in either strong or weak points of teachers{\textquoteright} professional competences. Each school has a professional profile of its own. The need for in-service professional training depends on the professional profile of each school (correlation 0.835{\textdiv}0.908). The need for language support is also highly correlated with the conscious need for training. 
Recommendations. Planning of partial transfer to teaching in the Estonian language, as well as an additional in-service training and language support should be based on the needs of a particular school. The system of in-service teacher training should take into consideration all components of teachers{\textquoteright} professional competences while offering additional in-service training and language support on a regular basis. While implementing partial transfer of Russian-medium schools into teaching in the Estonian language it is absolutely necessary to apply an individual approach to each and every school.  
},
	keywords = {competence development needs, teachers{\textquoteright} professional competence, transition to teaching in a second language},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.111},
	url = {http://oaji.net/articles/2014/457-1420056959.pdf},
	author = {Katri  Raik and Igor Kostyukevich and Jelena Rootamm-Valter}
}
@article {503,
	title = {SUBJECTIVITY TOWARDS EDUCATIONAL PRACTICE AND THREATS OF CONTEMPORARY TIMES: EXCEPTIONS OF REFLECTION},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Editorial},
	chapter = {5-6},
	abstract = {Subjectivity today is commonly referred to as a necessary condition of education. Regardless of the world-view option, of social, or religious doctrine which determines the ideological layer of the education, the problem of the subjectivity is functioning as the crucial element of the design and implementation of the educational activities. At least in individual presentations it is differently understood, nobody is already contradicting its being. With reference to the introduction {\textendash} what is the subjectivity?
 Modern ideas of education suffer from lack of the paradigmatic continuity, they commit the sin of inconsistency. Apart from the philosophical perspective of anthropology, they do not define their subjects. They constitute themselves as a methodical concept: they grow out of the technological rationality and they cross out a model of communicational rationality. The growth of educational praxeology knowledge actualises itself in isolation from the basic consideration. Inconsistency and ambiguity of ontological assumptions replaced with the indications on epistemology multiplies axiological dilemmas.},
	keywords = {educational ideology, pedagogical thinking},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.05},
	url = {http://oaji.net/articles/2014/457-1419412135.pdf},
	author = {Miros{\l}aw   Kowalski and Ewa   Kowalska}
}
@article {831,
	title = {TEACHER JOB STRESS IN ALBANIA: EXAMINING THE ROLE OF STUDENTS{\textquoteright} CLASSROOM DISRUPTIVE BEHAVIOR AND OTHER FACTORS IN THE SCHOOL CONTEXT},
	journal = {Problems of Education in the 21st Century},
	volume = {54},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {14-21},
	abstract = {The purpose of this study was to determine the impact of the students{\textquoteright} disruptive behavior and other factors in the school context on the teachers{\textquoteright} job stress. For this purpose a survey based descriptive research was conducted with 540 basic education teachers. The instrument used was a structured questionnaire which was comprised of four scales for measuring teacher stress, students{\textquoteright} disruptive behavior, time pressure and workload, relations with school principal and relations with colleagues. Pearson product-moment correlation coefficient was used to determine the direction and the strength of the relationships between the teachers{\textquoteright} job stress and the stress related factors. Standard multiple regression was used to determine the amount of variability on teachers{\textquoteright} job stress explained by the independent factors involved in the study. 
 The study findings indicated low to substantial correlations between teachers{\textquoteright} job stress, students{\textquoteright} disruptive behaviour, time pressure and workload, relations with school principal and relations with colleagues. Students{\textquoteright} disruptive behaviour, time pressure and workload and relations with school principal were found to be significant predictors of teachers{\textquoteright} job stress. Relations with colleagues were not found to be a significant predictor of teacher stress.},
	keywords = {relation with colleagues, students{\textquoteright} disruptive behavior, teacher job stress},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.54.14},
	url = {http://oaji.net/articles/2014/457-1420053956.pdf},
	author = {Stela   Karaj and Elida   Rapti}
}
@article {842,
	title = {THE TEACHER QUALIFICATION SCHEME: A CASE OF ALBANIA},
	journal = {Problems of Education in the 21st Century},
	volume = {55},
	year = {2013},
	month = {July/2013},
	type = {Original article},
	chapter = {11-27},
	abstract = {The study aims to analyse the results of {\textquotedblleft}Teacher Qualification Exam{\textquotedblright} in Albania, and to link these results with teacher preparation curricula taught in public universities. The methodology of research includes desk research on the literature about curricula and teacher continuous professional development, elaboration of the results of the testing of 3064 teachers, analysis of the university teacher preparation curricula in terms of skills development, the elaboration of the results of questionnaires developed by novice teachers, and in depth interviews with students graduating from the education departments. As a result, the research shows the relationships amongst the curricula developed in the teacher preparation faculties in Albania, the poor results of novice teachers involved in the induction scheme, and the comparatively low results of teachers pertaining to the third category of the Qualification Scheme (novice teachers having no more than 5 years of teaching experience) in Albania. It is advisable to adopt a better professional development scheme.},
	keywords = {desk research, novice teachers, teacher qualification},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.55.11},
	url = {http://oaji.net/articles/2014/457-1420054869.pdf},
	author = {Tidita   Abdurrahmani}
}
@article {847,
	title = {{\textquoteright}TEACHING TO THE HALO-EFFECT{\textquoteright}: SOCIAL JUSTICE ISSUES AMONG TRAINEE-TEACHERS AT ONE TEACHER TRAINING INSTITUTION IN JAMAICA},
	journal = {Problems of Education in the 21st Century},
	volume = {55},
	year = {2013},
	month = {July/2013},
	type = {Original article},
	chapter = {88-99},
	abstract = {Social Justice themes have dominated education discourses over the decade of the 2000s with ideas ranging from equality in terms of gender, access to resources, teacher quality and the quality of students. These debates are not easily resolved and whereas concerns from policy makers and teacher-educators were often spotlighted, the opinions of teacher-trainees themselves were more or less absent from the discourse. This research sought to find out the views of teacher-trainees about their training experiences and how their interpretations of these experiences lead them to feel and act. This exploratory study therefore was conducted by collecting data from 41 third year teacher-trainees enrolled in a four year teacher training programme in Jamaica. Data was collected through two focus group interviews which were transcribed, sorted, coded and themes identified. The study was framed in the context of Rotter{\textquoteright}s Locus of Control (1966) and Bourdieu{\textquoteright}s (1977) Institutional Habitus. The main findings reveal that local students feel international students are treated more favourably; adequate learning resources are not always available (for labs especially) and some students are believed to be disadvantaged by lecturers because of how they speak and how they carry themselves (physical appearance). The researchers conclude that these are social justice issues that must be resolved to ensure a system that is built on the values of enabling rather than constraining.},
	keywords = {social justice, teaching quality, trainee-teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.55.88},
	url = {http://oaji.net/articles/2014/457-1420055173.pdf},
	author = {Paul   Miller and Carmel G.   Roofe}
}
@article {859,
	title = {UNDERSTANDING THE WEAKNESSES AND THE THREATS OF CONTINUOUS MEDICAL EDUCATION IN THE 21st CENTURY},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {105-114},
	abstract = {The European Union of Medical Specialties is taking efforts to harmonize Continuous Medical Education (CME) requirements in Europe. However, in an era of financial crisis, some countries may undervalue the long-term public health impact of weak and budget-limited CME national systems. Appreciating the statement of the Greek ancient philosopher Socrates: {\textquotedblleft}If you think that education is expensive, you should consider ignorance{\textquotedblright}, an assessment of the Greek CME system and its possible areas of improvement is attempted. From a questionnaire-based survey conducted to one hundred Greek practicing physicians, it seems that the vast majority respects the values of CME. However, they do not seem to clearly perceive CME as an obligatory, neither as an outcomes controlled process. They also confess CME access difficulties and geographic and financial discriminations. Overall, the Greek CME system was characterized as a non-satisfactory one and it did not seem to meet the physicians{\textquoteright} specific needs. Reviewing for relevant concerns also in a global context, it appears that institutionally mandating CME, controlling for the quality and the outcomes of it, as well as CME funding issues, they are all concepts where either robust evidence lacks and/or improvements warrant. Taking into consideration the above, a Greek CME system reformation is considered as utmost relevant and the comprehensive establishment of a National CME Authority, dedicated to address the above issues, is also suggested.},
	keywords = {accreditation of medical education, continuous medical education, continuous professional development, public health institutions and policies},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.105 },
	url = {http://oaji.net/articles/2014/457-1420056063.pdf},
	author = {Eleni D. Politi and Kyriakos N. Souliotis}
}
@article {857,
	title = {UNIVERSITY-LEVEL REFLECTIVE WRITING, ANALYZING THE INTERNSHIP REPORTS OF STUDENTS OF FRENCH AS A FOREIGN LANGUAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {86-92},
	abstract = {Reflective writing is an important aspect, especially for students who are majoring in teaching a foreign language, because it constitutes an initial step for finding a solution to problems arising in practice.  Reflectivity in writing can be acquired by working since the first cycle studies, even in the pre-university system but in the Albanian context, it is not always realized from one level to another. This paper will focus on reflectivity in writing by means of internship reports handed by students at the end of their two-month internship in middle and secondary schools.
The corpus consists of the internship reports of the last two years (2011-2013) submitted by 80 master{\textquoteleft}s students, in order to point out that the students{\textquoteright} reflection on their internship in various schools are not realistic due to their inability to express their viewpoint on their experience. The main results of the analysis indicate that the students fail to coherently organize the data according to the internship report{\textquoteright}s structure and they cannot explain accurately the problems encountered in the Albanian context. Instead, in most of the cases, they depart from an ideal context found in various foreign authors{\textquoteright} works. They are unable to argue on the importance of teaching experience for exercising their future profession. Furthermore they display several deficiencies in describing sample classes that they have taught in the schools.
},
	keywords = {internship, reflexivity, students, university},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.86},
	url = {http://oaji.net/articles/2014/457-1420055971.pdf},
	author = {Eldina  Nasufi and Silvana  Vishkurti and Migena   Alimehmeti}
}
@article {825,
	title = {USING CHEMICAL MODELS FOR DEVELOPING NATURAL SCIENCE COMPETENCES IN TEACHING CHEMISTRY: FROM PUPILS AS MODEL ASSEMBLERS TO PUPILS AS CREATORS OF SELF-MADE MODELS},
	journal = {Problems of Education in the 21st Century},
	volume = {53},
	year = {2013},
	month = {April/2013},
	type = {Original article},
	chapter = {89-98},
	abstract = {Chemical models are indispensable tool in chemistry class and enable secondary school pupils to develop complex thought processes and spatial concepts, both of which are necessary to improve their understanding of chemical concepts.
 In this research, special emphasis is given to complex competencies not only their acquisition, but rather how pupils develop them. For this purpose, a learning strategy has been developed, called learning by self-generating chemical models. Pupils learn individually on their own models, which are made from easily accessible, low-cost materials.
 The impact of workable models was investigated (assembly of commercial models and production of self-made models) on the (1) learning success using simple molecule shapes and (2) the degree of competence development which realized through the implemented activities. The study involved first-year secondary school-pupils, defined as self-creators of paper- and -wire models (experimental group) and assemblers of commercial models (called the control group). The appearance of the molecules being studied took the form of geometric shapes and structures, which pupils present by making of ball-, called wire-models from plasticine and wire or paper created, called paper models.
 Based on the results of statistical processing of the data, we found that self-creation of models (as an innovative approach) leads to better understanding and to subsequently sustained knowledge for the pupil. It should also be noted that pupils who were self-generators in comparisons to those who merely assembled the models, generally developed many complex skills in the areas of problem solving, practical competence, mathematical competence and critical thinking skills. The knowledge so acquired was also better understood.},
	keywords = {chemical models, self-made models, teaching and learning by models},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.53.89},
	url = {http://oaji.net/articles/2014/457-1419413711.pdf},
	author = {Darinka   Siko{\v s}ek and Mateja   {\v Z}u{\v z}elj}
}
@article {826,
	title = {USING SENSES AND SENSORS IN THE ENVIRONMENT TO DEVELOP ABSTRACT THINKING {\textendash} A THEORETICAL AND INSTRUMENTAL FRAMEWORK},
	journal = {Problems of Education in the 21st Century},
	volume = {53},
	year = {2013},
	month = {April/2013},
	type = {Original article},
	chapter = {99-119},
	abstract = {The authors of this paper present a framework developed in a project that explores the use of senses and sensors in environmental education, to develop children{\textquoteright}s abstract thinking. The research started with a brief formulation of a framework that was used to guide the cross-analysis of six case studies, in order to explore its usefulness. This analysis showed that it was possible to teachers to support the development of children{\textquoteright}s abstract thinking by facilitating the use of senses and sensors in inquiry activities; and by scaffolding complex tasks, using concreteness fading, and bridging representations, with different levels of abstraction. The analysis also showed that the assessment of the development of abstract thinking can be based on the analysis of children{\textquoteright}s epistemic practices, like observing, describing, interpreting, and creating multiple representations. Furthermore, the cross-analysis showed that sensorial information was used as a concrete basis to abstraction. After that, an improved framework is presented, showing how senses and sensors may be used in authentic activities to develop abstract thinking: (a) making it possible to observe the unobservable (for human senses), (b) scaffolding the understanding of patterns resulting from the influence of independent in dependent variables, (c) facilitating epistemic practices.},
	keywords = {abstract thinking, environmental education, sensors},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.53.99},
	url = {http://oaji.net/articles/2014/457-1419413776.pdf},
	author = {Maria  Jo{\~a}o Silva and Joaquim Bernardino   Lopes and Ant{\'o}nio  Alberto Silva}
}
@article {820,
	title = {VITTORIO CHECCUCCI AND HIS CONTRIBUTIONS TO MATHEMATICS EDUCATION: A HISTORICAL OVERVIEW},
	journal = {Problems of Education in the 21st Century},
	volume = {53},
	year = {2013},
	month = {April/2013},
	type = {Original article},
	chapter = {22-39},
	abstract = {This study deals with Vittorio Checcucci{\textquoteright}s ideas and proposals as to mathematics education. The scopes of this work are twofold: 1) the first scope is historical: my aim is to reconstruct Checcucci{\textquoteright}s thought. This is a novelty because almost no contribution dedicated to Checcucci exists. The few existing contributions are brief articles whose aim is not to provide a general picture of his ideas; 2) the second scope is connected to mathematics education in the 21st century. A series of argumentations will be proposed to prove that many Checcucci{\textquoteright}s ideas could be fruitfully exploited nowadays. For the first time, the thought of this mathematician is exposed to non-Italian readers because his ideas are worthy to be known, rethought and discussed in an international context. },
	keywords = {experimentations in mathematics education, mathematics education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.53.22 },
	url = {http://oaji.net/articles/2014/457-1419413389.pdf},
	author = {Paolo   Bussotti}
}
@article {863,
	title = {WHO ARE POLISH FUTURE EDUCATORS? SELECTED ASPECTS OF SOCIAL IDENTIFICATIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {150-157},
	abstract = {This research presents the results of a study on selected aspects of social identity of future educators which include family identity, national, European and global identities, religious identity and professional identity. The aim of the research was to find out whether Polish pedagogy students, who in future will become educators, are able to ask and answer identity questions and reflect on their own identity. The study was conducted in a group of 364 university students of pedagogy of the University of Zielona Gora, Poland. The data was gathered with the use of a diagnostic survey technique by means of a questionnaire.  The study leads to an optimistic view on future educators who reflect on their identity and can give clear answers to identity questions. This ability is essential for the future educators themselves as it adds to their personal development, but it is also crucial in the job and vocation of an educator. },
	keywords = {educators in Poland, metaskills, pedagogy students, social identity},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.150},
	url = {http://oaji.net/articles/2014/457-1420056300.pdf},
	author = {Elzbieta Turska}
}
@article {867,
	title = {WIKIS AND POWERPOINT AS COGNITIVE DEVELOPMENT TOOLS IN SCIENTIFIC LITERACY: A PROPOSED HEURISTIC},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {25-47},
	abstract = {The overall performances in the Trends in International Mathematics and Science Study (TIMMS) and Progress in International Reading Literacy Study (PIRLS) of South African learners have been dismal to say the least and the Annual National Assessment test results of grade 3, 6 and 9 learners related to general literacy and mathematics have left a lot to be desired. Clearly this suggests that something has to be done to address this. At the same time, South African education is still suffering as a result of the legacy of apartheid and the great majority of schools are lacking basic resources such as libraries, infrastructure and Information and Communication Technology (ICT) resources, including internet connectivity. General learner literacy and ICT literacy development and usage for learning are high on the government{\textquoteright}s agenda, as is scientific literacy. However, there seems to be a dearth of {\textquoteleft}how to{\textquoteright} implement ICT related activities to develop reading, talking, listening and writing within a science classroom learning context with special reference to promoting scientific literacy in its fundamental sense. The theoretical and practical outline that follows attempts to assist filling the void related to the above by introducing an ICT based scientific literacy heuristic that is infused by the ICT based {\textquoteleft}Extended Cyberhunt Approach{\textquoteright} of Du Plessis (2010) and Du Plessis and Webb (2011, 2012, in press) and the off-line Scientific Literacy model of Webb and Villanueva (2008); Webb and Mayaba (2010) and Webb (2010). The focus of the heuristic is to develop scientific reading, talking, listening and writing, as well as to establish a different classroom learning space and experience. In addition, it adds emphasis on on-going feedback from the teacher to the learners as well as focusing on reflection and journal writing to inform teacher planning and subsequent interactions in the science classroom. The additional potential of the heuristic is not only that it offers ICT literacy skills development and the development of skills within a curriculum related science context, but also that ICT skills can be developed even without internet connectivity through using Microsoft Word and/or PowerPoint for writing development and presentation or adding Web 2.0 tools such as a Wiki to complement Microsoft Word and/or PowerPoint if connectivity is available. Research suggests that various skills such as planning, searching and researching, presentation, assessment as well as various cognitive skills  can be developed when ICT is used as a cognitive tool in a {\textquoteleft}Learning-as-Design{\textquoteright} context, i.e. when learners (students) become the designers and composers of artefacts related to topics that are curriculum based. This paper also then forms the base for an intervention in two primary schools in the Eastern Cape Province in South Africa that has received ICT resources for the first time ever, including internet connectivity, in September 2013. Hence, the anticipated research within these two schools will explore whether this heuristic has the potential to assist with and improve scientific reading, talking, listening and writing, as well as whether this approach improves motivation and interest related to science learning and ICT literacy development, including the potential to develop planning, searching and researching, presentation, assessment as well as various associated cognitive skills.},
	keywords = {cognitive tools, heuristic, ICT, Internet, PowerPoint, scientific literacy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.25},
	url = {http://oaji.net/articles/2014/457-1420056578.pdf},
	author = {Andr{\'e} du Plessis}
}
@article {821,
	title = {WORK STRESS ACCORDING TO THE COMPARATIVE EXAMINATION OF THE PROFESSIONAL STAFF OF HUNGARIAN CUSTOMS AND FINANCE GUARD AND THE TEACHING STAFF OF SECONDARY SCHOOLS UNDER THE SUPERVISION OF SECURITY FORCES},
	journal = {Problems of Education in the 21st Century},
	volume = {53},
	year = {2013},
	month = {April/2013},
	type = {Original article},
	chapter = {40-50},
	abstract = {In people{\textquoteright}s life their job takes a very important place which cuts across exist outside of work as a whole. The health status of the Hungarian population is among the worst in Europe. High mortality and morbidity rates of non-infectious diseases are mainly due to lifestyle factors, and job stress is a significant risk factor. Being an officer of the Customs and Finance Guard is a specific profession, the job stress is significant. If our aim is prevention, we have to start by evaluating the health status of the vulnerable population, and intervention can be designed in view of the results.
 Aim: A national context to explore about the customs and finance guard and teachers of police training colleges their stress level, and their chance of their advancement In view of the result, we would like to develop a health promoting project for this population with special profession. 
 Sample: The study population consisted of 122 employees who have been working for the Hungarian Customs and Finance Guard for more than one year, 481 workers who have been employees of the Hungarian Customs and Finance Guard for less than a year, and 99 teachers of law enforcement schools.
 We used an impersonal style should be used self-report questionnaires for evaluation.
 The job stress questionnaire showed that the stress level of officers was significantly higher than that of teachers. 
 The vulnerability of officers of the Hungarian Customs and Finance Guard is significantly higher than that of teachers, therefore, it is imperative to accomplish a health promoting project and burnout intervention.
 
 
},
	keywords = {comparative study, stress},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.53.40},
	url = {http://oaji.net/articles/2014/457-1419413434.pdf},
	author = {Peter   Hidvegi and Reka   Racsko}
}
@article {688,
	title = {ACQUISITION OF PHYSICS IN COMPREHENSIVE SCHOOL: ACCENTS OF CONSTRUCTIVISM APPROACH},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Original article},
	chapter = {10-17},
	abstract = {Nowadays in general education the emphasis is put on a pupil and his/her activity in learning. Gradually there are deepened pedagogical theories considering a pupil as an active constructor of knowledge. As the process of learning natural sciences at school is essential in the world cognition and it is needed to increase the effectiveness of learning natural sciences, including physics, as well as facilitate the attractiveness of these subjects, it is important to identify and evaluate contemporary didactic standpoints and opportunities for their application in the teaching and learning process. In the article the author analyzes the theoretical ideas of constructivism in the aspect of learning physics. The aim of the theoretical research is to evaluate the didactic standpoints of constructivism, put forward and describe the main principles of constructivism to be implemented in comprehensive secondary education. Within the research reflected in the article there is performed the analysis of scientific literature, analytical judgments are based on the previous empirical researches and using authors{\textquoteright} personal pedagogical experience. 
 
},
	keywords = {communication, constructivism, emotional experience},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.10 },
	url = {http://oaji.net/articles/2014/457-1409839792.pdf},
	author = {J{\={a}}nis   Dzerviniks and J{\={a}}nis   Poplavskis}
}
@article {662,
	title = {ADAPTATION ANALYSIS OF SOME ALTERNATIVE COMPETENCE-BASED EDUCATION PROGRAMS{\textquoteright} IN A HUNGARIAN PUBLIC SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {February/2012},
	type = {Original article},
	chapter = {52-61},
	abstract = {Some international researches has proven that Hungarian students are below the desired level regarding the application of acquired knowledge in many areas. In recent years competence based education includes knowledge, attitudes and abilities, gained ground in Hungarian schools. Our research aims to analyze the sustainability of some competence based, alternative education programs in Hungarian public education. Additional objectives include: revealing the opinion, examining the impact, exploring the related experience of students, parents, and teachers towards the following competence-based education programs: {\quotedblbase}Student Cognition{\textquotedblright} {\quotedblbase}Lesson Differentiation{\textquotedblright}, {\quotedblbase}Project Based Education{\textquotedblright}, {\quotedblbase}Epochal Education{\textquotedblright}, {\quotedblbase}Cooperative Education{\textquotedblright} and {\quotedblbase}ICT tools{\textquotedblright}. Questionnaire was used as a research method, applying SPSS to evaluate our data. The survey was carried out in a public school which takes part in the dissemination of competence based trainings. Sample consists of 158 participants. Results: applying these practices students and teachers are more effective to discuss their problems, the quality of education improves. Meet the students{\textquoteright} age characteristics, establish better measurement and evaluation system, clearer rules. Adapt to the students{\textquoteright} abilities/skills increasing their self-sufficiency and performance orientation. Consequently, the new practices can be appropriate to meet the challanges of public education in the 21st century.},
	keywords = {competence-based education programs, Hungarian students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.39.53},
	url = {https://oaji.net/articles/2014/457-1408437266.pdf},
	author = {Zsuzsanna   Han{\'a}k and L{\'a}szl{\'o}   Dorner}
}
@article {792,
	title = {ALBANIAN UNIVERSITY STUDENTS{\textquoteright} ETHNIC DISTANCE AND STEREOTYPES COMPARED WITH OTHER BALKAN NATIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {127-134},
	abstract = {The purpose of this study is to identify the Albanian university students{\textquoteright} ethnic distance and the negative ethnic stereotypes compared with other ethnic groups in the Balkans. In addition, the study aims at determining the relationship between the ethnic distance and negative ethnic stereotypes. The sample of this study consists of 600 students selected at random in seven Albanian public universities. The instruments used in this study are a seven item ethnic distance scale for measuring the ethnic distance and a ten item scale for measuring ethnic stereotypes. The ethnic distance scale reliability coefficient is 0.76. The reliability coefficient for the ethnic stereotypes scale varies from 0.84 to 0.90. The descriptive statistics (mean - comparison) is used to describe the level of ethnic distance and ethnic stereotypes...Pearson Product-moment Correlations are used to identify the intensity and orientation of the relation between the ethnic distance and stereotyped attitudes. The study findings indicate that Albanian university students manifest high levels of ethnic stereotypes and ethnic distance compared with other Balkan ethnic groups, especially Serbs and Greeks. In line with the other research, the findings of the present study indicate that there is a positive relationship between the ethnic distance and negative ethnic stereotypes.},
	keywords = {Balkan ethnic groups, ethnic distance, ethnic stereotypes},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.127},
	url = {http://oaji.net/articles/2014/457-1415392684.pdf},
	author = {Edmond   Rapti and Theodhori   Karaj}
}
@article {772,
	title = {ANALYTICAL STUDY OF KNOWLEDGE PREFERENCE USING THE PEDAGOGICAL EPISTEMOLOGY OF EDUCATION FRAMEWORK OF QUANTITATIVE, QUALITATIVE, AND PERFORMATIVE KNOWING  AMONG SECONDARY SCHOOL STUDENTS IN THAILAND},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {50-68},
	abstract = {The basic research dilemma of the present study relates to the assumption that every individual can learn, not based on a personal innate intelligence but what and how a person learns to acquire intelligence. The investigation involved developing an instrument to detect the trait of basic knowledge through knowing factors that form a student{\textquoteright}s knowledge preference. Furthermore, the study attempted to analyze the association between knowledge preference and the student{\textquoteright}s nurturing culture and environmental influential factors. The assessment of tacit knowledge is to gain information that has been influent student{\textquoteright}s learning formally or informally. Student early characteristics of the knowledge learning preference can be derived from different sources of knowing, for instance, the biological heredity procession in family, language, thinking process, perception, and frames of thought. A test named the Knowledge Preference Test was developed, and it consisted of 50 items. It statistically received a reliability coefficient of 0.91. The study participants included 2 017 secondary school students in Thailand. The study found significant association patterns among knowledge preference, student biological and cultural status, and some areas of student achievement.},
	keywords = {basic knowledge, biological matrices, pedagogical epistemology of education, performative knowing},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.50 },
	url = {http://oaji.net/articles/2014/457-1413729059.pdf},
	author = {Sudgasame   Jantaraweragul and Noy   S. Kay}
}
@article {749,
	title = {THE ARCHITECTURE OF A SCHOOL SYSTEM ACCORDING TO THE THEORY OF DYNAMICAL SYSTEMS},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {7-14},
	abstract = {From the experience of recent years it seems clear that the existing educational system, as a whole, is perceived as an ailing system that fails to meet the needs of a major portion of the society it serves. Every aspect of the educational process must be studied and reconsidered in the light of new and different societal expectations. In the last decades we started with one school reform after the other, but it looks now that these changes had no positive impact whatsoever. Even worse, the school system was damaged afterwards. 
 In this paper we will explore some possibilities how to improve it without facing these consequences. The main idea is, as a result of our latest research, that mathematical methods for describing and simulating could be very useful for predicting and simulating school systems without using a long term and complex empirical experimentation. The paper introduces the correlation between the dynamical mathematical calculus and the educational school system and elaborates to some extent the basic idea of using the former to predict the latter.},
	keywords = {mathematical modelling, school system, theory of dynamical system},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.07},
	url = {http://oaji.net/articles/2014/457-1413727721.pdf},
	author = {Boris Aber{\v s}ek and Janez  Bregant}
}
@article {700,
	title = {BLOG AS A PLATFORM FOR LEARNER-CENTERED APPROACH IN TEACHING BILINGUALS},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Original article},
	chapter = {130-139},
	abstract = {The article presents grounds for necessity for implying a learner-oriented course for bilinguals studying in modern Estonian school. Such a course is caused by changes in the State Curriculum. The second supposition is the need in teaching Russian to bilinguals not as a foreign language but as one of native ones, which is not provided by curricula of Estonian-speaking educational institutions, although many of them count more than 10\% of students from Russian-speaking families. As a result, bilingual students fairly and without accent speak Russian, however experiencing difficulties in reading and writing texts. 
 The realization of learner-centered approach for bilinguals via web blogs solves a vast number of organization problems, starting with the timetable settings for students from different classes and ending with individual approach to students{\textquoteright} personal achivements assessment. The article also decribes the course{\textquoteright}s structure, which is organized in four cycles with eight lessons in each; contact classes are to be held in the beginning of the course and between the cycles for interim results, as well as in the end of the course for conclusion.},
	keywords = {competence of text production, learner-centered approach, web blog},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.130},
	url = {http://oaji.net/articles/2014/457-1409840493.pdf},
	author = {Anastassia   Rezepova and Natalia  Tshuikina}
}
@article {677,
	title = {A CASE STUDY OF "HABITUS" AND "FIELD": THE CHINESE RURAL STUDENTS ON THE UNIVERSITY CAMPUS},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {45-64},
	abstract = {This research focuses its inquiry on the economic aspect of rural university students{\textquoteright} life in China, but the discussion goes beyond the economic field. Massification in the Chinese higher education system has increased the chance for rural youths to receive tertiary education. However, there is rarely sufficient data to record their status quo on the campus. This research intends to fill up the gap by making a comparison between the rural students who are located at different levels in the higher education system. This comparative analysis eventually leads to such findings: Those at the higher extreme of the hierarchy, who have more subsidies, tend to experience more frustration under financial pressure than those at the lower extreme, who are insufficiently funded. Presumably, the former are more directly exposed to rural-urban disparity. While the latter experience less frustration, they are less prepared to impacts from the unfamiliar urban society. The research, eventually going beyond the economic problems, has exposed a process in which the rural youths are victimized by the system that discriminates against the Chinese peasants, in which the higher education system plays a critical role.},
	keywords = {higher education, inequality, rural students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.40.45},
	url = {http://oaji.net/articles/2014/457-1408531978.pdf},
	author = {Jingyi   Dong}
}
@article {745,
	title = {CAUSES AND LEVELS OF TRUANCY AMONG SECONDARY SCHOOL STUDENTS: A CASE STUDY OF RIVERS STATE, NIGERIA},
	journal = {Problems of Education in the 21st Century},
	volume = {45},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {51-62},
	abstract = {The study was a case study design aimed at determining the causes and levels of truancy among secondary school students, using Rivers State, Nigeria. The research sample consisted of 105 teachers and was purposefully sampled. Four research questions and one hypothesis were posed, formulated and tested respectively. A structured questionnaire was developed, validated and administered to the respondents selected for the study. T-test, standard deviation and mean were used to analyze the data collected. The results indicated that there is a significant difference between family background and student factor. The implication of this is that the student{\textquoteright}s family background contributes greatly to the student{\textquoteright}s level of truancy. Hence, the null hypothesis was rejected. Based on the findings, some recommendations were made towards the reducing the level of truancy among secondary school students.},
	keywords = {secondary school, truancy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.45.51},
	url = {http://oaji.net/articles/2014/457-1413727463.pdf},
	author = {Iheanyi N.   Okwakpam and Ikechi O.   Okwakpam}
}
@article {710,
	title = {THE CHALLENGES FACED BY EDUCATION IN SOLVING THE UNEMPLOYMENT PROBLEM IN SOUTH AFRICA},
	journal = {Problems of Education in the 21st Century},
	volume = {42},
	year = {2012},
	month = {May/2012},
	type = {Original article},
	chapter = {82-96},
	abstract = {This study is based on a meta-interpretive research design aimed at finding possible answers to an enduring dilemma facing South Africa. South Africa has one of the highest unemployment rates in the world, higher even than those of most of the emerging economies. The structural analysis of unemployment in South Africa presented in this article suggests the existence of an extremely high incidence of youth unemployment, in an environment where certain high level skills are in short supply. The author first analyses the structural nature of the unemployment problem in South Africa and then posit the conundrum of unemployment amidst a serious skills shortage. The skill shortage is discussed in terms of some of the current and projected needs of the economy. The question arises as to why education cannot produce the type of skills needed in the quantity and quality expected to satisfy the needs of the economy and thereby aid economic growth and development. To answer this question, the author analyses the education system pointing out certain systemic problems that work against the production of the kind of skilled workers of the quality and quantity needed. He starts by showing the poor literacy and numeracy levels of primary school children compared to children in other countries. Secondly, the author shows how large numbers of learners drop out of the school system and how those who complete the twelve years of schooling end up with low achievement levels in the subject areas that could have offered them the skills and knowledge to capitalize on the skills shortage. Finally, he looks at the post-school system and its failure to produce the required high level skills. Based on the analysis presented, the author comes to the conclusion that education in its current shape and form will not solve the unemployment problem in South Africa. 


 
},
	keywords = {human resource development, quality education, skills shortage},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.42.82},
	url = {http://oaji.net/articles/2014/457-1410006435.pdf},
	author = {Jan   Nieuwenhuis}
}
@article {697,
	title = {CHALLENGES FACED IN IMPLEMENTING FREE PRIMARY EDUCATION FOR PASTORALISTS IN KENYA},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Original article},
	chapter = {100-111},
	abstract = {Governments in Sub-Saharan Africa allocate between 5\% and 25\% of public expenditure budgets to education ministries, because education is seen, correctly, as a major contributor to human welfare, social and economic development (World Bank, 2005). It is clear that these large expenditures are sub-optimal and provide less than the expected return. This situation has been felt more acutely with the introduction of free primary education (FPE). Despite the high enrolment in FPE in urban areas, the response from pastoral communities has been rather lukewarm.The general objective of the study was to investigate the challenges faced in implementing Free Primary Education policy among pastoralists in Kenya. Consequently, the rationale of this study lies in need to evaluate the impact of an educational policy and find out how its implementation responds to challenges in provision of access to Primary Schooling. The study adopted ethnographic research design that utilised purposive sampling technique and saturation procedure to select a total of 170 respondents that included head teachers, teachers, parents, school dropouts, educational managers, community leaders, and Non Governmental Organizations. Purposive sampling was used to select individuals, groups and organizations that would provide insight into the study. Data was collected using focus group interviews, structured and unstructured interviews, observation, and document analysis. Subsequently, data was collected by use of questionnaire that was sent to head-teachers and education officials and was used only to validate the qualitative data. The collected data was coded, analyzed, described and summarized in order to generate themes on educational policy and practice. The study identified various challenges such as: inadequate funding; poor infrastructure; limited awareness towards education; limited community support; insecurity and cattle rustling and lifestyle of pastoralists that impedes the government{\textquoteright}s efforts to attain FPE. These challenges threatened the implementation of FPE for pastoralists and further illustrate the complex and messy process of policy implementation in education sector.},
	keywords = {free primary education, pastoral communities, policy implementation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.100},
	url = {http://oaji.net/articles/2014/457-1409840330.pdf},
	author = {David   Serem and Richard  Kipngeno  Ronoh}
}
@article {756,
	title = {THE COLLATERAL DAMAGE OF INFORMAL LEARNING, CREATION OF IDENTITY THROUGH THE MEDIA},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {61-65},
	abstract = {The identity development between the individual and society, its connection with the informal learning in the Web 2.0 and Web 3.0 environment and its consequences on the individual as a part of a possible opinion making and changing community are being discussed in this paper. Analyzing the difference between informal learning from the traditional one way media and the newer two way media through an actual example in Slovenia raises and tries to find possible indications to the question, what the consequences, the collateral damage of informal learning, creation of identity through media, especially regarding lying, corruption and clientelism, might be.},
	keywords = {informal learning, new media, traditional media},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.61},
	url = {http://oaji.net/articles/2014/457-1413728051.pdf},
	author = {Taja   Kordigel}
}
@article {794,
	title = {COMPARATIVE TEACHING EXAMPLE RELATED TO COURSE ACTIVITIES DEVELOPING TRANSFER SKILL IN PROBLEM SOLVING IN ELEMENTARY SCHOOL PROGRAMS IN SOUTHEAST ANATOLIA REGION},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {148-156},
	abstract = {As of 2004-2005 school year, principles of constructivism have been adopted to a great extent in the education system of Turkey. In the present study, the lessons were video recorded in order to observe the activities to develop the transfer skills used in problem solving by the students attending 4th and 5th grades of elementary schools in Tarsus province of Icel in Southeast Anatolian Region. Moreover, lessons were also video recorded in order to observe the problem solving behaviors of the 6th grade Turkish students attending Turkish language lessons given by a Turkish teacher in Linden province of Hannover in Germany. The lessons given in Linden and Tarsus were compared in terms of {\textquotedblleft}environment and process{\textquotedblright} through tables. It was concluded that the environmental conditions existing in the elementary school in Southeast Anatolian Region are not suitable for constructivist applications and here, it was observed that direct instruction model was continuously in use. On the other hand, at the school in the Linden region, while transfer skills necessary for real life are being developed, {\textquotedblleft}asking question and discussion{\textquotedblright} behaviors are also gained.},
	keywords = {direct instruction model, flexible knowledge, self-explaining},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.148},
	url = {http://oaji.net/articles/2014/457-1415392785.pdf},
	author = {Y. G{\"u}rcan   {\"U}ltan{\i}r}
}
@article {802,
	title = {COMPARING LEARNING PROCESS IN THE FIELD OF ENTREPRENEURSHIP EDUCATION: TARGET GROUPS REVISING LIFELONG EXPERIENCE IN TEACHING PROCESS},
	journal = {Problems of Education in the 21st Century},
	volume = {49},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {59-72},
	abstract = {This article presents the results of a pilot research how the entrepreneurship is perceived by the participants of entrepreneurship courses. Also we have researched their previous (entrepreneurial) background and its relevance on enabling market entrance. We had two target groups: self financed students of Open University and participants in entrepreneurship course financed by European Social Foundation. Lifelong learning is a socio-personal process as we associate our thoughts and actions to our earlier experiences but on the same time revising that experience. The aim of this article is to explore how to teach entrepreneurship in lifelong learning process and to explore it in participants{\textquoteright} perspective. In empirical part authors used questionnaire with 77 statements with persons being admitted to some entrepreneurship courses. The respondents were asked to express their opinion on a five-point Likert scale. The data has been discussed in the context of the related literature. We discuss what learning methods are most effective - to learn about, for or through/within entrepreneurship (Hyrsky \& Kyr{\"o}, 2005; Gibb, 1999; Hytti \& O{\textquoteright}Corman, 2004, Rae, 2004).},
	keywords = {lifelong learning, limitations of starting enterprise, possibilities of starting entreprise},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.49.59},
	url = {http://oaji.net/articles/2014/457-1419345226.pdf},
	author = {Mervi   Raudsaar and Merike   Kaseorg}
}
@article {683,
	title = {COMPETENCES CURRENTLY NECESSARY FOR EXTERNAL RELATIONS SPECIALISTS WORKING IN LATVIA},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {122-128},
	abstract = {The objective of the research was to find out the most necessary competences of external relations specialists working in Latvia at the present moment, as well as to provide solutions for ensuring the acquisition of the necessary competences. In the research, the working environment of external relations specialists and data obtained in 2011 from surveying the graduates of the study program External Relations of Organizations, implemented at the Latvia University of Agriculture, are analysed. The results reveal that most of the skills needed for external relations specialists are related to cooperation with foreign partners, as well as that external relations specialists in Latvia most of all need to possess and improve cross-cultural communication competence, including awareness of cultural differences, as well as knowledge in specific business etiquettes and ways of communicating and thinking typical of different cultures. The necessary competences of external relations specialists should be improved by means of ensuring more cross-cultural communication opportunities and integrating the acquisition of more culture-specific etiquettes into the curriculum.},
	keywords = {cross-cultural communication, external relations education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.40.122 },
	url = {http://oaji.net/articles/2014/457-1408532260.pdf},
	author = {Anete   Mezote}
}
@article {796,
	title = {THE CONNECTION BETWEEN SCIENCE EDUCATION RESEARCH AND TEACHING},
	journal = {Problems of Education in the 21st Century},
	volume = {49},
	year = {2012},
	month = {December/2012},
	type = {Editorial},
	chapter = {4-5},
	abstract = {The relationship between teaching and research is often assumed and just as often ignored. Research should and does influence the teaching (and vice versa), but the gap between the two can at times seem large. Many of us are talking about very narrow connection between research and teaching. These voices are too often heard from colleges. But many academicians have got naive ideas about the work of a teacher; their ideas are often too far from the reality. The academicians often hold the concepts about an ideal class, where all the pupils are engaged in the teaching content; they do not consider the discipline sustaining.},
	keywords = {science education research, science research},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.49.04},
	url = {http://oaji.net/articles/2014/457-1419344891.pdf},
	author = {Milan Kubiatko}
}
@article {787,
	title = {CONSTRUCTING NATIONAL RANKING METHODOLOGY: DILEMMAS, CHOICES, AND DECISIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {62-80},
	abstract = {The Russian universities as well as universities from other countries increasingly compete not only at the national level, but globally. This trend is reflected in growing interest to universities rankings. Despite criticism, rankings outcomes are in demand and influence universities{\textquoteright} positioning in the global higher education area. In Russia several rankings have been recently established, striving to satisfy needs of various stakeholders. However, all these approaches are single dimensional rankings that use a composite indicator and weight coefficients. The article presents a rationale and draft methodology of a multidimensional ranking system in Russia. The authors advocate relevancy of the chosen approach as it allows them to reflect complexity and diversity of the Russian Higher Education system. Drawing on the project outcomes, the authors focus on the national multidimensional ranking methodology concept, choice of indicators, the approbation outcomes, dilemmas and decisions.},
	keywords = {higher education institutions, tertiary education institutions, university ranking},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.62},
	url = {http://oaji.net/articles/2014/457-1415392444.pdf},
	author = {Marina   Larionova and Olga   Perfilieva and Irina   Lazutina and Anastasia   Lopatina and Vitaly   Nagornov and Lubov   Zavarykina}
}
@article {661,
	title = {CONSTRUCTION AND APPLICATION OF INSTRUMENT FOR MEASUREMENT OF THE ATTITUDE TOWARD SCHOOL PSYCHOLOGISTS},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {February/2012},
	type = {Original article},
	chapter = {40-51},
	abstract = {This research has an aim to determine the status of the school psychologists in the primary schools in Republic of Macedonia, confirmed through the explorations of the attitude of the teachers and other expert personnel regarding the school psychologist. For the need of this research, an instrument for measurement of the attitude toward the school psychologist (SSP) is constructed. The main conclusions drawn from the field work, statistical evaluations and analysis are that a large percent of the subjects (73\%) have negative attitude toward the school psychologists and there is a lack of basic information regarding their status, role and tasks. These results are very significant because it is more than necessary to reveal and maybe to change some essential requirements about the working tasks, the demands, the duties and engagements of the school psychologists.},
	keywords = {instrument for measurement of the attitude, school psychologist, working atmosphere},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.39.41},
	url = {http://oaji.net/articles/2014/457-1408437222.pdf},
	author = {Dragan   Gruevski and Mirjana   Cvetkovska}
}
@article {687,
	title = {A CONSTRUCTIVIST APPROACH TO INTEGRATED SCIENCE EDUCATION: TEACHING PROSPECTIVE TEACHERS TO DO SCIENCE},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Editorial},
	chapter = {5-9},
	abstract = {Learner-centered approaches to teaching and schooling require supportive policies for preparing effective educators. Moving from constructivist philosophy, psychology and epistemology to the characterization of constructivist teaching and learning environments presents a challenge. Constructivist philosophy does not dictate how one should teach; however, it does make it incumbent upon the teacher to deal with each learner as an individual, to value diversity of perspective, and to recognize that the learner{\textquoteright}s behavior is a direct reflection of his / her life experiences. Bandura (1977, 1986, 1995, 1997), Fullan (1993), and other self-efficacy researchers have concluded that the catalyst for educational reform is the individual teacher and that a teacher{\textquoteright}s behaviors, values, beliefs, and ambition to act may be enhanced or suppressed during student teaching.
 The competence of natural sciences teachers should be perceived as a system every component of which is fundamental. Natural science literacy is a core that is basically acquired in comprehensive school (natural science education as a component of general education). An appropriate natural science qualification and the level of competence are obtained in higher school. A decisive moment is a permanent improvement of competence during practical activities of the teacher.},
	keywords = {constructivist approach, integrated teaching, pre-service science teachers, school teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.05},
	url = {http://oaji.net/articles/2014/457-1409839749.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {1498,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {44},
	year = {2012},
	month = {July/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 44, PEC, 2012},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1637483163.pdf},
	author = {Editorial Board}
}
@article {1518,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {42},
	year = {2012},
	month = {May/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 42, PEC, 2012},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1639922141.pdf},
	author = {Editorial Board}
}
@article {1489,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 47, PEC, 2012},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1635844607.pdf},
	author = {Editorial Board}
}
@article {1521,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 41, 2012, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1639940796.pdf},
	author = {Editorial Board}
}
@article {1469,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 50, PEC, 2012},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1632063302.pdf},
	author = {Editorial Board}
}
@article {1492,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October /2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 46, PEC, 2012},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1636911338.pdf},
	author = {Editorial Board}
}
@article {1524,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 40, 2012, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1640025079.pdf},
	author = {Editorial Board}
}
@article {1472,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {49},
	year = {2012},
	month = {December/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 49, 2012, PEC},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1632307589.pdf},
	author = {Editorial Board}
}
@article {1495,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {45},
	year = {2012},
	month = {July/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 45, PEC, 2012},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1637475527.pdf},
	author = {Editorial Board}
}
@article {1515,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 43, PEC, 2012},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1639856973.pdf},
	author = {Editorial Board}
}
@article {1527,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {March/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 39, PEC, 2012},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1640106941.pdf},
	author = {Editorial Board}
}
@article {1475,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents, Vol. 48, PEC, 2012},
	keywords = {contents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1632416901.pdf},
	author = {Editorial Board}
}
@article {680,
	title = {CONTROL, FREEDOM AND TRUST: SEEKING FOR A HIGHER EDUCATION MODEL IN A POST-COMMUNIST COUNTRY},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {88-95},
	abstract = {Higher education in Estonia as in all post-communist countries has undergone rapid changes during the last 20 years. Soviet-type centralised model was replaced during the 1990s with liberal and sometimes even chaotic self-organisation of the whole sector. From the beginning of the new century, through the use of both financial mechanisms and quality control procedures state regulation has been strengthened. During last years the new paradigm of trust has been frequently discussed, and some first steps taken to introduce this approach, for example the replacement of control-centred curricula accreditation with quality evaluation and institutional accreditation, aimed at supporting the development of university{\textquoteright}s strategic management and quality culture.
 Analysis of the higher education paradigm change in the research is based on Hargreaves{\textquoteright}s Bigger, Tighter, Harder and Flatter model, which describes the large scale educational change taking place in the western world during recent decades. The article studies changes in the Estonian higher education sector and observes possible future developments originating from the EU and Estonian strategies.},
	keywords = {educational change, higher education, quality assurance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.40.88},
	url = {http://oaji.net/articles/2014/457-1408532108.pdf},
	author = {Mati   Heidmets and Birgit Vilgats}
}
@article {780,
	title = {COST AND BENEFITS OF RUNNING A TEA-BASED FARMER FIELD SCHOOL IN KENYA},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {165-177},
	abstract = {The Kenya Tea Development Agency (KTDA), through its extension workers, has been educating tea producers on good agricultural practices using Farmer Field Schools (FFS). Information on training cost and benefits of running a tea-based FFS in Kenya were not readily available. Such information would enable tea stakeholders to develop a strategy for up-scaling FFS. This study sought to determine and describe the cost and benefits of running a tea-based FFS among small-scale farmers in the Rift Valley. The study used a Cross-Sectional research design to collect data from 514 small-scale tea growers drawn randomly from KTDA factories. A questionnaire with a reliability coefficient of 0.92α was used after validation by extension experts. Face-to-Face interviews and a stakeholders{\textquoteright} workshop were used for triangulation purposes. Data were analyzed qualitatively and reported using descriptive statistics. The results indicated that training a farmer in a tea-based FFS in a year costs Ksh 6,076/= (US$71). The training gave farmers skills to improve their tea husbandry, yields, level of empowerment and leadership skills. The researchers concluded that training tea farmers in FFSs was cheap, sustainable and effective in changing their behavior. Stakeholders in the tea-value chain should increase funding and use of FFS in training tea farmers. 
 
},
	keywords = {farmer field schools, good agricultural practices, Kenya Tea Development Agency},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.165},
	url = {http://oaji.net/articles/2014/457-1413729444.pdf},
	author = {Stephen  Wambugu Maina and John  Gowland-Mwangi and Dave   Boselie}
}
@article {1494,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {45},
	year = {2012},
	month = {July/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 45, 2012, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1637475487.pdf},
	author = {Editorial Board}
}
@article {1514,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 43, 2012, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1639856926.pdf},
	author = {Editorial Board}
}
@article {1526,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {March/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 39, PEC, 2012},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1640106871.pdf},
	author = {Editorial Board}
}
@article {1497,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {44},
	year = {2012},
	month = {July/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 44, PEC, 2012},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1637483076.pdf},
	author = {Editorial Board}
}
@article {1517,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {42},
	year = {2012},
	month = {May/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 42, 2012, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1639922080.pdf},
	author = {Editorial Board}
}
@article {1488,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 47, PEC, 2012},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1635844565.pdf},
	author = {Editorial Board}
}
@article {1520,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 41, 2012, PEC},
	keywords = {cover},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1639940755.pdf},
	author = {Editorial Board}
}
@article {1491,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 46, 2012, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1636911286.pdf},
	author = {Editorial Board}
}
@article {1523,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 40, 2012, PEC},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1640025038.pdf},
	author = {Editorial Board}
}
@article {1474,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 48, PEC, 2012},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1632416856.pdf},
	author = {Editorial Board}
}
@article {1468,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 50, PEC, 2012},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1632063264.pdf},
	author = {Editorial Board}
}
@article {1471,
	title = {COVER PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {49},
	year = {2012},
	month = {December/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 49, PEC, 2012},
	keywords = {cover page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1632307553.pdf},
	author = {Editorial Board}
}
@article {774,
	title = {CRAFT AS A BOUNDARY TOOL FOR MULTI- AND INTERCULTURAL EDUCATION: A CASE IN TEACHER EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {91-99},
	abstract = {Studies on boundary crossing and boundary objects emphasize that boundaries carry potential for learning. However, it is not explicated how the craft could be used as a boundary in multi- and intercultural education. This research describes a case of using craft as a boundary to facilitate multi- and intercultural education. It first gives an overview on the Multi- and Intercultural Craft course including a theoretical part that was organized through a virtual platform, Moodle. The course included also a practical part, a project, where Finnish, exchange students and a group of immigrants from Burma met in the context of craft. The students (n = 14) were asked to write reflective essays about the course. In the qualitative analysis of essays, their learning experiences that appeared in the data, were examined. Three aspects of learning experiences were identified: first a cognitive aspect, which is about increased knowledge; second an affective aspect, which focuses on changing attitudes; and the third an interactive aspect, which is concerned with how to get on with people from different cultures.},
	keywords = {boundary object, craft education, intercultural education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.91},
	url = {http://oaji.net/articles/2014/457-1413729158.pdf},
	author = {Tarja   Kr{\"o}ger}
}
@article {801,
	title = {CROSS-CURRICULAR EDUCATION FOR SOLIDARITY OF UNIVERSITY STUDENTS: ORIENTATION FOR PROBLEM EXPERIENCES},
	journal = {Problems of Education in the 21st Century},
	volume = {49},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {48-58},
	abstract = {The present study is framed by the project of educational innovation "Cross-cutting education for solidarity in the training of psychologists and educators" (PIE 10-127; 2010-2012). The aim of this study is presenting the structure of this research and it shows an analysis of values and attitudes in a sample of university students as well as to provide an assessment of the impact and satisfaction that they had reported in specific educational activities in favour of solidarity. Participants were 945 University Students, aged between 18 and 57 years. The results demonstrate that most students participating in the study highly agree to consider situations reflected in items 1, 4 and 7, as stealing, violent behaviour or trying to avoid a conflict. The majority of the participating students does not collaborate with any NGOs; they mention the lack of time, the issue not being raised as well as not being involved in any solidarity activity noting as reasons: lack of information, idleness, not having the opportunity presented and not having the funds to do so. In addition, students have found these educational activities for solidarity very satisfactory.},
	keywords = {basic competence, solidarity-based teaching, university students, values and attitudes},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.49.48},
	url = {http://oaji.net/articles/2014/457-1419345173.pdf},
	author = {Francisco  Manuel  Morales Rodr{\'\i}guez}
}
@article {795,
	title = {CULTURAL KNOWLEDGE AND LITERACY PRACTICES OF YOUNG PEOPLE, ADULTS AND SENIORS IN THE BRAZILIAN AMAZON: CONTRIBUTIONS TO AN EPISTEMOLOGY OF THE SOUTH},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {157-164},
	abstract = {In this article we discuss the cultural knowledge and educational practices of young people, adults and seniors linked to literacy classes of a Popular Education center at a public university in the Brazilian Amazon. The study deals specifically about cultural knowledge built in these literacy practices developed in non-school spaces, as coastal communities, hospitals, community center and asylum. The focus of debate is the contribution of the practices of popular education analyzed to epistemologies of the South, understood in view of the Portuguese sociologist Boaventura de Sousa Santos, as a set of epistemological interventions that challenge the denial of knowledge and / or colonized people, value the knowledge that resisted successfully and investigate the conditions of a horizontal dialogue between knowledge. The data in this article were obtained through research with qualitative approach, involving 30 teachers and students, allowing the construction of knowledge cartographies. The results show that the literacy practices analyzed, because they are based on dialogical and humanistic thought-liberating the Brazilian educator Paulo Freire, help to give visibility to multiple competencies which express the social diversity of the Amazon region.},
	keywords = {Brazilian Amazon, cultural knowledge, epistemology of the South, literacy practices},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.157   },
	url = {http://oaji.net/articles/2014/457-1415392851.pdf},
	author = {Ivanilde   Apoluceno de Oliveira and Jo{\~a}o  Colares da Mota  Neto}
}
@article {672,
	title = {CURRICULA, HISTORY OF SCIENCE AND SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	type = {Editorial},
	chapter = {5-6},
	abstract = {Generally speaking, current school science curricula have been constructed for the purpose of preparing students for university and college scientific degrees. Such education does not meet the needs of the majority of students who will not pursue tertiary studies in science or even science-related fields. These students require knowledge of the main ideas and methodologies of science. It seems that the didactics of scientific disciplines across Europe have failed to solve the {\textquotedblleft}crisis{\textquotedblright} between scientific education and European social and economic development. This is generally recognized in the reports published concerning science education in Europe (Rocard report, etc.) which propose new strategies to be implemented in teaching through the identification and promotion of Inquiry based Science Education (IBSE) and other strategies. It is timely that there is a multi disciplinary dialogue exchanging new ideas and proposals between educational researchers, historians, philosophers and learning theorists.
 Prominent and high quality secondary school teaching and university{\textendash}academic centres research programs are crucial for the development of interest in the history of science and its cultural implications.},
	keywords = {history of science, science education, secondary school teaching},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.40.05},
	url = {http://oaji.net/articles/2014/457-1408531743.pdf},
	author = {Raffaele Pisano}
}
@article {668,
	title = {CURRICULUM COMPARISON OF THE TERTIARY EDUCATION PROGRAM OF CAPITOL UNIVERSITY FOR THE 2008-2009 GRADUATES},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {February/2012},
	type = {Original article},
	chapter = {119-129},
	abstract = {The study looked into the variances and differences of the two curricula of Capitol University College of Education for the graduates of Academic Year 2008-2009, and the performance of the graduates who opted to take the Licensure Examination for Teachers (LET) of the same year. The University produced 39 Education Graduates from two separate curricula implemented, wherein 25 were from the old curriculum and 14 were from the new one. The study specifically monitored the academic, practical and national performances of the Bachelor of Science in Education (BEEd) graduates, at which the academic criteria focused on their marks according to the university standards for General and Professional Education, as well as marks from the Mock Exam (as a course requirement); practical performances measured according to marks given by supervisory instructors during their practicum or Practice Teaching. These marks were then statistically derived to represent the general training these graduates received from Capitol University.
 The LET results of 2009 were used as the benchmark to determine the performances of the curricula stated. Along with information gathered from graduate insights and job experiences, the study highlighted on the perceived identified strengths of the both curriculums as an add-on experience to further improve the LET performances of the incoming graduates for the Education Program of Capitol University. The new curriculum is currently implemented in the University, with the distinction specific to the Department awarded by the Commission on Higher Education (CHED) as a center of Excellence.},
	keywords = {accreditation, curriculum comparison, licensure examination for teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.39.120},
	url = {https://oaji.net/articles/2014/457-1408437576.pdf},
	author = {Martiniano  Jake Parawan  Neri III}
}
@article {663,
	title = {CURRICULUM DEVELOPMENT FOR E-LEARNING: A CONCEPTUAL FRAMEWORK},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {February/2012},
	type = {Original article},
	chapter = {62-70},
	abstract = {The aim of this paper is to develop a conceptual framework for curriculum for e-learning. The conducted research is based on two dialectically intertwined pillars. The theoretical pillar consists of the rich critical tradition of inquiry into the relationships between technologies and human beings in wide social contexts from Frankfurt School onwards. The practical pillar consists of Dahlberg{\textquoteright}s main strands of Internet research {\textendash} Uses Determination, Technological Determination and Social Determination (2004). Blending the theoretical and the practical pillar, it is shown that the discipline of e-learning consists of Habermas{\textquoteright}s three main spheres of human interests, types of knowledge and research methods {\textendash} the technical, the practical, and the emancipatory (Tinning, 1992). The conducted research does not include explorations of epistemological basis for combining various theoretical frameworks and research methodologies. For this reason, its results cannot be applied to scientific research without further elaboration. In order to expose students and practitioners to the true structure of the discipline of e-learning, however, results of this research can be confidently applied in practical fields from curriculum development to policy making.},
	keywords = {e-learning curriculum development, e-learning research strands, spheres of human interest},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.39.63},
	url = {https://oaji.net/articles/2014/457-1408437315.pdf},
	author = {Petar  Jandric}
}
@article {765,
	title = {DEVELOPING SPATIAL VISUALIZATION WITH 3D MODELING},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {131-137},
	abstract = {The research was carried out in 2011 among 22 pupils from 14 {\textendash} 15years old. The purpose of the pilot study was to determine the influence of 3D modeling on the spatial visualization of pupils, as well as the gender difference in the spatial visualization of the tested pupils and the progress of this visualization in individual genders. In addition, it tried to determine whether the sensory style of the pupils, visual, auditory or kinesthetic, influences spatial perception and the development of spatial visualization. 
 Pupils were divided into two groups, the test group and the control group. Pupils in the test group attended a 3D modeling extra-curricular activity for twelve teaching hours in the second evaluation period of the 2010/2011 school year. Spatial visualization was determined with a modified spatial visualization test, namely before the extra-curricular activity and afterwards. The modified test consisted of different spatial visualization tests: PSVT: R, MCT, MRT, DAT: SR, and tests of rotation within a plane. For 3D modeling exercises pupils used the open-source software Google SketchUp. None of the tested pupils have encountered the mentioned software before.
 After a second testing, the test group showed greater progress in solving spatial visualization tasks in comparison with the control group, while gender differences were minimal. The results of the spatial visualization test were also compared with the sensory style of pupils, which was filled out by all the pupils included in the study.
 In the 2011/2012 school year a broader study is underway, involving almost two hundred pupils of various elementary schools in Slovenia.},
	keywords = {3D modeling, perception styles, spatial visualization},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.131},
	url = {http://oaji.net/articles/2014/457-1413728559.pdf},
	author = {Andrej   {\v S}afhalter and Sre{\v c}ko   Glode{\v z} and Karin  Bakra{\v c}evi{\v c}  Vukman}
}
@article {754,
	title = {THE DEVELOPMENT AND MEASUREMENT OF THE EFFICIENCY OF MODERN DIDACTICAL MODELS IN THE TECHNICAL EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {43-51},
	abstract = {Presented research shown a sensible inclusion of intelligent didactical environments in the practical work in the education of the technical field in Primary School. The teacher with his modest repertoire of hours dedicated to technical education confronts great challenges, like how to inspire the students for the subject with the introduction of many different interesting themes. Firm example of study lesson is based on theoretical foundations of Didactical learning theory, advanced version also named The Berlin model. During the process of teaching we transform knowledge into practical work and through a concrete example, designed a new modern didactical model. In this model the competences of a lifelong learning are included: methods for encouraging the motivation, use of ICT and developing informational literacy, encouragement of flexibility and persistence at confrontation with new challenges and exercises, ability to self evaluation, developing of communication and social skills. The results of experimental group, which execute activities in form of new didactical model in comparison with control group shown, that students of experimental group had less faults at making the model and they also spend less time to finish it. Consequential students of experimental group were much more satisfied with their product, they gained knowledge and they were also motivated for further work.},
	keywords = {educational model, lesson factors, lifetime learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.43 },
	url = {http://oaji.net/articles/2014/457-1413727957.pdf},
	author = {Majda   Fiksl}
}
@article {807,
	title = {DEVELOPMENT OF A UNIVERSAL MODEL OF E-COURSE USING PETRI NETS},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {7-13},
	abstract = {In modelling and process simulation the aim of the research is to create a designed functional control model of student communication in LMS system by a created model in Petri nets. The model reflects the student{\textasciiacute}s and the pedagogue{\textasciiacute}s requirements, is enough modular, not too complicated and it fulfils the basic pedagogical and psychological principles. The aim was to create a control model of student communication in LMS system which would be not only intelligible and clear but it would also eliminate some lacks from the other known models. Introduction and administration of any processes requires description of their solution, inspection, monitoring, optimization and first of all their simple formulation, whereby it is very important to express their logic. The article deals with modelling and subsequent simulation of education processes in Petri nets implemented into the environment of the learning management system (LMS). The aim of the LMS system for the teaching control is to regulate the communication according to the student{\textasciiacute}s knowledge and ability and thus modify the amount and sophistication of submitted materials for the student. Using the constituted model we shall be able to create electronic courses, so these models can serve as a prototype for creating further electronic courses in the environments of the LMS.},
	keywords = {educational process, modeling process, universal model},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.50.07},
	url = {http://oaji.net/articles/2014/457-1419345532.pdf},
	author = {Zolt{\'a}n  Balogh and Martin   Magdin and Milan  Tur{\v c}{\'a}ni}
}
@article {739,
	title = {DIALOG OF CULTURES IN TEXTBOOKS OF PRIMARY SCHOOL: COMPARATIVE ANALYSIS},
	journal = {Problems of Education in the 21st Century},
	volume = {44},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {113-122},
	abstract = {Cultural identity appears to be one of the highest values of contemporary society, accepted as the priority of contemporary and sustainable education. As a result of general globalization the school changes into the multicultural institution. Inasmuch as the topic of textbooks could support the formation of children{\textquoteright}s socio-cultural identity, the focus of the study would be the analysis of texts in primary school textbooks. The authors of the article studied the textbooks in Estonia and textbooks of neighbourhood countries Finland, Latvia and Czech Republic. The material of textbooks is analyzed on the axis {\textquoteright}your own {\textendash} another{\textquoteright} (supporting the belonging to your own culture vs opened to the international influences). 
 There the analysis is carried out, how much the folklore of one{\textquoteright}s own nation and other nations is presented in language and music textbooks. The methodology of the study includes content analysis and source analysis. Remarkable differences in the choice of texts in textbooks of different countries will be pointed out as a result. There are countries which textbooks include the texts tending to support the formation of national identity only. Besides with these are the countries which textbooks from the early school years pay attention on the values of cultural diversity and formation of empathy towards other cultures. Comparative analysis of the text choice in textbooks of different countries and publishers leads to unexpected paradoxes of logic of formation of socio-cultural identity in primary school age. },
	keywords = {dialogue of cultures, socio-cultural identity, textbooks for primary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.44.113},
	url = {http://oaji.net/articles/2014/457-1413727067.pdf},
	author = {Natalja   Malceva-Zamkovaja and Mare  M{\"u}{\"u}rsepp and Maia Muldma}
}
@article {784,
	title = {THE DIFFICULTIES OF BUILDING UP A NEW PARADIGM OF WORKING ORGANIZATION IN SCHOOLS},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {34-44},
	abstract = {With the stated aim of reducing inequities in the access to knowledge, most school systems have been reviewing and standardizing their curricula, emphasizing inclusion, strengthening school autonomy and parental involvement, introducing tertiary training of teachers and principals, and increasing institutional initiatives aiming to enhance teaching effectiveness. This contribution argues on behalf of empirical evidence, obtained by the observation of teachers{\textquoteright} and school practices which has been conducted during by the Geneva Research Laboratory, that these sorts of change strategies will not produce the desired impact unless they are combined with specific innovative actions aiming at a) thorough reorganization of work in schools, and (b) making actors and citizens change their attitudes concerning the possible ways of encouraging pupils to learn. The conclusion insists on the need to give professionals the opportunity to thoroughly reconsider the means by which they will be able to move on from bureaucratically founded, rigid and locked in towards a flexible working organization. This change strategy includes reflection on the principles of organization that guide teaching activities and/or on the new learning settings, which make possible new ways of learning.},
	keywords = {conditions for learning, knowledge development, learning issues, limited rationality},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.34},
	url = {http://oaji.net/articles/2014/457-1415392253.pdf},
	author = {Monica  Gather  Thurler and Olivier   Maulini}
}
@article {709,
	title = {DIFFICULTIES OF UNDERGRADUATE STUDENTS IN THE ORGANIC CHEMISTRY LABORATORY},
	journal = {Problems of Education in the 21st Century},
	volume = {42},
	year = {2012},
	month = {May/2012},
	type = {Original article},
	chapter = {74-81},
	abstract = {Experimental work supposes a unique opportunity to learn procedural contents. However, the conditions and constraints to learn procedures have not been sufficiently discussed or investigated in a laboratory environment. Students{\textquoteleft} difficulties in organic chemistry laboratory at university are described and explained. A case study (n=15 undergraduate students) was performed. The study was carried out in an actual laboratory class, using different ways for data gathering: 1) A comparison between declarative knowledge of students about experimental work and observations of procedures in class. 2) An evaluation of the effect of laboratory work on the knowledge of students related with the assembly of the apparatus. This research suggests that students{\textquoteright} difficulties in performing experimental work are deeply related to a deficient interrelationship between conceptual and methodological frameworks. 
 
},
	keywords = {experimental work, learning difficulties, organic chemistry laboratory, procedural contents},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.42.74 },
	url = {http://oaji.net/articles/2014/457-1410006387.pdf},
	author = {Maria  Gabriela  Lorenzo and Ana  Maria  Reverdito and Mercedes   Blanco and Alejandra   Salerno}
}
@article {811,
	title = {DIGITAL TEACHING AND LEARNING CONTENT IN NATURAL SCIENCE EDUCATION: A CASE STUDY},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {46-55},
	abstract = {Teaching/learning technologies in comprehensive schools are rapidly changing. Increasing amount of information, growing pupils{\textquoteright} learning load raises the need to search for new, more effective teaching/learning methods. For a long time it has been thought, that it is an object of classical pedagogy and further research works are not urgent. However, in the process of rapid development of ICT, traditional pedagogy conception also inevitably changes. So-called {\textquotedblleft}classical pedagogy{\textquotedblright} shifts to {\textquotedblleft}online pedagogy{\textquotedblright}. An adjacent educational trend - a "shift from teaching to learning" is also related with this shift. 
 New computer aids for increasing lesson content interactivity are being created in Lithuanian context. In the cooperation of a publishing house, teachers and scientists, a computer aid for the 5th-6th formers{\textquoteleft} biology lessons, was created. Therefore, a complex pedagogical evaluation research was carried out between January and April, 2011. 20 teachers participated in the digital content testing, who totally gave 577 lessons. In the lessons a) an interactive board (IL) was used, and a lesson content was prepared by Power Point (PPT) slide show or Active Inspire (AcIns) programme; b) projector (S), and a lesson content - by PPT or AcIns. The results, obtained on the basis of qualitative analysis, are presented in this article. It is thought, that the results of this research would contribute to implementation of computer technologies in other countries as well. Research results show, that digital teaching/learning content together with arranged lesson scenarios for the realization of the latter is undoubtedly, an innovative phenomenon in the educational practice. 
 It is necessary to assess the context of the country, to accomplish representative evaluations in the population of Lithuanian students and teachers.},
	keywords = {digital content, qualitative analysis, teaching and learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.50.46},
	url = {http://oaji.net/articles/2014/457-1419345741.pdf},
	author = {Vincentas  Lamanauskas and Violeta  {\v S}lekiene and Renata Bilbokaite and Loreta  Raguliene}
}
@article {767,
	title = {A DILEMMA IN UPPER SECONDARY TEACHER EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Editorial},
	chapter = {5-5},
	abstract = {There is a consensus about primary and lower secondary teacher education in that Faculty of Education is actively responsible for preparing them for their future teaching careers. However, a struggle between Faculty of Science and Faculty of Education has still been continuing to come up with an agreement for upper secondary teacher education. For example, the undergraduate students attend subject matter courses in Faculty of Science and then take pedagogical (content knowledge) courses in Faculty of Education at most of the developed countries, i.e. USA, Germany, England. Despite the fact that this program seems to have been time efficient for pedagogical courses, this has lacked of motivating them to become the upper secondary teachers. In fact, motivation and enthusiasms to be a teacher play a significant role to learn how to teach.},
	keywords = {teacher education, teaching competency, upper secondary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.05},
	url = {http://oaji.net/articles/2014/457-1413728750.pdf},
	author = {Muammer   {\c C}al{\i}k}
}
@article {771,
	title = {DISTANCE, REMEMBRANCE, TOLERANCE: EUROPEAN REMARKS ON CONTEXTUAL CHRISTIAN EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {40-49},
	abstract = {Individuals, groups and communities are coping with conflicts and crisis, which include the diversity of lifestyles. This statement can be made in different ages and cultures; it becomes of interest when combined with a church or confessional context. Therefore, the first issue and authority for Christian education is how to develop opportunities to find one{\textquoteright}s own ways of remembering leading to a tolerant attitude towards other ways of life. The study underlines the importance of the contextual approach in Christian education (consisting of religious, systemic, biographical and intercultural research) by analyzing examples of different European traditions. Decoding, deconstructing and reconstructing coping strategies and cultures of remembrance in a contextual way make sure that only by facilitating opportunities of sharing experiences people and organizations can learn to cope with transitions and difficulties in a reasonable and equitable manner.},
	keywords = {christianity, remembrance, tolerance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.40},
	url = {http://oaji.net/articles/2014/457-1413728986.pdf},
	author = {Geert Franzenburg}
}
@article {740,
	title = {EARLY SCIENCE EDUCATION AND ITS RELEVANCE},
	journal = {Problems of Education in the 21st Century},
	volume = {45},
	year = {2012},
	month = {July/2012},
	type = {Editorial},
	chapter = {4-9},
	abstract = {This text begins with a concern related to teacher education which will focus on early childhood education, specifically in regards into the sciences and knowledge relating to the axes undertaken to frame the curriculum of the first stage of basic schooling as nature, culture and society. Science for young children should be considered as the foundation of all later development and is clear that it is not understood as it should be. But now, it is being more discussed taking account that these children have their development in a holistic perspective (Johnston, 2009; Johnston \& Tunnicliffe, 2008).
 It should be noticed that the approach of knowledge related to science in Early Childhood Education, discussed in this text, does not take place in an isolated way, should be developed on a proposal mainly integrating the different fields of knowledge, to explore, in the articulation of knowledge, the wealth of exploitation and appropriating the world by the children. },
	keywords = {science teaching, scientific knowledge, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.45.04},
	url = {http://oaji.net/articles/2014/457-1413727203.pdf},
	author = {Claudia Valentina   Assump{\c c}{\~a}o Gallian and Agnaldo Arroio}
}
@article {779,
	title = {AN EARLY UNDERSTANDING OF MECHANISM OF RAINFALL: A STUDY EXAMINING THE DIFFERENCES BETWEEN YOUNG MINORITY IMMIGRANT AND NATIVE-BORN CHILDREN},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {152-164},
	abstract = {Preschool and lower grades of primary education (that is, before the age of 8) are a crucial period to attempt to reduce the educational performance gap between minority immigrant and native-born children. Regarding the science education field, it is believed that early exposure to scientific explanations on natural phenomena may positively influence to not only a better comprehension of the surrounding world but, also, the pupils{\textquoteright} success in grasping subsequent and more formal scientific concepts. 
 In this respect, little research has been conducted to examine whether the learning process on the subject of the comprehension of natural phenomena varies significantly in the case of young minority immigrant children in comparison with the mainstream process covered by native-born children.
 In this vein, this study aims to study how 5 to 7 year old children understand the rainfall phenomenon (N=124) and to examine whether this comprehension differs according to the differences regarding the socio-cultural background of the children comprised in the sample. 
 To that end, children{\textquoteright}s answers to a semi-open questionnaire and their pictorial representations are analyzed and socio-cultural perspectives on the human cognitive development are utilized to assign meaning to the results obtained.},
	keywords = {cognitive development, early understanding, natural phenomena, science education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.152},
	url = {http://oaji.net/articles/2014/457-1413729386.pdf},
	author = {Jos{\'e}  Domingo  Villarroel}
}
@article {763,
	title = {EDUCATION OF PROPER WASTE MANAGEMENT BASED ON NON-FORMAL AND INFORMAL EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {116-122},
	abstract = {The present work gives methods on how available information can be presented to as many people as possible in a way that will allow them to assimilate that knowledge. The most appropriate forms of education for the concrete target group are included in informal education. Informal education is divided into informal general education and informal education for the profession or for the professional work. The fact, regarding the method of giving information, has to be considered that people differ from each other, and in accordance with this, it makes a difference as to how they perceive certain information. Regarding this, the forms and methods of education have to be adapted to different types of people. Elements such as people{\textquoteright}s levels of concentration, motivation, non-linear receipt of information, stability of information and obtaining of knowledge are looked at more closely. The rapid development of science and new technology brings with it many opportunities for those who are learning on the one hand, and for those who are working on programs for education on the other hand. Information technology has also led to the development of various educational methods; one of them is the method of e-learning. This paper will discuss the mechanism of informal education called microtraining. The concept of micro training provides information in short bursts (about 15 to 20 minutes long), concisely and in an interesting way. Knowledge has become the main product of micro training in specific fields.},
	keywords = {e-learning, e-learning materials, informal education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.116},
	url = {http://oaji.net/articles/2014/457-1413728459.pdf},
	author = {Brigita   Polanec and Sre{\v c}ko   Glode{\v z} and Boris Aber{\v s}ek}
}
@article {729,
	title = {EDUCATION PRINCIPLES IN A MODEL OF STRONG SUSTAINABILITY},
	journal = {Problems of Education in the 21st Century},
	volume = {44},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {10-19},
	abstract = {In the past decades, in all the world schools and faculties of economics, it was taught that the main objective of economic policy is to ensure continuous economic growth. However, for reasons of limited absorption capacity of the environment and increasing reduction of the original ecosystems, models of economic growth are in opposition to the basic ecological principles. This is primarily the consequence of learning and applying the conventional economic paradigm which disregards the relationship between economy and environment. Therefore, the authors of this paper, proceeding from the correlation between economy and environment from the aspect of fundamental natural laws, analysed the basic determinants of the strong sustainability paradigm which implies that natural capital resources should be maintained in the constant flow of time. The research also includes analysis of the correlation between specific economic and ecological challenges of sustainable development in global regions. The authors concluded that sustainable economy may exist only in the sustainable symbiosis with the natural system. Taking into account the complex relationship between nature, society, technology and economy, the authors concluded the paper with the proposition of concrete guidelines for a reform of economic education, in accordance with the concept of strong sustainability.},
	keywords = {economy, strong sustainability, weak sustainability},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.44.10},
	url = {http://oaji.net/articles/2014/457-1413726506.pdf},
	author = {Nada  Denona  Bogovi{\'c} and Sa{\v s}a   {\v C}egar}
}
@article {685,
	title = {EDUCATION QUALITY IN PUBLIC SCHOOLS: AN EXPERIMENT TO REDUCE THE AGE-GRADE GAP IN THE CITY OF RIO DE JANEIRO},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {145-151},
	abstract = {This article developes a critical reflection about a learning acceleration project facing the senior students of fundamental education . The project entitled Autonomia Carioca was prepared by a private institution and recently introduced in public schools of Rio de Janeiro, in the perspective of public-private partnership. The Project proposal is based on teacher training to deal with different languages, emphasizing the values construction, the self-esteem recovery and the study habits formation. Facing the challenge of dropout, 8500 students concluded the first stage of elementary education. This paper describes the objectives and methodology of the Project and also analyze work field observations and school principal interviews in a school in order to discuss challenges and opportunities. From the proposal of the Project to its implementation in the classroom, many factors were involved in the task of teaching the students who did not succeed in the traditional education. Some aspects discussed in this case study are: school director support, pedagogical attendance, teacher profile identification, classes{\textquoteright} arrangement, partnership with families and distinguished accompanying of students. The results point to the joint action of school agents as a determining factor for the success of the work.},
	keywords = {age-grade gap, education quality, learning acceleration},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.40.145},
	url = {http://oaji.net/articles/2014/457-1408532357.pdf},
	author = {Alice   Xavier and Maria  Luiza  Canedo}
}
@article {684,
	title = {THE EDUCATION SYSTEM OF EGYPT: CONTEXTS, FRAMES AND STRUCTURES},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {129-144},
	abstract = {The research describes contemporary educational system existing in the Arab Republic of Egypt against a background of its history, economical, social and demographical situation, and its legislative foundations. Egypt{\textquoteright}s educational traditions come from colonial times and Islamic sources. The contemporary Egyptian educational system consists of three levels: primary, sec-ondary and tertiary education. It is compatible with the European system of education and alt-hough it still needs some improvement, it is constantly developing. Apart from governmental educational institutions, there is a private sector of schooling as well. Besides state and non-state schools, there are other forms of supplementary education, e.g. adult or non-formal education directed at children remaining beyond any official schooling system etc. The data is also presented in the form of graphs included herewith.},
	keywords = {educational system, schools},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.40.129},
	url = {http://oaji.net/articles/2014/457-1408532315.pdf},
	author = {Malgorzata Stopikowska and Yasser  Mohamed  El-Deabes}
}
@article {751,
	title = {EDUCATIONAL CYBERNETICS OR DIDACTICS APPROACH TO "ECONOMY" OF HUMAN THINKING},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {22-27},
	abstract = {The paper describes starting point of so called {\textquotedblright}Educational Informatics{\textquotedblleft} as one of the Educational Cybernetics approaches, and example of research results of theory called as {\quotedblbase}human thinking economy{\textquotedblleft} application in the field of science and technical education is provided.
 Educational informatics is based on so-called educational theory of signs (educational semiotics) developed by M. Lansky which provides great support to the process setting the basis of branch didactics in learner{\textquoteright}s cognitive capacity. This approach contents the psycho-structural model of processing information explaining the route of information which is to be processed. It starts with registering it by sense organs (sensory perception), followed by aware perception (apperception) and operating it, i.e. the entire processing the information including storing it in the memory. Within this process various functions are activated, both when the memory stores (associates) the information and effectors (performing organs) are activated. This psycho-structural model synthesizes both behavioural approach (stimulus - "black box" - reaction) and the humanistic psychology approach based on the introspective analysis. A similar model was provided for the chemistry didactics by Johnstone, too. This psycho-structural model also distinguishes certain cornerstones (i.e. model of operations) of human perception and learning, i.e. stimuli {\textendash} perception filter {\textendash} working space within the memory (operational memory) {\textendash} long-term memory which influences the accommodator (adaptor, i.e. the apparatus for directing attention or reduction the apperception). It differs from cybernetic pedagogy as it does not apply the {\textquotedblleft}hard{\textquotedblleft} quantitative approach to expressing the content of single parts of the psycho-structural model (in bits) but divides the learning content into several mastered parts (operations) called {\textquotedblleft}pieces{\textquotedblleft} which the learner must run in the operational memory. This method is called {\textquotedblleft}chunking{\textquotedblleft}, i.e. composing, stratifying, layering information in the memory) and was applying in our research their selected results are presented in the second part of the paper. },
	keywords = {cybernetic approach in branch didactics, educational informatics, science and technical education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.22},
	url = {http://oaji.net/articles/2014/457-1413727819.pdf},
	author = {Martin  B{\'\i}lek and Pavel   Cyrus and Ivana  {\v S}imonov{\'a}}
}
@article {742,
	title = {EDUCATIONAL STANDPOINTS AND CONSIDERATIONS FOR THE GREEK SOCIALIST{\textquoteright}S PLATO DRAKOULIS WORK (1858-1942): THE SCHEMATIZATION OF FEMALE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {45},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {19-26},
	abstract = {In the present study, the socialists{\textquoteright} impact upon the educational policy formulation on female education is being studied. The Greek socialist P. Drakoulis{\textquoteright} standpoints are hereby examined as a Case Study. The dynamics of standpoints on female education shifting from England to Greece as well as the gradual formulation of educational standpoints within socialist societies and how these standpoints have been tied to broader issues on social progress and economic development are being presented. 
 Thus, the traditional conservative Greek educational system is contradicted and gradually substituted by modern and progressive elements of educational consideration. Women{\textquoteright}s rights in education are also interpreted in terms of political freedom. Social progress is, therefore, closely associated to female emancipation. According to Drakoulis, the connection of democracy, humanism and socialism is conducive to an overall respect for the human being. A fair society would therefore be the outcome of universal compulsory education targeting all social strata and which could be achieved through a combination of {\textquotedblleft}instrumental knowledge{\textquotedblright}, morality and humanism on the basis of social justice and a socialist transformation of society.
 That era{\textquoteright}s archives as well as corresponding scarce bibliography of that period (1870-1915) have been studied in order to approach the ideological and political framework of the Greek policy formulation.},
	keywords = {economy, educational policy, female education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.45.19},
	url = {http://oaji.net/articles/2014/457-1413727332.pdf},
	author = {Evangelia   Kalerante}
}
@article {699,
	title = {THE EFFECT OF DIFFERENT TYPES OF TEST ON PRESERVICE CHEMISTRY TEACHERS{\textquoteright} ACHIEVEMENT RELATED TO {\textquotedblleft}CHEMICAL BONDING{\textquotedblright}},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Original article},
	chapter = {123-129},
	abstract = {The purpose of this study was to determine preservice chemistry teachers{\textquoteright} achievement on different types of test and investigate the effect of different types of test on their achievement related to {\textquotedblleft}Chemical Bonding{\textquotedblright}. The participants of this study consisted of 26 preservice chemistry teachers in Hacettepe University, Faculty of Education, and Department of Chemistry Education in fall semester of 2010 {\textendash} 2011 academic year. The mean age of preservice chemistry teachers was 20 years. In the study, Chemistry Achievement Tests that are designed to involve four different item types (Two-Tier Multiple-Choice, Multiple-Choice, Essay, Correct/Incorrect) towards the same behavioural objectives and are administered to the same group of students were used as data collection tools. The hypotheses were tested by using One Way ANOVA. A significant difference was found between preservice chemistry teachers{\textquoteright} means of achievement scores on {\textquotedblleft}Two-Tier Multiple-Choice Test{\textquotedblright}, {\textquotedblleft}Multiple-Choice Test{\textquotedblright}, {\textquotedblleft}Essay Test{\textquotedblright} and {\textquotedblleft}Correct/Incorrect Test{\textquotedblright}. The results showed that preservice chemistry teachers{\textquoteright} are most successfully on {\textquotedblleft}Multiple-Choice Test{\textquotedblright} and {\textquotedblleft}Correct/Incorrect Test{\textquotedblright} and then {\textquotedblleft}Two-Tier Multiple-Choice Test{\textquotedblright} and least successfully on {\textquotedblleft}Essay Test{\textquotedblright}.},
	keywords = {chemical bonding, essay test, multiple-choice test},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.123},
	url = {http://oaji.net/articles/2014/457-1409840433.pdf},
	author = {Senar   Temel and Sinem  Din{\c c}ol  {\"O}zg{\"u}r and Ayhan   Y{\i}lmaz}
}
@article {775,
	title = {EFFECTS OF GENDER ROLE PORTRAYAL IN TEXTBOOKS IN KENYAN PRIMARY SCHOOLS, ON PUPILS ACADEMIC ASPIRATIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {100-109},
	abstract = {The researcher aims to investigate the effect of gender role portrayal in selected textbooks in Kenyan primary schools on pupils{\textquoteright} academic aspirations. The study explored participants{\textquoteright} perceptions of what academic levels they wanted to attain and whether their aspirations and expectations were partly a product of the influences in their textbooks. The research was guided by the following objectives; to establish the gender roles portrayed in the pupils{\textquoteright} textbooks and their effect on pupils{\textquoteright} academic aspirations, determine gender attributes suggested through the statements and their effects on pupils{\textquoteright} academic aspirations, and to establish the presence of appropriate textual role models and its effects on pupils{\textquoteright} academic aspirations. The research addresses the following research questions; What are the gender roles that male and female characters are portrayed in?, What gender attributes are suggested through the statements in the textbooks and what appropriate textual female role models are present in the pupils{\textquoteright} textbooks? The paper was based on a study undertaken in Dagoretti District in Nairobi County, Kenya. The target population was 88 pupils and 60 teachers. The sample was selected through random sampling for the teachers and stratified random sampling for the pupils. Descriptive statistics was used in data analysis. The data was collected by use of interview guide, a questionnaire and content analysis of 40 text books in class one to three. The results show that gender stereotypes had an effect on pupils{\textquoteright} academic aspirations as pupils tended to mostly identify with characters of their gender in the textbooks. The study recommends for intervention by the stakeholders in the education sector in order to improve gender aspirations by including a variety of activities and illustrations in the textbooks for both boys and girls.},
	keywords = {gender portrayal, gender stereotypes, pupils aspirations},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.100},
	url = {http://oaji.net/articles/2014/457-1413729201.pdf},
	author = {David  N. P.  Mburu and Grace   Nyagah}
}
@article {718,
	title = {E-LEARNING IN TERTIARY EDUCATION FROM STUDENTS{\textquoteleft}POINT OF VIEW},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {33-43},
	abstract = {E-learning has become an integral part of the present day tertiary education, not only within the framework of combined, but, to an increasingly larger extent, also of full-time study modes. However, its deployment on a large scale resulted in the emergence of many problems which shall become a subject of research and investigation. The present study reflects the attitudes of university students toward e-learning within their course of study, and submits partial results of the research investigation implemented throughout the years 2007 to 2011. The hereinabove described survey research focused on monitoring and evaluating students{\textquoteleft} attitudes to the teaching through e-learning based on the use of electronic study supports enriched with multimedia elements. The research data collection was carried out by means of a non-standardized research questionnaire and the data were subsequently analysed using nonparametric statistical methods. Selected outputs of the research, focused primarily on the assessment of the level of students{\textquoteright} satisfaction with the organization of teaching through e-learning, and on the identification of the elements of electronic study materials preferred by the students, are the subject of this study.},
	keywords = {nonparametric statistical methods, survey research, tertiary education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.43.33},
	url = {http://oaji.net/articles/2014/457-1410007113.pdf},
	author = {Milan   Klement and Jiri   Dost{\'a}l}
}
@article {1490,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {180},
	abstract = {End page, Vol. 47, 2012, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1635844654.pdf},
	author = {Editorial Board}
}
@article {1522,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {160},
	abstract = {End page, Vol. 41, 2012, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1639940841.pdf},
	author = {Editorial Board}
}
@article {1493,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {148},
	abstract = {End page, Vol. 46, 2012, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1636911394.pdf},
	author = {Editorial Board}
}
@article {1525,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {156},
	abstract = {End page, Vol. 40, 2012, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1640025122.pdf},
	author = {Editorial Board}
}
@article {1496,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {45},
	year = {2012},
	month = {July/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {84},
	abstract = {End page, Vol. 45, 2012, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1637475578.pdf},
	author = {Editorial Board}
}
@article {1516,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {162},
	abstract = {End page, Vol. 43, PEC, 2012},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1639857019.pdf},
	author = {Editorial Board}
}
@article {1528,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {March/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {174},
	abstract = {End page, Vol. 39, 2012, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1640107021.pdf},
	author = {Editorial Board}
}
@article {1499,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {44},
	year = {2012},
	month = {July/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {128},
	abstract = {End page, Vol. 44, 2012, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1637483263.pdf},
	author = {Editorial Board}
}
@article {1519,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {42},
	year = {2012},
	month = {May/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {140},
	abstract = {End page, Vol. 42, 2012, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1639922189.pdf},
	author = {Editorial Board}
}
@article {1470,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {120},
	abstract = {End page, Vol. 50, PEC, 2012},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1632063343.pdf},
	author = {Editorial Board}
}
@article {1473,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {49},
	year = {2012},
	month = {December/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {108},
	abstract = {End page, Vol. 49, 2012, PEC},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1632307646.pdf},
	author = {Editorial Board}
}
@article {1476,
	title = {END PAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	pages = {Discontinuous},
	type = {Other},
	chapter = {168},
	abstract = {End page, Vol. 48, PEC, 2012},
	keywords = {end page},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2021/457-1632416944.pdf},
	author = {Editorial Board}
}
@article {810,
	title = {ENHANCING INTERACTIVITY IN GEOGRAPHY CLASS: FOSTERING CRITICAL THINKING SKILLS THROUGH TECHNOLOGY},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {32-45},
	abstract = {To develop students{\textquoteright} critical thinking abilities, teachers must lead students to engage in discussions and to reason within various points of view, while employing evidence to draw conclusions, make decisions or seek solutions. Computer mediates learning by providing students with visualizations of relevant subject content to facilitate their reflection on these experiences. The purpose of this study is to investigate how technology can enable students to develop critical thinking through technology-enhanced interactivity. A geography teacher and 62 grade seven students from two classes participated in the experiment. One class was taught using traditional methods whereas the instructional strategy of computer-mediated learning was adopted in the other. The findings showed that computer media designed for enhancing interactivity would facilitate teacher-pupil interaction and peer discussion, and consequently contributed to improve students{\textquoteright} comprehension of the geography curriculum content. In addition, the critical thinking ability of the high-achievement students was significantly improved.},
	keywords = {computer-mediated learning, critical thinking, geography education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.50.32},
	url = {http://oaji.net/articles/2014/457-1419345697.pdf},
	author = {Kuo  Hung  Huang and Kai-Chi   Hung and Cheng, C.-C.}
}
@article {804,
	title = {ERGONOMIC CULTURE OF STUDENTS AS COMPUTER USERS},
	journal = {Problems of Education in the 21st Century},
	volume = {49},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {81-94},
	abstract = {The use of computer as an important educational tool throughout the world is increasing with every year and Latvian schools is no exception. Currently there are some important topical issues in pedagogy, as well as in school ergonomics: student{\textquoteright}s work posture, time spent at the computer, health friendly work organization on the computer, etc. This paper presents a pilot survey data collected in grade 5-12 (a total of 507 respondents) in several Latvian schools in the school year 2010/2011.
 Computer usage among school children more deviates to the side of the computer use as a tool for entertainment, thereby reducing the proportion of computer use for educational purposes. However, the total time spent on the computer is likely to increase, therefore, it is especially important to obtain high level ergonomic culture skills as a necessary condition for health friendly work organization at the computer.},
	keywords = {ergonomics, use of computer},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.49.81},
	url = {http://oaji.net/articles/2014/457-1419345330.pdf},
	author = {Janis  Gedrovics and Inese  Urpena}
}
@article {725,
	title = {ESTABLISHING A COOPERATIVE WRITING GROUP AMONG TEACHER EDUCATORS: POSSIBILITIES AND CHALLENGES},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {119-130},
	abstract = {Getting published has become important in academia and also among teacher educators. The purpose of this paper is to investigate potential benefits and challenges when establishing an academic writing group among Finnish teacher educators. The three authors of this paper applied an autoethnographic approach to study the starting points of the writing group. In the group, mentoring and social support were used to share experiences and knowledge about academic writing. Relationships and contributions from all participants were emphasised. Each member was considered equal to the other members. The study demonstrated that writing for international academic audiences was challenging; it was deemed to be both emotionally and intellectually demanding. Many participants described the experiences of tension when allocating time for teaching and writing. Membership in the group provided possibilities for social comparison. The members encouraged self-improvement and allowed other group members to become reflective mirrors. The participants considered their membership in the writing group positively and indicated that it had contributed to their academic writing. On the basis of the project, it is recommended to establish continuing writing groups to promote academic writing and publishing as a central part of teacher educators{\textquoteright} profession.},
	keywords = {academic writing, cooperative research, researcher{\textquoteright}s career, social comparison},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.43.119},
	url = {http://oaji.net/articles/2014/457-1410007502.pdf},
	author = {Tuija  A.  Turunen and Raimo   Kaasila and Anneli   Lauriala}
}
@article {719,
	title = {EVALUATION OF ATTITUDES AND INTERESTS TOWARDS ICT: ORIENTATION FOR PROBLEM EXPERIENCES},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {44-57},
	abstract = {The transformation process occurring in the educational field, which has resulted from the generalized development and application of the Information and Communication Technologies (ICT), differs from preceding technological revolutions in the amazingly accelerated pace it sets. Reflecting upon the implications of the generalized and increasing adoption of ICT is undeniably important for the present and future of social sciences and, particularly, for the areas of pedagogy and didactics. The new model of Higher Education involves new methods, demands and challenges, where the use of ICT represents one of the basic competences. The present study aims to provide an evaluation of interests and attitudes towards Information and Communication Technologies (ICT) in a sample of 224 post-graduate students of the Master{\textquoteright}s Degree in Teacher Training: Secondary and Upper Secondary Education, Vocational Training and Language Teaching, aged from 22 to 49 years old. The questionnaire includes questions aimed to evaluate different aspects, which facilitate interactive learning: computer knowledge; knowing the value of the Internet; place and frequency of online access; and usefulness of certain tools such as video-film, power point, Moodle, forums, wikis, chats, video-forums and blogs. Additionally, the questionnaire includes a number of questions about the potential applications of the Internet in an educational context. Results showed that all students are familiar with the Internet and that they first got to know it from friends. More important is the fact that most of them consider the Internet as a potential educational resource and not only as a support or reinforcement tool that complements the textbook and they like to use ICT and think of them as useful tools in their learning/teaching process. There are differences based on gender and specialization in the perception of the role that ICT is to play in the university context. In particular, men from the specialization Foreign Language consider that weblogs do facilitate peer-to-peer and student-teacher communication and give less importance than women to the item stating that the families{\textquoteright} socioeconomic level has an influence on our knowledge of the Internet. To conclude, the information obtained from the present study is of interest both for training teachers and for integrating ICT in the academic curricula.},
	keywords = {attitudes, university students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.43.44},
	url = {http://oaji.net/articles/2014/457-1410007154.pdf},
	author = {Francisco  Manuel  Morales Rodr{\'\i}guez}
}
@article {722,
	title = {EVALUATION OF INNOVATIVE TEACHING AND LEARNING STRATEGIES IN SCIENCE EDUCATION: COLLABORATIVE WORK AND PEER ASSESSMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {86-94},
	abstract = {This paper presents the design of the curricular unit "Nature Integrated Sciences I{\textquotedblright} for the Course of Primary School Teachers of the 1st cycle of Higher Education at the University of Aveiro (Portugal). This curricular unit integrates a holistic approach to science based on the STS movement, where the activities promote collaborative work, such as study visits, field trips, laboratory classes, public presentations of works, discussion activities and self-and peer-assessment. It is intended to evaluate innovative teaching and learning strategies by hearing the students{\textquoteright} opinions about the proposed activities, their attitudes towards collaborative work and peer assessment. A questionnaire was applied online during the currilucar unit and the results show that most students felt that the teaching methodology was appropriate, group activities were relevant and assessment strategies contributed to the development of the targeted skills and building of knowledge.},
	keywords = {collaborative work, peer assessment, science education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.43.86 },
	url = {http://oaji.net/articles/2014/457-1410007354.pdf},
	author = {L{\'u}cia   Pombo and M{\'a}rio   Talaia}
}
@article {746,
	title = {EVALUATION OF MANPOWER DEVELOPMENT PROGRAMMES OF CRAFT DEVELOPMENT CENTRES: A CASE STUDY OF RIVERS STATE, NIGERIA},
	journal = {Problems of Education in the 21st Century},
	volume = {45},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {63-72},
	abstract = {The study evaluated craft development centres{\textquoteright} programmes and manpower development in Rivers State, Nigeria. The research sample consisted of 80 students and 25 instructors and was randomly sampled. Two research questions and two hypotheses were posed, formulated and tested respectively. A twenty items structured questionnaire was developed for the study. T-test, standard derivation and mean were used to analyze the data collected. Based on the findings, some recommendations were made towards the enhancement of craft development centres in Rivers State, Nigeria.},
	keywords = {craft development centre, manpower development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.45.63},
	url = {http://oaji.net/articles/2014/457-1413727510.pdf},
	author = {Suobere T.  Puyate and Iheanyi N.   Okwakpam}
}
@article {730,
	title = {EXPLORING ROLE OF MANAGEMENT IN QUALITY ASSURANCE AT PRIVATE AND STATE UNIVERSITIES OF GEORGIA},
	journal = {Problems of Education in the 21st Century},
	volume = {44},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {20-28},
	abstract = {Today Georgia as never before faces challenges of quality assurance. Despite reforms carried out by the Georgian government aiming at the quality improvement of higher education, many Higher Education Institutions (HEIs) of the country still faces real problems. The concept of {\textquotedblleft}management{\textquotedblright} is not so widely known, not to say anything about the lack of human resources with theoretical knowledge and experience in education management.
 The purpose of the research was to analyze universities management in general terms and identify how quality-oriented universities{\textquoteright} management is in Georgia. For this purpose quantitative research was carried out. The universities were selected according to their legal status, period of functionality and qualitative experience. By combining certain data we elaborated indicators for the purpose of comparing various aspects of universities. For ensuring validity criteria validity was applied.
 Results of the research show that management is the main pre-requisite for quality assurance. Drawbacks and gaps in university management have also been identified the improvement of which will make a basis for enhancing management quality and establish a management culture at the Universities of Georgia.},
	keywords = {HEI{\textquoteright}s management, quality assurance, quality management},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.44.20},
	url = {http://oaji.net/articles/2014/457-1413726553.pdf},
	author = {Lali   Giorgidze}
}
@article {761,
	title = {EXPRESSION OF TECHNICAL CREATIVITY AT PRIMARY SCHOOL STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {101-108},
	abstract = {Subjects such as design and technology are in Slovenian primary schools based on students{\textquoteright} creativity and discovery and consequently by preparing students to participate in the technical field. As we know, the creative ability is a spontaneity of expression and other creative skills, which can be motivated or hindered by the teachers. Through testing we can get to the image of the actual state of the creative abilities of students. Therefore, a special instrumentation and methodology were developed, which could achieve that the test conditions were equal for all participants.
 The purpose of this study was to examine the state-level of technical creative skills of students with the help of a modelled test of creativity. In the verbal part we valued the originality, flexibility and fluency. In non-verbal part we valued originality, flexibility and elaboration. Each element of technical creativity was evaluated through a detailed criterion and benchmark points. The results, which will be presented in the article confirms that students who express a higher level of creativity are more effective in learning. The survey shows that the creativity of students depends on a number of factors, including sex - girls are more creative than boys, and from age - older people are more creative. Students expressed a low level of overall creativity. We can speak about creativity expressed specifically in this test, which can serve for comparison purposes only, not to describe the overall situation. There can be many reasons, but this can already be the subject of other research and another following study.},
	keywords = {basic education, engineering and technology, engineering creativity},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.101},
	url = {http://oaji.net/articles/2014/457-1413728304.pdf},
	author = {Dragica   Pe{\v s}akovi{\'c}}
}
@article {793,
	title = {THE FACTORS AFFECTING CAREER GUIDANCE AND CURRENT STATUS OF CAREER GUIDANCE SERVICES IN TURKEY},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {135-147},
	abstract = {The purpose of the present study is to investigate the factors affecting career guidance and their reflections of the career guidance services given in the country. Based on a literature review, it is known that career guidance services can be a part of economic and social development. In the present study, these factors are analyzed under these headings as the structure of the region, economic conditions (labor force of the country and employment), historical and socio-cultural factors (family structure, changing values) and educational factors. Moreover, it is emphasized that the country is the only secular country and only candidate for the European Union membership among the Muslim communities. After drawing a framework with these factors, the state of the country in guidance services and its reflections abroad were investigated. It is of great importance to draw the attention to such issues in Turkey and to develop {\textquotedblleft}career guidance programs{\textquotedblright} as in developed countries.},
	keywords = {career guidance, economic conditions, influential factors},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.135},
	url = {http://oaji.net/articles/2014/457-1415392726.pdf},
	author = {Emel   {\"U}ltan{\i}r}
}
@article {713,
	title = {FACTORS INFLUENCING PARENTAL CONTROL FOR THE SAFE AND PEDAGOGICAL INTERNET USE AMONG PRIMARY SCHOOL STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {42},
	year = {2012},
	month = {May/2012},
	type = {Original article},
	chapter = {125-135},
	abstract = {Due to the increasing children{\textquoteright}s use of the Internet at home and at school as well as that inappropriate Internet content may jeopardize their health or safety, the aim of the present study is twofold: a) to examine parents{\textquoteright} perceptions of the degree to which children may be exposed to negative Internet content, and b) to find out the differences in parents{\textquoteright} attitudes to the use of the Internet by students of 4th, 5th and 6th grade, as an acknowledgment of being an important part of their children{\textquoteright}s day-to-day educational and interpersonal life. 1503 questionnaires from urban and rural provinces of Crete demonstrate that parents{\textquoteright} technological efficacy is strongly related to their better evaluation of the Internet hazards and their effectiveness in promoting Internet safety awareness when navigating with their children at home.},
	keywords = {internet safety awareness, parental control, primary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.42.125},
	url = {http://oaji.net/articles/2014/457-1410006648.pdf},
	author = {Elena  Vitalaki and Panagiotes   S. Anastasiades and George   Tsouvelas}
}
@article {676,
	title = {FAILED INNOVATION IMPLEMENTATION IN TEACHER EDUCATION: A CASE ANALYSIS},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {35-44},
	abstract = {The global call for teacher quality improvement and numerous accounts of resistance to education reform at all levels of the education system brings to the forefront the tension between rhetoric and reality. This case study reports on a failed innovation attempt, which was based on the need for a signature pedagogy in Australian teacher education that better prepares beginning teachers for the demands of flexible, student-centred learning design. To assist teacher education students{\textquoteright} development of deep learning engagement, which is a pre-condition for the acquisition of 21st century knowledge, skills and learning attitudes, we need to better understand resistance behaviour. The reported reserach illustrates how the learning-centric teaching design was unable to engage {\textquoteleft}consumer students{\textquoteright} in deep learning experiences due to heightened negative emotion experienced by a great number of students. The provision of this illustrative practical example of innovation failure has the potential to make apparent how students{\textquoteright} {\textquoteleft}out-of-comfort-zone{\textquoteright} behaviour and resistance to change from transmission education practices to social constructivist approaches will need to be managed.},
	keywords = {inquiry-based learning, student resistance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.40.35},
	url = {http://oaji.net/articles/2014/457-1408531935.pdf},
	author = {Eva   Dobozy}
}
@article {791,
	title = {FAILING IN BASIC SCHOOL: DISCOURSES OF EXPLANATION},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {117-126},
	abstract = {Discourse study was aimed to analyse the methodolody of educational research concerning problems of failing in basic school. There the gender discourse appeared as a substantial issue, while remarkable differences between boys and girls are revealed by official statistics and educational studies. 
 The sustainability of a society with such a gender imbalance in education is at risk, since the educational choices will influence choices in the labor market and in lifestyle in broader terms. It is therefore important to look for explanations for gender differences in education (coping strategies, achievement, etc.). In line with the theories of multiple masculinities can be argued that looking at the so-called failing boys as a homogenous group will not take us very far in understanding the underlying reasons for the causes of failing. If the coping at school is related to the gender, then the solution of the problem has to be derived from the gender differences too, but this kind of thinking would connote to the gender stereotypes. 
 Thus, a historical overview of educational research carried out in Estonia in the last century is provided, focusing on the discourse of gender in the educational science. There are different periods pointed out in relation to the focus in studies of academic success: there have been years, when the boys{\textquoteright} results in academic skills were higher than girls{\textquoteright} results; problems of health and social relations have been treated in different way during different periods. Content analysis of the studies concerning gender issues will be the basis for the discussion, and special attention will be given to the research of pupils{\textquoteright} lifestyle.},
	keywords = {essentialist vs. sociocultural approach, lifestyle, multiple masculinity},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.117   },
	url = {http://oaji.net/articles/2014/457-1415392626.pdf},
	author = {Mare  M{\"u}{\"u}rsepp and Anne Uusen}
}
@article {659,
	title = {FEMALE FACULTY MEMBERS IN THE FIELD OF ELECTRICAL AND COMPUTER ENGINEERING: THE CASE OF GREEK UNIVERSITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {February/2012},
	type = {Original article},
	chapter = {15-28},
	abstract = {Issues concerning the presence and professional development of women in the academic world have occupied the social sciences since the 1980s. The purpose of this study is to trace the presence and prospects for professional employment and development of women faculty members in the field of Electrical and Computer Engineering (E.C.E.) in the case of Greek universities, at the start of the 21st century. Sources for this research were women who teach in E.C.E. departments in Greek universities. The research data come from phone interviews with female professors who work in the E.C.E. departments, and from information drawn from the secretary{\textquoteright}s offices and the websites of the specific departments. The most significant research findings revealed that in the field of E.C.E. in Greece, the social structural difference between the sexes still survive. This fact creates difficulties for the career progression and professional development of women, who also face difficulties in their work due to the commitments which are involved in the fulfillment of the demands of the role of mother. In addition, many of the difficulties faced by these particular women in their career result from the activating of prejudices concerning the female gender, which seems to be invading the {\textquoteleft}male dominated{\textquoteright} field of E.C.E. in the case of Greek universities.},
	keywords = {electrical and computer engineering, female faculty members},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.39.15},
	url = {http://oaji.net/articles/2014/457-1408437112.pdf},
	author = {Anny   Assimaki and Gerasimos   Koustourakis and Konstantina   Papaspyropoulou}
}
@article {675,
	title = {FLEXIBLE EXAMINATION AS A PATHWAY TO LEARNING},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {26-34},
	abstract = {Previous research in the field of educational development has highlighted the importance of examination in the learning process. In most educational contexts tests and grades are the most important influences on the students{\textquoteright} learning strategies. A well planned examination strategy is seen as contributing to better learning. A test of flexible examination forms was carried out in the Linnaeus University{\textquoteright}s teacher training program in Sweden. During a course in special needs education, 119 teacher trainees were given the opportunity to choose examination method at the start of the course. They were able to choose between four different examination methods and were in addition allowed to propose their own examination method. 
 After the students had been examined they completed an evaluation on their newly acquired and previous examination experience and with the key question being which form of examination was most beneficial to the learning process. 
 The results show that even if the students saw examination as an opportunity for learning and appreciated the option of freely choosing examination method, they did not choose the examination form according to its benefit for the learning process. On the contrary they chose the examination form that they expected to be the easiest path towards high grades.},
	keywords = {assessment system, flexible examination, learning process},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.40.26},
	url = {http://oaji.net/articles/2014/457-1408531891.pdf},
	author = {Peter   Diedrichs and Berit Willen Lundgren and Peter  Karlsudd}
}
@article {671,
	title = {GENDER DIFFERENCES IN TEACHERS{\textquoteright} BELIEFS AND PRIMARY SCHOOL CHILDREN{\textquoteright}S ACHIEVEMENT IN MATHEMATICS},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {February/2012},
	type = {Original article},
	chapter = {159-170},
	abstract = {The main purpose of this study was to examine differences in male and female teachers{\textquoteright} beliefs about their math instruction, and the relationship between boys and girls math achievement and teachers{\textquoteright} beliefs. The samples were primary mathematics teachers (N=521) and Year 2 and Year 3 students (N=9980) from 127 schools. A questionnaire was used to examine primary math teachers{\textquoteright} goal structure for students, approaches to instruction, and personal teaching efficacy. Students{\textquoteright} math achievement was assessed by national diagnostic math tests. The teachers were generally oriented towards mastery goals and mastery approaches to instruction, and reported high personal teaching efficacy. However, female teachers report somewhat higher levels of mastery goal structure for students and mastery approaches to instruction, while male teachers report a somewhat higher level of performance approaches to instruction. Positive relations between students{\textquoteright} math performance and teachers{\textquoteright} mastery orientation, mastery approaches to instruction, and teaching efficacy were also found. These relationships were somewhat stronger for girls than for boys. In conclusion, the relationship between teachers{\textquoteright} beliefs and students{\textquoteright} performance were different for male and female teachers, respectively. In future studies qualitative research methods should be included.},
	keywords = {mathematics achievement, primary school, teachers{\textquoteright} beliefs},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.39.162 },
	url = {https://oaji.net/articles/2014/457-1408437740.pdf},
	author = {Inger   Throndsen and Are   Turmo}
}
@article {674,
	title = {HIGHER EDUCATION IN A GLOBAL CONTEXT: DRIVERS OF TOP-UNIVERSITIES{\textquoteright} REPUTATION},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {17-25},
	abstract = {In global knowledge economies, the relevance of higher education has been described as more important than ever as mediums for a wide range of cross border relationships and continuous flows of people, information, knowledge, technologies, products and financial capital. Moreover, in a context characterized by an increasing competition among university institutions, reputation is constantly used as a screening mechanism of service suppliers and it provides interesting benefits to educational stakeholders, such as faculty and students. In this sense, higher education ranking systems play a crucial role in classifying universities according to different criteria. Henceforth, in this paper (a) focuses on those educational institutions placed in the upper side of the hierarchy established by higher education institutions ranking systems to (b) investigate the influence of top university institutions{\textquoteright} research, teaching and internationalization on their level of corporate reputation. To address such aim, we take two datasets from Times Higher Education Supplement ranking as basis for our analyses, i.e., the world universities ranking and the reputation ranking. Results reveal that, while research and teaching positively influence top universities{\textquoteright} reputation, internationalization does not exert a significant direct influence. 
 
},
	keywords = {higher education institutions, internationalization, teaching},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.40.17},
	url = {http://oaji.net/articles/2014/457-1408531843.pdf},
	author = {Blanca L.   Delgado-M{\'a}rquez and Yaroslava   Bondar and Luisa   Delgado-M{\'a}rquez}
}
@article {781,
	title = {HISTORY AND DIDACTICS OF MATHEMATICS: A PROBLEMATIC RELATION. SOME CONSIDERATIONS BASED ON FEDERIGO ENRIQUES{\textquoteright}S IDEAS},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Editorial},
	chapter = {5-9},
	abstract = {This history of mathematics is a specific and, at the same time, wide field of research with proper methods, journals, congresses and results. However, some questions about its status are without any doubt legitimate. In particular: is the public to whom the work and the publications of the historians of mathematics are addressed, limited to the specialists in this field or is it broader? It often happens that the mathematicians engaged in the active research consider history of mathematics as a sort of curiosity, but nothing really useful for their researches. They are not interested in an inquire on the historical bases of their researches because they are concentrated in discovering new theorems and solving new problems. It difficult to valuate whether and inside which limits this way of thinking is correct. The problem is complex and cannot be dealt with in this context.
 The previous considerations on the opportune use of history of mathematics in a didactical context have, of course, no claim of being systematic. They are only ideas for a discussion that, anyway, looks urgent.},
	keywords = {didactical-historical works, didactics of mathematics, history of mathematics},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.05   },
	url = {http://oaji.net/articles/2014/457-1415392119.pdf},
	author = {Paolo   Bussotti}
}
@article {773,
	title = {HOW DO ANIMALS SPEND THE WINTER? A FINNISH STUDY ON THE USE OF VEE HEURISTICS IN A BIOLOGY UNIT FOR EIGHTH GRADERS},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {69-90},
	abstract = {The purpose of this study was to describe the eighth graders{\textquoteright} (N=92) biology learning process and the use of Vee heuristics in six Finnish secondary school classes (age 13-14 years). The teaching unit {\textquotedblleft}How do animals spend the winter?{\textquotedblright} had an inquiry-based approach by using Vee heuristics. Part of the learning took place in the local Science museum. In this study, Vee heuristics consisted of ten questions related to three different phases; the planning, implementation and evaluation phases. In the planning phase, pupils were interested in animals{\textquoteright} nutrition and external features. In the evaluation phase, pupils made broader generalizations about animals{\textquoteright} behavioural and structural adaptations to winter. They compared, contrasted and evaluated the environmental effects on the ways in which animals have adapted to winter and highlighted the biotic elements in the winter ecosystem. In the planning phase, pupils had multiple goals in their value claims and they reported a sense of independence and dedication during the learning process. Results indicate that Vee heuristics could be considered to be a tool for improving the learning process in pupils. In biology it encouraged learning for understanding, engagement, enjoyment, independence and self-efficacy.},
	keywords = {biology education, environmental education, secondary school, winter ecology},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.69},
	url = {http://oaji.net/articles/2014/457-1413729111.pdf},
	author = {Sirpa K{\"a}rkk{\"a}inen}
}
@article {711,
	title = {HOW DO TEACHERS OF PHYSICAL SCIENCES WITH DIFFERENT PROFESSIONAL EXPERIENCES USE VISUAL REPRESENTATIONS WITH EPISTEMIC FUNCTIONS IN THE CLASSROOM},
	journal = {Problems of Education in the 21st Century},
	volume = {42},
	year = {2012},
	month = {May/2012},
	type = {Original article},
	chapter = {97-114},
	abstract = {This study aims to clarify the role of visual representations (VR) on the promotion and development of students{\textquoteright} epistemic practices (EP) in the physical sciences (PS) classroom. The use of VR is crucial for supporting and developing students{\textquoteright} EP (student work in inquiry context). 
 Research questions: (a) how do teachers trigger the use of VR by students in the classroom? (b) What functions can be attributed to VR in PS classrooms? (c) What is the impact of VR on students{\textquoteright} EP? In all questions the dependence on the context and teacher experience will be analyzed.
 This is a multicase study with five PS teachers, with different teaching experience, from Portuguese basic schools (students aged 13-15 years).
 Multimodal narratives were used (a description of what happens in the classroom, using several types of data collected). Using open coding analysis, categories were found and then cluster analysis was used to find patterns.
 Main findings: (a) teacher{\textquoteright}s efforts are the triggers for the use of VR by students, especially the task proposal; (b) VR can be used as an illustration (does not increase students{\textquoteright} EP) or as epistemic mediator (increases students{\textquoteright} EP); (c) all these aspects are dependent on teacher experience. 
 
},
	keywords = {students{\textquoteright} epistemic practices, teacher mediation, visual representations},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.42.97},
	url = {http://oaji.net/articles/2014/457-1410006477.pdf},
	author = {Elisa Saraiva and J. Bernardino  Lopes and Carla A.  Santos and J. Paulo  Cravino}
}
@article {816,
	title = {HOW ICT CAN ENHANCE THE ATTRACTIVENESS OF MATHEMATICS AND PHYSICS IN PRIMARY SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {101-107},
	abstract = {The study deals with the causes and consequences of disinterest of pupils in mathematics and physics and looking for a way how to increase the attractiveness of these subjects in primary and secondary schools. One possibility is the use of information and communication technologies in the teaching process. The study refers on EDULAB project, created as an initiative of NGO and private sector. Its aim is to create a wide program of electronic education and support material for schools based on ICT. The EDULAB education center gives primary and secondary schools in Slovakia the opportunity to gain practical skills in the application of ICT in education. Via the portal www.naucteviac.sk EDULAB provides schools more than 30 000 multimedia resources for five science subjects. These are multimedia materials of company Young Digital Planet, known as "universal curriculum" tailored to national language. Nevertheless, the latest computer technology, interactive whiteboards, other computer peripherals and multimedia e-learning programs don{\textquoteright}t give school the guarantee for an increase of the of pupils{\textquoteright} knowledge, as long as the digital learning materials contain a number of errors and unacceptable simplification. 
 
},
	keywords = {digital education, ICT, physics teaching},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.50.101    },
	url = {http://oaji.net/articles/2014/457-1419345983.pdf},
	author = {Juraj   Slabeycius and Daniel   Pol{\v c}in}
}
@article {698,
	title = {THE IMPACT OF PRISONER{\textquoteright}S EMOTIONAL RESPONSIVENESS ON EDUCATIONAL OUTCOMES},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Original article},
	chapter = {112-122},
	abstract = {This paper reviews the evidence on the impact of the inmate emotional responsiveness on educational outcomes. There are two main reasons why researchers in this field believe in prison education that may reduce a future criminal activity. The first reason involves the impact of the increased cognitive skills and changes in behaviour but the second reason acclaims that participants can learn how to live a crime-free life by participating in education courses. The research aim is to explore the impact of the prisoners{\textquoteright} emotional responsiveness to learning during the learning process at Ilguciema prison. In the research the authors analyse theoretical sources and research data. The research includes the analysis of pedagogical, psycho-pedagogical literature as well as Acts of Legislation. The results were analyzed on the basis of the data from the questionnaires, observation and reflection as well. The results were analysed on the basis of the examination of the interplay of data by means of the quantitative mathematical statistical program SPSS 17.0 (Statistical Package for Social Sciences). In the research pedagogical pre-conditions that foster the inmate emotional responsiveness have been defined. It is concluded that the inmate emotional satisfaction created by steady developmental and educative sessions may provoke emotional responsiveness as well as would diminish the inmate personality degradation; also, the psychological atmosphere would improve in prison cells and the ties with life in freedom/ outside the prison walls would be strengthened as well.},
	keywords = {emotional responsiveness, prisoners{\textquoteright} education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.112},
	url = {http://oaji.net/articles/2014/457-1409840387.pdf},
	author = {Maruta   Sile and Diana   Liepa}
}
@article {658,
	title = {IMPLEMENTING E-LEARNING ENVIRONMENT IN REAL VOCATIONAL SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {February/2012},
	type = {Original article},
	chapter = {8-14},
	abstract = {Students in vocational schools in Macedonia are less motivated and both enter and finish with ever decreasing knowledge. Teachers are still keeping to conventional ways of teaching. How to improve this situation? Is it possible that a Moodle eLearning environment will do this? Тhe project, by itself, will lead to easier communication between students and teachers, 24-hour support for the students learning needs, modern e-learning and improvement of the teachers Information and Communication Technology (ICT) competences. With implementation of this educational plan, both teachers and students will increase their use of ICT (e-tests and quizzes, online teaching, preparation of electronic multimedia lectures) and improvement of the group and team work among teachers and students as well. In surveys, teachers and students confirmed that they want to be trained to begin to use the eLearning environment, and underwent training. Also, video tutorials are prepared for that purpose. The results can be seen through observations and interviews in which students are asked if this project started to improve their knowledge skills and whether teachers have started to prepared electronic resources and activities for them.},
	keywords = {ICT, Moodle, vocational education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.39.08 },
	url = {http://oaji.net/articles/2014/457-1408437056.pdf},
	author = {Ilche   Acevski and Valentina   Acevska and Linda   Fahlberg-Stojanovska}
}
@article {752,
	title = {THE IMPROVEMENT OF READING LITERACY AND ACCESS TO KNOWLEDGE IN TECHNICAL EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {28-35},
	abstract = {Teachers often realize that the main cause of learning problems concerning students is a very bad reading literacy. It can be found out that the majority of students have problems reading; they often avoid textual exercises or read them slowly and confront with the problem of not understanding the text they have read. Reading literacy has been dealt with very often lately. Slovenia as a country takes part in some international projects and researches, trying to develop, improve and measure reading literacy. 
 The following article is written to present the results of the 2009 PISA study on reading literacy, milestones for reading at the end of the third three-year cycle, the level of comprehension in reading and our findings on the functional literacy of elementary school pupils of one of Slovenian schools in teaching technical subjects.},
	keywords = {functional literacy, reading and learning strategies, reading comprehension},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.28},
	url = {http://oaji.net/articles/2014/457-1413727872.pdf},
	author = {Zvonka   Cencelj and Marija Ropi{\v c}}
}
@article {762,
	title = {IMPROVING QUALITY OF THE EDUCATIONAL PROCESS BY RAISING TEACHERS{\textquoteright} COMMUNICATION SKILLS},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {109-115},
	abstract = {The quality of the educational process can be measured by different criteria. These criteria are based on factors, including good communication as an important aspect. Similarly to good communication being able to improve the quality of life, the quality of the educational process largely depends on the communication ability of teachers or implementers of education. In his or her job, the teacher has to master communication on different levels: with his or her superior (the principal), colleagues, parents and pupils (students). Not only does the teacher have to educate students by example, he/she occasionally also need to provide assistance in solving conflicts so as to avoid peer violence. During their studies at the university, student teachers should acquire good communication skills. Even though these have been introduced in the content of pedagogical study programmes, their extent is still not sufficient. This paper presents an example of trial Communication in Education laboratory work that was implemented with three generations of 4th year students {\textendash} future teachers of technical education. Their reaction was very positive and they expressed the desire for additional work to be prepared.},
	keywords = {personal orientation, reference framework, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.109},
	url = {http://oaji.net/articles/2014/457-1413728402.pdf},
	author = {Mateja Ploj Virti{\v c} and Robert Repnik}
}
@article {706,
	title = {IMPROVING THE QUALITY OF EDUCATION BY STRENGTHENING THE COOPERATION BETWEEN SCHOOLS AND FAMILIES},
	journal = {Problems of Education in the 21st Century},
	volume = {42},
	year = {2012},
	month = {May/2012},
	type = {Original article},
	chapter = {38-49},
	abstract = {Different groups of teachers understand and interpret the issue of quality in education in different ways, but they all converge on the same key words which are reciprocal influence, school-family, interaction, synchrony, and cooperation. The studies conducted so far show that civic education is an ongoing general and multidimensional process. The school-family partnership is an important link in the educational process, but in everyday life the interaction is more spontaneous than motivated.
 This study focuses on discovering the underlying reasons for the barriers faced by the school-family partnership, which shall help solve the problems which hinder the normal process of cooperation between school and family. To find out the extent and reasons for parental involvement/non-involvement in the issues related to children{\textquoteright}s education it was used the surveying method to conduct an analysis involving 27 schools, 365 teachers and school principals, 1086 pupils and 924 parents. The data processing will indicate the degree of integration and the different forms of integration of modern elements into the Albanian educational system as well as the causes of the present state of affairs. The study reaches in some findings and proposes some recommendations for improving and reinforcing communication between families and schools.},
	keywords = {communication and interaction, interests and opportunities, school-family},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.42.38},
	url = {http://oaji.net/articles/2014/457-1410006195.pdf},
	author = {Alma   Hafizi and Mirela   Papa}
}
@article {707,
	title = {IMPROVING THE QUALITY OF LEARNING BY INCREASING THE STUDENTS{\textquoteright} READING SKILLS},
	journal = {Problems of Education in the 21st Century},
	volume = {42},
	year = {2012},
	month = {May/2012},
	type = {Original article},
	chapter = {50-62},
	abstract = {Recently, the quality of students learning in many European schools has decreased. Various studies and evaluations of the Albanian education system have revealed that Albanian schools have low quality indicators. The reasons for this phenomenon are related to different educational and social factors. 
 One of the factors that has significantly contributed to the low results of the Albanian students is the low quality of reading, which in turn has a direct impact on learning outcomes.
 This study aims at reflecting the state of reading and its related issues as well as the use of current techniques and strategies which aim to enhance critical thinking through reading and writing. 
 In order to highlight some of the factors that can significantly affect the quality of reading for female / male students in rural and urban areas, around 300 students from 18 schools in 6 regions of the country were examined.
 Findings and recommendations are presented for the use of new strategies and techniques related to reading and improving the quality of student learning by improving the quality of the reading.},
	keywords = {critical thinking, quality of learning, strategies},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.42.50},
	url = {http://oaji.net/articles/2014/457-1410006235.pdf},
	author = {Aljula   Jubani and Irena Ndoci  Lama and Mimoza  Gjokutaj}
}
@article {721,
	title = {IMPROVING THE TRANSLATION{\textendash}INTERPRETING CURRICULUM THROUGH ACKNOWLEDGING THE EDUCATIONAL NEEDS OF ALBANIAN STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {69-85},
	abstract = {The introduction of the Bologna Process into the higher education system in Albania has led to a review and improvement of the existing curricula. 
 Among the variables influencing the curriculum development the professors and students are the ones directly involved in the curriculum reform implementation project.
 Although the Bologna Charter advocates a student {\textendash} centred approach, students are not given the priority they deserve. This remiss could lead to a conflict between the students{\textquoteright} expectations and the curricular approaches.
 First and second year Master students of Translation {\textendash} Interpreting at the University of Tirana are the subject of a survey aiming at finding out how the students undertaking Translation and Interpreting find the courses they follow. The method used is the quantitative method of observation. 80\% of the students have filled in a questionnaire.
 The data processing indicates the motives driving the students to choose this curriculum as well as their expectations for their future career.
 It is concluded with some findings and recommendations for curriculum reform, since the academic offer is seen as a means of providing answers for a society which, under the pressure of ongoing changes, is in need of professionals who respond to new stimuli. 
 
},
	keywords = {expectations, motivations},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.43.69},
	url = {http://oaji.net/articles/2014/457-1410007303.pdf},
	author = {Mirela   Papa and Alma   Hafizi}
}
@article {783,
	title = {INCLUSIVE MUSIC EDUCATION IN THE SLOVAK REPUBLIC},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {23-33},
	abstract = {The Slovak educational system went through several changes the last 20 years, and these changes affected also the structure of music education. The aim of this paper is to point out the changes in educational system, stated in different national school documents, in the context of innovations and changes in musical education. The author analyses predominantly music education in the specialized primary school system, namely in primary art schools. They are positively evaluating as favourable influence of music education on meaningful exploitation of free-time, in connection with prevention of socially unwanted phenomena, its influence on full-value exploitation of children{\textasciiacute}s free-time, observation and extension of components of regional culture in teaching and active share on cultural life of cities or villages, presentation in cultural undertakings, activity of various chamber ensembles in which pupils exploit and improve acquired abilities when practically playing in collective.},
	keywords = {educational system in Slovakia, music education, primary art schools},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.23},
	url = {http://oaji.net/articles/2014/457-1415392207.pdf},
	author = {Jaroslava Gajdo{\v s}{\'\i}kov{\'a}  Zeleiov{\'a}}
}
@article {717,
	title = {INCLUSIVE TOLERANCE AS A BASIS OF PROFESSIONAL COMPETENCE OF PROSPECTIVE TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {21-32},
	abstract = {The article describes the results of the comparative analysis of tolerance as a basis of professional competence of prospective teachers, whose professional activity can be carried out under the conditions of educational integration or/and inclusive education. The research purpose is to study tolerance among first-year and senior pedagogues, which makes it possible to discuss determinacy of the formation process of inclusive tolerance by the content of pedagogical education in the comparative (the first-year and senior students of the department of pedagogy) aspect.
 The study of inclusive tolerance of prospective teachers has been carried out using a set of standardized methods adapted to the conditions of the research purpose. Thus, the stimulus material of the methods included the questions among many others the answers to which implied the expression of attitudes towards children/persons with special needs.
 The obtained results show, that the actual formation level of inclusive tolerance of the students of pedagogical specializations do not permit to determine their professional competence as sufficient in professional realization under the conditions of inclusive education. The paradoxicality of the obtained results consists in the fact, that in general the indices characterizing the formation level of inclusive tolerance decrease from the first to final years. This fact enables to state, that the content of pedagogical education does not have strong enough influence on the formation of this professional quality.},
	keywords = {children with special needs, inclusive education, inclusive tolerance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.43.21},
	url = {http://oaji.net/articles/2014/457-1410007067.pdf},
	author = {Vera   V. Khitruk and Olga A.   Ulianova}
}
@article {664,
	title = {THE INFLUENCE OF FREE PRIMARY EDUCATION ON KENYA CERTIFICATE OF PRIMARY EDUCATION PERFORMANCE IN KENYA},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {February/2012},
	type = {Original article},
	chapter = {71-81},
	abstract = {The origin of Free Primary Education (FPE) can be traced back to the 1948 Declaration of Human Rights where basic education was recognized as a human right. The current FPE programme was launched in 2003 and it led to an overwhelming enrolment of pupils at the primary level of education. Such a soaring enrolment is feared to have compromised the Kenya Certificate Primary Education (KCPE) performance, which is a key indicator of quality education. The study therefore aimed at determining the influence of high enrolment on; the ability of teachers to offer quality instruction; learning resources; management of pupils{\textquoteright} discipline and suggestion on how to improve FPE in light of KCPE performance. The paper assessed FPE on KCPE performance in Kaptama Division, Mt. Elgon District, Kenya. The researcher used descriptive survey design. A sample of 310 respondents consisting of 253 standard eight pupils, 40 teachers, 13 head teachers and 4 education officers was used. The main tools of data collection were a questionnaire and interview schedule. Document analysis was also used in the study. Data analysis involved the use of frequencies, percentages, tables, chart, graphs and description. The findings of the study established that implementation of FPE led to high enrolment which witnessed high pupil - teacher ratio and ill-discipline among pupils. It has also led to inadequate learning facilities (classrooms, desks and chairs), fewer tests for pupils which lack in content and depth and increased work load among teachers. This has in turn compromised KCPE performance. Constant inspection should be carried out by the Ministry of Education for the success of the programme.},
	keywords = {assessment, free primary education, Kenya Certificate of Primary Education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.39.72},
	url = {https://oaji.net/articles/2014/457-1408437372.pdf},
	author = {Ronald  Werunga Kikechi and Chepkwony   Silas M. Kisebe and Kihumba   Gitahi and Oliver  Sindabi}
}
@article {809,
	title = {THE INFLUENCE OF OWNERSHIP AND USING OF PC ON THE ATTITUDES TOWARD GEOGRAPHY},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {23-31},
	abstract = {The influence of information and communication technologies (ICT) is investigated in the present days on the attitudes toward different school subject by the relatively high number if investigators in the whole world. The research is focused on the finding of the influence of the ownership of ICT and using of ICT on the attitudes toward geography. The sample size was created by 351 czech lower secondary school pupils. The research tool was questionnaire, where demographic variables were ownership of PC, ownership of internet, gender, residence and class of pupils. Last demographic variable was how often pupils use ICT in the geography lessons. The attitudinal part was created by 23 5-point Likert type items. The reliability was determined by the using of Cronbach{\textquoteright}s alpha coefficient. The construct validity was determined by the using of exploratory factor analysis. From the next analysis was used analysis of variance to find out the influence of using and ownership of ICT on the attitudes toward geography.},
	keywords = {attitudes toward geography, information and communication technologies, lower secondary school pupils},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.50.23},
	url = {http://oaji.net/articles/2014/457-1419345632.pdf},
	author = {Milan Kubiatko and Katerina   Mrazkova}
}
@article {660,
	title = {THE INFLUENCE OF TEACHER SKILLS ON PUPIL VOLITION IN SCIENCE LEARNING: A NORWEGIAN INVESTIGATION OF THE STUDYING BEHAVIOURS OF 16-YEAR-OLDS},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {February/2012},
	type = {Original article},
	chapter = {29-39},
	abstract = {In a school system in which young people receive an ever greater degree of self-determination, it is important to study how the teacher can influence young people{\textquoteright}s motivation to work towards long-term goals in schoolwork. The purpose of this study is to investigate which teaching skills influence the volition of 16-year-olds. Structural equation modelling of cross-sectional surveys from one survey was used to estimate the path coefficients. The influence of teachers{\textquoteright} skills on 16-year-olds{\textquoteright} volition was estimated. The analysis indicates that the teacher{\textquoteright}s perceived ability to influence pupil volition is present, but modest. Classroom management has a moderately-high effect on pupil volition, whilst the teacher{\textquoteright}s press has only a moderate effect on pupil motivation. The teacher{\textquoteright}s relationship-building efforts have little effect on either pupil motivation or volition. The indirect effect from pupil motivation to pupil volition is of moderately-high strength. However, a cross-sectional study does not allow us to test causal relationships amongst personal antecedents of pupil volition. Teachers may exercise some influence over 16-year-olds{\textquoteright} volition primarily by means of classroom management, but also in terms of pupil motivation via teacher press. Teachers may exploit this capacity to influence in order to improve pupil performance at school. For pupils lacking academic motivation, the teacher{\textquoteright}s efforts to motivate and to strengthen pupil volition are important, including in terms of social levelling. The study provides new knowledge about teacher influence on the volition of Norwegian 16-year-olds.},
	keywords = {classroom management, teacher press, teacher{\textquoteright}s relational building},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.39.30},
	url = {http://oaji.net/articles/2014/457-1408437163.pdf},
	author = {Eyvind   Elstad and Knut-Andreas   Christophersen and Are   Turmo}
}
@article {806,
	title = {INFORMATION \& COMMUNICATION TECHNOLOGY PENETRATION INTO EDUCATION: SOME THOUGHTS},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	type = {Editorial},
	chapter = {5-6},
	abstract = {Over the last decade the spread of information communication technologies has been growing very rapidly both in quantitative and qualitative meaning. Not only new, innovative technologies, but also various people communication forms based on these technologies have appeared. Here, it is spoken about so-called social networking websites. Their rapid development raises certain anxiousness as well. Education, as one of society life spheres, can{\textquoteright}t stay apart. The penetration of technologies in education is very great. The number of computers and computer technologies is expanding not only in educational offices, but also in the environment of every of us: homes, working places and so on. The youth is a very receptive group of society in this respect, seeking to try the newest technologies as quickly as possible.
 Technological educators were not the centre of attention, are not and don{\textquoteright}t have to be. The centre of attention is a man and his universal education {\textendash} preparation to be a Man.},
	keywords = {educational needs, ICT, penetration of technologies},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.50.05},
	url = {http://oaji.net/articles/2014/457-1419345484.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {741,
	title = {INSIGHTS INTO INNOVATION OF INITIAL SCIENCE TEACHER TRAINING},
	journal = {Problems of Education in the 21st Century},
	volume = {45},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {10-18},
	abstract = {The quality of science education is a very contemporary didactic topic at present. Improving the quality of this education is unthinkable without a quality science teacher training at universities and other educational institutions. Some innovation of contents and organization of the study programme for future science teachers was realized within the ESF project "Professional science teacher training for careers in a competitive environment" at Faculty of Science of Palack{\'y} University in Olomouc, Czech Republic. The project focuses on improving the training of teachers of all science branches in connection with the growing needs of the current competitive labour market. One of the main aims of the project leading to this improvement was the creation of new and innovated subjects oriented to teaching practice. A research focused on finding benefits of the new subjects for students was realized within the project. The objective of the research was to investigate the difference between students{\textquoteright} expectations and real benefits of the subjects. The research results were very useful as a feedback for a subsequent modification of the study programs. Some particular examples of the process and results of the research are described in the paper.},
	keywords = {initial teacher training, science subjects},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.45.10},
	url = {http://oaji.net/articles/2014/457-1413727258.pdf},
	author = {Petr  Emanovsk{\'y} and Bronislava  {\v S}t{\v e}p{\'a}nkov{\'a}}
}
@article {753,
	title = {INTEGRATION OF DESIGN, MODELING AND VISUALIZATION IN SLOVENIAN PRIMARY EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {36-42},
	abstract = {A human being perceives the world spatially, he detects and properly processes distances, size of objects, their shapes and all that is linked to our perceptions of the world. Humans{\textquoteright} sensors provide the information about the world around and brain translates this information into thoughts, into ideas. The whole process is completely natural. In the past, due to technological limitations, the human attempted to generalize these ideas and convert them into a form so that he could "record" it on a flat medium, like on paper for example, and because of that he consequently had to develop the ability to "read{\textquotedblright} these records. The term spatial perception was introduced and after that it was established that not everyone has it. To possess spatial perception an abstract way of thinking and higher cognitive abilities are needed. This paper presents an integration of design, three dimensional (3D) modeling and visualization program SketchUp in Design and technology curriculum into Slovenian primary schools. Emphasis is given to the analysis of the past and current condition and situation and on the incorporation of the program into the primary school curriculum. With the strategy assigned in such a way, the abilities that are connected with technological activities are strengthened, spatial intelligence is developed and assimilated. With such an approach two of the key European competences: 1. Mathematical competence and 2. Basic competences in science and technology and digital literacy, are acquired and reinforced.},
	keywords = {competence, design and technology, spatial intelligence},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.36},
	url = {http://oaji.net/articles/2014/457-1413727915.pdf},
	author = {Kosta   Dolenc and Boris Aber{\v s}ek}
}
@article {720,
	title = {INTRODUCTION OF TRIPLE HELIX MODEL IN LATVIA BASED ON EXPERIENCE OF SWEDEN, SINGAPORE AND SOUTH KOREA},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {58-68},
	abstract = {In the absence of mineral resources and cheap labour, creation of innovations is a way for Latvia to develop a successful modern economy. The aim of the research is to study characteristic features and key ingredients of the Triple Helix model of university-industry-government collaboration in various countries and the potential applicability of their experience in Latvia. For purposes of the study monographs, scientific articles, official documents and bulletins of Latvia, Sweden, Singapore and South Korea, as well as international statistical data, and articles of local and foreign publicists were reviewed and analyzed. According to the hypothesis, the best option for Latvia is to elaborate the own Triple Helix model based on adopted and processed experience of Sweden (Laissez-Fair model), Singapore (Static model) and South Korea (Project approach). The results of research may be useful for local governments and universities for the development of environment and mechanisms aiming the creation of innovations.},
	keywords = {entrepreneurial university, triple helix model},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.43.58 },
	url = {http://oaji.net/articles/2014/457-1410007215.pdf},
	author = {Andris   Ozols and Elena   Ozola and J{\={a}}nis   Eglitis}
}
@article {695,
	title = {LEARNING ATTAINMENTS AS A RESULT OF STUDENT ACTIVITY, COGNITION AND THE CLASSROOM ENVIRONMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Original article},
	chapter = {75-86},
	abstract = {The purpose of the study was to construct a model to comprehensively describe the relationships between the classroom learning environment, student{\textquoteright}s cognition (student mediation) and learning outcomes. In studies of the learning environment, mostly direct (distal) connections have been in-vestigated in relationships between psycho-social properties and learning outcomes. Aspects of student mediation (proximal), such as student{\textquoteright}s self-efficacy and metacognition, have also often been overlooked in traditional teacher effectiveness research. Using a model that includes mediation vari-ables and that allows for indirect connections between variables increases understanding of how these mechanisms interact. A questionnaire was used to collect data from 218 fifth- and sixth-grade students in Finnish comprehensive schools (girls, N = 116; boys, N = 102). Drawing on prior research findings, a conceptual model was first developed to identify the range of statistically significant relationships between the learning environment, student{\textquoteright}s cognition and learning attainment. To further develop the model, a number of modification indices of the AMOS program were employed and then the revised model was tested. The goodness of fit indices for the re-specified model provided evidence for an adequate fit to the data. It was concluded that qualities of classroom learning, including metacognitive orientation, student-teacher relationships and conditions for studying, will have both indirect and direct effects on student{\textquoteright}s cognition and participation and enhance student{\textquoteright}s learning.},
	keywords = {classroom learning environment, structural equation models, student learning, student mediation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.75},
	url = {http://oaji.net/articles/2014/457-1409840240.pdf},
	author = {Harri   Pitk{\"a}niemi and Petteri  Vanninen}
}
@article {669,
	title = {LEARNING FOR THE ENVIRONMENT: A TEACHING EXPERIENCE WITH SEMI-SCRIPTED ROLE PLAY},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {February/2012},
	type = {Original article},
	chapter = {130-144},
	abstract = {Getting students to act out their roles and to apply appropriate arguments for and against their position as defined by the role is a challenge in approaching and exploring an environmental issue through role-playing. This action research addressed this concern by exploring how a semi-scripted role play could be used to promote active student learning in a Science, Technology and Society (STS) lesson. Using greenhouse effect as an example of environmental issue, this study explored how students playing different characters articulated their response to the semi-scripted role play setting. A group of 26 master students who took Science, Technology and Society (STS) as a core course took part in research and carried out a role play in groups of six for a period of two hours. The multiple data sources for this study consisted of student{\textquoteright}s written reflections, an informal and unstructured observation, and Role Play Evaluation Form. Overall, the students indicated that the semi-scripted role play helped them understand an environmental issue both from their own and other{\textquoteright}s perspective. The provision of guiding information via semi-script enabled students to feel empowered to express, share, argue, and negotiate more comfortably and confidently. In addition, students indicated that the role play helped them to develop critical thinking. The role play had helped create an engaging and productive learning experience that educators could use this exercise to lead students in the exploration of broader local environmental issues.},
	keywords = {action research, environmental issue, semi-scripted role play},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.39.131},
	url = {https://oaji.net/articles/2014/457-1408437620.pdf},
	author = {Nyet   Moi Siew and Sopiah   Abdullah}
}
@article {708,
	title = {LEGAL FRAMEWORK FOR HIGHER EDUCATION QUALITY STATE STANDARDS. A CASE OF ALBANIA},
	journal = {Problems of Education in the 21st Century},
	volume = {42},
	year = {2012},
	month = {May/2012},
	type = {Original article},
	chapter = {63-73},
	abstract = {Albania{\textquoteright}s higher education development is very dynamic. Higher education in Albania is being characterized by a massive expansion process and by competition between both the public and private education sectors. The number of higher education institutions has grown fivefold during the last eight years. There are currently thirteen (13) public and forty six (46) private institutions.
 This article is aimed at the research of analysing the legal framework for higher education quality state standards.
 This analysis will address three important issues:
 1. What is the legal framework for higher education quality state standards?
 2. How is the quality assured in higher education institutions?
 3. To what extent are Albanian quality standards compared to the European ones?
 This study is based on an analysis of the domestic and European legislation, interviews with fifteen (15) key persons that are divided into three groups: officials of the Ministry of Education and Science/Public Agency for the Accreditation of Higher Education, officials of the public Higher Education Institution, and officials of private Higher Education in Albania including reports and policy documents.
 The conclusions of this research article will help in understanding the role of the higher education quality state standards and will contribute to the improvement of the quality legal framework in the country.},
	keywords = {higher education, legal framework, quality standards},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.42.63},
	url = {http://oaji.net/articles/2014/457-1410006344.pdf},
	author = {Juliana   Latifi}
}
@article {799,
	title = {LITERACY MATTERS {\textendash}THE 21ST-CENTURY CHILDREN{\textquoteright}S OPINIONS ON THE SIGNIFICANCE OF LITERACY},
	journal = {Problems of Education in the 21st Century},
	volume = {49},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {27-39},
	abstract = {Although teaching of reading skills and the prerequisites of literacy are extensively studied, children{\textquoteright}s opinions on learning to read are not. The aim of this research was to reveal children{\textquoteright}s opinions on learning to read at the time they start school. Forty-three children (23 girls, 20 boys), aged six and a half years, were interviewed preceded by measurements of their level of literacy. Children were divided into three groups: the good readers (n= 8, 19 \%) who were able to read easy texts; the ones who recognized some words (n=16, 37 \%) or letters but were not exactly able to read; and the non-readers (n=19, 44 \%) who recognized some letters but were not able to read words. Data were analyzed with the phenomenographic method. Learning to read appeared as a surprising and pleasant experience, but also demanding. School entrants showed strong belief and trust in their own abilities to learn to read and were careful and realistic when evaluating them. A challenge of today{\textquoteright}s teaching is to pay attention to all children with their various skills and learning perceptions to secure each individual child{\textquoteright}s learning, especially when instructing them with new methods and means. Multiple literacies are considered necessary for succeeding in the postmodern world.},
	keywords = {children{\textquoteright}s perceptions, learning to read, reading comprehension},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.49.27},
	url = {http://oaji.net/articles/2014/457-1419345063.pdf},
	author = {Kaisa   Kiiveri and Kaarina   M{\"a}{\"a}tt{\"a} and Satu   Uusiautti}
}
@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 {757,
	title = {NEUROSCIENCE, WORLD WIDE WEB AND READING CURRICULUM},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {66-73},
	abstract = {Neuroscience has proved a malleable nature of our brain. The way of thinking is changing lifelong and not only in early childhood. New media as television, video games, and the Internet change students{\textquoteright} cognitive skills. New visual-spatial skills, such as iconic representation and spatial visualization are developed. But parallel to these changes new weaknesses occur. Those are in higher-order cognitive processes, as abstract vocabulary, mindfulness, reflection, inductive problem solving, critical thinking, and imagination (Greefield, 2009). Those are the reasons why reading curriculum in contemporary educational system should focus on two groups of aims: deep online reading and linear literature reading. By deep reading is meant the sophisticated processes that propel comprehension and that include inferential and deductive reasoning, analogical skills, critical analysis, reflection, and insight. By linear literature reading is meant primarily reading of fiction, which develops the imagination, inductive analysis, critical and abstract thinking.},
	keywords = {cognitive skills, linear reading, reflexive reading of fiction},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.66},
	url = {http://oaji.net/articles/2014/457-1413728109.pdf},
	author = {Kordigel Aber{\v s}ek, M.}
}
@article {736,
	title = {NEW DIMENSIONS OF TEACHING AND LEARNING {\textquotedblleft}BY DOING{\textquotedblright} IN THE GLOBAL CONTEXT OF EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {44},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {81-91},
	abstract = {Efforts are being made in many educational settings to find out the most effective ways of assuring quality of the teaching and learning process. In the framework of continuous reformation of the education system in Albania, many initiatives have been taken aiming at improving the quality of the teaching and learning process WHERE?? IN THE AREA OF???? . Several ambitious projects have been piloted. One of them is related to setting the teaching and learning process in a pragmatic global context. This project was piloted in some areas of Albania. It aimed at applying some new principles of teaching and learning by simultaneously setting teaching and learning in four dimensions: that of time (present, past, future), space, problems (environment, human rights, etc.) and internal. Teaching was based on the use of interactive, all inclusive techniques and strategies. As a result, the interactive profile of the teacher is strengthened and the quality of students{\textquoteright} learning has improved as well. This project is supported by the Institute of Global Education in Canada
 This article brings a picture of the impacts of this initiative, which are related with the best student outcomes, change of values and attitudes about life, new approaches for the world and the active participation in important social roles. This pilot work has led to a new objective, namely the one of establishment of a new teacher profile in the global area and of the new roles it should take in the course of both teaching and learning. Data and thoughts of teachers and students related to such findings are described in the current article.},
	keywords = {global education, new pilot},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.44.81},
	url = {http://oaji.net/articles/2014/457-1413726932.pdf},
	author = {Daniela   Tamo and Aljula   Jubani and Mimoza  Gjokutaj}
}
@article {737,
	title = {NEW STRUCTURES IN PUBLIC EDUCATION CENTERS IN TURKEY},
	journal = {Problems of Education in the 21st Century},
	volume = {44},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {92-100},
	abstract = {The purpose of this study is to determine what kind of reform will be provided by the General Directorate of Lifelong Learning, which was reconstructed in 2011, in their education policy based on theories of adult education in Public Education Centers such as {\textquotedblleft}adult educator qualifications{\textquotedblright}, {\textquotedblleft}content formation{\textquotedblright}, selection of methodology in teaching courses{\textquotedblright} and {\textquotedblleft}achievement evaluation{\textquotedblright}. This research has questioned some dimensions of education programs, in the Ministry of Education with some of the provinces of Ankara and Mersin Public Education Centers. Open ended question survey was applied to collect the data. The result of the research shows that the content of the program comes from the center as a modular program. There is no training center for adult educators in Turkey. Teachers coming from different academic ranks and instructors specialised in their fields give courses in these institutions. Their teaching methods are compatible with pedagogy. Test type exams are applied. Moreover, like the other newly EU participant countries, Turkey has accepted Life Long Learning programs without preliminary preparations.},
	keywords = {adult education, andragogical model, public education center},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.44.92 },
	url = {http://oaji.net/articles/2014/457-1413726977.pdf},
	author = {Gurcan   Ultanir and Emel   {\"U}ltan{\i}r}
}
@article {944,
	title = {OPEN PROBLEMS IN MATHEMATICAL MODELLING AND PHYSICAL EXPERIMENTS. EXPLORING EXPONENTIAL FUNCTION},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {56{\textendash}69 },
	abstract = {Generally speaking the exponential function has large applications and it is used by many non physicians and non mathematicians, too. Nevertheless some crucial and practical problems happen for its mathematical understanding. Mostly, this part of mathematical cognitive programmes introduce it from the mathematical strictly point of view. On the contrary, since both physics experiments make a vast use of it, in this paper the exponential function will be explained starting from physical experiments and only later a mathematical modelling of it will be organized. The relationship physics-mathematics-geometry is crucial and indispensable in this kind of integrated and history\&science education. The history and epistemology of mathematics and physics can be a significant means to make the epistemological and didactical research more profound and clear.},
	keywords = {elementary functions, epistemological teaching, geometric transformations, thermology and calorimetry},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.50.56},
	url = {http://oaji.net/articles/2014/457-1419345796.pdf},
	author = {Raffaele Pisano and Paolo   Bussotti}
}
@article {812,
	title = {OPEN PROBLEMS IN MATHEMATICAL MODELLING AND PHYSICAL EXPERIMENTS. EXPLORING EXPONENTIAL FUNCTION},
	journal = {Problems of Education in the 21st Century},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {56-69},
	abstract = {Generally speaking the exponential function has large applications and it is used by many non physicians and non mathematicians, too. Nevertheless some crucial and practical problems happen for its mathematical understanding. Mostly, this part of mathematical cognitive programmes introduce it from the mathematical strictly point of view. On the contrary, since both physics experiments make a vast use of it, in this paper the exponential function will be explained starting from physical experiments and only later a mathematical modelling of it will be organized. The relationship physics-mathematics-geometry is crucial and indispensable in this kind of integrated and history\&science education. The history and epistemology of mathematics and physics can be a significant means to make the epistemological and didactical research more profound and clear.},
	keywords = {elementary functions, epistemological teaching, geometric transformations},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstracted.php?level=5\&icid=1025556},
	author = {Raffaele Pisano and Paolo   Bussotti}
}
@article {673,
	title = {ORGANIZATIONAL IDENTITY AND EFFECTIVENESS OF PUBLIC AND PRIVATE SENIOR SECONDARY SCHOOLS IN SOUTH WEST NIGERIA},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {7-16},
	abstract = {The study investigated the relationship between Organizational Identity and Public and Private Senior Secondary School Effectiveness in South West Nigeria. To put the study on course, three hypotheses were formulated. In the same vein, three separate instruments were designed and constructed to collect pertinent data namely the School Identity Questionnaire (SIQ), the School Effectiveness Questionnaire (SEQ) and Performance Records of Students in West African Senior Secondary Certificate Examination (WASSCE). While the first instrument measured identity, the other two simultaneously measured effectiveness. There was a total sample of 2,400 students from 120 sample schools at 20 students per 20 schools in each of the six South West States {\textendash} Ekiti, Lagos, Ogun, Ondo, Osun and Oyo. Also, a total of 120 principals participated in the study. The Questionnaires were subjected to content and construct validity as well as split-half reliability test. The reliability coefficient for the SIQ was found to be 0.86 and for the SEQ was 0.90. The data were subjected to descriptive and inferential statistical analysis employing the Pearson{\textquoteright}s Product-Moment Correlation Coefficient Analysis to test Hypotheses 1and 2, and the Analysis of Variance to test Hypothesis 3. Results of the analysis indicate that there is no significant relationship between organizational identity and school effectiveness in the two categories of schools separately, public and private. However, a significant relationship was found to exist between organizational identity and school effectiveness in private schools only when WASSCE Results were used as a measure of effectiveness. Results also show that a significant difference exists in organizational identity and school effectiveness between public and private senior secondary schools irrespective of the instrument used in measuring effectiveness. Recommendations were then made, in the light of the results, among which are that some degree of autonomy should be given to senior secondary schools for them to grow and develop their identity and effectiveness and, that the identity and effectiveness should regularly be monitored and measured for school improvement purposes. 
 
},
	keywords = {organizational identity, school effectiveness, secondary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.40.07},
	url = {http://oaji.net/articles/2014/457-1408531800.pdf},
	author = {Ayodeji  Olasunkanmi Abari and Mubashir  Olayiwola  Babatunde Mohammed and Idowu  Olufunke  Oyetola}
}
@article {800,
	title = {ORPHANHOOD EFFECT ON PRIMARY SCHOOL PUPILS{\textquoteright} INTERPERSONAL RELATIONSHIPS IN KENYA},
	journal = {Problems of Education in the 21st Century},
	volume = {49},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {40-47},
	abstract = {In Kenya, orphanhood has risen and affected many children among them primary school pupils. A parent{\textquoteright}s death may affect children{\textquoteright}s psychological well being. There is a close coherence between children{\textquoteright}s psychological well-beings and their interpersonal relationships. Children who have poor psychological well-being are likely to be withdrawn, experience low self-esteem and have poor adaptations to human functioning and life experiences. These conditions affect their relations with others hence become deviants. A literature gap exists in Kenya on orphanhood{\textquoteright}s effect children{\textquoteright}s relations with other pupils thus motivating the authors to come up with such a study. Thus, the objective of the study was to establish the influence of orphanhood on pupils{\textquoteright} interpersonal relationships in public primary schools by comparing the mean scores in pupils{\textquoteright} interpersonal relationships between the orphaned and the non-orphaned pupils. Also, establish whether gender differences exist in interpersonal relationships between the orphaned pupils. Causal-Comparative research design was considered appropriate for the study because of the comparison of groups. A sample of 110 pupils (55 orphaned and 55 non-orphaned) drawn from 10 primary schools was involved in the study. The pupils were drawn from primary classes 6 and 7. The sample was selected by using purposive and stratified random sampling procedures. A questionnaire was used to collect data which was analyzed by use of independent sample t-test. The study established that orphanhood has a significant effect on interpersonal relationships among pupils in primary schools in Kenya. It was also established that significant gender differences exist in the effect that orphanhood exert on pupils; with boys being more affected than the girls. From the findings, it is evident that absence of parents negatively affect the interpersonal skills of children particularly the boy-child. Such children need counseling interventions to counter these effects. It is therefore recommended that school counselors, teachers and school administrators in Kenya should assist orphaned pupils cope with the loss of their parents by offering psychological and social support to them. This is because the poor interpersonal relationships of orphaned pupils may affect various aspects of their lives that include academics and discipline among others.},
	keywords = {orphanhood, primary school pupil},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.49.40},
	url = {http://oaji.net/articles/2014/457-1419345122.pdf},
	author = {Beatrice  M.  Mburugu and Micah  C.  Chepchieng and Teresa  C.  Kattam}
}
@article {758,
	title = {PATTERNS IN SYMMETRY BREAKING TRANSITIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {74-84},
	abstract = {It is now well accepted that we all have amazing capabilities in recognizing faces in a fraction of a second. This specific pattern recognition ability could be by appropriate training transferred to some other field of expertise. At the same time pattern recognition skills are becoming increasingly important {\textquotedblleft}survival{\textquotedblright} strategy in the modern competitive world which faces information overload. In the paper we demonstrate an example of pattern-recognition type of lecturing modern physics. By using already absorbed knowledge and analogies we exploit our innate pattern recognition brain capabilities for more effective learning of new concepts in physics.},
	keywords = {liquid crystals, pattern recognition, universalities},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.74},
	url = {http://oaji.net/articles/2014/457-1413728154.pdf},
	author = {Samo   Kralj and Robert Repnik}
}
@article {777,
	title = {PEDAGOGICAL PRINCIPLES OF SYNCHRONOUS VIRTUAL EDUCATION: THE ELLUMINATE LIVE CASE AT THE FACULTY OF EDUCATIONAL AND LANGUAGE STUDIES (THE OPEN UNIVERSITY)},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {126-143},
	abstract = {In the current document the efficiency of the Elluminate Live tool is analyzed when it is used as a synchronous media in a virtual learning environment. In most of the research discussed, as for the integration of the tool in the university studies, it has been found that its use makes easier communication, interaction, development of online tutorials, lectures and debates. The main goal of the research shown in the current paper is to present the results obtained when using the synchronous communication tool in the process of learning and teaching of Languages Studies in the Open University. The sample consisted of one teacher and six tutors of Languages Studies of the Open University. In order to analyze the experience developed with the Elluminate Live tool, an interview with 13 questions of open answer was designed. The experience described by the tutors and the academics pointed out the advantages of the integration of synchronous communication in the teaching-learning process. Interviewees highlighted the potential of the tool for language teaching in distance education. It was considered that Elluminate Live is a facilitator of the learning process for the Open University courses, since it allows online tutorials where students can practice speaking.},
	keywords = {distance education, intelligent tutoring systems, interactive learning environments},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.126},
	url = {http://oaji.net/articles/2014/457-1413729301.pdf},
	author = {Sonia M.   Santove{\~n}a Casal}
}
@article {667,
	title = {PERCEPTION OF DISTRICT QUALITY ASSURANCE AND STANDARDS OFFICERS ON LEADERSHIP STYLES OF DISTRICT EDUCATION OFFICERS IN KENYA},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {February/2012},
	type = {Original article},
	chapter = {105-118},
	abstract = {Leadership in the public sector is a key variable that is expected to propel the achievement of Vision 2030. This is indeed crucial in the Education Sector which forms the basis of the social pillar of Vision 2030. The DEO and the DQASO are line managers with a primary role in policy implementation in the Ministry of Education. The purpose of the study was to investigate the perception of District Quality Assurance and Standards Officers towards the leadership styles of District Education Officers. The study established the characteristics of DQASOs, the leadership styles of the DEOs and identified the perceived challenges of DQASOs in Kenya. The study was guided by the Learning Organization theory of Peter Senge 1990 which emphasizes the need for involvement in decision making of those who carry out decisions for greater understanding and commitment. 
 Descriptive survey design was used and the study sample included a total of 29(10\%) District Quality Assurance and Standards Officers (DQASOs) drawn from a population of 287 DQASOs from the 287 Districts in Kenya. The researchers made use of DQASOs who were attending the tenth 2011 Senior Management Course drawn from across Kenya as respondents. A questionnaire for DQASOs was designed to facilitate data collection. The study established that autocratic leadership style was dominant in most District Education offices with little consultation, teamwork and communication since the DEOs unilaterally made decisions and rarely accepted advice and criticism from members of staff. The DEOs{\textquoteright} personal traits greatly influenced their leadership styles. The DEOs were perceived to be unsupportive and rarely provided a conducive environment that motivated the staff. Most DEOs were not committed to supporting quality assurance and standards programmes in most Districts. The study recommended that the DEOs should integrate and employ varied leadership styles in management of education and delink their personal traits from office management. Clear communication channels between DEOs and staff should be established involve senior staff members in decision making. The DEOs should support Quality Assurance and Standards Programs in the Districts and provide a conducive environment for staff motivation.},
	keywords = {leadership styles, quality assurance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.39.106},
	url = {https://oaji.net/articles/2014/457-1408437531.pdf},
	author = {Emmily   Mugasia Sitati and Anne   A. Ngaira and Clarice   W. Mwita and Wilson   Amolo and Maurice   L. Akala and Willaerd   Ngaira}
}
@article {748,
	title = {PHILOSOPHY OF MIND AND COGNITIVE MODELLING IN EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Editorial},
	chapter = {5-6},
	abstract = {One of the main reasons there is so much junk in education is that there are so few people who know enough about education and about the sciences that support education, i.e. philosophy, cognitive and neuroscience to put the thing together. Educators have been reliant upon others{\textquoteright} expertise for the interpretations from contemporary science hence have not been able to discern whether the claims made are valid or invalid representations of the research. Without a direct access to the primary research educators may be at risk of misusing results from this advanced research. The need for so called {\textquoteleft}mediator{\textquoteright} in the translation of research to practice has led to a situation where the application of cognitive neuroscience research findings is running ahead of the research itself.
 The overall objective is to produce an integrated approach to problems of connection Education with the contemporary knowledge from the area of Philosophy of Mind, Cognitive Science, Psychology, Neuroscience, Cognitive modelling and Artificial Intelligence.},
	keywords = {cognitive modelling, education system, philosophy of mind},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.05},
	url = {http://oaji.net/articles/2014/457-1413727678.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {782,
	title = {PISA DEBATES AND BLAME MANAGEMENT AMONG THE NORWEGIAN EDUCATIONAL AUTHORITIES: PRESS COVERAGE AND DEBATE INTENSITY IN THE NEWSPAPERS},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {10-22},
	abstract = {The Programme for International Student Achievement (PISA) has become the most influential comparative assessment in our time, as PISA has induced media debate and triggered reform measures in the education systems of several countries. The programme has caused shockwaves in the educational landscape in Norway, and led to a reorganisation of educational policies. This research sought, first, to explore press coverage and debate intensity in Norwegian newspapers in the wake of PISA releases, and second, to discuss the use of media strategies among Norwegian officeholders to investigate how the media portray cases in which they are involved. Blame management is an example of how officeholders can attempt to avoid blame or displace it onto political opponents. Using their media responses as data, the nature and value of blame management were analysed in relation to a game theoretical framework. Patterns and themes emerging from the data were described quantitatively and qualitatively, and illustrated by direct quotations from political and bureaucratic officeholders. It is important to gain a better understanding of the dynamics in media coverage of educational matters, and how participants in the game use strategic tools. This study contributes to the understanding of the media{\textquoteright}s shaping of education policies and debates. The significance of the media and the media strategies in use suggest that educational research should expand its perspectives towards how the media influences public opinion on educational quality.},
	keywords = {blame management, PISA, public opinion},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.10},
	url = {http://oaji.net/articles/2014/457-1415392161.pdf},
	author = {Eyvind   Elstad}
}
@article {769,
	title = {PORTUGUESE HIGHER EDUCATION STUDENT{\textquoteright}S COSTS: TWO LAST DECADES VIEW},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {16-26},
	abstract = {Based on the Cost-Sharing theory (Johnstone, 1986, 1991, 1992, 2002, 2003), the research on student costs in higher education (HE) plays an important role in the educational policy, namely concerning the equity in cost distribution among students, the State and stakeholders. This study is focused on the socioeconomic characterization of Portuguese HE students and on the research of the costs these students support, as well as the remaining stakeholders (families, governments/ taxpayers and others), according to Johnstone{\textquoteright} cost-sharing theory and mobilized the analysis of the results of three nation-wide surveys in the academic years of 1994-1995 (Cabrito, 2000); 2004-2005 (Cerdeira, 2009) and 2010/2011 (Cerdeira, Cabrito, Patroc{\'\i}nio, Machado \& Brites, 2012) to three higher education{\textquoteright}s students representative samples (universities and polytechnics, public and private institutions).
 The study 1) discusses the contribution of Portuguese higher education students for the HE funding; 2) analyses the findings coming from a nationwide study concerning the student{\textquoteright}s role on HE funding, in Portugal; 3) places those results in a European perspective.
 From the comparison undergone between the data coming from the studies on the higher education costs in Portugal, it can be verified that on the period 1994-2010 there was a change on social strata recruitment to HE. In fact, it is possible to realize that the percentage of students coming from rich strata had increased along the period analyzed, fact that can allow us to question about the equity of the Portuguese HE System. On the other side, the studies also allow to conclude that the affordability of Portuguese HE students is minor that homologous indicators taking into account some of the EU and OECD members.},
	keywords = {accessibility, affordability, HE costs},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.16},
	url = {http://oaji.net/articles/2014/457-1413728893.pdf},
	author = {Luisa  Cerdeira and Tom{\'a}s   Patroc{\'\i}nio and Belmiro  Gil  Cabrito and Lourdes   Machado and Rui   Brites}
}
@article {735,
	title = {THE PRESENCE OF ICT IN VOCATIONAL GUIDANCE: A TRAINING PROPOSAL},
	journal = {Problems of Education in the 21st Century},
	volume = {44},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {72-80},
	abstract = {At present, the transformations in the use and management of the technological tools in the overall society and particularly in Guidance are developed so quickly, that there is the concern of creating training systems, which offer opportunities to update the ICT competences in Counselors, as the use of such resources turns into a strategic worry of the training long life politics (European Life Long Learning).
 In this context, the Project {\textendash}ICT-Skills 2: ICT Tools and training for E-practitioners- is framed, with the aim of designing an e-Counselor professional profile, including the strategic competences with respect to Guidance training and teaching. These competences have to be shared in a transnational level with enough flexibility to be adapted to several contexts.
 The different stages and tasks were made under the cooperation of the social organizations (which come from Italy, the United Kingdom, Spain and Romania), offering, as a result, the design of a training profile and a number of tools (self-assessment resources and an e-portfolio) logical for the Counselors professional development with and for ICT, being, likewise, a starting point for the development of future services in e-Guidance. 
 
},
	keywords = {lifelong learning, professional development, technological competences},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.44.73},
	url = {http://oaji.net/articles/2014/457-1413726860.pdf},
	author = {Luis Mart{\'\i}n  Sobrado  Fern{\'a}ndez and Cristina  Ceinos  Sanz and Miguel Angel  Nogueira P{\'e}rez}
}
@article {690,
	title = {PRESERVICE INFORMATION TECHNOLOGY TEACHERS{\textquoteright} INTERNET USAGE PROBLEMATIC: INTERNET INFORMATION POLLUTION},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Original article},
	chapter = {28-41},
	abstract = {The main purpose of this study is to determine the views of preservice teachers of Information Technologies and investigate the effect of information pollution on internet use. Semi-structured interview and questionnaire methods were used in this mixed methods study. 12 preservice teachers participated in the interview part and 67 4th, 3rd and 2nd course students participated in the questionnaire on voluntary basis, from Computer Education and Instructional Technologies Department. As a result of the analysis of the data obtained, it was found out that the preservice teachers consider information pollution unnecessary, incorrect and out-of-date information found disorganized in an environment; the preservice teachers regard the most important factor causing information pollution on the internet is the fact that everybody can write about anything. Also preservice teachers denoted that the most important effect of internet information pollution is waste of time.},
	keywords = {information access, information overload, information pollution},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.28},
	url = {http://oaji.net/articles/2014/457-1409839899.pdf},
	author = {Adile  A{\c s}k{\i}m  Kurt and Mehmet   Firat}
}
@article {703,
	title = {PRE-SERVICE TEACHER EDUCATION AND COMPREHENSION OF DIDACTIC CONCEPTS. AN EXPERIENCE WITHIN THE MASTER OF SECONDARY EDUCATION TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {42},
	year = {2012},
	month = {May/2012},
	type = {Original article},
	chapter = {8-18},
	abstract = {The main purpose of the research was to figure out which was the level of comprehension of the didactic concepts that the students of the Secondary Education Master of the University of Alicante of the academic year 2011/12 had. With this purpose, we have collected the information provided by the answers of 227 students to an ad-hoc-elaborated semi-structured questionnaire whose data have been treated with a quantitative methodology using the SPSS.19 device. The statistic techniques were descriptive, differential and correlational. In this analysis, we take into account the scores obtained by students in variables related to their learning process and their attitudes towards it. The most interesting results prove that the students don{\textquoteright}t master the basic didactic concepts in a satisfactory way, there are differences between the levels of comprehension and other variables related to the learning of the concepts and with attitudinal variables of this learning. The research based on these results indicates the need to focus the teaching and learning processes of the Master from a different point of view and combining the strategies which enhance the understanding of these concepts by the students.},
	keywords = {concept comprehension, didactic training, pre-service teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.42.08},
	url = {http://oaji.net/articles/2014/457-1410006015.pdf},
	author = {Vicente   Carrasco-Embuena and Maria   Hern{\'a}ndez-Amor{\'o}s}
}
@article {679,
	title = {PROMOTING TEACHER EFFECTIVENESS THROUGH A HOLISTIC WELLNESS MODEL},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {75-87},
	abstract = {Research was conducted to determine if a holistic wellness model could promote teacher effectiveness with 54 teacher interns at a Mississippi campus. The purpose of this research was to determine whether holistic wellness as defined by creative self, coping self, social self, essential self, and physical self as measured by the 5F-Wel can be used to predict teacher effectiveness as measured by the STAI. The research question proposed for this study was: Is there a relationship between wellness as measured by the Five Factor Wellness Inventory and effective teaching as measured by the STAI? 
 The research design was correlational. A convenience sample of voluntary participants among the 54 teacher interns was used. The predictor variables were the second order factor scores on the 5F-Wel. These factors are creative self, coping self, social self, essential self, and physical self. The dependent variable was the overall formative score on the Student Teacher Assessment Instrument (STAI). Effective teacher research supported the Student Teacher Assessment Instrument as a viable measure of teacher effectiveness. The results obtained show the predictor variables included in the multiple linear regression analysis did not predict teacher effectiveness as measured by the STAI at an accuracy greater than chance. A statistically significant relationship between the predictor variables and dependent variable was not found. Specifically, wellness as measured by the second order factors on the 5F-Wel did not predict teacher effectiveness as measured by the STAI in this study. 
 Recommendations were to replicate this study using similar methodology in other geographical locations. Being that guidelines of state universities are of unison, it can be assumed that dissimilarities exist among the individual programs. Therefore, replicating this study at another university could provide dissimilar results or possibly indentify a specific characteristic from an intern population that would benefit from a holistic wellness model.},
	keywords = {holistic wellness, teacher efficacy, teacher wellness},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.40.75},
	url = {http://oaji.net/articles/2014/457-1408532066.pdf},
	author = {Dana   Harwell and Mae   Daniel}
}
@article {770,
	title = {A PROPOSAL TO TEACH LIGHT IN A UNIFIED FRAMEWORK USING THE FEYNMAN METHOD},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {27-39},
	abstract = {The goal of this proposal is to teach the basic aspects of light from the point of view of quantum mechanics at high school level. To this end, we have adapted Feynman{\textasciiacute}s Path Integral Method of Quantum Mechanics. This is a continuation of previous works where we considered the quantum behaviour of matter. The situations were to promote the conceptualization of the electron as a quantum system, the probabilistic function and the transition quantum{\textendash}classic. Now, the goal is to build a new proposal to teach the behaviour of the light from an actual vision and from a unified model: the quantum mechanics, from the reconstruction of a reference that also uses the approach Path Integrals of Richard Feynman. It is adapted for secondary school students using vectors and sums, and it is inserted in a problems context about the light. Careful and accurate language is used, avoiding terms like photon or expressions like particles of light or wave-particle duality, because these ideas could present obstacles to understanding key aspects of quantum theory. This proposal is an alternative to avoid historical approaches commonly used so far and it is being implemented in two groups of students in secondary school (15-16 years old).},
	keywords = {Feynman method, quantum mechanics, secondary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.27},
	url = {http://oaji.net/articles/2014/457-1413728945.pdf},
	author = {Maria  de los {\'A}ngeles  Fanaro and Maria  Rita  Otero and Marcelo   Arlego}
}
@article {776,
	title = {PROPOSIONAL COURSES OF TEACHER EDUCATION: ISSUES AND CHALLENGES},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {110-125},
	abstract = {The research focuses on the reformulation of undergraduate courses in universities in the state of Parana, Brazil. The research problem arises in the context of reformulations in the courses of teacher formation, the undergraduate courses encouraged by the demands of current educational policies for these courses, with the following questions: What changes to current policies of teacher education were produced in the organization of undergraduate courses? The overall objective was to analyze the reformulations of the undergraduate courses in relation to established priorities and the implications to the professional development of teachers indicating the tensions caused in this process and to indicate alternatives that contribute to the improvement of basic teacher education. The methodology of the study considers the assumptions of the theory as practice of expression, performs the analysis of educational legislation, organization of curriculum matrices of undergraduate courses at universities in the State of Parana and includes interviews with coordinators and teachers from the course. Results show that the courses differ in the composition of the curriculum matrices in each of the institutions examined, as for example: the organization of the curriculum regarding the disciplines that are part of it; sorting the disciplines; the number of hours of each discipline; the design of the training process; the apprenticeship supervision processes. This means that the tensions and priorities generated at each university in the constitution of the identity of the undergraduate courses are disparate from the proceedings in which these courses are instituted because of the institutional clashes priorities. The performed reformulations extend the amount of teaching time for teaching practice, starting from the first year of the course, in the form of professional practice and in the final years the completion of supervised practice. However, the university remains far removed from the elementary school, the academic disciplines do not articulate these practices. It is noteworthy that the undergraduate courses in Brazil have been the subject of debates and proposals, since the 1.980s.},
	keywords = {professional development, teacher education, undergraduate courses},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.110},
	url = {http://oaji.net/articles/2014/457-1413729255.pdf},
	author = {Joana  Paulin  Romanowski and Pura  Oliver  Martins and Simone  Manosso  Cartaxo}
}
@article {803,
	title = {PSYCHOLOGICAL WELL-BEING AND ITS RELATION TO ACADEMIC PERFORMANCE OF STUDENTS IN GEORGIAN CONTEXT},
	journal = {Problems of Education in the 21st Century},
	volume = {49},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {73-80},
	abstract = {Well-being is a dynamic concept that includes subjective, social, and psychological dimensions as well as health-related behaviors. It is often thought of as one of the hallmarks of the liberal arts experience, resulting from educational encounters that both guide students in the search for meaning and direction in life and help them realize their true potential. Research of students{\textquoteright} well-being is conducted in various countries, but it is the first study conducted in Georgia. The objectives of the studies were to test hypothesis, that because of social, political and economic conditions, and frequent reforms in educational system of Georgia, the majority of the students have high level of depression, low level of well-being, that is reflected on their academic performance. 
 Within the framework of the research 252 students from wide variety of disciplines, of mean age 21 were surveyed. The study methods are Ryff well-being inventory which consists of series of statements reflecting the six areas of psychological well-being, combination with Coping Inventory for Stressful Situation (CISS), from Endler \& Parker and, Kucher Adolescent depression scale (KADS-6).The Results of the study show, that majority of students have middle level of well-being, do not have depression and average self-evaluated academic performance. The research also revealed that the students, who have medium or high level of academic performance, have high index of well-being, purpose of life and personal growth on scale. Also, those students who carry task oriented coping strategy, have high index of well-being, and personal growth on the scale. But the students, who carry avoidance coping strategy, have high level of depression.},
	keywords = {academic performance, personal growth, well-being},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.49.73},
	url = {http://oaji.net/articles/2014/457-1419345273.pdf},
	author = {Tamara   Turashvili and Marine   Japaridze}
}
@article {744,
	title = {THE QUALITY OF CHILD TRAINING IN THE PRE-SCHOOL INSTITUTION: PARENTS{\textquoteleft} POINTS OF VIEW},
	journal = {Problems of Education in the 21st Century},
	volume = {45},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {40-50},
	abstract = {Lately, strategic documents prepared by Lithuanian and foreign educational institutions and recent discussions held by pedagogical societies and stakeholders have considered the issues of education quality. The question of ensuring quality has become one of the key priorities of educational policy assisting the system of education in Lithuania with integration into the space of European context. The status of the family can hardly guarantee the required conditions for self / educating children at home in all cases. Therefore, high-quality facilities should be a crucial aspect of training provided by the educational institutions since early childhood. Pre-school education in Lithuania, as one of the stages of a successive educational system, meets the basic needs of a child, including safety, activity and self-expression. Therefore, assessing a real situation in pre-school institutions seems to be an important point providing information on the needs for obtaining high quality self/education and training services, which is the way to implement one of the purposes of pre-school education {\textendash} to help the family with fostering all qualities of a child (intellectual, emotional, volitional and physical) determining personal maturity and social success thus offering the programme of pre-school education and/or required educational help for the child or family. 
 Empirical research has revealed parents{\textquoteright} points of view to the quality of education and quality evaluation and helped with identifying the factors that may have an impact on child self/education. },
	keywords = {education quality, institution of pre-school education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.45.40},
	url = {http://oaji.net/articles/2014/457-1413727414.pdf},
	author = {Daiva   Malinauskiene and Roberta   Pranaityte}
}
@article {760,
	title = {REFLECTIONS ON LEARNING MATHEMATICS IN PHYSICS PHENOMENOLOGY AND HISTORICAL CONCEPTUAL STREAMS},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {93-100},
	abstract = {Although several efforts produced by new mathematical education approaches for improving education systems and teaching, yet the results are not sufficient to adsorb the totality of innovations proposed, both in the contents and management. In this sense constructive debates and new ideas were welcomed and appreciated upon new aspects of science education, side new learning and Cognitive Modelling, for our interests. A parallel effort was produced by scientist-epistemologist-historians concerning the history of science and its foundations in science education. Historical foundations represent the most important intellectual part of the science, even if sometimes they were avoided or limited to specialist disciplines such as history of mathematics, history of physics, only. Nevertheless some results, such as the operative concept of mass by Mach, rather the coherence and validity of an algebraic{\textendash}geometric group in a Euclidean geometry and in non-Euclidean geometry was firstly appointed by epistemological point of view by (e.g.,) Poincar{\'e}, etc... Thus, what kind of concrete relationship between science education (mathematics and physics) and history of science (idem) one can discuss correlated with foundations of science? and above all, how this relationship can be appointed? The history and epistemology of science help to understand evolution/involution of mathematical and physical sciences in the interpretation-modelling of a phenomenon and its interpretation-didactic-modelling, and how the interpretation can change for a different use of mathematical: e.g., mathematics {\`a} la Cauchy, non-standard analysis, constructive mathematics in physics. Based on previous studies, a discussion concerning mathematics education and history of science is presented. In our paper we will focus on learning modelling to discuss its efficacy and power both from educational point of view and the need of mathematics and physics teachers education. Some case{\textendash}studies on the relationship between physics and mathematics in the history are presented, as well. Particularly we focus on a possible learning modelling activity within physics phenomenology to create a resonance among the above poles and mathematical modelling cycle to argue its efficacy, power and related with historical foundations of physical, mathematical sciences.},
	keywords = {history of foundations, mathematics, modelling},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.93},
	url = {http://oaji.net/articles/2014/457-1413728261.pdf},
	author = {Maria   Mellone and Raffaele Pisano}
}
@article {732,
	title = {THE RELATION BETWEEN COMPETITION AND HIGHER EDUCATION. LEGAL FRAMEWORK OF AN ALBANIAN CASE},
	journal = {Problems of Education in the 21st Century},
	volume = {44},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {43-52},
	abstract = {At present, Albania faces a reality in which education as a public interest is provided by both public as well as private institutions. The liberalisation of access in higher education has resulted in public and/or private institutions which provide the same service {\textendash} education, compete with each other in trying to attract the same customer {\textendash} the student.
 Competition is considered as a key instrument that has produced a diversity/variety of higher education institutions and with more choices to the student.
 This research is aimed at analysing the relation existing between competition and higher education as well as its impact on higher education in Albania.
 In this analysis we have addressed four important issues:
 1. Liberalisation of higher education and the impact of competition 
 2. Competition law in education
 3. The mechanism of free competition - the market of students
 4. Using competition to promote reform in higher education
 This study is based on the interpretation of the domestic legislation, analysis of policy documents and articles, as well as interviews with 10 key persons and 20 students.
 This research helps understanding the role competition plays in the higher education sector, which has resulted in a tangible reform being undertaken by the public and private HEI themselves. This reform is based on the adaptation of competition rules with the purpose of achieving provision of a qualitative service {\textendash} standards based education.},
	keywords = {competition law, higher education, quality},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.44.43},
	url = {http://oaji.net/articles/2014/457-1413726658.pdf},
	author = {Juliana   Latifi}
}
@article {747,
	title = {THE RELATIONSHIP BETWEEN JOB SATISFACTION, DEMOGRAPHIC AND SCHOOL CHARACTERISTICS AMONG BASIC EDUCATION TEACHERS IN ALBANIA},
	journal = {Problems of Education in the 21st Century},
	volume = {45},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {73-80},
	abstract = {The purpose of this descriptive-correlation study was to describe the overall level of job satisfaction, also relationships among job satisfaction, demographic characteristics and school characteristics for teachers in the basic education system in Albania. For this purpose a survey was conducted for 1000 basic education teachers randomly selected in 40 schools representing different regions in Albania. The questionnaire was composed of items which measured demographic and school characteristics. Job Satisfaction Index (Bayfield and Roth{\textquoteright}s, 1951) was used to measure the overall job satisfaction. The reliability coefficient of this scale was 0.85. The research data was analyzed by Correlation and descriptive analysis, Kruskall {\textendash} Wallis Test and Mann-Whitney Test.
 The findings indicated that the basic education teachers in Albania were moderately satisfied with their job and some of the demographic and school characteristics (age, tenure, teacher level of education and school size) were negligibly related to overall teacher{\textquoteright}s job satisfaction.},
	keywords = {demographic characteristics, school characteristics, teacher job satisfaction},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.45.73},
	url = {http://oaji.net/articles/2014/457-1413727555.pdf},
	author = {Edmond   Rapti and Theodhori   Karaj}
}
@article {693,
	title = {THE RELEVANCE OF EVOCATION AND REFLECTION CARDS IN THE LEARNING PROCESS},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Original article},
	chapter = {61-74},
	abstract = {When starting school, most students have a desire to learn and are motivated to participate actively in the learning process. Lack of interest is what undermines learning. Research on children{\textquoteright}s well-being in the European Union (EU), conducted at York University in 2006, indicated that Estonia stands out among 25 EU countries with the lowest level of students who enjoy school and have a feeling of well-being. However, the results of 2006 and 2009 PISA (Programme for International Student Assessment) research indicate that Estonian students do have good subject knowledge and study skills.
 The Estonian Human Development Report 2009 states that 70\% of Estonian students consider their study load too heavy, 67\% feel fatigue and 33\% do not want to go to school at all. The report indicates that schools do not pay enough attention to personality development, analysis and discussion (Eesti Koost{\"o}{\"o} Kogu, 2010). Based on the results of the above-mentioned research, it can be said that Estonian students have good subject knowledge, but learning offers them neither pleasure nor interest (Organisation for Economic Cooperation and Development [OECD], 2007; Puksand, Lepmann \& Henno, 2010).
 The key question for this research was how learner-centered goal setting and reflection support the learners{\textasciiacute} skills to set their own goals for the learning process and to analyze it. Learners are interested in the learning process in case they understand the goals, are actively involved, and take responsibility for their actions. Learners should experience success and get immediate feedback on their activities. 
 Ninety-six different evocation and reflection cards were tested by 24 Estonian teachers in the spring of 2011. The purpose of testing was to clarify how effective the usage of evocation and reflection cards is in supporting students in setting goals and analysing their activities. The quantitative research method (in the form of a questionnaire) was used in order to discover teachers{\textquoteleft} personal opinions, attitudes and approach to the cards and make conclusions about the relevance of the cards in supporting students{\textquoteleft} involvement in the evocation and reflection phase of learning.},
	keywords = {evocation, learning motivation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.61},
	url = {http://oaji.net/articles/2014/457-1409840188.pdf},
	author = {Sirje Piht and Piret   Lehiste and Rea   Raus and Mariliis   Lazarev}
}
@article {789,
	title = {REPERTORY GRID ANALYSIS AND CONCEPT MAPPING: PROBLEMS AND ISSUES},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {91-106},
	abstract = {{\textquoteright}Repertory grid analysis{\textquoteright} was used as a way of constructing representations of learners conceptions of living things; and finding a common structure or understanding; this was described in previous work. {\textquoteright}Concept mapping{\textquoteright} has been stated as an appropriate assessment procedure in science curricula in a number of countries. Previous relevant published work describing the benefits of {\textquoteright}concept mapping{\textquoteright} as a learning, teaching, and assessing tool is large. However, the existence of a large literature is not justification in itself, and in this work we provide a critique of the current literature. Problems with {\textquoteright}concept mapping{\textquoteright} are simply ignored. However, it is thought that {\textquoteright}repertory grid analysis{\textquoteright} does overcome some of the recognized problems of {\textquoteright}concept mapping{\textquoteright} such as: i) comparison of concept maps between students or between students and educators: in repertory grid this becomes not only possible but a reliable method - this has proven to be one of the more problematic areas in traditional {\textquoteright}concept mapping{\textquoteright}; ii) quantification of concept mapping - integer scoring of whole concept maps in {\textquoteright}repertory grid analysis{\textquoteright} is eliminated since the arranged structure of the graph produced holds significance for the conceptual structure. More research needs to be done in repertory grid analysis and its implications and applications in curricular research have yet to be fully explored.},
	keywords = {concept mapping, conceptual frameworks, repertory grid analysis},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.91},
	url = {http://oaji.net/articles/2014/457-1415392540.pdf},
	author = {Thomas  J.J. McCloughlin and Philip  S.C. Matthews}
}
@article {943,
	title = {THE ROLE OF BIOGRAPHIES IN CHEMISTRY EDUCATION AND ITS CONTRIBUTION TO UNDERSTANDING HOW SCIENTISTS AND SCIENCE WORKS},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {14-22},
	abstract = {In this study it is presented several considerations concerning the elements that biographies could contribute to chemistry education. It is analyzed two particular cases: biographies from two high school chemistry textbooks and an audiovisual in the form of an animated fictional documentary about the life of Marie Curie. The analysis was carried out following a methodology designed to analyze textbooks in which we visualize science as a network where we identify elements that allow us to track how science circulates; we have used previously these elements in analyzing audiovisual materials for classroom (Arroio and Far{\'\i}as, 2011). These results show that despite the fact that biographies have elements which justify the criticism they have received within science education they can improve the contextualization and localization of scientific activity by making new connections between those actors that are not generally part of schools{\textquoteright} accounts of science: scientists, institutions, and places, amongst others. This fact was further substantiated after analyzing the documentary. It is proposed that the inclusion of biographies has a vast potential for conveying a more realistic image of scientific activity - but only if the biographies are specifically designed for teaching and are understood to be narrowly related to the popularization of science, science education, and the historiography of science. Moreover, biographies can lend more weight to the role of scientists as narrative axes, where then the school discourse can recover the person, that is, the scientist as a subject and individual. Within a setting where school science is primarily centered on concepts this process can strengthen the affective links between students and teachers.},
	keywords = {image of science, narratives, scientists},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.50.14    },
	url = {http://oaji.net/articles/2014/457-1419345586.pdf},
	author = {Diana M.  Far{\'\i}as and Agnaldo Arroio}
}
@article {808,
	title = {THE ROLE OF BIOGRAPHIES IN CHEMISTRY EDUCATION AND ITS CONTRIBUTION TO UNDERSTANDING HOW SCIENTISTS AND SCIENCE WORKS},
	journal = {Problems of Education in the 21st Century},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {14-22},
	abstract = {In this study it is presented several considerations concerning the elements that biographies could contribute to chemistry education. It is analyzed two particular cases: biographies from two high school chemistry textbooks and an audiovisual in the form of an animated fictional documentary about the life of Marie Curie. The analysis was carried out following a methodology designed to analyze textbooks in which we visualize science as a network where we identify elements that allow us to track how science circulates; we have used previously these elements in analyzing audiovisual materials for classroom (Arroio and Far{\'\i}as, 2011).
 These results show that despite the fact that biographies have elements which justify the criticism they have received within science education they can improve the contextualization and localization of scientific activity by making new connections between those actors that are not generally part of schools{\textquoteright} accounts of science: scientists, institutions, and places, amongst others. This fact was further substantiated after analyzing the documentary.
 It is proposed that the inclusion of biographies has a vast potential for conveying a more realistic image of scientific activity - but only if the biographies are specifically designed for teaching and are understood to be narrowly related to the popularization of science, science education, and the historiography of science. Moreover, biographies can lend more weight to the role of scientists as narrative axes, where then the school discourse can recover the person, that is, the scientist as a subject and individual. Within a setting where school science is primarily centered on concepts this process can strengthen the affective links between students and teachers.},
	keywords = {image of science, narratives},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstracted.php?level=5\&icid=1025544},
	author = {Diana M.  Far{\'\i}as and Agnaldo Arroio}
}
@article {692,
	title = {THE ROLE OF CAPACITY- BUILDING FOR SCHOOL DECENTRALIZATION IN KOSOVO},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Original article},
	chapter = {52-60},
	abstract = {After the war in Kosovo (1999) many powers concentrated in school were drawn out the former Department of Education, led by UNMIK. Many responsibilities were transferred from central to local level in the period from 2003 until 2010, but there was no assignment at school. Obviously, the return of powers to schools is having many difficulties. The Ministry of Education, Science and Technology in Republic of Kosovo has still no clear strategy on how to make the decentralization of educational system. 
 This paperwork deals with analysis of the existence of capacities for successful implementation of decentralization process of school system. It also identifies the challenges and difficulties faced by principals and teachers in meeting the school needs because of a lack of competencies in school management.
 The study uses survey data generated from 29 primary and secondary school principals and 172 primary and secondary school teachers in Republic of Kosovo. According to the survey and interview results, schools in Kosovo do not enjoy autonomy. Their needs are addressed at the municipal level.},
	keywords = {decentralization, legal infrastructure, pre- university education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.52 },
	url = {http://oaji.net/articles/2014/457-1409840120.pdf},
	author = {Elmedina   Niko{\c c}eviq}
}
@article {798,
	title = {THE ROLE OF ICT TO RAISE STUDENTS{\textquoteright} ACHIEVEMENT IN ITALIAN TECHNICAL AND PROFESSIONAL SCHOOLS},
	journal = {Problems of Education in the 21st Century},
	volume = {49},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {15-26},
	abstract = {The research examines the role of using ICT to raise students{\textquoteright} achievement in Italian technical and professional schools. The hypothesis developed in this research is that students who obtain better learning results are those students who use ICT more than those students who are low performers. Data from the Programme for International Student Assessment (PISA) 2009 by OECD (Organisation for Economic Co-operation and Development) have been analyzed. The relationship between using ICT at school and students{\textquoteright} digital skills and attitudes has been analyzed by comparing the lowest performers and strong performers in reading literacy in Italian technical and professional schools. Results show that in Italian technical and professional schools, strong performers in reading literacy in PISA 2009 are more capable to do tasks at computer than low performers; however reading online and using ICT have greater positive effects towards achievement among low performers. 


 
},
	keywords = {professional school, reading literacy, technical school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.49.15},
	url = {http://oaji.net/articles/2014/457-1419344998.pdf},
	author = {Michela   Freddano and Paolo   Diana}
}
@article {691,
	title = {SCHOOL CREATIVE LESSONS FROM 13-14 YEAR OLD PUPILS{\textquoteright} PERSPECTIVE AND ITS RELEVANCE TO TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Original article},
	chapter = {42-51},
	abstract = {The focus of this article is to analyse what associations are related with school{\textquoteright}s creative lessons (music, art, craft, physical education) and how should teachers interpret those associations. In addition there is a comparison across all creative lessons about the feeling which is felt by pupils before entering the lesson (response alternatives: {\textquotedblleft}I{\textquoteright}m looking forward to this lesson, I{\textquoteright}m happy to go there{\textquotedblright}; {\textquotedblleft}It{\textquoteright}s like any other lesson, nothing special{\textquotedblright}; {\textquotedblleft}I{\textquoteright}m anxious, I feel frustrated about going there{\textquotedblright}). The sample (N = 227) consisted of seventh form pupils of seven upper secondary schools of Tallinn (the largest city of Estonia with 420,000 inhabitants) aged 13{\textendash}14 (47\% of them were boys, N = 107, and 53\% girls, N = 120). Pupils{\textquoteright} associations formed six thematic categories describing the most prevalent themes: (1) Teacher, (2) Activities, (3) Emotions, (4) Objects, (5) Classroom environment, and (6) Schoolwork load. Results show that music lesson stands out from other creative lessons both with negative associations and more negative entering feeling. That outcome is discussed from the music teacher{\textquoteright}s point of view {\textendash} how it could be interpreted and what it reflects from current educational situation.},
	keywords = {adolescents, associations, creative lessons},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.42},
	url = {http://oaji.net/articles/2014/457-1409839954.pdf},
	author = {Marit  M{\~o}istlik and Lilian   Liiv{\"a}{\"a}r and Eha   R{\"u}{\"u}tel}
}
@article {715,
	title = {THE {\textquotedblleft}SCHOOL. MY CHANCE!{\textquotedblright} PROJECT {\textendash} A CASE STUDY FOR PREVENTING PUPILS{\textquoteright} SCHOOL DROPOUT IN ROMANIA},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {7-14},
	abstract = {Pupils{\textquoteright} school dropout could be defined as an early and final abandonment of school before graduation, which prevents the pupil from registering in the following stage of education, losing in this way the possibility of benefiting from a proper and higher education. The statistics show that, unfortunately, in recent years school dropout rates have been increasing among secondary school pupils. The University of Oradea and The Bihor County School Inspectorate, Romania, have implemented a project called {\textquotedblleft}School. My chance!{\textquotedblright} The aim of the project was to prevent and reduce the phenomenon of early school leaving by 100 pupils. The pupils attended five schools in Avram Iancu, Bogei, Carasau, Les and Suncuius, all village in Bihor, Romania, and were identified with higher school dropout risks. This paper proposes to present the partial results obtained at the end of the first period of the project implementation {\textendash} the second semester of the 2010 / 2011 school year. The sample was represented by those 100 pupils from the above mentioned schools, who were included in Cognitive Therapy, implemented with the help of the project. The method consisted of analysing and comparing the pupils{\textquoteright} school marks at the beginning and at the end of the relevant period. The results proved that, after one school semester, the pupils{\textquoteright} marks remained rather unchanged, but in a few specific cases (schools or school subjects) small progresses were made. These results can, however, be seen as a significant success, because in education it is very difficult to obtain some spectacular improvements in such a short time and the most important aim of our project was to help those pupils to remain in the formal learning system so that that the positive conditions were created for their personal development.},
	keywords = {formal learning system, school dropout, school performance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.43.07},
	url = {http://oaji.net/articles/2014/457-1410006942.pdf},
	author = {Valentin Cosmin  Bl{\^a}ndul}
}
@article {785,
	title = {SCHOOL-AGE CARE, AN IDEOLOGICAL CONTRADICTION},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {45-51},
	abstract = {In the doctoral dissertation "Children with intellectual disability in the integrated school-age care system" the extent and goal fulfilment of after-school recreation centre activities in 19 Swedish municipalities were studied. The study gave high marks to these centres for integrating intellectually disabled children into their activities. The empirics of the dissertation revealed, however, a number of warning signals, which indicated an increase in offering {\textquotedblleft}special solutions{\textquotedblright} to these children. 
 This article will contain a comparison between the study from 1999 and the one carried out in the spring of 2011. The two studies have followed the same question construction in order to achieve a comparison over time. The aim of study, focusing on children received into schools for the intellectually disabled was to evaluate to what extent integrated activities occurred and to look for factors with a positive impact on the quality of those after-school activities which gathered children from these and compulsory schools in the same groups.
 On the basis of the comparison made between the 12 years that have passed from the earlier to the later study, it must be regretfully concluded that segregated activities have gained a firm hold on the activities of after-school recreation care centres.},
	keywords = {after-school activities, intellectual disability, school-age care system},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.45},
	url = {http://oaji.net/articles/2014/457-1415392294.pdf},
	author = {Peter  Karlsudd}
}
@article {817,
	title = {SCIENCE LEARNING SYSTEMS NEWLY RECEIVED BY LITHUANIAN SCHOOLS AND THEIR POTENTIAL APPLICATIONS IN TEACHING PHYSICS},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {108-116},
	abstract = {Wider knowledge update is always a big challenge for schools. In the event of changes in the curriculum, a question naturally arises: where teachers and students will get new teaching materials. It is necessary to renew textbooks and other teaching tools and to help teachers learn how to work with new knowledge. Natural science laboratory material base in secondary schools has been renewed by implementation of the project "Infrastructure of technology arts and natural sciences{\textquotedblright}. However, to achieve the desired result, it is necessary to find out whether there is sufficient infrastructure, whether new equipment conforms to expectations of the teacher, whether teachers are able to learn independently and appropriately use new laboratory equipment and modern tools. All this added together can require a systematic teacher training.
 The paper presents research connected with the new equipment and teaching tools received by Lithuanian secondary schools under the project "Infrastructure of technology arts and natural sciences{\textquotedblright} and their potential application in teaching physics. Information gathering and data processing unit Xplorer (GLX), Science Learning Systems (Nova and Spark) with sensors are analyzed. Questionnaire survey results of the teachers having this equipment are presented.},
	keywords = {educational equipment, teachers{\textquoteright} opinion, teaching physics},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.50.108    },
	url = {http://oaji.net/articles/2014/457-1419346029.pdf},
	author = {Violeta  {\v S}lekiene and Loreta  Raguliene}
}
@article {786,
	title = {SELECTED FACTORS AFFECTING GIRLS{\textquoteright} PARTICIPATION IN PRIMARY SCHOOL EDUCATION IN KENYA},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {52-61},
	abstract = {The girl child participation in primary school level of education has become a real concern in all nations of the World particularly in the developing countries of the Sub-Saharan Africa, Kenya included. Girl child education worldwide provides benefits to the family and the society at large thus factors affecting it should be addressed for the sake of human and societal development. The objective of the study was to establish the factors affecting girls{\textquoteright} participation in primary schools in Kenya. Specifically, the study investigated the effect socio-economic, socio-cultural and school -based factors have on a girl-child{\textquoteright}s participation in primary school education in Kenya. In some parts of Kenya, there is low girls{\textquoteright} participation in primary school education thus the interest in establishing the factors that may be contributing to this problem. This was considered crucial as Kenya strives to achieve basic Education for All by 2015. The study employed a survey design. 210 girls drawn from primary classes 6, 7 and 8 participated in the study. The simple random technique was used in the selection of the sample. A questionnaire was used to collect data that were analyzed by use of descriptive statistics (frequencies and percentages). The findings of the study revealed that socio-economic, socio-cultural and school related factors affect girls{\textquoteright} participation in primary schools in Kenya. In effect, unless these factors are expeditiously addressed, primary school girls will continue to be disadvantaged in the Kenya{\textquoteright}s school system. This will frustrate the world{\textquoteright}s efforts in attaining basic education for all by 2015. The study therefore recommended that the Ministry of Education in Kenya should create awareness to all education stakeholders on the importance of girl child education in the country. It was also recommended that a large scale study involving sub-Saharan Africa developing nations experiencing low girls{\textquoteright} participation in education be carried out to falsify or corroborate the findings. 
 
},
	keywords = {girls{\textquoteright} participation, primary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.52},
	url = {http://oaji.net/articles/2014/457-1415392366.pdf},
	author = {Benjamin  C.  Kipkulei and Micah  C.  Chepchieng and Mary  J.  Chepchieng and Lydia  M.  Boitt}
}
@article {788,
	title = {SELF-ASSESSMENT CRITERIA OF TEACHER{\textquoteright}S WELL-BEING},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {81-90},
	abstract = {Our dynamic life brings changes not only into our daily life, but in thinking and the way to work and to learn as well. We have to be faster and more flexible in order to develop our professional, social and civic competencies. Education helps to develop the attitudes, skills and knowledge necessary to make informed decisions for the benefit of themselves and others, now and in the future, and to act upon these decisions. That is why teachers have to find the best ways in acquiring professional competencies and in developing their individual qualities. The teacher{\textquoteright}s role in the educational process has always been vital. Especial significance is being attached to the teacher{\textquoteright}s personality and professional growth, the teacher{\textquoteright}s satisfaction with the life in general and their abilities{\textquoteright} conformity to the demands of the profession. The teacher{\textquoteright}s satisfaction serves as a motivation factor in order to advance the educator{\textquoteright}s professional competence (high mastery). The teacher{\textquoteright}s as a professional{\textquoteright}s advancement is closely connected with his personality development. The human{\textquoteright}s personality in general influences positively the professional adaptation, promotes professional creativity, safeguards from professional obsoleteness. The teacher{\textquoteright}s personality maintains the professional expertise, promotes professional competences{\textquoteright} advancement. There are relationships between aspects of teacher{\textquoteright}s well-being and student{\textquoteright}s learning, job performance or other aspects of teaching effectiveness. The teacher{\textquoteright}s well-being influences the effectiveness of student{\textquoteright}s learning.},
	keywords = {compensation, professional development, satisfaction with work},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.81},
	url = {http://oaji.net/articles/2014/457-1415392488.pdf},
	author = {Diana   Liepa and Aija   Dudkina and Maruta   Sile}
}
@article {705,
	title = {SENSORY MOTOR INTERACTION IN VIRTUAL ENVIRONMENT TO PROMOTE TEACHING-LEARNING PROCESS},
	journal = {Problems of Education in the 21st Century},
	volume = {42},
	year = {2012},
	month = {May/2012},
	type = {Original article},
	chapter = {29-37},
	abstract = {"So far the school has been structured on the book, on the laborious acquisition of knowledge formulated in verbal language. Nowadays, thanks to the computer and its ability to simulate reality, it is possible to learn more naturally and without effort using our faculties of perception" (Antinucci, 2011). The statement by Antinucci, as well as the studies on many scientific domains supporting the idea of the involvement of sensory-motor integration in the development of intelligence and learning (Piaget, 1952; Vereecken, 1961), suggest to investigate in the didactics methodologies and instruments able to foster this integration ability. These studies also justify the current full attention in the field of movement teaching for new technologies, therefore the present research aims at testing a {\textquotedblleft}shapes game{\textquotedblright} module that uses Microsoft Kinect System as an input device for the acquisition of data related to the movement of the body segments of the user. The possibility to identify the movement of specific body segments allows to develop teaching methodologies designed to foster the achievement of visual-motor abilities useful to the process of learning in school, through immersive modes of interaction, typical of {\textquotedblleft}exergames{\textquotedblright} based on a full body involvement (Coshott, 2009). The present study shows the results of the pre-test software, built on a sample of pupils (aged 8 to 10) attending the fifth year of Italian primary school.},
	keywords = {edutainment, exergame, sensory-motor coordination},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.42.29},
	url = {http://oaji.net/articles/2014/457-1410006144.pdf},
	author = {Stefano   Di Tore and Paola  Aiello and Carmen   Palumbo and Rodolfo   Vastola and Gaetano   Raiola and Francesca   D{\textquoteright}Elia and Nadia   Carlomagno and Maurizio  Sibilio}
}
@article {670,
	title = {SHOW-CASING INDICATORS TO A CHANGING ORGANIZATIONAL CULTURE THROUGH THE DEVELOPMENT OF AN INTEGRATED ELEARNING MODEL: INDICATIONS OF A CHANGING ORGANISATIONAL CULTURE AT THE UNIVERSITY OF THE WESTERN CAPE (UWC)},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {February/2012},
	type = {Original article},
	chapter = {145-158},
	abstract = {The adoption of technology to enhance teaching and learning in Higher Education Institutions (HEIs) has resulted in institutions having to contend with dynamic changes emanating from the increasing demands to change and improve upon the traditional modes of instruction. This has put pressure on HEIs to implement organisational cultural changes as they seek to incorporate technology in their teaching and learning discourses. The place of models within the education discourse has been more pronounced in recent years in response to the increasing call for practitioners to deliver quality education. The principal thrust of this paper therefore is to highlight the main developmental phases towards the creation of an integrated eLearning model as it seeks to influence organisational cultural change within a case-study of HEI learning environment at the University of the Western Cape for the period September 2005 {\textendash} October 2011. It is a challenge to move an organisation, particularly a large organisation, and if there isn{\textquoteright}t a sense of common direction, one will find a lack of focus (Claret, 2006, p.2). Strategic plans are often associated with transitions in leadership or the attainment of certain milestones (Claret, 2006, p.3). This has been an accumulative exercise at the start of the E-learning Awareness Campaign. Accordingly the replication of such a model would also enhance exchange of ideas as HE practitioners continuously seek to improve the success rate of eLearning implementation.},
	keywords = {ePedagogy, integrated model, organisational culture},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.39.147 },
	url = {https://oaji.net/articles/2014/457-1408437696.pdf},
	author = {Juliet   Stoltenkamp}
}
@article {759,
	title = {SMART E-TESTING: FUTURE TREND OF E-LEARNING OR GENTLE DEVIATION},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {85-92},
	abstract = {A decade of experience with e-learning material production gives significant trends overview. From the perspective of ICT evolution this means very long time. E-learning is always closely coupled to ICT but with the distinction - it always lags behind the advancement in ICT. Among many unknown issues one thing is certain {\textendash} e-learning permanently changes. From the past experiences prediction of immediate future e-learning is possible but the prediction for longer time is less accurate. In the article chronological e-learning achievements and their connections are presented in order to give an overview of trends in e-learning in Slovenia. But despite of the detailed past knowledge fundamental prediction error of e-learning future developments was made. Today{\textquoteright}s hot topics are not better e-learning materials, not even broad application of interactive boards but e-testing. Possible immediate future of e-learning is therefore application of intelligent e-testing systems. Intelligent computer assisted testing (CAT) is not the new topic in e-learning. It is object of many researches but it is not suitable for teachers. It is way too complicated for teachers to apply it successfully in their work. E-learning development process for intelligent computer assisted test production that suits teachers{\textquoteright} competences is prepared and explained in the article.},
	keywords = {distance education, knowledge assessment, learning management system},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.85},
	url = {http://oaji.net/articles/2014/457-1413728208.pdf},
	author = {Marjan   Kra{\v s}na and Toma{\v z}   Bratina and Branko   Kau{\v c}i{\v c}}
}
@article {657,
	title = {SOCIAL NETWORKING WEBSITES: NEW EDUCATIONAL SPACE},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {February/2012},
	type = {Editorial},
	chapter = {5-7},
	abstract = {Over the latter decade the spread of information communication technologies was going on in various directions. Technological possibilities grew up very significantly (Lamanauskas, 2011). Especially rapid was the development of the internet and technologies related with it. A lot of internet service providers occurred in the market, their number still continues to grow.
 Thus, today a consumer can create his profile on the internet, can make friends, communicate in the interest groups and so on. It can be stated, that every human being in his own way contributes to the internet and at the same time to ICT development, in general. It is obvious, that together with technological problems arise social internet problems as well. Social networking websites (SNW) are closely related with economical, psychological, educational, valeological and other aspects.
 Thus, can social networks carry out effectively educational function? Can they become a proper professional development instrument? We can formulate a lot of questions. The phenomenon of social networking websites is new and complicated, rapidly changing.},
	keywords = {education science, information communication technologies, social networking websites},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.39.05},
	url = {http://oaji.net/articles/2014/457-1408437002.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {716,
	title = {SPECIFICITY OF COMMUNICATION PROCESS IN MILITARIZED EDUCATIONAL INSTITUTION},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {15-20},
	abstract = {Communication is the exchange of information between sender who send and receiver who decode it. In an organization communication flows in downward, upward, lateral, external and diagonal directions. Communication process in militarized educational institution has its own specificity. The most popular type of communication in a militarized educational institution is downward communication because of special rules which regulate the service relationship between the participants involved in the communication process. The disadvantage of this communication is limited feedback which is a very important component of the communication process and which plays an important role in the teaching process. It is impossible to reach the purpose of teaching process without feedback because learning is an active bilateral dynamic system. The present paper discovers problems in communication flow directions in militarized educational institution on the basis of Latvian State Border Guard College because college in its activities is guided by a number of rules which regulate and define teaching process and service condition.},
	keywords = {communication, militarized educational institution},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.43.15},
	url = {http://oaji.net/articles/2014/457-1410006995.pdf},
	author = {Alens   Indriksons}
}
@article {704,
	title = {STRATEGIES TO TEACH AN HYPERACTIVE PUPIL IN THE PHYSICAL EDUCATION CLASSES: A STUDY WITH A PRE-SERVICE TEACHER},
	journal = {Problems of Education in the 21st Century},
	volume = {42},
	year = {2012},
	month = {May/2012},
	type = {Original article},
	chapter = {19-28},
	abstract = {Some disorders may affect the teaching process in physical education classes. In the present work an action-research study was conducted in order to know how two work with a single case of a hyperactive pupil in physical education classes. Based in literature, some work strategies were defined and used by a pre-service physical education teacher. Strategies were the adoption of evaluative positive and individual feedback, which had positive results in the self-observation and in the compromise with the exercises; a calm voice, that resulted positive for pupil individually, but not when in interaction with class; an increased responsibility for tasks, that did not work as expected, because the general behaviour of the class was not good too; pupil showed more commitment with the competition, when compared with cooperation tasks; the valorisation of the work in pairs was more positive than the work in group; attribution of gradual autonomy showed that more time and more specific skills of teaching are needed beyond one school year. In conclusion, it seems to be necessary to adapt specific strategies for Physical education, once the most were in the context of other disciplines taught in a classroom context that is very different from gym.},
	keywords = {hyperactivity, physical education, strategies},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.42.19 },
	url = {http://oaji.net/articles/2014/457-1410006062.pdf},
	author = {F{\'a}bio   Castro and Paula  Batista and Susana   Soares}
}
@article {712,
	title = {STUDENTS{\textquoteright} RESEARCH SOCIETIES AS TOOLS OF TALENT MANAGEMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {42},
	year = {2012},
	month = {May/2012},
	type = {Original article},
	chapter = {115-124},
	abstract = {Role of talent management in higher education has improved in the first years of the21st century all over the word. 
 Prior to the social-economic transformation, the Hungarian higher education was characterized by special elite education. Only 10-15\% of students with GCSE (General Certificate of Secondary Education) were admitted to the universities or colleges. Due to the stricter selection system the eminence was sort of precondition of continuing the studies at higher levels. At the same time the students{\textquoteright} scientific activity was introduced more than sixty years ago, and developed at higher educational institutions as a further screen: the ambitious students could take part in special activities in addition to their compulsory curriculum studies, they could carry out research works independently or within the frame of teamwork.
 Following the post-socialist transition the number of students in higher education swelled significantly: almost 50\% of high school graduate students were admitted to universities or colleges. The increased number of students in higher education and the three-cycle transformation of training also urged the reconstruction of the framework of former talent management. 
 In the paper we give a short outlook of the popular forms of talent management, their experimental results, as well as the related problems. We examine the questions that need to be answered in the transformed higher education. These could lead back to the problems induced by the Bologna-system (multi-cycle training). They are the followings: problems of selection of talents in the shortened training time, respectively the shortened time available for those students{\textquoteright} research works which lasted for several years previously, problems of changing tutorial and student scales of values and attitudes, questions of requirements of continuity in the training chain of bachelor {\textendash} master {\textendash} PhD level etc.
 The situation of the students{\textquoteright} scientific research work{\textendash} a unique movement in Europe {\textendash} was the focus of the study, furthermore its results and connection with the third level (Ph.D.) of the Bologna-system higher education.},
	keywords = {competition, mass education, students{\textquoteright} scientific activity},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.42.115 },
	url = {http://oaji.net/articles/2014/457-1410006569.pdf},
	author = {Katalin   Tak{\'a}cs-Gy{\"o}rgy and Istv{\'a}n   Tak{\'a}cs}
}
@article {778,
	title = {TEACHER CAREERS AND TEACHER EDUCATION : A BRAZILIAN DILEMMA},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {144-151},
	abstract = {The professional aspect of teacher education is in the core of a more general context of teachers{\textquoteright} work. One of the most marking issues of this work{\textquoteright}s conditions, as cause and consequence of many problems, is its insertion in a career framework. At which point of this framework are teaching careers? What consequences for the teaching work may be anticipated from this relative position of teaching in the general career framework? Let us examine this situation from the Brazilian viewpoint. To discuss this subject, a study that deals with career hierarchy in higher education, the socioeconomic profile of undergraduates of some careers related to teacher formation and the position of these careers in the Brazilian university context was conducted. Socioeconomic data were obtained from national microdata of undergraduate students in a time series from 2000 to 2008. The investigation concluded that there is a strong internal hierarchy among careers in Brazil, revealing its effects in symbolic, intra institutional, employment, salary, and corporate terms. This scenario has persisted over time, without the entry of new profiles in teaching careers, traditionally addressed to low-income students.},
	keywords = {careers hierarchy, sociology of education, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.144},
	url = {http://oaji.net/articles/2014/457-1413729342.pdf},
	author = {Hustana  Maria  Vargas}
}
@article {755,
	title = {TEACHERS{\textquoteright} COMPETENCE FOR DEVELOPING READER{\textquoteright}S RECEPTION METACOGNITION},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {52-61},
	abstract = {In recent years metacognition has emerged as a major focus of research interest in cognitive psychology. There has been a growing recognition that metacognition or self awareness including awareness of ourselves as learners helps us to learn more effectively. Also metacognition on self awareness of readers helps the reader to reconstruct a deeper understanding of a text, he is reading. Different kind of texts needs different reading strategies and consequently different ways of metacognitive thinking, which have to be developed in the frame of school curriculum. Literature curriculum should in this context develop reader{\textquoteright}s reception metacognition. The article draws upon research currently being undertaken in Slovene schools on teachers{\textquoteright} competence to develop the readers{\textquoteright} reception metacognition of children as readers in schools. It presents the results of the study, where the lack of knowledge about reader{\textquoteright}s reception metacognition and the lack of knowledge about the strategies for developing reader{\textquoteright}s reception metacognition were established. The article also presents the results of teachers training course for developing reader{\textquoteright}s reception metacognition on teacher{\textquoteright}s competence for developing reader{\textquoteright}s reception metacognition.},
	keywords = {horizon of expectation, metacognitive thinking, teaching competence},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.52},
	url = {http://oaji.net/articles/2014/457-1413728008.pdf},
	author = {Milena   Kerndl and Kordigel Aber{\v s}ek, M.}
}
@article {731,
	title = {TEACHERS{\textquoteright} ICT INTEGRATION STATES ON THE EVE OF FATIH PROJECT},
	journal = {Problems of Education in the 21st Century},
	volume = {44},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {29-42},
	abstract = {Integration of Information and Communication Technologies into education has recently been one of the most challenging issues in educational improvement and recovery plan of Turkish government. Immediately before the implementation of Fatih Project (Action for Increasing Opportunities and Improving Technology), it is important to have a look at the insights of teachers. In this study, it was aimed to find out the level of background knowledge about the usage of Information and Communication Technologies (ICT) and the integration of ICT in education process by today{\textquoteright}s teachers. So as to find the answers to this question, the study was designed in quantitative research model as a survey research in cross-sectional survey design. The work group included 172 teachers who works in MNE schools. The data were collected through {\textquoteleft}ICT Integration in Education{\textquoteright} questionnaire. In the analysis of data; descriptive statistics, t-tests and Anova tests were used. And as a result, the study showed that current initiatives with ICT need further investigation for a successful implementation of ICT usage.},
	keywords = {information and communication technologies, technology integration},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.44.29},
	url = {http://oaji.net/articles/2014/457-1413726598.pdf},
	author = {{\.I}smail   Y{\"u}ksel and Melek   Alemdar}
}
@article {768,
	title = {TEACHING COMPUTER SCIENCE \& ENGINEERING THROUGH ROBOTICS: SCIENCE \& ART FORM},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {6-15},
	abstract = {Is the field of computer science and engineering a strict discipline or an art form? The answer is both. Computer science and engineering concepts are typically found almost exclusively in collegiate engineering and technology programs. Given its importance across the 21st Century workforce, arguably these concepts should be taught at all pre-collegiate grade levels. This study, specifically focused on pre-collegiate teachers{\textquoteright} increased confidence and subsequent use of robotics, indicates that designed professional development (PD) focused on simple computer programming approaches (e.g. LEGO MindStorm{\textregistered} kits) can propel pre-collegiate teachers to integrate new, challenging computer controlled robotics into their instruction. Surveys, content knowledge quizzes, and artifacts show teachers readily developed sufficient confidence and knowledge in producing lessons embedded with computer programming and robotics. Targeted classroom-ready instruction and modifiable computer programs appear to enhance pre-collegiate teacher knowledge of and confidence in robotics use. Considering overall self-rankings and content, pre-collegiate teacher pre-post scores increased. With these results, the authors argue why approaching computer science as both a strict science and art form is essential in PD.},
	keywords = {computer science, engineering, robotics and teaching},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.06},
	url = {http://oaji.net/articles/2014/457-1413728810.pdf},
	author = {Andrea   C. Burrows and Mike   Borowczak and Timothy   F. Slater and J. Chris   Haynes}
}
@article {681,
	title = {TEACHING, LEARNING, AND KNOWLEDGE BUILDING: THE CASE OF THE REMOTE NETWORKED SCHOOL INITIATIVE},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {96-113},
	abstract = {The Remote Networked School (RNS)/{\guillemotleft} {\'E}cole {\'e}loign{\'e}e en r{\'e}seau {\guillemotright} is an initiative that aims at implementing an innovation with Internet-based technologies in support of teaching and learning as well as knowledge building in small rural schools. The first eight years of the RNS are examined applying Engestr{\"o}m{\textquoteright}s activity theory framework, and more specifically the concept of expansive learning wherein we document the 7 stages. Tensions and contradictions are identified to provide an {\textquotedblleft}inside{\textquotedblright} understanding of what matters when new technologies designed to support co-teaching and co-learning within and between classrooms are introduced. Two activity systems or more shared the same object such that students would engage actively in collaborative online discourse for solving authentic problems. To this end the trajectory of the RNS initiative had to overcome contradictions. As a result an expansive learning cycle was documented.},
	keywords = {activity theory, expansive learning, remote networked school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.40.96},
	url = {http://oaji.net/articles/2014/457-1408532174.pdf},
	author = {Th{\'e}r{\`e}se   Laferri{\`e}re and Sylvie   Barma and Fernand   Gervais and Christine   Hamel and St{\'e}phane   Allaire and Alain   Breuleux}
}
@article {726,
	title = {TEXTILE CRAFT STUDENTS{\textquoteright} PERCEPTIONS OF SUSTAINABLE CRAFTS},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {131-140},
	abstract = {Future teachers have an important role in education for sustainable development. This article describes textile craft teacher students{\textquoteright} perceptions of sustainable textile craft. The data derives from a survey of craft teacher students of the University of Eastern Finland (N = 20). The questionnaire included open-ended and multiple choice questions about sustainability of textile craft education and the relevance of sustainability in the students{\textquoteright} lives. The study reveals textile craft teacher students{\textquoteright} conceptions as consumers, craft makers and future textile craft teachers. The open-ended questions were analyzed by content analysis and the multiple choice questions were analyzed with statistical methods. The results were reflected to Victor Papanek{\textquoteright}s function complex. 
 As consumers, students favour good quality products and recycling of textiles. They are concerned about workers{\textquoteright} work conditions and against child labour. Although values and perceptions related to sustainable consumerism are high, sometimes the actual purchasing behaviour differs from the values because of the students{\textquoteright} meagre budgets. As craft makers, availability of locally produced materials and materials made of natural fibres are important to students. As future textile craft teachers, students think that craft is an excellent way to teach sustainability and sustainable craft. They consider it is important to teach life-cycle thinking but also craft culture and skills. 


 
},
	keywords = {clothing and textile design, sustainable craft, textile craft teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.43.131},
	url = {http://oaji.net/articles/2014/457-1410007629.pdf},
	author = {Leena  Vartiainen and Minna   Kaipainen}
}
@article {714,
	title = {IS THERE ANY CHANCE TO INCREASE PUPILS{\textquoteright} INTEREST IN SCIENCE SUBJECTS?},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	type = {Editorial},
	chapter = {5-6},
	abstract = {Nowadays, in the science world, especially in the science education world exist many problems, which are or which will be investigated. The part of them is presented in this number. We are meeting with the results with science research every day, the results are presented in different form of resources, from print form to electronic form. So these results are not very flattering, mainly the interest about science subjects is decreasing and the way, how this trend to stop is still not found. Some universities published reports, where is showed, the number of students, whose study some science subject is rapidly decreasing. With respect to important meaning of the science subjects for the development of society is necessary this situation to solve.},
	keywords = {interest in science, science education, science subjects},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.43.05},
	url = {http://oaji.net/articles/2014/457-1410006895.pdf},
	author = {Milan Kubiatko}
}
@article {723,
	title = {THE TRAINING LECTURER (TL): THE LECTURER TEACHES AND GUIDES},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {95-109},
	abstract = {There have been studies on action research in small-group learning in exact and social sciences in colleges and universities in Israel and worldwide (Gorsky \& Caspi, 2005; Gorsky, Caspi and Trumper, 2006). This paper is based on research which investigates teaching social sciences in higher education by means of a Training Lecturer (TL). This teaching method uses frontal instruction, immediately followed by the students working in small groups under the TL guidance. The main research question was: How do both following the class with the tutorial, as well as the lecturer himself guiding the students , affect the students{\textquoteright} thinking and learning process, their conceptualization skills, and their satisfaction with the learning process? 
 The method in this study was based on combination of qualitative (open interviews) and quantitative samples of 92 students, from two classrooms. Our new method (TL) was the independent variable, the students{\textquoteright} academic achievement, self efficiency and demographic characteristics were our dependent variables. 
 The main research finding was a correlation between students{\textquoteright} attitudes toward the TL method, and improvements in both self-efficacy and academic achievements. There was a strong correlation between the TL method and friendliness, self efficacy, comprehension, interest and success. The TL method discussion group, which serves as a platform for developing thinking and learning, is the greatest contributor to explained variance at 13.971\% and credibility Cronbach{\textquoteright}s Alpha = 0.779. The students participating in this project generally had higher achievements in the final test in comparison to the average achievements after previous teaching. There are usually 40\% failures in courses such as {\textquotedblleft}organizational behavior{\textquotedblright}; the amount of students failing dropped to 10-15\%.},
	keywords = {active learning, self-efficacy, training lecturer},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.43.95},
	url = {http://oaji.net/articles/2014/457-1410007404.pdf},
	author = {Simha   Sharf and Yaffa   Moskovich}
}
@article {724,
	title = {UNDERSTANDING RESEARCH PARADIGMS: TRENDS IN SCIENCE EDUCATION RESEARCH},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {110-118},
	abstract = {This essay offers several insights regarding the principles of qualitative and quantitative methods, defining how they shape the empirical process as well as knowledge acquisition in social science research. A comprehensive discussion includes comparing the assumptions and techniques of each paradigm, as well as a description of their respective strengths and weaknesses in research. These paradigms are examined in terms of past trends in science education research, indicating that over the last several decades a shift in approach from the quantitative to qualitative has occurred. The central thesis of the essay contends that methodological decisions should be based in pragmatism, rather than a pre-existent set of philosophies or beliefs irrespective of context. Implications for research are discussed in terms of the findings of several science education content analysis studies, conveying that research methods often coincide with the collective interest of the masses, policy, educational reform or program developments.},
	keywords = {paradigm decisions, quantitative research, science education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.43.110 },
	url = {http://oaji.net/articles/2014/457-1410007445.pdf},
	author = {Sebastian   Szyjka}
}
@article {682,
	title = {UNFREEZING SCHOOL REPUTATIONS: THE ROLE OF SOCIAL COGNITIVE FLEXIBILITY},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {114-121},
	abstract = {The school often generates different kinds of reputations. These reputations can have negative consequences on pupils{\textquoteright} learning process. Bad reputations make pupils{\textquoteright} efforts invisible, whereas good reputations restrict teachers{\textquoteright} perception of pupils{\textquoteright} desinvestment in learning. Although individualization seems to be an ideal alternative to thwarting reputation creation, it cannot be permanently applied in teachers{\textquoteright} practice because of time pressures, cognitive overload, and other facilitators of the automatisms emergence. Hence, the aim is not to banish stereotypical reasoning, but rather to keep a balance between automaticity and reflection through a social cognitive flexibility approach (SCF). The current study tests the impact of a social cognitive flexibility approach on teachers{\textquoteright} thinking about pupils. Social cognitive flexibility seems to help teachers suspend hasty judgments of pupils{\textquoteright} attitudes and behaviors. The study considers the implications of social cognitive flexibility on teachers{\textquoteright} practice in terms of better perception of pupils{\textquoteright} learning potential.},
	keywords = {categories of pupils, social cognitive flexibility, teachers{\textquoteright} thinking},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.40.114},
	url = {http://oaji.net/articles/2014/457-1408532217.pdf},
	author = {Aneta   Mechi}
}
@article {666,
	title = {UNIVERSITY STUDENTS{\textquoteright} INFORMATION SOURCES OF EDUCATION FOR SUSTAINABLE DEVELOPMENT ISSUES AND THEIR PERCEPTIONS OF ENVIRONMENTAL PROBLEMS},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {February/2012},
	type = {Original article},
	chapter = {93-104},
	abstract = {Mass media consumption has expanded from traditional mass media {\textendash} television broadcasting, newspapers, radio - into new media, such as the Internet. Information about environmental issues such as global warming, water and air pollution and other environmental problems, comes mainly from the media. In Finland nowadays the Internet is generally the most important source of news for young people. The media has also been used in a variety of ways relating to education for sustainable development. In the survey, education for sustainable development, students{\textquoteright} opinions were asked on 73 items concerning different dimensions of education for sustainable development. This study focuses on two of these items: how university students from different disciplines get information about education for sustainable development issues and which environmental problems they perceive as being the most important. It was found that although students get information about education for sustainable development issues mainly from television and newspapers almost an equal amount comes from the Internet, and lectures are the fourth source of information. Students perceived climate change and the lack of clean water as being the most important environmental problems, the second was the decrease in biodiversity and the least important, malaria. Those students whose information source was mainly television did not perceive biodiversity as being that important environmental problem.},
	keywords = {education for sustainable development, environmental information sources, environmental problems},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.39.94},
	url = {https://oaji.net/articles/2014/457-1408437462.pdf},
	author = {Jari  Kukkonen and Sirpa K{\"a}rkk{\"a}inen and Tuula Keinonen}
}
@article {727,
	title = {UP-SCALING FARMER FIELD SCHOOLS AND RAINFOREST ALLIANCE CERTIFICATION AMONG SMALLHOLDER TEA PRODUCERS IN KENYA: OPTIONS, OPPORTUNITIES AND EMERGING LESSONS},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {141-158},
	abstract = {The Kenya Tea Development Agency (KTDA) has been encouraging small-scale tea (Camellia sinensis) producers through Farmer Field Schools (FFS) to adopt good agricultural practices since 2006. The up-scaling of FFS and Rainforest Alliance (RA) certification to 560,000 tea producers remains a big challenge. Hence the need to learn about options, opportunities and emerging lessons for up-scaling FFS and RA certification among smallholder tea producers in Kenya. This study sought to improve tea stakeholders{\textquoteright} understanding on how successful innovations such as FFSs and RA certification can be up-scaled to more stakeholders and how to produce tea sustainably. It also sought to describe the options, opportunities and emerging lessons related to up-scaling. The study used a Cross-Sectional design to collect data from a two-stage random sample of 514 small-scale tea growers drawn from KTDA factories. A semi-structured questionnaire validated by extension experts, whose 0.92α reliability was above the 0.70 acceptable was used to collect data. Face-to-Face interviews, document analysis, record reviews, site visits, observations, living the system and a stakeholders{\textquoteright} workshop were carried out to ensure triangulation. Data were analyzed using Chi-square at 0.05α set a priori. The results indicated that maintaining the current system with some improvements was the best option for up-scaling FFS and RA certification. The researchers concluded that FFSs and RA certification can be up-scaled by increasing resources, improving communication, training and educating non-FFS members using different methods. They showed that up-scaling training for certification and FFS come with a need for additional investments and eventually will alter KTDA{\textquoteright}s cost and revenue model of the sustainable tea production. To sustain this system, the true costs and benefits of sustainable tea are incorporated in the KTDA business model, which implies that donors strategically move from subsidizing costs to strategic investments in human resource development, capacity building and extension technologies.},
	keywords = {emerging lessons, farmer field schools, good agricultural practices},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.43.141},
	url = {http://oaji.net/articles/2014/457-1410007713.pdf},
	author = {Stephen  Wambugu Maina and John  Gowland-Mwangi and Dave   Boselie and Davies   Onduru and Betty   Chelang{\textquoteright}at Buses}
}
@article {689,
	title = {USAGE OF CRITICAL THINKING STRATEGIES IN THE CHEMISTRY COURSE FOR A FUTURE DOCTOR},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Original article},
	chapter = {18-27},
	abstract = {The goal of general chemistry and biochemistry {\textendash} teach students to use their knowledge about chemical structure of organism and molecular processes. To better understand explanations and to prognosticate processes students are given, information presented on other courses. As time dedicated for chemistry course for first year students of RSU is reduced, use of critical thinking strategies in starting period of study process increases probability of achieving positive results. By organizing study process at the beginning of semester, students are introduced to detailed plan thus giving an opportunity to organize their own time according to previous learning experience. Students are provided with thorough study material both in printed and electronic form thus allowing them to find more time for fact analysis, problem solving and relation finding. By stepping away from the traditional routine, the proportion between lectures and practical lessons was changed in favour of practical lessons. Gained experience allows concluding that intensive work with small groups, by introducing students to different approaches to information analysis, graphical systematization of information, development of dialog skills and other methods is effective and worth developing.},
	keywords = {critical thinking, study planning, study process modification},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.18},
	url = {http://oaji.net/articles/2014/457-1409839837.pdf},
	author = {Irina   Kazu{\v s}a}
}
@article {743,
	title = {USAGE OF SOCIAL NETWORKING WEBSITES: LITHUANIAN UNIVERSITY STUDENTS{\textquoteright} POSITION},
	journal = {Problems of Education in the 21st Century},
	volume = {45},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {27-39},
	abstract = {Over the latter decade a rapid development of information communication technologies has been going on in various directions. Technological possibilities have increased very significantly (Lamanauskas, 2011). The development of internet and technologies related with it has been extremely fast. A lot of internet service providers have appeared in the market, their number still continues to grow. The internet connection methods are changing - from the ordinary usage of phone line modems (dial - up) to broadband internet technology (DSL) and cable TV internet nets. It can be asserted, that over the mentioned period Web 1.0 internet (static, used for getting information) has been changed to Web 2.0 internet (social). The internet diaries, social portals, technologies allowing live communication on the internet (Internet Relay Chat, IRC), talk programme Windows Live Messenger (MSN), ICQ forums and other have occurred and are spreading. With the appearance of {\textquotedblleft}Skype{\textquotedblright}, the internet telephony has acquired a qualitatively new characteristic and practically has become a daily routine. Thus, today a consumer can create his profile on the internet, can make friends, communicate in the interest groups and so on. It can be stated, that every human being contributes in his own way to the internet and at the same time to ICT development, in general. It is obvious, that together with technological problems also arise social internet problems. Social networking websites are closely related with economical, psychological, educational, paleological and other aspects. There is a shortage of researches grounding socio-educational social network aspects. It is important to know not only how much time the consumers spend surfing the net, but how much of this time is allotted for communicating in social networking websites, which of them are the most popular and why, how the respondents evaluate social networking website functions, what in general they know about them, what advantages, disadvantages and threats they discern. Finally, it is important to find out whether the usage of social networking websites improves information {\textendash} communication abilities in some way.},
	keywords = {social networking websites, university students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.45.27},
	url = {http://oaji.net/articles/2014/457-1413727373.pdf},
	author = {Vincentas  Lamanauskas and Violeta  {\v S}lekiene and Loreta  Raguliene}
}
@article {815,
	title = {THE USE OF AUDIOVISUAL APPROACH TO TEACH NATURE OF SCIENCE FOR IN-SERVICE NATURAL SCIENCE TEACHER{\textquoteright}S EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {90-100},
	abstract = {The nature of science is a subject recognized among researchers and curriculum proposals, however still find some problems, especially with regard to what teachers understand about the subject and the importance attributed to it. Another element in this discussion concerns the use of resource suitable for use in teaching and learning situations. Therefore we present a research outline still in progress which discusses the use of audiovisual and methodological support to discuss the nature of science, for that resource is being applied in an in-service education program in the Faculty of Education, University of S{\~a}o Paulo, Brazil. According to the preliminary results it can find some initial modifications, these enhanced by audiovisual feature tied to reflections that occur during the activities developed by teachers.},
	keywords = {cinema, in-service teachers, nature of science},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.50.90},
	url = {http://oaji.net/articles/2014/457-1419345940.pdf},
	author = {Edson  Rodrigues  Santana and Agnaldo Arroio}
}
@article {813,
	title = {USING FORMATIVE MEASUREMENT MODELS TO EVALUATE THE EDUCATIONAL AND MOTIVATIONAL VALUE OF AN AR-BASED APPLICATION},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {70-79},
	abstract = {With the explosion of new technologies for e-learning there is an increasing demand to assess the educational and motivational value of a new application. Augmented reality (AR) is a promising technology that creates new learning experiences by integrating real objects from the traditional school into a computing environment. A research challenge is to better understand the relationships between various factors of interest for the successful deployment of educational systems in primary and secondary schools. There are several approaches to evaluation that are based on quantitative methods. In recent years there is an increasing interest in taking an alternative perspective to measurement by using formatively measured constructs. This paper will highlight several benefits in using formative measurement models to evaluate the educational and motivational value of an AR-based e-learning application. The evaluation target is a Chemistry learning scenario that has been developed in the European project ARiSE {\textendash} Augmented Reality in School Environment. Based on our previous work we developed a new evaluation instrument that includes both reflectively and formatively measured constructs to evaluate the ergonomic, educational, and motivational quality of a desktop AR application. The preliminary results from a pilot study show the extent to which specific features of the Chemistry scenario are positively influencing the educational and motivational value.},
	keywords = {augmented reality, educational value, formative measurement models},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.50.70},
	url = {http://oaji.net/articles/2014/457-1419345838.pdf},
	author = {Costin   Pribeanu}
}
@article {702,
	title = {VISUALISATION-ASSISTED TEACHING: CAN VIRTUAL GIVE RISE TO REAL KNOWLEDGE?},
	journal = {Problems of Education in the 21st Century},
	volume = {42},
	year = {2012},
	month = {May/2012},
	type = {Editorial},
	chapter = {5-7},
	abstract = {There are two main different ways of reasoning (Harnad, 1987). For most people it{\textquoteright}s natural to do their reasoning on the semantic level. Graphic tools have always played an important part in this reasoning style. When using a formal and abstract language and exact rules governing the creation and transformation of statements in this language, one reveals the ability to work on the syntactic level. And this can be postulated as a quite different way of reasoning, which is based almost exclusively by the logicians. The use of graphic forms in this case is also possible, though it requires more time and technological complexity. For exact sciences, primarily mathematics based, the use of computers can raise the efficiency of the method. Still for Sciences, e.g. Chemistry, even before the informational revolution the special interconversion tools between empirical knowledge and different types of reasoning had been developed, the latter originates from the very core of Science knowledge. Based on the experiment (the initial stage was almost completely empirical) the Science gained the new paradigm which rather formal by nature and fundamental in methodological meaning. Interconversion between empiric and theoretical moieties seems to be the core point of the consideration.},
	keywords = {real knowledge, science education, visualization-based educational techniques},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.42.05},
	url = {http://oaji.net/articles/2014/457-1410005969.pdf},
	author = {Todar   Lakhvich}
}
@article {733,
	title = {VOCATIONAL APTITUDE FOR YOUNG UNEMPLOYED},
	journal = {Problems of Education in the 21st Century},
	volume = {44},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {53-63},
	abstract = {The aim of this study is presenting the structure and fundamental characteristics of a Mixed Experience Program Training and Employment whose overall objective was to introduce teenagers who live in rural areas by providing training activities necessary for this. This study provides an assessment of the impact and satisfaction of certain educational activities has had on the students participating in this program as protagonists of the teaching/ learning. Participants were 40 students, aged between 16 and 24 years old in rural areas of the province of M{\'a}laga, without previous employment and without qualification. The data show that the program has been a successful experience that has helped to facilitate labour insertion of participating pupils. The data show positive attitudes in students towards the use of new technologies like the Internet to facilitate their learning and that most of the activities they have been very satisfactory. 
 
},
	keywords = {career counselling, educational activities, sociolaboral insert},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.44.53},
	url = {http://oaji.net/articles/2014/457-1413726734.pdf},
	author = {Francisco  Manuel  Morales Rodr{\'\i}guez}
}
@article {696,
	title = {WEB GRAPHIC ORGANIZERS AS AN ADVANCED STRATEGY FOR TEACHING SCIENCE TEXTBOOK READING COMPREHENSION},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Original article},
	chapter = {87-99},
	abstract = {This paper presents the results of the 5 months experiment in which the influence of using a web graphic organizer in the science literacy curriculum was observed. The interest of the study was focused on the quality and quantity of learning/understanding the explicatory text description from the science textbook. The experiment included students at the age of 8-9 years. Science and L1 class were integrated for this purpose: teachers were instructed to use web graphic organizer as a tool for visualizing the text structure on the level of concrete cognitive operations. The results show the effect of using the web graphic organizer on students{\textquoteright} competence to find out what in the science textbook text is important, on the level of text comprehension and on the competence of comparing new information with the previous knowledge.},
	keywords = {categorization of concepts, reading comprehension, science textbooks},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.87},
	url = {http://oaji.net/articles/2014/457-1409840284.pdf},
	author = {Marija Ropi{\v c} and Kordigel Aber{\v s}ek, M.}
}
@article {814,
	title = {WHAT IS THE TENDENCY IN BIOLOGY VIRTUAL FIELD TRIPS? THE CASE OF MARIBOR ISLAND TRAIL},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {80-89},
	abstract = {There is no doubt any more that virtual worlds are suitable for school environment. It was shown by various researchers that they can contribute in supplying students with additional information, help them to visualise subjects, respond with answer on demand or even in some cases supplement the real materials. Based on the real experience, the virtual field trail Walk on Maribor Island was developed for biology and natural science classes in lower secondary school. The trail is presented through eight exercises that differentiate not only in theme, but also in difficultness, fun, background idea etc.
 In spring 2011, 133 eighth grade students worked on the virtual field trail during the biology class. After the work on exercises, students were asked to analyse the exercises regarding the level of difficultness, level of interest and level of proficiency. The main aim of the study was to present the tendency in biology virtual field trips that should be taken into consideration before the development of new exercises.},
	keywords = {education, field work, virtual field trips},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.50.80},
	url = {http://oaji.net/articles/2014/457-1419345896.pdf},
	author = {Miro  Puhek and Matej  Per{\v s}e and Andrej  {\v S}orgo}
}
@article {790,
	title = {WHO STRIVES AND WHO GIVES UP? THE ROLE OF SOCIAL COMPARISON DISTANCE AND ACHIEVEMENT GOALS ON STUDENTS{\textquoteright} LEARNING INVESTMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {107-116},
	abstract = {The current survey tests the effects of social comparison distance on investment in learning. The social comparison is known to have two directions: upward and downward. It is hypothesized that, apart from these two directions, there are two distances: moderate and extreme. These distances are supposed to have an impact on the learning investment (when students will strive) or the disinvestment (when they will not make a great effort). Globally, students seem to put more effort in the case of moderate-distance conditions than in the case of extreme-distance conditions. However, the effect of distance is different according to the achievement goals reported by participants (interaction between comparison distance and achievement goals): the participants with performance goals strive more in the moderate-distance condition, whereas those with mastery goals seem to put a quite stable effort regardless of the distance. Implications in educational settings are discussed.},
	keywords = {achievement goals, learning investment, social comparison distance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.107},
	url = {http://oaji.net/articles/2014/457-1415392583.pdf},
	author = {Aneta   Mechi and Margarita   Sanchez-Mazas}
}
@article {805,
	title = {СOMPUTER VIZUALIZATION IN MATHEMATICS EDUCATION AS A PRACTICAL EDUCATIONAL TASK},
	journal = {Problems of Education in the 21st Century},
	volume = {49},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {95-103},
	abstract = {The appearance of up-to-date computer technologies extended the application of visualization in mathematics itself as well as in mathematics education drastically. In a number of recent studies the problem of design of technological tools, capable of fostering the students{\textquoteright} mathematical thinking has been discussed hotly. Taking into consideration the primary importance of dynamic visualization (DV) in educational multimedia it is necessary to state that the creation of didactically efficient DV becomes an independent and the urgent educational task.
 Methodically grounded realization of dynamic connection between representations of mathematical objects, design of auxiliary visual elements and effects, as well as highlighting of significant objects and relations are prerequisites of potential DV efficacy. While interacting with DV a student can realize how a certain mathematical construction is {\textquotedblleft}built{\textquotedblright}, detect essential connections between its elements, and in the long term comprehend the underlying mathematical ideas and concepts. 
 The key advantage of DV in comparison with static vizualization is in the fact that DV gives the opportunity to have a good look at a genesis of a new mathematical object in its dynamics, and to explore the connections between graphical representations without necessity to perform labor-consuming calculations, which gives the possibility to concentrate students{\textquoteright} attention on conceptual aspects of a studied mathematical objects.
 In teaching DV can be used both as an additional tutorial visualizing some elements of knowledge and as a dominant one influencing significantly all the other components of a methodological system. The latter can include for example software {\textquotedblleft}analogue{\textquotedblright} of the physically existing artefact {\textendash} positional abacus. In any case the teacher acquires the opportunity to create new in their essence, often nontrivial didactical tasks with DV employment. 
 
},
	keywords = {computer technologies, mathematics education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.49.95},
	url = {http://oaji.net/articles/2014/457-1419345391.pdf},
	author = {Sergey   Sergeev and Maria   Urban}
}
@article {573,
	title = {ACADEMIC SATISFACTION AS AN AMPLIFIER OF THE ORGANIZATIONAL INTELLECTUAL CAPITAL},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {58-71},
	abstract = {In this paper data will be provided from an ongoing study on academic satisfaction in Portuguese higher education. The realization of this study is providing a diverse range of information on multiple dimensions of the faculty job in higher education, in particular dimensions of satisfaction, as well as dimensions of the academic career and the professional context in which it is exercised. In the context of this paper we will discuss particularly the academic job satisfaction as an amplifier of the organizational intellectual capital within the Portuguese higher education institutions. 
 The research is being carried out at the Center for Research on Higher Education Policies (CIPES) and is being financed by Foundation for Science and Technology. The main research objectives are as follows:
 RO1: Determine the dimensions associated with job satisfaction of the academic staff;
 RO2: Analyze how job satisfaction differs among sub-groups of academics {\textendash} sex, degree of education and institutional type. 
 The main conclusions are that academics are in general satisfied with their jobs but not very or extremely satisfied. Academics more dissatisfied were those with a higher degree of education (PhD) and those teaching in public higher education institutions, especially those in public universities. Academics are more satisfied with {\textquotedblleft}Non academic staff (administrative staff, technical and laboratorial staff){\textquotedblright}, {\textquotedblleft}Teaching Climate{\textquotedblright} and {\textquotedblleft}Colleagues{\textquotedblright} and express dissatisfaction with {\textquotedblleft}Research Climate{\textquotedblright} and {\textquotedblleft}Conditions of Employment{\textquotedblright}.
The results are intended as an aid in identifying areas for improvement and, consequently, this data can be used to shape policies and change, promoting the organizational intellectual capital.},
	keywords = {higher education, intellectual capital, job satisfaction},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.32.58},
	url = {https://oaji.net/articles/2014/457-1406541524.pdf},
	author = {Maria de Lourdes  Machado-Taylor and Od{\'\i}lia Maria  Rocha Gouveia}
}
@article {541,
	title = {ADULT EDUCATION IN PRACTICE: TEACHER TRAINING AND ITS POTENTIAL FOR CHANGING SCHOOL TEACHERS THROUGH ADULT LEARNING},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {110-118},
	abstract = {{\textquotedblleft}Belem Frameworks of Action{\textquotedblright} the main document launched at the Brazilian Belem City Adult Education Conference, CONFINTEA VI, declared Adult Education{\textquoteright}s priority importance and urge all World Authorities to follow CONTINTEA{\textquoteright}s Resolutions (Brazil, May 2009). {\textquotedblleft}It is time to act, because no acting costs a lot{\textquotedblright} {\textendash} stated the Final Resolution, ratified by the representatives of 156 countries and Georgia among them (CONFINTEA V, Final Report, 2009). The content, management and delivery of adult education and the accessibility of learning opportunities for adults need improvements and new studies to be involved. This study reports data gathered from schoolteachers about their perceptions of the compatibility of the certification training (Georgia, 2010) with principles of adult learning and the identification of the learning motivation, level and sources of satisfaction and dissatisfaction held for this training by the teachers. This study was carried out to reveal the causal effect of adult education principles on the attitudes of schoolteachers towards preparatory training for certification tests and the interaction quality between the adult learning and the transform of the pedagogical beliefs and practices of Georgian schoolteachers in transition period. },
	keywords = {adult education, adult learning practitioners, pedagogical beliefs},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2014/457-1405178898.pdf},
	author = {Nino  Sharvashidze and Miles  Bryant}
}
@article {543,
	title = {AESOP{\textquoteright}S FABLES REVISITED: VOLUNTEERING THROUGH INFORMAL LIFELONG LEARNING},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {135-141},
	abstract = {Volunteering is an expression of active citizenship, which occurs in many sectors. It is a value which should be developed from an early age through formal and informal learning. Nevertheless, not enough emphasis is given to it in educational institutes, and it is a value mostly {\textquoteleft}learned by example{\textquoteright}. The European Commission has designated 2011 as European Year of Volunteering aiming to raise awareness of its significance and encourage the development of facilitating environments. 
 Teaching of volunteering can start from an early age using short stories, easily understood by children. Aesop{\textquoteright}s fables have been educating generations since antiquity. The directedness of the stories, the presentation of difficult and complex situations in allegoric way, the demonstration of thoughts, feelings and decision choices, actions and consequences grasp the interest of the reader and offer food for thoughts for a series of life lessons. Three of these fables are analysed by using the idiolectic definition (ID) tool. It is an alternative qualitative tool, which can be used in interdisciplinary research, for analysis of texts. Pinpointing key points of the tales can be used as a basis for highlighting to young people fundamental concepts and as a starting point for dialogue and reflection.},
	keywords = {cultural catalysts, idiolect definition, informal learning},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2014/457-1405179007.pdf},
	author = {Maria  Theodosopoulou and Vana  Papalois}
}
@article {610,
	title = {ANALYSIS OF EXPERIENCE IN ENVIRONMENTAL PROJECT TEACHING USING ESSAY AS A FEEDBACK},
	journal = {Problems of Education in the 21st Century},
	volume = {35},
	year = {2011},
	month = {November/2011},
	type = {Original article},
	chapter = {46-57},
	abstract = {Models of hydrogen-cars and current fuel cell topic are getting just very slowly into Slovak secondary school teaching of chemistry. The research therefore focus on different ways of suitable utilising of the model in chemistry teaching. The concept of the project teaching namely School Eko-bus with environmental issues and particular goals within which students make experiments on the hydrogen-car models was estalished. A part of the research is directed at finding answers on the following question: What means of feedback are the most suitable for verifying the results of making effort to develop specific competencies? In terms of research students{\textasciiacute} and teachers{\textasciiacute} questionnaires besides observation of students at practical activities, students{\textasciiacute} taking research notes, their presentations and essays are being evaluated. The study refers to advantages and disadvantages of essay as unconventional feedback device in natural science project teaching at Slovak secondary schools. Writing thus forces students to be more active, to think autonomously as well as independently, and written formulation of their thoughts proves the quality of their thinking; moreover, it also reveals content and formal deficiencies of their thinking. For teachers these deficiencies therefore become more vivid and noticeable. In their little literary works {\textendash} essays, students demonstrate critical thinking; use knowledge of general and inorganic chemistry as well as knowledge of fuel cells, and in their written ideas students defend their pro-environmental attitudes.},
	keywords = {environmental education, hydrogen car model, project teaching, textual analysis},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=968801},
	author = {Zuzana  Dzuri{\v s}inov{\'a} and Miroslav  Prok{\v s}a}
}
@article {604,
	title = {ANALYTICAL INSIGHT INTO PROBLEMS OF VOCATIONAL EDUCATION IN THE SLOVAK REPUBLIC},
	journal = {Problems of Education in the 21st Century},
	volume = {34},
	year = {2011},
	month = {October/2011},
	type = {Original article},
	chapter = {162-169},
	abstract = {The level and quality of vocational education is an important determinant of economic and social development of the country as well as its employment and competitiveness. The transformation of economic and political system had a significant impact on the development of vocational education in Slovakia, which currently faces many problems. One problem is long-term lack of students and inferior status of vocational education and training compared to general education, despite the growing demand for professional skills in the labour market. This article illustrates the pros and cons of the Slovak system of vocational education. The evaluation is based on opinion survey of vocational education subjects, which was conducted among external students of teaching technological disciplines from different regions of Slovakia. Collected data were analyzed by statistical methods (two-dimensional descriptive statistics).},
	keywords = {problems of vocational education, vocational education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.34.162 },
	url = {https://oaji.net/articles/2014/457-1406612499.pdf},
	author = {Juraj  Tej and Vikt{\'o}ria  Ali Taha}
}
@article {636,
	title = {ARTIFICIAL INTELLIGENCE VERSUS HUMAN TALENTS IN LEARNING PROCESS},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {38-47},
	abstract = {To highlight the differences between conventional educational systems and CBLS - computer based learning systems. It is useful to consider CBLS, as the class of a system most closely related to artificial intelligence - AI. In such a system, the ultimate goal is to create a virtual duplicate of reality for learning, analysis, training, experimentation, or other purposes. Simulating reality is an approach that may or may not be useful at creating experience. This distinction yield several consequences. In CBLS, behaviour should be as realistic as possible, the representation of environment tends to be uniform and consistent and allowing users to act freely within that environment. 
 To teach users through realistic experience CBLS design techniques can make the experience much more memorable. In such an environment the context and control afforded by design techniques allow the integration of technologies and evaluation of the overall experience. Perhaps it is time to take lessons of CBLS and AI in a learning design and teaching tools seriously.
 At the beginning we will point out one simple question: could the ideas, methodology and techniques of AI also be applied to a development of relatively serious mind applications and can they substitute human teachers? And the answer will be continued in our paper.},
	keywords = {artificial Intelligence, brain based learning, intelligent tutors},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.38},
	url = {https://oaji.net/articles/2014/457-1408435723.pdf},
	author = {Janez  Bregant and Boris Aber{\v s}ek}
}
@article {549,
	title = {ASSESSMENT OF PARTICIPATION OR MUSICALITY: PILOT STUDY AMONG ESTONIAN MUSIC TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {61-73},
	abstract = {The purpose of this study was to analyse what Estonian music teachers assess in music lesson and to what extent is it connected with their notion of musicality. A questionnaire was used to collect the data, which was compiled by the authors of the current study, the results of which were quantitatively analysed. Altogether 61 music teachers from all over Estonia participated in the study. It was found that music teachers primarily consider characteristics of musicality: sense of rhythm, ability to sing, and other traditional musical skills and their development. In addition, creativity is highly appreciated, but treated more like a slogan and in fact teachers do not know what they are assessing under the banner of creativity. It is also important to notice that music teachers assess visible musical activities as output giving evidence of musicality ({\textquotedblleft}I assess what I see{\textquotedblright}). That means that receptive musical activities (i.e. listening to music) and general responsiveness to music are left aside when assessing pupils{\textquoteright} musicality. The current study proved the necessity to understand musicality more widely in socio-cultural context than solely musical skills and highlighted the need for harmonising the assessment criteria and notions among teachers.},
	keywords = {classroom activities, music lesson, music teacher},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.30.51},
	url = {https://oaji.net/articles/2014/457-1405179962.pdf},
	author = {Marit  M{\~o}istlik and Tiina  Selke}
}
@article {587,
	title = {BARRIERS IN THE INTEGRATION OF ICT AT THE SCHOOL FOR THE HANDICAPPED},
	journal = {Problems of Education in the 21st Century},
	volume = {33},
	year = {2011},
	month = {August/2011},
	type = {Original article},
	chapter = {92-110},
	abstract = {Before developing action plans for effective information and communication technologies (ICT) integration, it is important to determine and overcome the barriers encountered in the teaching-learning process of the educational institutions. Therefore the purpose of this study is to determine the barriers experienced in the process of ICT integration at the School for the Handicapped (SfH)- the only school in Turkey that gives vocational higher education to hearing impaired students. The study was carried out with the qualitative case study at the SfH in the academic year of 2007{\textendash}2008. The participants of the study were all from the SfH, 60 hearing-impaired students, 21 faculty members and 3 administrators. The data were collected through the participant observations. Interviews, open-ended questionnaires, researcher{\textquoteright}s journal, documents, archival records and artifacts were compiled and analyzed inductively. Among the findings obtained in the study, the barriers experienced in the process of the ICT integration were the problems experienced by administrators, by the faculty members and by the students. The barriers experienced in the process of ICT integration by the participants at the SfH were found to be in relation to technical problems, technical support problems and problems based on lack of knowledge. The data have been discussed in the light of the related literature. },
	keywords = {case study, hearing impaired, participant observation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.33.92},
	url = {https://oaji.net/articles/2014/457-1406576416.pdf},
	author = {Sema  Unluer}
}
@article {561,
	title = {BLOGGING TO SUPPORT INQUIRY-BASED LEARNING AND REFLECTION IN TEACHER STUDENTS{\textasciiacute} SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {73-84},
	abstract = {This study aims to clarify primary school teacher students{\textquoteright} experiences about the use of blogs in the context of a science course which includes collaborative inquiry-based approaches and a field trip. Teacher students were asked to design and conduct a small inquiry and report the phases of the process in a blog and then write their ideas about inquiry-based teaching and learning in it. The inquiry process was loosely scaffolded by linking the blogs together. The students were also asked to fill in a questionnaire of technological pedagogical content knowledge (TPACK), in order to acquire insight into their views on the scaffolding needed for their own inquiry process, as well as the role of scaffolding in the inquiry method in primary school. The findings showed that after discussing them with each other, teacher students were able to formulate personally meaningful problems for their investigation. Teacher students investigated multidisciplinary elements and learned about different phases of the inquiry and the blogs enabled them to follow the process of others. Teacher students{\textquoteright} information retrieval and processing skills developed through out the inquiry and aided them in other teacher education courses, also giving them a firm foundation and confidence in accessing and applying information as life-long learners.},
	keywords = {biology, inquiry learning, teacher students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.31.73},
	url = {https://oaji.net/articles/2014/457-1406540688.pdf},
	author = {Jari  Kukkonen and Sirpa K{\"a}rkk{\"a}inen and Teemu  Valtonen and Tuula Keinonen}
}
@article {641,
	title = {CAN BE THE PRESERVICE SCIENCE TEACHER A RESEARCHER?},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {90-97},
	abstract = {In this theoretical research an impersonal style should be used the status of teacher research in science education, examine the advantages of science teacher research, and consider possibilities for the role of science teacher research. In literature teacher research or teacher action research was mentioned only briefly as a part of qualitative research or science teacher education. This lack of attention to science teacher research might reflect the relatively late entry of science teachers into the teacher research movement. Teacher research is an effective model for teacher learning and development. Teacher research can make valuable contributions to the knowledge base for science teaching. Teacher researchers step outside their own assumptions and preconceptions and maintain a healthy skepticism about their observations of themselves and their students. One semester action research project was implemented in observing teaching practice course at the preservice science teachers training at Faculty of Science Palacky University in Olomouc. Students during this semester observed science lessons in upper secondary schools. They analyzed pedagogical events that happened in the class. They also developed a research-base rational paper describing how they will teach science. During this semester students examined one aspect of this rationale in an action research project carried out in collaboration with the host teacher. Science teacher research can contribute to the development of prospective science teachers and the development of a knowledge base for science teaching and learning. This is a particularly interesting moment in time to examine the contributions and potentials of science teacher research.},
	keywords = {action research, preservice science teacher training, science education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.90},
	url = {https://oaji.net/articles/2014/457-1408435971.pdf},
	author = {Danu{\v s}e  Nezvalov{\'a}}
}
@article {648,
	title = {CAUSES OF ANTISOCIAL BEHAVIOR OF ADOLESCENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {38},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {24-36},
	abstract = {Problems of antisocial behavior today are not only consequence of bad material conditions, nowadays they ensue more and more from contradictories of rich society that gave to everyone proportionally high standards in the area of work and behavior, but not in consumption field. This state brings us to the conclusion that today we live in structurally dissatisfied society, that is a base of many antisocial behavior problems. To prevent successfully antisocial behavior, it is necessary to research a wide field of disorders in social behavior of adolescents, from their most common forms, causes, to the consequences which this kind of behavior has on an individual and its social environment. The causes of escalated juvenile delinquency are found even in the school system, economic instability, bad influence of peers and also in neglect or excessive care of parents. In this paper, the author is focused on the most dominant causes of social behavior disorders. Target group are adolescents in high school, just because in this life period young people tend to absorb different forms of socially unacceptable behavior depending on the sex of adolescent. The paper gives a few topics for new researches.},
	keywords = {adolescence, antisocial aggressive behavior, dissocial behavior},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.38.24},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=971785},
	author = {Bisera  Jevtic}
}
@article {562,
	title = {CHALLENGES OF THE EDUCATION FOR SUSTAINABLE DEVELOPMENT WITH PARTICULAR FOCUS ON THE SUB-SAHARAN AFRICA CONTEXT},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {85-93},
	abstract = {The education for sustainable development is one of the major challenges of our {\'e}poque, because it is the key to make sustainable development possible by fostering informed, active and convinced participation from the public. It is also a novel type of challenge, because it needs to reach the public at large, and not only learners within the formal instruction systems, and it needs to promote responses in terms of sustainable behaviour patterns. Therefore, it needs to expand beyond science education and to incorporate and utilise additional types of information in order to design the best communication options for each type of audience. On the other hand, it requires a certain level of science literacy to offer adequate motivations on proposing sustainable behaviour patterns; therefore, it may also need to address the issue of science literacy when necessary, above all when targeting the general public.
 After an introductory overview of the general features of these challenges, the paper focuses on the Sub Saharan Africa context and attempts to outline options for the integration of the new messages inherent in the sustainable development concept with relevant aspects of the local realities. Specific attention is given to the challenges common to science education and to sustainable development education (mostly stemming from historical reasons); to the challenges of education aimed at fostering sustainable patterns; to possible routes for the youths{\textquoteright} active participation in the dissemination of information and in the design of viable sustainable options; and to the importance of connections with traditional systems of knowledge and values. },
	keywords = {education for sustainable development, formal and informal education, language of instruction},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.31.85},
	url = {https://oaji.net/articles/2014/457-1406540733.pdf},
	author = {Liliana Mammino}
}
@article {941,
	title = {THE CHARACTERISTIC FREQUENCY BANDS ANALYSIS OF BRAIN WAVE DURING LEARNING},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {56-72},
	abstract = {The traditional E-learning often offers the online examination to assess the learning effect of a student after completion of the online learning. Basically, this traditional learning assessment mechanism is a passive and negative assessment mechanism, which cannot provide an real-time learning warning mechanism for teachers or students to find out problems as early as possible (including such learning conditions as {\textquotedblleft}absence of mind{\textquotedblright} resulting from poor learning stage or physical or psychological factor), and the post-assessment mechanism also cannot assess the learning effectiveness provided by the online learning system. This research paper attempts to acquire the electroencephalogram to analyze the characteristic frequency band of the brainwave related to learning and formulate the learning energy index (LEI) for the learner at the time when the learner is reasoning logically via the brain-wave detector based on the cognitive neuroscience. With the established LEI, the physical and psychological conditions of an online leaner can be provided instantly for teachers for assessment. Given that the learning system is integrated into the brainwave analytic sensing component, the system not only can provide learners an instant learning warming mechanism, but also help teachers and learning partners to further understand the causes of learning disorder of learners, and can also provide relevant learning members with timely care and encouragement. This research will discuss and analyze such subjects as the electroencephalogram difference between the traditional print textbooks and the multi-medium textbooks, whether the development of exercise habit will be help to learning by means of a view of cognitive neuroscience except for the analysis of characteristic frequency band of the brainwave represented at the time when learners adopt diverse learning methods.},
	keywords = {Cognitive neuroscience, Electroencephalogram, learning energy index},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.31.56},
	url = {https://oaji.net/articles/2014/457-1406540264.pdf},
	author = {Fu-Chien Kao and Wei-De Li and Han-Chieh Hsien and Chih-Hung Wang}
}
@article {538,
	title = {THE CHILD FRIENDLY SCHOOL: AN IDEA VERSUS REALITY},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {82-88},
	abstract = {The purpose of this research was to question the concept of a {\textquoteleft}child friendly{\textquoteright} school, which sounds democratic, but is an unclear term. The problem is that with 45-minute lessons and 30 pupils in the classroom (as is often the case in Estonian schools), it is not possible to focus on each child. In 2005, a new basic school was opened in the countryside in the middle of Estonia {\textendash} for only 24 students (some of them were children with learning and/or behavioural difficulties). The method of research was educational ethnography. Result: the strict rules sometimes seem bad, but life is safer with them. It was interesting to recognize the importance of routines from ordinary ({\textquoteleft}old fashion{\textquoteright}) schools. Children with learning and/or behavioural difficulties need even more discipline than others, because this can be one part of the therapy. Education for sustainable development must not always be {\textquoteleft}child friendly{\textquoteright}.},
	keywords = {general education, learning and behavioural difficulties, rules},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2014/457-1405178748.pdf},
	author = {Mare  Leino}
}
@article {482,
	title = {CITIZEN FORMATION FROM THE PEDAGOGICAL POTENTIAL OF THE STUDIES OF THE TERRITORY},
	journal = {Problems of Education in the 21st Century},
	volume = {27},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {67-74},
	abstract = {In Latin America, during the last 20 years, the political democratic project has become an achievable and desirable possibility to accomplish general wellbeing and hope for the population life quality improvement; to implement, constitute and strength such project towards this goal, the effective link of all the actors and their governmental, private, academic nongovernmental, social, civic, community and citizen life forces, is required within the territory where democracy is going to be implemented. Hence, for this democracy to be possible, it is indispensable to have individually and collectively thoughtful citizens, willing to exercise their citizenship, to build a democratic project and to possibly transform their reality. These citizens are not born, they are made and educated, rooted to the territory they inhabit, modify, and use and in which they set their social practices. The executed study suggests that in order to reach the citizen category, it is necessary, among other things, to appeal for the conscious processes theory, through the educational system, so that people, from early age, are allowed to know, understand, comprehend and put into practice citizen education potential as a pedagogical strategy to reach citizen status, exercise and promote citizenship and, strengthen a democratic political project. Emerging as so, the citizenship, territory and citizen education triad, pillar of the territorial citizen conception, essence of democratic consolidation. },
	keywords = {citizenship education, territory citizen},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2593978},
	author = {Alberto Le{\'o}n  Guti{\'e}rrez Tamayo}
}
@article {570,
	title = {THE COMPARATIVE STUDY OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD IN SWEDEN AND JAPAN: THROUGH {\textquotedblleft}THE ENVIRONMENTAL EPISTEMOLOGICAL MODEL OF 5 ASPECTS{\textquotedblright}},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {23-32},
	abstract = {There is a general responsibility to protect the earth system to reach {\textquotedblleft}Sustainability{\textquotedblright} since the earth problems grow more serious day by day. However, it is not easy for everyone to be aware of this problem and to act for protecting the Earth in daily life, because the environmental problems are not visible. This study suggests ESD as a means for raising the awareness and behavior about the Earth. And {\textquotedblleft}The environmental epistemological model of 5 aspects{\textquotedblright} is presented which connects ESD of earth environment with environmental policy.
 This study shows how the {\textquotedblleft}The environmental epistemological model of 5 aspects{\textquotedblright} is reflected on the environmental policy and education within two municipalities which are trying to be woody biomass society as an example of the vision of {\textquotedblleft}Sustainable society{\textquotedblright}. The municipalities are V{\"a}xj{\"o} city in Sweden and Kaneyama-machi in Japan. As a result, it is clear that environmental policy and education at preschools in Sweden and in Japan are important institutions for promoting {\textquotedblleft}The environmental epistemological model of 5 aspects{\textquotedblright} of a municipality{\textquoteright}s environmental policy. 
 And it is concluded that ESD at early childhood is important as the base of the life-long learning and citizen{\textquoteright}s participation.},
	keywords = {early childhood, education for sustainable development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.32.23},
	url = {https://oaji.net/articles/2014/457-1406541381.pdf},
	author = {Yoshiko  Asano}
}
@article {629,
	title = {THE COMPLEXITY OF THE EDUCATIONAL RESEARCH IN THE TEACHING OF MOTOR ACTIVITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {99-105},
	abstract = {The need to identify an educational dimension of the motor activities to be practiced in school context requires a disciplinary intersection between the sciences of education and the sciences of motion that outlines a complex heuristic space where the Geisteswissensschaften and Naturwissensschaften can cooperate at a constant, rigorous and critical harmonization of different approaches, protocols and instruments of research.
 Starting from the model proposed by Arnold (1988) that shows the wide range of possibilities offered by the movement to educational processes it is important to reflect critically upon the procedures and the adoption of specific research methodologies that can functionally integrate with the curriculum and the educational and organizational constraints of the school institutions and be suitable to define the best teaching practices to enhance the educational dimension of motor activities.},
	keywords = {motor activities, quantitative research, teaching-learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.36.99},
	url = {https://oaji.net/articles/2014/457-1408435256.pdf},
	author = {Maurizio  Sibilio and Paola  Aiello}
}
@article {635,
	title = {COMPUTER SUPPORTED SCHOOL CHEMICAL EXPERIMENT IN COMPLEX APPROACH {\textendash} {\textquotedblleft}ACIDIC BUBBLES{\textquotedblright}},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {29-37},
	abstract = {Digital technologies are used in experimental practice under school conditions mainly for data statistic processing, computer modeling of natural principles and supporting the real experiments by computer, so that the measurement process can occur simultaneously with data recording during experiments. This study is focused on the use of computer within real experimenting. We have chosen the experiment {\textquotedblleft}Acidic bubbles{\textquotedblright} as an example of running the computer-aided real experiment. Solubility of carbon dioxide (CO2) in the liquid is influenced by characteristics of the solvent and the solute, pressure and temperature. The aim of the experiments is to show changes in pH values in water/carbon dioxide (H2O/CO2) mixtures (differing in various CO2 content) in time and temperature. Experiments confirmed that the temperature increased in relation to increasing pH. CO2 solubility decreased along with increasing temperature and the resulting lower concentration of CO2 in the mixture also caused the reduction of the carbonic acid (H2CO3) concentration. Moreover, the acid was decomposed by the influence of the higher temperature. Advantages of using the measuring systems can be seen in their supportive functions leading to investigative experimental activities of students, which are gradually disappearing from both primary and secondary schools for various reasons. Advantages of this approach are increasing by applications connected with everyday life products as in presented example {\textquotedblleft}Soda-stream{\textquotedblright} device in the kitchen.},
	keywords = {chemical experiment, complex experiment, computer school, everyday chemistry},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.29},
	url = {https://oaji.net/articles/2014/457-1408435680.pdf},
	author = {Jana  Brani{\v s}a and Zita  Jenisov{\'a} and Martin  B{\'\i}lek}
}
@article {522,
	title = {COMPUTER-ASSISTED CLASSES ON MEDICINAL CHEMISTRY OF BARBITURATES AND THIOBARBITURATES},
	journal = {Problems of Education in the 21st Century},
	volume = {28},
	year = {2011},
	month = {April/2011},
	type = {Original article},
	chapter = {61-71},
	abstract = {The purpose of this study is elaboration of computer classes for pharmacy or chemistry students on ADMET parameters of barbiturates and thiobarbiturates in the context of their molecular structure and gathering students{\textquoteright} feedback on the classes. Barbiturates and thiobarbiturates are derivatives of barbituric acid and thiobarbituric acid, respectively. These drugs, depending on clear differences in their structure, exert a variety of effects on the central nervous system, ranging from mild sedation to total anesthesia. Barbiturates may be used as hypnotics, anxiolytics and anticonvulsants whereas thiobarbiturates can be applied for the induction of general anesthesia. At present barbiturates are usually replaced by benzodiazepines which are less dangerous at overdose. Nevertheless, they remain a model group of drugs to discuss structure-activity relationship, in particular the effect of lipophilicity on the activity profile.
 The presented computer-assisted classes were designed by taking into consideration the common problems which many students experiense when they learn medicinal chemistry.The classes make use of freely available web services only and consist of the following steps: (1) calculation of lipophilicity of selected barbiturates and thiobarbiturates with several algorithms offered by Virtual Computational Chemistry Laboratory web service;(2) discussion of relationship between the lipophilicity value and activity profile;(3) calculation of other ADMET parameters (e.g. plasma protein binding, blood-brain barrier penetration, human intestinal absorption) of barbiturates and thiobarbiturates with PREADMET web service and ADMEBoxes web service (demo version) .
 The classes were highly approved by students and may be utilized in education of pharmacy and chemistry but also biology and medicine students.},
	keywords = {computer-assisted classes, ICT, improving classroom teaching},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=939899},
	author = {Agnieszka A.  Kaczor}
}
@article {521,
	title = {COMPUTER-ASSISTED CLASSES ON MEDICINAL CHEMISTRY OF NEUROLEPTICS},
	journal = {Problems of Education in the 21st Century},
	volume = {28},
	year = {2011},
	month = {April/2011},
	type = {Original article},
	chapter = {49-60},
	abstract = {The purpose of this study is elaboration of computer-assisted classes for pharmacy students on medicinal chemistry and molecular pharmacology of neuroleptics and gathering of students{\textquoteright} feedback on such a didactic approach.
 The neuroleptics or antypsychotics are a group of drugs used for the treatment of psychosis, in particular in schizophrenia and the manic phase of bipolar disorder. According to the chemical classification, the following main groups of neuroleptics can be distinguished: tricyclic neuroleptics (phenothiazine, thioxanthene and dibenzoepine derivatives), derivatives of buthyrophenone, diphenylbutylpiperidine, indole and benzamide. Pharmacologically they can be divided into typical and atypical, taking into account the ratio of their affinity to the dopamine D2 and the serotonin 5-HT2A receptors.
 The presented computer-assisted classes were designed by taking into account the common problems which many students encounter when they learn medicinal chemistry.The classes make use of free software and freely available web services only and consist of the following steps:(1) molecular modeling of selected neuroleptics on the level of semi-empirical AM1 method with VegaZZ;(2) discussion of the structural features of neuroleptics that affects their pharmacological profile;(3) homology modeling of dopamine D2 receptor with SWISS-MODEL;(4) molecular docking of selected neuroleptics to the models of dopamine D2 receptor with PatchDock.
 The classes were highly approved by students and may be utilized in education of pharmacy and chemistry but also biology and medicine students.},
	keywords = {computer-assisted classes, improving classroom teaching},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=939898},
	author = {Agnieszka A.  Kaczor}
}
@article {596,
	title = {THE CONCEPT OF LEARNING OUTCOMES IN THE LATVIAN VOCATIONAL EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {34},
	year = {2011},
	month = {October/2011},
	type = {Original article},
	chapter = {64-78},
	abstract = {Recently learning outcomes, which are statements of what a learner knows, understands and is able to do after learning, have gained more attention at education policy level in Latvia. International discussions about the terms connected with learning outcomes have been raised by the development of the European Qualifications Framework {\textendash} an eight level reference system {\textendash} and consequent elaboration of national frameworks in the Member States. For the referencing process and other reforms to be successful, all stakeholders should share a common understanding of the used terms. This study aimed at exploring the education participants{\textquoteright} views about the concept and use of learning outcomes in the Latvian vocational education. In terms of the study the questionnaire was completed by 577 vocational education students, and five vocational education teachers{\textquoteright} and five employers{\textquoteright} interviews were conducted. The results of the study indicate that the respondents do not have a thorough understanding of learning outcomes. Prior introducing learning outcomes in practice, national informative and educational activities should be arranged for education participants and general public in order to support vocational education stakeholders during the ongoing education reforms initiated by the shift towards learning outcomes based education. },
	keywords = {learning outcomes, students{\textquoteright} learning assessment, vocational upper-secondary education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.34.64},
	url = {https://oaji.net/articles/2014/457-1406612059.pdf},
	author = {Gunta  Kinta}
}
@article {542,
	title = {THE CONCEPT OF SYSTEMRELATED STRESS REDUCTION (SYSRED) IN EDUCATIONAL FIELDS},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {119-134},
	abstract = {Existing analysis about teachers{\textquoteright} and student{\textasciiacute}s experience of stress, related health risk factors, and consequences for the profession represent the basis of this integrated stress-management concept designed for educational fields, e.g. schools. It has been developed by the author of this article since 1994. The SYSRED-Concept (SYStemrelated Stress REDuction) follows three level of stress management, which are used integratively with both teachers and children. First (Level of children), it offers strategies for stress preventive work with children (e.g. EMYK: training of relaxation with elements of yoga for children). Secondly (Level of adults), courses for stress-management for teachers were developed and evaluated (e.g. STRAIMY: Stress-management training with elements of yoga; BIODANZA: dance and motion oriented psychological intervention method for stress-management). Finally, seminars for the broadening of teachers{\textquoteright} pedagogic-psychological competences are carried out (e.g. employment of relaxation methods in class; method-training seminars for the reduction of exam anxieties and for a better handling of behavioural disorders and discipline problems). Thirdly (level of conditions), the conditions which cause stress are analyzed and changed. Within the framework of accompanying evaluations we examined around 600 subjects with regard to the short and long term effects of the measures taken concerning personnel development and intervention on certain psychological, psycho-social, and immunological parameters. We were able to prove the stress reducing effects of the trainings methods for both students and teachers as well as the improvement of the teachers{\textquoteright} pedagogical-psychological competences caused by participating in the training seminars. Until now we were sucessfully working with 1000 teachers and pupils applying the components of the SYSRED-Concept. This article further explains an Masterplan to secure the Balance between Intuitive-emotional vs. Rationbal Education. This Plan helps to get an overview where the stressreduction methods from SYSRED are integrated. Within it, it is discussed the role of the Body-Orientation, Stressreduction, Empathy and ability to Love in educational fields as human basic behaviour in educational fields, which has to be developed within the Education of the 21st century. },
	keywords = {stress and teacher, stress coping in school},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2014/457-1405178953.pdf},
	author = {Marcus  Stueck}
}
@article {484,
	title = {THE CONSTRUCTION OF GEOGRAPHIC KNOWLEDGE IN SCHOOL: A BRIEF REFLECTION ON THE ROLE OF THE TEACHER},
	journal = {Problems of Education in the 21st Century},
	volume = {27},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {82-93},
	abstract = {For some years there have been theoretical debates concerning the role of school Geography. In Brazil, these questions came to prominence during the decade of the 80{\textquoteright}s in the last century. In Europe, whilst the discussions had started previously, given that the development of Geography as a science started in Germany in the 19th. century, questioning on the role of Geography in schools, its methods and specificities etc. in certain ways served to amplify our references and to question which Geography we want and which we are promoting.
 We consider that it is essential to encourage reflection as to what the purposes of an education in Geography are and the role of the teacher in this process so as to think not only about the direction we are giving to this process, but to verify if we are contributing to students being able to construct general and specific scientific reasoning in this area.
 The purpose of this article is to present that which, in terms of sciences in general, has been proposed, so that students can construct specific science concepts and to which geographic education can contribute, so that students and teachers can have a significant understanding of the concepts involved in this science.},
	keywords = {geographic literacy, scientific literacy, teacher training},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2593986},
	author = {Jerusa  Vilhena de Moraes}
}
@article {1638,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {May/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 29, 2011},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1681116455.pdf},
	author = {Editorial Board}
}
@article {1626,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {33},
	year = {2011},
	month = {July/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 33, 2011
Compiler},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1678630459.pdf},
	author = {Editorial Board}
}
@article {1593,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 36, 2011},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1672567091.pdf},
	author = {Editorial Board}
}
@article {1629,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 32, 2011},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1678802427.pdf},
	author = {Editorial Board}
}
@article {1632,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 31, 2011},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1681029145.pdf},
	author = {Editorial Board}
}
@article {1588,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 37, 2011},
	keywords = {cover},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1672511934.pdf},
	author = {Editorial Board}
}
@article {1608,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {35},
	year = {2011},
	month = {November/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 35, 2011},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1676913586.pdf},
	author = {Editorial Board}
}
@article {1635,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 30, 2011},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1681047683.pdf},
	author = {Editorial Board}
}
@article {1623,
	title = {CONTENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {34},
	year = {2011},
	month = {September/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {3-4},
	abstract = {Contents
Problems of Education in the 21st Century, ISSN 1822-7864
Volume 34, 2011},
	keywords = {contents},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1678540863.pdf},
	author = {Editorial Board}
}
@article {1634,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 30, 2011},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1681047652.pdf},
	author = {Editorial Board}
}
@article {1622,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {34},
	year = {2011},
	month = {September/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page
Problems of Education in the 21st Century, ISSN 1822-7864
Volume 34, 2011},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1678540816.pdf},
	author = {Editorial Board}
}
@article {1637,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {May/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 29, 2011},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1681116421.pdf},
	author = {Editorial Board}
}
@article {1589,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 37, 2011},
	keywords = {cover},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1672511898.pdf},
	author = {Editorial Board}
}
@article {1625,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {33},
	year = {2011},
	month = {July/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 33, 2011
Compiler},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1678630428.pdf},
	author = {Editorial Board}
}
@article {1592,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 36, 2011},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1672566973.pdf},
	author = {Editorial Board}
}
@article {1628,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 32, 2011
},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1678802396.pdf},
	author = {Editorial Board}
}
@article {1631,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 31, 2011},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1681029117.pdf},
	author = {Editorial Board}
}
@article {1591,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 36, 2011},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1672566973.pdf},
	author = {Editorial Board}
}
@article {1607,
	title = {COVER},
	journal = {Problems of Education in the 21st Century},
	volume = {35},
	year = {2011},
	month = {November/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 35, 2011},
	keywords = {cover page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1676913549.pdf},
	author = {Editorial Board}
}
@article {643,
	title = {THE CREATION OF INFORMATION WEBSITE {\textquotedblleft}FULLERENES{\textquotedblright} AS AN EDUCATIONAL TOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {109-118},
	abstract = {Fullerenes are the basis for the rapidly developing science of nanotechnology. Nanotechnology is included in the list of priorities approved by Lithuanian Ministry of Education. Fullerenes and their usage, as a new field of science, are not included in either the general or high education curriculum. Following the analysis of e-sourcing, it became clear that there is no Lithuanian electronic source of information, in which there is more than one paragraph describing of fullerenes history, theory, usability and so on. Found information is incomplete, often inaccurate, and completely scattered. In order to determine Internet users{\textquoteright} knowledge about fullerenes, a short questionnaire survey in different education and age groups were conducted. The results of the survey suggest that currently the majority of respondents (more than half of those with university education) do not have a basic knowledge of fullerenes. Created an electronic information tool for teaching Fullerenes is presented. It analyzed and structured educational material about the history of the discovery of fullerenes, scientists who discovered them, the theory of fullerenes, their applications, examples, illustrations, points of interest, simulation. Developing the site relationship with the Nobel Prize laureates who discovered fullerenes Professor Robert F. Curl and Professor Harold W. Kroto has been established. Developed electronic information teaching tool "Fullerenes" (http://www.fulerenai.eu/) can be used as a cognitive tool for educational institutions.},
	keywords = {fullerenes, information teaching tool, nanotechnology},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.109},
	url = {https://oaji.net/articles/2014/457-1408436065.pdf},
	author = {Violeta  {\v S}lekiene and Loreta  Raguliene}
}
@article {547,
	title = {CRITICAL POINT IN FINANCIAL LEARNING PROCESS OF PRIMARY SCHOOL CHILDREN IN SLOVENIA},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {35-46},
	abstract = {Financial literacy is very important because only financially literate individuals are able to identify the pitfalls of money management. The objectives of the study were to observe how children perceive the role of money in everyday life based on their opinions about possessing money, money management and certain dilemmas about different possibilities to earn money. Expert writings reveal that many parents frequently act as bad role models, because they themselves tend to be poorly informed about their own personal financial issues and choices. Therefore, the best way to start teaching young people about basic economic and financial facts and skills is to incorporate these issues into classroom lectures. The following article features the analysis of a study in which 206 primary school pupils have taken part. Allowance was provided to 130 pupils, which agree, that because they have allowance, are better money manager. The majority of the pupils surveyed were of the opinion that they would be able to manage their finances even better if their parents would talk to them about money more often, and if the parents would also invest more time to convey a better perception of the value of money and things to them. The greatest amount of influence on the pupils{\textquoteright} ability to manage money comes from their parents. School, in the form of an educational institution, also bears a substantial amount of influence concerning this particular matter. The Slovenian education system gives not enough attention to vital issues such as money management and consumer protection. This study can be useful information for teacher about critical point in children money management. },
	keywords = {financial education, money management},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.30.35},
	url = {https://oaji.net/articles/2014/457-1405179789.pdf},
	author = {Francka Lov{\v s}in  Kozina and Tadeja  Per{\v c}i{\v c} and Verena  Koch}
}
@article {554,
	title = {CROSS-CULTURAL DIALOGUE AT LESSONS OF RUSSIAN LANGUAGE AT SCHOOLS PROVIDING GENERAL EDUCATION OF LATVIA},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {123-132},
	abstract = {This article is devoted to the possibilities of usage lingvoculturology experience in the process of teaching mother tongue (Russian) in the conditions of diaspora, and in Russian language textbooks for the pupils of national minority schools of Latvia. These textbooks were developed by the author of the article.
 In the introduction, the author proves the necessity of the development of cross-cultural skills of pupils in the process of their mother tongue studies, analyses the problems in cross-cultural capacity of school-leavers. 
 In the second part of the article, the author describes the intra-cultural and cross-cultural dialogues, which are actualized in the contents of educational course {\textquotedblleft}Russian language{\textquotedblright} and in the textbooks of Russian (the necessity and didactic possibilities of development for diaspora pupils the ability to create a dialogue with facts and values of their own culture and other peoples{\textquoteright} cultures).
 The focus of author{\textquoteright}s attention is the development of cross-cultural competence of students with the help of using cross-cultural tasks as a special type of educational exercises. The author describes the principles taken as a cross-cultural task-forming basis, and cross-cultural task types:
- cross-cultural tasks aimed at the development of pupils{\textquoteright} cultural tolerance;
- cross-cultural tasks aimed at the development of pupils{\textquoteright} cultural mutual understanding;
- cross-cultural tasks aimed at the development of pupils{\textquoteright} cultural unity.
 The author describes the didactic possibilities of the use of cross-cultural tasks at the lessons of Russian.
 In the conclusion, the author highlights that the experience, which has been gained in the process of using cross-cultural tasks at the lessons of Russian, allows
 - to expand the culturological outlook of diaspora students,
 - to teach students to notice likenesses and distinctions between speech behavior of different cultures representatives and deal with them,
- to teach students to think in a comparative aspect, to determine lacunae in their own knowledge, to escape stereotypes, to be able to take the position of an interlocutor {\textendash} the representative of another culture, to evaluate the world from position of their value orientations;
 - to improve purposefully and successfully not only cross-cultural skills of students but also their communicative, language and educational abilities.},
	keywords = {cross-cultural dialogue, cross-cultural task, sociocultural competence},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.30.123},
	url = {https://oaji.net/articles/2014/457-1405180352.pdf},
	author = {Margarita  Gavrilina}
}
@article {572,
	title = {CURRENT ISSUES OF TEACHER TRAINING IN ALBANIA},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {47-57},
	abstract = {World society, technologies and sciences are changing very quickly. The school, as an educational institution is facing great challenges of the century. The school needs to change many components like curricula, teaching, strategies, learning techniques.
 By using a series of strategies, contemporary teaching needs to strengthen the learning environment and offer different models, in order to design proper curricula for all subjects, fields of study and levels.
 Based on some official data, empirical surveys, questionnaires, as well as data from the students{\textquoteright} results, there have been identified some problems in our school, concerning traditional and contemporary teaching and learning.
 The focus of the research is: teaching principles applied in school curricula in Albania such as student {\textendash} centered teaching and future oriented one through the paradigms of interactive teaching and passing from traditional to contemporary teaching methods. This principles aim at developing students{\textquoteright} critical thinking and learning skills to educate students as lifelong learners. 
 These principles and solutions are necessary to be known and to be applied in everyday process of teaching and learning, in order to improve their quality.},
	keywords = {diversity of teaching modes, interactive teaching, student skills},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.32.47 },
	url = {https://oaji.net/articles/2014/457-1406541470.pdf},
	author = {Irena  Lama and Artur  Sula and Mimoza  Gjokutaj}
}
@article {551,
	title = {DECENTRALIZATION OF EDUCATION: THE EXPERIENCE OF KENYAN SECONDARY SCHOOLS},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {86-96},
	abstract = {Kenya has undertaken several educational reforms since independence in 1963. Several committees, commissions and task forces have been set up over the years with the mandate to make suitable recommendations on how to overcome the ever rising challenges facing the Kenyan education. The necessary legal and policy guidelines have also been prepared to guide the administration, management and governance of education, in line with the country{\textquoteright}s educational philosophy. The latest educational reform of 2005 was geared towards decentralization of education. For this paper, decentralization is limited to the transfer of decision-making authority to stakeholders at the secondary school level. This paper therefore gives a brief history of educational reforms in Kenya, discusses the challenges facing the Kenyan education, the concept of decentralization and the limitations of secondary schools to promoting it. Lastly, it makes recommendations on what should be done for secondary schools to fully embrace the concept of decentralization in Kenya.},
	keywords = {decentralization, democratization},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.30.86},
	url = {https://oaji.net/articles/2014/457-1405180100.pdf},
	author = {David M.  Mulwa and Richard P.  Kimiti and Titus M.  Kituka and Elizabeth N.  Muema}
}
@article {592,
	title = {DESIRED CULTURE AND REALISTIC VALUE-JUDGEMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {34},
	year = {2011},
	month = {October/2011},
	type = {Original article},
	chapter = {9-23},
	abstract = {To create and to operate a knowledge management system is becoming a more and more popular targets of companies. Realizing the changes above can result in a failure - in spite of the strongest will {\textendash} if organizations lack certain prerequisites which are necessary in companies{\textquoteright} lives. One of the most important prerequisites is organizational culture which can be characterized by confidence, common learning, development and an open atmosphere. This is called a learning organizational culture.
 This research has focused on bringing to light what kind of dreams colleagues in higher education have about their own organizational culture. These results were gained from an investigation with questionnaires which were realized by an advisory team. To evaluate the results of the investigation a circumplex method was used. These results were compared with the characteristics of a learning organization to confirm the hypothesis. As a result it can be stated that colleagues have the same images about their successful organization as the characteristics of learning organizations. },
	keywords = {circumplex model, higher education, knowledge management},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.34.07},
	url = {https://oaji.net/articles/2014/457-1406611783.pdf},
	author = {Andrea Bencsik and Ildik{\'o}  Marosi and Vikt{\'o}ria  Stifter}
}
@article {581,
	title = {DEVELOPING AND EVALUATING COMPUTER GAMES: A PEDAGOGICAL PERSPECTIVE FOR HIV/AIDS PREVENTION IN SCHOOLS},
	journal = {Problems of Education in the 21st Century},
	volume = {33},
	year = {2011},
	month = {August/2011},
	type = {Original article},
	chapter = {9-28},
	abstract = {This research report presents design, development and evaluation of computer games as a pedagogical approach for delivering HIV/AIDS preventive education to the lower level high school students within the age range of 13-18 years. The purpose of the research was to enable students to learn and test their understanding of HIV/AIDS basic knowledge and preventive measures using computer games. The models of the games were built using Empirical modeling approach together with experiential learning. Field experiment was used to demonstrate computer games in schools and questionnaire was used for game evaluation. Descriptive statistics and partial least square (pls) were used to analyze quantitative data from questionnaire. The results from analyzed data indicated that computer games influence learning outcome of HIV/AIDS preventive education. Based on the research results and experience in game design and game prototype demonstration in three lower level high schools, recommendation has been formulated for designing similar games for classroom use. The computer game is one of the components of digital learning environment for HIV/AIDS education. Other components include video games and online lessons with discussion forum. },
	keywords = {computer games, experiential learning, HIV/AIDS preventive education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.33.09},
	url = {https://oaji.net/articles/2014/457-1406575878.pdf},
	author = {Joseph Kizito  Bada and Jarkko  Suhonen}
}
@article {540,
	title = {DEVELOPING SKILLS FOR A LIFETIME OF LEARNING: STRATEGIES TO DEVELOP FLEXIBLE THINKING},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {102-109},
	abstract = {This research investigated forty, ten to twelve year students in their final two years of primary schooling. It investigated their capacities to develop the cognitive competencies of executive function. The framework used was the Multiple Intelligences perspective of executive function. The findings discussed are those pertaining to the students{\textquoteright} development of the component of executive function known as flexible thinking. Investigated as part of a larger action research study which was implemented in three classrooms over a six month period, the findings in this domain demonstrated considerable improvement from the skills recorded as part of the baseline data. The baseline data had indicated that none of the students were able to demonstrate the cognitive capacities of flexible thinking. The results are significant in that they can be directly related to changes in pedagogical practice. The findings are significant also for the three participating teachers as they serve to highlight the challenges they faced. They are indicative of challenges that may be faced by other teachers as they seek to implement intervention programs effectively and to question some of the pedagogical strategies and beliefs with which they had formerly engaged confidently.},
	keywords = {executive function, flexible thinking, intrapersonal intelligence},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2014/457-1405178841.pdf},
	author = {Maura Sellars}
}
@article {616,
	title = {DIAGNOSTIC OF INFORMATION AND COMMUNICATION TECHNOLOGIES{\textquoteright} USE IN VOCATIONAL GUIDANCE: ANALYSIS OF AN EXPERIENCE},
	journal = {Problems of Education in the 21st Century},
	volume = {35},
	year = {2011},
	month = {November/2011},
	type = {Original article},
	chapter = {119-126},
	abstract = {In recent years, parallel to the transformations occurring at all levels, a technological revolution has taken place from which the development and integration of multiple resources in all areas and sectors has been derived.
 All these changes have implications in Vocational Guidance, noting by its relevance in the present study, the integration and use of technological tools in the development of guidance tasks and the adoption by its technicians, the skills needed to make an effective use of them.
 Taking as reference the above, the research problem of this work is focused on describing the use that professional counselors make of the Information and Communication Technologies (ICT) in the development of their daily work. With this purpose, we describe this study, in which, through quantitative and qualitative methods, we conclude, in general, the lack of true integration of ICT tools in guidance and a large deficit training in the group of counselors regarding to technological resources, which implies the need to design training activities with a view to remedying this deficiency.},
	keywords = {technological competences, use of technological resources, vocational guidance},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=968809},
	author = {Luis Martin  Sobrado and Cristina  Ceinos and Rebeca  Garc{\'\i}a}
}
@article {639,
	title = {DIGITAL TEACHING AND LEARNING CONTENT IN NATURAL SCIENCE EDUCATION: EDUCATIONAL USEFULNESS EVALUATION},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {70-82},
	abstract = {In recent years teaching and learning problems acquire qualitatively new characteristics. It has been thought for a long time that it is an object of classical pedagogy and further research works are not urgent. However, in the process of rapid development of ICT, traditional pedagogy conception also inevitably changes. So-called {\textquotedblleft}classical pedagogy{\textquotedblright} shifts to {\textquotedblleft}online pedagogy{\textquotedblright}. An adjacent educational trend - a "shift from teaching to learning" is also related with this shift. Thus, on the one hand, ICT is changing very rapidly, new technologies (not necessarily in a proper educational sense) are penetrating into educational practice. On the other hand, under a great influence of ICT, interrelation mechanisms between teachers and pupils change, also, change educational activities and their characteristics. Thus, a need rises to inevitably observe the current situation, to analyse it and to present adequate educational decisions.
 Therefore, a complex pedagogical evaluation research was carried out between January and April, 2011. 20 teachers participated in the digital content testing, who totally gave 577 lessons. In the lessons a) an interactive board (IL) was used, and a lesson content was prepared by Power Point (PPT) slide show or Active Inspire (AcIns) programme; b) projector (S), and a lesson content - by PPT or AcIns. 
 It can be basically asserted, that digital teaching/learning content is a perspective way searching to improve education process.},
	keywords = {digital content, factor analysis, pedagogical evaluation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.70},
	url = {https://oaji.net/articles/2014/457-1408435877.pdf},
	author = {Vincentas  Lamanauskas and Violeta  {\v S}lekiene and Loreta  Raguliene and Renata Bilbokaite}
}
@article {560,
	title = {DIRICHLET{\textquoteright}S PRINCIPLE AS AN ELEMENTARY MATHEMATICAL MODEL IN MATHEMATIC EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {45-55},
	abstract = {One important part of nowadays research in theory of mathematics education is focused on searching for some interesting and non-traditional mathematical topics and themes. The topic named the {\textquotedblleft}Dirichlet{\textquoteright}s Principle{\textquotedblright} is aimed to promote and exercise mathematical competencies by using quite simple mathematical rules. The rules were discovered and described in the 19th century by Johann Peter Gustav Lejeune Dirichlet (1805-1859). The article describes case studies as the results of qualitative research of mathematics{\textquoteright} lessons with the topic of Dirichlet{\textquoteright}s principle at upper-secondary school and university. The elements of the history of mathematics concerning the topic and Dirichlet{\textquoteright}s personality are also involved. Definitions, examples of exercises, tasks and problems are given in the article, too. Recommended methods of teaching with the focus on active methods, which support inquiry based learning, are described. Two case studies, one realized at secondary grammar school (17 year-old pupils) and one at university (student teachers) are described as examples of theoretical and methodological background implementation. The context of tasks and problems which are solved by using Dirichlet{\textquoteright}s principle is set in real life situations. The topic content therefore helps to show the importance of mathematical knowledge for everyday life. },
	keywords = {case study, elementary mathematical model, Johann Peter Gustav Lejeune Dirichlet},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.31.45},
	url = {https://oaji.net/articles/2014/457-1406540216.pdf},
	author = {Sona  Ceretkova and Lubica  Korenekova}
}
@article {619,
	title = {DISABILITY AND THE USE OF ICT IN EDUCATION: DO STUDENTS WITH SPECIAL NEEDS RECOGNISE THE SUPPORT GIVEN BY TEACHERS WHEN USING TECHNOLOGY},
	journal = {Problems of Education in the 21st Century},
	volume = {35},
	year = {2011},
	month = {November/2011},
	type = {Original article},
	chapter = {149-158},
	abstract = {The Information and Communication Technologies are a decisive element to normalize the conditions of the students{\textquoteright} life with special needs, and in some cases, one of the options for the access to a school curriculum. However, in the context academic, the development of the new technologies has favored the appearance in new ways of social exclusion. 
 In presented study it was analysed the availability of the necessary resources to these students, checks the usage of the available technology and examines up to what point the students recognise the support of the teachers using information and communication technologies - ICT, to help them succeed in their studies. 
 Thirty-seven students with special needs participated in this study, coming from a secondary school in Alicante and from the University of Alicante. Was prepared a questionnaire to investigate the use, experience and recognition of the support given by the teachers using ICT with these students.
 The results indicated that these students felt ready to use the technology resources in their studies. However, they did not receive support by the teachers and they noticed differences in approach, depending on the stage of the educational course and the type of disability.
 There still exist important obstacles in obtaining a total integration for disabled students; in particular making the role of the teacher a vital issue to provide an educational answer to such diversity.},
	keywords = {formative stages, students with disabilities, teacher preparation, teaching and learning},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=968813},
	author = {Raquel Suri{\'a}  Mart{\'\i}nez}
}
@article {517,
	title = {DISPARITIES IN MATHEMATICS ACHIEVEMENT AMONG SECONDARY SCHOOLS: THE CASE OF KENYA},
	journal = {Problems of Education in the 21st Century},
	volume = {28},
	year = {2011},
	month = {April/2011},
	type = {Original article},
	chapter = {8-18},
	abstract = {In Kenya, one the subjects tested by the Kenya National Examinations Council (KNEC) in the Kenya Certificate of Secondary Education (KCSE) is mathematics which is a compulsory subject for all candidates. Although competence in mathematics is paramount due to constant change in the global economy and workplace, achievement in the subject remains dismal. It is very important for students to be proficient in this subject because it plays an important role in career choices and professional development. Under-achievement in mathematics limits ones opportunities in competitive professional courses at all tertiary levels. This study sought to establish disparities in the achievement of mathematics in KCSE during 2005-2009 among boys{\textquoteright} and girls{\textquoteright} boarding schools and mixed day schools. Descriptive research design was adopted and data was collected from the Heads of Mathematics Departments in 32 secondary schools in Western Province. Descriptive and inferential statistics were used in the analysis. The findings reveal that there are wide disparities in the performance among the different categories of schools as well as gender. Boys{\textquoteright} boarding schools have a lead in achievement in mathematics. Factors mentioned as contributing to poor performance in mathematics include lack of sufficient text books, negative attitude by students and teachers, lack of frequent practice by students and the influence of previous poor performance. It is hoped that these findings will assist teachers and secondary school administrators address factors contributing to poor performance in mathematics. It is recommended that school administrators should provide sufficient learning materials. In schools with low achievement in mathematics, there should be a concerted effort by entire staff to change the attitude of students towards the subject and incentives given for any minimal improvement realized. },
	keywords = {achievement, disparities, professional development and proficient},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=939894},
	author = {Jane K.  Amunga and Amadalo Maurice  Musasia}
}
@article {558,
	title = {DISPARITIES IN THE PHYSICS ACADEMIC ACHIEVEMENT   AND ENROLMENT IN SECONDARY SCHOOLS IN WESTERN PROVINCE: IMPLICATIONS FOR STRATEGY RENEWAL},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {18-32},
	abstract = {The topic of unequal outcomes for men and women in math and science has been in the public domain for some time now. This study however had special interest in physics because it is an optional science subject in most schools and taken by those confident enough to take on a third science subject. It is a key science subject expected to drive Kenya{\textquoteright}s vision 2030 initiative which aims at making the country a newly industrializing middle income country providing high quality life for all its citizens. The realization of this vision calls for the harnessing of the science and technological ability of both men and women in the country; it is a collective responsibility of both genders. The study adopted a descriptive survey design. This paper presents the findings of the study on disparities in achievement and enrolment in physics in Kenya with a focus in Western Province. This study was conducted in 40 secondary schools in Western Province. Out of the selected 40 schools, responses were obtained from 32 schools giving a response rate of 80\%. The data collection instrument was a questionnaire. Data on enrolment and performance on physics was obtained from the respective Heads of Departments. The study revealed that there are disparities in enrolment and achievement among the different school categories and gender disparities as well. Boys{\textquoteright} schools have had a steady lead in the enrolment and achievement on physics during the five years. The findings indicate that there is need to have a change in strategies in order to improve performance and enrolment in girls{\textquoteright} and co-education schools.},
	keywords = {harnessing, industrializing},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.31.18},
	url = {https://oaji.net/articles/2014/457-1406539985.pdf},
	author = {Jane K.  Amunga and Musasia Maurice  Amadalo and Geofrey  Musera}
}
@article {633,
	title = {DOES INTELIGENT E-LEARNING TOOLS NEED MORE PEDAGOGICAL METHODOLOGY OR ICT},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {9-17},
	abstract = {Evolution in computer and other information communication technologies have made also possibilities to develop intelligente computer-aided learning tools for enhanced learning. Today, most researchers in the field of educational technology seem to be preoccupied with either heuristic, the development of Artificial Intelligence application, or the epistemology, philosophy concerned with the nature and scope (limitations) of knowledge and representation or varius learning theories such as constructivism and conectionism by computer program. The enthusiasm to develop technologicall advanced learning tools resulted in technologies with limited application. The need to develop simple computer-based tools to assist instruction and demonstrate its impressiveness to enhance learning is most important, but those tools desperetly need to be designed with epistemological (didactical) knowledge and integrated into a pedagogical framework. 
 The paper presents researc connected with the design and use of an interactive computer-aided learning tool for enhanced learning and the impact of an interactive computer-aided e-learning tool on students learning achievement. The study was motivated by the need to evaluate the use and effectiveness of computer-aided learning applications as they are used in the instructional environment. The mayor research questions that guided this study are: Does the e-learning tool have a measurable effect on students learning? And what is the impact of the e-learning tool usage on students{\textquoteright} performance? The results of the study proof the impact of usage e-learning tools on students{\textquoteright} performance at knowledge assessment. While using the prepared e-learning tool, the score and the time of complete interactive session were measured.},
	keywords = {education, ICT, intelligente learning tools},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.09},
	url = {https://oaji.net/articles/2014/457-1408435570.pdf},
	author = {Boris Aber{\v s}ek and Kordigel Aber{\v s}ek, M.}
}
@article {606,
	title = {E-ASSESSMENT OF STUDENTS BASED ON PERSONAL RESPONSE SYSTEM},
	journal = {Problems of Education in the 21st Century},
	volume = {35},
	year = {2011},
	month = {November/2011},
	type = {Original article},
	chapter = {11-16},
	abstract = {Tools for electronic assessment are being developed mainly with growth of distance learning platforms. However, the possibility of electronic testing seems to be valuable also in the classroom, which is not usually equipped with computers. For this purpose, systems of remote controllers have been in development for over ten years. The first versions of controllers were operating in infrared technology which significantly limited the amount of data that could be transferred from remote controls to computers. That allowed only using simple multiple-choice and single number questions. Those limitations excluded those systems as an effective assessment tool. 
 In recent years new versions of systems were presented. Modern remote controls are operating in radio technology and possess their own memory that makes it possible to code and send more complex questions. Also, new controllers can operate in asynchronous mode which creates the opportunity for personalization of students{\textquoteright} work. Thanks to new functionality, modern response systems can potentially be used as assessment tools. This fact creates new opportunities and challenges for educators in developing a methodology of use of this tool during various types of courses. Presented results were obtained during the pilot implementation of the Personal Response System - PRS RF during laboratory classes for first year students of Biophysics in years 2009-2011 at Jagiellonian University.},
	keywords = {electronic assessment, interactive learning environment, personal response system},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=968796},
	author = {Pawe{\l} Bernard and Pawe{\l} Bro{\'s} and Anna  Migda{\l}-Mikuli}
}
@article {533,
	title = {EDUCATION AND AESTHETICS: CURRENT AND FUTURE LESSONS TO LEARN FROM PAST EDUCATIONAL CONCEPTS},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {35-42},
	abstract = {Referring to the cases of (sexual) abuse and violence in pedagogical institutions recently discussed in Germany and Austria, this article questions the interrelation between concepts of {\textquoteleft}education{\textquoteright} and abuse of power and authority {\textendash} not only in pre-reform periods, but also {\textquotedblleft}behind the back and in the clothes of reform{\textquotedblright} (DGfE, 2010). Contrary to renewed reform suggestions, I intend to show that revisiting historical concepts proposes alternative modes of education. Aesthetic education, in particular, is highly potential in the current debate. Using historical, qualitative/hermeneutical text-analysis, I study A. G. Baumgarten{\textquoteright}s Aesthetica (1750), which uncovers the fundamental connection of pedagogy and aesthetics, and J. Fr. Herbart{\textquoteright}s paper On the Aesthetic Revelation of the World as Education{\textquoteright}s Main Concern (1804), which shows the practical value of aesthetic thinking in education: even in moral education, educator and pupil are not immediately or directly correlated but their relationship is mediated by subjects and matters. Furthermore, an aesthetic approach to education draws the main attention to spaces which provide opportunities for development, not to restricting discipline. Aesthetic experience moreover supports sensuality and therefore productively breaks with taboos in an intellectually orientated pedagogical system. All three points are crucial to current and future public and professional debates.},
	keywords = {aesthetics, educational relationships},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2014/457-1405178453.pdf},
	author = {Claudia  Gerdenitsch}
}
@article {574,
	title = {EDUCATION AND POVERTY, RELATIONSHIP AND CONCERNS. A CASE FOR KENYA},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {72-85},
	abstract = {Poverty has many dimensions and does not merely entail low levels of income or expenditure. According to Sen (1992), poverty is the lack of capability to function effectively in society. Inadequate education can thus be considered a form of poverty. Education is widely accepted as the main exit route from poverty. It is the backbone of growth and development of individuals and the nation. However, its achievement continues to elude many who are poverty stricken. This paper articulates the issues of education and poverty which is related to that of chicken-egg relationships. The study used secondary data from eight provinces in Kenya. The study correlated the poverty headcount with the educational indicators. It emerged from the data that provinces which had less poverty levels (Central-30.4\% and Nairobi 29.5\%) experienced high literacy rate, high enrolment and low dropout rate, while regions which had higher levels of poverty headcount (North Eastern-73.9\% and Coast-69.7\%) experienced low literacy rates, and poor academic performance. The study Concluded that extreme poor are denied access to education, poverty hampers learning in developing countries through poor nutrition, health, home circumstances, quality, costs and inadequate resources for education. The study recommends the government to introduce/re-introduce/strengthen school feeding programme, subsidize },
	keywords = {economic growth, education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.32.72 },
	url = {https://oaji.net/articles/2014/457-1406541577.pdf},
	author = {Maiyo K.  Julius and Jyoti  Bawane}
}
@article {537,
	title = {THE EFFECT OF LEARNING STYLE PREFERENCE ON COURSE ACHIEVEMENT AMONG PRESERVICE ENGLISH TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {71-81},
	abstract = {The purpose of this research is to explore the effect of preservice English teachers{\textquoteright} preferred learning styles and reading strategies on course achievement and other course-related studies. The participants were 28 second-year student teachers from the English Language Teacher (ELT) Education department at Mugla University in Turkey, who were taking the core course Language Acquisition in the spring 2009-2010 academic year. During the course, student teachers were asked to independently read a chapter on Second Language Acquisition (SLA) theories from The Principles of Language learning and teaching by H. D. Brown (2000), develop a poster reflecting those theories, and complete an open-ended questionnaire which aimed to explore their learning style and reading strategy preferences. Students were also informed that this chapter would be covered in the final exam. The data used in the study were student teachers{\textquoteright} preferred learning styles, reading strategies, posters and test results. Using the scores from the final exam, 14 students from higher scoring group and 14 students from lower scoring group were chosen for the study. Each group represented 25\% of the total test-taking population. Preferred learning styles and reading strategies were qualitatively analyzed. The results showed that student teachers from both groups preferred more or less the same learning styles and reading strategies. Of note, however, was that the students from the lower score group preferred additional reading strategies that appeared to positively affect part of their test results. It was concluded that learning-strategy awareness and training activities can have a constructive impact on ELT course achievement.},
	keywords = {learning style preferences, teacher education},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2014/457-1405178701.pdf},
	author = {{\c S}evki  K{\"o}m{\"u}r}
}
@article {613,
	title = {THE EFFECT OF THE MATHEMATICAL SKILLS ACQUIRED IN WOODWORK ON STUDENTS{\textquoteright} ACHIEVEMENT IN MATHEMATICS},
	journal = {Problems of Education in the 21st Century},
	volume = {35},
	year = {2011},
	month = {November/2011},
	type = {Original article},
	chapter = {85-96},
	abstract = {Economic status of students, gender and family size have been found to affect students{\textquoteright} achievement in mathematics. However, there seems to be limited research on the effects of knowledge and affective skills acquired from other subjects on students{\textquoteright} achievement in mathematics. The research objectives of the study were to determine whether the cognitive and practical skills acquired in woodwork affects students{\textquoteright} achievement in mathematics. The study also sought to find out whether the learning of similar topics in woodwork affected students{\textquoteright} achievement in mathematics. The research methodology applied was ex-post facto design. The study was carried out in four secondary schools which offered woodwork in Machakos County, Kenya and involved a student sample of 158. Data was collected by use of three mathematics tests and a questionnaire for woodwork students. The results revealed that cognitive and practical skills acquired in woodwork have a positive effect on students{\textquoteright} achievement in mathematics. The learning of similar topics in woodwork and mathematics has a positive effect on students{\textquoteright} achievement in mathematics},
	keywords = {cognitive skills, practical skills, students{\textquoteright} achievement},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=968805},
	author = {Richard P.  Kimiti and Samuel N.  Waweru and David M.  Mulwa and Elizabeth N.  Muema and Titus M.  Kituka}
}
@article {618,
	title = {EFFECT OF TRACK POSITION ON STUDENTS{\textquoteright} ATTITUDE TOWARDS SCIENCE},
	journal = {Problems of Education in the 21st Century},
	volume = {35},
	year = {2011},
	month = {November/2011},
	type = {Original article},
	chapter = {138-148},
	abstract = {Attitude towards science (ATS) is major concern in science education due to its positive correlation with students{\textquoteright} science achievement. However, previous studies showed that students{\textquoteright} ATS is decreasing in many countries. Although many attempts have been taken to solve this problem, little consideration has been given to the effect of track position and students{\textquoteright} ATS. While cognitive aspect plays major role in tracking, affective aspect such as ATS is overlooked. It might be one of the factors that contributing to the decrease of students{\textquoteright} ATS. Accordingly, this paper aimed to investigate the effect of tracking on students{\textquoteright} ATS. A total of 450 science stream students and 299 arts stream students were involved in this study. The findings showed that among science stream students, 21 students (4.67\%) prefer arts stream rather than science stream. Their ATS level is statistically significant lower than science stream students who prefer science stream and the effect size is large (Cohen{\textquoteright}s d = 1.1028). Meanwhile, among arts stream students, 47 students (15.7\%) prefer science stream rather than arts stream. Although their ATS level is higher than arts stream students who prefer arts stream, the difference is not statistically significant, with negative and small effect size (Cohen{\textquoteright}s d = -.2271). The findings of this study would bear significant implication to enhance awareness of public and educators about the important of ATS in tracking. Moreover, this study would provides useful information for stakeholders in determining students{\textquoteright} stream.},
	keywords = {attitude towards science, science education},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=968812},
	author = {Chin Sook  Fui and Lim Hooi  Lian}
}
@article {626,
	title = {EFFECTIVE TEACHING STRATEGIES FOR DIRECT AND INDIRECT INSTRUCTION IN TEACHING ENGINEERING IMPLEMENTED AT TALLINN UNIVERSITY OF TECHNOLOGY},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {60-75},
	abstract = {In teaching engineering it is important to select the proper instructional strategy for a specific learning outcome. There are two broad types of learning outcomes: facts, rules and action sequences (on lower levels of complexity in the cognitive, affective and psychomotor domains), and concepts, patterns and abstractions (on higher level of complexity in the above named domains). Facts, rules and action sequences are taught using instructional strategies emphasizing knowledge acquisition (direct instruction). Concepts, patterns and abstractions are taught using strategies emphasizing inquiry or problem solving (indirect instruction). Knowledge acquisition and inquiry are different types of learning outcomes and they must be taught using specific strategies producing the desired outcome. Both types of learning may be combined, providing a menu of teaching strategies that help students solve problems, think critically and work cooperatively. This article presents teaching strategies suitable for direct and indirect instruction used in teaching engineering at Estonian Centre for Engineering Pedagogy at Tallinn University of Technology.},
	keywords = {direct instruction, indirect instruction, teaching engineering},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.36.60},
	url = {https://oaji.net/articles/2014/457-1408435110.pdf},
	author = {Tiia R{\"u}{\"u}tmann and Hants  Kipper}
}
@article {589,
	title = {THE EFFECTIVENESS OF AGRO-DEALERS IN ENHANCING DISSEMINATION AND ADOPTION OF THE {\textquotedblleft}PUSH PULL{\textquotedblright} TECHNOLOGY AMONG SMALLHOLDER FARMERS IN WESTERN KENYA},
	journal = {Problems of Education in the 21st Century},
	volume = {33},
	year = {2011},
	month = {August/2011},
	type = {Original article},
	chapter = {118-132},
	abstract = {Despite {\textquotedblleft}Push pull{\textquotedblright} technology{\textquoteright}s (PPT) effectiveness in increasing maize yields by controlling Stem borer and striga weeds, its full benefits are yet to be realized. PPT involves planting Napier grass around maize intercropped with Desmodium. Agro-dealers are often used to spread PPT but knowledge of its effectiveness was inadequate. This study sought to provide the missing information using a cross-sectional research design to collect data from a proportional stratified random sample of 102 agro-dealers in Western Kenya. A valid, closed-ended questionnaire whose 0.85α reliability was above the 0.70 acceptable was used. Data were analysed using Chi-square at 0.05α set a priori. Results: Agro-dealers{\textquoteright} effectiveness in communicating PPT was independent of their knowledge of it, Desmodium plant or seriousness of the striga problem but depended on frequency at which farmers sought advice from them; gender, education and years in business did not affect agro-dealers{\textquoteright} effectiveness; and those visited most by farmers were more effective in disseminating PPT. Conclusions: Agro-dealers are appropriate for educating males and females and spreading PPT through them enhances adoption. Recommendations: Extension providers should train and involve agro-dealers in disseminating PPT and selling certified seeds.},
	keywords = {agro-dealers, push-pull technology, Western Kenya},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.33.118},
	url = {https://oaji.net/articles/2014/457-1406576579.pdf},
	author = {Stephen  Wambugu Maina and John  Gowland-Mwangi}
}
@article {557,
	title = {EFFECTIVENESS OF TEACHING PREPARATIONS ON MATHEMATICS ACHIEVEMENT: THE CASE OF KENYA},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {7-17},
	abstract = {Despite playing a central role in peoples{\textquoteright} daily life, the average Kenyan secondary school students{\textquoteright} mathematics score in national examinations has consistently averaged below 40\%. The contribution of teachers{\textquoteright} lesson preparations and subsequent delivery leading to this poor result has not been investigated sufficiently in Kenyan secondary schools. This is especially so for topics deemed to be difficult. The present study investigated the effect of teacher preparations when teaching the topic {\textquotedblleft}Vectors{\textquotedblright} to form three secondary school students. The instructional plans impact on achievement as well as on skills performance in Mathematics formed the objectives of the study. The Solomon- four experimental design was adopted. Professionally drawn Instructional Plans provided the treatment. Students{\textquoteright} achievement was determined using a Mathematics Achievement Test, MAT. The study determined that the use of the instructional plans improved students{\textquoteright} achievement and skill performance compared to the control group. Consequently use of instructional plans when teaching mathematics was recommended for improved students{\textquoteright} achievement. Emphasis on students{\textquoteright} stepwise skill performance rather than insistence on acquisition of correct answers during problem solution in mathematics was recommended.},
	keywords = {mathematics achievement, mathematics lesson preparations, vector operations},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.31.07},
	url = {https://oaji.net/articles/2014/457-1406539921.pdf},
	author = {Maurice Musasia  Amadalo and Duncan Wekesa  Wasike and Joseph Mulei  Wambua}
}
@article {536,
	title = {EFFECTS OF ATTITUDES OF ACADEMICALLY TALENTED STUDENTS ON PERFORMANCE: AN ABILITY OR DISABILITY?},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {63-70},
	abstract = {Academic performance is a function of many interrelated variables including inherent study efforts, modes of teaching school environment and family related factors. Academically talented students are often expected to perform and maintain high academic standards. However, students may sometimes be made under achievers. This study specifically assessed academic performance of the academically talented students their attitudes towards teachers and effects of attitude on their performance. The three variables were discriminated further on the basis of gender, school type and age. The main factor affecting talented student{\textquoteright}s performance was also determined. Results indicated that most of academically talented students had positive attitudes towards teachers, which significantly (P < 0.05) influenced their academic performance. It was revealed that gender, age and type of school had significant influence on the student{\textquoteright}s attitudes which ultimately influence their overall academic performance. Student{\textquoteright}s attitudes were found to be a function of 14 variables which were categorized into student - teacher relationships student{\textquoteright}s academic inputs, group discussion and student workload. It has now been revealed that academic performance is related to student{\textquoteright}s attitudes towards their teachers. It is recommended that schools should dedicate part of their investment on inculcating and fostering positive student attitudes through routine and regular legislation of guidance and counseling and providing an enabling environment for their academically talented students.},
	keywords = {attitudes, performance},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2014/457-1405178654.pdf},
	author = {Lydia Cheruto Kipkoech and Jonah N.  Kindiki and Prisca Jepchirchir  Tarus}
}
@article {588,
	title = {EFFECTS OF GROUP LEARNING ON THE ACADEMIC PERFORMANCE OF UNIVERSITY STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {33},
	year = {2011},
	month = {August/2011},
	type = {Original article},
	chapter = {111-117},
	abstract = {This paper addresses two teaching approaches that many faculty members in Albania pursue nowadays when they teach large classes: the lecture approach and the group or cooperative learning approach. It describes the effects of both approaches on the academic performance of adult students. An empirical study is conducted with 243 students from the Faculty of Foreign Languages, University of Tirana, who are enrolled in the course of Communication Skills. The analysis presented, attempts to show that group learning provides opportunities for negotiation (of form, content and classroom rules of behavior), which create an environment favorable to learning. In contrast, the large class lecture-centered approach is shown to provide rare opportunities for student engagement, transfer of knowledge to new situations, long term knowledge retention and motivation for further learning. Placing the analysis within the role of group communication in the enhancement of one{\textquoteright}s academic, social and personal knowledge, this study demonstrates that when teachers move from primary reliance on the lecture to group learning, they lead their students to academic and cognitive benefits. The purpose of this study is to give empirical support to the use of group approaches in large class settings.},
	keywords = {education, group learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.33.111},
	url = {https://oaji.net/articles/2014/457-1406576474.pdf},
	author = {Rudina  Vrioni}
}
@article {608,
	title = {E-LEARNING IN EFL METHODOLOGY EDUCATION: EVALUATION OF LEARNING PERFORMANCE},
	journal = {Problems of Education in the 21st Century},
	volume = {35},
	year = {2011},
	month = {November/2011},
	type = {Original article},
	chapter = {25-35},
	abstract = {Distance learning is a phenomenon used in education for many years. E-learning offers a platform that can be very effective, simple to be modified and updated. In addition, it is becoming easier to be administered and more rich and wide in the variety of tools and possibilities. The present study focuses on using e-learning forms in teaching adult students as an alternative to on-campus (face-to-face) programme. It describes not only the results of an experiment run at the university, but also tries to outline several problems that authors of the e-courses face even in case they are skilled, professional experienced textbook writers. 
 The quantitative results of the experiment described in the study created the basis for the comparison of two groups of young adult university students and their verbal responses enabled us to quantitatively evaluate the result of using e-course with the group that is used to take part in face-to face educational programs.},
	keywords = {e-course, on-campus, test},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=968798},
	author = {Ivana  Cimermanov{\'a}}
}
@article {1590,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {132},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 37, 2011},
	keywords = {end page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1672511978.pdf},
	author = {Editorial Board}
}
@article {1594,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {130},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 36, 2011},
	keywords = {end page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2022/457-1672567147.pdf},
	author = {Editorial Board}
}
@article {1630,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {144},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 32, 2011},
	keywords = {end page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1678802463.pdf},
	author = {Editorial Board}
}
@article {1633,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {132},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 31, 2011},
	keywords = {end page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1681029183.pdf},
	author = {Editorial Board}
}
@article {1609,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {35},
	year = {2011},
	month = {November/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {164},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 35, 2011},
	keywords = {end page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1676913644.pdf},
	author = {Editorial Board}
}
@article {1636,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {152},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 30, 2011},
	keywords = {end page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1681047715.pdf},
	author = {Editorial Board}
}
@article {1624,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {34},
	year = {2011},
	month = {September/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {172},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 34, 2011},
	keywords = {end page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1678540912.pdf},
	author = {Editorial Board}
}
@article {1639,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {May/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {168},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 29, 2011},
	keywords = {end page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1681116487.pdf},
	author = {Editorial Board}
}
@article {1627,
	title = {END},
	journal = {Problems of Education in the 21st Century},
	volume = {33},
	year = {2011},
	month = {July/2011},
	pages = {Discontinuous},
	type = {Other},
	chapter = {148},
	abstract = {Problems of Education in the 21st Century, ISSN 1822-7864
Volume 33, 2011
Compiler},
	keywords = {end page},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2023/457-1678630499.pdf},
	author = {Editorial Board}
}
@article {582,
	title = {ENGLISH LANGUAGE INFLUENCE IN THE 21st CENTURY ALBANIA AND ENGLISH LOANS IN THE ALBANIAN LANGUAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {33},
	year = {2011},
	month = {August/2011},
	type = {Original article},
	chapter = {41-49},
	abstract = {The intake of English lexis in the Eastern Europe countries has been increasing considerably since the end of their political, social and cultural isolation. Having one of the most severe and violent political systems Albania was probably more eager to accelerate the exchanges with the {\textquoteleft}outer world{\textquoteright} and its integration in Europe. Thus adapting to the international context English language was, and still is, one of the mediators to achieve this integration. From the linguistic perspective what results from this languages contact are the loans, neologisms, and even {\textquoteleft}pseudo {\textendash} loans{\textquoteright} (Albanian words with the form or the pronunciation of the donor language - English in this case, but that do not exist in the donor language). In this context this paper states some of the extra-linguistic factors (historical, social, political and other factors) which conditioned and determined the language contact between English and Albanian and that would further lead to a considerable number of borrowings from English. Pseudo loans and other new Albanian words created under the influence of English language are briefly discussed under the title of {\textquoteleft}Language shifting{\textquoteright}. The study also describes Albanians{\textquoteright} attitude toward English language, which is found to be definitely a positive attitude. Based on the above overview of English-Albanian contact and on some of the linguistic outcomes deriving from it, is concluded that the impact of English language and culture in the Albanian context is of a considerable degree, and that the outcomes of this impact are only at the primary stages of identification and examination.  
 
},
	keywords = {Albanians{\textquoteright} attitude to English, English-Albanian contact, language shifting},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.33.41},
	url = {https://oaji.net/articles/2014/457-1406576054.pdf},
	author = {Irena Pata  Kapo}
}
@article {651,
	title = {EVALUATION INSTRUMENT OF STYLES OF LEARNING FOR SMALL CHILDREN},
	journal = {Problems of Education in the 21st Century},
	volume = {38},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {61-70},
	abstract = {In order to identify the students{\textquoteright} Learning Style of Early Childhood Education, it has been prepared the Portilho / Beltrami Children{\textquoteright}s Learning Styles Inventory which presents 12 learning situations, including the four styles: active, reflective, theoretical and pragmatic. The development of this instrument was based on Alonso{\textquoteright}s theory (1994) on Learning Styles. The learning situations contain sentences and images with different ethnicities, cultures and genres. For the trust and validation process, the instrument was initially used on 28 children from a private school. The analysis method called test-retest was used and the collaboration from teachers and researchers experts in the learning field. The learning situations reproducibility was assessed with an estimated Kappa{\textquoteright}s coefficient and observing its statistical significance at a 5\% level. The second stage of the research comprised seventy-six students aged from five to six years old from a private school and a public city school in Curitiba/PR. The results obtained after the implementation of the Portilho/Beltrami Inventory found that the predominant Learning Style for children aged five and six years old is reflective, both in the private and public city schools. There is no significant difference between the students{\textquoteright} gender and age.},
	keywords = {early childhood education, learning styles},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.38.61},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=971788},
	author = {Evelise Maria  Labatut Portilho and K{\'a}tia  Beltrami}
}
@article {621,
	title = {EVALUATION OF FOREIGN LANGUAGE LEARNERS{\textquoteright} LEXICAL COMPETENCE},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {10-16},
	abstract = {Vocabulary is a crucial multi-dimensional component of language proficiency. This study aimed to describe these separate traits of vocabulary knowledge through the construct of lexical competence in a three-dimensional model. Thus, 40 Turkish EFL (English as Foreign Language) learners{\textquoteright} size, depth and use of vocabulary were investigated with a set of tests. The findings of analyses indicated that they had limited vocabulary size and depth knowledge, considering their assumed proficiency levels. Additionally, the profiles of their productive vocabulary in their essays revealed that they mostly used high frequent words but low frequency and academic words least. So, it was concluded that learners had limited lexical competence. These results revealed that all dimensions of vocabulary knowledge are interrelated and it is crucial to handle all in together to understand learners{\textquoteright} needs. In this study, Turkish EFL learners{\textquoteright} productive vocabulary was found as essential to be developed in relation with size and depth.},
	keywords = {depth of vocabulary, lexical competence vocabulary, productive vocabulary, size of vocabulary},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.36.10},
	url = {https://oaji.net/articles/2014/457-1408434852.pdf},
	author = {{\.I}lknur  Yuksel}
}
@article {529,
	title = {EVALUATION OF THE CURRENT STATE IN TEACHING INFORMATICS AT UPPER SECONDARY LEVEL OF EDUCATION (ISCED3) IN THE SLOVAK REPUBLIC: CONCEPTUAL AND METHODICAL STARTING POINTS},
	journal = {Problems of Education in the 21st Century},
	volume = {28},
	year = {2011},
	month = {April/2011},
	type = {Original article},
	chapter = {131-142},
	abstract = {When considering the quality of education, one of the most important screening values is the information about students{\textasciiacute} attitude towards the particular subject that on the one hand is determined by the character of the subject and on the other hand by many other aspects. This paper is based on the widely conceived international research oriented on the comparative evaluation of current state of teaching Informatics from the point of view of specific factors at the upper secondary level of education (ISCED 3) in the Slovak and Czech republics. Based on the comparison of positive experience and diagnosis of strengths and weaknesses in teaching Informatics and Programming its aim from the long-time perspective is to design various possibilities of quality and attraction increase of their teaching in the Slovak Republic. The authors focus on the specification of some factors that significantly influence quality of teaching Informatics from the students{\textasciiacute} point of view. They also present an analysis of the questionnaire items reliability used to create a quality tool for obtaining reliable data within the completed international research. },
	keywords = {Cronbach{\textquoteright}s alpha coefficient, quality in education},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=939906},
	author = {J{\'a}n  Z{\'a}horec and Alena  Ha{\v s}kov{\'a} and Michal  Munk}
}
@article {556,
	title = {THE EVALUATION STRATEGIES OF INTEGRATED SCIENCE TEACHING AND LEARNING},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	type = {Editorial},
	chapter = {5-6},
	abstract = {In educational literature we can find different definitions on evaluation. Evaluation is the pay-off of description {\textendash} it is the synthesis of descriptive information and criterial information according to very strict and difficult rules (Scriven, 1975). Evaluation can be characterised as the process by which people make judgements about value and worth; evaluation is the process by which people make value judgements about things (Oliver, 2000).
 It is obvious that evaluation is a delicate and sensitive task. On the other hand, it is not a simple and obvious process. Usually evaluation has its formal and informal sides. 
 The main questions are:
{\textbullet} what is to be evaluated?
{\textbullet} when and why evaluate?
{\textbullet} how to evaluate?
{\textbullet} whether the process of evaluation is fair and objective?
 For an evaluation of process of science teaching and learning there are different strategy and ways. The main questions are: what is to be evaluated? when and why evaluate? how to evaluate? It is clear that for science teaching success one of the most important resources is feedback from students (Lamanauskas, Vilkoniene, 2008). Teachers can evaluate a whole science course, analyse students{\textquoteright} learning needs, and investigate students{\textquoteright} experiences of teaching. Evaluation should be correlated both with the purposes and to specific educational situations. Also it is very important to strengthen teachers{\textquoteleft} and students{\textquoteleft} motivation when evaluating. There are multiple methods for collecting data on science teaching effectiveness. Also it is clear that a key to effective teaching evaluation is to collect data from multiple sources (triangulation).},
	keywords = {evaluation, models of evaluation, science teaching},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.31.05},
	url = {https://oaji.net/articles/2014/457-1406539867.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {531,
	title = {EXPLORING LEARNER UNDERSTANDING OF ECONOMIC AND MANAGEMENT SCIENCES{\textquoteright} (EMS) CONCEPTS THROUGH VARIATION OF LEARNING THEORY: CLASSROOM EXPERIENCES},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {7-21},
	abstract = {This paper addresses one of the fundamental issues in learning and the strategy for enhancing learning within the context of outcomes-based education. The paper argues that the Theory of Variation (ToV), within the phenomenographic paradigm, could be used as a classroom resource to enhance learning particularly in Economic and Management Sciences{\textquoteright} (EMS) education. The article discusses the results of how the understanding of value/price determination of the South African currency (the Rand) among grade 9 (15-16 year olds) was enhanced using the variation theory of learning approach within the phenomenographic studies as a classroom resource. The notions of conceptions, outcome space and object of learning, are found to be key aspects in ToV as a classroom resource. Using these notions, the article analyses the effect of ToV integration into EMS classroom learning activities. It also argues that the use of ToV as learning support strategy significantly enhanced the quality of learning. ToV approach could, therefore, supplement the simplistic outcomes-based learning schemes that overly simplify the outcomes and products of learning and which have received much criticism of late in South Africa.},
	keywords = {object of learning, outcome space, variation of learning},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2014/457-1405178324.pdf},
	author = {Thomas (Tom) Edwin  Buabeng Assan}
}
@article {579,
	title = {FACTORS AFFECTING TRANSITION RATES FROM PRIMARY TO SECONDARY SCHOOLS: THE CASE OF KENYA},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {129-139},
	abstract = {Kenya envisages being a developed nation by 2030. This calls for increased transition rates from primary to secondary school in all districts to meet its anticipated middle and high level manpower requirements. However, transition rates from primary to secondary school in some districts remain low despite the government effort to offer tuition free secondary education. This has been attributed to a number of factors among them cultural, environmental, school-based or socio-economic factors. This is a cause of concern if the government has to meet Vision 2030 as well as MDGs by 2015. This paper reports on factors affecting transition rates from primary to secondary school in Taita Taveta district, Kenya. A sample of 144 respondents consisting of 88 parents and 56 primary school head teachers in the district were used. The main tools of data collection were a questionnaire and interview schedule. Data analysis involved the use of percentages and a Chi- square. The results indicate that an average of 40\% of pupils fail to transits to secondary schools every year in the district and the most affected are girls. The main reasons for non transition are lack of funds to pay school levies, early marriages, long distance to school and lack of interest in schooling. There is thus need for the government to introduce incentives such as additional allocations to the poor, include secondary education as basic education, empower the locals through poverty eradication strategies and review the curriculum to make it more responsive to students{\textquoteright} interests.  
 
},
	keywords = {cultural factors, environmental factors, socio-economic factors, transition rate},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.32.129 },
	url = {https://oaji.net/articles/2014/457-1406541825.pdf},
	author = {Kikechi R.  Werunga and Geoffrey  Musera and Oliver  Sindabi}
}
@article {526,
	title = {FACULTY MEMBERS{\textquoteright} VIEWS ABOUT OPENCOURSEWARE},
	journal = {Problems of Education in the 21st Century},
	volume = {28},
	year = {2011},
	month = {April/2011},
	type = {Original article},
	chapter = {106-113},
	abstract = {In this research, it is aimed to determine the views of faculty members about sharing course materials on the web. Seven faculty members who published OpenCourseWare (OCW) are the participants of research. Participants are faculty members from two state universities in Turkey. This research attempts to find answers to these questions: {\textquotedblleft}What are the general views of faculty members about OCW?{\textquotedblright} and {\textquotedblleft}What are the views of faculty members about the process before, on and after adding OCW on the web?{\textquotedblright} This research is based on qualitative phenomenological research methodology. Qualitative data were collected via semi-structured interviews and questionnaires. The content analysis technique was used to analyze the data. Results were interpreted and described with direct quotations at the end of the analysis. According to results of the research, faculty members assessed that OCW increase the quality of education and bring new opportunities. Some faculty members prefer to add the existing course resources to the web without any modification. However the others prefer to modify the existing course resources. Faculty members support the use of OCW by others with proper citation. Faculty members also stated that OCW should be revised and updated, and students{\textquoteright} demands should be taken into consideration. },
	keywords = {information and communication technology, open course materials},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=939903},
	author = {Ozden  Sahin-Izmirli and Serkan  Izmirli and Isil  Kabakci-Yurdakul}
}
@article {550,
	title = {FIGHTING FOR PEACE IN THE SOUTH AFRICAN CLASSROOM: PEACE EDUCATION THE MISSING LINK?},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {74-85},
	abstract = {The post-apartheid education in South Africa is based on the Constitution of the Republic (Act 108 of 1996). Among its aims are to heal the divisions of the past and improve the life of all citizens. The policy is also intent on preparing the learners to live in a free non-racial and democratic country. This curriculum is ideal; with learner-centred approaches, learners are expected to act in the interests of a society that respects human dignity and morality. Schools are seen as institutions that could instill the democratic ideals in a country that is still trying to address the past ills left behind by the apartheid damage. However, years after the attainment of the democratic society, there are a number of challenges that schools face: drug abuse, sexual violence and hate crimes are among these. Recently, South African children have witnessed widespread xenophobia meted by society against black African foreign nationals.
 This article explores Peace Education, an aspect that the current system is hardly emphasizing. Effective Peace Education goes beyond building peaceful citizen; it yearns to develop citizens that can enhance democracy and social justice. There is a need to create proactive citizens who will be creative peace soldiers, who manage conflicts effectively, showing respect for fellow human beings. Teachers and schools can play a vital role in the creation of these future citizens. Some critics perceive Peace Education as a contentious and value-laden approach; however, the society needs strategies to act against the threat of violence that has brought the culture of learning and teaching almost to a standstill in many schools. },
	keywords = {human rights, peace education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.30.74},
	url = {https://oaji.net/articles/2014/457-1405180037.pdf},
	author = {Vuyisile  Msila}
}
@article {523,
	title = {FOREST IN TEACHER EDUCATION: HOW TEACHER STUDENTS PERCEIVE AND RELATE TO FOREST},
	journal = {Problems of Education in the 21st Century},
	volume = {28},
	year = {2011},
	month = {April/2011},
	type = {Original article},
	chapter = {72-83},
	abstract = {In a country like Finland, there has been intensive discussion on the use of forests. Forest has a special meaning for Finnish people and also a significant role in comprehensive education. Teacher education should also focus on forest{\textquoteright}s role in students{\textquoteright} life. This study describes one approach which could include forest issues in teacher education. Teacher students{\textquoteright} (N=117) perceptions of forest and their relationship to it is discussed in the context of this course. The data has been collected by a questionnaire which the students filled in partly before and partly after their visit to the forest. They were asked to explain their relationship to forest and how they view its use in their future life and teaching profession. For most of them, forest is important. The main reasons for students to visit forests were to seek tranquility and recreation, physical exercise, and to collect berries and mushrooms. In their future profession, they said that they would generally be willing to make different kinds of trips to forests, and be there in order to learn everyday living skills as well as values.},
	keywords = {forest perceptions, learning environment, relationship with forest},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=939900},
	author = {Sinikka  P{\"o}ll{\"a}nen and Tuula Keinonen and Petteri  Vanninen and Sirpa K{\"a}rkk{\"a}inen}
}
@article {939,
	title = {FORGETTING THE EDUCATIONAL MATERIAL BY SCHOOLCHILDREN WITH DIFFERENT LEVELS OF THE DEVELOPMENT OF THE MNEMONIC ABILITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {March/2011},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {142-165},
	abstract = {There are the results of the research of forgetting the educational material by schoolchildren of 12 - 13 years old with different levels of the development of the mnemonic abilities are submitted in the article. The  aim of the research was to study forgetting of the educational material by  schoolchildren depending  on their  mnemonic abilities.
The study of mnemonic abilities of schoolchildren was carried out with the use of the technique of diagnosis of mnemonic abilities created by L.V. Cheremoshkina. This technique is based on the method of developed mnemonic activity. To study the forgetting of the educational material was used the procedure, the incentive material of which represents a fragment from a textbook on biology for the 6th form of general educational establishments. This phase of the investigation is based on the method of singling out the semantic units.
The text that we have chosen in a textbook on biology enables us to investigate both functional and operational, and regulating parties of memory. In particular during the reproduction of the given fragment, there is an opportunity to follow various ways of processing and reconstruction of the original text: generalization, concretization, replacement of words, omissions, etc. Moreover, the chosen educational text promotes the occurrence of new details in reproduction as some facts described in it are well known to schoolchildren on the basis of their life experience. The presence of names own, dates, numbers promotes such a way of reconstruction of the original text such as distortion during the reproduction. 
The comparative analysis of the curve of  forgetting of the sensible  material and  the curve of  forgetting  senseless syllables by H. Ebbinghaus  has been carried out. 
The received results indicate the fact that the educational text as a variant of a sensible verbal material results in activisation of operational and regulating parties of memory, and "entwines" in the system of the earlier acquired information, in other words, the system of knowledge of a pupil due to these mechanisms. In consequence, the "curve" of forgetting the educational text gets the other, much flatter form, rather than the "curve" of forgetting senseless syllables.
},
	keywords = {functional mechanisms, mnemonic abilities, operational mechanisms, regulating mechanisms},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2014/457-1405179086.pdf},
	author = {Lyubov V.  Cheremoshkina and Tatyana N. Osinina}
}
@article {530,
	title = {FOSTERING RESPECT FOR LIFE IN PRIMARY SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {May/2011},
	type = {Editorial},
	chapter = {5-6},
	abstract = {The respect for life educational process is extremely important for primary school. Psychologists assert that exactly the early school age strongly requires fostering the feelings of love, sensitiveness and help as the period is important for the mastering and establishing certain standards of behaviour. This is the key for the explanation of the different aspects of the teenager{\textquoteleft}s behaviour in nature. If the teenager ravages nature, it means that parents, teachers and other educators have not paid enough attention to that age range when a certain standard of behaviour developed on the basis of some habit (Dzenuskaite, 1975).
 The empiric observations, statistic data and other sources of information confirm that we are experiencing a general decline of moral culture that comes along with increased human immorality, expressed by aggressiveness, cruelty, violence, roughness. These humiliating forms of disrespect are extremely characteristic for the present generation, even for teenagers. It could not be denied that fostering respect for life becomes an overall and highly relevant task for our society.
 An important point is to set out the conditions for the child to correlate with nature and on that basis to foster moral and aesthetic feelings in the junior school age. Presumably nobody could deny that fostering respect for life becomes a universally accepted and relevant objective of our society. It could responsibly be contended that society must reconsider its principles of the correlation with nature. 
 
},
	keywords = {primary school, respect for life, science education},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2014/457-1405178268.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {602,
	title = {GENDER AND LANGUAGE IN SOUTH AFRICAN SCHOOL TEXTS: A SINGLE CASE STUDY},
	journal = {Problems of Education in the 21st Century},
	volume = {34},
	year = {2011},
	month = {October/2011},
	type = {Original article},
	chapter = {138-148},
	abstract = {This study deals with gender and language in school texts; how it manifested, with what consequences and how it can be addressed. A qualitative intrinsic case study of a sample of school History texts from three textbooks published post-2004 was conducted to determine the extent of the use of gender-inclusive/exclusive language in the texts. The micro-level critical discourse analysis of the linguistic elements and texture of the texts revealed that on the 258 pages analysed, 642 occurrences of gendered language were found. All three selected texts contained occurrences of gender-exclusive language. The generic he and man were less of a problem than gender stereotyping, firstness and omission. Although the raw numbers revealed that the overall instances of gender-exclusive language in the linguistic elements were few, gender-exclusive language persisted in the texture of the texts. The solution seems to be critical literacy. Teachers are encouraged to discuss with learners why gender-exclusive language may occur in these texts and what could be done to eliminate gendered language. The procedure of this single case study could be repeated in multiple case studies of the other school subjects. },
	keywords = {critical literacy, gender-inclusive and -exclusive language, school texts},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.34.138},
	url = {https://oaji.net/articles/2014/457-1406612407.pdf},
	author = {Sonja  Schoeman}
}
@article {563,
	title = {GENDER DIFFERENCES IN SPORTS INVOLVEMENT AND MOTIVATION FOR ENGAGEMENT IN PHYSICAL EDUCATION IN PRIMARY SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {94-100},
	abstract = {Physical education plays a central role in increasing the level and quality of physical activity, especially among young people, with a tendency to such a pattern of behavior one day become life-style. Since that physical ability, level of interest and commitment is varying from student to student, the study of problems of motivation for active involvement in physical activity is very important. At sample of 706 pupils from the 4th - 7th grade primary schools (age 11 {\textendash} 14) were examined the gender differences in sports involvement and motivation for engagement in physical education. There was a statistically significant difference between boys and girls. Boys who were actively involved in sport attained the highest scores on the motivation scale, and girls who were not involved in sport at all attained the lowest scores. So, raising pupils{\textquoteright} awareness of the advantages for health, regular growth and development, have their engagement in physical activities, at least in the most basic form, such as active participation in PE, would be important for girls since their scores at Motivation scale for measurement of involvement in PE were significantly lower than boys, no matter on their sports involvement.},
	keywords = {gender, motivation, sports involvement},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.31.94},
	url = {https://oaji.net/articles/2014/457-1406540795.pdf},
	author = {Dragan  Martinovi{\'c} and Jelena  Ili{\'c} and Dragoljub  Vi{\v s}nji{\'c}}
}
@article {576,
	title = {A GENDER-BASED ANALYSIS OF THE ROLE OF AGRICULTURAL EXTENSION SERVICES AMONG MAASAI AGRO-PASTORALISTS},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {98-112},
	abstract = {The Maasai like many pastoralists around the world have in recent years been forced to seek alternative livelihoods as pastoralism becomes untenable due to climate change and population pressures. Agro-pastoralism is one of the alternatives being pursued, but there are associated challenges mainly due to the Maasai people{\textquoteright}s lack of indigenous technical knowledge on crop farming, and negative cultural attitudes to the practice. Agricultural extension services have a crucial role to play as the major providers of necessary technical knowledge on crop cultivation. The purpose of this gender-based study was to investigate the role of government extension services among Maasai agro-pastoralists as a source of influence and information on crop cultivation. The study also sought to determine the type and frequency of extension contact that the agro-pastoralists receive. The study adopted a survey research design and was carried out in Narok North District of Kenya, using a sample of 153 male and 87 female household heads, who were selected either through multi-stage cluster sampling or systematic sampling. Agricultural extension workers and key informants also provided data for triangulation purposes. The findings indicated the respondents had low contact with agricultural extension service, with 55.6\% of male respondents and 66.7\% female respondents reporting having had no contact at all. Informal sources comprising of relatives, friends and neighbours were the leading source of influence to grow crops as well as the leading source of technical information on crop farming for most of them, more so for the female respondents.
The frequency of extension contact was generally low, with 50\% of male respondents and 64.3\% of female respondents reporting a frequency of three times or less over the past two years. Fifty-one percent of male respondents and 53\% of female respondents rated the information they received as inadequate.
For the female respondents, the leading types of extension contact were farm and home visits and seminars as well as seminars. For the male respondents, the leading extension type was a combination of different extension methods including farm and home visits, field days, demonstrations, seminars and office visits. },
	keywords = {agricultural extension, agro-pastoralism, alternative livelihoods},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.32.98},
	url = {https://oaji.net/articles/2014/457-1406541672.pdf},
	author = {Agnes Oywaya-Nkurumwa and John Gowland Mwangi and Nephat N. J.  Kathuri}
}
@article {555,
	title = {GENERALIZED CHARACTERISTICS FOR THE LINGUISTIC PERSONALITY OF BILINGUAL STUDENTS (RUSSIAN-ESTONIAN BILINGUALISM) GETTING THEIR EDUCATION IN THE ESTONIAN LANGUAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {133-147},
	abstract = {The article describes general characteristics of linguistic personality of bilingual students (Russian-Estonian bilingualism), who get their education in the Estonian language. As the number of such students in Estonia has been increasing, the problem of their research has been recognized as being of great importance. The data for the article was received through written and oral questionnaire and allow tracing specific social agents for a bilingual student{\textquoteright}s linguistic personality formation. By dint of the questionnaire biography data, ethnical and linguistic self-definition, spheres of the languages application, self-definition for the languages acquisition, appraisal for the process of Russian language teaching in the schools given by the students has become apparent.
 In general, the respondents positively estimated the decision to study in an Estonian-medium school made by their parents, they also see their classmates{\textquoteright} and teachers{\textquoteright} attitude as good; however, most of them think that their level of skills in the Russian language (sometimes in Estonian as well) is insufficient.
 Students of different regions in Estonia were questioned, which allows getting a general idea of the matter. The collected material affords to elicit bottlenecks in teaching Russian to such students, to predict and take into account their educational needs while compiling teaching materials.},
	keywords = {bilingual students, linguistic personality, self-definition},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.30.133},
	url = {https://oaji.net/articles/2014/457-1405180410.pdf},
	author = {Natalia  Zamkovaja and Irina  Moissejenko and Natalia  Tshuikina}
}
@article {476,
	title = {GEOGRAPHICAL EDUCATION: PAST EXPERIENCE, CURRENT TRENDS AND FUTURE CHALLENGES},
	journal = {Problems of Education in the 21st Century},
	volume = {27},
	year = {2011},
	month = {March/2011},
	type = {Editorial},
	chapter = {5-8},
	abstract = {It was in the context of the meeting of learning and concern that took place at the XI Encontro de Ge{\'o}grafos da Am{\'e}rica Latina {\textendash}EGAL- (Meeting of Geographers of Latin America) - located in the city of Bogot{\'a}, Colombia, from the 26th. to the 30th. of March 2007, that REDLADGEO was set up with various Latin American researchers. The intention was to create real and virtual spaces in which to present the results of academic research and organize joint investigative projects to strengthen, in the countries of origin, the line of research in Geography Teaching/Geography Education. Therefore, the origin of the network is based on the interest expressed by Latin American academicians and institutions with a central preoccupation: the teaching of geography, its tendencies, problems and possibilities among others to amplify its field of incidence and participation to international level, reflection and theories that favor the permanent constructive action of researchers in Geography Education.
 The problems observed in the classroom lead us think about the manner of teaching and how the students learn. The questioning in common among researchers of various countries also addressed the difficulties in the reading and writing of the students and in respect of geography, how they do not perceive the space in which they live, understand spatial relationships or adequately locate themselves in the place in which they live. Understanding themselves spatially could stimulate students to read a map and recognize elements of the reality in which they live. Many of the experiences presented at the meetings and seminaries show that in general, basic education students, often including the teachers, are not able for example to read a map {\textendash} its keys {\textendash}, although for geography this reading is important for the understanding of other geographical concepts. That is, the map has a language that needs to be understood, as in the text of any literary genre, therefore the students need to become geographically and at the same time scientifically literate. },
	keywords = {geography education, teaching of geography},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2593720},
	author = {Sonia  Vanzella Castellar and N{\'u}bia  Moreno and Agnaldo Arroio}
}
@article {487,
	title = {GEOGRAPHY EDUCATION AND STUDY OF TERRITORY: POSSIBILITIES FOR INTEGRATION IN SOCIAL SCIENCES TEACHING},
	journal = {Problems of Education in the 21st Century},
	volume = {27},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {112-118},
	abstract = {This paper is based on results of the research project: Guidelines for an Antioquia professorship and it aims to demonstrate the possibilities of curriculum integration that territory, as a matter of education, provides by taking the educational process of social sciences and in particular, seeking to educate knowledgeable citizens of the living space. It is a pedagogical approach where territory as a conceptual resource, is defined as the located area, consisting of a nation, socially produced, always in process and where political, economic, cultural and natural dimensions are identified; these are all conceptual systems that explain it and demand interdependence and complementarity between them when being taught.
 As a pedagogical approach is conceptual and methodologically based on classical thinkers like John Dewey and contemporary authors such as Milton Santos, Gimeno Sacrist{\'a}n, Mar{\'\i}a Laura Silveira, Raquel Gurevich, Lawrence Stenhouse, Carlos {\'A}lvarez de Zayas among others.},
	keywords = {citizen formation, curriculum, social sciences},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594005},
	author = {Raquel Pulgar{\'\i}n  Silva}
}
@article {483,
	title = {GEOGRAPHY EDUCATION: OUTCOMES, TRENDS AND CHALLENGES ABOUT GEOGRAPHY DIDACTICS},
	journal = {Problems of Education in the 21st Century},
	volume = {27},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {75-81},
	abstract = {This article makes a description of geography didactics, its outcomes, trends and challenges in our society and contemporary territories. Our aim is to make a contribution to education, teachers and all those who are interested in this area by providing some relevant elements for the renewal process of teaching geography at school.
 With this intention, the article presents work and progress in research on teaching geography; work that is reflected in: meetings of researchers, book production, systematization of educational experiences, higher education programs, development of meetings and events. Activities that one way or another contributes to the reflection of geographical education, but especially to think of other possibilities to understand the geographical space and therefore their education at different school levels.
 The intention is to build an academic community to promote and propose alternatives in geographical education, but also geography of the subjects and citizens in harmony with what Milton Santos said in 1995 for the new generation of geographers, students and citizens.},
	keywords = {didactics, teaching and learning geography},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2593980},
	author = {Nubia  Moreno Lache}
}
@article {614,
	title = {THE GRAPHICAL REPRESENTATION REGISTER AS SUPPORT IN UNDERSTANDING CONCEPTS OF CALCULUS},
	journal = {Problems of Education in the 21st Century},
	volume = {35},
	year = {2011},
	month = {November/2011},
	type = {Original article},
	chapter = {97-103},
	abstract = {Students taking a calculus course for the very first time have generally had an intuitive approach to infinity, which has likely had to do with {\textquotedblleft}real life{\textquotedblright} events, such as the infinite nature of the Universe. The students have not usually reflected upon any of the mathematics aspects of infinity and to a certain extent this hampers their understanding within a mathematical context. When learning about the concept of limit (essential in order to adequately build calculus concepts) knowledge of infinite processes is required. Moreover if the task of teaching calculus is restricted to its algebraic aspects without paying attention to the use of non-algebraic representations, it is very difficult for students to arrive at a deep understanding of calculus. It is even difficult to conceive of a student being able to comprehend calculus without having first developed visual skills tied in to building calculus concepts, for example.},
	keywords = {graphical representation register, visualization},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=968806},
	author = {Ledesma-Perez, F.}
}
@article {600,
	title = {HOW LOCUS OF CONTROL MODERATES THE EFFECT OF PERCEIVED TEACHERS{\textquoteright} EXPECTANCY AND SELF-ESTEEM AMONG HIGH-PERFORMING STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {34},
	year = {2011},
	month = {October/2011},
	type = {Original article},
	chapter = {110-121},
	abstract = {Previous studies have shown that students{\textquoteright} self-esteem is affected by perceived teachers{\textquoteright} expectancy (PTE), which was derived from the students{\textquoteright} observation on teachers{\textquoteright} classroom behavior. It is also reported that students with higher academic achievements are likely to have higher level of general self-esteem compared to the other students in a school. Those findings were supported by symbolic interaction theory, which explained that PTE serves as a symbol for the high-performing students that they are expected to be better than the others. However, little research has been done in schools where teachers are likely to expect their students to achieve equally high or equally low. Aiming to investigate how locus of control (LoC) moderates the influence PTE on self-esteem, this study was conducted in a high-performance high school in Indonesia, where only students with high previous academic reports are accepted. Eight hundred participants were given three sets of questionnaires including Rosenberg Self-Esteem Scale, Internal Control Index, and Perception of Teachers{\textquoteright} Behavior Scale. The results showed that the students{\textquoteright} LoC moderated the influence of their PTE on their self-esteem, where higher self-esteem was indicated by students with more internal LoC. In other words, when their teachers have equally similar expectancy towards everyone; students{\textquoteright} LoC takes over the role of PTE in forming their self-esteem. This finding leads to knowledge that internalizing students LoC is considered effective to improve students{\textquoteright} general self-esteem without jeopardizing their academic achievement. Further practical implications of the findings are discussed at the end of the paper.},
	keywords = {high-performing students, locus of control, perceived teachers{\textquoteright} expectancy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.34.110},
	url = {https://oaji.net/articles/2014/457-1406612247.pdf},
	author = {Kususanto  Prihadi and Nizam Ismail  Hairul}
}
@article {594,
	title = {HOW TO DEVELOP INDIGENOUS PEOPLES{\textquoteright} EDUCATION? ISSUES AND SOLUTIONS OF S{\'A}MI EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {34},
	year = {2011},
	month = {October/2011},
	type = {Original article},
	chapter = {34-49},
	abstract = {This research presents today{\textquoteright}s educational challenges of one indigenous people: the S{\'a}mi. The data was collected by school ethnography in Norway during 2001-2007 in six S{\'a}mi schools. In spite of the many centuries{\textquoteright} educational efforts, the S{\'a}mi have not managed to form their own school culture because the current school system has been imported in the S{\'a}mi areas by outsiders, namely western educators and missionary workers. S{\'a}mi education relates to a whole new dimension at a time when Norway is engaged in another S{\'a}mi primary school education reform, while in other countries inhabited by the S{\'a}mi people{\textemdash}Finland, Sweden, and Russia{\textemdash}the situation is much more challenging. In this study, results concerning the history-bound and practical problems of S{\'a}mi education are introduced. Based on the results, it will be discussed how teacher education should be developed and what issues should be paid attention to in order to develop S{\'a}mi education. },
	keywords = {indigenous people, primary school education, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.34.34},
	url = {https://oaji.net/articles/2014/457-1406611925.pdf},
	author = {Pigga  Keskitalo and Kaarina   M{\"a}{\"a}tt{\"a} and Satu   Uusiautti}
}
@article {645,
	title = {HUMANISATION OF NATURAL SCIENCE EDUCATION AS A PROBLEM},
	journal = {Problems of Education in the 21st Century},
	volume = {38},
	year = {2011},
	month = {December/2011},
	type = {Editorial},
	chapter = {5-7},
	abstract = {The present humankind has to solve a number of serious problems. Under the threat of the ecology catastrophe, concern for physical and spiritual health care is felt. All our relations with nature turn out to be problematic. The establishment of a harmonious correlation between nature and society becomes an important task. We cannot exclusively rely on knowledge and mind in any activity as these are not overall dimensions. Enforcement of humanism, democracy and being a good citizen - these are common everyday issues in our schools today. The goal of the education reform is to make a school the place for creating a personality and not only the place to pump with knowledge.
Yet human being perceives aesthetical, ethical or other values only when exceptionally subtly minded. The perception of nature as a value is primarily delimited the material interests. Aesthetical values are versatile and serve everyone. Perceiving and cherishing ethical values and moreover, following them is a more difficult task. A human educational process is a marvellous one as it is able to point out the subtle features of human mind and soul. From this standpoint, natural sciences teaching at school are very auspicious. In this case, the humanization of natural science education can be understood as an undivided action of the basic education principles in the training process. },
	keywords = {humanistic philosophy, humanization of the educational process, natural science education, perception of nature},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.38.5},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=971782},
	author = {Vincentas  Lamanauskas}
}
@article {638,
	title = {ICT IN NATURAL SCIENCE FOR EMPOWERMENT: STUDENT WORK OF A DIFFERENCE},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {59-69},
	abstract = {In 1994 the South African democratic government was sworn into power. A new education curriculum was implemented to replace the redundant, racialised apartheid education curriculum. The Department of Education was concerned with developing a skilled and computer literate workforce for the progressive development of the country to meet the challenges of the 21st century. The research question asked in this research is {\textendash} How can student teachers engage with ICT for the empowerment of disadvantaged (socially and economically deprived) communities? The theoretical framework that underpins this research is empowerment and authentic learning. The participants in this research were two groups of Biological Sciences student teachers who were registered for a research and service-learning module. The data collection methods included a document analysis of the Biological Science programme, the student work (PowerPoint and research report), semi-structured interviews with students and observation of their interaction with the community. The students used ICT in developing and using their knowledge and skills of research and service-learning at the particular placement sites to engage in empowering themselves with the communities. They also used ICT to communicate their findings for the development of themselves and the community. The personal and community empowerment aspects were expressed and discussed.},
	keywords = {ICT, service-learning, student teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.59},
	url = {https://oaji.net/articles/2014/457-1408435833.pdf},
	author = {Angela A.  James}
}
@article {552,
	title = {ILLITERACY AND VULNERABILITY TO HIV/AIDS: THE CASE OF IGUEBEN WOMEN IN NIGERIA},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {97-112},
	abstract = {It is believe that Knowledge is power and if literacy has to do with knowledge, then to be illiterate means one lacks power. Since most women lack reading and writing skills in this area, they are powerless when it comes to accessing written information, and this could make them vulnerable to the spread of HIV/AIDS. In this study, the findings supported the literature that women{\textquoteright}s vulnerability is strongly influenced and tied to illiteracy. Women{\textquoteright}s vulnerability to HIV/AIDS is real and needs to be addressed for there to be any positive progress in the fight against HIV/AIDS. If HIV vulnerability (illiteracy) is not acknowledged and fought, women will continue to succumb to the disease overwhelmingly and Igueben will eventually disintegrate as it will be full of sick people intensifying underdevelopment. This study sought to explore the relationship between illiteracy and the spread of HIV/AIDS infection among rural women. Fifteen (15) illiterate women were purposively selected from the area to participate in this explorative study. The research approach was qualitative. The research was undertaken within an interpretavist framework in the sense that it is a communal process, informed by participating illiterate women, and sensitive to the role of context (Alvermann, D.E., \& Mallozzi, C.A. 2010). The design type used in this study is a case study. Data was collected by means of interviews. The interview schedule consists of 10 open-ended questions focusing on various aspects of their views on how illiteracy contributes to their vulnerability of HIV/AIDS. The interview was tape recorded and transcribed verbatim, and the analysis was done by means of constant comparative method (Merriam 1998). },
	keywords = {HIV/AIDS, illiteracy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.30.97},
	url = {https://oaji.net/articles/2014/457-1405180147.pdf},
	author = {Matthew Osaigbovo  Ovbiebo}
}
@article {525,
	title = {THE IMPACT OF MEDIA CULTURE ON THE BIOLOGY EDUCATION OF {\textquoteleft}INSTANT GENERATION{\textquoteright}},
	journal = {Problems of Education in the 21st Century},
	volume = {28},
	year = {2011},
	month = {April/2011},
	type = {Original article},
	chapter = {96-105},
	abstract = {The crisis in education is part of crisis of science and this is one of the dimensions of contemporary culture. The media culture addressed to a large audience through technical means of communication is more and more important. Today{\textquoteright}s students are no longer the people our educational system was designed to teach (Prensky, 2001). The {\textquoteleft}instant culture{\textquoteright}, which main message is {\textquoteleft}carpe diem{\textquoteright}, speedy communication and sexualization of life, shapes the identity of young people and their lifestyle (Melosik, 2010).
 The article undertakes theoretical and practical analysis of the trends in biological education, what is presented in the following conceptual framework: /1/ from cognition to metacognition, /2/ from individual experience to community, /3/ from knowledge to attitudes, /4/ from diagnosis to prevention, /5/ from subject skills to life skills. Experimental tests and analyses were designed to verify the research hypothesis assuming that media culture has the influence on biology education of {\textquoteleft}instant generation{\textquoteright}. The alternative ways of teaching, including negotiation of shape the reality with students of high school are possible during biology lessons. The conclusions can be the basis of new educational models of {\textquoteleft}instant generation{\textquoteright}.},
	keywords = {biology education, media culture, {\textquoteleft}instant generation{\textquoteright}},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=939902},
	author = {Katarzyna Potyrala}
}
@article {578,
	title = {THE IMPACT OF PUBLIC HIGH SCHOOL MANAGEMENT SYSTEM ON ACADEMIC ACHIEVEMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {121-128},
	abstract = {The goal of present study is to investigate the impact of school culture on academic achievement level. Specifically, the influence of school management system on students{\textquoteright} performance. The study represents the part of the National Assessment in Math. 234 public schools principals were administered with the questionnaire for school principals. The questionnaire consisted of several blocks: the new style of school management; evaluation of effectiveness of teachers{\textquoteright} work; evaluation of effectiveness of various school boards; participation of teachers and students in professional trainings, conferences and scientific competitions; various events for students as well as for parents. Result showed that school management system predicts level of students{\textquoteright} academic achievement. Specifically, among the best predictors are following variables: democratic strategies of class management, school board effectiveness, popular-scientific meetings, and teachers{\textquoteright} democratic approach to students. },
	keywords = {academic achievement, school culture, school management},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.32.121},
	url = {https://oaji.net/articles/2014/457-1406541769.pdf},
	author = {Mzia Tsereteli and Khatuna  Martskvishvili and Ia  Aptarashvili}
}
@article {535,
	title = {IMPORTANCE OF VOCABULARY TEACHING TO ADVANCED FOREIGN LANGUAGE STUDENTS IN IMPROVING READING COMPREHENSION},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {53-62},
	abstract = {Vocabulary is important for understanding difficult reading materials. English vocabulary teaching at higher reading levels should involve direct teaching and context-based approaches. Many studies have stated the need for a systematic and principled approach to vocabulary teaching and learning , as word knowledge is essential to reading comprehension not only at elementary levels of reading but also to reading and comprehending the texts students read at university. 
 This research was conducted with 80 first year students studying English as their major in the University of Vlora and University of Tirana, Albania.
 The aim of this research is to give an overview of the beliefs the students have about vocabulary learning, its direct teaching, its importance in university studies and of the vocabulary learning strategies used by them. It also highlights some of the effective strategies used by first-year university students. Teaching and applying a wide range of vocabulary learning strategies will help university students be aware of the importance of vocabulary learning and enrich their own vocabulary. Teaching independent word-learning strategies, including the use of context clues, the use of word parts, and efficient use of the dictionary is useful even for advanced English university students. The conclusions reached are that direct teaching of vocabulary in university context is important and leads to better text comprehension.},
	keywords = {context clues, reading comprehension, vocabulary knowledge},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2014/457-1405178572.pdf},
	author = {Kozeta  Hyso and Elida  Tabaku}
}
@article {650,
	title = {IMPROVEMENT OF FOREIGN LANGUAGE TEACHER EDUCATION IN ALBANIA},
	journal = {Problems of Education in the 21st Century},
	volume = {38},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {50-60},
	abstract = {Foreign language teaching has been the subject of many changes in Albania in response to the social and economic changes that have taken place in the country and in Europe. The foreign language teacher should be able to teach communicative language and intercultural education. This asks for teachers who work to develop professionally by applying active teaching and learning strategies. Teacher education is the basis for this radical change demanded from the teachers. 
 University of Tirana is working to meet this challenge. Based on the problems experienced, beliefs and attitudes future teachers share, new Master Courses on Teacher Education have been designed and applied in the last two years. They aim at improving teachers{\textquoteright} language and teaching skills by having a balanced proportion of content and pedagogical subjects, teaching practice and research. A well designed curriculum is seen as crucial to teacher education.
 A survey has been conducted on the outcome of the new curricula of Teacher education. The main focus has been to make our foreign language teaching and learning comparable to that of the region by keeping to the standards of European Common Framework of Modern Languages.
 
 
},
	keywords = {language teaching, learning skills, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.38.50},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=971787},
	author = {Esmeralda  Kromidha and Elida  Tabaku}
}
@article {630,
	title = {IMPROVING THE QUALITY OF LEARNING THROUGH THE QUESTIONS OF TEXTS},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {106-115},
	abstract = {Didactic concept on the questioning is a process which is closely linked to student learning, provides interactivity during the process of teaching, enables deeper levels of learning, creates infinite space for the development of critical thinking and many other mental and psychological processes. 
 The dimensions of questioning lie on many levels: the level of the text, the level of student relations and student teachers relations during student group work and other educational activities. 
 The object of this study is the questioning process that relates to the inclusion of respondents used as pedagogical devices within the content of each lesson topic. 
 For the purpose of this study two groups of texts were taken inconsideration: texts of social sciences and natural sciences used in the Albanian school in order to see how questioning represents different levels of the taxonomy of learning and the types of questions designed according to different dimensions. 
 In line with this observation the level of student learning was reviewed. This study gives some research findings based on the above analyses aiming at helping the authors of textbooks and teachers with writing and asking questions which enhance critical thinking and learning.
 
 
},
	keywords = {quality of learning, questioning, students{\textquoteright} questions},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.36.106},
	url = {https://oaji.net/articles/2014/457-1408435301.pdf},
	author = {Artur  Sula and Irena Ndoci  Lama and Mimoza  Gjokutaj}
}
@article {612,
	title = {IN AND AGAINST RADICAL MONOPOLY: CRITICAL EDUCATION AND INFORMATION AND COMMUNICATION TECHNOLOGIES},
	journal = {Problems of Education in the 21st Century},
	volume = {35},
	year = {2011},
	month = {November/2011},
	type = {Original article},
	chapter = {70-84},
	abstract = {In the recent study {\textquotedblleft}Ivan Illich Gone Digital: Convivial Information and Communication Technologies for Critical e-Learning{\textquotedblright} Jandric and Boras (2011) conducted counterfoil research of e-learning technologies. Results of this study strongly indicate that information and communication technologies might possess potentials to develop various radical monopolies, while education might be one of the main vehicles for such developments. Using the aforementioned study as the point of departure, this study confirms that information and communication technologies have the potentials to develop Illich{\textquoteright}s radical monopolies and asserts that critical educators have a moral duty to act against such developments. Based on similarity between the position in and against radical monopoly of information and communication technologies and the position in and against the state, it adapts the conclusions developed in 1979 by the London Edinburgh Weekend Return Group to the context of contemporary information and communication technologies. Finally, it identifies oppositional possibilities for critical action against radical monopoly of information and communication technologies in the context of educational praxis. 
 
},
	keywords = {critical education, information and communication technologies, radical monopoly},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=968803},
	author = {Petar  Jandric}
}
@article {519,
	title = {INSTANT LEARNING ON DEMAND AND COMMUNITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {28},
	year = {2011},
	month = {April/2011},
	type = {Original article},
	chapter = {33-41},
	abstract = {In order to cope with many requirements and changes of the labor market, beside a good organized labor market policy, flexibility and fast improving measures in the education programs are necessary. They should also include instant learning on demand by using eLearning, and new IT media embedded into work processes, responding to requirements of work/career situations as well as employees interests and supporting collaboration, knowledge sharing and performance support. Within vocational and continuing education, training on demand should be a good alternative for new staff or some categories of staff like IT professionals being asked to do new work or more work in less time, keeping up with progressing technologies. IT professionals are frequently interrupted during their training with emergency calls to be solved and are often overworked. Communities, where individuals share a domain of interest and knowledge about which they communicate and learn via formal or informal methods in order to solve problems are proper environments for instant learning on demand. Instant learning in communities means the acquisition of knowledge and skills as fast as they are taught or demonstrated to the communities participants {\textendash} instantly.
 In this paper, first examples of fields and activities which could be supported by instant learning on demand based on eLearning and Web 2.0 are presented. Communities oriented to instant learning on demand and examples of projects aimed also at building communities and strategies for instant learning on demand for small and middle sized enterprises (SMEs) are given. Some conclusions are also presented.},
	keywords = {eLearning, instant learning on demand, social media},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=939896},
	author = {Ileana  Hamburg}
}
@article {601,
	title = {INSTRUCTIONAL LEADERSHIP IN TURKEY AND THE UNITED STATES: TEACHERS{\textquoteright} PERSPECTIVES},
	journal = {Problems of Education in the 21st Century},
	volume = {34},
	year = {2011},
	month = {October/2011},
	type = {Original article},
	chapter = {122-137},
	abstract = {The aim of this study was to better understand the instructional leadership styles adopted in Turkey and the USA. This is a quantitative study which used the {\textquotedblleft}Instructional Leadership Inventory{\textquotedblright} for data collection. Study data was collected from a diverse sample of urban elementary school teachers: 157 in Turkey and 150 in the USA. The general statistical findings indicate that teachers tend to develop a positive perception towards instructional leadership styles adopted by school principals in Turkey and the USA. An analysis of study results in terms of the similarities and differences between the instructional leadership styles adopted in both countries indicated that American teachers scored higher than their Turkish counterparts in terms of subscales as well as the total score.  
 
},
	keywords = {instructional leadership, school improvement, school management},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.34.122},
	url = {https://oaji.net/articles/2014/457-1406612354.pdf},
	author = {Semiha  {\c S}ahin}
}
@article {575,
	title = {THE INTEGRATION OF IMMIGRANT YOUTH INTO THE SCHOOL CONTEXT},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {86-97},
	abstract = {The objective of this research is to examine the influence of acculturation preferences, sex and age on immigrant youth{\textquoteright}s social integration into the school context of their host society. The analyses are performed using the survey of 1,186 immigrant youth and their teachers from 225 classes. The cross-sectional survey was conducted in primary public schools in the German-speaking part of Switzerland between February and April 2008. A generalized linear model was employed to analyze the questions of the study. In short, the results indicate that those immigrant youth who wish simultaneously to maintain their ethnic cultural heritage as well as to adopt the mainstream culture have the best prospects of being socially integrated at school. The findings also show that among immigrant youth girls tend to be better socially integrated at school than boys. Furthermore, younger immigrants indicate better social integration than the older ones. Finally, the immigrant youth{\textquoteright}s social integration within the school is supported by teachers favoring an integration strategy.},
	keywords = {immigrant youth, primary school, social integration},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.32.86 },
	url = {https://oaji.net/articles/2014/457-1406541620.pdf},
	author = {Elena  Makarova and Walter  Herzog}
}
@article {595,
	title = {INVESTIGATION OF TEACHING THE INTEGRATED TOPICS ON DRUG ABUSE IN SECONDARY SCHOOL CURRICULUM},
	journal = {Problems of Education in the 21st Century},
	volume = {34},
	year = {2011},
	month = {October/2011},
	type = {Original article},
	chapter = {50-63},
	abstract = {The problem of this study was to investigate the teaching of the integrated topics on drug abuse in the secondary school curriculum as a strategy to wipe out the problem of drug abuse among students in Machakos District, Kenya. The specific objectives of the study were to: establish the prevalence of drug abuse at the secondary school level according to gender, locality (urban/rural), boarding or day and religious practice, and establish the effect of teaching integrated topics on prevalence rate of drug abuse. It was also meant to examine which topics on drug abuse are integrated in the secondary school curriculum. A survey study was carried out in Machakos District, Kenya. The subjects of the study were drawn from 24 randomly selected secondary schools. A sample of 774 respondents selected through stratified and simple random sampling techniques were used for the study. The sampling matrix comprised of 24 principals, 280 teachers and 470 students. The study utilized five research instruments: three questionnaires, interview schedule and observation schedule. The data collected was analyzed using frequencies, percentages, mean, mode and median. The main findings of the study were: the prevalence of drug abuse according to gender was Boys{\textquoteright} (11.19\%), Girls{\textquoteright} (9.58\%) and mixed sex (9.49\%) schools. The urban schools had a prevalence of 10.73\% whereas it was 9.66\% in the rural ones. The prevalence according to status of the schools was: Day (13.84\%), Mixed Day and Boarding (12.28\%), and Boarding (11.54\%). The teaching of the integrated topics on drug abuse had helped schools to reduce the drug menace. The topics on drug abuse were integrated in five subjects in the formal curriculum (English, Kiswahili, Chemistry, Biology and Christian Religious Education), the integrated topics were also taught through the non formal (Clubs and societies meetings) and in the informal (class, assembly and dormitory meetings) curriculum. },
	keywords = {integrated topics, prevalence rate of drug abuse},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.34.50},
	url = {https://oaji.net/articles/2014/457-1406612016.pdf},
	author = {Richard P.  Kimiti and David M.  Mulwa and Samuel N.  Waweru and Stephen  Nalelia and Mathew  Muindi}
}
@article {528,
	title = {ISSUES OF SCIENCE TEACHING IN HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {28},
	year = {2011},
	month = {April/2011},
	type = {Original article},
	chapter = {123-130},
	abstract = {This paper aims to propose some ways on how to improve the relation between didactics and science in the field of science teaching in universities. Educating young people in sciences is one of the objectives of a general reform of programs that has swept Higher Education in Albania, due to the Bologna process. But this reform was originally conceived as training for teachers or students rather as an interactive process between these two actors. This paper argues that training teachers with the didactics of science would enable students to acquire knowledge more actively and efficiently. From a socio-constructivist perspective this study analyzes the situation in which vocational education is in Albania as well as the teacher{\textquoteright}s role in helping students develop an independent intellectual thought. The results of this study are based on three sources: student questionnaires, teachers{\textquoteright} interviewing and class observations. Data analysis reveals that it is essential for teachers to be professionally trained with innovative methods of didactic research. Their implementation will allow the selection of those practices in science teaching which will facilitate the students{\textquoteright} knowledge acquisition.},
	keywords = {active pedagogy, change strategies, didactics of sciences, teaching methods},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=939905},
	author = {Silvana  Vishkurti and Aida  Spahiu and Margarita  Paci}
}
@article {611,
	title = {KNOWING MATHEMATICS-FOR-TEACHING: THE CASE OF PLANNING LEARNING ACTIVITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {35},
	year = {2011},
	month = {November/2011},
	type = {Original article},
	chapter = {58-69},
	abstract = {Traditionally mathematical subject matter knowledge for teachers was defined with reference to the academic discipline of mathematics. Since the 1990s, however, a reconceptualization of what Shulman has called content knowledge for teachers has been suggested. In mathematics education, it has been conceptualized by some researchers through the notion of mathematics-for-teaching: the mathematics teachers need to know derives from the practice of teaching mathematics at the school level. The study reported upon in this article inquired into the mathematics-for-teaching used by elementary school teachers during joint lesson planning sessions. Implications for teacher education are discussed.},
	keywords = {mathematics teacher education, mathematics-for-teaching, teachers{\textquoteright} subject matter knowledge, teaching mathematics},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=968802},
	author = {Thomas  Falkenberg}
}
@article {548,
	title = {KNOWLEDGE GENERATION IN EDUCATIONAL RESEARCH: CASE OF SOUTH AFRICA UNIVERSITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {47-60},
	abstract = {The objective of this study was to investigate forms of knowledge generation in educational research in South Africa in the periods 1995-1999 \& 2000-2004. The study was a quantitative by approach. Data from the universities in Gauteng region (South Africa) was extracted from 2340 bound theses database. The results revealed that there are twelve sectors (forms) that have been identified for knowledge generation in educational research.},
	keywords = {educational research, knowledge generation, postgraduate research},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.30.47},
	url = {https://oaji.net/articles/2014/457-1405179843.pdf},
	author = {Liile L.  Lekena and Anass  Bayaga}
}
@article {518,
	title = {KNOWLEDGE LEVELS OF SCIENCE AND CLASSROOM TEACHERS ABOUT GIFTEDNESS CONCEPT},
	journal = {Problems of Education in the 21st Century},
	volume = {28},
	year = {2011},
	month = {April/2011},
	type = {Original article},
	chapter = {19-32},
	abstract = {This study aims to examine the knowledge levels of class and science teachers in primary schools about the education of gifted and talented children. As the sample in this study, 55 classroom teachers and 40 science teachers working at the city of Amasya in Turkey were selected, which was conducted within the scope of case study methodology. A test concerning the characteristics of gifted and talented children and a semi-constructed interview method were used in the collection of data. Considering the findings obtained, it can be stated that classroom teachers have a higher level of knowledge than science teachers do. In addition, it cannot be stated that classroom teachers have sufficient levels of knowledge about the education of gifted and talented children. Insufficiency in both teacher groups is considered to be due to the absence of any training concerning the concept of giftedness and the characteristics of these students in pre-service and in-service training processes in the past. In order not to have any hitches in the process for identification of gifted and talented children, studies should be made with respect to improving the knowledge levels and qualities of candidate teachers and the teachers on duty about the characteristics of gifted and talented children. },
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=939895},
	author = {Murat  G{\"o}kdere}
}
@article {617,
	title = {LEARNING ENVIRONMENT EFFECT AND USE OF TECHNOLOGY IN THE STUDY OF ENGLISH LANGUAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {35},
	year = {2011},
	month = {November/2011},
	type = {Original article},
	chapter = {127-137},
	abstract = {The aim of this study is to investigate scientifically the impact that the learning environment has in learning foreign languages, with the main focus English language. This study was based on both qualitative and quantitative techniques of research, by using as instruments of research the case study in a non public language institution and the application of a questionnaire for a number of 230 students. The results revealed that the learning environment in the form of language labs rather traditional classrooms affected the student cooperative skills, interpersonal attitudes of the respondents and also the level of motivation in learning English.
 The results revealed that for each of two scales measured in the motivation test, the average score is approximately 56 out 70, which stands for the fifth alternative in answer choices, a moderate agreement to the statements of importance for use of technology and motivation from learning environment (LE). The students reflected a more positive attitude and a feeling of relief while performing in a technologically advanced environment, like not getting emotional or anxious when expressing in English or making a question in English to the teacher. They would often look around the classroom to find hints for what they had to perform in class or check computers, play the CDs as practical means of operating in the English class.},
	keywords = {enhanced learning classrooms, feeling of relief positive attitudes, language learning},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=968810},
	author = {Valbona  Softa}
}
@article {486,
	title = {THE LEARNING OBJECTS: A WAY TO TEACHING GEOGRAPHY IN BASIC SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {27},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {100-111},
	abstract = {The proposition of this article is to analyze Geographical Education from the perspective of the use of the new Information and Communication Technologies, the ICTs, in the context of Learning Objects (LO). Also, how this use is being or may be used in a more effective manner, since in the teaching-learning of this discipline, a daily and effective use of practices that contemplate this is not perceived. The proof of this is that, in recent bibliographical research on this theme from the principal Geographical periodicals and even theses and dissertations (2005-2009), the number of articles about Geographical Education is still small, and even smaller in relation to the teaching-learning of this and the use of the New Technologies. 
Therefore, we discuss the question of Geography teaching, the importance of qualification and the construction of knowledge by the teacher from the Web 2.0 perspective, as well as presenting the concept of Learning Objects and how these multimedia interactive educational resources can contribute in an advantageous manner to Geographical Education.
 Such resources can contribute in a qualitative form, in the sense that they make possible the creation of an innovative environment, in which teachers and students simulate events, create problem situations, making these more positive and closer to reality, concepts often abstract and distant from the students{\textquoteright} reality.
 },
	keywords = {geographical education, learning objects, teaching-learning},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2593999},
	author = {Ana Claudia Ramos  Sacramento and Gislaine Batista  Munhoz}
}
@article {597,
	title = {THE LEVELS OF TEACHERS{\textquoteright} INVOLVEMENT IN MANAGERIAL DECISION MAKING IN SCHOOLS IN KENYA},
	journal = {Problems of Education in the 21st Century},
	volume = {34},
	year = {2011},
	month = {October/2011},
	type = {Original article},
	chapter = {79-87},
	abstract = {Making decisions is one of the prime functions of educational management and in the current educational setup; more teachers are taking management roles in schools. This study therefore assessed the teachers{\textquoteright} involvement in managerial decision making in secondary schools within Keiyo district. The specific objectives were to: determine areas in which teachers are involved in decision making in secondary schools, establish levels of teachers{\textquoteright} involvements in decision making in secondary schools. The entire study was propounded on the basis of Vroom-Yetton-Jago Contingency Theory of participative decision making (1988). This study was conducted by cross-sectional survey design. Data were collected from a sample of 17 head teachers, 17 deputy head teachers, 51 head of departments and 51 class teachers. The instruments of data collection were: questionnaires, and interviews. Findings indicate that teachers in secondary schools are involved in managerial decisions but at lower levels. The study recommends that head teachers evaluate and identify teachers{\textquoteright} needs on managerial decisions in order to facilitate further training on the same. This in turn would encourage teachers{\textquoteright} participation and enhance team spirit in decision making that would result in efficiency in management of secondary schools.},
	keywords = {decision making, management},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.34.79},
	url = {https://oaji.net/articles/2014/457-1406612105.pdf},
	author = {Lydia Cheruto Kipkoech and Salome  Chesire}
}
@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 {632,
	title = {IS THE NATURAL SCIENCE TEACHER EDUCATION PROGRAM ENOUGH FOR A CONTEMPORARY SOCIETY?},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Editorial},
	chapter = {5-8},
	abstract = {Considering that Science and Technology are in the present day the greatest factors in changing the way we live. They have also made the world very small so that we are no longer living in the confined world of our town, region or country isolated from what is happening in the rest of the globe (H{\"a}rnqvist \& Burgen, 1997). Every change around the world could be connected with change that really affects everyone. As we can see on the last days how the economic discussions in different countries are affecting the entire globe.
 Nowadays it is necessary to take advantage of the Information and Communication Technologies to support innovative methodologies of teaching natural science. As well, it leads to different ways of seeing the world and consequently leads to different beliefs concerning our comprehension of the world. Expanding the experiences as the augmented reality, it is real now.
 A scientific discourse contextualizes reality in a way which differs from a more everyday way of reasoning and the essential meaning of words and terms. So the distance between the everyday world and the scientific world of the traditional school is often so great that it seems impossible for student to benefit from the teaching (Jakobsson, 2001). S{\"a}lj{\"o} (1996) indicates that language use and the construction of meaning are always social processes, dependent on people who interact. Meaning is always relative to options and constraints that are present in social situations.
 Learning in context seems to role an important contribution in students understanding of natural science. Because when students are engaged in context it makes their learning more meaningful.},
	keywords = {educational innovations, global economy, quality of science education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.05},
	url = {https://oaji.net/articles/2014/457-1408435508.pdf},
	author = {Agnaldo Arroio}
}
@article {647,
	title = {NEGOTIATION OF MEANINGS IN THE SCIENCE CLASSROOM: PROCEDURES TO VALIDATE THEM},
	journal = {Problems of Education in the 21st Century},
	volume = {38},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {15-23},
	abstract = {This article derives from a doctoral thesis work. The aim of it was to characterize the processes of negotiation of meaning in Physics classes at High School in the Energy topic. The investigation adopts ethnographic characteristics. In particular it is a multicases study. Each case was conformed by the set of all the classes in which the Energy topic was studied. The four cases studied are considered instruments to analyze the processes of negotiation of meaning. The corpus is made up, mainly, by the audio of the communicative interchanges that occurs in the classes. Interviews with teachers were made and notes of field from the presence of the investigators in all the classes were registered. For the transcription and the analysis of the interchanges some elements of the Conversational Analysis were used. In this paper the construction of indicators is discussed to represent the communicative interaction between the professor, the students and the content. Also, the criteria are put to consideration that has allowed to determine negotiation degrees.},
	keywords = {communicative exchanges, conversational analysis, negotiation of meanings},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.38.15},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=971784},
	author = {Mar{\'\i}a Alejandra  Dom{\'\i}nguez and Mar{\'\i}a Silvia  Stipcich}
}
@article {646,
	title = {OMANI SCIENCE TEACHERS USE OF COOPERATIVE WORK IN BASIC EDUCATION SCHOOLS},
	journal = {Problems of Education in the 21st Century},
	volume = {38},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {8-14},
	abstract = {The aim of this study is to explore the use of cooperative work by science teachers. Quasi-experimental research design was used. This study was carried out in academic year of 2010-2011 at Basic Education schools in Oman. The sample consisted of 25, male (N=12) and female (N=13) science teachers working in 5 Basic Education schools. A 4-point of 39 statement scale observation checklist was developed to find out the extent to which teachers were applying collaborative work effectively.
 Findings reveal that teachers either followed the traditional seating arrangements, or just placing students in groups without any cooperative learning strategies. Findings also indicated no statistically significant difference due to the teacher{\textquoteright}s gender in the way collaborative work is applied in co-schools.},
	keywords = {cooperative work, school science, science teacher},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.38.08},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=971783},
	author = {Ali Huwaishel  Al-Shuaili}
}
@article {527,
	title = {ON OPEN-ENDED AND CLOSED-ENDED QUESTIONS IN DIDACTIC TESTS OF MATHEMATICS},
	journal = {Problems of Education in the 21st Century},
	volume = {28},
	year = {2011},
	month = {April/2011},
	type = {Original article},
	chapter = {114-122},
	abstract = {Since educational assessment of pupils is one of the most important activities in educational process the topic of didactic tests is currently very discussed by teachers and pedagogical experts. There exist a lot of factors that have effect on quality of the didactic test. One of them is a kind of test questions (open-ended or closed-ended). In the case of closed-ended questions a pupil has to choose an answer from given variants. These questions are the most frequented form in the world and they are also quite commonly used at Czech schools. There are described the methods as well as process and results of research connected with this problem in mathematical education at elementary school there. The aim of the research was to answer the question: Are pupils more successful solving the test with open-ended or closed-ended questions? Using statistic test of significance there was validated hypothesis that the kind of questions does not play any significant role in the fruitfulness of solving the tests.},
	keywords = {closed-ended question, mathematical education at elementary school, pedagogical research},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=939904},
	author = {Bronislava  {\v S}t{\v e}p{\'a}nkov{\'a} and Petr  Emanovsk{\'y}}
}
@article {477,
	title = {OVERCOMING THE LIMITS FOR A MEANINGFUL GEOGRAPHICAL EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {27},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {9-19},
	abstract = {This is an article analyzing the didactic action and the involvement of geography teachers with their actions in the classroom. This article is the result of analysis of research, financed by the Funda{\c c}{\~a}o de Amparo {\`a} Pesquisa (FAPESP), and took place in a public school in the State of S{\~a}o Paulo. The central objective was to analyze knowledge and teaching practices in geography. The discussions presented here are focused on teaching practices {\textendash} the classroom didactic {\textendash} aimed at altering the logic of the organization of the school curriculum for Geography in Fundamental Teaching (5th to 9th. years). It also deals with analyzing the teaching and learning of geography, considered most important to the extent that geographic knowledge permits understanding of places and human actions, thereby overcoming a paradigm common in Geography in various countries, of its being a discipline to stimulate learning by rote and description with no relevance to the school curriculum. },
	keywords = {geographic education, meaningful teaching and learning, teacher training},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2593721},
	author = {Sonia  Vanzella Castellar}
}
@article {627,
	title = {PATTERNS OF DIDACTIC DECISIONS MADE BY TEACHERS IN PHYSICAL SCIENCES CLASSROOMS},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {76-89},
	abstract = {The purpose of this study is to highlight didactic decisions of teachers in Physical Sciences classrooms. The framework used is teacher mediation of students{\textquoteright} learning.
 Research questions: (a) what aspects of teaching trigger didactics? (b) What are the relationships between the didactic decisions of teachers and their triggers? Are the responses to these questions dependent on teacher or teaching level?
 This study reports on a multi-case study of five teachers from three teaching levels (basic, secondary and higher education). Multimodal narratives (a description of what happens in the classroom, using several types of data collected inside and outside the classroom) were used to analyse the didactic decisions of teachers and to determine what causes them to take a particular decision in the classroom. It searches for categories using open code analysis, and then use cluster analysis to find patterns.
 Four patterns of decisions were found, transversing teacher and teaching levels, and relate them to their triggers.
 It is found that each teacher and each teaching level has a singular profile for decision-making (a particular combination of patterns of decision-making, what draws the teacher{\textquoteright}s attention, and the specific decisions taken).},
	keywords = {classroom, didactic decisions, physical sciences},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.36.76},
	url = {https://oaji.net/articles/2014/457-1408435159.pdf},
	author = {Carla A.  Santos and J. Bernardino  Lopes and J. Paulo  Cravino}
}
@article {577,
	title = {PLURILINGUALISM IN TEACHER EDUCATION FOR MULTICULTURAL SCHOOLS AND KINDERGARTENS IN ESTONIA},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {113-120},
	abstract = {Plurilingualism as the principle and the aim of education policies presupposes that all teachers know several languages, are aware of particularities of multicultural educational environments and can apply methodology of content and language integrated learning. This paper will discuss how these principles of plurilingualism are realized in teacher education in Estonia which is a multicultural country inhabited by representatives of more than 100 ethnicities with Estonians being the title nation. The Russian language is spoken by almost 30\% of the 1.3 million population of the country. Such an ethnic and linguistic composition of the society puts forward a number of challenges for the Estonian system of education {\textendash} to its system of general education with 20\% of it working in Russian, to tertiary education and to teacher education in particular. One of the ways of meeting the requirements set to plurilingual teacher education is the implementation of a trilingual teacher education model with the focus being placed on content and language integrated learning (CLIL) and with language immersion being a part of it. By analyzing various aspects of the model the authors will present the advantages and challenges of its realization. },
	keywords = {multiculturalism, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.32.113},
	url = {https://oaji.net/articles/2014/457-1406541722.pdf},
	author = {Nina  Raud and Anna  D{\v z}alalova and Katri  Raik}
}
@article {566,
	title = {THE POPULARITY OF GEOGRAPHY IN POLAND AS A SCIENTIFIC DISCIPLINE TO STUDY INTRODUCTORY REPORT OF THE RESEARCH},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {119-128},
	abstract = {The number of secondary school graduates choosing a particular discipline to study is, to some extent, the reflection of the position of this scientific discipline and the improvement of its research achievements as well as the economical needs for such university graduates. The popularity of a particular scientific discipline is revealed in the number of applicants wanting to study the selected discipline along with the number of students. It depends on many factors, such as: changing demographic processes, social changes, the demand for specialists in the sphere of the economy, the status and the position of a particular scientific discipline, the personal interest of the individual as well as the formal conditions (e.g. limits of the accepted students, legal restrictions, demanded disciplines, etc.). In order to answer the question how popular the Geographical studies are in Poland, the statistic data of the Ministry of Science and Higher Education was analyzed. Furthermore, the questionnaires among the students of Geography in eight academic centers in Poland were conducted. The research allowed to capture the important factors that had the great impact on the interest in the sphere of the geographical studies among young people. It should allow the universities dealing with geographical studies to develop the strategies of popularization of such studies. The psychological aspect of the made choice had the considerable impact on the popularity. The main factors, which were crucial as far as the selection of the studies at the university was concerned, appeared as follow: the close distance from the university, the possibility of selecting the preferred specialty, the prestige of the university in the rankings, the family traditions.},
	keywords = {entrepreneurship, reasons for the selection, the strategy of education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.31.119},
	url = {https://oaji.net/articles/2014/457-1406541054.pdf},
	author = {Bo{\.z}ena  W{\'o}jtowicz}
}
@article {625,
	title = {POPULARITY OF SPORT AMONG PUPILS OF PRIMARY SCHOOLS IN SERBIA},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {51-59},
	abstract = {The aim of this study was to determine which sports are most popular among pupils of primary school in Serbia, in order to determine which sports would be advisable to introduce in the classes of physical education to increase the level of interest of pupils to actively participate in PE. The sample included 8120 students, of which 30\% are actively involved in sports, 28 \% drop out and 42\% had never engaged in sports. Most students would like to introduce as an optional sport basketball, swimming, volleyball, football, handball, karate and at least students would like to introduce acrobatics, orienteering, rhythmic gymnastics. Obtained were statistically significant differences according to gender (boys would like to be introduced basketball and football and girls would like volleyball and swimming), success (excellent pupils would most like to be introduced swimming and volleyball; pupils with very good, good and enough success prefered basketball) and sport (pupils involved in sports and those who retreated would like to be introduced basketball and swimming and those who have never been involved in sports would like volleyball and basketball). The results indicated that for the students of primary schools in Serbia basketball the most popular sport and that on promotion of other sports in the school environment should still be done.},
	keywords = {elective course, primary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.36.51},
	url = {https://oaji.net/articles/2014/457-1408435059.pdf},
	author = {Jaroslava  Radojevi{\'c} and Jelena  Ili{\'c} and Dragoljub  Vi{\v s}nji{\'c} and Sre{\'c}ko  Jovanovi{\'c}}
}
@article {634,
	title = {POSSIBLE CONTRIBUTIONS OF CINEMA IN NATURAL SCIENCE EDUCATION TO UNDERSTAND HOW SCIENTISTS AND SCIENCE WORKS},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {18-28},
	abstract = {It is presented some considerations related to the role of cinema to introduce and contextualize issues as the image of science and scientists and how science works. Cinema can be used as an important tool in science teacher training or education because it lets to establish connections between two relevant aspects in natural science classrooms: the emotional component that allows the audience to establish a relation with the characters of scientific stories (Arroio, 2010) and the historical-philosophical-sociological component which contributes to show a more real image of science in school. Cinema can help to show the presence of different influences in science as the importance of contexts, and to discuss about the presence of some stereotypes, and an idealized image of individual-male scientific work, a neutral science, the meaning of discovery among others. Some movies were analized to establish this possible contribution. In further, according to these results it is possible to compare some important elements of scientific discourse presented in cinema and this one in science school textbooks.},
	keywords = {natural science education, science and scientist image, scientific speech},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.18},
	url = {https://oaji.net/articles/2014/457-1408435629.pdf},
	author = {Agnaldo Arroio and Diana M.  Far{\'\i}as}
}
@article {649,
	title = {PRAGMA-DIALECTICS ON THE BASIS OF STATE EXAMINATION COMPOSITIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {38},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {37-49},
	abstract = {The present research is based on a study analysing the argumentative skills of Estonian gymnasium students in state examination compositions. The aim of the study is to establish the choices made by students while writing their state exam composition as an argumentative text type. The research considers the implementation of the stages of critical discussion of the pragma-dialectical theory by F. van Eemeren and R. Grootendorst on the basis of one state examination composition (2006, code 356047). In establishing the structure of argumentation in compositions, the macrostructures by T.A. van Dijk were employed as these allow highlighting the macro speech acts expressing more complex speech acts. The stages of critical discussion of the pragma-dialectical argumentation theory could be associated with the argumentation practice used in Estonia. The implementation of the pragma-dialectical theory enhances the comprehension process of argumentative texts from the pragmatical and dialectical point of view.},
	keywords = {argumentation, Estonian language, stages of critical discussion},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.38.37},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=971786},
	author = {Merle Kaldj{\"a}rv}
}
@article {590,
	title = {THE PROBLEM OF DEVELOPMENT OF ABILITIES FOR DIALOGUE WITH THE METAPHORIC INTERLOCUTOR},
	journal = {Problems of Education in the 21st Century},
	volume = {33},
	year = {2011},
	month = {August/2011},
	type = {Original article},
	chapter = {133-142},
	abstract = {The education of a dialogic person capable of humane and creative interaction with other people, the surrounding world, culture, and her/himself is one of the most important goals of modern education. This paper presents a conceptual study in which the essence of dialogic interaction is analyzed and in accordance with it the main tasks of dialogic education in high school and university are clarified. Particular attention is paid to metaphoric dialogue, because of its role in the educational process and because of its importance for the contemporary culture.
 The study is based on the concepts of the classics of the dialogue theory of the 20th century (M. Buber, M. Bakhtin, G. Gadamer, and others) as well as on some works of contemporary researchers into dialogic pedagogy. We have analyzed dialogic interaction in terms of the struc{\textlnot}ture of abilities that its participants need to have. We have identified the three main prerequisites of the dialog, closely connected with one another (which define three main tasks of dialogical education). These are: (1) a dialogic relation between participants of the dialogue with one another and with the dialog proper (the emotional and ethical basis of the dialogue); (2) antinomic thinking (its intellectual basis); (3) a procedurally open perception of the world (a prerequisite of the creative development of one{\textquoteright}s own meanings).},
	keywords = {dialogic development of students, dialogic interaction, prerequisites of the dialogue},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.33.133},
	url = {https://oaji.net/articles/2014/457-1406576634.pdf},
	author = {Elena Ermolaeva}
}
@article {553,
	title = {PROBLEMS AND PROSPECTIVES IN DISTANCE EDUCATION IN INDIA IN THE 21st CENTURY},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {113-122},
	abstract = {This research paper attempts to introduce the problems and prospective in Distance Education System in India. This paper begins with the definition of distance learning and then proceeds to tell about the types of distance learning. It discusses and analyses the synchronous and asynchronous of distance education delivery system and emphasizes that the asynchronous method is more flexible than synchronous instruction. It also emphasizes that the instructional design, technology and support are the elements which are of paramount importance to any successful distance education program. 
 The history of distance learning narrates the development of distance learning and discusses how it found an alternative method to the then existing effective system which brought the students together to one place and one time to learn from one of the masters. It reveals how the pioneers of distance education used the best technology of their days to open educational opportunities to people who were unable to attend the regular conventional institutions. It also lists and discusses the problems such as lack of student{\textquoteright}s co-ordination, conducting examinations, publishing results and other related problems. Further, it attempts to converse on the origin, salient features, and the technologies used in distance education in India. It also brings out the four themes of distance education system and their prospective. Finally, it summarizes and suggests solutions for the problems faced in distance education and also widens the scope of any researcher to further research on the problems and prospective in distance education and to improve the values in distance education system of learning in India. },
	keywords = {definition and types, distance education, problems and prospective},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.30.113},
	url = {https://oaji.net/articles/2014/457-1405180285.pdf},
	author = {Sadhasivam  Panchabakesan}
}
@article {546,
	title = {PROBLEMS INDUCED BY AMALGAMATION OF PEDAGOGICAL PROGRESSIVISM AND EDUCATIONAL ACCOUNTABILITY: ORAL EXAMS WITH PRIOR PREPARATION TIME IN NORWEGIAN SECONDARY SCHOOLS},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {22-34},
	abstract = {The progressive movement in Norwegian education has had the hegemony among civil servants, politicians and major groups of teachers. However, during recent years the assessment system has moved towards increased educational accountability based on performance measures (exams and national tests). At the same time, progressivistic inspired assessment has remained: oral exams with prior preparation time. The pupils are typically given the topics 48 hours in advance and have the opportunity to prepare at home or at school. They may take the exam individually or in groups. The teacher, who also asks the questions during the exam, defines the topics. The grades are assigned by an external evaluator, but the subject teacher should also take part in the assessment. This amalgamation of pedagogical progressivism and educational accountability induces major challenges in education. },
	keywords = {educational accountability, oral exam, progressive school philosophy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.30.22 },
	url = {https://oaji.net/articles/2014/457-1405179678.pdf},
	author = {Eyvind   Elstad and Are   Turmo and {\O}ystein  Guttersrud}
}
@article {622,
	title = {PROBLEMS SOLVING USING DIFFERENT REGISTERS OF REPRESENTATION},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {17-27},
	abstract = {In this paper are showed on the results of research whose aim was to document and analyze the manner in which students relate different representations when solving problems. A total of 20 students took part in the study, students attending their first year of university studies. In order to design the problem, the underlying information in each representation was deemed to be the starting point of different inferences and of different cognitive processes. The findings obtained make it possible to assert that the underlying information in each representation is not visible to all students and that a problem can foster handling of different representations, the making and verifying of various conjectures and the transfer of knowledge acquired in previous courses.},
	keywords = {representations, solving problem, verifying conjectures},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.36.17},
	url = {https://oaji.net/articles/2014/457-1408434901.pdf},
	author = {Ledesma-Perez, F.}
}
@article {569,
	title = {QUALITY ASSURANCE: A PRESSING PROBLEM FOR EDUCATION IN THE 21ST CENTURY},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {9-22},
	abstract = {Quality assurance in secondary schools (ages about 12-18) and in higher education has been a growth industry for many years, with all kinds of agencies being funded. With apparently endless growth in education at all levels, with insistent demands on more resources, the political pressures in ensuring value for money have increased.
 This study looks at what is meant by quality assurance, challenges some of the current procedures and points to some better ways forward for the 21st century. Specifically, it argues that quality assurance must focus on the key goals for education at each stage with the learner always at the focus of all procedures to assess quality. Finally, the study illustrates this approach by considering what 793 secondary students thought of their experiences at the point when they were almost completing their education journey in secondary schools in the Kingdom of Bahrain.
 The research aim is to show how focussing on the actual learners can identify key issues that need addressed to enrich education provision. These issues include the emphasising understanding and not memorisation, the need for more groupwork and dialogue, restoring the visual-spatial aspects of learning, re-thinking curriculum balance, and re-examining national examination systems.
 The most fundamental question of all is whether quality assurance has improved quality - a key issue for the 21st century?},
	keywords = {national assessment, nature of learning, quality assurance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.32.09 },
	url = {https://oaji.net/articles/2014/457-1406541339.pdf},
	author = {Khaled  Almadani and Norman  Reid and Susan  Rodrigues}
}
@article {654,
	title = {QUALITY LEARNING FOR TECHNOLOGY EDUCATION: AN EFFECTIVE APPROACH TO TARGET ACHIEVEMENT AND DEEPER LEARNING},
	journal = {Problems of Education in the 21st Century},
	volume = {38},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {95-104},
	abstract = {In recent times the role of the student in the learning process has received an increasing recognition. They have been transformed from passive receivers and regurgitators of knowledge to active participants at all stages of the learning process. The aim of this research is to introduce and review elements of an educational design for successful teaching and learning in Technology Education. The design utilises a sequenced pathway for successful achievement that details the intended learning, develops multifarious teaching episodes, provides opportunities for tangibly-evidenced student work, and identifies the criteria for successful achievement. It utilises an example of a practical activity that encourages informed participatory experiences to demonstrate examples of good practice in teaching Technology Education. Student involvement in the learning process begins with the identification of meaningful purpose and relevance while their practical work encourages cooperation, authenticity and individual accountability through portfolio assessment. The end result of their endeavour is measured in terms of their success in further developing their technological literacy.},
	keywords = {inquiry learning, quality learning, technology education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.38.95 },
	url = {http://journals.indexcopernicus.com/abstract.php?icid=971791},
	author = {Paul  Snape}
}
@article {652,
	title = {QUESTIONING AND ITS TRUE VALUES IN THE PROCESS OF LEARNING AND TEACHING TO PROMOTE CRITICAL THINKING},
	journal = {Problems of Education in the 21st Century},
	volume = {38},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {71-81},
	abstract = {Questioning stands at the core of massive communication in general and between a teacher and a student in particular. It is a process teachers and students face every day. It is a powerful tool to stimulate and support critical thinking. Being an active element in the whole teaching and learning process, questioning fulfills a fruitful conversation between students and teachers and the whole community. Since ancient times, Socrates, the Greek philosopher tried to lead his students towards the discovery of the truth itself by means of questioning. {\textquoteleft}Six honest servants have taught me everything that I know; their names are: What? Why? When? How? Where? Who? This is homage paid by Kipling to his six teachers (Reference stated in Aspects of Teaching and Learning, AEDP, Tirana, Albania 1997).
 People ask but sometimes it is difficult for them to get the right answers they have been looking for. At times this is true because of the lack of knowledge and because of the fact that the question itself is not accurate. Questioning is marked as a component part of the four language skills: reading, writing, speaking and listening. It is of great interest among teachers who want to know more about this issue.
 This research paper is based on the experience gained by working with teachers who showed enthusiasm and self- confidence for the application of new methodologies and strategies in their classrooms. The attitude of the Albanian teachers towards the concepts of teaching has changed, so they have become well-aware of what and how to ask while trying hard to get integrated in all spheres of European reality. Brainstorming, pair-work, role play, questioning techniques, discovering lessons have now become an inseparable part of teacher{\textquoteright}s work and their active vocabulary as well.
 
 
},
	keywords = {critical thinking, development, encouragement},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.38.71},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=971789},
	author = {Shpresa  Qatipi}
}
@article {524,
	title = {ON REDUCING THE DETRIMENTAL INFORMATION FLOOD IN THE USE OF INTERNET},
	journal = {Problems of Education in the 21st Century},
	volume = {28},
	year = {2011},
	month = {April/2011},
	type = {Original article},
	chapter = {84-95},
	abstract = {Among many positive aspects of the development of the Internet in the last decades, one may also find some damaging ones. This paper centers on the information flood, which any user must face whenever she/he approaches the Internet.
 The amount of information in the network is hastily increasing and it does not seem to have limits. New studies show that the amount of information in the Internet reaches a value near one zettabyte. Zettabyte is a unit of information equal to 10^21 bytes. Any searching in Internet is, ever increasing, an immersion in a sea of information that may bring high discomfort to the users, caused, especially, by the inability to process all the data read.
 This research analyses the issue of information flood and proposes a solution to be implemented as an interface between users and the Internet. The creation of this new tool takes into account the requirements from the psychological standpoint and the implementation issues from the telecommunication point of view. 
 The cooperation between psychology and ICT (Information and Computer Technologies) seems crucial to improve the well-being of people in a as technical a society as the current one.},
	keywords = {information overload, information selection, use of Internet},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=939901},
	author = {Jordi Mongay  Batalla and Maria Ledzi{\'n}ska}
}
@article {585,
	title = {REFLECTIONS OF TEACHING APPROACH-RELATED KNOWLEDGE, BELIEFS AND HABITS ON TEACHING PRACTICE},
	journal = {Problems of Education in the 21st Century},
	volume = {33},
	year = {2011},
	month = {August/2011},
	type = {Original article},
	chapter = {73-82},
	abstract = {The present study aims to investigate the reflections of student teachers{\textquoteright} knowledge, beliefs, and habits about the teaching approach on their teaching practice. The student teachers cannot apply teaching approaches they know and believe both in their lesson scenarios and micro-teachings. This inconsistency observed between the knowledge, beliefs, and practice mostly stems from the old learning-teaching habits. Changing the system alone is not enough to throw off the old habits. We can only {\textquotedblleft}assume{\textquotedblright} that the radical changes taking place in teacher training programs or education system are adopted by the teachers even if they do not change the knowledge base, beliefs and more importantly applications of the actors responsible for implementing the changes. },
	keywords = {curriculum revisions, student teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.33.73},
	url = {https://oaji.net/articles/2014/457-1406576245.pdf},
	author = {Hasan  {\c S}eker}
}
@article {598,
	title = {RELATIONSHIP BETWEEN SCHOOLS{\textquoteleft} INSTRUCTIONAL PLANT AND TEACHERS{\textquoteleft} TASK PERFORMANCE IN NIGERIAN SECONDARY SCHOOLS},
	journal = {Problems of Education in the 21st Century},
	volume = {34},
	year = {2011},
	month = {October/2011},
	type = {Original article},
	chapter = {88-97},
	abstract = {The study examines the relationship between School Instructional Plant and Teachers{\textquoteleft} Task Performance in Ijebu-Ode Local Government Area, Ogun-State, Nigeria; taking into consideration; teachers{\textquoteleft} educational qualification, sex, marital status and location of school. 600 teachers were randomly selected from ten secondary schools consisted the respondents and two types of questionnaire - School Instructional Plant Questionnaire (SIPQ) and Teachers{\textquoteleft} Task Performance Questionnaire (TTPQ) were developed based on a four {\textendash} point Likert Scales. Five hypotheses were generated and tested in the study using chi-square to determine whether sex differences, educational qualification, marital status and location of schools affected Teacher{\textquoteleft}s perception of school instructional plant. Based on the findings, the five hypotheses were rejected showing that there is a strong relationship.},
	keywords = {schools{\textquoteleft} instructional plant, secondary schools},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.34.88},
	url = {https://oaji.net/articles/2014/457-1406612149.pdf},
	author = {Benard Adesina  Odufowokan}
}
@article {534,
	title = {REMEDIAL WORK AS A MEANS OF DEVELOPING POSITIVE LEARNING MOTIVATION OF ADOLESCENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {43-52},
	abstract = {The topicality of this study is determined by the problem of gaining knowledge and developing positive learning motivation among 13 years old teenagers with low intellectual activity. Since learning motivation and intellectual development are interrelated, the remedial programme, which fosters the increase of teenager{\textquoteright}s intellectual activity, may become one of the factors influencing the development of learning motivation. The authors assume that specially developed remedial programme for pupils with low intellectual activity indirectly reforms the hierarchy of motives in the structure of learning motivation.
 Taking into account that all children are different and that intellectual development and learning-cognitive motivation are interrelated, during the research 290 pupils in Latvia have been examined by the use of the GIT method (Group Intellectual Test), which consists of 7 subtests. Out of the all sample group the experiment team chose pupils (101) who had shown the lowest results for the test tasks and studied the peculiarities of their learning motivation. These pupils were divided into control group (56) and experimental group (45), subsequently dividing the latter group into three subgroups. Then two experimental stages were processed: one before the remedial work and one afterwards. The level of intellectual development and peculiarities of learning motivation were diagnosed. It was concluded that remedial work stimulates cogitation, enriches vocabulary and reforms the hierarchy of motives in the structure of learning motivation.},
	keywords = {learning motivation, remedial work, the level of intellectual development},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2014/457-1405178509.pdf},
	author = {Svetlana Guseva and Valerijs Dombrovskis and Vadims  Murasovs}
}
@article {640,
	title = {REMOTE TEACHING LABORATORIES IN PHYSICS LESSONS - ATTITUDES OF STUDENTS AND TEACHERS TO THE REMOTELY CONTROLLED EXPERIMENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {83-89},
	abstract = {This article describes five remotely controlled experiments, which were created at the Department of Experimental Physics in Olomouc (Volt-ampere characteristics of six different light sources, Determination of gravity from the period of oscillation of the mathematical pendulum, Study of water flow in the system of closed tubes, Weather station at Palacky University in Olomouc and Monitoring of radioactive background in Olomouc). These experiments are accessible from the web address http://ictphysics.upol.cz/remotelab. The paper describes a new approach to creating remotely controlled experiments using Web Services from the company National Instrumnets.
 The paper also deals with questionnaire survey, which examined attitudes of students and teachers to the remotely controlled experiments. This questionnaire survey was attended by 74 students of Physics from Faculty of Science in Olomouc and 48 teachers of Physics from secondary schools. This paper outlines our current research and reflection of remotely controlled experiments and it describes the educational point of view of the remotely controlled system.},
	keywords = {ICT, Internet, remotely controlled experiment},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.83},
	url = {https://oaji.net/articles/2014/457-1408435928.pdf},
	author = {Franti{\v s}ek  L{\'a}tal}
}
@article {485,
	title = {RESEARCHING SCHOOL GEOGRAPHY: EXPERIENCES AND POSSIBILITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {27},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {94-99},
	abstract = {Reflecting on research experiences does not only have the intention of socializing some of the findings but also that of comparing contexts and socio-cultural realities that shake up the teaching of geography and about which it is necessary to delve into even more. In this sense, it is also pertinent to be able to compare and contrast other experiences with the aim of providing pathways that will allow diverse ways of teaching, thinking and constructing spatial thought from the perspective of the school. The main outcome of the current deliberation is to compare uncertainties, illusions, projects, and ideas, among others, around school geography, its challenges, tendencies and possibilities. 
Geopaideia research group has spent more than fifteen years to reflect on the current state of geographic education not only in the Colombian and Latin American contexts, but also analyzes the global world with the intention of finding opportunities and to suggest alternative ways teaching space according to contemporary societies and territories.
 Concern has taken special focus on research projects that the group ahead, but also networking and linkages with other research groups in the world, so that roam the roads safer and to accurate and for teaching geography.},
	keywords = {geography, investigation and geographical space},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2593991},
	author = {Alexander Cely  Rodr{\'\i}guez}
}
@article {615,
	title = {RESEARCHING SCIENCE TEACHER PEDAGOGICAL CONTENT KNOWLEDGE},
	journal = {Problems of Education in the 21st Century},
	volume = {35},
	year = {2011},
	month = {November/2011},
	type = {Original article},
	chapter = {104-118},
	abstract = {Pedagogical content knowledge (PCK) has been embraced as a way of describing the knowledge possessed by teachers and developing models of science teacher education. We try to analyse the possibility of improving quality of science teacher training on the basis of PCK development. The Taxonomy of PCK Attributes addresses the distinctions within and between the knowledge bases of various disciplines, science subjects and science topics. The concept of PCK conceived by Shulman (1986) embraces the idea that successful teachers have a special understanding of content knowledge and pedagogy which they draw on in teaching that content.
 Over the past two years we researched the pedagogical content knowledge (PCK) of pre-service and experienced Czech science teachers. The aim has been to capture, document and share teachers{\textquoteright} PCK about specific science topics in ways that may be accessible to teachers and researchers involved in science education. 
 One of the tasks of the science teacher is to help students to understand some of the content knowledge of science. In doing so, Shulman (1986; 1987) posited that teachers make use of pedagogical content knowledge (PCK), a special kind of knowledge that teachers have about how to teach particular content to particular students in ways that promote understanding.We are more interested in finding ways of helping pre- and in-service teachers to improve their practice.},
	keywords = {pedagogical context knowledge, subject-specific PCK, taxonomy of PCK attributes, topic-specific PCK},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=968808},
	author = {Danu{\v s}e  Nezvalov{\'a}}
}
@article {571,
	title = {RETHINKING OF KNOWLEDGE MANAGEMENT INTRODUCTION AT TEACHING UNIVERSITIES: THE FRAMEWORK DEVELOPMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {33-46},
	abstract = {The rapid penetration of information and communication technologies has been the main factor responsible for significant changes in the overall business landscape. Knowledge management (KM) implementation and building of learning organizations have become vital assumptions for a company{\textquoteright}s ability to compete in a knowledge society. However, in regards to these issues a lack of attention has been paid to universities as a specific type of organization. The essential problem to be addressed is the tendency of institutions of higher learning to keep knowledge to themselves, which has been proven by several authors. Therefore, questions such as, {\textquotedblleft}Are businesses different from universities? or {\textquotedblleft}What does it imply for the KM implementation efforts at universities?{\textquotedblright} are considered in the paper. The goal of the paper is to map the changes in today{\textquoteright}s business environment, research differences between the functions and processes in businesses and academic institutions in the Czech Republic and Slovakia, and, based on these findings, propose a framework for knowledge management implementation focusing on a special type of academic institution {\textendash} a teaching university. Consequently, this study can serve as a starting point for implementation of a student-centred approach to knowledge management.},
	keywords = {knowledge management, knowledge sharing},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.32.33 },
	url = {https://oaji.net/articles/2014/457-1406541430.pdf},
	author = {Vladim{\'\i}r Bure{\v s} and David  Griffin and Denisa  Hackett and Peter  Kro{\v c}it{\'y} and Erik  Kubi{\v c}ka}
}
@article {545,
	title = {THE ROLE OF METACOGNITION IN EVERYDAY PROBLEM SOLVING AMONG PRIMARY STUDENTS IN KENYA},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {9-21},
	abstract = {Metacognition is an important dimension of problem solving because it includes problem-relevant awareness of one{\textquoteright}s thinking, monitoring and regulation of cognitive processes, and application of heuristics. This study investigated the effect of Metacognition on problem solving among 150 students at Muraka Primary School, Kenya in June 2010. Students answered a 25-item self-report Metacognitive Awareness Inventory (MAI), and a 1-item multiple choice Problem solving questionnaire (PSQ). Data were analyzed using linear regression and ANOVA. Results indicated that metacognition is a good predictor of problem solving ability. Students showed significant differences in problem solving based on grade. There was also a significant difference in metacognition level based on grade. These results imply that metacognitive ability develops with age, such that the higher the grade levels the higher the metacognitive ability. Therefore, understanding the role of metacognition in children{\textquoteright}s everyday problem solving may lead to the development of more effective instruction, by teachers, which incorporates metacognitive skills to help children improve in their problem solving skills and overall academic achievement.},
	keywords = {metacognition, problem solving},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.30.09},
	url = {https://oaji.net/articles/2014/457-1405179582.pdf},
	author = {Catherine M.  Aurah and Setlhomo  Koloi-Keaikitse and Calvin  Isaacs and Holmes  Finch}
}
@article {480,
	title = {THE SCHOOL GEOGRAPHY AND THE DIDACTIC IN THE CONSTITUTION OF THE GEOGRAPHIC EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {27},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {39-47},
	abstract = {This paper discusses the geographic education and, in this context approaches the geography didactics. Those two themes are inserted in the discussion over the school in modern times, considering that the 21st century presents remarkable differences from the 20th century and, the main one maybe is the speed of the information. It constitutes, then a new spatiality as a consequence of the globalization processes that demarcate the places where people live and lead them to incorporate a new kind of demand. The students (children and teenagers) arrive at school at this time presenting expectations that the school is not always able to fulfill. Those questions are discussed and, from the referential supports are presented extracts from a research conducted with docents and undergraduate students from licentiate program, in which emerge the tensions between the academic and docent interest, between the university and the school, among many others.},
	keywords = {geographic education, teacher training},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2593851},
	author = {Helena  Copetti Callai}
}
@article {655,
	title = {SCHOOL PREVENTION AGAINST SUICIDAL BEHAVIOUR ON THE BASIS OF DATA INCLUDED IN GOOD-BYE LETTERS OF MINOR SUICIDES},
	journal = {Problems of Education in the 21st Century},
	volume = {38},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {105-121},
	abstract = {This article tackles the issue of reconstructing the circumstances of suicides committed among adolescents aged 14,15 and 17, on the basis of analysis of good-bye letters and the discourse of life stories of individual cases. The presented research procedure focuses on capturing linguistic categories conveyed within the statements of young suicides{\textquoteright} good-bye letters. Abstracting adequate linguistic categories from the entire content has been combined with analysis of their meaningfulness and context in entire statement, hence enabling reconstruction of the interpretation applied by the young suicides while perceiving themselves and the reality around. The methodology implied model of hermeneutic analysis of statements with additional usage of categorizing affiliation method. Conclusions from the research are of practical value, contributing to the issues of early prevention under circumstances of suicidal behaviour, constituting relevant source of practical knowledge for teachers and tutors. The research into young suicide{\textquoteright}s statements provides material which may in its practical dimension establish aspects crucial for school discussions facilitating expressions of own interpretation and judgments, as well as making teachers aware of various signals sent out by the pupils. The research results embrace linguistic categories expressed in letters, with presentation of their description and the context. Concurrently those constitute clear information about inadequate ways of interpreting the reality, additionally revealing number of similarities in communication patterns among the suicides. },
	keywords = {good-bye letter, prevention, suicide},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.38.105},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=971792},
	author = {Arkadiusz  Urbanek}
}
@article {544,
	title = {THE SCIENCE EDUCATION TOOLS AND WAYS OF PRODUCING THEM IN THE COOPERATION PROCESS},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	type = {Editorial},
	chapter = {5-8},
	abstract = {The content of natural science education gives a chance to the dynamics and structure of the educational process. However, the adaptation of natural science knowledge system depends on both the teacher (choosing and applying teaching methods and forms, etc.) and the pupil (the methods of learning, motivation, general abilities). The diversity of teaching and learning content, forms and methods, activities are typical of natural science education. All that makes the educational process effective: develop intellectual knowledge and skills, set out conditions for intense pupils{\textquoteright} activities, shape thinking, foster aesthetic feelings, etc.
 There are different strategies and methods for teaching science. Also there are many different ways in which science teachers can effectively teach students. The problem consists in that how to choose the most effective methods and strategy in each concrete situation. It is obvious, that the information itself is known as the content; how that content is shared in a classroom is dependent on the teaching methods. For example, lecture is a way of providing students with basic knowledge. On the other hand it is well known that lecture has the least impact on students as well as the lowest level of student involvement. It is not so good from point of view of constructivistic teaching. The one of the main points of constructivistic approach is to increase the level of impact and involvement for students. It is clear that reflective inquiry has the highest level of student involvement. On the other hand, reflective inquiry offers opportunities for students to use knowledge in a productive and meaningful way. It is important to notice that teachers should recognize from their practice that inquiry-oriented approach brings deeper understanding, better results of students and their higher motivation and interest to study science (Nezvalova, 2011). Different methods can be effectively used in science teaching: lecture, reading information, audio-visual presentation, demonstration, observation, field trips, interviewing, brainstorming, small group discussions, experimenting, problem-solving activities etc.  
 
},
	keywords = {educational process, science education, science knowledge},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.30.05},
	url = {https://oaji.net/articles/2014/457-1405179519.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {539,
	title = {SELF ASSESSMENT CRITERIA OF INTEGRATED FOREIGN LANGUAGE ACQUISITION},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {89-101},
	abstract = {Tendencies in the labour market are indicative of the fact that foreign language mastery and its professional usage are indispensable, which manifests itself in different levels of particular language skills (listening, reading, taking part in conversations, monologue, and writing). 
 Aim of the study - to provide criteria, levels and indicators of the self-assessment of foreign language proficiency. In the study, the author analyses theoretical sources and research data. Using statistical methods the results were analyzed on the basis of the examination of the interplay of data by means of the quantitative statistical program SPSS 17, 0 (Statistical package for Social Sciences). In the present research a personalized approach to the assessment of language proficiency level has been adopted. The language proficiency level of each language learner is assessed separately without the juxtaposition of different language learners. To broaden students{\textquoteright} experience the self-assessment criteria of language learners{\textquoteright} language proficiency established pursuant to the language proficiency levels of European Framework of Reference can be applied. It can be concluded that majority of language learners admit the necessity to perfect the level of language because they encounter difficulties to use oral and written communication in their professional field. },
	keywords = {higher education, integrated foreign language acquisition, self assessment},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2014/457-1405178794.pdf},
	author = {Diana   Liepa}
}
@article {599,
	title = {THE SIGNIFICANCE OF THE TEACHERS JOB SATISFACTION IN THE PROCESS OF ASSURING QUALITY EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {34},
	year = {2011},
	month = {October/2011},
	type = {Original article},
	chapter = {98-109},
	abstract = {The aim of this research is to demonstrate the situation in teacher job satisfaction in the state and to study correlations between the job satisfaction of teachers and quality of education, thereby showing the importance of teachers{\textquoteright} emotional feelings in the process of assuring quality education. The research data were collected at 5 schools with high achievements of the pupils in the mandatory centralised national examinations and at 6 schools with low results demonstrated by the pupils. As a result of the research, it was concluded that teachers are mostly satisfied with the chosen profession. An analysis of the identified correlations between job satisfaction and quality of education showed that there is significant correlation between several levels of interpersonal relationships and various aspects of quality. The obtained results the significance of the pedagogical resource in provision of education as well as allows to identify the scales of teacher job satisfaction with lower ratings which should be improved to significantly improve the overall satisfaction of teachers with their job.},
	keywords = {quality of education, teachers job satisfaction},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.34.98},
	url = {https://oaji.net/articles/2014/457-1406612202.pdf},
	author = {Aija  Per{\v s}evica}
}
@article {593,
	title = {SLOVENE TEACHERS{\textquoteright} ATTITUDES OF ARTS AND CULTURAL EDUCATION IN PRIMARY SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {34},
	year = {2011},
	month = {October/2011},
	type = {Original article},
	chapter = {24-33},
	abstract = {Primary school teachers (342 in total) from all over Slovenia were questioned on their attitude towards arts and cultural education. The results of the study show that the teachers were most unanimous in regard to the importance of team planning in educational work in the field of the arts and the importance of cultural education for the life of an individual and society; this was followed by measures for raising the quality of arts and cultural education in primary school and the content of teacher training programs. Statistically significant differences in the teachers{\textquoteright} attitudes occurred with respect to their age and teaching position (class teacher and subject teacher). Unlike their younger colleagues and subject teachers, older teachers and class teachers expressed a more positive view of arts and cultural education.},
	keywords = {arts and cultural education, primary school, teachers{\textquoteright} attitudes},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.34.24},
	url = {https://oaji.net/articles/2014/457-1406611845.pdf},
	author = {Olga  Denac and Barbara  Sicherl Kafol and Branka  {\v C}agran}
}
@article {620,
	title = {SOME ASPECTS OF NATURAL SCIENCE LITERACY AND COMPETENCE OF PRIMARY SCHOOL TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	type = {Editorial},
	chapter = {5-9},
	abstract = {Natural science competence of primary school teachers is one of the constituent parts of general professional competence. It is obvious that the students, would-be teachers (future teachers) of primary school, should receive considerably high education in the field of natural science education in the process of studies. Working primary school teachers should also develop their professional competence.
 One of the most significant types of competence is supposed to be the one of primary natural science. The other types of competence (pedagogic, professional, objective, social, methodic, business, etc.) seem to be also consequential. However, the process of studies, as a rule, devotes much attention to the pedagogic-psychologic issues. The primary school teachers teach all subjects, and therefore their training is complex, specific and requires a carefully considered strategy. Primary school teacher training experience in Lithuania allows to state that natural science competence is minimum developed as it is not given enough attention. Similar problems can be noticed in other countries.
A holistic concept (Holism is an attitude that requires to perceive a phenomenon as a particular single wholeness that is not equal to the total amount of its constituents; it is the evolution theory declaring that the unknowable wholeness of the world determines its creative evolution) of natural phenomena is supposed to be highly important to primary natural science competence of the teacher. Finally, it is important to stress that natural science teaching in primary school be powerful and purposeful. It is obligatory to avoid the marginalization of natural science education (teaching and learning) at the primary school level. Natural science education in primary schools, by contrast, must be consistent and efficient, because it is the basis for deeper study of the natural sciences in secondary and higher education.},
	keywords = {holistic concept, primary school, primary school teachers, scientific literacy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.36.05},
	url = {https://oaji.net/articles/2014/457-1408434804.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {607,
	title = {SOME ASPECTS REGARDING CONTINUED TEACHER TRAINING FROM BIHOR COUNTY, ROMANIA, USING E-LEARNING},
	journal = {Problems of Education in the 21st Century},
	volume = {35},
	year = {2011},
	month = {November/2011},
	type = {Original article},
	chapter = {17-24},
	abstract = {According to the European Commission, e-learning can be defined as the use of new multimedia technologies and the Internet to improve the quality of the learning process, access to resources and services, as well as remote exchanges and collaboration. Therefore, e-learning can be understood as an innovative, interactive and student-centred approach to the educational process. Although the advantages of e-learning are obvious, in Romania the e-learning system is only in its initial stage, and the process of teachers{\textquoteright} continued training is almost nonexistent. This research is an important activity within the project entitled "Inter-regional network of e-learning training for teachers in pre-academic education", which aims to provide teachers with the opportunity to browse on-line courses for life-long /continued education. The objective of this study was to explore teachers{\textquoteright} opinions on the usefulness of information technologies, as well as on the difficulties and the opportunities that arise from using these new technologies for continued training. The sample consisted of 200 teachers who teach in preschools and in primary schools in Bihor County, Romania. As research method a 14 item questionnaire was used, out of which only 4 were analysed within this research. The results of the study show that most teachers use computers for accessing and processing information, their main difficulties being related to the absence of direct and immediate feedback, while the main advantages are given by the special opportunities for personal and professional development. In such circumstances, regardless of chronological age, training teachers using e-learning is a huge challenge, since 79\% of the respondents answered that they wanted to participate in such educational programs.},
	keywords = {continued training, e-learning, teachers{\textquoteright} attitude},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=968797},
	author = {Valentin Cosmin  Bl{\^a}ndul}
}
@article {568,
	title = {SOME FEATURES ABOUT THE ISSUE OF FALSIFIED EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	type = {Editorial},
	chapter = {5-8},
	abstract = {The phenomenon of falsification is becoming more and more interesting and relevant. This phenomenon is related to all educational areas. Such important areas as quality of education, management and funding of education, recognition of qualifications etc. are often susceptible to falsification. 
 Recently, careful attention is paid to the questions of education quality. The systems of quality management are created, services are certified etc. However, along the process of modernization the degradation of education is taking place. Falsification hints are accepted as evidences of degrading education. At present, the problem occurs due to actual insufficient data on the conception of the degradation of education and the actuality of the latter phenomenon in the Lithuanian education system.
From the teachers{\textquoteright} point of view, the conception of falsification can be expressed through distortions in national education policy and bureaucracy. The main factors determining the falsified education are corruption in Government institutions, opaque competition between educational establishments, falsified documentation and ineffective teachers and executives{\textquoteright} attestation. The main factors determining the insufficient quality of education are the wrong use of money, inconsistent educational curricula, complexity of educational content, ineffective evaluation system and too many students at school and in the classroom etc. (Lamanauskas, Aleknaite, 2008).
Obviously, the problem field of falsified education is rather wide. So, there is the need for open and thorough debate on this issue. Openness and transparency are two crucial keys in this problem solving. Thus, while proceeding with changes in education, publicity and discussions involving the whole society in this process are necessary. On the other hand, education structures are not flexible enough and fail to conform to fragmental changes. Coherent motivated reorganization based on scientific research is needed.  
 
},
	keywords = {education quality, falsified education, transparency},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.32.05},
	url = {https://oaji.net/articles/2014/457-1406541275.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {623,
	title = {SOME VIEWPOINTS OF UNIVERSITY RESEARCHERS ABOUT INTERCULTURALITY IN FOREIGN LANGUAGE TEACHING},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {28-36},
	abstract = {The concept of interculturality in foreign language teaching in Albania has been introduced in the last five years and as a result a lot has been written about it. Doing a discourse analysis of university researchers and teachers can help to learn about the concept they have about interculturality which affects the quality of teaching interculturalit{\`a} in Albania. The corpus analyzed in this paper includes all the papers published in "Revista Pedagogjike", published in Albania which deals with teaching issues and all the international papers related to interculturality from 2005 to 2010. The method of the written discourse analysis of the French School "analyse de discours" will be used. According to this analysis there is a great tendency to excessive theory about this issue, a lack of adapting this concept in the Albanian contexte, and not very good results in conceptualizing language textbooks that include interculturality, but there has been an increasing interest in adapting it in class practice.},
	keywords = {discourse analysis, foreign languages, university researchers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.36.28},
	url = {https://oaji.net/articles/2014/457-1408434952.pdf},
	author = {Eldina  Nasufi and Sonila  Sadikaj}
}
@article {481,
	title = {SPATIAL THINKING: WHERE PEDAGOGY MEETS NEUROSCIENCE},
	journal = {Problems of Education in the 21st Century},
	volume = {27},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {48-66},
	abstract = {Much of geographic education is a process of training students to think geographically when they look at a photo, map, or other spatial representation. Research on human cognition, however, has undergone a revolution in the past 20 years. Before the 1990s, human brain research consisted mainly of finding people whose brains had been damaged by strokes or in wars or industrial accidents, and measuring what kinds of "thinking{\textquotedblright} they could no longer do. Then, several new brain-scanning technologies made it possible to observe brain activity as people did various activities. That kind of research clearly shows that spatial thinking is a complex process. A skilled map reader appears to engage different brain structures in order to compare places, delimit regions, describe spatial patterns or transitions, recognize spatial associations, identify spatial hierarchies, and so forth. That fact has implications for curriculum development, educational materials design, and student assessment. },
	keywords = {map interpretation, spatial association, spatial thinking},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2593859},
	author = {Philip J.  Gersmehl and Carol A.  Gersmehl}
}
@article {584,
	title = {STUDENTS{\textquoteright} DESIRE TO ENGAGE IN COGNITIVE ACTIVITIES, FAMILY OF ORIGIN CHARACTERISTICS AND NEED FOR COGNITION SCORES},
	journal = {Problems of Education in the 21st Century},
	volume = {33},
	year = {2011},
	month = {August/2011},
	type = {Original article},
	chapter = {62-72},
	abstract = {In this research 30 graduate students were asked to complete the Need for Cognition Scale. The individual scores were compared with: (1) school performance and the desire to engage in cognitive activities measured by: grade point average, the last three books read and interest in recent social events; (2) number of members in family of origin{\textemdash}especially the number of siblings{\textemdash}parental educational attainment, perceived cognitive abilities of siblings, rural-urban differences and parental encouragement of education; (3) gender, age and sibling position. A qualitative analysis of students{\textquoteright} subjective perspectives on need for cognition scores was also included. The results of this research show that participants with a higher need for cognition were more likely to have a higher level of school performance and a greater desire to engage in effortful cognitive activities. Participants that had a higher sibling position, parents with a higher level of educational attainment and that came from an urban background scored higher on need for cognition scale. Participants with a lower need for cognition had a larger number of siblings and perceived the cognitive abilities of siblings as higher. Parental encouragement of education, gender and age of participants were unrelated to the need for cognition scores.},
	keywords = {cognitive activities, family of origin, need for cognition},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.33.62},
	url = {https://oaji.net/articles/2014/457-1406576193.pdf},
	author = {Salomea A.  Popoviciu and Anna  Barbu and Damaris  Costea and Lavinia  Culda and Sergiu  Culda}
}
@article {642,
	title = {STUDENTS{\textquoteright} PERCEPTIONS OF REAL AND VIRTUAL FIELD WORK IN BIOLOGY},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {98-108},
	abstract = {The outdoor education is a method of learning with the exposure to (not exclusively) the natural environment that combines all human senses. Students tend to acknowledge a very positive effect of this kind of learning. It is easier and more memorable to connect the theory with practice, when they see things in nature, rather than to just hear about them in the classroom. Despite its popularity, teachers face various obstacles when they take their students outdoors. Although the outdoor education is included in the Slovenian primary and lower secondary school curriculum, the percentage is not high enough, which depends on various reasons. Teachers defined lack of time, suitability of area around the school, not enough instruments for field work and to expanded curriculum as the main reasons for not including field work in the classes. Some of these obstacles could be solved by implementation of information and communication technology (ICT) into the biology and ecology classes. 
 In this research the results of 192 students{\textquoteright} point of view on the importance of field work, obstacles of that kind of work and the ICT as a solution to support or replace the real field works are presented. All questioned students were prospective teachers, so sooner or later majority of them will face issues connected to the field work and possibilities to solve them with the help of ICT.},
	keywords = {biology education, field work, virtual field trips},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.98},
	url = {https://oaji.net/articles/2014/457-1408436024.pdf},
	author = {Miro  Puhek and Matej  Per{\v s}e and Andrej  {\v S}orgo}
}
@article {656,
	title = {STUDY PROGRAM {\textquotedblleft}HOME ENVIRONMENT AND INFORMATICS IN EDUCATION{\textquotedblright} DEVELOPING OPPORTUNITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {38},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {122-130},
	abstract = {The aim of the research is to clear up the necessity of the information and communication technologies (ICT) integration methodology, offered by author, in the household and home economic education. Studies with the ICT integration methodology, worked out by author, include: 1) possibilities of unassisted and intensive household, home economic and informatics mutual integration providing and development; 2) diversifying and improving of study methods; 3) extended application of ICT. Worked out ITC integration methodology was evaluated with analytic hierarchy process (AHP), by comparing defined criterions and sub-criterions coupled together in relation to set aims. According to global priority summary of experts, it is possible to conclude, that the highest total rating have alternative studies with the global priority vector of ICT integration methodology {\textendash} 0.393. As well as compliance with study content based on criterions (0.321) and the effectiveness of studying (0.248) the first place takes alternative studies with ICT integration methodology. It means, that worked out and offered by author ICT integration methodology is necessary in household and home economic studies. 
 
},
	keywords = {household and home economic studies, ICT, integration methodology},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.38.122},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=971793},
	author = {Natalia Vronskaya}
}
@article {478,
	title = {TEACHER DEVELOPMENT AND PERFORMANCE IN GEOGRAPHY: GUIDELINES FOR A GRADUATION PROJECT},
	journal = {Problems of Education in the 21st Century},
	volume = {27},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {20-29},
	abstract = {The text introduces an argument about teachers{\textquoteright} development and practice in Geography, trying to summarize some already reached advancements and highlighting some problems that should be better analyzed in order to improve the quality of this development. Taking the current legislation about teachers{\textquoteright} development courses in Brazil and their theoretical fundaments for granted, the article brings up principles of professional development to serve practice demands, such as the theoretical and practice integration in education projects, the research as an important education component and the school Geography problematization. Based in surveys that took place in post graduations in the country and to comprehend the practice challenges better, the text analyses approaches to the most indicated geographic content about Geography teaching and searches to apprehend daily difficulties faced by Geography teachers. Based in such argument, the text presents, yet, a set of topics to be considered in the graduation projects.},
	keywords = {geography teaching, teacher{\textquoteright}s development},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2593724},
	author = {Lana de Souza  Cavalcanti}
}
@article {628,
	title = {TEACHER GENDER-RELATED INTERACTION IN UNIVERSITY CONTEXT},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {90-98},
	abstract = {Gender equity has always been a broadly discussed issue. The number of studies and publications nowadays shows that this issue will prevail for a long period of time. There are controversies on gender equity in the Albanian society as well. The perception that males do better than females in many fields, persists even in our academic environments. Sometimes teachers unconsciously encourage male domination in the classroom by giving them more attention than females.
 This research explores teacher-student and student-student interaction, focusing on gender and teacher communication style regarding it. The analysis is based on data collected from the observation of the classroom interaction in two university classes, slightly dominated by males. They are monitored over a period of 15 weeks. The aim is to show how the language used in interactions contributes to gender inequity. It is also observed whether the teachers are aware of their interaction regarding gender bias.
 The results indicate conclusions fairly different from what theory suggests. Although teachers are educated to promote gender equity they rarely do it.},
	keywords = {biased language, gender equity, teacher{\textquoteright}s role},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.36.90},
	url = {https://oaji.net/articles/2014/457-1408435211.pdf},
	author = {Albana  Shijaku}
}
@article {520,
	title = {TEACHING ACTIVITY ANALYSIS AND SIMULATION SYNERGY FOR BETTER QUALITY OF EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {28},
	year = {2011},
	month = {April/2011},
	type = {Original article},
	chapter = {42-48},
	abstract = {The objective of study was education system options such as Moodle. Education systems offer many activities with various procedures for implementation within a course. The benefit is an advantage of the relatively large variety of options, but the question stands on their utility and complexity of implementation. For the evaluation of individual activities, they must accept the dynamic and diverse needs of students. A good starting point is the variety of teaching materials and the addition of such activities such as Database, Glossary, or Link to file or web. An analysis of these options is realized by Petri Nets with support simulation. The profit is the availability of an additional analysis with an incidence matrix and reachable markings. Realized analysis confirms a less important of Database and Glossary activities compared with Link to file or web, or Test.},
	keywords = {education, information, Petri nets},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=939897},
	author = {Milena  Janakova}
}
@article {479,
	title = {TEACHING GEOGRAPHY IN PORTUGAL: GOING BACK TO THE FUTURE},
	journal = {Problems of Education in the 21st Century},
	volume = {27},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {30-38},
	abstract = {The teaching of Geography in Portugal is going through a period of crisis. The educational authorities recently joined together initial Geography teacher education and initial History teacher education which means that the two subjects are likely to be integrated. The programmes being followed today reveal several contradictions among themselves, mainly because they have overlapping texts produced at different dates and with various approaches and rely on school textbooks that fail to reflect the development of the competences defended by the educational authorities. The Geography Teachers Association launched a manifesto in 2010 in defence of Geography education. In renewing Geography education in Portugal and restoring the projection it enjoyed during the 19th century when it clearly adopted some of the targets deemed important by the society of the time, demands were made for more thorough-going didactic research and for closer dialogue with the institutions and their school actors. On the other hand, it is also necessary to call upon geographical information technologies that are central to a subject which deals with mapping out the country. Last but not least, it is urgent to promote an active sense of territorial citizenship thereby responding to a growing appeal for the population to participate in community decision-making in the sphere of governance.},
	keywords = {challenges, classroom procedures},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2593848},
	author = {S{\'e}rgio  Claudino}
}
@article {644,
	title = {TEACHING INFORMATICS AT UPPER SECONDARY LEVEL OF EDUCATION (ISCED 3A) IN THE SLOVAK REPUBLIC: EVALUATION OF THE CURRENT STATE},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {119-128},
	abstract = {A key aspect for evaluation of a school subject teaching, which is applied in the majority of EU countries, is filling the school curricula with the content subject mater, the extent of their connection with practice and its needs and impulses, compatibility and comparability in the European education area. The paper is based on a widely conceived international research oriented on the comparative evaluation of the current state of teaching the school subject informatics from the point of view of specific factors at the upper secondary level of education (ISCED 3A) in three EU countries - Slovak Republic, Czech Republic and Belgium. The authors describe statistical processing of the collected data and present quantitative and qualitative analyses of the obtained research results.},
	keywords = {quality in education, school subject informatics},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.119},
	url = {https://oaji.net/articles/2014/457-1408436123.pdf},
	author = {J{\'a}n  Z{\'a}horec and Alena  Ha{\v s}kov{\'a} and Adriana  Nagyov{\'a}}
}
@article {564,
	title = {TECHNICAL TEACHERS{\textquoteright} FACTORS THAT INFLUENCE STUDENTS{\textquoteright} ACADEMIC PERFORMANCE IN INDUSTRIAL EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {101-111},
	abstract = {The study on technical teachers{\textquoteright} factors that influence student{\textquoteright}s academic performance in industrial education programme in Rivers State, Nigeria was carried out in Rivers State University of Science and Technology, Port Harcourt, Rivers State, Nigeria and Rivers State University of Education, Port Harcourt, Rivers State, Nigeria. The population for the study comprised all students undergoing industrial programme while sample size used for study was 206 students, which comprises 96 students for Rivers State University of Science and Technology and 110 students for University of Education. The only instrument used for the study was the questionnaire. Two research questions and one null hypothesis where posed and tested for the study. The Findings of the study imply that, workshop spaces are inadequate, teacher in both institutions do not use instructional materials always, teachers do not select and use the most appropriate techniques in lesson delivery. Based on the findings, some recommendations were made. },
	keywords = {academic performance, industrial education, technical education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.31.101},
	url = {https://oaji.net/articles/2014/457-1406540958.pdf},
	author = {Suobere T.  Puyate and Iheanyi Nwokanma  Okwakpam}
}
@article {586,
	title = {TECHNOLOGY USE FOR COLLABORATION IN BLENDED LEARNING},
	journal = {Problems of Education in the 21st Century},
	volume = {33},
	year = {2011},
	month = {August/2011},
	type = {Original article},
	chapter = {83-91},
	abstract = {E-learning traditionally is seen as individually oriented learning. The main effort was on creation of effective learning materials. Development of information and communication technologies (ICT) is bringing new possibilities for e-learning mainly on the area of collaboration. The idea of collaborative learning in e-learning becomes more popular. The main question for research is - is it possible or appropriate to use technology for collaborative learning in blended-learning settings at Liepaja University. Research based on partly structured interviews with lecturers about their experience and future view of usage of ICT as a tool for collaborative learning. Case studies of e-learning part of blended learning shows that lecturers still using e-learning tools mainly for content delivering. And for the future they still see e-learning as tool to make learning materials available. },
	keywords = {blended learning, collaborative learning, e-learning, higher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.33.83},
	url = {https://oaji.net/articles/2014/457-1406576325.pdf},
	author = {Lasma  Ulmane-Ozolina}
}
@article {580,
	title = {TEN THESES ON MODERN NATURAL SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {33},
	year = {2011},
	month = {August/2011},
	type = {Editorial},
	chapter = {5-8},
	abstract = {Despite of the fact that natural science education questions are constantly discussed, it is necessary to give much more real attention to this area. It is obvious that the spectrum of the topics of natural science education is too wide and one short article should not manage to cover all burning questions. The author has not raised a task to {\quotedblbase}exhaustively discuss{\textquotedblleft} the problems of natural science education. The author held the view that it is important to draw attention to some key moments.
The mentioned ten thesis correlate with natural science literacy in one way or another. It is clear that poor attention is paid to natural science education till now. Public natural science literacy is low. In the 21st century, every person encounters pressing problems of environment pollution, nature devastation, health, etc. New socio-ecologic issues become pronounced (for example, air ionization in the room determined by computers). 21st century is the one of technologies, genetics and information. We will be made to live a different life. The present situation is stressful, for example, overwork with computers, TV and other technologies determine a headache, sight problems, claustrophobia, etc. The man has a majestic and powerful mind but often is full of evil spirit. He has a wish and possibility of making. However, he successfully destroys the creation. The scientists have expressed a serious concern over nature. Therefore, natural science education is not the only subject of discussions today. It is more frequently examined in a very broad context which is natural science {\textendash} technological {\textendash} noosspheric education. The professionals of natural science education accept personal responsibility for the creation and extension of natural science education which is supposed to be a primary duty and obligation. Consequently, training of the comprehensive school teachers of natural sciences and the permanent development of natural science competence are very important features from this point of view. School cannot effectively work without the teachers and education managers of suitable qualification. Generally speaking, natural science education is an integral part of general education and educatedness. },
	keywords = {natural science education, natural science literacy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.33.05},
	url = {https://oaji.net/articles/2014/457-1406575826.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {605,
	title = {TEXTBOOKS, FOUNDATIONS, HISTORY OF SCIENCE AND SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {35},
	year = {2011},
	month = {November/2011},
	type = {Editorial},
	chapter = {5-10},
	abstract = {In history of science we have significant examples of textbooks written by professional scholars, researchers during their teachings job. Thus the research (on foundations of science) and pedagogical aspects are presented, but not at all of them in the same way. Many and various factors are included.
Many European education centres and history of science institutions like the symposia presented in European Society for the History of Science congresses, and the Inter{\textendash}Divisional Teaching Commission of the Division of Logic, Methodology and Philosophy of Science (DLMPS) and the International Union for History and Philosophy of Science (IUHPS) are reflecting brilliantly upon higher scientific education and its improvements in secondary level. It is unthinkable to learn and understand the scientific sense of a subject without deepening its intellectual and cultural background, e.g. history and its foundations: how is it possible to keep on teaching sciences being unaware of their origins, cultural reasons and eventual conflicts and values? And how is it possible teaching and remarking the contents and certainties of physics and mathematics as sciences not having first introduced the sensible doubt about the inadequacy and fluidity of such sciences in particular contexts? },
	keywords = {didactics, science education},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=968794},
	author = {Raffaele Pisano}
}
@article {583,
	title = {A TEXTILE-BASED LEARNING GAME AS A DESIGN CHALLENGE: A LEARNING BY DESIGN PROJECT IN TEACHER EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {33},
	year = {2011},
	month = {August/2011},
	type = {Original article},
	chapter = {50-61},
	abstract = {High quality teachers and teacher education are the key components in meeting the challenges education has confronted over the past few decades. Thus, the focus in teacher education can no longer be on theory-based and lecturing-based pedagogy. This article describes one pilot-project in teacher education which may break down the traditional concept of a curriculum unit, disciplines, and knowledge-based and teacher-centred instructional strategies. This pilot-project was contextualized within the framework of learning-by-design. The students{\textquoteright} design challenge was to produce a textile-based learning game for teaching textile material knowledge at school. The idea of this article is to describe the produced learning game, the students{\textquoteright} learning process, and their experiences while playing the game with pupils. The data derives from artefacts, essays and portfolios from two craft student teachers. The project changed the learners{\textquoteright} practices: the students had to solve the design challenge; they needed different kinds of skills, multi-disciplinary knowledge, holistic thinking, information processing, critical evaluation and co-operation to support the activity. The produced learning game integrated different school subjects. Almost invariably, all the pupils liked to learn textile material knowledge through playing, the only thing the students would have altered was the size and the rules of the game.  
 
},
	keywords = {learning game, learning-by-design, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.33.50},
	url = {https://oaji.net/articles/2014/457-1406576145.pdf},
	author = {Sinikka  P{\"o}ll{\"a}nen and Leena  Vartiainen}
}
@article {653,
	title = {TO BE OR NOT TO BE: ACCOUNTABILITY - THE CONGRUENCE BETWEEN PUBLIC{\textquoteright}S DEMAND AND TEACHERS{\textquoteright} CONCEPT},
	journal = {Problems of Education in the 21st Century},
	volume = {38},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {82-94},
	abstract = {The study is dealing with teachers{\textquoteright} concept of accountability. It is based on a survey carried out among 50 elementary school teachers from Israel{\textquoteright}s Central District. The study covered three different domains {\textendash} the academic domain, the behavioral domain, and the ethical domain. All in all, the study encompassed eleven different categories: Four in the first domain, three in the second domain, and another four in the third domain. The study{\textquoteright}s point of departure was the high complexity of Israeli society and the high pressures to which it is subjected. Bearing this in mind, the research question was to what extent would Israeli teachers embrace accountability in the three domains; to what extent would they be committed to instilling the values included in the eleven categories. The main research finding is the congruence between society{\textquoteright}s expectations and teachers{\textquoteright} accountability and commitment.},
	keywords = {human capital, performance indicators, teacher-student relationships},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.38.82},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=971790},
	author = {Dan Soen}
}
@article {516,
	title = {TRADITIONAL AND CONSTRUCTIVE NATURAL SCIENCE EDUCATION PARALLELS},
	journal = {Problems of Education in the 21st Century},
	volume = {28},
	year = {2011},
	month = {April/2011},
	type = {Editorial},
	chapter = {5-7},
	abstract = {In recent years attention to natural science education is not decreasing. In various information sources we can find a constantly expressed position that natural science {\textendash} technological literacy of young generation is not only insufficient but also very often inadequate to the time requirements. We can claim with confidence, that the whole last decade (2000-2010) in one way or another was devoted to the discussion of the mentioned problem in various aspects. What is really important today and especially in perspective?
 Thus, we can claim, that constructivist approach teaching natural science subjects is not the only one that is true. It is necessary to search for clear complex, mixed approaches based on systemic thinking and activity. From this point of view, applying of different strategies in teaching activity is an important and desirable thing. However, only good wishes aren{\textquoteright}t enough for this. Broadly speaking, a suitable educational environment is necessary; secure working conditions have to be created for teachers and so on. After all, every educational situation is unique. Teacher{\textquoteright}s professional skills become a cornerstone and integrating element of the whole educational process.},
	keywords = {constructivist education approach, natural science education, teaching activity},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=939893},
	author = {Vincentas  Lamanauskas}
}
@article {942,
	title = {TREKKING BACK TO MAINSTREAM FOR INCLUSIVE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {33},
	year = {2011},
	month = {August/2011},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {29-40},
	abstract = {This research explores challenges faced by the schools when learners from specialized institutions are referred back to mainstream for Inclusive Education. Ecosystemic perspective on Inclusive Education and systems theories underpin this paper. The study was done through interviews, field notes and observations of 120 participants comprising of the Senior Management Teams, educators and parents. The GDE 450 {\textquoteleft}A{\textquoteright} forms were also analyzed. The findings indicate that schools face many challenges in managing diverse learner needs. A lot has been published on Inclusive Education, but none of them offer ecosystemic management strategies for the school management teams, teachers, parents and learners. },
	keywords = {ecosystemic theories; inclusion; Inclusive Education; systems theory},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.33.29},
	url = {https://oaji.net/articles/2014/457-1406575960.pdf},
	author = {Kalenga Chimbala Rosemary and Fourie Elsa}
}
@article {603,
	title = {TWENTY-FIRST CENTURY LEARNING AND TECHNOLOGY EDUCATION NEXUS},
	journal = {Problems of Education in the 21st Century},
	volume = {34},
	year = {2011},
	month = {October/2011},
	type = {Original article},
	chapter = {149-161},
	abstract = {The new Knowledge (or Conceptual) Age of this millennium is creating a globalised economy that requires a much more diverse range of skills and dispositions yet many countries{\textquoteright} education systems still promote an outdated Industrial Age model of teaching and learning. In New Zealand, as in many other countries, there has recently been an emphasis on raising the level of qualification and success of students in school. {\textquoteleft}No child left behind{\textquoteright} philosophies feature in many countries and much money has been spent on trying to raise the levels of achievement of underperforming groups and keeping students in schools longer. Industrial Age schools screened, sorted and disciplined students for work and life in society (Bolstad \& Gilbert, 2008). This has been done through traditional learning disciplines where study has been largely content and assessment driven. A 21st century curriculum will develop in students a generic capacity and aspiration to learn (Claxton 2007). Recent research has identified the twenty-first century skills people will require for successful integration into a wider range of communities. The writers will introduce two perspectives developed to address twenty-first century learning and highlight how the Technology Education curriculum and Guided Inquiry are ideally suited for delivering this skill set. Technology Education and Guided Inquiry (Kuhlthau, Maniotes \& Caspari 2007) pedagogy engage students in meaningful and successful 21st century learning. The first perspective is the Framework for 21st Century Learning (Partnership for 21st Century Skills 2009) and the other, the New Zealand Curriculum (Ministry of Education 2007). },
	keywords = {guided inquiry, life-long learning, twenty first century learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.34.149},
	url = {https://oaji.net/articles/2014/457-1406612449.pdf},
	author = {Paul  Snape and Wendy  Fox-Turnbull}
}
@article {559,
	title = {ON USAGE OF INDUCTIVE APPROACH IN MATHEMATICAL TEXTBOOKS AT SECONDARY SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {33-44},
	abstract = {Quality of mathematical education is very actual didactic issue at present. One possibility how to increase it is a use of unconvencional experimentally inductive approach. The appropriate textbook then can be a useful helper for teacher who intends to apply this approach. There are given an analysis of the usage of inductive and deductive approach in mathematical textbooks here. The research was focused on the content of mathematics textbooks for secondary school, on their interpretative and exercise text components, respectively. The main interest was to explore the representation of inductive and deductive methods in interpretation of the mathematics textbooks and to measure the content of the exercises whose student{\textquoteright}s solution requires the use of heuristic approaches. The results of the analysis show that each author prefers a different approach to interpretation which is used in the writing of textbooks. Interpretative means most contained in all the textbooks are a direct interpretation with the motivation (34.4\%), a direct interpretation without motivation (31\%) and an indirect interpretation with the motivation (24.5\%). Inductive and deductive interpretative means are only rarely represented in all the textbooks. The highest rate was registred in the case of task using interpretation with the motivation (7\%).},
	keywords = {mathematical education, mathematical textbook, secondary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.31.33},
	url = {https://oaji.net/articles/2014/457-1406540074.pdf},
	author = {Ji{\v r}{\'\i}  B{\v r}ehovsk{\'y} and Petr  Emanovsk{\'y}}
}
@article {637,
	title = {VISUAL TOOLS IN TEACHING LEARNING SEQUENCES FOR SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {48-58},
	abstract = {The accelerated development of information and communication technologies followed by several studies in the cognitive theory area, have promoted the use and the construction of many visual tools (3D concrete models, statics or dynamics virtual 2D and 3D images, simulations, animations, interactive software, etc) that have been available to educators. With this research it was aimed to investigate how in-service teachers (n=14) enrolled in a teachers{\textquoteright} training course of 40h, understand the nature and the role of visualizations in science teaching as well as the impact of this training. It was also discussed the nature and role of models in science. During the training teachers were invited to build in group teaching learning sequences (TLS) about some science content using visualizations. At the beginning a questionnaire to identify some previous conceptions on this issue have been applied and analyzed. On a later stage it was analyzed the TLS made by them and the audiovisual record of their oral communications to the class. It was also analyzed the final semi-structured interview with these teachers{\textquoteright} groups. As main results we highlight a development of the knowledge about these tools, especially on the impact of the visual language on apprenticeship and on the notion of scientific model. We could also observe a change on the reasons and criteria to use these tools. According to the findings it can be said that this training has expanded the teachers{\textquoteright} initial notion of models and the theoretical background that support the use of this visual resources which was reflected on theirs TLS.},
	keywords = {teacher education, visual tools, visualization},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.48},
	url = {https://oaji.net/articles/2014/457-1408435793.pdf},
	author = {Celeste  Ferreira and M{\'o}nica Baptista and Agnaldo Arroio}
}
@article {624,
	title = {WHEN A CHILD{\textquoteright}S EMOTIONAL COPING FAILS},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {37-50},
	abstract = {The aim of this research is to increase understanding about children{\textquoteright}s emotional coping and to support teachers{\textquoteright} work on enhancing children{\textquoteright}s readiness to handle challenging social situations at school. Emotional coping skills are important to human beings{\textquoteright} success and wellbeing and the basis for these skills is built already in early childhood. In this research, various interactive learning activities were planned and carried out in the classroom and the measures of emotional coping were created. Nine pupils aged between seven and eight who had problems with their emotional coping were selected as the research participants. Their forms of emotional coping, development and teaching were observed and the pupils{\textquoteright} self-evaluations were collected during the study year 2006-2007 in interactional classroom situations that involved mathematical problem-solving tasks. As a result, six various forms of emotional coping were found, which exemplified either constructivist, operational, or emotional coping. Results showed that pupils{\textquoteright} individual emotional coping can be illustrated through various mathematical reasoning and problem-solving tasks in stages. Familiarizing oneself with the various forms of emotional coping contributes to the teacher{\textquoteright}s abilities to enhance students{\textquoteright} emotional coping to survive and direct their emotions when the goal is to develop toward emotional directedness.},
	keywords = {child research, emotional coping, emotional intelligence, primary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.36.37},
	url = {https://oaji.net/articles/2014/457-1408435013.pdf},
	author = {Eeva-Liisa  Peltokorpi and Kaarina   M{\"a}{\"a}tt{\"a} and Satu   Uusiautti}
}
@article {410,
	title = {ALTERATION OF STUDENTS{\textquoteright} INTEREST IN SCIENCE TOPICS IN LATVIA: 2003 {\textendash} 2008},
	journal = {Problems of Education in the 21st Century },
	volume = {22},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {45-53},
	abstract = {A number of researches confirm that students{\textquoteright} interest in science both in Lower and Upper secondary school has a tendency to decrease. Various international comparative studies such as OECD PISA, TIMSS and ROSE reveal comparatively low achievements of students in Latvia. To analyze the causes behind such a situation it is important to carry out longitudinal studies. The analysis of the results obtained during ROSE studies in 2003 - 2008 show that, through the five year period, the most popular and unpopular science topics basically have remained the same, and there are no significant differences in the distribution of ranks. Changes in the mean value are also not statistically significant, though absolute values have a tendency to decrease. One of the most unpopular topics is {\textquotedblleft}Atoms and molecules{\textquotedblright}, which is the ground topic in the chemistry course. 
The results confirm that the differences between mean values marked by girls and boys have slightly diminished, which testifies that the Latvian cohort of students both in Lower and Upper Secondary school has become more homogenous.},
	keywords = {ROSE project, science topics},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400515317.pdf},
	author = {Janis  Gedrovics and Daina  Mozeika and Dagnija  Cedere}
}
@article {377,
	title = {ALTERNATIVE FORMS OF PRE-SCHOOL EDUCATION AS A CRITERION IMPROVING THE QUALITY OF EDUCATION IN POLAND},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {109-117},
	abstract = {Investing in human capital, in knowledge and skills, impacts the economy{\textquoteright}s development - similarly as investing in new technology. A good and effective employee, who as an adult will be capable of adjusting his or her qualifications to changes in technology, should as a child have access to pre-school education. 
It should be emphasized that the period of early education is very rarely linked to human capital development. Research has shown that the childhood period is crucial to the subsequent development of intellectual potential and social skills. Preschools and schools, where children are taught social skills, determine {\textendash} in a broad perspective {\textendash} how a person{\textquoteright}s life chances will be utilized. Early care and education should, thus, be the main target of investments in the field of education and innovations. Poland has the lowest indicator of access to pre-school education (38.2\% for children between 3-5 years of age). As it is necessary for more children to access pre-school education, alternative forms of pre-school education should be taken under consideration. The article outlines chosen forms of alternative pre-school education developing in Poland.},
	keywords = {human capital, preschool education, quality of education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400134559.pdf},
	author = {Marzena  Okrasa}
}
@article {432,
	title = {THE ANALYSIS OF PARENTS AND PEDAGOGUES{\textquoteright} SOCIAL ATTITUDES TOWARDS EDUCABILITY OF DISABLED PEOPLE},
	journal = {Problems of Education in the 21st Century },
	volume = {23},
	year = {2010},
	month = {July/2010},
	type = {Original article},
	chapter = {166-178},
	abstract = {The article analyses structural and intensity features identifying parents and pedagogues{\textquoteright} social attitudes towards education of disabled children. The performed research allows to assert that the structure of attitudes towards educability of disabled people contains the following components: recognition of personality and social value of a disabled person, recognition of their abilities, pedagogical pessimism, fatalism, humanistic pedagogics, segregation, inferiority of a disabled personality and their family, orientation to social {\textendash} every day education priorities, the underestimation of special education needs, archetypical fears of socializing with a disabled person, pedagogue{\textquoteright}s function as a family substitute. In fact, all these components integrate into two main educability construct dimensions, pedagogic pessimism and pedagogic optimism. Features of commonness and individuality identify parents and pedagogues{\textquoteright} social attitudes towards educability of mentally disabled people. Commonness lies in the educability model, its structure. Individuality means that parents{\textquoteright} social attitudes towards educability of their disabled children are oriented (with respect to attitude intensity) to a person, whilst pedagogues{\textquoteright} {\textendash} into education and integration process. The intensity of parents and pedagogues{\textquoteright} social attitudes changes depending on social {\textendash}demographic factors. The attitude{\textquoteright}s intensity (positive and negative evaluation range) to their disabled child{\textquoteright}s educability is conditioned mostly by parents{\textquoteright} psychological state. Professional motivation, age, professional activity place, the type of educational institution condition pedagogue attitude{\textquoteright}s intensity the most. },
	keywords = {education process, social attitudes},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594602},
	author = {Ineta  Ru{\v s}kuviene and Dalia  Augiene and Domas  Auga}
}
@article {404,
	title = {ANALYSIS OF THE RELATIONSHIP BETWEEN DEMOCRACY AND EDUCATION USING SELECTED STATISTICAL METHODS},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {185-195},
	abstract = {Across the world, higher education leads to more democratic politics. The correlation between education and democracy is extremely. This idea has received a good deal of empirical support. Index of education in the newly associated states is due to compulsory schooling in the past higher than in the EU15. 
To analyse the relationship between the Index of Democracy and the Index of Education we used the Pearson Correlation Coefficient. The Pearson Correlation Coefficient was calculated not only between the Education Index and the Democracy Index but also between the Education Index and particular sub-indices of the Democracy Index: Electoral Process and Pluralism, Civil Liberties, Functioning of Government, Political Participation and Political Culture. Moreover we calculated the Pearson Coefficient of Correlation for newly associated EU countries and for all EU countries. Later we analysed the relationship between Democracy Index and Education Index via new methods: The Moran Scatters Plots and Moran{\textquoteright}s Coefficient of Spatial Autocorrelations were calculated. The geographic location and history are significant. Finally, the temporal spatial econometric model is constructed.},
	keywords = {correlation coefficient, democracy index, education index, spatial error model},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400136306.pdf},
	author = {{\v L}ubom{\'\i}r Zelenick{\'y} and Be{\'a}ta Stehl{\'\i}kov{\'a} and Anna Tirp{\'a}kov{\'a}}
}
@article {447,
	title = {APACER: A SIX-STEP MODEL FOR THE INTRODUCTION OF COMPUTER-SUPPORTED LABORATORY EXERCISES IN BIOLOGY TEACHING},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {130-138},
	abstract = {This article describes a six-step approach used for the introduction of computer-supported laboratory exercises in Biology teaching. Following the model students will be guided from recognizing a problem question to the end report in a series of active tasks. The model was named APACER as an acronym of the six steps: Ask, Predict, Act, Comment, Evaluate and Report. The model was tested with 15 {\textendash} 18-year-old secondary school students as group and individual work over a time span of ten years and several hundred students performing laboratory exercises in Biology. Work on development of the model can be described as reflective classroom practice. By observation of students{\textquoteright} work, grading of their reports and evaluation of results from exams, it was recognized that students achieved much higher grades because of better knowledge and improved reports. Transfer of the model to other Science subjects is suggested.},
	keywords = {computer-supported laboratory, laboratory exercises, secondary school students},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594546},
	author = {Andrej  {\v S}orgo}
}
@article {461,
	title = {APPLICABILITY OF THE APPROACHES-RELATED BELIEFS OF PROSPECTIVE TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {25},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {138-150},
	abstract = {The study reveals that the beliefs of the prospective teachers related to learning-teaching approaches can not find reflections in their practices. The present study investigates whether the prospective teachers{\textquoteright} preferences and beliefs concerning the teaching approach find reflections in practices. The study was conducted with two study groups. The first group consists of 70 last-year student teachers of Primary School Teacher Education Department of Education Faculty, and the second group with 33 second-year student teachers at the same department. One of the measurement scales used in the study is the preference list for teacher behaviors consisting of 38 questions each of which is with two options, and the other is the lesson scenarios written by the prospective teachers. The inconsistency between the prospective teachers{\textquoteright} beliefs about teaching approaches and their practices can not be accounted for by the perceptions of teacher competences. Incorporating teaching practices into the curriculum of the prospective teachers can narrow the gap between the prospective teachers{\textquoteright} beliefs about teaching approaches and their practices. },
	keywords = {teaching approach, teaching practices},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=924390},
	author = {Hasan  {\c S}eker}
}
@article {391,
	title = {APPLICATION OF SOFTWARE QUALITY MODELS IN EVALUATION OF STUDY QUALITY},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {37-46},
	abstract = {The analysis and comparison of quality assurance of the development processes, quality models and quality evaluation of the results in software development allows observing a set of similar characteristics through the same concepts in the sphere of education, particularly in the studies of information technologies. Comparison is based on the quality assurance in accordance with the requirements of ISO 9001 standard and Quality Life Cycle Model of software development described in ISO 9126 standard. Similar approach may be applied during the formation of a quality life cycle scheme for the study process and quality model of an education system. A short review of the most popular methods of quality assurance of processes and product quality models used in software development and in education represents the comprehensive attention which has been paid to the quality assurance almost in all spheres of activities for the past years. Involvement of lecturers and students of information technologies in quality evaluation of the study courses is described as part of this process. The review of results and processes which is a well-known method of work in software development can be used in this evaluation. The present paper applies an approach, terminology and the concept of quality from ISO 9001 and ISO 9126 standards.},
	keywords = {education process, quality evaluation, quality model},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400135606.pdf},
	author = {Rudite  {\v C}evere and Sandra  Sproge}
}
@article {409,
	title = {APPLICATION OF THE DIFFERENT DEVELOPMENT INDEXES IN THE RESEARCH OF SCIENCE DIDACTICS},
	journal = {Problems of Education in the 21st Century },
	volume = {22},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {33-44},
	abstract = {In the last few decades the analysis of data, obtained from different science and technology education related international surveys, has produced some new viewpoints such as the diversity of cultures, the trends of globalization, different theories such as postmodernism, self-determination. Within those researches different reference factors have been investigated to obtain results, possible to explain different phenomena observed in the society.
 In our research some indexes such as Human Development Index (HDI) and Environmental Sustainability Index (ESI) normally used in sociological research have been used with the aim to find correlations with the international ROSE (The Relevance of Science Education) project data. The items in the ROSE questionnaire are measuring students{\textquoteright} general interest in science and technology and their interest in different content and contexts of science and technology as well as students{\textquoteright} science and technology related experiences. Based on our analysis, there were relatively high correlation between the mean values of different national ROSE variables and responding HDI index. },
	keywords = {gross domestic product, science didactics},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400515203.pdf},
	author = {Janis  Gedrovics and Jari Lavonen and Jekabs  Raipulis}
}
@article {426,
	title = {APPROACHING A WRITTEN DISCOURSE},
	journal = {Problems of Education in the 21st Century },
	volume = {23},
	year = {2010},
	month = {July/2010},
	type = {Original article},
	chapter = {97-104},
	abstract = {The article firstly discusses cultural differences between Western and Central European cultures as far as the academic register is concerned. Moreover, the fact why Czech students have a lack of experience in writing is explained. Secondly, the most problematic areas {\textendash} linguistic and stylistic {\textendash} (e.g. articles, word order, indirect speech, long sentences, register . . . ) the first-year students at the Faculty of Informatics and Management in the Czech Republic have to pay attention to when they write an academic paper in English are being analyzed. Thirdly, a new approach to writing at a university level is introduced and a few challenging assignments how to make writing more attractive are explored in the article. Thus, the reader might experience how students increase their communicative competence in writing, their motivation, cultural awareness and responsibility when, for instance, they write an article for Wikipedia.},
	keywords = {assignments, blended learning},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594596},
	author = {Blanka Frydrychova  Klimova}
}
@article {455,
	title = {ASSESSING ESSAYS TO DEVELOP WRITING},
	journal = {Problems of Education in the 21st Century},
	volume = {25},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {67-76},
	abstract = {Special needs teacher education in Sweden has by tradition been pragmatic and action-oriented. The higher degree of academization the education is now undergoing has revealed deficiencies in the concluding essay project. A low problematization degree, poor grounding in theory as well as undeveloped analyses are among the explanations of the low quality. 
This article describes a development project conducted at Linnaeus University with a view to improving the quality of student essay writing. With the overarching aim of making students aware of the quality criteria involved in essay writing, students and teachers assessed essays on the basis of 24 different criteria. Initially worked out by teachers, the criteria were developed and supplemented in dialogue with students. After the appraisal the conformity of assessment between student-student, teacher-student and teacher-teacher was presented. 
The result demonstrates that disagreement exists in the assessment. Teachers and examiners assess the quality of the essays as being somewhat lower in certain respects than what students do, whereas they may give higher values on the basis of other criteria. However, individual differences in assessment among teachers are not fewer than among students. There are clear differences in the evaluation of method, theory grounding, innovativeness and creativity. Subsequent discussions have led to clearer quality requirements for essays and have also to some extent reduced the former interpretation gap. },
	keywords = {assessment system, essay seminar, essay writing},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=924383},
	author = {Peter  Karlsudd}
}
@article {356,
	title = {BEAUTYLITY OF CHEMISTRY VISUALIZATION: WHETHER USEFUL CAN BE AESTHETIC},
	journal = {Problems of Education in the 21st Century },
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {46-54},
	abstract = {The analysis of aesthetic potential of Chemistry visualization is carried out, taking in account philosophical, didactic, psychological and socio-cultural aspects. The issue is discussed in terms of the concurrent existence of two different subsystems referred both to Beauty and Utility which can be found in presentations of chemistry knowledge. To be aesthetic means the need to be accepted as attractive one, and thus Chemistry ought to change its paradigm to form new attitude to Chemistry knowledge. The concept can be regarded as for valuable acquisition (and thus very useful!) to learning process. To be useful means the need to be accepted as utile. The latter have been the main intention for the last centuries which turned the Chemistry into generator of the most unexpendable resources for industrial development. And it looks very attractive when people gained the highest plane of intelligence to admire the Beauty both natural and man-made objects. Finally both Beauty and Utility potentials derived from Chemistry visualization can be effectively elaborated within the integrated Philosophical Concept of Beautility. Theoretical study based on profound concepts from Science and Chemistry philosophy as well on few empiric researches carried out by author in the field of Chemistry Didactics.},
	keywords = {chemistry education, visualization},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399917218.pdf},
	author = {Todar   Lakhvich}
}
@article {407,
	title = {BIOLOGICAL OBJECTS REFLECTED IN THE VERBAL ASSOCIATIONS OF BULGARIAN TEENAGERS},
	journal = {Problems of Education in the 21st Century },
	volume = {22},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {16-24},
	abstract = {The article aims to introduce the reader with the results from the second part of a survey on the concept of {\textquotedblleft}Nature{\textquotedblright} in the minds of 13-year-old Bulgarian students. This time, we focus on the question: What biological objects and knowledge are reflected in the verbal associations of the students? 
The method of study used is a chain associative experiment carried out following the S (stimulus) {\textendash} Ri (reactions) pattern. Each participant is required to write down the first 7 words that come to their mind when the word "nature" is pronounced. 1400 reactions are used to reconstruct the associative fields objectifying the conscious and unconscious layers of the cultural concept of {\textquoteleft}nature{\textquoteright} in the linguistic consciousness of the participants (100 students in the 6th and 100 students in the 7th grade). We analyze 988 words-reactions that have connection to the biological aspects of the concept of {\textquotedblleft}Nature{\textquotedblright}.
 We have also described how the associative experiment became a stimulus for organizing a competition for best painting and essay on the subject of {\textquotedblleft}Me and Nature{\textquotedblright} at a school in Sliven.},
	keywords = {associative experiment, knowledge in biology, the concept of {\textquotedblleft}Nature{\textquotedblright}},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400514737.pdf},
	author = {Yordanka Dimova and Margarita  Panayotova and Darina  Uzova}
}
@article {352,
	title = {BRANCH DIDACTICS AND ITS PERSPECTIVES OF DEVELOPEMENT WITHIN THE CZECH REPUBLIC},
	journal = {Problems of Education in the 21st Century },
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {15-19},
	abstract = {The article deals with branch didactics (subject methodology) current issues related to its gradual establishment within the fields of scientific disciplines. Branch didactics is analyzed with reference to its variable aspects of development and its gradual determination based on the original branch of science it evolved from. The article is also focusing on staffing as well as the consequences of the individual role of staffing within the development and directing of branch didactics. Such topics as pedagogues{\textasciiacute} competencies together with their optimum qualifications are brought up. The article is concluded by frame definitions of main branch didactics activities, concentrating on its aspects of irreplaceable and individual fields of science.},
	keywords = {branch didactics, didactic transformation, pre-gradual teachers{\textasciiacute} training},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399917003.pdf},
	author = {Pavel Doul{\'\i}k and Ji{\v r}{\'\i} {\v S}koda}
}
@article {453,
	title = {BUILDING JUA-KALI OPERATORS{\textquoteright} CAPACITY IN SOFT SKILLS FOR FASTER ECONOMIC DEVELOPMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {25},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {43-57},
	abstract = {Kenya{\textquoteright}s Jua-Kali sector offers an alternative to formal employment. Though one needs technical and soft skills to work effectively, the latter are critical for successful entrepreneurship and unless Jua-Kali operators are trained in soft skills, they cannot function effectively. A trainer requires knowledge of what they need, lack and extent of deficiency. A cross-sectional survey design involving 230 randomly selected operators was used to provide this information. Extension experts ascertained the questionnaire{\textquoteright}s content validity whose reliability was 0.93α at 0.05 confidence level. The operators were 15-71years old with 69\% married, 65\% male, and 99\% formally trained. Soft skills{\textquoteright} mean acquisition was 55\% at primary, 61\% at secondary and 71\% at tertiary level and was independent of gender; >90\% of the operators lacked but required all 18 soft skills. Males dominated jobs requiring higher capital and more physical strength while females dominated jobs requiring lower capital and less physical strength and also the food sector; The sector accommodated people of all ages, majority being self-employed; on-the-job training was inadequate; and teaching soft skills within curricula was the best training modality. The researchers recommended mainstreaming formal provision of soft skills; training using the best modality and encouraging more people to join the sector.},
	keywords = {economic development, soft skills},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=924381},
	author = {John  Gowland-Mwangi and Agnes Oywaya  Nkurumwa and Stephen  Wambugu Maina}
}
@article {401,
	title = {THE CHALLENGE OF DEVELOPING STRATEGIC LIFELONG LEARNING IN THE SCHOOL COMMUNITY},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {153-162},
	abstract = {The teaching community plays an important role in promoting Lifelong Learning. In european level teachers{\textquoteright} competences have been described and efforts been made to encourage their active participation in Lifelong Learning (LLL). It is widely recognized that LLL culture should start at an early age and, thus school and teachers are to promote it to students. In a holistic perspective school is a central point for promoting LLL not only within its gates, but also a link between LLL and the community. Examining the role of teachers in a LLL school, as well as experiences and practices of greek teachers regarding notions like continuing professional development, mentor, collaborative learning, self directed learning provide us insight about them as lifelong learners and placing LLL in a strategic framework. },
	keywords = {collaborative learning, continuing professional development, lifelong learning},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400136125.pdf},
	author = {Maria  Theodosopoulou}
}
@article {388,
	title = {CHANGING STRUCTURE OF EDUCATION AND PROFILE OF LEARNERS},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {12-20},
	abstract = {The structure of the education suffers a great change both technologically and pedagogically with using the information and communication technologies in education. The changes which occur in the profiles of the learners become effective in experiencing these changes. The educational organizations try to respond different expectations of the learners with their problems by means of integrating the technology into the education and also the cultural differences. Now the learners could be employed with their capabilities of working in collaboration independently and adopting them to the new situations rather than the knowledge and skills owned. The changes which occur in the structure of the education are examined in the light of the profiles of the learners in this study. The study is obtained by means of interpreting the data which are obtained with the survey study which is applied to 1199 learners.},
	keywords = {ICT, profile of learners},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400135429.pdf},
	author = {Bunyamin  Atici and Ugur  Bati}
}
@article {457,
	title = {COMPARING LEARNERS{\textquoteright} CONSTRUCTS USING {\textquotedblleft}SOCIO-NETS{\textquotedblright}: AN APPLICATION OF REPERTORY GRID ANALYSIS},
	journal = {Problems of Education in the 21st Century},
	volume = {25},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {87-98},
	abstract = {Repertory grid analysis was employed as a means of constructing representations of learners conceptions of living things (described in previous work). Experts in biology and secondary school science learners were probed for their representations of living things. Clearly, a theory is at work in the mind of the experts. The question now is: how many of the students share this theory? A record of commonality is required, and for that a social network framework is necessary. Therefore, representations were compared using the SOCIO program which measures the similarity between individuals and a visual network produced for the groups studied. This work is part of an overall project examining the learners{\textquoteright} innate ability to classify and categorize living things. Classification and categorization are neglected in science curricula which has implications with respect to the renewed emphasis in education on learning about biodiversity. It was found that whereas there is a commonality with respect to learners{\textquoteright} conceptions, the commonality is measurable and that learners often operate within a {\textquoteleft}pre-scientific{\textquoteright} or folk-biological mode, experts operate within a highly formalized mode based on their training, and that notwithstanding such a difference in modes, there remains a degree of commonality between learners and experts.},
	keywords = {repertory grid analysis, socionets},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=924385},
	author = {Thomas  J.J. McCloughlin and Philip  S.C. Matthews}
}
@article {424,
	title = {THE CONTEMPORARY INFORMATION TECHNOLOGIES IN THE SERVICE OF THE PRIMARY AND SECONDARY EDUCATION: THE CASE OF GREECE},
	journal = {Problems of Education in the 21st Century },
	volume = {23},
	year = {2010},
	month = {July/2010},
	type = {Original article},
	chapter = {60-86},
	abstract = {The introduction of technology in general and especially information technology in education is a big change in the educational concepts which has taken place during the last two or three decades all over Europe. Besides, Europe through the process of continuous education improvement tries to maintain maybe the unique but also so much decisive comparative advantage that it possesses against all the other countries of our planet that is nothing else but the quality of its human potential. This article presents with brevity the important steps that the main European countries have made in the introduction of modern technologies of information technology in the primary and secondary education, as well as the process and the problems of their introduction in the Greek school. We believe that this experience will be very useful in a country like Lithuania that has already made very important steps in this sector simultaneously with its successfully continuing transition in the market economy system.},
	keywords = {e-learning, information and communication technologies, primary and secondary education},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594594},
	author = {Michalis  Evripiotis and Vassilis  Orfanos}
}
@article {436,
	title = {CREATION OF EDUCATION ACTIVITIES MODELS WITH E-LEARNING SUPPORT},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {30-37},
	abstract = {Education and possible further studies have become a rather demanding investment. At the time of imperfect technology, i.e. technology of the previous period, it was a very difficult and doubtable task. But, is an ordinary use of new technologies a formula for the solution? We shall try to adequately answer this question. In our contribution we shall introduce educational activities (e-courses) based on cooperation and experimentation within the combined form of education. The aim of the paper is to describe possibilities of using the known methods of modelling of systems, such as modelling with the support of Petri nets and modelling technologies known from the sphere of engineering cybernetics. We shall describe possibilities of creation of a model of educational activity and in conclusion we shall attempt at assessing the educational e-activities in the context of qualitative aspects of the combined education with the support of e-learning based on ISO standard.},
	keywords = {e-course, e-learning, models of learning activities},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594529},
	author = {Zolt{\'a}n  Balogh and Milan  Tur{\v c}{\'a}ni}
}
@article {378,
	title = {CULTURAL CAPITAL AND THE RICHES OF MANNA: INTEGRATION OF IMMIGRANT SCIENTISTS IN ISRAELI ACADEMIA},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {118-134},
	abstract = {The article deals with transnationalism {\textendash} the flow of cultural capital across borders. Around 16,000 scientists entered Israel during the 1990s. Some of them joined the academic staff. This case study is the first to compare between achievement measures of new immigrant and native Israeli senior academic faculty. It is based on the analysis of performance records of 206 senior faculty members from the Ariel University Centre, out of whom 77 were born overseas. The study analyzes staff who received financial rewards for excellence for the three years 2006-2008, based on their activities, as measured by several criteria: excellence in research, teaching, academic administration, and contributions to the community. On the whole, the study revealed that a larger percentage of immigrant faculty members vs. native Israelis scored on excellence criteria. A discriminant analysis was performed in order to examine to what degree scoring on various excellence criteria distinguishes between immigrants and native Israelis faculty. All in all, the research reveals that immigrant scientists have become well integrated in the analyzed institution; their academic contribution was a major one.},
	keywords = {absorption of immigrant scientists, academic achievements, academic distinction},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400134632.pdf},
	author = {Nitza Davidovitch and Dan Soen and Zila  Sinuany-Stern}
}
@article {439,
	title = {CURRENT CHALLENGES FOR COMPUTER SUPPORTED SCHOOL CHEMICAL EXPERIMENTS},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {58-65},
	abstract = {In the article we deal with the topic of Virtual Measuring Devices working in the computer supported measuring system in general chemistry education. We discuss the theoretical base for application of experiments in the chemistry education and its computer support. Attention is focussed to specific features of chemistry, alike to other natural sciences lay in observations of the course of chemical experiments and in forming conditions for their repetition and changes. Then, it is clear that the intellectual activities participate in every senso-motoric (or only sensory, and only motoric) activity. Dominant, or rather starting, activities in the theoretical procedure will be intellectual ones, while sensorimotor activities work in the empirical procedure. 
When implementing the computer support into experimental activities, the adequate combination of measuring systems, simulations and {\textquotedblleft}data-processing{\textquotedblright} programmes may result in a new environment for using experiments. The computer thus may make the inductive, deductive or combined procedures easier and evidently.
 One of the challenges for school chemistry experiments is so-called {\textquotedblleft}single-step mode{\textquotedblright} measurement method. Three types of this mode are discussed and examples provided: single-step mode on one experiment, single-step mode on comparison of samples and single-step mode on a set of experiments. Presented examples of class chemical experiment were carried out in the Vernier system, very simple applied in computer labs with science orientation. },
	keywords = {single-step mode of measuring, virtual measuring device},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594534},
	author = {Martin  B{\'\i}lek and Jarmila  Kme{\v t}ov{\'a}}
}
@article {425,
	title = {DESIGN OF THE CURRICULUM FOR CONTINUING EDUCATION OF ENGINEERING EDUCATORS AT TALLINN UNIVERSITY OF TECHNOLOGY},
	journal = {Problems of Education in the 21st Century },
	volume = {23},
	year = {2010},
	month = {July/2010},
	type = {Original article},
	chapter = {87-96},
	abstract = {Curriculum development for continuing education of engineering educators has been of essential importance in Estonian Centre for Engineering Pedagogy. The curriculum has been completed in 2010. The newly designed curriculum makes scientifically-founded and practice-oriented teacher training possible. A three-staged methodology in curriculum design has been used. The proposed methodology for the course design starts with decisions on overall goals, learning objectives and intended learning outcomes. The design followed the model: Establish Qualification Profile, Establish Admission Quality, Define Course Content, Establish the Curriculum at Macro Level, Establish the Curriculum at Micro Level, Integrate the Curriculum within the University System, the syllabus and the model is described more closely in the article. Eight possible specializations have been proposed. As the required entrance qualification of the candidate is Master degree in engineering, it is assumed that the candidate has acquired a complete knowledge in engineering speciality on high level afore. The curriculum is based on IGIP (International Society for Engineering Education) Recommendations for Studies in Engineering Pedagogy Science and described in detail, being the only and the very first one in Estonia providing continuing education in Engineering Pedagogy for engineers. The first students will be admitted to the pilot study programme in 2011. },
	keywords = {continuing education, curriculum design, engineering education},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594595},
	author = {Hants  Kipper and Tiia R{\"u}{\"u}tmann}
}
@article {374,
	title = {DIFFERENCES BETWEEN LEARNING FACTS AND COMPLEX PHENOMENA: A LEARNING STUDY IN HISTORY BASED ON VARIATION THEORY},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {80-92},
	abstract = {This study has been carried out as part of a project entitled {\textquotedblleft}The Pedagogy of Learning{\textquotedblright} (Holmqvist, 2002) whose objective is to use theory and practice to extend our knowledge of learning and teaching. The study was implemented at the upper secondary school level and involved students in the first year of the social science programme. Two classes were evenly divided into three groups. The {\textquotedblleft}learning study{\textquotedblright} model (Holmqvist, 2006) was employed and three research lessons in history were the focus of the study. The aim was to describe what students could potentially learn, and then compare this with what they actually learned with regard to critical aspects of historical knowledge of the learning object. The learning object was exemplified by the period when Sk{\r a}ne, the southern part of the present country of Sweden, became Swedish after a period of Danish rule. By examining different aspects of the learning object, the aspects necessary to bring about learning were clarified. The lessons themselves were analysed in accordance with Variation Theory (Holmqvist, Gustavsson \& Wernberg, 2008; Holmqvist \& Mattisson, 2008), according to the constituent concepts of discernment, simultaneity, and variation. What varies and what is invariant in a learning situation are important in determining what can be learned (Marton \& Booth, 1997). Changes were implemented in how certain critical aspects of the subject were presented to students with the goal of improving the student learning outcomes. The results confirmed that the nature of what was taught resulted in different learning possibilities. One such element was the ability to identify with those who lived during the period studied. Creating a kind of compassion for one or more fictitious persons enabled students to discern more easily the critical aspects. One conclusion of this study was that an effective learning strategy for students is hard to develop because they try to focus both on understanding the learning object itself, and on gathering hints from the teacher about what will be on the upcoming examination (which constitutes a second implicit learning object). This is amounts to a {\textquoteleft}Guess what he is thinking{\textquoteright} game with the teacher, rather than developing a real understanding of the learning object itself. Another conclusion underscored the important role played by the developed understanding of the learning object in producing long-term or so-called {\textquoteleft}generative learning{\textquoteright}. Our study demonstrated that there is a difference in the long term between decreased learning of isolated facts and increased comprehension of overall historical phenomena. },
	keywords = {historical awareness, learning study, variation theory},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400134342.pdf},
	author = {Mona Holmqvist and Karmen  Bj{\"o}rkman and Malin  Ohlin}
}
@article {367,
	title = {DISAGREEMENTS AND PARADOXES OF EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Editorial},
	chapter = {5-9},
	abstract = {Why the 21st century scholars start raising their voices while facing troubles and difficulties in the field of education. To identify the situation, it is worth having a closer look at the present schooling system. Post-modern life and education more and more frequently are coming into force. Superficiality becomes a common phenomenon. Only available regularly used and easily with no effort achieved attractive things are greatly appreciated. What is more, only minimal efforts are taken to gain a broader educational background. Quite a few countries display similar tendencies. On the other hand, education is frequently treated as a product or a kind of service. The laws of the wild market fail to get round this area of life. The chosen life style (including education) rather than the meaning of life and education itself often play a crucial role.�
 There is no need to be an expert perfectly knowing matters of education to find out not everything works in the system of education. Also, it seems to be clear that the evaluation of those working in the {\textquoteleft}fields{\textquoteright} of education cannot be rejected. I suppose the latter are not the majority as more and more frequently {\textquoteleft}strangers{\textquoteright} gain access to the education system. Discussions with the representatives of other countries have revealed that those currently studying educational subjects at universities usually fail to understand what the school is and what role they are going to play in this institution. The most important point is studying and receiving a diploma. Modern education encounters a large number of different problems the answers to which can be hardly found.�
 Disagreement between an objective need for a continuous improvement on educational content (is there anyone who will dare to say it is needless) and a traditional pedagogical requirement for ensuring the stability of educational content is another field of the initiated discussion. A try at improving things is closely related with the extensive development of education, for example, more and more alternative course books and information sources for learners are prepared which disintegrates the content of education. Disagreement between the increased abstractness of education influenced by growing theoretical knowledge and the necessity of improving practical learners{\textquoteright} training should be mentioned. An opinion that the process of learner/student training is too much theoretically supported can be frequently heard. In this case, a huge number of reasons could be suggested.
 Life and education with no problems is a hardly acceptable idea. However, a wish to stay at a distance in order not to face the existing problems is one of most awful disasters presently seen in the education system. It might be money can solve all problems as according to Marx, {\textquoteleft}They have by no means merely one mode of affirmation, but rather that the distinct character of their existence, of their life, is constituted by the distinct mode of their affirmation. In what manner the object exists for them, is the characteristic mode of their gratification. Wherever the sensuous affirmation is the direct annulment of the object in its independent form (as in eating, drinking, working up of the object, etc.), this is the affirmation of the object... By possessing the property of buying everything, by possessing the property of appropriating all objects, money is thus the object of eminent possession. The universality of its property is the omnipotence of its being. It is therefore regarded as an omnipotent being. Money is the procurer between man{\textquoteright}s need and the object, between his life and his means of life...{\textquoteright} (The Power of Money, Marx, 1844) I strongly reject this idea. The problems of education cannot be solved only on financial grounds. Everyone figures out that vast and broad knowledge as well as full understanding are required to overcome the encountered problem. Education is not a stable system made of insecure and poorly defined components. To find it more reliable, it must contain excess supply, i.e. guided by the principle of redundancy. More investments in education are necessary so that to expect at least minimal results and it makes no account that this idea passes over the presently prevailing liberal economic logics. 
},
	keywords = {educational process, schooling system, system of education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400133907.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {418,
	title = {THE DOCTRINE OF DEGRADED EDUCATION: BETWEEN MYTHS AND REALITY},
	journal = {Problems of Education in the 21st Century },
	volume = {23},
	year = {2010},
	month = {July/2010},
	type = {Editorial},
	chapter = {5-8},
	abstract = {The title of the article does not promise a positive attitude towards education. The reader can feel impressed that the only purpose of the author is the criticism of education with no positive points. However, this is a wrong position as any vivid detail can be clearly noticed. On the other hand, both positive and negative sides need to be considered and in this case, improvement and modernization are not the only ways. A steady increase in welfare is a myth, thus there is no need to discuss which area of life looks is described. When mentioning progress in education and modernization, we must face the other side of the road full of phenomena of degraded education which is not new in Lithuania. The last decade has generated discussions on this issue at different levels, although this is unfashionable and finally useless from different points of view. The most pressing problem is that the concept of degraded education has not been accepted as reality up to now. Therefore, the above introduced points should be plausibly argued.�
 None of us are Alpha and Omega and thus cannot claim to any ultimate truth and wisdom. Some empathically say that education should solely operate on market conditions (liberal approach), whereas others argue that education should remain the exclusive property state (conservative approach). Both {\textquoteleft}camps{\textquoteright} fail to find a consensus. It seems to be unlikely that education can be developed on the basis of market mechanisms. In this case, education cannot respond to the great expectations of a certain nation, particularly a small one. On the other hand, education cannot be {\textquoteleft}simply dropped{\textquoteright} in the shell of conservatism. How to find the right balance? In any case, we cannot stay away and allow the devils {\textquoteleft}drowned{\textquoteright} positive things. We need to carry on discussing the faced problems. Though the battle between good and evil has been taking place for ages, today, the balance is clearly violated. Famous French philosopher Jean Antoine Condorcet declared that {\textquoteleft}there are two key causes of social turbulence {\textendash} state / existence inequality band educational inequality{\textquoteright}. Thus, save our careful, responsible and public character. },
	keywords = {criticism of education, degraded education, education falsification},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594588},
	author = {Vincentas  Lamanauskas}
}
@article {456,
	title = {DOING PRE-SCHOOL: KNOWLEDGE UTILIZATION AND DISCURSIVE PATTERNS DURING PRE-SCHOOL PLANNING MEETINGS},
	journal = {Problems of Education in the 21st Century},
	volume = {25},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {77-86},
	abstract = {The aim of this research is to study knowledge utilization and discursive patterns during pre-school planning meetings fronstage. The study is designed as a qualitative case study based on tape recordings of five planning meetings and three video documented activities. Three pre-school teachers and three researchers participated. In the analysis, Foucault{\textquoteright}s work on discursive practices is used as theoretical framework. The study highlights knowledge used and cited in the local negotiations. The conclusions are that the knowledge used is based on both professional knowledge related to children{\textquoteright}s learning and development, and local knowledge of children and their abilities, conditions and personalities. The professional knowledge appears as rather implicit and it is primarily the local knowledge of children and their individual needs and circumstances that is most clearly expressed. Dominant discursive patterns are formulated as the staff make themselves responsible for making the pre-school activity not school-like for the maturing child. On the front stage arena the teachers{\textquoteright} tasks primarily appears as a desire to maintain the pre-school content in accordance with pre-school ideology that also controls how they see the children{\textquoteright}s learning in pre-school in another perspective than student learning in a school context. },
	keywords = {knowledge utilization, planning meetings, pre-school work},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=924384},
	author = {Agneta  Ljung-Dj{\"a}rf and Charlotte  Tullgren}
}
@article {464,
	title = {ECOLOGIZATION OF THE WORLD OUTLOOK AS THE KEY PURPOSE OF EDUCATIONAL PRACTICE},
	journal = {Problems of Education in the 21st Century},
	volume = {26},
	year = {2010},
	month = {November/2010},
	type = {Editorial},
	chapter = {5-8},
	abstract = {It is obvious that the educational model to the XXI century is oriented at goals of Sustainable Development. This topic is becoming very trendy and urgent in and outside Lithuania. Recent correlation with nature carries a problematic character. D.Birnbacher proposes that {\textquotedblleft}bearing in mind the increased people{\textquoteright}s possibilities to influence the future of humankind and other conscious beings, responsibility for the future generations{\textellipsis} is an incontrovertible duty{\textquotedblright} (Birnbacher, 1980). None of the environment protection laws could tackle problems of ecology as a huge part of a contemporary society produces a primitive ecologic culture and very often is completely illiterate. Therefore, the tasks of primary ecology education are to foster ecologic pupils{\textquoteright} culture and raise their ecologic consciousness because the past and present life offers a great number of lessons in ecology including ecology catastrophes, anthropogenesis impact on nature (20th century), etc. Moral responsibility for natural (environment) preservation is relevant as never before today. Hence, the ecologization of the world outlook of society is also crucial.
 The achievements of natural sciences are striking today. The Universe, stars, planets, substances and their structure (mega and micro world) are the objects of research. On the one part, everything is brilliant but on the other part, the man and created technologies behave cruelly and remorsefully towards both nature and human being. The inward world is getting poor, the needs of consumerism have grown into compulsion of spoliation (a pragmatic correlation with nature). The youth{\textquoteleft}s behaviour changes. They frequently kill and torture animals, act aggressively and sadistically. We simply cannot live and think that apres moi le deluge. We must save the Earth which is our unique shelter for the future generations. Thus, we have to foster respect for everything around us since early childhood. Generally speaking, the ecologization of the world outlook is the key purpose of educational practice today. And finally {\textendash} the ecologization of all education demands more attention in the 21st century. },
	keywords = {ecologic consciousness, ecologization of the world outlook, environment protection},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594254},
	author = {Vincentas  Lamanauskas}
}
@article {387,
	title = {ECOLOGY EDUCATION AS AN INTEGRAL COMPONENT OF PRIMARY NATURAL SCIENCE EDUCATION: SOME RELEVANT ISSUES},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Editorial},
	chapter = {5-11},
	abstract = {A contemporary environment solves highly relevant issues of environmental protection, natural usage, ecology, etc. In order to overcome all serious obstacles, it all requires our new approach and efforts of the experts{\textquoteright} of different fields. The global matters are our general concern. This is ipso facto because none of the problems is isolated. Most of them are mixed, versatilely determined and originally undivided. Thus, the process of the correlation awareness is rather complex and hardly achievable. The decision is possible only if the points are thoroughly examined in a close correlation. On the other side, the mentioned issues cannot be the only scientists{\textquoteright} concern. This is a business of the whole society and school as {\textquotedblleft}the scale of human activity started reaching the elemental natural processes. The ideal of partnership between nature and human being changed when the latter has become the lord of nature in reality... The ecology era is considered to have been started because neither science nor practice can dispose of ecology problems. The bearing between human being and biosphere is a relevant question for both sides: to be or not to be?{\textquotedblright} (Minkevi{\v c}ius, 1987). These arguments have to comprehensively be discussed by secondary school pupils. Natural science education, obviously, must solidify the ecology world outlook. Prof. J.Vaitkevi{\v c}ius thinks that one-sided, wrong way of natural science education, the insufficient perception of the phenomenon of nature and human being anticipates the social cataclysms of humankind. Therefore, {\textquotedblleft}the goal of nature comprehension is the development of children{\textquoteright}s abilities to aware a natural world and to communicate with it{\textquotedblright} (The General curricula, 1997). On the other side, it seems to be not enough. A wider point of view would have been helpful. The knowledge of ecology allows us to partially foresee the outcomes of our actions (Pleijelis, 1994). The formulation of a complex concept is acclaimed to be important, i.e. when nature is understood as a cultural value and a tangible property.�
 Ecology education is a permanent process, thus it has to coherently take place in all forms of comprehensive school. Every age range is useful for ecology education. Therefore, we cannot think that if something has been lost in primary school, we will have a chance improve. Full attention should be turned to primary school pupils as they receive propaedeutic, systemized and integral knowledge about nature which is the basis for the adaptation of information and attitudes (for example, environment protection) as well as for humanistic, aesthetic and cognitive motivation. Knowledge (information) about ecology could effectively be implemented only if suitable material facilities of training existed. Primary ecology education is a coexisting part of an immediate interest in nature, fauna and flora care, inhabited locality protection, responsibility for the results of human activity in nature. The sampling, adaptation and implementation of the content of ecology education using particular means (material facilities) are the foremost stages of integration. It could be justly maintained that  ecology is an integral component of primary natural science education. 
The major result of ecology education is individual ecology education that includes cognitive (systemic knowledge), valuable (understanding of values, the models of behaviour in nature etc., a concept of respect to nature), and practice (practical environment protection work, participation in various actions, etc.) fields.�
 Most of the teachers are looking for the so called non-traditional methods as they consider that the existing patterns are very traditional, and therefore are little effective. Basically, it is a wrong attitude because the essence is not the methods or forms that are used. The most important points are the focus, priorities, directions (objective, value, normative, etc.), objectives, tasks and content that we choose. A frequent search for the assumed {\textquotedblleft}innovations{\textquotedblright} is not effective and even useless in the whole educational process. In this case, the teacher{\textquoteright}s attitude and competence in the ecology education field is a fundamental feature. Last of all, fragmentary ecology education is also useless and poorly effective. Ecology education should be coherent and fragmentary in primary school. Individual planning of ecology education for the whole four-year period, the teacher{\textquoteright}s disposition to broaden experience and raise qualification in the field, community and parents{\textquoteright} involvement into the activity of ecology education helps to reach the objective. Yasvin and Deriabo (1996) seem to be right that a particular system of ecology education rather than the experts of environment protection will overcome the ecology crisis in our planet. In a broad sense, it must be noticed that the previous ecology-environment protection education is extremely important. On the contrary, the opponents uphold the idea that ecology education is hardly possible in the preschool and primary school period. In fact, an early school age is supposed to be a positive feature of ecology education. Therefore, we cannot refuse the period of individual ontogenesis as it is relevant for effective ecology education. },
	keywords = {ecology culture, ecology education, environmental protection},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400135375.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {427,
	title = {EDUCATION AS A MEANS OF SOCIAL INTEGRATION OF STREET CHILDREN IN GEORGIA: NECESSARY REFORMS},
	journal = {Problems of Education in the 21st Century },
	volume = {23},
	year = {2010},
	month = {July/2010},
	type = {Original article},
	chapter = {105-123},
	abstract = {Where they exist, current provisions for the care of street children in the republic of Georgia are inadequate and are incapable of ensuring the children{\textquoteright}s successful integration into the public school system or of providing them with necessary life skills. Data collected from observation, surveys, questionnaires and academic testing conducted throughout a three-year study of four day-care centres for street children proves that the addition of psychological and educational dimensions to the centres{\textquoteright} basic social functions, the introduction of specialized staff (notably social pedagogues) and the reform of care provision processes based upon the children{\textquoteright}s individual needs significantly increases their chances for educational and social integration. This research offers recommendations for reforming the provision of education and care for victimized children in order to enable their successful integration into the public school system based upon an individual approach to their needs and requirements.},
	keywords = {social pedagogy, street children},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594597},
	author = {Maia  Kuparadze}
}
@article {463,
	title = {EFFECT OF INABILITY TO COPY A SIMPLE NONVERBAL MATERIAL AFTER CORRECT REPRODUCTION BY 7-12 YEARS OLD CHILDREN WITH DEVELOPMENTAL DELAYS},
	journal = {Problems of Education in the 21st Century},
	volume = {25},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {162-173},
	abstract = {Research results of mnemonic abilities of 7-12 years children with developmental delays are presented. Research aim was experimental investigation of productivity and qualitative identity of mnemonic abilities of younger students with developmental delays. The method of development of mnemonic activity by V.D. Shadrikov, L.V. Cheremoshkina and the technique of mnemonic abilities diagnosis developed on its basis by L.V. Cheremoshkina were used for the study of mnemonic abilities. Research consisted of several stages: pilot study, experimental research (the test task - memorizing of a card $\#$1; the basic task - memorizing of cards $\#$2 and $\#$3; reproduction of cards $\#$2 и $\#$3; poll of students), mathematical data processing, classification and description of levels of mnemonic abilities development of younger students with developmental delays. Revealed, that the structure of the mnemonic abilities of 7-12 years children with developmental delays differs by underdevelopment of operational mechanisms. Memory functions are based on use of inborn mechanisms. There are children who differ by certain underdevelopment of perceptive abilities and attentional abilities. Operational mechanisms of mnemonic abilities of 7-12 years students with developmental delays are at early stages of the formation. At the analysis of results the effect of inability to copy a simple nonverbal material after its correct reproduction by subjects is revealed. Assumptions of its possible reasons are discussed. This effect needs the further explanation in terms of psychology of abilities, neuropsychology, and neurophysiology.},
	keywords = {inborn mechanisms, mnemonic abilities, operational mechanisms},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=924392},
	author = {Lyubov V.  Cheremoshkina and Svetlana V.  Murafa}
}
@article {445,
	title = {EFFECT OF LECTURE FORM ON PROGRESS IN STUDIES},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {114-119},
	abstract = {The results of statistical analyze of the lectures form effect on the progress in studies are presented. Two variants of lecture material representation are compared: the classical lecture with the use of traditional blackboard and chalk and the lecture in the form of slide-show. The results of ten examinations (for the last eight years) on the discipline {\textquotedblleft}Chemistry of high-molecular compounds{\textquotedblright} has been treated. The significant increase (54 \%) of excellent marks share and the decrease (25 \%) of unsatisfactory marks share has been revealed as a result of the progressive lecture form as slide-show. },
	keywords = {natural science education, slide show, statistical analyze},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594544},
	author = {Margarita  V. Shishonok and Eugene  V. Makarenko}
}
@article {469,
	title = {THE EFFECTIVENESS OF FARMER FIELD SCHOOLS{\textquoteright} EXTENSION METHODOLOGY IN CONSERVING SOIL AND WATER USING CONTOUR PLOUGHING, UNPLOUGHED STRIPS AND FARM YARD MANURE},
	journal = {Problems of Education in the 21st Century},
	volume = {26},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {52-65},
	abstract = {Land degradation, characterized by bare ground, wanton destruction of vegetation and poor farming practices, still threatens food production in Africa where poverty and insufficient resources for income generation impacts negatively on the population. The Farmer Field Schools{\textquoteright} (FFS) Extension and Non-Farmer Field Schools{\textquoteright} (NFFS) Extension Methodologies have been used to teach farmers how to minimize the problem in both Bondo and Rarieda districts of Kenysa through soil and water conservation. However, it is not yet clear whether FFS are more effective than NFFS in enhancing adoption of Contour Farming, Un-ploughed Strips and Farm Yard Manure Application. This study sought answers to this question using a cross-sectional survey design to collect data from 150 FFS-trained and 150 NFFS-trained farmers randomly selected from both districts. Ten extension experts ascertained the questionnaire{\textquoteright}s content validity whose reliability was 0.85α at 0.05 confidence level. A t-test was used to determine the presence of significant differences between mean scores of FFS-trained and NFFS-trained farmers in adopting the three conservation techniques. The FFS-trained farmers{\textquoteright} adoption rate of the three conservation technologies was significantly higher than that of the NFFS-trained farmers. The FFS extension methodology was more effective than the NFFS extension methodologies. Extension providers should consider using the FFS extension methodology more in their daily extension work because it is interactive and more effective than the NFFS. },
	keywords = {conservation of resources, farmer field schools},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594298},
	author = {John  Gowland-Mwangi and John  Odiaga Oloo and Stephen  Wambugu Maina}
}
@article {408,
	title = {ON EFFECTIVITY OF INDUCTIVE METHODS IN MATHEMATICAL EDUCATION AT SECONDARY SCHOOL},
	journal = {Problems of Education in the 21st Century },
	volume = {22},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {25-32},
	abstract = {Effectivity and quality of mathematical education at secondary school is always very actual didactic topic. One way how to increase them is using unconvencional experimentally inductive methods. There are described the methods as well as process and results of research conected with this problem there. The aim of the research was to check possibilities of using of modern unconvencional methods for more effective mathematical education at secondary school. The inductive methods are compared with the traditional ones when students get completed knowledge without any derivation or proof. Using Students t-test and F-test were verified two hypotheses. The first hypothesis that the experimentally inductive approach and methods in mathematical education at secondary school are more effective and interesting for students than the traditional methods was validated. The second hypothesis which supposed longer persistence of knowledge obtained by the inductive methods was not validated.},
	keywords = {mathematical education, pedagogical research, secondary school},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400515143.pdf},
	author = {Petr  Emanovsk{\'y} and Ji{\v r}{\'\i}  B{\v r}ehovsk{\'y}}
}
@article {406,
	title = {ENVIRONMENTAL EDUCATION: TEACHING IN THE PRESENT, PREPARING STUDENTS FOR THE 21st CENTURY},
	journal = {Problems of Education in the 21st Century },
	volume = {22},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {8-15},
	abstract = {This paper examines the environment not as a scientific subject matter, but as a teaching process which includes social and cultural elements. The purpose of this study was to investigate the teaching methods, curriculum planning needs and how we shape hands-on the subject; what information and lessons we provide. Research data indicate ways how to improve these issues and provides answers to the questions: Why is environmental education important? How do curriculum and methods of teaching help in the quality of knowledge? How are we (professors) preparing our students to live in this new century? The findings showed a considerably low level of environmental knowledge among all the investigated students. The study is based on the analysis of questionnaires about students{\textquoteright} perception and beliefs. 
The paper is divided into two parts. Part I outlines the key issues related to the understanding of {\textquotedblleft}the importance of environmental education reform{\textquotedblright}. Part II analyzes teaching, learning approaches, conclusions and recommendations. },
	keywords = {curriculum, quality of teaching},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400514680.pdf},
	author = {Luljeta  Buza}
}
@article {417,
	title = {EXPECTATIONS OF THE ELDERLY FOR THE INTERNET AS AN INFLUENCING FACTOR FOR THE INTERNET TEACHING},
	journal = {Problems of Education in the 21st Century },
	volume = {22},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {117-129},
	abstract = {In summer 2009, a qualitative study among the late middle-aged and older people in Estonia was carried out in order to find out the functions of the Internet for the older generation and the expectations and fears of the elderly for the Internet. By this study, it was tried to find out what are the needs of the elderly for which they prefer to use the Internet; what kind of contents or functions do the elderly miss in the Internet; what kind of role-taking and contents are unpleasant or scaring for the elderly Internet user. Semi-structured interview was used, 34 elderly Internet users were interviewed during seven interviews.
 The study indicated that the interviewed elderly find the Internet primarily as an environment for everyday practical operations and it is not perceived as an entertainer. Of the contents available in the Internet, the elderly are disturbed by the negativism, superficiality, obscenities, humiliation and excessive concentration on the topics of private lives. The waste of time and the risk to express itself incorrectly or wrongly are felt as dangers of the Internet usage among the elderly. The article gives recommendations for carrying out the Internet training for the elderly and explains which Internet functions and contents could be chosen as the content of the Internet skills training in order to create and maintain the interest and satisfaction of elderly learners. 
The results referred to the need to continue the study on the expectations of the elderly Internet users and to study thoroughly the attitude especially of the elderly men to the Internet as a tool of communication and the role of the Internet games in the lives of the elderly and Internet training.},
	keywords = {elderly internet fears, elderly internet learning, teaching elderly people},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400515929.pdf},
	author = {Tiina  Tambaum}
}
@article {428,
	title = {EXPERIENCE OF THE FOURTH-YEAR UNDERGRADUATES IN USING INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT)},
	journal = {Problems of Education in the 21st Century },
	volume = {23},
	year = {2010},
	month = {July/2010},
	type = {Original article},
	chapter = {124-136},
	abstract = {It is accepted that ICT makes the process of teaching/learning more effective and beneficial whereas the education system starts functioning faster. The development of ICT and the process of globalization determine alteration in the education system as well as in the whole society. The implementation of new technologies in the educational process raises new possibilities for both teacher and learner, enhances education quality and makes the educational process more versatile.
 A crucial point is that employing ICT must be highly efficient in the process of training would-be teachers of sciences. The students graduated from comprehensive or upper secondary (gymnasium) schools have a broad knowledge of mastering ICT the major part of which are PCs, palmtop computers, mobile phones, different kinds of audio, video and digital players etc. In this case, we encounter a problem of how to properly develop the acquired abilities in the further process of studying.
 Thus, the object of our research is the ability of the fourth-year undergraduates to use information and communication technologies. The aim of research is to gain information concerning the fourth-year students{\textquoteright} opinion on the application of ICT in the process of studies. The research A Student and Information and Communication Technologies was conducted in January {\textendash} March, 2010. Research sample consisted of 322 respondents who were 4th year university students. To analyze research data, the measures of descriptive statistics (absolute and relative frequencies, popularity/usefulness/necessity indexes) have been applied.
 The surveyed fourth-year undergraduates have almost unlimited possibilities of using a computer, mobile phone, the Internet and an electronic data storage device - USB flash drive. The students almost daily use the basic functions of the mobile phone (writing SMS, calling). However, calling to other people using a mobile phone and sending SMS are a more frequent occupation of females as male students are tend to search for information on the Internet and send and receive e-mails. Considering all aspects of using information and communication technologies among the surveyed fourth-year students that graduated from city or regional schools, no statistically significant deviation has been noticed. },
	keywords = {fourth-year undergraduates, process of studies survey},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594598},
	author = {Vincentas  Lamanauskas and Violeta  {\v S}lekiene and Loreta  Raguliene}
}
@article {451,
	title = {FACTS AS EXPERIENCES: HOW TO LEARN AND TEACH HISTORY IN A BIOGRAPHICAL WAY},
	journal = {Problems of Education in the 21st Century},
	volume = {25},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {21-28},
	abstract = {The process of historical research, learning and teaching consists of data-sampling, interpretation and communication. Researchers, learners and teachers have to cope with de- and reconstructing historical experiences and their documentations as expressions of impressions. Therefore, the objectives of the study are historical experiences documented in autobiographical texts and in archival material.
 Following the different lessons/modules of a course about biographical history, students can learn how to become aware of certain aspects behind historical facts and events, which are often hidden in documents or neglected by textbooks. They become motivated to make their own experiences in this method by using oral history elements (interviews) and to look for alternative points of view in learning and research.},
	keywords = {biography, hermeneutics},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=924378},
	author = {Geert Franzenburg}
}
@article {459,
	title = {FAIRYTALES CREATION POSSIBILITIES OF CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER IN DIAGNOSTICS OF PSYCHO-SOCIAL AND COGNITIVE SPHERE},
	journal = {Problems of Education in the 21st Century},
	volume = {25},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {109-121},
	abstract = {Methods of fairy tales could be applied not only for educational aims but also for diagnostics in socio educational practice. Analysis of children{\textquoteright}s created fairy tales is one of the ways to know his/her inner and outer worlds. Child{\textquoteright}s emotional state could be evaluated from his/her created fairy tale text. Child{\textquoteright}s created fairy tales show his/her social skills and allow to evaluate cognitive sphere. Children with attention deficit hyperactivity disorder tend to have cognitive processes dysfunctions and lack of social skills.
 During the research, fairytales created by two groups of children were assessed. The first group was represented by primary forms pupils with attention deficit hyperactivity disorder, the other group consisted {\textquotedblleft}natural{\textquotedblright} population children of the same age. The fairytale content analysis helped to disclose the tendency that in the group of children with attention deficit hyperactivity disorder positive psycho-social content of fairytales seldom predominates. Their fairy tales were with less developed consistency, simple sentences, and from the cognitive point of view less {\textquotedblleft}mature{\textquotedblright}.
 The paper discusses the application possibilities of projective methodology {\textendash} fairytale creation on the basis of visual stimulus {\textendash} in assessment of children{\textquoteright}s with attention deficit hyperactivity disorder (AD/HD) cognitive sphere and psycho-social sphere. The authors point out that so far educational science both in Lithuania and abroad lacks methodologies of analyzing fairytales created by children. },
	keywords = {attention deficit hyperactivity disorder, cognitive sphere, fairytales creation},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=924387},
	author = {Viktorija  Piscalkiene and Nijole  Zinkeviciene}
}
@article {443,
	title = {FUTURE TEACHERS{\textquoteright} OPINIONS ON THE DIGITAL COMPETENCIES OBTAINED DURING THEIR STUDIES},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {95-105},
	abstract = {Different information and communication technologies have become part of the necessary competencies, as teachers are educators of the web generation, which is characterised by its members using the computer in each aspect of their lives. The use of the computer is specific for each individual field of teaching and as such cannot be directly compared. This article presents the results of a survey into how the field of study influences the use of ICT and the computer in future teachers. The participants in this study were 252 forth-year students from three faculties from University of Maribor, which educate future teachers: Faculty of Natural Sciences and Mathematics, Faculty of Arts and Faculty of Education. Our research has shown that students of natural, technical and computer science provided the most positive feedback about the availability of computers at the faculty, their performance, software, internet access at the faculty and internet access in their town of study. Future teachers expressed a more positive opinion on statements relating to the necessity of using the computer in class than on statements relating to their competencies for using the computer in class.},
	keywords = {different fields of study, future teachers, use of ICT},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594541},
	author = {Mateja Ploj Virti{\v c} and Mateja  P{\v s}under}
}
@article {419,
	title = {GENDER AND REGIONAL DISPARITIES IN ENROLMENT AND ACADEMIC ACHIEVEMENT IN KENYA: IMPLICATIONS FOR EDUCATION PLANNING},
	journal = {Problems of Education in the 21st Century },
	volume = {23},
	year = {2010},
	month = {July/2010},
	type = {Original article},
	chapter = {9-19},
	abstract = {According to the requirements of the educational millennium development goals, countries are supposed to ensure that by 2015, children everywhere, boys and girls alike complete a full course of primary education and eliminate gender disparity in primary and secondary education by 2005 and at all levels by 2015. In line with this requirement, the Kenya government introduced free primary education (FPE) in 2003 and free secondary education in 2008 particularly for day schools. Enrolment in both primary school and secondary school has increased tremendously. This paper examines and highlights the patterns of gender and regional disparities in enrolment and academic achievement in the country. It shows that despite the general increase in enrolment at all levels of education in most regions; the enrolment of boys still exceeds that of girls. The situation is worse North Eastern where enrolment has remained very low despite government interventions. While enrolment figures offer a lot of hope, the situation is grim in academic achievement. Near parity in enrolment in many regions has failed to translate into parity in academic achievement. The girls register low achievement in national examinations when compared to boys nationally and in their respective regions in the country. The paper focuses on the 2009 Kenya Certificate of Primary Education (KCPE) and Kenya Certificate of Secondary Education (KCSE) results because it is the most immediate examination year. Where possible, other years have been used for comparison purposes. This paper argues that it is not enough to have girls in school. They have to benefit from the system by achieving quality grades which will in turn guarantee placement in marketable courses especially those required to drive the economy. Educational planners and policy makers should shift the campaign from enrolment and participation to achievement particularly that of girls. },
	keywords = {gender disparity, regions and achievement},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594589},
	author = {Jane K.  Amunga and Amadalo Maurice  Musasia and Maiyo  Julius}
}
@article {382,
	title = {GENERAL CONCEPT AND BASIC LAWS OF SOCIAL PROCUREMENT IN THE FIELD OF EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {170-181},
	abstract = {Handling the problem of the definition of objectives in the system of tertiary school practice, we proceed from the assumption of the existence of an explicit social mechanism allowing transmittance of social demands into the content of education. The framework of this mechanism is based on the specific infrastructure that includes social procurement for a specialist, social procurement for educational institution, and state order in the field of higher education.
 The term {\textquotedblleft}social procurement{\textquotedblright} emerged in the soviet scientific and pedagogic literature in the 70{\textquoteright}s of the XX th century. At present time this term signifies a topical social need for the society on the whole or in part. Social procurement and state order in the field of education are not to be confounded. At all times the advanced ideas in the field of education were formulated prior to state order, outpaced it, and at a certain stage of development came into antagonism with it. 
The main methods of our research are considered to be the dialectic method alongside with such methods as historic-genetic, comparative and hypothetical deductive ones. Thereof, three laws of forming social procurement in the field of education were observed and formulated.
 The first law is identified as {\textquotedblleft}center of balance shifting in the structure of the social procurement{\textquotedblright}. It states that in certain time intervals society raises demands either to professional training of specialists or to their personality (shifts the center of balance). The second law manifests {\textquotedblleft}the law of replacement of content of social procurement{\textquotedblright}. In the periods of social conflicts or social changes (bifurcation) the society raises demands to personality; in the periods of steady progressive development the society raises demands to professional training. The third law is {\textquotedblleft}the law of displacement of limits in social procurement{\textquotedblright}, i.e. limits of displacement of shifting the balance point, as a rule, coincide with the margins of social conflicts (nonbinding revolution outcome) or social changes in the society (nonbinding bifurcations).
 Correlative dependence is with little effort disclosed between state orders and social procurement in the field of higher education, it ultimate manifestation is observed mostly in state order and laws of content replacement and displacement of social procurement limits. },
	keywords = {laws forming social procurement, problem of definition of objectives},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400134952.pdf},
	author = {Tamara  A. Artashkina}
}
@article {359,
	title = {THE GEOGRAPHY SYLLABUS IN PRIMARY EDUCATION IN PORTUGAL: INTERPRETATIONS BY AUTHORS AND (RE) INTERPRETATIONS BY TEACHERS},
	journal = {Problems of Education in the 21st Century },
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {70-83},
	abstract = {In 2001, the Curr{\'\i}culo Nacional do Ensino B{\'a}sico. Compet{\^e}ncias Essenciais [National Curriculum for Primary Education. Essential Competences] was published in Portugal. This document reorganizes basic level education from a curricular point of view. It is a fundamental reference document for curricular management in Portuguese schools and outlines guidelines for educational experiences as well as the essential competences, both general and specific, that students are to develop in each subject or subject area throughout their primary education. 
Since its implementation until today, at initial teacher education level, working documents were produced by the Department of Geography of the Faculty of Arts of the University of Porto reflecting the interpretation of the documents issued by the Ministry of Education. These documents were shared by students, future teachers and also supervisors in the training sessions.
 This article aims to contextualize the National Curriculum for Primary Education in Portugal, Curriculum Guidelines for Geography, present guidelines for the initial training of Geography teachers at the Faculty of Arts of the University of Porto, as well as to introduce the empirical study that aims to identify (re)interpretations carried out by teachers at schools within the scope of the National Curriculum for Primary Education and the Curriculum Guidelines for Geography. 
The adopted stance, in light of Ball{\textquoteright}s policy cycle, aims to analyze academic discourses and documents produced at initial teacher education level of the Department of Geography of the Faculty of Arts of the University of Porto (context of influence and text production) as well as the contexts of action carried out in schools by teachers (context of practice). 
},
	keywords = {context of influence, geography curriculum guidelines},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399917438.pdf},
	author = {Felisbela  Martins}
}
@article {465,
	title = {GIVEN COMPETENCIES BY HIGHER EDUCATION VERSUS EMPLOYERS{\textquoteright} DEMANDS MIRRORED IN AN EMPIRICAL SURVEY},
	journal = {Problems of Education in the 21st Century},
	volume = {26},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {9-18},
	abstract = {Significance of knowledge is realized and appreciated in the life of every competitive economy. But a question must be put. What is the right and required knowledge enterprises need? How can employees acquire this knowledge and how our educational system can keep steps with these continuously changeable economical demands to serve these requirements?
 In an empirical survey we have tried to find the answer to the following question:
 How can the higher education and labour market interpret knowledge? What does knowledge mean to enterprises? What kind of competencies are needed to a successful economy? Do the young employees with a new degree have these competencies? Can higher education provide students with competencies which are required by the labour market?
 Does higher education take notice of these demands in their courses?
 This survey researched requirements and assumptions from three sides. The questioned people were students and teachers from higher education, managers of enterprises. In this paper information is given about a part of the results with the help of two verified hypotheses. },
	keywords = {competencies, knowledge management},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594257},
	author = {Andrea Bencsik}
}
@article {384,
	title = {A HERMENEUTIC APPROACH TOWARDS AN EDUCATIONAL PROCESS PROJECTING IN THE SYSTEM OF THE HIGH SCHOOL},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {191-198},
	abstract = {The present paper is based upon some methodological principles of the pedagogical hermeneutics. It focuses on a question of realizing a hermeneutic approach to an educational process projecting in the system of the high school.
 Having analyzed philosophic, psychological, as well as pedagogical researches, we came to a conclusion that in order to project an educational process it is necessary to reveal specific psycho-pedagogical and organizational conditions of the cognition of a studied matter. 
A humanitarian value orientation in a student {\textendash} professor interaction is considered to be a constitutive condition of the educational process projecting. Humanitarian component is a principal qualitative characteristic of the educational process. According to ideas concerning the nature of humanitarian component by M. Buber, M. Bakhtin, G. Batischev, it is possible to say that it is engendered by a specific type of a human attitude towards the world, a {\textquotedblleft}Me {\textendash} You{\textquotedblright} relations.
 Determining psycho-pedagogical conditions of the cognition of a studied matter, we are founded on an essential specificity of the cognition. A sense is only understood with the help of a dialogue, {\textquotedblleft}by adjoining another (somebody else{\textquoteright}s) sense{\textquotedblright}. As a result of a dialogue an integrity of dialogue participants{\textquoteright} self-view and the subject of the dialogue is reconstructed which means revealing its inner sense.
 Organizational conditions are determined by the necessity of choosing a pedagogical technology at the heart of which there are {\textquotedblleft}Me {\textendash} You{\textquotedblright} relations. This is possible thanks to, first of all, the fact of dominating in the educational process such a specific type of pedagogical technologies as a humanitarian one. The humanitarian technology is that means of interaction of which creates conditions for forming an experience of the activity and an experience of the value attitude towards non-typical, new situations in the professional activity. A technology of organizing the pedagogical communication, a technology of projecting the dialogic form of studies, communicative technologies in educational activity can be examples of this type of technologies.
 In the second place, organizational conditions are established due to including to the educational process situations that are recognized by the professional community as significant and repeatable but not given optimal behavior models and common estimation. Thus, preconditions of forming the capacity of choosing, social responsibility of future specialists are created.
 At last, these organizational conditions are established owing to including new bearers of an educational content. These are, above all, schoolbooks, textbooks and other study aids organized according to a dialogic interaction. },
	keywords = {educational process projecting, educational programe, hermeneutic approach},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400135063.pdf},
	author = {Irina  M. Brodskaya and Natalya  O. Vereschagina}
}
@article {450,
	title = {HUMANISTIC APPROACH IN THE ORGANIZATION OF SPORTS LESSONS: KARATE AS MEANS OF SPIRITUAL AND PHYSICAL EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {25},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {10-20},
	abstract = {A great opportunity of humanistic approach implementation is found in spiritual and physical education of students during the lessons of martial arts. Three main constituents are necessary to acquire the mastery level in martial arts: [1] moral qualities, mental power and willpower; [2] physical condition, strength and endurance; [3] technical mastery. It is assumed, that karate takes an important place in the system of spiritual and physical education of a personality, ensuring not only versatile physical but also moral education. Thus, the priority is given to the spiritual aspect of karate, but the fighting technique is of a minor importance. In Latvia, not so many methods of karate teaching have been developed, which are based on didactic sport teaching principles worked out according to humanistic approach.
 That is why the aim of this research is investigation of humanistic approach implementation at the lessons of karate with adolescents according to specially developed teaching methods.
 Eighty 14-15-year-old students, who were divided into experimental and control groups, participated in the research. The following methods have been used: a test {\textquotedblleft}Achievement motivation and Fear of failures{\textquotedblright}, a test {\textquotedblleft}Feelings {\textendash} Activity {\textendash} Mood{\textquotedblright}; to define the development level of physical qualities control tests of sport standards of Ministry for Education of the Latvian Republic have been carried out. The results have been subjected to mathematical processing applying analysis of variation and Tukey HSD test.
 The results of the research have confirmed, that humanistic approach implementation at the lessons of karate promotes positive dynamics of students{\textquoteright} achievements motivation, improvement of mood and feelings. All the results have been analyzed and interpreted.},
	keywords = {educational of adolescents, humanistic approach, karate classes},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=924377},
	author = {Sergejs  {\v C}apulis}
}
@article {454,
	title = {IMPROVING THE QUALITY OF TEACHING BY MODERN TEACHING METHODS},
	journal = {Problems of Education in the 21st Century},
	volume = {25},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {58-66},
	abstract = {The most important goal of education is improving the quality of teaching. There are several modern teaching methods that can be used in teaching and learning. These methods are focused on students{\textasciiacute} active work. In our project we studied some of these methods, for example problem {\textendash} based learning, didactic games, methods {\textquotedblleft}how to express the idea with a pencil{\textquotedblleft}(mind maps, tasks), discussion (brainstorming, Philips 66, Hobo), brainstormig, heuristic method. The effectiveness, motivation and problems of these methods were tested during high school physics lessons in Olomouc and Skute{\v c}. The methods were used in various classes by in-service teachers and by pre-graduated teachers. Outcomes of this reasearch are discussed in this paper.},
	keywords = {activity, inductive methods, teaching methods},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=924382},
	author = {Renata Holubov{\'a}}
}
@article {475,
	title = {INFLUENCE OF PSYCHO-PEDAGOGICAL SUPPORT ON LEARNING EFFICIENCY AND EDUCATION OF STUDENTS AT TECHNOLOGICAL UNIVERSITY},
	journal = {Problems of Education in the 21st Century},
	volume = {26},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {132-141},
	abstract = {In the given work the problem of training and education of students at higher technological schools in the context of the personal formation of a future expert {\textendash} technologist under the influence of psycho-pedagogical support (PPS) is investigated. The basic criteria confirming the efficiency of PPS helped us to choose the following indicators of cognitive and personal development: thinking, intelligence, impulsiveness and morals.
 The primary PPS goals of training and education of students at higher technological school were: application of pedagogical diagnosis; use of various methods of education; consideration of merits and abilities of students; formation of a positive self-appraisal; training of the self-stimulation positive behavior technique.
 To solve the highlighted problems the following methods have been applied: the organization and holding of conversations and seminars on self-education within the limits of the developing at the university system of students{\textquoteright} moral education; holding some lectures on psychology and pedagogics for strengthening the liberal-moral component of vocational training; the socio-psychological training directed on the formation of communicative skills, the development of abilities to come into contact with associates, helping to remove the internal barriers, disturbing the effective interaction but promoting the consciousness of personal qualities; the self-reports of students stimulating internal activity and work of consciousness.
 The efficiency of PPS influence on training and education of students at the higher technological school is confirmed by the fact that students have increased their analyticity of thinking, have raised their IQ level while impulsiveness has decreased and the indicator of good manners has improved.
 The presented PPS model is a part of the innovative system of psycho-pedagogical support of vocational training of students at higher school that we have been developing throughout a number of years. },
	keywords = {analyticity of thinking, intellectual development, psycho-pedagogical support},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594313},
	author = {Olga Logashenko and Tatyana Shaposhnikova}
}
@article {434,
	title = {INFORMATION COMMUNICATION TECHNOLOGY AND E-LEARNING CONTRA TEACHER},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {8-18},
	abstract = {This article presents the results of a pilot research about interaction between e-learning/teaching paradigms and {\textquotedblleft}classical{\textquotedblright} ones, where a {\textquotedblleft}human{\textquotedblright} teacher is the central element. With other words, we analyzed relation between e-teacher and the human one. Because the presented results are gained in a pilot research and so the sample was relatively small, we would like to show how, with the help of statistical methods the reliability of the results can be increased. In our research work we developed different tools and with this pilot research we would like to test, if this tools:
 {\textbullet} are precisely enough and specially if they
 {\textbullet} give us enough reliable results.
 Results of our research in this paper will point out two important conclusions, namely:
 1. the students need (human) teacher and e-material (or e-teacher/tutor) is simply not enough, especially if we would like to reach higher cognitive, long lasting knowledge, and
 2. with appropriate selected statistical methods, also with small sample, we can obtain enough reliable results.},
	keywords = {e-learning, human teacher, ICT},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594527},
	author = {Boris Aber{\v s}ek and Kordigel Aber{\v s}ek, M.}
}
@article {449,
	title = {INTEGRATED SCIENCE EDUCATION IN THE CONTEXT OF THE CONSTRUCTIVISM THEORY: SOME IMPORTANT ISSUES},
	journal = {Problems of Education in the 21st Century},
	volume = {25},
	year = {2010},
	month = {November/2010},
	type = {Editorial},
	chapter = {5-9},
	abstract = {It is obvious that many scientists nowadays speak about constructivistic approach in education. This topic is becoming very trendy. Is it correct to focus our attention only to the study of this topic? This is a really complicated issue. There are quite a large variety of opinions, as well as controversial. First of all it is obligatory to perceive the idea of integrated science education in the context of constructivism as a theory of learning. Secondly, it is important to understand and name the specificities of integrated science education implemented following the principles of constructivistic teaching/learning. Thirdly, it is necessary to be able to predict the possibilities of integrating the content of different subjects of science related to the specificities of students at different age stage as well as to material and human resources (Lamanauskas, Vilkoniene, 2008). Generally speaking previous studies implied that the development of a constructivist-learning environment could contribute positively to changing student attitudes toward science learning (Oh, Yager, 2004). However, we can not make an one-sided evaluation. Who can deny that the traditional teaching and learning is wrong? },
	keywords = {constructivistic approach, context of constructivism, integrated teaching},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=924376},
	author = {Vincentas  Lamanauskas}
}
@article {431,
	title = {THE INTEGRATION OF HIV/AIDS STUDIES INTO THE SCHOOL CURRICULUM OF EDO STATE, NIGERIA: AN EXPLORATORY INVESTIGATION},
	journal = {Problems of Education in the 21st Century },
	volume = {23},
	year = {2010},
	month = {July/2010},
	type = {Original article},
	chapter = {158-165},
	abstract = {HIV/AIDS has become a threat to every individual, family, community, nation and the entire humankind in the contemporary modern world. Scientists, researchers, traditional healers and medical practitioners have not succeeded in their effort to get a cure for the scourge of HIV/AIDS. People in the developing countries, especially, those in rural communities, are less informed about the pandemic. The absence of the study of HIV/AIDS in the school curriculum has resulted in the fact that people do not formally learn to know more about the pandemic and this has resulted in myths regarding its causes and spread. In Edo state of Nigeria like many other parts of Africa victims of HIV/AIDS do not receive much support from their families because of the fear that they risk contracting the disease by drinking from the same cup, eating from the same bowls or touching the victims. Lack of education has been a single most serious cause of wrong perceptions and myths. One way to demystify HIV/AIDS is to integrate the study of the pandemic into the mainstream school curriculum as a teaching and learning subject. Public education through technological media does not reach a majority of the rural population in Edo State which is why the spread does not seem to abate. This paper explores the feasibility of introducing HIV/AIDS into the school curriculum in the Edo State of Nigeria. It is assumed that the teaching of HIV/AIDS in schools could assist in dispelling the myths surrounding the pandemic and that the knowledge gained from studying the disease might empower the people to live with it, manage it and reduce the infection and stigma attached to HIV/AIDS.},
	keywords = {HIV/AIDS awareness, stigma},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594601},
	author = {Kofi Poku  Quan-Baffour and Matthew Ovbiebo  Osaigbovo and K E  Mohitlhi}
}
@article {393,
	title = {INTERCULTURAL COACHING IN EDUCATION: THEORY AND PRACTICE},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {64-70},
	abstract = {Based on coaching and educational experiences with Latvian and German students, the importance and characteristics of intercultural training and coaching may be demonstrated. Besides targeting to an increase of intercultural sensibility for a group of participants, intercultural coaching focuses on accompanying the individual{\textquoteright}s specific processes and provides support to the individual working internationally. As such intercultural coaching focuses strongly on the requirements of the targeted group and cannot be standardized. Each and every situation and interaction has its own individual context and history. International coaching should therefore be part of a target or specific goal oriented agreement which acts as the basis of a relationship between coach and client; thus, the coach has the task to analyze the spontaneous dynamics, the meanings and the consequences of the new situation. The research describes theoretical aspects of and practical experience with intercultural coaching concerning educational situations and contexts (communication, learning, teaching, counseling), following the different aspects of intercultural coaching in educational situations (language, history, mentality).},
	keywords = {coaching, intercultural},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400135694.pdf},
	author = {Geert Franzenburg}
}
@article {390,
	title = {INTERNATIONAL APPROACHES TO INCLUSION OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN MAINSTREAM EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {29-36},
	abstract = {Inclusion of children with special educational needs in mainstream education is a very complex issue which has been in the focus of specialists from several fields, such as psychology, pedagogy, sociology, medicine, social work in recent years. A great number of documents that address this issue have also been adopted. Probably the best known one is {\textquotedblright}The Salamanca Statement and Framework for Action on Special Needs Education{\textquotedblright}, adopted by the World Conference on Special Needs Education: Access and Quality, organized by UNESCO in Salamanca, Spain, 7-10 June 1994. This document underlined for the first time the importance of inclusive school. By being opened to all children, regardless of their problems, an ordinary school with inclusive view is the most efficient way of fighting against discrimination. The process is by no means an easy one, as not all children in a class are willing to recognize and accept difference as normality. In addition, the success of inclusion of children with special educational needs also depends on the way they are accepted by the larger community they live in, which includes besides classmates, family members and teachers as well. 
Starting from theoretic aspects, in this paper we intend to present our international scientific research that we conducted during the 2009-2010 academic year in some ordinary schools from Romania, Spain, Poland and Italy. The main objective was to understand to which extent schoolchildren with different disabilities were integrated in ordinary classes and how deeply they were accepted from social point of view by their classmates. The representative sample included 800 children, with or without special educational needs, from the countries mentioned above. The research instrument we used was a sociometric test that asked children to express their preferences about their classmates based on different criteria. The results showed us that a great number of non-disabled children were inadequately prepared to accept their disabled classmates and this can be a major obstacle for the latter ones{\textquoteright} effective inclusion in mainstream education.},
	keywords = {children with special needs, mainstream education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400135561.pdf},
	author = {Valentin Cosmin  Bl{\^a}ndul}
}
@article {405,
	title = {INTERNATIONAL PROJECTS {\quotedblbase}ARISE{\textquotedblleft} AND {\quotedblbase}IQST{\textquotedblleft} FOR IMPROVING QUALITY OF SCIENCE TEACHING},
	journal = {Problems of Education in the 21st Century },
	volume = {22},
	year = {2010},
	month = {June/2010},
	type = {Editorial},
	chapter = {5-7},
	abstract = {An international cooperation is undoubtedly an important issue. Science is science and it has an international character. Moreover, such cooperation is crucially important for scientists from former Soviet Union countries, because they had no possibility to communicate with colleagues from abroad or such cooperation was strongly limited. It is obvious if we want to obtain the necessary scientific information about different things, to enlarge technological possibilities of societies and so on, generally speaking, to make our world more safe and better, international cooperation among scientists is essential. Only all together we will be able to meet a broad range of global challenges today and tommorow.
 It is obvious that all projects are different. For example, large-scale scientific projects are very different to standard scale projects, which can be characterised mainly in four aspects: budget, human resources, time scale, productivity. The projects usually comprises experts from different areas of science and education. Another argument is that the globalization is becoming an international trend making countries open their doors, integrate and participate further in international co-operation activities. Generally speaking, we should recognize the importance of projects to education success. Projects generally are doing something new, innovative and this is very important. },
	keywords = {augmented reality, natural science education, teacher training},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400514560.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {386,
	title = {INTRODUCTION OF ICT IN PRACTICE OF MANAGEMENT OF EDUCATIONAL INSTITUTION},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {206-213},
	abstract = {Purpose of the research: a study and analysis of introduction of information technology in management of educational institution.
 For example when mentioning the introduction of information technologies in the management systems of educational institutions in Latvia, it is possible to mention the unified information system of the Latvian Informatisation System for Universities (LAIS). This system is composed of a student register, curriculum register and courses register which organize the in-house turnover of documents in the local network, together with monitoring of visiting lessons and student progress.
 Our university has popularized the accessibility of electronic lecture materials and work assignments, also connection students with a teacher for consultation by e-mail.
 Other information system (IS) is provided for student LUA, which can follow to own educational process, i.e. see the chosen subjects and got mark for this subject. 
Conclusion: The information systems teach you the systematic and independent studies, and it is also possible to study whenever time and place.},
	keywords = {information system, institution management},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400135172.pdf},
	author = {Natalie  Vronskaya}
}
@article {452,
	title = {AN INVESTIGATION TO THE EFFICACY OF FREE PRIMARY EDUCATION IN WITHDRAWING AND MAINTAINING CHILDREN FROM CHILD LABOUR IN KIAMBU DISTRICT, KENYA},
	journal = {Problems of Education in the 21st Century},
	volume = {25},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {29-42},
	abstract = {It is estimated that about 250 million children aged between 5-14 years were working world wide by the year 2006, at least 120 million were working full time and close to 80 million in hazardous work. These are children who either have no education at all or have had very little education. The study was geared to investigate the efficacy of free primary education in withdrawing children from child labour and maintaining them in primary schools. The study was conducted Kiambu district. The study used descriptive survey research design, the sample size was 70 respondents comprising of: 32 pupils, four head teachers, 16 teachers, and 16 parents, Kiambu District Quality Assurance and Standards Officer (DQASO)and the Secretary of Kiambu District Child Labour Committee (SDCLC).The study employed purposive and simple random sampling design to pick the respondents. Data was collected by use of questionnaires and focused group discussion. The study employed descriptive survey statistics to analyze data obtained. 
The major findings were that most schools did not have any orientation programmes for children withdrawn from child labour (CWCLs), and guidance and counseling programmes were not effective mainly because of the understaffing in the schools. The study established that most schools had various limitations in maintaining CWCLs and did not have any mechanism through which they could reach out to the children who dropped out of school. The study recommended among others that the government in conjunction with NGOs working against child labour should establish feeding programmes in the affected schools.},
	keywords = {child labour, efficacy},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=924380},
	author = {Gladys  Ngao and Maiyo K.  Julius and Mulwa M.  David}
}
@article {399,
	title = {JOURNEY TOWARDS EDUCATION FOR ALL IN KENYA AT CROSSROADS? A CASE OF FREE SECONDARY EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {134-140},
	abstract = {Free Secondary Education introduced by the Grand coalition government in 2008 was a major leap in the right direction in Kenya{\textquoteright}s education system. It opened doors to millions of youths who had missed a chance to get education and improve their lives. This paper provides an international concept of Providing Education for All (EFA). It follows up the historical development of Secondary Education in Kenya since independence to date.
 The paper endeavors to articulate the challenges which have hitherto emerged in implementing this popular programme which, if not addressed urgently, might undermine the gains made so far. The Free Secondary Education programme has overwhelming support from Kenyans and Africans in general; they see it as a potent instrument that can enable communities in the region to extricate themselves from object poverty, thus empowering them economically. It is therefore imperative for Kenyans to acknowledge that Free Secondary Education is not a luxury but a necessity for equitable social and economic development.
 The paper is exclusively based on secondary documentary data.},
	keywords = {education for all, enrolment, free secondary education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400136041.pdf},
	author = {Felicity  Murunga}
}
@article {444,
	title = {LANGUAGE-INDEPENDENT VIRTUAL BIOLOGY EXERCISE FOR THE DEVELOPMENT OF KEY COMPETENCES FOR LIFELONG LEARNING},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {106-113},
	abstract = {Natural sciences in Slovenia are not as popular as we would like them to be. Biology teaching and learning in great part consist of memorizing the facts and not so much of developing competences. Laboratory and field work are recognized as methods where students can achieve subject specific and generic competences, as recommended by different international organizations. Such key competences are mathematical competence and competences in science and technology, and digital competences. Although competences cannot be learned but have to be achieved, the task seems epical when students can hardly find computer supported didactical tools in their own language. 
On the Faculty of Natural Sciences and Mathematics virtual biology exercise Mendelian Genetics with a translational tool was developed. Teachers have the possibility to translate it into desired foreign language. Virtual exercise is interactive and encourages the critical thinking approach to reach the high level cognitive skills and development of different competences.},
	keywords = {Mendelian Genetics, simulations, virtual laboratory},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594542},
	author = {Miro  Puhek and Andrej  {\v S}orgo}
}
@article {446,
	title = {THE LEARNING PHYSICS IMPACT OF INTERACTIVE LECTURE DEMONSTRATIONS},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {120-129},
	abstract = {This paper deals with application of interactive lecture demonstrations (IALD) during lectures of general physics as a way for helping students to better understand functional dependences of physics phenomenon. IALD can be described as an active engagement learning environment in a lecture setting, where computer, sensors, interface and software of PASCO are used together with demonstration equipment. Demonstration results are projected on big screen using computer projector. Assumption {\textendash} observation {\textendash} explanation cycle is used during interactive lesson demonstration. During this study IALD was implemented into general physics (mechanics) course. Interactive demonstrations were given for students of Siauliai University faculty of Natural Science studying Ecology and environmental studies. Lectures were given in 2009 spring semester. The same course of kinematics and dynamics were lectured traditionally for students studying Applied biology. Multiple-choice test was used to determine impact of IALD to understanding phenomena of mechanics. It was state, that in those lectures, where IALD was used, achievements of students were better than those of students learning in traditional method. Using IALD students are motivated to be not passive observers, but active participants of education process. Students, who were studying in IALD group, positively valuated employment of interactive demonstrations in learning of physics. },
	keywords = {interactive demonstration, interactive lecture, learning physics, science education},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594545},
	author = {Violeta  {\v S}lekiene and Loreta  Raguliene}
}
@article {430,
	title = {LEARNING THROUGH TECHNOLOGY: A REPORT ON THE IMPLEMENTATION OF A {\textquotedblleft}NEW{\textquotedblright} E-LEARNING TOOL},
	journal = {Problems of Education in the 21st Century },
	volume = {23},
	year = {2010},
	month = {July/2010},
	type = {Original article},
	chapter = {146-157},
	abstract = {This article discusses an on-going pilot project for improving essay writing at Kristianstad University, Sweden. It presents a so-called boilerplate which has been designed for Master{\textquoteright}s-level English students. This e-learning tool is used as a cognitive tool that facilitates learning with as opposed to learning through technology. The boilerplate is part of a joint learning system (Kim \& Reeves, 2007) in which there are three equal participants in the learning process: the tool, learner, and activity.
 As technology is increasingly implemented in education, there is a need to understand pedagogical processes that not only take into consideration the student, but how the technology is used by the student. Our paper discusses the e-learning tool created at Kristianstad University, and looks at the first, preliminary results of its use in connection with pedagogical issues, usability, and interaction. },
	keywords = {boilerplate, cognitive learning tool, usability},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594600},
	author = {Jane  Mattisson and Teri  Schamp-Bjerede}
}
@article {440,
	title = {LITHUANIAN AND ESTONIAN STUDENTS{\textquoteright} ATTITUDE TOWARDS SCIENCE TEACHING/LEARNING METHODS: COMPARATIVE ANALYSIS},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {66-74},
	abstract = {A number of the latest investigations specify the necessity of improving science education at all levels of the education system. A decreasing interest in sciences is one of the most acute problems of present education. The purpose of this research is to analyse how students evaluate the current situation on using different teaching/learning methods and means in the process of science education. Research was carried out in Lithuania, Estonia and Latvia (Lamanauskas, Vilkonis, 2008). This article presents more exhaustive research results, which were obtained after carrying out comparative analysis between the respondents of two countries {\textendash} Lithuania and Estonia. It is very important to compare the evaluation, attitudes of the students belonging to the same region country, because earlier carried out researches show that in spite of common natural science education tendencies, rather significant differences exist between countries. It is believable, that they are predetermined by various educational approaches, teachers{\textquoteright} competence and other different reasons. },
	keywords = {learning process, science education},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594537},
	author = {Vincentas  Lamanauskas and Renata Bilbokaite and Irina Zhikina and Inna Portjanskaya}
}
@article {357,
	title = {LITHUANIAN AND LATVIAN STUDENTS{\textquoteright} ATTITUDE TOWARDS SCIENCE TEACHING/LEARNING METHODS: COMPARATIVE ANALYSIS},
	journal = {Problems of Education in the 21st Century },
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {55-62},
	abstract = {A number of the latest investigations specify the necessity of improving science education at all levels of the education system. A decreasing interest in sciences is one of the most acute problems of present education. The purpose of this research is to analyse how students evaluate the current situation on using different teaching/learning methods and means in the process of science education. Research was carried out in Lithuania, Estonia and Latvia (Lamanauskas, Vilkonis, 2008). This article presents more exhaustive research results, which were obtained after carrying out comparative analysis between the respondents of two countries {\textendash} Lithuania and Latvia. It is very important to compare the evaluation, attitudes of the students belonging to the same region country, because earlier carried out researches show that in spite of common natural science education tendencies, rather significant differences exist between countries. It is believable, that they are predetermined by various educational approaches, teachers{\textquoteright} competence and other different reasons. },
	keywords = {learning process, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399917272.pdf},
	author = {Vincentas  Lamanauskas and Renata Bilbokaite and Janis  Gedrovics}
}
@article {412,
	title = {LITHUANIAN STUDENTS{\textquoteleft} EXPERIENCES WITH TECHNOLOGY: SOME IMPORTANT ISSUES},
	journal = {Problems of Education in the 21st Century },
	volume = {22},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {64-75},
	abstract = {The role of ICT in education in whole and particularly in science education is very important topic. It is worth emphasizing that in recent years, a general degree of integrating ICT in the process of teaching has increased in Lithuania as well as in other countries. It is accepted that ICT makes the process of teaching/learning more effective and beneficial whereas the education system starts functioning faster. The development of ICT and the process of globalization determine alteration in the education system as well as in the whole society. The implementation of new technologies in the educational process raises new possibilities for both teacher and learner, enhances education quality and makes the educational process more versatile. The research {\textquoteright}Student and Computer-Based Technologies{\textquoteright} was conducted in January {\textendash} March, 2010. Research sample consisted of 663 respondents who were 1st year university students (freshmen). To analyze research data, the measures of descriptive statistics (absolute and relative frequencies, popularity/usefulness/necessity indexes) have been applied. It has been stated, that respondents have practically unlimited opportunities to use mobile phone, computer, internet and e-data mini storage device - USB stick. Relatively new and rather expensive digital technologies are barely used. The most useful information communication technology for the first year students while studying is compute. },
	keywords = {first year students, information communication technologies},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400515635.pdf},
	author = {Vincentas  Lamanauskas and Violeta  {\v S}lekiene and Loreta  Raguliene}
}
@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 {360,
	title = {ONLINE COURSE INSTRUCTIONAL DESIGN FROM THE PROFESSORS{\textquoteright} PEDAGOGIC KNOWLEDGE AND TECHNOLOGICAL SKILLS},
	journal = {Problems of Education in the 21st Century },
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {84-93},
	abstract = {The educational design of seven on-line courses was analyzed with the aim to relate the professors{\textquoteright} pedagogic knowledge and technological abilities with the course design. The courses already imparted where analyzed in the LMS where they were designed (Virtual U, Moodle and Virtual UABC). Assessments were carried out to evaluate the quality of the designs, also semi structured interviews and questionnaires were done to determine the professors{\textquoteright} knowledge and perceived abilities. The professors were selected looking to cover all the possible combinations among high (T) and low (t) technological abilities and high (P) and low (p) pedagogic knowledge. Seven courses were selected; two with professors who had high technological abilities and high pedagogical knowledge (TP); two with professors with high technological abilities and low pedagogical knowledge (Tp); two with professors with low technological abilities and high pedagogical knowledge (tP); and finally one with low technological abilities and low pedagogical knowledge (tp). The analysis showed no relationship between the coherence and structure of the course design with the professors{\textquoteright} technological abilities and pedagogical knowledge. Analysis of the interviews suggests that the most important element for a coherent and well structured educational course design is the professor{\textquoteright}s interpersonal relationships and the informal fellowship communications with experience in on-line education.},
	keywords = {pedagogical knowledge, technological skills},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399917485.pdf},
	author = {Lewis  McAnally-Salas and Gilles  Lavigne and Carolina  Armijo de Vega}
}
@article {403,
	title = {ORTHOGRAPHIC SKILLS AND TEACHING ORTHOGRAPHY IN LIGHT OF THE RENEWED ESTONIAN LANGUAGE SYLLABUS},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {170-184},
	abstract = {The National Curriculum is a document that prescribes the bases of teaching. All the issues in the National Curriculum are compulsory for each teacher. The issue of spelling skills in the curriculum has always had an active feedback, either positive or negative, among mother tongue teaching specialists in Estonia. Therefore, before starting the next curriculum reform, it is reasonable to analyze former versions and to research what is actually fulfilled or not in the real school life. 
The modern viewpoint of teaching spelling, described by keywords such as the usage of language and focusing on the text, is the basis of renewing the syllabus of mother tongue in Estonia. It means that orthography is taught and evaluated from the basis of informal teaching approach or in other words, by taking into account the language using situation and/or the language using purposes in teaching orthography. It has a clear and convincing scientific basis and ground, which is described also in the current article. 
Strong scientific ground and the results of studying the writing skills in students{\textquoteleft} independent pieces of writing gave a foundation to claim that the curriculum reform team in Estonia is on the right path. The results of the study also confirmed that orthographical skills and knowledge are acquired more effectively and consciously, when they are learned in the environment, where they are really needed or in other words, connected with the process of writing texts. The fact that the most frequently used words are written correctly even at the end of the first stage of compulsory school, makes it possible to draw more attention to teaching syntax, punctuation and writing different texts in different purposes at the 2nd stage of compulsory school. },
	keywords = {native language pedagogy, writing skills},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400136237.pdf},
	author = {Anne Uusen and Mare  M{\"u}{\"u}rsepp}
}
@article {398,
	title = {PARTICIPATORY DECISION MAKING IN SECONDARY SCHOOLS: CASE OF STUDENTS{\textquoteright} INVOLVEMENT IN MWALA DIVISION, KENYA},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {120-133},
	abstract = {The study was an investigation of the participation in decision making by secondary schools students in Mwala division, Mwala district. The purpose was to identify the key decision makers in Secondary schools and the extent to which students were involved in decision making as far as curriculum and instruction, students{\textquoteright} management and welfare, and school-community relations were concerned. The study was based on the Normative Model of Group Decision making. The study hypothesized that schools would largely involve students in decision making in order to avert major crises like school strikes.
 The study used data collected from three secondary schools randomly selected from 10 public secondary schools in Mwala division. A sample of 80 students was selected randomly to represent the schools. A descriptive survey research design was adopted for the study. Data were sourced from the students by use of a questionnaire. Data was analyzed by use of descriptive analysis techniques which involves frequencies, percentages, means and standard deviations.
 It was established that students participated least in decision making concerning curriculum and instruction, and students{\textquoteright} management and welfare but largely participated in making decisions concerning school community relations. More than 95\% of the students indicated that they would like to participate more in decision making.},
	keywords = {decision making, decision making process},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400135998.pdf},
	author = {David  Mulwa and Julius  Maiyo}
}
@article {383,
	title = {PECULARITIES OF INCLUSIVE EDUCATION IN CHILDREN{\textquoteright}S LEISURE TIME WITH SPECIAL EDUCATIONAL NEEDS},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {182-190},
	abstract = {The report shows on current problem of inclusive approach to leisure time education of children with special educational needs. The inclusion represents educational paradigm, which caused changes in traditional educational system. As it is signed in UNESCO 2006, it is inevitable to create inclusive environment, in order to bring opportunities for active connection into educational process for all children, gain education with appropriate quality level and successful integration in society. In report, we analyzed functions and principles of inclusive education in leisure time and some particularities of inclusive education in chosen organizations. There are also pointed out current problems and perspectives, based on inclusive education analysis in Europe.},
	keywords = {inclusion, integration in society, leisure time education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400135000.pdf},
	author = {Nada  Bizova}
}
@article {350,
	title = {THE PECULARITIES OF THE EXTRACURRICULAR ACTIVITIES OF PRIMARY NATURAL SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Editorial},
	chapter = {5-8},
	abstract = {The extracurricular activities of natural science education (EANSE) is one of the most significant fields of natural science education. The field hides inside numerous opportunities of choice. Whatever advanced natural science education is {\textendash} it omits the functions and do not provide the opportunities that could be offered by the EANSE. Teaching is not and cannot be limited only by classes at any stage of the educational system. Pupils gain new experience in the extracurricular activities that is very important to broadening of creativity and other properties relevant to modern life. The usage of the latest information technologies, communication and cooperation, group work, the change of ideas and a critical approach towards social reality are the greatest abilities of human being in a new century. School has to devote an exceptional attitude towards its development. Hence, the system of extracurricular activities should exhaustively be used as this is a place where schoolchildren can acquire knowledge and experience that cannot be obtained at school, i.e. different methods can be applied and the attitude that they are the users of nature as well as responsible for its evolution and protection can be fostered. It should be remembered that an affective value-based aspect is very important to the correlation with nature. It includes a need to feel concern about the environment, to communicate with nature and to feel being an integral part of it (Makarskaite, 1995).�
 The extracurricular activities of natural science education can be defined as a part of permanent education that should guarantee the complete development of pupils{\textquoteright} physical, psychical and emotional power. It is an excellent opportunity for pupils to improve their natural science education with a help of different coteries, arranged camps, actions, projects, etc. 
Thus, obviously, the extracurricular activities of natural science education in primary school are an influential field of pupils{\textquoteright} training that is extremely useful to fostering affective value-based relations with nature, to cherishing love for nature and respect for life. In general, the majority of children of this age realize the importance and significance of activities related to nature and this is the main point of the extracurricular activities of natural science education training. Also, there are a variety of ways to create extracurricular activities in science education area at a primary school. In every moment teachers should be ready to implement extracurricular activities in real school life. },
	keywords = {educational system, extracurricular activities, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399916909.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {468,
	title = {PERCEPTION OF LIFELONG LEARNING IN HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {26},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {42-51},
	abstract = {The paper is an empirical study based on questionnaires of 450 postgraduates{\textquoteright} students, and 30 teachers enrolled in different courses in Tirana University. It aimed to identify the problems and to find out some solutions to the problem focused on the wide availability of information and communication, which makes learning take place wherever and whenever it suits the student. The study highlights the way how education can be organized to ensure quality and lifelong learning. The study, based on the analysis of questionnaires, pointed out that it is considered as not efficient if lifelong learning is focused only on short-term requirements. The teacher educators had quite a number of concepts on lifelong learning, and their perceptions were concentrated on: 1) developing a range of skills; 2) being able to identify problems; 3) ways of tackling, finding and using information effectively; 4) understanding and extending ways of learning to gain and apply new knowledge.
 The paper is divided into two parts. Part one outlines the key issues related to the importance of lifelong education and part two analyzes lifelong learning approaches, conclusions and recommendations.
 The notion of learning society needs some theoretical and analytical potential which requires realization of a considerable work. There is a need for greater clarity in defining the meaning of the learning society, and for establishing criteria for interpretation. Learning continually throughout life is vital if we are to make informed choices about our lives and the societies in which we live. The strength of the idea of a learning society is a concept that needs to link learning process with the idea of a future society. It is necessary to link the theory of relationship between education and economic life and to draw upon understandings of human beings as active, and cooperative in the learning society. The different and differentiated personal development would contribute to better understanding and improved implementation of lifelong learning policies. Formal education needs to become more meaningful and relevant in its on-line application.},
	keywords = {innovation, lifelong learning},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594286},
	author = {Luljeta  Buza and Hektor  Buza and Elida  Tabaku}
}
@article {402,
	title = {PREDICTING STUDENT{\textquoteright}S SELF-COMPETENCE USING SCHOOL CULTURE FACTORS},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {163-169},
	abstract = {Numerous studies in educational psychology field investigate academic achievement as well as factors influencing it. Generally, these studies are addressed to cognitive factors but non-cognitive factors, also play an important role in academic success. Presented paper deals with identification the factors associated to students{\textquoteright} self-competence, specifically, sense of success and happiness. 224 public schools 9th grade (age 15-16) 5385 students (2655 girls and 2683 boys) were administered with the questionnaire consisted of several blocks: parents involvement in school life, class climate and school culture. Result shows that the best predictors for sense of success in school environment are: parent involvement in academic life, parent learning attitudes, their belief of child{\textquoteright}s success coping with academic problems, teaching style of teacher, specifically, problem based teaching. The best predictors for student sense of happiness are: student{\textquoteright}s self-perception of dealing with problem and involvement in learning processes. The study has implication for school teachers and experts of educational psychology. },
	keywords = {school culture, self-competence, sense of happiness, sense of success},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400136188.pdf},
	author = {Mzia Tsereteli and Khatuna  Martskvishvili and Ia  Aptarashvili and Tamta  Darsavelidze and Shorena Sadzaglishvili}
}
@article {365,
	title = {PREPARATION AND DEFENSE OF THE RESEARCH WORK OF STUDENTS: PROBLEMS AND SOLUTIONS},
	journal = {Problems of Education in the 21st Century },
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {128-133},
	abstract = {In the course of study in high school students write scientific papers, developing coursework, undergraduate, qualification, post-graduate works. Performance by students of research work (SRW) has specific features. Each type of research has a purpose. Almost - it complex usage of theoretical and practical solutions, the corresponding specific speciality. The main problems in carrying out research students are: lack of experience in conducting research, the difficulty in generating and processing of scientific information (SI) of speeches and prepare it for printing or the defense, etc. The studies were conducted in the Engineering Faculty of Rezekne Higher School during the academic year in the past 5 years. Follows up on research results ready for publication or protection. Revealed the complexity of the choice of subjects of research, analysis and synthesis of materials. Much of the information students are using Internet resources. In addition, a number of students showing disrespect for intellectual property, violating copyrights, quoting long texts (over 300 words). Recommendations are made for students and heads of scientific works to implement SRW in terms of training, protection, or print study works, dissertations (projects).},
	keywords = {defense of works, research work of students},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399917876.pdf},
	author = {Boriss  Jarinovskis}
}
@article {467,
	title = {PRE-SERVICE EDUCATOR ATTRITION INFORMED BY SELF-DETERMINATION THEORY: AUTONOMY LOSS IN HIGH-STAKES EDUCATION ENVIRONMENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {26},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {30-41},
	abstract = {This paper documents results of research regarding one pre-service educator{\textquoteright}s motivation to remain in the teaching profession at the secondary level. This qualitative research was based on semi-structured interviews and collaborative analysis between researcher and pre-service educator that included an iterative process of theory building informed by a pre-espoused theory treated as a secondary source of data. We present an instrumental case examined through the lens of self-determination theory (SDT), a theory of motivation shown to successfully inform a wide array of psychological data concerning human behavior and optimal functioning in a variety of social contexts but that, nonetheless, remains underutilized in the field of education. Applying this theoretical lens, we document the struggle that early educators may experience as a result of the felt loss of autonomy and volition with respect to the pedagogical competencies that teacher preparation programs help to instill. We provide recommendations for both teacher educators and school administrators hoping to secure educator success and retention in schools operating under strong teacher accountability mandates. We argue that self-determination theory is a powerful conceptual model that may inform and predict the experiences of others like our instrumental case subject working in similar environments, with our ultimate motive being the better preparation of aspiring educators{\textquoteright} in terms of their pedagogical savvy regarding professional realities.},
	keywords = {high-stakes testing, self-determination theory, teacher motivation},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594283},
	author = {Jana  Bouwma-Gearhart}
}
@article {470,
	title = {PRE-SERVICE STUDENT TEACHER PROFESSIONAL DEVELOPMENT: RESEARCH AND SERVICE-LEARNING},
	journal = {Problems of Education in the 21st Century},
	volume = {26},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {66-78},
	abstract = {Pre-service Biology student teachers completed a module/course on Research and Service-Learning as part of their professional development. This module expected of student teachers to take new actions in that they were to work with the lecturer and a manager from a community organization to conduct a Research and Service-Learning project. This paper reports on two student teacher groups experiences of the project. The research questions that drove this paper are: What were the pre-service student teachers{\textquoteright} experiences of their Research and Service-Learning project? An interpretive and qualitative approach was used. An action research case study methodology with document analysis, reflective journals and class discussions was used. The data collected was analysed using a descriptive case study, providing narrative accounts for each of the student teacher groups. The data reveal the emotional, cognitive and social dynamics that the student teachers experienced. The conclusion reached is that this project is an essential component for the professional development of any Biology pre-service student teacher, especially in the South African. It is essential in that the pre-service student teachers can address poverty, hunger, impact of HIV/AIDS and develop an understanding of the learners that they teach.},
	keywords = {pre-service student teachers, service-learning, student teacher professional development},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594301},
	author = {Angela James}
}
@article {413,
	title = {PRE-SERVICE TEACHERS{\textquoteright} FAMILIARITY, INTEREST AND CONCEPTUAL UNDERSTANDING OF SCIENCE PROCESS SKILLS},
	journal = {Problems of Education in the 21st Century },
	volume = {22},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {76-86},
	abstract = {This study explored pre-service teachers{\textquoteright} familiarity, interest, and conceptual understanding of science process skills. A sample comprised ninety one primary school pre-service teachers at a university in the Midwest of the USA. Participants were enrolled in two science education courses; introductory science teaching methods course and advanced science methods course. The introductory science methods course is mainly focused on developing science process skills among pre-service teachers while the advanced science methods course is focused on content and pedagogical knowledge. Data were collected through a questionnaire. Results showed that pre-service teachers had higher familiarity and interest levels in science process skills, but very poor conceptual understanding of the science process skills. Their incorrect definitions of science processes ranged from not having any idea to tautology. Moreover, most participants interchanged definitions of some science processes notably measuring and quantification; and predicting and inferring. The findings have implications for science teaching, learning and teacher education. },
	keywords = {conceptual understanding, science process skills},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400515680.pdf},
	author = {Simeon  Mbewe and Vivien  Chabalengula and Frackson Mumba}
}
@article {354,
	title = {PRIMARY SCHOOL TEACHER STUDENTS{\textquoteright} PERCEPTIONS OF TECHNOLOGY},
	journal = {Problems of Education in the 21st Century },
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {27-35},
	abstract = {Technology education in the Finnish comprehensive school is an integrated subject, {\textquotedblleft}Technology and the Individual{\textquotedblright} being one of the cross-curricula themes. It is accepted that students{\textquoteright} conceptions are related to their teachers{\textquoteright} conceptions. From the viewpoint of primary technology education and the development of primary teacher education, it is important to know teacher students{\textquoteright} perceptions of technology and technology education. This study focuses on how primary teacher students think about technology. Results showed that teacher students understand technology from quite a limited perspective, thinking that technology in their everyday life is mostly based on domestic appliances, computers and mobiles. Although the teacher students{\textquoteright} perceptions of technology were limited, their overall experiences towards it were positive. After the cross-curricula course, they viewed technology more broadly, understanding e.g. the history of technology, technological responsibility and its impact at the individual, social and global level. Emphasis was placed on the teacher students{\textquoteright} abilities to apply technology and use it with their pupils in their future teaching profession. Despite limitations, the study provides insight into teacher students{\textquoteright} perceptions of technology and it also contributes for further understanding in the area of cross-curricula themes.},
	keywords = {primary education, teacher education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399917102.pdf},
	author = {Sirpa K{\"a}rkk{\"a}inen and Tuula Keinonen}
}
@article {462,
	title = {PROBLEMS OF STUDY AND STIMULATION OF STUDENTS-PSYCHOLOGISTS{\textquoteright} CREATIVE POTENTIAL},
	journal = {Problems of Education in the 21st Century},
	volume = {25},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {151-161},
	abstract = {In the given work the problem of the vocational training of a psychologist, a teacher of psychology at the psychological faculty at the Institute of Economics and Management in Medicine and Social Sphere (Krasnodar) is investigated. The complexity of the given problem consists in the fact that a young expert being a teacher of psychology must be equally prepared both to the vocational psychological and the vocational pedagogical activity.
 The basic emphasis is made on the development of the creative personal potential of students which promotes efficiency of the future advisory, scientific and pedagogical activity of an expert.
 The longitudinal experimental psychological research of the professionally significant characteristics of students-psychologists and future teachers of psychology has been made. The indicators of dynamics of the creative personal potential of students from the 2nd to the 4th course at higher school have been studied. The innovative pedagogical technology of psycho-pedagogical support (PPS) of scientific practical activities (SPA) at the stage of introductory educational and pedagogical practice developed at the chair of psychology and pedagogics have been used as the influence tool.
 It is revealed and statistically confirmed that indicators for developing the creative potential level in the course of the professional formation of a student-psychologist at a stage of higher school education have positive dynamics connected with some features of psycho-pedagogical support of the training process.},
	keywords = {creative potential, the personality of a psychologist, vocational formation},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=924391},
	author = {Olga Logashenko and Lyudmila Lomakina}
}
@article {392,
	title = {THE PROCESS OF MULTICULTURAL EDUCATION IN A CENTRALIZED AND HOMOGENEOUS EDUCATIONAL SYSTEM},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {47-63},
	abstract = {Cyprus educational system which as of now could be described as homogeneous, centralized, and bureaucratic is going through a totally new experience since {\textquotedblleft}foreign language speaking{\textquotedblright} students are enrolled in public school classrooms. The high degree of homogeneity that existed so far has been dramatically decreasing the last few years. Individuals with different cultures, nationalities, languages, and religions enter the country for various reasons. The above changes are reflected in the country{\textquoteright}s school system as well. The study examines the current situation within the Cyprus educational system regarding the issue of multiculturalism. The formal, theoretical, and institutional framework of the multicultural education in Cyprus as it is included in the wider educational policy, and the implementation of the official philosophical outline are examined, interpreted and discussed. On the other hand, the informal theoretical framework of the multicultural education in Cyprus is examined, which includes things done based on teachers{\textquoteright} own will, effort, stimulus, and initiative, as well as based on their assumptions and beliefs. },
	keywords = {homogeneous educational system, multicultural education, multiculturalism},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400135650.pdf},
	author = {Nikleia  Eteokleous and Nikoletta  Christodoulou}
}
@article {376,
	title = {THE PROFESSIONAL COMPETENCIES OF THE 21ST CENTURY SCHOOL TEACHER},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {104-108},
	abstract = {According to the demands of many educational reforms, a teacher should not only be a provider of knowledge and skills, but also have a positive attitude towards innovations, feel the necessity for self-education, and adopt a student centered teaching approach. Teachers are expected to develop professional skills and always try to be "an effective model of competence" (Bruner, 1976). For example, an examination of education students found that the main emphasis in their preparedness was subject area knowledge. Students did not report a focus on the personality traits. This study reports data gathered from education graduates about their perceptions of the level and extent of professional competence experienced during their preparation. This study has been carried out to reveal the interaction quality between the professionally valuable competences and the consequences of teaching process. },
	keywords = {teacher preparation, teacher training},
	issn = {1822-7864},
	url = {http://oaji.net/pdf.html?n=2014/457-1400134439.pdf},
	author = {Ketevan  Kobalia and Elza  Garakanidze}
}
@article {373,
	title = {PROFESSIONAL DEVELOPMENT OF STUDY PROGRAM MANAGERS: TOPICALITY AND ESSENCE},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {71-79},
	abstract = {As today is the time of rapid changes, the activities of academic personnel become more and more complicated. This also refers to study program managers, who are the responsible persons for higher education study programs. 
Study program managers are not specially trained to manage study programs. It is usually assumed that anyone with enough academic experience and specific academic degree can become a study program manager and manage it through its existence. However, being a study program manager entails a wide range of different responsibilities which underlies a need for study program manager to possess many competences that a manager in any other organization or position should have - specific knowledge, skills, abilities and also -preferably- certain personal traits. Taking this relevant issue into account, a research was carried out in two Universities of Latvia, where both lecturers and study program managers were asked to fill in questionnaires in order to define a set of professional competences a successful and effective study program manager should possess. Besides, it was concluded that study program managers do need further education and training regards improving their competences and acquiring new ones. Not surprisingly, this need for further education was more stressed by the lecturers than by study program managers themselves. },
	keywords = {competences, professional development, study program manager},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400134293.pdf},
	author = {Daina Celma and Ausma Golubeva}
}
@article {353,
	title = {PROJECT ORIENTED CHEMISTRY INSTRUCTION AT A SLOVAK BASIC SCHOOL: LEARNERS{\textasciiacute}, TEACHERS{\textasciiacute}AND SCHOOL VISITORS{\textasciiacute}OPINION},
	journal = {Problems of Education in the 21st Century },
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {20-26},
	abstract = {The paper deals with an example of the project oriented instruction. The described school project "Healthy and Non-healthy Nutrition" ran at Basic School Jarok, Slovak Republic. In the first part of the article, authors analyze the theoretical background of the project instruction, its advantages, disadvantages, threads and limits. In the second part, the entire project is described. It is structured into two phases. The first one involves project work of pupils, i.e. searching, collecting, processing information on the topic; in the second phase results are introduced to other pupils, teachers and the public. The materials were presented in the form of workshop which was attended by both active participants (i.e. pupils working on the project and their teachers) and visitors (i.e. other pupils, teachers, parents and guests). The project covers five topics (Vitamins, Carbohydrates, Cereal products, Lipids, Drinks). Materials relating to each topic were presented by pupils in attractive ways at separate checkpoints, being supported by competitions and games. At the final checkpoint the feedback (participants{\textasciiacute} opinion) was collected from all participants and visitors in the form of questionnaires. They aimed at three groups: pupils, teachers and visitors. Totally 186 pupils, 27 teachers and 67 visitors participated in the project or attended the workshop. The questionnaires monitored the attractiveness of the project instruction for pupils and teachers, evaluated the suitability of the project method for teaching Chemistry and other subjects, etc. Generally said, the topic and method were highly appreciated by the participants and visitors, they supported motivation and created positive image of the school. The project instruction was recognized to be suitable for extended application in the future. },
	keywords = {opinions of learners, project oriented instruction, school climate, school project},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399917059.pdf},
	author = {Zita  Jenisov{\'a} and Martin  B{\'\i}lek and Mariana  {\v S}rankov{\'a}}
}
@article {414,
	title = {PROMOTING STUDENT LEARNING ACHIEVEMENTS IN CHEMISTRY BY USING THE TETRAHEDRAL SPATIAL MIND MODEL},
	journal = {Problems of Education in the 21st Century },
	volume = {22},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {87-98},
	abstract = {Students{\textquoteright} knowledge is the main resource for stimulating the development of each country. The results of international and national comparative studies in science show a tendency of a decrease of the level of students{\textquoteright} knowledge. The problem draws attention to the need to promote organization in teaching and learning and the use of progressive methodological approaches. The developed method, called the TETRA-method, is directed to the formation of connections among various phenomena, it was tested to ensure that students (grade 8-10) achieve stable knowledge, improve understanding and promote the students{\textquoteright} learning achievements if the method is used in learning chemistry. The students{\textquoteright} achievements were compared on different topics during the learning process. Obtained results of the research allow us to conclude that the use of the TETRA-method gives an option to raise the students{\textquoteright} knowledge level more frequently one level above the previous. The knowledge stability test showed that students{\textquoteright} knowledge becomes stable. Students{\textquoteright} learning achievements have a tendency to enhance by using the developed method.},
	keywords = {chemistry, teaching and learning method},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400515782.pdf},
	author = {Daina  Mozeika and Dagnija  Cedere and Janis  Gedrovics}
}
@article {415,
	title = {PSYCHOLOGICAL AND PEDAGOGICAL PROBLEMS OF DISTANCE EDUCATION FOR ADULTS},
	journal = {Problems of Education in the 21st Century },
	volume = {22},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {99-108},
	abstract = {Our main focus is to highlight the most important challenges in distance education aimed at adults: specific psychological challenges coming from adult development, the problems of quality and evaluation, and the effect particular distance education forms and their content (interactivity, salience, and multimedia additions) have on adult learning. In the opening section, theoretical grounds for how adults learn, treat learning, how they function in informational stress and in the role of a pupil are presented. This is than followed by the discussion of pedagogical aspects (motivation, self esteem etc) of results evaluation and didactical difficulties of planning high quality distance learning. Finally, a review of research results into how different types of material content affects adults{\textquoteright} perception and comprehension and how retention and transfer and influenced in effect. In the summary, we move on to discuss how b-learning (blended) and c-learning (complementary) could be employed in order to facilitate adult distance learning and propose research fields to explore in this area.},
	keywords = {adult development, adult education, educational psychology},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400515828.pdf},
	author = {S{\l}awomir  Postek and Maria Ledzi{\'n}ska and Jakub  Czarkowski}
}
@article {416,
	title = {PSYCHO-PHYSIOLOGICAL PRECONDITIONS FOR THE INDIVIDUALISATION OF TEACHING/LEARNING PROCESS FOR LEFTHANDERS},
	journal = {Problems of Education in the 21st Century },
	volume = {22},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {109-116},
	abstract = {One of the basic principles in organising educational (teaching/learning) process is individualisation, in other words - ensuring opportunities and environment for successful learning considering individual students{\textquoteright} personal characteristics. Approximately 10\% of our society is the so called left-handers - people with a dominant left hand. Obviously we encounter them at school, too. Left-handed children differ in the ways how they perceive information, analyse space and time, think and feel, i.e. in their psycho-physiological processes.
 Our work deals with research results obtained by means of psycho-physiological testing: e.g. the computerised DT (Determination Test) S1 version and MLS (Motor performance series) test from Vienna Test System. The acquired results reveal that left-handers differ from right-handers in such psycho-physiological aspects as attention distribution and stability, information perception and processing, reaction to conflict situations and reactive stress duration. The former also consume more oxygen while under pressure than the latter.
 The research results indicate that left-handers require an individual educational approach.},
	keywords = {functional asymmetry of brain hemispheres, lefthanders, right-handers},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400515875.pdf},
	author = {Gunita  Praulite and Viktorija  Perepjolkina and Juris  Porozovs and Daina  Voita}
}
@article {368,
	title = {RANKING OF SECONDARY SCHOOLS AND STUDENTS IN NATIONAL EXAMINATIONS: THE PERCEPTION OF TEACHERS AND STUDENTS},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {10-24},
	abstract = {The aim of the study was to investigate the teachers{\textquoteright} and students{\textquoteright} perception of ranking schools and students in national examinations. A descriptive survey design was used and secondary schools in Kakamega south district formed the study population. The sample frame consisted of 75 secondary schools stratified according to performance into low, average and top ranked categories. The sample size consisted of 36 schools (12 from each performance category) selected by simple random sampling and 252 respondents selected purposively from the 36 schools. Data collection instruments were questionnaires. Reliability was established by use of test retest technique. Most of the students and most head teachers approved of ranking while most of the teachers disapproved of ranking. Despite this stand on ranking, both the teachers and students felt that ranking should be improved and thus called for a system of assessment that encompassed all the aspects instead of focusing on academic performance only. This would ensure that ranking of schools and students did not glorify academic achievement at the expense of talent and other virtues. },
	keywords = {ranking, talent and virtues},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400133957.pdf},
	author = {Jane K.  Amunga and Maurice M.  Amadalo and Julius K.  Maiyo}
}
@article {379,
	title = {READING ACTIVENESS AND READING PREFERENCES OF THE 6TH GRADE STUDENTS OF BASIC SCHOOL IN ESTONIA},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {135-145},
	abstract = {Reading skills, reading interest, understanding of text and other aspects connected with reading have been researched quite a lot during the last decades in Estonia. A number of studies have reached the conclusion that basic school students in Estonia are rather good readers. However, teachers often claim that teenagers tend to read less and less and also in newspapers there are complaints about bad reading skills of youngsters. One of the reasons of the above mentioned attitude is that we tend to define the concept of reading differently and if somebody complains because of students{\textquoteright} low reading interest, he/she mostly refers to reading belles-lettres or fiction. 
Living in the 21st century demands much more from teenagers as readers than it did in the past century and many well-known reading researchers stress the need to be able to properly do our jobs, and simply, to live and manage an everyday life. In these two areas we need to be able to understand what all kinds of written messages are about.
 The content of the broader meaning of reading and the concept of reading literacy is discussed in the current article. Also an overview of the results of the study about reading activeness and reading preferences, the goal of which was to find out what kind of texts are authentic for the students and to start a larger study for analyzing the amount of time teenagers spend with reading, what they read etc., is given in this article. 
Based on the results of the study it became evident that students read quite a lot, but they rather read newspapers and magazines than belles-lettres or fiction. The most frequent texts that students read in the newspapers are news. Also comic strips, TV-programs and book reviews are read rather often. A positive finding was that a large proportion of students read belles-lettres quite often. 
The results of the conducted questionnaire provided the basis for improving and completing the questionnaire for a larger study as well as food for thought about broadening the assortment of reading materials for students and for making Estonian language lessons more pragmatic as well. },
	keywords = {reading activeness, reading literacy, reading skills},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400134678.pdf},
	author = {Anne Uusen}
}
@article {420,
	title = {REFINING A PROFILE OF ARTS EDUCATION PARTNERSHIPS ACROSS CANADA},
	journal = {Problems of Education in the 21st Century },
	volume = {23},
	year = {2010},
	month = {July/2010},
	type = {Original article},
	chapter = {20-29},
	abstract = {ArtsSmarts, a national arts education initiative, supports artists collaborating with teachers to implement arts instruction in partnership with school and community organizations. This study was undertaken after policy interventions were undertaken by the partners to refine 214 arts education projects across Canada. Findings indicate that the projects emphasized student exploration, creativity and arts integration across the curriculum, and teachers undertook an increased role in organizing and participating in the projects. Most projects were offered at single sites in urban settings, and projects were extended over the school term to increase their impact on learning. Visual arts was the most common arts discipline and grade five was the dominant grade level in which arts partnership projects occurred within the national arts program. },
	keywords = {artist/teacher collaboration, arts education partnerships, arts instruction},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594590},
	author = {Bernard W.  Andrews}
}
@article {372,
	title = {REFLECTIVE LEARNING MODELS IN THE CONTEXT OF HIGHER EDUCATION: CONCEPT ANALYSIS},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {58-70},
	abstract = {The article presents reflective learning models in higher education. While presenting the reflecting possibilities in teaching / learning in higher education, researchers refer to Kolb{\textquoteright}s model, which does not elaborate the reflection as an essential process and feature by applying it in higher education. The researchers view reflecting / reflective learning as a basic for successful learners{\textquoteright} activity analysis and learning from one{\textquoteright}s own experience. Research focus in the article is conceptual relationship between reflective learning models and context of higher education. The aim of research is to substantiate the relationship between reflective learning and context of higher education by comparing reflective learning models and illustrating possibilities of implementation of reflective learning in higher education. Research design: conceptual modeling. Method: conceptual analysis. Research outcomes: integration of models while organizing teaching/learning at the higher education enhances the interrelationship between learning experience and reflective activity. Reflective learning as a continuous educational process at the individual and collective levels encompasses the content, process, premises, and is an endless loopy process. Such process starts with reflection for action, orientation towards links of new information and continues with reflection in and on action.},
	keywords = {concept analysis, higher education, reflective learning},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400134170.pdf},
	author = {Remigijus  Bubnys and Vilma  {\v Z}yd{\v z}iunaite}
}
@article {442,
	title = {RESEARCH ON USING THE INTERNET IN CHEMISTRY TEACHING},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {84-94},
	abstract = {This article describes some of the results of a research that is mapping the use of the Internet and electronic materials in Chemistry teaching at grammar schools in the Czech Republic. The research was made in 2008 {\textendash} 2009 at the Faculty of Science of Palacky University in Olomouc. The main aim was to answer the question "What is the extent of the use of the Internet and electronic materials available on it in activities related to teaching Chemistry at grammar schools in the Czech Republic?" and, through this research, to acquire necessary information for preparation own chemical educational portal. It was a quantitative descriptive research; the research method was a questionnaire. The random sample included 50 Chemistry teachers from 50 different grammar schools in the Czech Republic (from total number of 368 grammar schools). Most of the teachers used in connection with teaching Chemistry the Internet and many different electronic materials; they used mostly free materials rather than paid and visited some web pages at least once a week. The vast majority used programs and services enabling basic work with the materials, chemical graphic programs were used just by a half of the respondents.},
	keywords = {electronic material, teaching},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594539},
	author = {Veronika  Mr{\'a}zov{\'a} and Luk{\'a}{\v s}  M{\"u}ller}
}
@article {429,
	title = {THE ROLE OF METACOGNITION IN C-LEARNING CURRICULUM},
	journal = {Problems of Education in the 21st Century },
	volume = {23},
	year = {2010},
	month = {July/2010},
	type = {Original article},
	chapter = {137-145},
	abstract = {The article provides the Reader with an extensive review of literature, both theoretical and empirical, concerning c-learning and it{\textquoteright}s possible content. Initially, the origins on c-learnign idea are reviewed, from the point of looking at the evolution of various forums of distance education over the Internet. Empirical results that led psychologists and pedagogues to consider c-learning as the answer to a majority of problems of traditional e-learning are presented, followed by a description of what c-learning currently is and what its main challenges are. Than, one of those challenges {\textendash} c-learning curriculum {\textendash} is considered and the path that led educational psychologists from treating instilling knowledge as the main aim of a teacher to treating training metaknowledge and metacognitive abilities as such is presented. Following that, the origins of the concept of metacognitive skills, the structure of those skills and their relation to cognitive functioning are discussed. Finally, the place metacognition should take in c-learning, and possibly all types of modern education paradigms (even traditional school), is considered, and the view presented is supported by a review of works from all fields involved in virtual schooling attempts: technology of education, educational and cognitive psychology and pedagogy.
},
	keywords = {c-learning, metacognition, modern school curriculum},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594599},
	author = {Maria Ledzi{\'n}ska and S{\l}awomir  Postek}
}
@article {460,
	title = {THE ROLE OF THE SCHOOL SOCIAL WORKER IN IMPROVING PUPIL{\textquoteright}S ACHIEVEMENT THROUGH A SYNERGISTIC PARENT-PUPIL-TEACHER CONTEXTUAL COMMUNICATION},
	journal = {Problems of Education in the 21st Century},
	volume = {25},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {122-137},
	abstract = {Pupil{\textquoteright}s level of achievement is enhanced by bridging the gap between learning spaces and facilitating the transfer of knowledge, behaviours, skills, values, preferences and understandings from one context to another. An important part in this process is the exchange of information between home and school through an improved parent-pupil-teacher communication assisted by the school{\textquoteright}s social worker. The research focus of this paper is to identify the challenges pupils face in relation to their learning spaces and to establish the role of the school social worker in improving pupil{\textquoteright}s achievement through a contextual communication model of maintaining the collaboration between family, school and community. The research methodology included (1) a questionnaire applied to 110 pupils from one Romanian high-school with ages between 12-15 years; (2) semi-structured interviews with social workers, school teachers, a school psychologist, educational experts and parents and (3) synthesis and comparisons of the psychological and didactical relations between pupils and the context studied. Using the results of the survey and the interviews, this research identified the areas of discrepancy between pupils and their learning spaces, and mapped the role of the social worker in improving pupils{\textquoteright} level of achievement and school adaptation. This mediator role is exemplified through an innovative synergistic model of parent-pupil-teacher contextual communication. },
	keywords = {contextual communication model, learning spaces, school achievement, school social work},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=924388},
	author = {Salomea A.  Popoviciu and Ioan  Popoviciu and Ioan  G. Pop and Daria  Sass}
}
@article {380,
	title = {RUSSIAN-ESTONIAN BILINGUALISM RESEARCH AND ITS PRACTICAL MEANING FOR ESTONIAN SCHOOLS},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {146-155},
	abstract = {The article deals with the researches done in the field of Russian-Estonian bilingualism for the modern period of Estonian life, comparing to the results drawn from the times when Estonia formed a part of the Soviet Union. The authors present the situation of bilingual students distribution in the Estonian-medium schools. The problem proved to be topical - the number of bilingual students in Estonian-medium schools has been growing. It means that methods of teaching Russian language for this people have to be modified. Within the research the data on amount of bilingual students in Estonian schools gotten from the Ministry of Education and Science has been specified. The questionnaire was sent to all Estonian schools, and the received data were processed and systematized according to the regions and levels of study, which enabled to present the distribution of Russian-Estonian bilingualism in Estonian-medium (with Estonian as a language of instruction) schools. The data on using Russian in the families of the students were also received.},
	keywords = {bilingualism, mother tongue, Russian-Estonian bilingualism},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400134755.pdf},
	author = {Natalia  Zamkovaja and Irina  Moissejenko and Natalia  Tshuikina}
}
@article {394,
	title = {THE SAME LESSON IN TWO DIFFERENT CULTURES {\textendash} WHAT DIFFERS AND WHAT IS THE SAME? A LEARNING STUDY ON READING COMPREHENSION IN SWEDEN AND HONG KONG},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {71-82},
	abstract = {This project is about the relationship between what happens in the classroom and what the students learn from reading. We have found that what the students learn may differ in different classes radically even if the school resources are the same, learning is organized in the same way, even if the students are equally capable and motivated and even if the teachers are equally well educated and experienced. We have found that radical differences in what the students learn frequently originate from differences in how the content of learning is handled, structured in the interaction between teachers and students. Such differences have to do with what is made possible for the students to discern, to notice, to become aware of, through what is said, what is exemplified, what commonalities and what differences are brought out by means of discernment, simultaneity and the systematic use of variation. The study is a comparison between how reading comprehension is taught in two different cultures, Sweden and Hong Kong. The same lesson, developed and designed in Hong Kong, and content is given to three school year four-classes in Sweden and one school year-four class in Hong Kong, in the learning study model. The results show the similarities and differences between the learning outcomes, but also the similarities and differences in how the teachers offer the students to experience the object of learning and what implications this have on the student{\textquoteleft}s results. The results show how powerful the design of the lessons is independent of the different cultural settings. 
},
	keywords = {learning study, reading comprehension, variation theory},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400135760.pdf},
	author = {Mona Holmqvist and Per-Ola  Holmquist and Wai Ming  Cheung}
}
@article {396,
	title = {SCHOOL AND FAMILY COOPERATION MODELS FOR REDUCING SOCIAL PROBLEMS AT BOARDING SCHOOL},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {96-108},
	abstract = {The task of this report is to analyze the opportunities of cooperation between school and family by considering several models of cooperation. The work specificity is connected with circumstances, created by the economic crisis and the specificity of boarding school in work with social risk group{\textquoteright}s pupils and their parents.
 The research is carried out within the framework of Doctoral Thesis {\quotedblbase}Holistic approach during process of socialization of social risk group pupils{\textquotedblright}. The report analyses the legislation of the Republic of Latvia, being related to social problems, child{\textquoteright}s rights and parents{\textquoteright} duties, and offers triangular model SCHOOL - NGO - FAMILY, which is pointed towards direct cooperation between school, NGO and family.},
	keywords = {boarding school, social exclusion, triangle model of cooperation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400135899.pdf},
	author = {Velta  Lubkina and Inese  Patapova}
}
@article {362,
	title = {SCIENCE EDUCATION AND STUDENTS WITH INTELLECTUAL DISABILITY: TEACHING APPROACHES AND IMPLICATIONS},
	journal = {Problems of Education in the 21st Century },
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {103-112},
	abstract = {This literature review aims at discussing current educational perspectives in the specific field of science teaching to students with mild to moderate intellectual disability. The present critical approach focuses on the availability and appropriateness of teaching methods and learning strategies that might effectively support science education of students with intellectual disability, given the cognitive characteristics, the learning difficulties and competencies of these students, the particular academic and learning skills associated with the acquisition of science concepts, and finally the perspective of promoting the access of students with intellectual disability in the general educational programs. Discussion of the evidences reveals a complex picture, which suggests further empirical verification of the research findings specifically in regard to the inquiry learning method and its implementation on science teaching to students with intellectual disability. Given the implementation of the appropriate instruction methods and learning strategies, science education and even more inclusive science education with an emphasis on hands-on activities and real life experiences could yield benefits, at least for students with mild to moderate intellectual disability, related to their everyday functioning in the context of functional academic skills acquisition. },
	keywords = {intellectual disability, science education, teaching methods},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399917637.pdf},
	author = {Panayiota  Stavroussi and Panagiotis  F. Papalexopoulos and Dionisios  Vavougios}
}
@article {364,
	title = {SCIENTIFIC LITERACY, PROBLEM BASED LEARNING AND CITIZENSHIP: A SUGGESTION FOR GEOGRAPHY STUDIES TEACHING},
	journal = {Problems of Education in the 21st Century },
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {119-127},
	abstract = {In this paper we will present a part of our thesis: a proposal of problem based learning inside the Geography teaching as an alternative way to the scientific literacy and the citizenship. The research was developed under the context of Elementary School and the Middle School I and II teacher training, and it can contribute to a higher and wider reflection on propositions to the improvement of pedagogical practices and the learning of scientific concepts. This proposal can allow a link between practice and theory: help to organize classes, not just emphasizing the content, but the learning of some scientific concepts and, at the same time, the abilities and proceedings linked to different areas of knowledge. Scholars dealing with teaching (Lambros, 2002; Leite \& Esteves, 2006, and others) have been showing that this methodology enable the students a more independent and meaningful learning of scientifical concepts, helping them to develop the competencies and abilities linked to the logical reasoning and cooperation. We will present two different cases to discuss if this methodology can allow an integrated learning process and if they contribute to an improvement of the teaching. },
	keywords = {geography teaching, problem based learning, teacher training},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399917778.pdf},
	author = {Jerusa  Vilhena de Moraes and Sonia  Vanzella Castellar}
}
@article {363,
	title = {SCIENTIFIC LITERACY: PROBLEMS OF SCIENCE EDUCATION IN BULGARIAN SCHOOL},
	journal = {Problems of Education in the 21st Century },
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {113-118},
	abstract = {This article presents the results of a theoretical study, which purpose is to identify opportunities to update the learning process. Subject of study is the formation of scientific literacy among students in Bulgarian schools. 
Our study has two aspects: scientific literacy in the normative documents regulating the teaching of science in the Bulgarian school; approaches, methods and tools for the formation of scientific literacy. The analysis of normative documents is discussed in relation to scientific knowledge and scientific processes for the formation of scientific literacy among students in secondary schools in Bulgaria.
 Need for changes in science teacing is discussed in terms of: the choice of approaches, methods and tools for the formation of scientific literacy among students, the creation of appropriate tools, including questions and problems, case studies pertaining to specific situations and require event critical attitude towards the statements and opinions expressed and decisions on important life issues, creating the right environment in which students work together as active learners and that could lead to the development of student{\textquoteright}s knowledge necessary for life.},
	keywords = {biology education, chemistry education, scientific literacy},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399917711.pdf},
	author = {Yordanka  Stefanova and Maria  Minevska and Svetla  Evtimova}
}
@article {397,
	title = {SOCIAL CHALLENGES FACING HEADS OF SCHOOLS IN THE PROCESS OF ENACTING THE CHILDREN{\textquoteright}S ACT (2001)},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {109-119},
	abstract = {Education has been identified as a tool for fostering the development of knowledge, skills, attitudes, values and ideals necessary for individuals to play a productive role in any society. The signing of the various global policy frameworks such as the 1998 United Nations convention on the rights of the child (CRC), the 1990 Jomtien world conference on EFA, the 2000 world education forum (Dakar, Senegal) and the 2000 Millennium Development goals (MDGs) demonstrated the commitment by governments to the well being of children. In regard to this, Kenya fully implemented FPE in 2001 and also partially free secondary education in 2008.
 However, there are social challenges facing the management of schools in the wake of the craze to achieve high mean scores which go against the rights of children as stipulated in the Children{\textquoteright}s Act (2001) and in turn affect retention and participation of the children in education. Overemphasis on the cognitive aspect of education, while overlooking the other potentials that a child has, leads to discriminatory acts that may hinder full participation of a child in education.
 This study therefore sought to identify the social challenges facing heads of schools in the enactment of the children{\textquoteright}s rights and also establish ways of dealing with the challenges identified.
 A case study methodology was used to achieve in-depth and detailed information. The study was carried out in Bungoma East District of Western Province where 10\% of secondary schools were purposively sampled. The research tools employed included; questionnaires, interview schedules and focus group discussions (FGD) to collect information from students, Heads of departments (Guiding and counseling), Heads of schools and District quality assurance and standards officers (DQUASO). Data was analyzed both qualitatively and quantitatively. Descriptive analysis was used to report the results of the data.
 The study found out that Principals and DQUASO (District Quality Assurance and Standards Officer) were aware of the children{\textquoteright}s Act and policy on repeating but societal expectations and school policies made it impossible to implement the same. Of the teachers sampled, 72\% were aware of the children{\textquoteright}s Act but upward job mobility influenced their position as regards acts of discrimination in education. Only a small percentage (13) of the children sampled were aware of their rights yet they did not understand that acts of humiliation as regards achieving of low grades in examinations were actually acts of discrimination that goes against their rights in education.
 The study too found out that there is no serious follow up by the government on the implementation of the policy on repeating and the enactment of the children{\textquoteright}s rights 2001. Parents seem to stand on the fence helplessly as their children go through acts of humiliation with regard to their grades in examinations. The study recommends the government to endeavor to implement to the fullest both the children{\textquoteright}s act, specifically in education and the policy on repeating in schools in order to seal the gaps that allow for discriminatory acts in the school system.},
	keywords = {enacting, social challenges},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400135955.pdf},
	author = {Julius  Maiyo and Joan Owiye and Caroline R.  Nandi}
}
@article {421,
	title = {SOCIAL INFLUENCES ON THE STUDYING OF MATHEMATICS BY BLACK SOUTH AFRICAN LEARNERS},
	journal = {Problems of Education in the 21st Century },
	volume = {23},
	year = {2010},
	month = {July/2010},
	type = {Original article},
	chapter = {30-40},
	abstract = {This study sought to explore how social factors influence learner{\textquoteright}s Mathematical development. The respondents were selected according to a mixed method approach, where the dominate approach was quantitative method. The study was undertaken in was one science college in East London. Data analysis was with the aid of both descriptive and inferential statistics. Independent variables for this study were grouped into: (i) characteristics of mathematics achievement (MA) and (ii) characteristics of MA members. Results revealed that the social variables significantly predicted learners{\textquoteright} mathematics achievement. These were status of parent, duration of parental ship, parents{\textquoteright} attendance at school meetings. Other significant predictors included financial and material contributions to learners from parents. },
	keywords = {mathematics education, social influence, South Africa},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594591},
	author = {Anass  Bayaga and Xoliswa  Mtose and Kofi Poku  Quan-Baffour}
}
@article {433,
	title = {SOME GENERAL TRENDS WITHIN THE DEVELOPMENT OF MODERN NATURAL SCIENCE AND TECHNOLOGY EDUCATION IN THE BEGINNING OF 21ST CENTURY},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Editorial},
	chapter = {5-7},
	abstract = {As a result of tremendous development of science and technology our modern life has become very complex. Diversity and speed has become the main characteristics of our life today. Actual changes in life always are followed by corresponding changes (reforms and transformations) in education, because education means specially organized gaining of life experience for life. Life experience {\textendash} it means not only knowledge, not only knowledge and skills, but all together knowledge, attitudes or values and skills (Broks, 2010). Education as a process of gaining life experience includes not only traditional learning/teaching, but also development of corresponding value orientation {\textendash} attitudes. This note is very important today when globalization processes have initiated a loss of clear value orientation for future development of human{\textquoteright}s life on global as well as on local scale. World needs more clever and honest people tomorrow when we have today.
 All mentioned above actual activities in our life and education needs study and conscious use of systems thinking. There are many gaps all around us separating parts of the whole what results in low effectiveness as well as efficiency of many our life activities. The problem of bridging these gaps has become actuality. Modern systems theory as theory of systems thinking is an effective tool when solving complex problems not only in natural and technical sciences, but also in sociology and humanities (Broks, 2010; Sterling, 2003; Agoshkova, 2010; Давидов, 2008; Wilber, 2007). Systemology as applied theory of systems theory within definite branch of our life seams to be very perspective tool to manage many sophisticated situations. Systemology of Education is just one example of such practical use of general systems theory for solving corresponding complex social problems (Broks, 2010). 
World globally and locally needs clever and honest people {\textendash} good luck to all of us when developing corresponding theory and practice of education as life experience for life in the 21st century!},
	keywords = {modern education, science and technology, science education},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594526},
	author = {Andris Broks}
}
@article {381,
	title = {STANDARDS FOR FIELD EVALUATIONS OF MODIFICATIONS TO EDUCATIONAL SETTINGS},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {156-169},
	abstract = {It is often not possible to realize ideal evaluation standards when it comes to evaluating modifications to educational settings. In this article theoretical and practical problems in the evaluation of modifications in educational settings are discussed. Based on these considerations the ENDIT model of evaluation is presented. It comprises five minimal standards necessary for a convincing evaluation: 1) effect establishment, 2) control of the novelty effect, 3) discriminant validation, 4) superiority over compared to implicit control groups, and 5) time-delayed control group. The five standards are explained and their utility for research is demonstrated, by way of an example, through the evaluation of a visualization tool that was introduced in order to increase participation in an e-mentoring community. Participants in the investigation comprised 231 female high-school students participating in the e-mentoring community CyberMentor that aims at increasing interest and participation in STEM (Science, Technology, Engineering, and Mathematics). },
	keywords = {e-mentoring, evaluation standards, online community},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400134830.pdf},
	author = {Albert  Ziegler and Diana  Schimke and Heidrun  Stoeger and Peter  Merrotsy}
}
@article {369,
	title = {STATISTICS \& PROBABILITY EDUCATION IN SOUTH AFRICA: CONSTRAINTS OF LEARNING},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {25-35},
	abstract = {The purpose of this empirical study was to investigate the difficulties of learning statistics and probability amongst students pursuing Postgraduate Certificate of Education (PGCE) programme in University of Fort Hare in South Africa.
 The approach was a mixed method, sampling 43 students, in which case a quantitative analysis (RM-ANOVA, RM-MANOVA \& ANCOVA) dominated to test four propositions.
 The findings revealed four conclusions: (1) students receiving deliberate instruction in how to solve problems do become better and are able to {\textquoteleft}think statistically{\textquoteright} (2) there was good reason to suggest that students{\textquoteright} level of specific mathematics skills impact on their statistical ability (3) in contrast, there was not enough supporting evidence to suggest that students{\textquoteright} intuitive notions of probability does get stronger with age and lastly (4) efficacy of computers in guiding design of instruction is an important component of statistical learning.
 Most important implication of the study was that the use of strategies to improve students{\textquoteright} rational number concepts and ratio/proportion reasoning assists to recognise and confront common errors in students{\textquoteright} statistical and probability thinking.},
	keywords = {mathematics learning, South African education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400134002.pdf},
	author = {Anass  Bayaga}
}
@article {355,
	title = {STRATEGIES AND TECHNIQUES OF QUESTIONING EFFECTUATING THINKING AND DEEP UNDERSTANDING IN TEACHING ENGINEERING AT ESTONIAN CENTRE FOR ENGINEERING PEDAGOGY},
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {36-45},
	abstract = {Questioning is one of the essential teaching strategies or basic skills of teaching engineering, ensuring that all students learn as much as possible, think critically and acquire deep and thorough understanding of the topics they study. The role of teaching is to bring the knowledge to consciousness by asking questions. In the present article research findings are cited about questioning. Reasons are listed why sufficient wait time is important, appropriate questioning behaviours are described, examples are provided of different levels of questions and questioning practices to avoid are presented. Questioning procedures are described. The basic questioning strategies and prompting techniques used at Estonian Centre for Engineering pedagogy are described in the article. It is also discussed how questioning can create a dynamic learning environment in teaching engineering, based on the practice of Estonian Centre for Engineering Pedagogy.},
	keywords = {deep understanding, engineering education, questioning strategies},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399917156.pdf},
	author = {Hants  Kipper and Tiia R{\"u}{\"u}tmann}
}
@article {395,
	title = {STUDENT{\textquoteleft}S PERCEIVED ROLE IN SCHOOL REALITY},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {83-95},
	abstract = {Low satisfaction with school expressed by Estonian students has inspired the author to ask what is the influence of everyday school conditions upon young people{\textquoteright}s world of experiences. The author concentrates on the question how students perceive the school institution{\textquoteright}s attitude to them and discusses about educational effects of these attitudes. Theoretical background of the approach is in existential phenomenology and its conception of man whose being actualises through different situations. Connected with that the part of the question mentioned above is: How cares the forming person about his or her being in school situations? The students{\textquoteright} reflections how they are valuated by school were studied using semi-structured open questions. The research was focusing to the questions how is own meaning to the school perceived and how does school notice student as a subject. The answers were analyzed by phenomenological experience-studying method. The research results showed that school attitudes to students instrumentally and superficially.
 It was found that students perceive that the school sees them first of all as role fulfillers and that they cannot trust school in problems connected with them as human beings. Students, however, perceive that they have a certain amount of opportunities to change school as well. },
	keywords = {school experiences, school reality, situational self-concept},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400135853.pdf},
	author = {Tiiu Kuurme}
}
@article {472,
	title = {A STUDY OF INVOLVEMENT OF CAREGIVERS IN CHILDREN{\textquoteright}S PLAY IN KIGALI, RWANDA},
	journal = {Problems of Education in the 21st Century},
	volume = {26},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {90-102},
	abstract = {This paper was based on survey research design that aimed at examining caregivers{\textquoteright} involvement in children{\textquoteright}s play in Rwanda. Random sampling technique was used to sample out 89 respondents from 4 different locations. The sample of the study included 40 caregivers, 40 children and 9 social workers in Compassion assisted projects. Compassion is non profit making organization. Data was collected through interview schedules and observation. The findings revealed that the most important variables that influence the perceptions of caregivers were the age of children and education background of caregivers. Majority of caregivers were more favourable to children{\textquoteright}s play, especially those children at a younger age. However, caregivers reported that as children grow older, they should take domestic chores and school work seriously rather than spending time in play. The more caregiver had formal education, the higher the likelihood that one would have a positive attitude toward children{\textquoteright}s play. Besides, the gender of children, age and also, the gender of caregivers were found to be less significant factors. This study has concluded that the more caregivers were knowledgeable on the importance of play, the more they were willing to facilitate children{\textquoteright}s play and the more they actively encouraged children to participate in play.},
	keywords = {emotional development, formal education, intellectual development},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594307},
	author = {Peter  Odera and Rossette K.  Murigande}
}
@article {466,
	title = {A STUDY ON HOW THE USE OF ICT IN TRAVELLING PERIODS INFLUENCES ROMANI STUDENTS{\textquoteright} ATTITUDES TOWARDS SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {26},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {19-29},
	abstract = {In 1998 Norway ratified the Council of Europe{\textquoteright}s Framework Convention for the Protection of National Minorities, and in1999 the Romanies and four other minorities obtained the status of a national minority group The Romanies have lived in Norway for hundreds of years. But the assimilation policy was hard and lasted for more than hundred years with the aim to assimilate and eradicate differences from what was perceived as the "Norwegian". The school has been an important part in this assimilation policy. Although we can see a different political climate marked by multiculturalism, acceptance of diversity and greater understanding of minority groups today, the culture and history of the national minorities has been, and still remains absent from school. And still many students of Romani families drop out of school without any exams when they are 13-14 years old. In this article a developmental project with the aim to make a better school situation for Romani students is examined concerning an attempt using ICT in the travelling periods. The use of laptops have made changes in the relational and communication patterns connected to an intercultural understanding, but many pupils still drop out of school before ending the compulsory school.},
	keywords = {adapted learning, ICT as communication tool, intercultural education},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594279},
	author = {Anne  Bonnevie Lund}
}
@article {371,
	title = {THE SUCCESSFUL INTEGRATION OF FOREIGN-BORN INSTRUCTORS IN THE ACADEME: LESSONS FROM ISRAEL{\textquoteright}S LARGEST PUBLIC COLLEGE},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {44-57},
	abstract = {Similarly to other industries, the academic world has increasingly become a {\textquoteright}global village{\textquoteright}, in which foreign-born instructors constitute a large proportion of university faculty. Most studies on foreign-born faculty members have documented various difficulties in the integration of foreign-born instructors in academic institutions. This paper presents data indicating the successful integration of foreign-born instructors in Israel{\textquoteright}s largest public college, and identifies the factors that contributed to this success. Data are based on several measures used to assess faculty members on an annual basis in teaching, research, administration, and community service. Linear discriminant analysis (LNA) was performed to examine whether faculty assessment scores distinguish between Israeli-born and foreign-born instructors. Findings show that foreign-born instructors have become successfully integrated in the institution. Four complementary explanations for their successful integration are proposed. We conclude with a discussion of managerial implications for institutions seeking to diversify their staff and successfully integrate foreign-born instructors FBF in higher education institutions. },
	keywords = {faculty assessments, foreign-born instructors, social networks theory},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400134115.pdf},
	author = {Ya{\textquoteright}arit  Bokek-Cohen and Nitza  Davidovich}
}
@article {361,
	title = {SUSTAINABLE STRATEGIES IN MECHATRONICAL EDUCATION AS VOCATIONAL TRAINING ENVIRONMENT},
	journal = {Problems of Education in the 21st Century },
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {94-102},
	abstract = {Education and training with specific procedures and techniques are crucial in continuously economic and social changes. The vocational educational training systems (VETS) together with industry are confronted with the need to develop theoretical sequences integrated with practical learning sequences, as well, all participants being determined to acquire key competences and update their skills as a continuous process throughout their lives. These objectives can be achieved only by sustainable long term effort raising skill levels with lifelong learning and knowledge triangle, education, research and innovation strategies. The VETS have to contribute efficiently and equitable to the modernization of education at all levels. Lifelong learning is imposed as a necessity in the new emergent knowledge based economy, supporting creativity as a contextual innovative process enabling full economical and social participation, teachers and trainers been challenged by a lot of problems. Technology education holds the potential for teaching all the people involved in the VETS as lifelong learning apprentices to get ability in problem solving, being considered as only logical system based on a new, synergistic education. The new profession, mechatronician, as a technology education job profile, has to be made more attractive, only the quality of teacher education being able to influence the performance of the apprentices.},
	keywords = {knowledge triangle, lifelong learning, synergistic signification, vocational educational training systems},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399917568.pdf},
	author = {Ioan  G. Pop and Vistrian Maties}
}
@article {358,
	title = {TEACHING CHROMATOGRAPHY IN SECONDARY SCHOOL -  AN INVESTIGATION CONCERNING GRADE, CONTEXT, CONTENT, EXPERIMENTS AND MEDIA},
	journal = {Problems of Education in the 21st Century },
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {63-69},
	abstract = {This investigation focuses on how one of the best established and most efficient methods for the separation of substances {\textendash} chromatography {\textendash} is taught in secondary school. A questionnaire-based study with teachers (N=76) was used to get a first glance at the situation in schools. The results show that various chromatographic techniques (PC, TLC, GC, HPLC) are taught in secondary school using different context settings. All teachers use paperchromatography as a students{\textquoteleft} experiment analyzing e.g. colour pens in 7th grade. A far less amount of teachers cover more complex techniques such as gas chromatography e.g. in 12th grade. A detailed insight was attained by analyzing 37 chemistry lessons of 18 classes in 7th grade. It could be shown that a broad variety of experiments, remarkable differences in the use of scientific concepts to explain how chromatography works and in the application of media occure.},
	keywords = {adsorption, chromatography},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399917392.pdf},
	author = {Julia  Lorke and Katrin  Sommer}
}
@article {351,
	title = {TEACHING ENGINEERING SUBJECTS USING MATLAB},
	journal = {Problems of Education in the 21st Century },
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {9-14},
	abstract = {A required course on programming in MATLAB has been included in the undergraduate programs at Ariel University Center of Samaria since 2000. In the Department of Civil Engineering, students attend a one-semester course in MATLAB in the first year of the program. The course syllabus includes 26 hours of lectures and 26 hours of tutorials. The students learn elementary mathematical commands, functions for vector and matrix operations, logic operators, methods for solving systems of linear equations, graphics, symbolic operations, input-output functions, and other operations. In the MATLAB course, which is taught by a faculty member of the department, students master the methodology of using MATLAB for solving real engineering problems. Throughout their undergraduate studies, students apply their skills in programming to topics related to structural engineering subjects. MATLAB has proved itself to be a very effective tool in the educational process because it offers a simple and powerful tool for analyzing and visualizing results of numerical simulations and measurements. Its universality allows easy understanding of complicated processes in different fields of engineering, forming a basis for greater success in education.},
	keywords = {engineering education, MATLAB},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399916954.pdf},
	author = {Nitza  Davidovich and Yutri  Ribakov}
}
@article {423,
	title = {TESTING THE PROGRAMMING KNOWLEDGE AND SKILLS IN ELECTRONIC ENVIRONMENT},
	journal = {Problems of Education in the 21st Century },
	volume = {23},
	year = {2010},
	month = {July/2010},
	type = {Original article},
	chapter = {51-59},
	abstract = {Using of modern concepts based on information and communication technologies is still growing and also educational organizations must react on this situation. It requires effective approach in control, teaching and testing process. Classification usually follow-up to testing process is very sensitive phase of the learning process and it is necessary to ensure the greatest possible fairness and objectivity. Assessment of programming knowledge and skills is especially challenging task. To ensure the objectivity of the assessment, it was necessary to proceed to develop a unified system, at least in the case of testing knowledge of the theoretical part. The paper presents the model of computer-aided knowledge testing with regard to the content of programming subjects. We developed and implemented model using the standard quizzes in electronic environment Moodle. It is considered such as the most accessible environment alternative for educational organizations. The research outcomes show that the elaboration of the content into the thematic areas of the model, and specification of their objectives are reasonable. Positive perception of electronic testing is clear, but contrary the students prefer combine form of testing, where teacher still plays the essential role.},
	keywords = {automated assessment, LMS Moodle, on-line testing},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594593},
	author = {Martin  C{\'a}pay}
}
@article {400,
	title = {TRANSDISCIPLINARY APPROACH ON KNOWLEDGE PRODUCTION IN FAMILY AS COMMUNITY OF PRACTICE},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {141-152},
	abstract = {This paper presents a new perspective on family as a possible community of practice using a transdisciplinary approach and the search window methodology with top-down and bottom up levels of knowledge. In a family as community of practice communication is facilitated by a flexible accessible structure (mutual engagement) between parents to children (top-down perspective) and children to parents (bottom-up perspective). In this mutual inform-action process parents through the mechanism of authority and collaborative relationships encourage learning as a central aspect of children{\textquoteright}s identity shaped by family participation. The children, through the mechanism of apprenticeship learn through sharing information and experiences. This process of mutual engagement leads to a shared understanding (joint enterprise) and new resources (shared repertoire) which are the building blocks of a community of practice. },
	keywords = {community of practice, mutual engagement, shared repertoire},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400136084.pdf},
	author = {Ioan  G. Pop and Salomea A.  Popoviciu and Ioan  Popoviciu}
}
@article {375,
	title = {TWO COMPLEMENTARY ASPECTS OF CONTEMPORARY VOCAL PEDAGOGY},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {93-103},
	abstract = {Increasing competition among musicians on the contemporary scene means additional requirements in terms of preparing of versatile and competitive singers, i.e. students who have acquired stable and high-level technical skills and who cope with the competitive environment. Therefore the additional ability of the voice teacher emerges: that is to support the student emotionally in the lesson, and equip the student with knowledge to deal with performance anxiety. 
Semi-structured interviews were conducted with seven eminent voice teachers and interviews with an ad-hoc-designed questionnaire were conducted with the students of classical singing at the Estonian Academy of Music and Theatre (14), at the Tallinn Georg Ots High School of Music (13), and with the singers of the Estonian National Opera choir (30). The five-point balanced Likert scale was used in the questionnaire. The collected data were subject to statistical analysis. Cluster analysis was applied to those correlations in the obtained data, which were statistically significant (p<0.05). 
Analysis of interviews and answers to the questionnaire demonstrated that besides to the training of technical skills, attention must be paid to the psychological training of classical singers. Results demonstrate that younger students tend to expect more care from their teachers than their older counterparts. Almost all of the respondents are willing to obtain more knowledge about how to learn to cope with stress. The voice teachers admitted that the majority of their students have problems with performance anxiety. Educational institutions which prepare music performers, including classical singers, have to ensure that their students achieve a high level of technical skills and that they have the necessary mental skills to deal with the performance situation.},
	keywords = {performance anxiety, vocal pedagogy, voice production},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400134397.pdf},
	author = {Vaike  Kiik-Salupere and Jaan  Ross}
}
@article {370,
	title = {TWO EUROPEAN RESPONSES TO ASSURE QUALITY IN HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {36-43},
	abstract = {Looking at the {\textquotedblleft}European Higher Education Area{\textquotedblright} in terms of their different quality assurance systems one can clearly identify a great diversity. This situation reflects the creativity of all countries to establish a system compatible with their own cultural, economic and social background. This article shall highlight examples of two European countries, Germany and the United Kingdom, and their efforts to develop a comprehensive quality assurance system. A systematic and historical approach of these two nations will be based on literature research, scientific studies and personal experience. The article will provide a general perspective on two different national quality assurance systems as well as their current political discussions drawn from an Austrian perspective. The external view but nonetheless European perspective shall maintain a more objective review and assessment of these countries. Although there are diversified quality assurance systems all over Europe, there is a need and a will to cooperate between this diversity while still keeping the individuality of the own country. Thus, I am interested in the development, the challenges as well as problems of these systems and possible ways for improvement.},
	keywords = {comparative research, European Higher Education Area, quality assurance},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400134056.pdf},
	author = {Andrea Bernhard}
}
@article {389,
	title = {UNDERGRADUATE EDUCATION: A GAP ANALYSIS OF STUDENTS{\textquoteright} EXPECTATIONS AND SATISFACTION},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {21-28},
	abstract = {Students{\textquoteright} experience and satisfaction influence student retention rate and contribute directly to the building of good reputation of a university. The student retention rate is likely to be high if their expectations are met. Thus it is not surprising that universities continue to conduct regular surveys concerning students{\textquoteright} expectations and perceptions as part of their quality improvement exercise. This study looked at the various aspects of undergraduate students{\textquoteright} experience pursuing an economics program in a public university in Malaysia. Gap analysis was employed to examine the difference between students{\textquoteright} expectations and satisfaction level for a given statement related to academic as well as non-academic life. The two most important aspects ranked by the students concern lecturers{\textquoteright} knowledge in their respective field and the students{\textquoteright} sense of pride about the faculty are also the aspects in which they are most satisfied. Generally the students{\textquoteright} expectation of the faculty is very high and the gap scores indicate statistical significance for all items related to teaching and learning, faculty life as well as facilities and support services.
},
	keywords = {economics program, gap analysis, undergraduate study},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400135515.pdf},
	author = {Halimah Awang and Noor Ismail}
}
@article {471,
	title = {THE UNIVERSITY AS AN AGENT OF KNOWLEDGE TRANSFER: THE CASE OF THE LATVIA UNIVERSITY OF AGRICULTURE},
	journal = {Problems of Education in the 21st Century},
	volume = {26},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {79-89},
	abstract = {There is a discussion within social science literature on theoretical models looking at the relationships between universities and stakeholders in the process of knowledge transfer particularly explaining whether universities are involved in the triple helix relationships (politicians, businesses representatives and university officials) or a quadruple helix system where public constitutes the forth party. Universities have a number of functions which among the other include both creation and obtaining of knowledge and transferring it within wider community, thus promoting socioeconomic development. By studying the case of the Latvia University of Agriculture (hereinafter {\textendash} LUA), the authors of the paper focus on cooperation networks that are involved in the process of knowledge transfer from the university to regional stakeholders and vice versa. The research methodology is based on the qualitative approach. For identification of cooperation agents, nineteen individual and six group semi-structured interviews were held involving 35 informants. For a deeper analysis of relationships between the LUA and regional stakeholders, policy documents concerning socioeconomic development of Zemgale planning region were analysed.
 The research results show that the LUA operates as a unique agent of knowledge transfer in many fields (agriculture, veterinary science, forestry, wood processing, food technology, etc.) at both regional and national levels thus diversity of structural elements in cooperation networks depends on demand and supply of knowledge as well as on involvement of institutions responsible for facilitation of successful knowledge transfer. The authors discuss which of the theoretical cooperation models is more evident in the case of the LUA and conclude that currently the triple helix relationships dominate; however, in some cases particular relationship patterns and activities indicate transformation towards the quadruple helix system. },
	keywords = {cooperation models, knowledge transfer, the Latvia University of Agriculture},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594304},
	author = {Ginta  Kronberga and Liga  Paula and Dina  Bite}
}
@article {411,
	title = {UNIVERSITY STUDENTS{\textquoteright} ARGUMENTATION IN SCIENCE AND ENVIRONMENTAL EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {22},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {54-63},
	abstract = {In science and environmental education, one of the objectives is to prepare students for participation in the decision making. To be able as an informed citizen to make decisions, it is important to learn to present an argued point of view. The everyday sense of argumentation suggests that participants present claims, defend their claims, and rebut the claims of their opponents. The study focuses on practising university students{\textquoteright} argumentation in an authentic situation and also the way students argue. University students familiarized themselves with a proposal to change a provincial plan. After reading the plan, they assumed to the role of a resident of the area in question and wrote to the planners starting their opinion. We had two different cases: the first case was in science education course and the other case in environmental education course. In the second case students wrote to the Wiki-environment and the opponent commented on the argumentation. These writings (N=17) were analysed by content analysis. Although the students used scientific knowledge, especially ecology, in their argumentation, it often consisted of personal feelings about the effect of the plan on their own lives.},
	keywords = {environmental education, higher education, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400515358.pdf},
	author = {Tuula Keinonen and Sirpa K{\"a}rkk{\"a}inen}
}
@article {435,
	title = {THE USAGE OF A SIMULATION TO STUDY INTERMOLECULAR FORCES: SOME FINDINGS},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {19-29},
	abstract = {The purpose of this research was to discuss and reflect about the use of a computer simulation in the learning of intermolecular forces. Simulations are dynamic representations of chemical processes or systems, and allow users to select values for input variables from within suitable ranges and observe the results on output variables. In this study we used free software named {\textquotedblleft}Liga{\c c}{\~o}es Intermoleculares{\textquotedblright}, from http://nautilus.fis.uc.pt/molecularium/pt/ligintermol/index.html. The goal of this activity was to help students build internal representations (mental models) for course content. The research is qualitative. We applied a pre-test and a post-test to a class of students (n=30) from a secondary school trying to find what these internal representations are like. The research indicates that students{\textquoteright} pictographic representations of intermolecular forces improved substantially. These findings suggest that the use of this visual tool helped students to make a better connection between the chemical representations and the macroscopic phenomena presented during a mini-course about solubility. },
	keywords = {chemistry, simulation, visualization},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594528},
	author = {Claudia  Ayres and Celeste  Ferreira and Agnaldo Arroio}
}
@article {473,
	title = {THE USE OF NEW TECHNOLOGIES IN THE BUSINESS-TO-BUSINESS EDUCATION: THE CASE OF GREEK BANKS},
	journal = {Problems of Education in the 21st Century},
	volume = {26},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {103-123},
	abstract = {The swift technological development compels an enterprise manager for additional education of employees. The survival of an organism depends on his ability to learn faster from his competitors. This is achieved with systematic and long-lasting effort.
 Each employee owes to enrich permanently his knowledge so that he is capable to face the new market requirements. A lot of projects are cancelled because the enterprise personnel cannot cope with their requirements. Changes essential for the reorganization of enterprise are suspended because her personnel cannot accept them. These problems are possible to be solved with the permanent training, briefing, education and training of employees. This responsibility of enterprises for the aid of employees with new knowledge and dexterities is recognized more and more, while the human capital constitutes nowadays the more important productive factor. However, while many times over we invest millions in installations, instruments, offices, material and software of computers, we neglect the investment in the persons, those that is to say that shape, develop and give added value in the material elements of production.
 Aim of this article is to present the policy of Greek banks in the business-to-business education giving accent in the way of resolution of problems that they face. Furthermore, the banking sector is the eminently branch that requires continuous education of personnel.},
	keywords = {banking system, business-to-business education, professional training},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594309},
	author = {Vassilis  Orfanos and Michalis  Evripiotis}
}
@article {438,
	title = {USE OF VISUALIZATION TO MOTIVATE SCIENCE AND GEOGRAPHY EDUCATION OF FEMALE SCHOOLCHILDREN},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {49-57},
	abstract = {ICT progress and invasion in education started in post-modern age. The majority of schoolchildren tend to learn science and geography at a low level, there is a lack of specialists in scientific areas in the entire world. This research was done with the aim to identify whether visualization could stimulate female schoolchildren{\textquoteright}s motivation in learning geography and science. A survey of 1934 schoolchildren, grades 9 and 10, from general and secondary schools was carried out. This paper focuses on data of female population. Obtained results suggest that visualization as a tool in general could be highly motivating for female schoolchildren, especially for those in grade 9, learning geography: they would like to learn new topics and be more active in lessons. It was also found out that visualization stimulates science learning by girls much more than their learning of geography. },
	keywords = {comprehensive school, visualization},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594533},
	author = {Renata Bilbokaite}
}
@article {437,
	title = {VIRTUAL AND PHYSICAL RESOURCES: A CASE OF SYNERGY IN STUDYING TIDES AND ROTATION},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {38-48},
	abstract = {Because of their very nature, virtual models are usually more abstract than physical ones. Physical models may facilitate the use of virtual models, by making links to physical world. Tides come into play in a wide variety of curricular scopes, but they are not easy to understand, both in basic education and in initial teacher training. In addition to this, simple physical classroom experiments about tides are not easy to conceive, and they may even be misleading. In a previous work, one of the authors developed a virtual model: a computer simulation of tides. It reveled to be useful, although not covering some students{\textquoteright} learning needs: it was too abstract and mathematical for most of the students. There was a need of complementing the virtual model with material ones ({\textquotedblleft}added reality{\textquotedblright}). Two physical devices were then developed: a {\textquotedblleft}physical model for tides{\textquotedblright} and a {\textquotedblleft}physical model of grass growing in artificial gravity{\textquotedblright}. The two physical models proved to be feasible and useful. The set of three models revealed to create synergies in learning.},
	keywords = {physical models, tides, virtual models},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594531},
	author = {Ant{\'o}nio  Barbot Silva and Cl{\'a}udia  Abrantes and Elisabete  Oliveira and Carla  Chumbo and Ant{\'o}nio  Alberto Silva and Maria  Jo{\~a}o Silva}
}
@article {422,
	title = {VIRTUAL LEARNING ENVIRONMENT AS A SUBJECT OF CURRENT RESEARCH PROJECTS AT UNIVERSITY OF HRADEC KR{\'A}LOV{\'E}},
	journal = {Problems of Education in the 21st Century },
	volume = {23},
	year = {2010},
	month = {July/2010},
	type = {Original article},
	chapter = {41-50},
	abstract = {The paper deals with research activities run at the University of Hradec Kralove, Faculty of Education and Faculty of Informatics and Management, Czech Republic, which relate to information and communication technologies implemented in the process of instruction in various subjects. Particularly the role of a virtual learning environment (VLE) is mentioned and discussed, and information about core current projects is provided. The project work is understood to be a tool of VLE reflection, which is considered both from generally accepted points of view, and some new approaches are also introduced.�
 Current orientation of university education, which is changing under the influence of latest technology development and new key competences, can be researched from various, different points of view. Education supported by ICT has been spreading because of growing popularity of digital technologies in general. Another reason is it enables easier and more complex realization of the instructional process, offers choice of place, time and pace for studying, allows an individual approach to students preferring various learning styles. These are the key values important for the effectiveness of the process. Material and technical requirements having been satisfied, strong attention must be paid to didactic aspects of the instructional process. To contribute to this process is the main objective of these projects. },
	keywords = {project work, virtual learning environment},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594592},
	author = {Martin  B{\'\i}lek and Ivana  {\v S}imonov{\'a} and Jan  La{\v s}ek}
}
@article {346,
	title = {THE AALBORG MODEL AND PARTICIPANT DIRECTED LEARNING},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {138-150},
	abstract = {Preparing students for a life as active citizens in a democratic society is one of the aims within the Bologna process. The Council of Europe has also stressed the importance of focus on democracy in Higher Education. Higher Education is seen as important to develop a democratic culture among students. Teaching democracy should be promoted in lessons and curricula.
 It has been argued by many that practising citizenship is more effective in relation to {\textquotedblleft}learning about{\textquotedblright}. Universities should rather be seen as {\textquoteleft}sites of citizenship{\textquoteright} and democracy than promotion democracy in terms of lessons and curricula (Biesta, 2005; Biesta, 2007; Biesta \& Lawy, 2006; Van der Veen et al., 2007).
 Creating democratic learning systems in institutions of higher education could be the answer to reaching the aim related to democracy. 
A democratic learning system can be defined as a system where decisions, processes and behaviour related to learning are established through argumentation (discussion) or negotiation (dialog), voting or consensus (alone or in combination) between those affected by the decision simultaneously reaching the learning outcomes, the technical and professional knowledge and insight. In principle the participants must be equal with equal rights and feel committed to the values of rationality and impartiality (Qvist, 2005).
 The Aalborg Model practised at Aalborg University is a learning system which has collaborative democratic elements built into the model.
 This paper brings results from an online quantitative, questionnaire survey between nearly 200 engineering and science students in their second semester at Aalborg University. 
The main findings are: Nearly 85 percent of the respondent{\textquoteright}s state that their group uses discussions quite often or always to reach technical decisions. And a little more than 85 percent say that they use discussions to reach decisions related to project management. Almost 60 percent of the respondents state that the group is participant controlled quite often or always. Less than 4 percent are of the opinion that the group is controlled by the facilitator (quite often/always). 90 percent of the respondents are of the opinion that their group is democratic, 3 percent that it is elitist.},
	keywords = {Aalborg model, democratic citizenship, democratic learning},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399916304.pdf},
	author = {Palle  Qvist}
}
@article {201,
	title = {ACTUAL QUESTIONS OF THE ORGANISATION OF INDEPENDENT WORK OF STUDENTS OF ENGINEERING SPECIALITIES},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {171-179},
	abstract = {Last years the organisations of independent work of students (IWS) in educational institutions it is given particular attention. The quantity of contact hours of teachers with the students, provided by the curriculum is insignificant. By preparation of experts of engineering specialities IWS plays the important role in educational process and in carrying out to research work. Fruitful use of the hours which have been taken away IWS, affects on quality of training and preparation of the future expert. IWS Organisation studying was spent on chair of natural and engineering sciences of Engineering faculty of the Rezekne Higher Education Institution (RHEI) last 3 academic years. By results of researches it is established that a recommended teaching department volume IWS has made from 40 to 84 \% from total amount of a training course depending on a training kind (day and correspondence course on specialities:" The engineer of protection of environment "," the Master of protection of environment", "Mechatronics", "Construction building engineer"). Are established both positive, and organisation SRS negative sides. Different level of readiness of students to independent work is established: at students of 1-2 courses of day training it much more low, than at older years and part time students. As a rule, the essential moment in organisation IWS plays a role of the teacher. IWS quality depends on forms of carrying out, a kind, and also the control organisation. Recommendations about improvement of quality of organisation of IWS are offered.},
	keywords = {independent work of students, organisation of independent work of students},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392316062.pdf},
	author = {Boris Yarinovskis}
}
@article {291,
	title = {ADAPTATION OF SUBJECTS LECTURED AT THE UNIVERSITY OF BURGOS (SPAIN) TO THE EUROPEAN CREDIT TRANSFER SYSTEM},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {132-138},
	abstract = {The European Credit Transfer System (ECTS) implies to modify the actual Spanish credit system based on the time that students are attending lectures and seminars. One ECTS stands for around 25-30 hours of work (in and out of class). The aim of this paper has been to adapt to the ECTS system the subjects {\textquotedblleft}Bromatology{\textquotedblright} (140 hours of teaching {\textquotedblleft}in class{\textquotedblright}), {\textquotedblleft}Food and Culture{\textquotedblright} (45 hours), {\textquotedblleft}Microbiology{\textquotedblright} (60 hours) and {\textquotedblleft}Food Microbiology{\textquotedblright} (70 hours), currently lectured in Food Science and Technology Degree at the University of Burgos. Focusing on the student, a specific questionnaire was designed. The questionnaire included some sections such as the student work schedule, an evaluation of the seminars and lectures given, and the most appropriate methodology of teaching. The current number of theoretical lectures and seminars should remain, at least, the same for the new design of the mentioned subjects. Theoretical lectures must combine the use of blackboard, transparency films and power point presentations, teaching the students to learn and to value the formative possibilities of the use of the data processing network, and will be necessary to stimulate them to carry out reviews of topics related with the subjects, and to set them out in front of the lecturer and other students.},
	keywords = {demand on students, food science and technology, methodology of teaching},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395387202.pdf},
	author = {Gonzalo  Sacrist{\'a}n P{\'e}rez-Minayo and Juan Ignacio  Reguera-Useros and Miguel Angel  Fern{\'a}ndez-Mui{\~n}o and Maria Teresa  Sancho-Ortiz}
}
@article {345,
	title = {ADOLESCENTS{\textquoteright} TEST-RELATED EMOTIONS IN ESTONIAN SCHOOLS},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {128-137},
	abstract = {Positive and negative emotional experiences play an important role in academic achievement settings. Students at school experience a variety of stress-related situations. A major type of stress-related situations is tests students are regularly confronted with.
 The purpose of this study was to compare test {\textendash} related emotions of students studying in schools with Estonian as the language of instruction and with Russian as the language of instruction and also compare the evaluations of students studying in mainstream classes to evaluations of students studying in special classes for learning and behavioural difficulties.
 This study assessed participants (N = 687) emotional experiences in academic settings when taking tests. We measured students{\textquoteright} positive emotions (enjoyment, hope and pride) and negative emotions (anger, anxiety, shame and hopelessness) (Academic Emotions Questionnaire [AEQ] Pekrun, 2000).
 Results showed that in academic achievement there were differences in grade, sex and class type level. In lower grades students reported significantly better marks than those in upper grade levels. According to our research test- related emotions differ between students studying in schools with Estonian as the language of instruction and with Russian as the language of instruction. That means those in Russian as the language of instruction reported significantly grater positive and negative emotions than those in schools with Estonian as the language of instruction. There was no significant difference in test- related emotions between regular classes and students in the classes for students with learning and behavioral difficulties.},
	keywords = {school achievement, test-related emotions},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399916260.pdf},
	author = {Mai Normak and Leida Talts}
}
@article {340,
	title = {AN ANALYSIS OF SMOKING BEHAVIOUR AMONG SCHOOLING ADOLESCENTS},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {80-85},
	abstract = {This paper examines the extent of cigarette smoking among 16 year old adolescents in Malaysian secondary schools. In particular, it examines the determining factors of smoking behaviours across several characteristics of the students and selected variables related to their aspirations and ambitions. A total of 4404 students participated in the survey comprising 1966 males and 2438 females. Overall, 13 percent of the respondents admitted to cigarette smoking. The proportion of smokers among males is 27 percent compared with two percent of the females. Almost 25 percent started smoking at 12 years or younger and that 35 percent smoked at least six cigarettes daily. The main reasons for smoking include stress and emotional problems, peer as well as parental influence. The data also showed the number of cigarettes smoked per day significantly increased with increasing hours students spent their time at the school library but decreased with increasing hours students spent on computers. Several variables related to the aspirations and ambitions were found to have significant influence on the number of cigarettes smoked per day among the adolescent smokers. },
	keywords = {aspirations, cigarette smoking, schooling adolescents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399916001.pdf},
	author = {Fatimah  Hashim and Halimah Awang and Zahari  Ishak}
}
@article {242,
	title = {AN ANALYSIS OF THE STRENGTHS AND LIMITATION OF QUALITATIVE AND QUANTITATIVE RESEARCH PARADIGMS},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {13-18},
	abstract = {Although some social science researchers (Lincoln \& Guba, 1985; Schwandt, 1989) perceive qualitative and quantitative approaches as incompatible, others (Patton, 1990; Reichardt \& Cook, 1979) believe that the skilled researcher can successfully combine approaches. The argument usually becomes muddled because one party argues from the underlying philosophical nature of each paradigm, and the other focuses on the apparent compatibility of the research methods, enjoying the rewards of both numbers and words. Because the positivist and the interpretive paradigms rest on different assumptions about the nature of the world, they require different instruments and procedures to find the type of data desired.. Nonetheless, people tend to adhere to the methodology that is most consonant with their socialized worldview. This paper is set to analyze the strengths and limitations of Qualitative research focusing on its shortcomings and how Quantitative research can overcome these shortcomings. The paper concludes that an eclectic approach to educational research can not an option. },
	keywords = {eclectic, research paradigm},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393665925.pdf},
	author = {Pamela  Atieno Ochieng}
}
@article {313,
	title = {APPLICATIONS OF INTERACTIVE DIDACTIC EVALUATION IN PRE{\textendash}ACADEMIC LEARNING SYSTEM},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {10-15},
	abstract = {The interactive didactic assessment (self-assessment / inter-assessment) is an extremely actual issue in which many teachers and specialists in education are interested. The interactive didactic assessment is defined as being that kind of control and examination activity in which the pupil/student has the possibility to appreciate both his/her knowledge and the knowledge of his colleagues, while the teacher{\textquoteright}s intervention is more like a prompt and systematic support given to the students in order to impose a formative character to the process. The most important strategies, which can be used in the didactic assessment, are: self-grading, self-correction, the method of the objective appreciation of the personality, and so on.
The hypothesis of this research is that the use of some interactive strategies of the above mentioned types in the process of didactic assessment would lead to an obvious improvement /optimization of both school and personal performance of students. The lot of students belong to the secondary schools and high-schools from Bihor county and the work technique consisted of the three basic stages of the traditional experiment: the pre-testing ( didactic tests were given to the experimental and control lots), the experimental intervention (some strategies of self-assessment/ inter-assessment are used for the experimental lot) and the post-test stage (a new didactic test is given to both lots). The results obtained in this experiment show that the classes in which the interactive didactic assessment was used, the students{\textquoteright} grades at the disciplines included in this experiment significantly improved, fact that confirms the general hypothesis.
},
	keywords = {didactic interactive evaluation, educational system, self-evaluation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399914030.pdf},
	author = {Valentin Cosmin  Bl{\^a}ndul}
}
@article {230,
	title = {APPLYING THE PRINCIPLE OF SUSTAINABILITY OF EDUCATION TO THE CURRICULA OF THE ELEMENTARY STAGES OF EDUCATION IN ESTONIA},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {74-87},
	abstract = {Sustainable education is a multi-level process, which bears humanistic values in today{\textquoteright}s and tomorrow{\textquoteright}s society and which is achieved through a long-term development process, where acquiring practical skills is in compliance with the theoretical self-concept and the concept of the whole surrounding environment. This principle is the basis for the objectives and competences formulated in curricula of pre-school education and primary education. The stronger is the connection between the two stages of education, the more sustainable is transition from kindergarten to school. However, in practical education we often experience something else. Therefore, the following questions need to be answered: To what extent does today{\textquoteright}s education take into account regularities of children{\textquoteright}s development? How is the sustainability of the objectives of the curricula of pre-school and primary education guaranteed? The aim is to give a survey on school readiness of children at school entry in different counties of Estonia and the children{\textquoteright}s achievements at the end of the first stage of their studies. 
Methods. The research data have been collected in the framework of the ETF grant {\textquotedblleft}Efficiency of pre-school education and its sustainable development in basic schools in four counties (Saare, J{\"a}rva, V{\~o}ru and East-Viru County){\textquotedblright}; in 2005 data were collected in pre-school child care institutions, and in 2006-2008 in grades 1-3. This is a longitudinal study, which analyses the development of the same children from their last year at kindergarten up to the end of the third year at school. Children{\textquoteright}s coping was assessed by their teacher in five point scale in nine different target fields.
 The research results showed that according to their teachers, children were well prepared for school in respect to different subjects, but there were several shortcomings in social skills, in their positive self-concept, and in the formation of abilities to learn.},
	keywords = {educational opportunities, sustainable development of a child},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393267053.pdf},
	author = {Airi  Kukk}
}
@article {348,
	title = {ASPECTS OF THE REFLECTIVE TEACHING MODEL IN PROFESSIONAL PREPARATION OF TEACHERS-PSYCHOLOGISTS},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {161-166},
	abstract = {In the paper the actual problem of modern professional education are examined. For the present stage of professional education some approaches to development of metacognitive, reflexive aspects of teacher{\textquoteright}s professional mentality are offered.
 The main goal of professional education is development of professional mentality of students. Many researchers note a wide range of desirable qualities that should be developed at the undergraduate level of educational programs for successful future work in educational sphere. These qualities with an emphasis on the student{\textquoteright}s personality and professional development should be achieved through the process of self-development and self-planning. Teacher{\textquoteright}s activity demands high level of reflexive habits. But my diagnostic research of reflexivity has shown their low level of development at students- psychologists.
 Development of metacognitive, reflexive aspects of professional mentality is important problem of modern professional education of the teachers- psychologists. The preparation of psychologists also includes their acquaintance to methodical problems of teaching activity, training to skills of teaching. Teaching practice in psychology is directed to the development of a set of methods and techniques of didactic work. The concept of reflection is an important system-building attribute of these processes. The structure of teaching practice consists of several modules with specific problems. Each module comes to the end with the analysis of performance by the student of corresponding teaching function. The analysis of performance is carried out by probationers of teaching function by the special criteria. Activation of a valuable metareflective position can be considered as the precondition of student{\textquoteright}s methodical skill. 
In this article different techniques and procedures which contribute to intensive development of students{\textquoteright} reflexive position are shown. The reflective model of training is focused on the professional growth and on the actualization of personal potential of the student. After studies in sequential strategy of directed reflection the output },
	keywords = {metareflective position, processes of self-comprehension, reflective model of training},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399916399.pdf},
	author = {Tatyana  Barysheva}
}
@article {224,
	title = {ASSURING EDUCATIONAL CONTINUITY ON MACRO SYSTEM LEVEL},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {22-29},
	abstract = {This publication will address a problem topical for international educational system: assuuring educational continuity in segmented educational system. Functioning of mutualy united educational stages is a significant factor for implementing the aims of lifelong education. Educational transition period is consequential for segmented educational system and leaves sustainable influence on educational process of the child. This phase is a particular challenge for children with special needs, and it is not possible to overcome transition without external help. One of the most important aspects of educational transition is preparing children and fostering their adaptation for learning in primary school. According to ecosystemic approach, this development depends from interaction of children{\textquoteright}s parents and microsystems of preschool and primary school. In Latvian educational macrosystem there are no approaches elaborated that would assure interaction possibilities of above mentioned microsystems. There are no traditions of cooperation also on macrosystemic level. To overcome these problems and to implement transition periods qualitatively, schools need to increase their capacity. },
	keywords = {continuity of value system and learning process, life long education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393266765.pdf},
	author = {Dina Bethere and Anita Lidaka}
}
@article {310,
	title = {AVOIDING PLAGIARISM IN COMPUTER SCIENCE E-LEARNING COURSES},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {95-101},
	abstract = {The online knowledge testing and evaluation pose one of the main parts in the area of distance education. Their greatest problem is plagiarism. The authors deal with the term definition of the plagiarism and go into some important facets of the plagiarism prevention and revelation in details. They analyze actual state of the fight against plagiarism in Slovakia and in other countries. They try to classify the kinds of online testing and evaluation activities that are supported in contemporary LMSs in the second part of the paper. They describe their own experience in plagiarism reducing in computer science e-learning courses. Finally, the authors stress out the important role of plagiarism prevention and bring several methods that could reduce the risk of plagiarism in e-learning.},
	keywords = {e-learning, programming},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396707549.pdf},
	author = {J{\'a}n  Skalka and Martin  Drl{\'\i}k}
}
@article {199,
	title = {BIBLIA PAUPERUM AS NARRATIVE EDUCATION IN MIDDLE AGE},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {148-155},
	abstract = {It is possible to explain several present - day problems through the phenomena of the past. Among other things contemporary pedagogical community also includes a diverse and variegated language of pictures, images and colours. These are often signals of multiple meanings. Knowledge of the influence of visual information enables the educators to warn their mentees or to increase interest in them. For ages mankind has actually been using the quick, clear, and often multilayered visual language to pass information 
An example of such language during the Middle Ages was biblia pauperum or the Bible for the poor, i.e. pictographs on the walls of churches, monasteries and chapels. These pictures, accompanied by narratives, formed a powerful flow of information that modelled religion, morality, traditions, taboos and everyday life as well. This was a constant narrative that educated the people during the Middle Ages. Biblia pauperum fused into folklore, poetry, literature, art; it taught people how to behave, reminded them of the Ten Commandments, taught fear and joy. It was a multilayered and interesting textbook of the Middle Ages. Resulting from that it can be said that a man of the Middle Ages, despite not attending school and being illiterate, was yet properly educated in accordance to the needs of those times. Even more, learning actually lasted throughout life. },
	keywords = {biblia pauperum, symbols},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315946.pdf},
	author = {Maria  Tilk}
}
@article {233,
	title = {BRIDGING THE CONTENT KNOWLEDGE GAP OF TEACHERS: AN AGENDA TO IMPROVE BUSINESS STUDIES TEACHING IN SOUTH AFRICAN COUNTRYSIDE SCHOOLS},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {108-116},
	abstract = {Transformation{\textquoteright} became the buzz word in South Africa in 1994. Lots of changes have taken place in all aspects of the new South Africa as a result of democratization and education is not an exception to this reality. The changes in education seek to provide equal opportunities for all citizens of the new democratic society. With the introduction of Outcomes Based Education stakeholders of education e.g. government, communities, parents and the general public, have become obsessed with quality of teaching and learning. To achieve quality education teachers must be more knowledgeable and skillful in some particular subjects to be able to teach well. This is however contrary to the observation of these writers. The reality is that most economic and management science teachers in the rural black schools have some gaps in content knowledge of the subjects. The existence of insufficient content knowledge among Business Studies (i.e. Accounting, Business economics and Management) teachers is a direct result of the apartheid education policy which did not provide better resources for training of teachers for countryside schools. Most of the teachers in the countryside schools were trained in under-resourced {\textquoteleft}home land{\textquoteright} colleges of education with little emphasis on content knowledge of business studies subjects. With the drastic changes taking place in the curriculum and content, particularly of business studies subjects in the new South Africa, it has become more apparent that teachers of these subjects need both in-depth knowledge of the content as well as the methodology or skills for imparting the specific content to their learners. The paper which is a case study advocates for the use of in-service training programmes for Business Studies teachers in the countryside schools as a strategy to fill in the gaps in content knowledge. The experiences of the authors are validated by a small-scale empirical investigation. },
	keywords = {in-service, quality},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393267218.pdf},
	author = {Kofi Poku  Quan-Baffour and Akwasi Arko-Achemfuor}
}
@article {293,
	title = {BULLYING AND BULLY IN SCHOOL SETTING AS THE ACTUAL PROBLEM OF EDUCATION IN SLOVAK REPUBLIC},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {145-154},
	abstract = {This contribution is dealing with the problem of bullying as an intentional, repeated violence among pupils in school setting. Its goal is to discuss the specifics and the research of this weighty phenomenon in the worldwide context. It also brings the quantitative and qualitative research conclusions focusing on bullying and bully in secondary school setting in Slovakia. The main goal of this research was to analyse the phenomenon of bullying with the focus on examining the social climate of classroom where bullying is present, the social position of aggressor, his personal characteristics, the way aggressor perceives bullying, aggression, and how aggressor evaluates his or her family background. As it results from this research, the most frequent place of bullying is classroom with a low cohesion and a bad emotional atmosphere. In classroom aggressor has an ambivalent status, his position within a group is complicated, he belongs to the controversial pupils. There is an ambivalent relationship between the group as a whole and the controversial pupils. Aggressors feel in classroom relatively good, they show satisfaction with it. They are in a positive, optimistic and balanced mood. They are self-confident, self-reliant, spontaneous, relaxed, not controlling their behaviour. The increased rate of spontaneous and reactive agression was not proved. Aggressors consider bullying as something usual, they perceive their victims negatively, and they do not perceive their own behaviour as {\quotedblbase}the real bullying{\textquotedblleft}. The aggressors who are not satisfied with their own family background, live in an incomplete family where parents are divorced, they evaluate their relationships with parents as conflicting and their relationship with father as more negative, and refer to this kind of relationship as to emotional emptiness, distruss and lack of interest. },
	keywords = {school setting, social position of aggressor},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395387297.pdf},
	author = {Miroslava  Adam{\'\i}k {\v S}imegov{\'a}}
}
@article {227,
	title = {CAN AN ACADEMIC INSTITUTION AFFECT GRADUATES{\textquoteright} RESIDENCE CHOICES? A COMPARISON OF PERCEPTIONS AND ATTITUDES OF GRADUATES OF THE ARIEL UNIVERSITY CENTER OF SAMARIA TOWARD THE SAMARIA REGION},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {46-60},
	abstract = {This study examines the direct and indirect influence of the Ariel University Center of Samaria on the attitudes of its graduates who did not choose to settle in the geographic region in which the institution is located, compared to their counterparts who moved to and settled in the Samaria. According to consistent multi-annual University Center data, the majority (84.0\%) of students at the Ariel University Center come from outside the region. Although students on campus focus on their academic assignments toward their degrees, students come into considerable daily contact with the region. Study findings indicate that a very small percentage of students who did not live or work in the region during their studies settled in their region after graduation. An interesting finding is that over two-thirds of all graduates (67.3\%)- independent of whether or not they currently live in the Samaria - believe that an effort should be made to encourage graduates to live in the region. The study findings indicate significant differences in the typical profiles and values of graduates who settled in the Samaria region and those who settled outside Samaria after graduation. The theoretical and practical implications of this study are discussed. },
	keywords = {attitudes, perceptions, tertiary education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393266910.pdf},
	author = {Nitza Davidovitz and Shlomo Sharlin}
}
@article {237,
	title = {THE CHALLENGES FACED BY COMMUNITY LEARNING CENTER PROGRAM IN COMMUNITY LITERACY DEVELOPMENT: IRAN AS A CASE STUDY},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {144-150},
	abstract = {Literacy has played a very important role in Community Development. Without literacy; people have difficulties improving their quality of lives. Iran is no exception. For this reason, Iran has implemented the various literacy programs. One of the programs is Community Learning Center Program (CLCP). So far, CLCP has been implemented into 3517 communities in the country. 
Therefore, the general objective of this study was to examine the challenges faced by Community Learning Center Program (CLCP) in Community Literacy Development (CLD) while the specific objective of this study was to describe the necessary actions to strengthen the CLCP in CLD. },
	keywords = {community learning centers program, development},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393267432.pdf},
	author = {Akbar Zolfaghari and Mohammad Sabran and Ali  Zolfaghari}
}
@article {192,
	title = {CHALLENGES FACING PROVISION OF INTEGRATED EDUCATION FOR THE DISABLED CHILD IN WEBUYE DIVISION, BUNGOMA EAST DISTRICT KENYA},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {81-91},
	abstract = {The foundation of present day special education in Kenya dates as far back as 1968 when the government published sessional paper NO. 5 on special education. The paper laid out a public policy framework for children with disabilities such as hearing and visual impairment, mentally and physically handicapped and multiple handicaps (GoK, 2003). Among the key policies was the integration of disabled children into regular formal schools in order to enhance their participation in formal learning. Regrettably however, 40 years down the line, the government is yet to realize reasonable access of elementary education that can help liberate and make the disabled child self-reliance. The sector still faces challenges related to access, equity and quality. The study carried out in Webuye division, Bungoma East District, adopted a descriptive survey design specifically to analyze challenges facing provision of inclusive formal education to the disabled child. The relationship between the variables was explained using Rawlasian theory of justice. 
A total of 6 schools out of 104 were purposively sampled. Questionnaires and interview schedules and document analysis were used to collect data from education officers, heads and teachers of sampled schools. Analysis of data was done using statistical tools such as percentages and frequencies. Findings were presented using tables. It was concluded that, as much as the policy on special education is clearly laid out, for it has not been fully implemented. People{\textquoteright}s attitude towards inclusive education remains wanting, and therefore, only a small fraction (3.4\%) of public schools is offering inclusive education. The regular school curriculum is too academic oriented and the teachers are yet to embrace inclusive education. The study recommends that, the MoE adapts inclusive curriculum, examination and grading system. Comprehensive special schools should be established to cater for pre-school, primary school, high school and technical schooling to provide meaningful education to meet their needs. },
	keywords = {education, integrated schooling},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315524.pdf},
	author = {Julius  Kiprop Maiyo and Joan Owiye}
}
@article {208,
	title = {CHALLENGES OF CONTEMPORARY SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {45-50},
	abstract = {The paper deals with basic functioning, objectives and challenges of science education at the threshold of the 21st century. The authors define complex issues of science education: global environmental issues and problems, interrelation of science, technology and society, key concepts and crucial issues of science education along with inter-disciplinary thinking. Due to global trends in curricula management, the autonomy of science teachers rises as well as the amount of their responsibility. The most important selected issues are discussed within the article and the authors attempt to seek optimum solution.},
	keywords = {multi-disciplinary, science education, science education purposes},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392408363.pdf},
	author = {Pavel Doul{\'\i}k and Ji{\v r}{\'\i} {\v S}koda}
}
@article {194,
	title = {CHANGING TEACHERS{\textquoteleft} ATTITUDE TOWARDS WRITING, TEACHING OF WRITING AND ASSESSMENT OF WRITING},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {100-108},
	abstract = {Writing is the most visible and probably therefore the most criticized product of education, but often the teacher has not declared to him/her what is the essence of writing and what are the main goals of teaching and assessing writing. Usually, when teachers in Estonia claim about students{\textquoteleft} bad writing skills, they often mean spelling, which is actually only one element of writing. The present article is going to introduce the research, which goal was to convince teachers, that creating text is a complex process, which involves paying attention to numerous factors: choice of words, syntax, message, peculiarities of different text forms, language usage etc. Therefore analytical assessment is described more closely in named above research paper and in this article, with hoping to encourage teachers to use it more systematically and consciously. Analytical assessment model, worked out for the research and used for assessing 740 pupils written texts, gave complex information about pupils writing skills, from what brief overview will be presented in the current article. The fact, that all pupils had their strong sides and weaknesses, confirmed complex nature of writing and proved, that for assessing pupils writing skills we need to assess many aspects of writing, not only spelling and/or content. },
	keywords = {analytical assessment model, analytical assessment of writing, writing skills},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315647.pdf},
	author = {Anne Uusen}
}
@article {256,
	title = {CHANGING THE EDUCATION CULTURE THROUGH TECHNOLOGY},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {127-137},
	abstract = {Technology has a potentially rich, but largely unrealized, role in teaching and learning. This role is defined variously by what the teacher has available, has had time to learn, or can find an appropriate use for, and by what students have access to, are familiar with, and are willing to use. In all of these ways, technology usually plays an adjunct role to others, more traditional modalities for teaching and learning, including lecture, laboratory, library, textbook, tutorial, and practicum.
 Researchers perceive problems arising from the significant cultural and organizational differences affecting the management and leadership environment of the education institutions integrating technology in relation to traditional higher education institutions. 
The study describes and analyzes the culture effects in higher education organizations and supports the view that transformational leadership, collaboration and the classroom culture are three major characteristics of change in higher education institutions, where integrating technology is considered as a way to help the university to be a more effective learning organization. 
The problem is approached by analyzing and evaluating the scientific literature for the development of the methodological basis of research. The article includes theoretical analysis of topical issues, like definitions of organization culture, interaction of the culture of education institutions and achievement, efficient ingredients of school culture as well as some important aspects of school culture.},
	keywords = {culture of education institutions, information and communication technologies, organisation culture},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393666529.pdf},
	author = {Anna Vintere and Larisa Malinovska}
}
@article {204,
	title = {CHEMISTRY FOR GIFTED AND TALENTED: ON-LINE COURSE ON TALNET},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {14-20},
	abstract = {Education of the gifted and talented children, as potential contributors for the whole society, is emphasized and actively supported in the educational policy of the European Union. The project {\textquotedblleft}Talnet {\textendash} Online to Science{\textquotedblleft} originated in Czech Republic is one example of a wide scale of extracurricular activities focused on the education of the gifted and talented. The methods used in Talnet are based mostly on the interaction of the experts with the children, primarily in the on-line {\textquotedblleft}T-courses{\textquotedblleft}. The paper describes the structure, content and results of a two-semester on-line course {\textquotedblleft}Biochemistry and Natural Compounds{\textquotedblright} that integrates the problem solving method with the home-made chemistry experiments in the form of an e-learning course. About ten talented high-school students from Czech and Slovak Republic participated in the first semester of the course. According to the evaluation results, the students find the course interesting and enriching. Four final theses were written and will be defended; one of them is intended to be applied for the national Contest for Young Scientists.},
	keywords = {chemistry experiment, distance learning, gifted and talented},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392408099.pdf},
	author = {Hana B{\"o}hmov{\'a} and Milada Ro{\v s}tejnsk{\'a}}
}
@article {205,
	title = {CHEMISTRY FOR SOCIETY: NEW EMPHASIS IN EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {21-27},
	abstract = {In 2007 the cooperation between the Department of Teaching and Didactics of Chemistry, Faculty of Science, Charles University in Prague and the German members of the project CITIES (Chemistry and Industry for Teachers in European Schools) was established. This paper presents information on the results of the cooperation and on a practical laboratory course developed for the further education of European chemistry teachers. According to the aims of the CITIES project, the new experiments presented in the course focuse on the connections between chemical industry and the school chemistry education and on the contributions of chemistry to the whole society. The course was realized for two groups of Czech secondary school chemistry teachers and the evaluation data were obtained from the questionnaire prepared by the German colleagues.},
	keywords = {chemistry experiment, science education},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=886197},
	author = {Hana B{\"o}hmov{\'a} and Eva Urv{\'a}lkov{\'a} and Renata {\v S}ulcov{\'a}}
}
@article {308,
	title = {CHEMISTRY TEACHERS{\textquoteright} AND STUDENTS{\textquoteright} PERCEPTIONS OF PRACTICAL WORK THROUGH DIFFERENT ICT LEARNING ENVIRONMENTS},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {80-88},
	abstract = {This paper presents the first phase of a design research, where four practical work activities within ICT learning environments (concept maps, molecular modeling, animations and videos) were created and evaluated. Materials were designed carefully after the orientation of research literature and Finnish chemistry curriculum by 21 chemistry student teachers during their M.Sc. chemistry education course. Designed materials were peer evaluated before they were presented to 27 teachers and students who made their external evaluation. Research questions of the research were i) What kind of need is there for creating learning environments that connect practical chemistry and ICT?, ii) What kind of features does meaningful practical work through different ICT -learning environments contain? And iii) What kind of effect does practical work through ICT have on chemistry learning according to chemistry teachers and students? Data was gathered by observing and using questionnaires. This study shows that the need for meaningful practical work through ICT -learning environments is substantial. According to the designers and respondents, meaningful characteristics of practical working through ICT are i) cooperative, ii) constructivist, iii) motivating, and iv) time saving and safe, In addition, they should visualize chemical phenomenon and processes at macro and molecular levels. Studied teachers found that ICT gives i) important aid to learning and teaching practical work, ii) it arouses interest and iii) it develops research skills. At the second phase of this research, activities will be developed to more contextual and inquiry-based form and the effect on learning will be examined thoroughly with comprehensive school students. },
	keywords = {chemistry teaching, information and communications technology},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396707455.pdf},
	author = {Johannes  Pernaa and Maija  Aksela}
}
@article {266,
	title = {CHILDREN{\textquoteright}S LITERATURE, TEACHERS AND INTEGRATIVE EDUCATION: THEORY AND SCHOOL REALITY},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {44-55},
	abstract = {The paper represents the results of a quantitative research performed at the Faculty of Education, University of Maribor. The aim of the project was to establish the implementation of the concept of integrative education, which was recommended for the first triennium of elementary education in Slovenia in the 90s. The essence of Slovene integration concept should be the following: focusing on the structure and the process of child{\textquoteright}s assimilation as well as accommodation in/of the structure, his/her ability to communicate the content of the structure and his/her ability to express the process of changing the structure.
 Our results show that the majority of teachers follow the recommended curriculum guidelines for integration as the main didactical concept for teaching in the first triennium of elementary school taught as a part of the compulsory Teacher training program - teaching in the first triennium. Nevertheless a big proportion of elementary school teachers (year 1-3) are not entirely aware of the criteria that should be used for integration in the educational process. The same elementary school teachers have difficulties (aware or unaware) with the process of planning and performing the integration concept in the classroom.},
	keywords = {integrative education, mother tongue education, teacher training},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393668526.pdf},
	author = {Kordigel Aber{\v s}ek, M. and Marija Ropi{\v c} and Vlasta Hus}
}
@article {271,
	title = {COLLABORATIVE CULTURE AS A CHALLENGE OF CONTEMPORARY SCHOOLS},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {84-93},
	abstract = {Different authors stress that traditional culture is still the most common culture in schools. This culture prefers high educational goals, high expectations and productivity. Under such circumstances, there is no room for cooperation and helping each other. On the contrary, these stimulate competitiveness that causes tension between the participants.
 One of the fundamental aims of today{\textquoteright}s and future education is also to stimulate cooperation that provides each individual with the strength to come to known him or herself and to behave in accordance with his or her tradition and beliefs, while at the same time staying open to other and different people. This can be achieved only in a culture of good relationships that includes the values of tolerance, solidarity, critical thinking and independence. Research has shown that collaborative culture also has many other benefits over traditional culture reflecting itself in the well-being and effectiveness of teachers and students and also in the development of the institution as a whole.
 Nowadays, it is impossible to imagine effective schools without cooperation at all school levels. Since school culture is a relatively stable phenomenon, it takes a long time to change and such a change cannot be achieved with external orders. The most important initial step towards changing school culture is that all school staff realise its importance, influence and extent in creating an effective school. This can be a starting point and encouragement to think about the existing school climate, make plans for the future and find ways to change it.},
	keywords = {collaborative culture, democratic school, multicultural education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393668766.pdf},
	author = {Mateja  Psunder}
}
@article {297,
	title = {THE COMMON GOAL OF ALL EDUCATORS: HOW TO IMPROVE SCIENCE AND TECHNOLOGY EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Editorial},
	chapter = {5-7},
	abstract = {Science education is an integral phenomenon that can be grasped as a whole science. Science education plays a very important role in broadening pupils{\textquoteleft} world outlook. The science classes always discuss real, concrete things and phenomena, which are a part of pupils{\textquoteleft} reality and even every day life. It is very important that natural sciences should help learners to formulate a clear concept of natural history based on the latest knowledge of the world strongly emphasizing the character of the correlation between nature and society, civilization and culture. The world is multidimensional, and therefore we must strive to acknowledge it. This is a winning goal of contemporary science education (Lamanauskas, 2003). 
Science education is playing a crucial role in both developed and developing countries. Quality-based natural science education is necessary for every human living in a modern world. Different investigations show that natural sciences have lost their previous attractiveness in the developed countries. On the contrary, the young generation of the developing countries most frequently has a positive interest in natural sciences. On the other hand, in most of the cases, natural science education in comprehensive school is not popular, inexactly corresponds to the curricula and has no relevance to the learners{\textquoteright} needs. The introduced situation is determined by several common and uncommon factors. The process of natural science education in comprehensive school is one of those not adequate for the present day and achievements in sciences. Such inadequacy first of all, has relation with competence of teachers of natural sciences. Insufficient competence is frequently determined by the inappropriate process of studies in universities training prospective teachers of natural sciences. 
Another main point is connected with the whole public, not only with young people, but also with adults. Public natural science education (sophistication) is a burning question. Apparently, natural science education is crucial for training the present young generation. In this case, there is no difference whether a young person will be engaged in natural sciences in the future. The increase of interest of those not involved in sciences or having a previously formed negative attitude towards the subjects is a more complicated problem to be solved. This is concern and obligation of the whole scientific pedagogical society working in the field of natural science education. 
Generally speaking, all spheres of science education are important in our modern, technologically oriented society. It is impossible to discuss all pressing questions of science education here. However, I can notice that some trends raise a lot of doubts. For example, the great majority of works are linked to motivation, interests, attitudes and so on. We can{\textquoteright}t assert that this is not important. In fact, this is the sphere of psychology. How difficult it were to find out the reasons for low interest to science and technologies, the fallen prestige of sciences in comprehensive schools, still they are not essential things from the educational point of view. All the more, inquiry based researches give only a panoramic view of the situation, i.e. have a stated character. It is completely not clear or almost not clear what causes such a situation. The main goal of educators is to change, develop teaching-learning process using educational devices. Some last researches revealed that pupils understand the meaning of sciences and technologies to society in general, but they are not satisfied with school science. The main question till now is why? It is obvious, that we come in touch with deeper didactic problems here, for example, the content of teaching, teaching-learning methods, teacher and pupils relations, scientific research activity (the latter is a very important part of the whole science education process), at last, teaching-learning process management in general. If we concentrate only on psychological parameters (interests, motives, demands, attitudes and so on), essential didactic parameters remain outside. In other words, the essential question {\textendash} effective pedagogization of the whole science and technological education process hasn{\textquoteright}t been solved yet (it considerably deviated towards psychologization and sociologization). Researches of a stated character are not sufficient to reach this. In recent years not only in Lithuania but also in academic societies of other countries, it has generally become a norm to carry out different stated (diagnostic) researches. Very rarely researchers try their ideas and theories in practice. Simply there are no possibilities for this. Then, researchers go along the road treaded by sociologists and psychologists i.e., give questionnaires, tests to pupils, students, pedagogues, only strengthening existing educational practice by this (Bitinas, 2006). Thus, there is one more open question how to rationally change existing educational practice in the direction of development. How to achieve that educational researches were much more effective in the practical applicability of their results? As an example we can mention international ROSE (The Relevance of Science Education) research (http://www.ils.uio.no/english/rose/). Countries having participated in the research carried out exhaustive analysis of the results. Different attitude, interest, motive and other differences and similarities in the population of the 15- year old students were discovered. Without any doubt, it is important. However, these results don{\textquoteright}t have direct influence on educational practice and on the changes of this practice, of course. On the contrary, quite often- different changes occur rather spontaneously.
 Another important thing is the role of ICT in education in general and particularly in science education. It is worth emphasizing, that in recent years, a general degree of integrating ICT in the process of teaching has increased in Lithuania as well as in other countries. The growth is characteristic not only at university level but also at other levels of the education system. It is accepted that ICT makes the process of teaching/learning more effective and beneficial whereas the education system starts functioning faster. The development of ICT and the process of globalization determine alteration in the education system as well as in the whole society. The implementation of new technologies in the educational process raises new possibilities for both teacher and learner, enhances education quality and makes the educational process more versatile.
 Therefore, *. We should devote all our efforts to stimulating youth interest in science and technologies and to reinforcing scientific-technological education at all levels. Although hardly anyone suspects that technologies are having a growing impact on our daily life, however, they still remain alienated from the major part of society members and policy makers and what is more, frequently stand outside the door of the education system. Hence, opening the door is the obligation of all of us. We should discuss and try to solve all key problems really using the ICT in everyday school activities.This is not an easy task. ICT is not as panacea for solving all educational problems. As I have already mentioned, modern ICT definitely play a crucial role in developing the teaching/learning processes at all stages and improving the quality of education. Educational advantages of ICT raise no doubts. 
One of the most important requirements for applying ICT and innovative techniques of teaching is a qualified teacher able to professionally use technologies in practice. A modern teacher must know how to employ ICT and adapt them in order to achieve specific goals of teaching. Today we can observe paradoxical situation. In the majority of cases, students{\textquoteleft} computer literacy remains higher than that of their teachers. Nevertheless, teachers{\textquoteleft} computer literacy becomes an essential professional work condition. ICT application in teaching/learning process shouldn{\textquoteright}t be an end in itself. The essential thing is how to achieve that ICT application increased teaching effectiveness, enriched the work of teachers and pupils. Another important thing follows, that it is not enough to use only computers. It is understandable that the majority of modern ICT in one way or another are related to computers. However, not analyzing ICT classification nuances we can notice that ICT variety is necessary to guarantee teaching effectiveness. Not for one country the question arises how to find financial recourses to guarantee such variety. It is obvious, that not the quantity but the variety of technologies is this crucial factor. For example, in the schools of Great Britain active boards are almost in every classroom. {\textquotedblleft}Active boards{\textquotedblright} are with the software different for primary and secondary schools; {\textquotedblleft}Smart boards{\textquotedblright} are spread more in the classes and schools of junior and disabled pupils. It is obvious, that constant pedagogues{\textquoteright} interest in the newest ICT is necessary, on the one hand and formation of suitable conditions in schools, on the other hand. It is without doubt, that teacher{\textquoteright}s pedagogic competence, his ability and interest to use ICT are closely related. The situation in Lithuania comparing with other European countries is not exceptional. For example, in 2006/2007 only 49\% of teachers were using ICT for teaching their subject. In 2008/2009 their part increased up to 67\% (Masaitis, 2009).
 On the other hand, we have different students at school. Their capabilities are so different. This means that modern teaching and learning combines different approaches. It is called {\textquotedblleft}blended learning{\textquotedblright}. Generally speaking, it should be carefully considered because of possible negative outcomes of applying these technologies. Thus, the question of the negative impact of ICT is gaining more weight. It seems no answers are required. On the other hand, we are still suffering from shortage of information on different aspects having negative impact. When the answer is clear, we start feeling lack of required abilities and knowledge of how to reduce the negative impact of ICT or how to eliminate or at least minimize it. Another important issue is what the real impact of modernization on society in terms of ICT implementation is.
 Finally, some words about international cooperation. It is undoubtedly an important issue. I cannot imagine nowadays scientific research or scientific activity in general without international cooperation. Science is science and it has international character. Moreover, such cooperation is crucially important for scientists from former Soviet Union countries, because they had no possibility to communicate with colleagues from abroad or such cooperation was strongly limited. Another argument is that science education today is the most dynamic part of the science of education (Toshev, 2008). It is obvious, if we want to obtain the necessary scientific information about different things, to enlarge technological possibilities of societies and so on, generally speaking, to make our world more safe and better, international cooperation among scientists is essential. Only all together we will be able to meet a broad range of global challenges today and tomorrow. 
},
	keywords = {ICT in education, innovative techniques, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396706407.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {219,
	title = {A COMPARATIVE ANALYSIS OF EARTH SCIENCE EDUCATION IN ELEMENTARY SCHOOLS IN TURKEY AND IN THE USA},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {170-182},
	abstract = {Research in education gives initiatives to countries evaluate and modify their curriculum. Large-scale international assessments such as TIMSS usually inspire these curriculum reforms by that countries compare the results of large-scale assessments with other countries{\textquoteright} scores. Domestic practices also need to be considered for the educational reforms because domestic practices can picture education systems very clearly that international studies might not be able to detect. To make better curriculum decisions both the domestic practices and the large-scale international assessments need to be evaluated together. As a result, local implementations of specific content might be very informative to improve the curriculum of other countries. The purpose of the current study is to compare earth science education in Turkey and in the USA in elementary school levels and identify the characteristics of the instructional practices in order to make suggestions to improve earth science education. },
	keywords = {comparative analysis of educational systems, earth science, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392409111.pdf},
	author = {Sedat U{\c c}ar}
}
@article {250,
	title = {COMPARISON OF EDUCATIONAL AND ORGANIZATIONAL TEAMWORK},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {74-82},
	abstract = {Teamwork and knowledge sharing are prime motivators of the economic development of companies. Our last research called {\quotedblbase}Teamwork in Education{\textquotedblright} is being continued now, based on Hungarian economical companies which were asked about teamwork. Herewith our target was to find features of organizational teamwork in the economical life among small-, medium and big companies. We compare these results with features of educational teamwork, because there is a big responsibility of higher education to communicate it at a high level to the students or create the right conditions to develop their skills for teamwork.
 Results of questionnaires are analyzed with SPSS program (statistics of factor analyses). The results of this research can be used not only in organizational life to give tips and advice to management how to manage their employees{\textquoteright} work and knowledge sharing. These results can be used in the development of education and teaching methods. We are going to write about this research and its results in this paper.},
	keywords = {companies, teamwork},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393667170.pdf},
	author = {Ildiko Marosi and Andrea Bencsik}
}
@article {292,
	title = {A COMPARISON OF MATHEMATICS PROFICIENCY AMONG ASIAN AND AMERICAN STUDENTS},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {139-144},
	abstract = {In light of the commonly shared view that the United States is the global superpower, one may assume that the academic performance of the nation{\textquoteright}s students exceeds all others. However, based on international study, the United States falls sharply behind many industrialized countries, primarily countries within Asia, in mathematics performance. This review explores and compares the curricular, instructional, cultural, and stereotypical influences which reportedly impact mathematical proficiency among American and Asian students. The review concludes with a summarization of critical findings, as well as possible implications for future research.},
	keywords = {American students, Asian students, cultural differences},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395387250.pdf},
	author = {Michael  Sanson and Rebecca  A. Robles-Pi{\~n}a}
}
@article {316,
	title = {COMPARISON OF THE USAGE OF ICT AMONG SOME COMPULSORY SUBJECTS IN THE SLOVENIAN PRIMARY SCHOOLS},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {39-48},
	abstract = {The ICT occupies a central position both in the knowledgeable information society and in the development strategies of education systems. The ability of working with knowledge, technology and information is one of the three key competences determined by the European Common Principles for Teachers{\textquoteright} Competences and Qualifications, as well as one of the eight key competences for lifelong learning as provided by the European Qualification Framework. Comparison with EU shows that Slovenian schools have, despite highly motivated teachers for using the ICT as well as good equipment and broad band internet access, quite low usage of ICT for instruction in general. Hence, it is a challenge to study the use of ICT for the instruction of some compulsory subjects in the Slovenian schools. 
Our research involved 468 pedagogical workers. Teachers of lower grades classroom teaching level with higher education prevailed. The questionnaire they answered, and which was verified by the factor analysis and Cronbach coefficient alpha in regard to the measurements characteristics, was a combination of numerical rating scales and some open ended and closed questions. The results have shown that computer programmes are used the most for the instruction of mathematic and Slovenian language and the least for musical education. Similar results were obtained for the use of internet sites, which are used the most for teaching Slovenian language, as well as for teaching mathematics and the least for teaching music. The reasons could be found in the shortage of adequate didactic materials and weak equipment of classrooms. 
The results on the relations among the above mentioned subjects concerning the use of ICT are quite interesting, too. We discovered a positive and a statistically significant correlation, which is the highest between the subjects of Slovenian and mathematics and the lowest between the subjects of mathematics and music},
	keywords = {mathematics, music instruction, primary school},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399914337.pdf},
	author = {Majda  Cenci{\v c} and Mara  Coti{\v c} and Vida  Udovi{\v c} and Bogdana  Borota}
}
@article {311,
	title = {COMPUTER BASED REAL LAB WORK AS A COGNITIVE TOOL IN PHYSICS EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {102-110},
	abstract = {This paper deals with application of Computer based real lab work (CBRLW) as a platform for helping students to acquire a functional understanding of physics. CBRLW can be described as an {\textquotedblleft}active engagement{\textquotedblright} learning environment in a practical works, where computer-assisted data acquisition and analysis tools are used together with experiment equipment and carefully developed worksheets. CBRLW are interpreted as cognitive educational tools and not only as technological ones. The specific technical equipment and software of PASCO scientific and FHYWE were applied in laboratory works of general and special physics of {\v S}iauliai University. Laboratory works of Mechanics, Thermodynamics, Electricity, Optics and Solid State Physics were created and improved by using this universal interface-measurement-system. The varieties of sensors use the same interface box and the same software format. Students are able to focus on the investigation of many different physical phenomena without spending a large amount of time learning to use complicated tools. It provided to integrate modern science tools into physics teaching labs and made it possible to prepare and carry out experiments with a minimum of preparation time and a maximum of technical comfort. An attachment of interface (Figure 1) with a suitable sensor to the computer created very powerful system for collection, analysis and display of experimental data. Two CBRLW are discussed in this paper (Investigation of linear motion using an Atwood{\textquoteright}s Machine and Investigation of Frictional Force).},
	keywords = {computer based lab work, frictional force, interface-measurement-system, physics education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396707595.pdf},
	author = {Violeta  {\v S}lekiene and Loreta  Raguliene}
}
@article {210,
	title = {COMPUTER GRAPHICS IN COMPUTER SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {60-68},
	abstract = {For the past several years computer graphics subjects have played an important role in information and computer technology studies. The inclusion of computer graphics subjects into university curricula is motivated not only by modern technologies and methods being used in this branch, but above all by the training of programming techniques and math application these subjects provide. At the Faculty of Informatics and Management of the University of Hradec Kralove, subjects Computer Graphics I, II and III (CG) have been professed for several years within the curricula of the Applied Informatics and the Information Management study programs. Besides visualisation and graphical data processing, these subjects are focused on practicing and widening the knowledge and practical skills of students, future IT specialists. This paper introduces goals, structure and educational techniques in the CG subjects, which expand informatics subjects such as programming and algorithm development. Educational methods that involve a term project, a special framework and an e-learning support are also described. Finally several specific examples of math application used during problem solving are presented.

},
	keywords = {algorithm and math application, programming education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392408480.pdf},
	author = {Jezek Bruno and Vanek Jan and Antonin Slaby}
}
@article {306,
	title = {COMPUTER-BASED TECHNOLOGIES IN THE PROCESS OF TEACHING/LEARNING SCIENCES IN COMPREHENSIVE SCHOOL: SOCIO-EDUCATIONAL ASPECTS},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {66-73},
	abstract = {The role of ICT in education in whole and particularly in science education is very important topic. It is worth emphasizing that in recent years, a general degree of integrating ICT in the process of teaching has increased in Lithuania as well as in other countries. The growth is characteristic not only at university level but also at other levels of the education system. It is accepted that ICT makes the process of teaching/learning more effective and beneficial whereas the education system starts functioning faster. The development of ICT and the process of globalization determine alteration in the education system as well as in the whole society. The implementation of new technologies in the educational process raises new possibilities for both teacher and learner, enhances education quality and makes the educational process more versatile.
 On the other hand it is necessary to devote all our efforts to monitor the process of using ICT in general schools. It is necessary to conduct regularly researches of different scale for better understanding of a situation of use ICT in the teaching /learning process. 
Pilot research Student and Computer-Based Technologies was conducted in October {\textendash} November, 2009. To collect the required data, an anonymous questionnaire was prepared. Research sample consisted of 211 respondents who were 1st year university students (freshmen).
 In the majority of cases, the students learn to use computer independently, whereas next comes help provided by friends and family members. It has been established that computer-based technologies are very rarely used during the lessons of other subjects. The respondents think that using computer-based technologies in the classroom during the lessons of sciences has the highest impact on cognitive abilities (knowledge acquisition, self-sufficient studies etc.).},
	keywords = {computer-based technologies, general schools, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396707347.pdf},
	author = {Vincentas  Lamanauskas and Violeta  {\v S}lekiene and Loreta  Raguliene}
}
@article {216,
	title = {COMPUTERS IN MEDICINAL CHEMISTRY. MOLECULAR MODELING AND CALCULATION OF THE STRUCTURE-CORRELATED PARAMETERS DESCRIBING SKIN PERMEABILITY OF THEAFLAVONOIDS},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {139-150},
	abstract = {The application of computational technique for predicting biological activity of chemicals plays an important role in development and design of new drugs. Being now a routine approach in medicinal chemistry, the method still encounters difficulties in teaching medical science students.
 In this paper the project of introduction the students to the computational tools and approaches usually used in pharmacy and medicine is presented. The project involves estimation of the skin permeability of theaflavonoids in respect to their usefulness in topical application. Topical application of flavonoids for inhibition of skin tumor is preferred because flavonoids are poorly absorbed from intestines and are decomposed by intestinal microorganisms.},
	keywords = {molecular modeling, theaflavonoids},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392408980.pdf},
	author = {Marek Persona and Andrzej Persona and Tomasz G{\k e}ca and Agnieszka Kaczor and Dariusz Matosiuk}
}
@article {190,
	title = {CONCEPT OF PERSONALITY{\textquoteright}S COMPETITIVENESS IN CONTEMPORARY PEDAGOGY},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {57-68},
	abstract = {Global level various processes make us questions: where and in what way can we search the possibilities for sustainable development of society and how can we promote its competitiveness in the context of globalization and integration processes? The new ecological, synergetic paradigms in pedagogy enable to study a personality as a self-developing, self-organizing and self-evaluating system which develops during educational process, plans and forecasts; constructs and accumulates its own experience; which is able to choose and to be responsible for the consequences of its own actions under the conditions of modern changeable environment. 
Methodology of Research. During last three years (2005 {\textendash} 2007) a subject of our research was new meaning of concepts in pedagogy: competitiveness, competitive personality and marketable specialist in the context of human viability in the changeable environment. It bases and builds on scientific sources which represent: 1) evolutionary and cultural pedagogy; 2) developmental, ecological and applied psychology; 3) human ecology, including educational ecology. The methods of theoretical research: the analytical evaluative studies of scientific literature; content analysis of documents; reflection of experience.
 The ecological and synergetic approaches enable to draw the conclusion that nowadays human as an individual of society, personality must learn to live and change in the interaction with the changeable environment, including changeable social, educational, economic, career environment etc. aspects. Therefore concept of competitiveness is becoming pedagogical category, which changes its traditional meaning during last fifteen years. Nowadays it is very important to work out theoretical background pertaining to the new content of competitiveness in pedagogy, analysing the concept in the context of recent changes which take place in the modern society and education as well. In this article new concept of competitiveness is substantiated in the following contexts and aspects: 1) various educational paradigms: liberal-rational, ecological and synergetic paradigm, 2) several approaches: functional, biometrical and structural approach.},
	keywords = {changeable environment, competitiveness of personality, educational paradigms, sustainable development of society},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315414.pdf},
	author = {Irena Katane and Ilze Kalnina}
}
@article {268,
	title = {CONCEPTUAL LEARNING OF PHYSICS IN SLOVENIAN PRIMARY SCHOOLS},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {65-69},
	abstract = {Teaching and learning with computers (ICT) encompasses her help in educational process everywhere there where is this perhaps and reasonable. Using ICT as educated accessory mean search of optimal elements for teaching efficiency and for better achieving teaching objectives. Learning process of science, mathematic and technical subjects in elementary school in many situations demands practically and problem solved work. Conceptual learning of physics is computer based and its strategies lead pupils to a better understanding and use of more difficult processes (thinking, inferencing, using the knowledge). By conceptual way of learning we used {\quotedblbase}fizlets{\textquotedblleft}as simulatory models. They are interactive materials, where processes happen in certain intervals and there is interaction between the model and the pupil.
 The main goal of study was to research the effects of conceptual way of learning in comparison with traditional classroom education when teaching the topics {\textquotedblleft}Pressure and lifting power{\textquotedblright} in the eighth class of primary school. We tested four thinking processes of pupils (knowledge, analyses, inference and comparison). The main expected ascertainment of research was that the pupils, who were taught through the conceptual way achieved better results than those who were taught traditionally in the classroom. Hypotheses were confirmed. In general this article will show other users of teaching physics and science some didactic manners of preparing interactive educated materials. },
	keywords = {computers in education, educational system},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393668620.pdf},
	author = {Ivan Gerli{\v c} and Robert Repnik}
}
@article {344,
	title = {CONNECTION BETWEEN MUSIC LESSONS AND INVOLVEMENT WITH MUSIC AFTER LEAVING SCHOOL},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {115-127},
	abstract = {The article deals with the relationship between experience and memories gained in music lessons of general education school and current music activity and attitude towards music and analyses the effect of that experience on musical behaviour in further life. The focus is on music teacher{\textquoteright}s role in that process. The sample of the qualitative study consisted of 20 university students, ten of whom were actively involved with music (singing in the university choir) and ten were not. A phenomenographic approach was used to analyse the interviews. As the result of the analysis, four profiles were developed {\textendash} two of the profiles characterising those involved with music and two those not involved with music. The profiles are viewed in the article in the context of the experience of music lessons at school. Gaining awareness of those profiles may help music teachers to understand different behaviours of pupils and their relationship with music as a subject, and create diverse learning situations for representatives of different profiles.},
	keywords = {informal learning, involvement with music, participation in music},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399916197.pdf},
	author = {Marit  Moistlik}
}
@article {330,
	title = {CONSTRUCTIVIST LEARNING: DESCRIPTION, EXPLANATION, PREDICTION IN A CHEMISTRY CLASSROOM},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {196-202},
	abstract = {Scientific description, explanation, prediction as cognitive procedures are inherent to science and deal with understanding the phenomena in the world around us. This explains the fact many studies exist on the nature of scientific description, explanation, prediction and the relationship between them.
In the majority of studies on description and explanation in teaching, the emphasis is placed on the role of the teacher as explainer of chemical phenomena and less attention is paid to student{\textquoteright}s activity in description and explanation of studied phenomena. 
In this article we try to overcome such one-sidedness in addressing these cognitive procedures. We discuss the relationship between description, explanation, prediction in the study of chemical phenomena in high school, as well as the activity of teacher and student in constructing them. Taking into account the purposes of chemistry teaching, the characteristics of chemistry knowledge, the necessity of student-oriented training, the possibilities for change of learning environment, we propose a methodical model for description, explanation, prediction in the study of chemical substances and phenomena in the light of the basic ideas of constructivism.
},
	keywords = {chemical education, constructivism},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399915404.pdf},
	author = {Yordanka  Stefanova and Maria  Minevska}
}
@article {218,
	title = {CONTEMPORARY TEACHING METHODS EMPHASIZING CONCEPTUAL UNDERSTANDING ADAPTED FOR ENGINEERING EDUCATION AT ESTONIAN CENTRE FOR ENGINEERING PEDAGOGY},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {159-169},
	abstract = {Engineering educators should gain greater confidence through the use of extended range of contemporary teaching tools by obtaining specifics of the art of teaching. Teaching methods fostering active and long-term engagement with learning tasks are used at Estonian Centre for Engineering Pedagogy. Understanding student different learning styles is one of the midpoints of teacher training. The aim of the study programme for engineering educators is to abolish mismatches between students{\textquoteright} common learning styles and traditional teaching styles of engineering educators. The curriculum for engineering educators concentrates on interactive lectures and contemporary teaching methods emphasising conceptual understanding, adapted specially for engineering education, being introduced in the following article.     },
	keywords = {interactive lectures, teaching methods},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392409067.pdf},
	author = {Tiia R{\"u}{\"u}tmann and J{\"u}ri Vanaveski}
}
@article {188,
	title = {CONTRASTING CASES AND THEIR IMPACT ON LEARNING: A REP-LICATION OF A LEARNING STUDY CONFIRMING THE IMPACT OF CONTRASTS},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {38-46},
	abstract = {The present article describes how Swedish pupils in class 4 (nine to eleven years old) learn English as a second language. The study replicates a learning study carried out within the framework of a more ex-tensive project known as {\textquotedblleft}The Pedagogy of Learning{\textquotedblright}. The present study is aiming to find out if the re-sults from one original learning study can be generalised to other teachers and pupils. The pupils partici-pating in the presented study learn how to use {\textquotedblleft}to have{\textquotedblright}. The original Learning Study Cycle (LSC) con-sisted of three lessons per cycle, each lesson carried out in different groups of pupils. The teachers fo-cused on the critical aspects, i.e. the features which must be distinguished in order to understand a phe-nomenon. This process entailed investigating the contrasts between the specified learning outcome(s), i.e. the ability or knowledge targeted. The lessons were planned from a variation theory perspective. The LSC demonstrated that the use of contrast {\textendash} applied in only one of the three lessons {\textendash} between {\textquotedblleft}to be{\textquotedblright} and {\textquotedblleft}to have{\textquotedblright} had a positive effect on pupils{\textquoteright} generative learning, i.e. continued learning outside the classroom. In order to establish if the results of the present study are coincidental or repeatable the LSC was repli-cated. The first replicated study was conducted by a group of teachers with a good knowledge of variation theory. These teachers had previously applied the theory in mathematics lessons. A second replication was initiated by a group of teachers with no knowledge of variation theory. The results demonstrated that contrast is important for generative learning provided that teachers are able to focus on critical aspects and thereby elucidate contrast. In the group familiar with variation theory the results were similar to those of the original study, i.e. generative learning was promoted, while contrast had little effect on the pupils generative learning in the group of teachers who had no knowledge of variation theory. The study demonstrates that generative learning is dependent on teachers{\textquoteright} knowledge of how the critical aspects of the target knowledge should be presented to pupils. Such knowledge enables teachers to apply contrast as a means of developing pupils{\textquoteright} ability to distinguish qualitative differences. In this way, pupils continue to develop their knowledge beyond the classroom.},
	keywords = {generative learning, phenomenography, variation theory},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315254.pdf},
	author = {Mona Holmqvist and Jane  Mattisson}
}
@article {321,
	title = {A CONTRIBUTION TO SCIENCE FOR ALL: LEARNING ABOUT POLYMERS},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {107-118},
	abstract = {The 21st century is already marked as the century of synthetic polymer materials and their presence in our daily lives makes them unavoidable in chemistry education. The theme of Synthetic polymers is rather extensive, therefore only contents necessary to any student (individual) should be chosen. 
In the present paper, synthetic polymers are considered as a necessity in everyday life, in technology and economy of the contemporary world, as well as potential pollutants of the environment. Knowledge about basic procedures for polymer synthesis, their physical and chemical properties, ways of degradation, all this makes possible for every individual to properly choose and utilize various synthetic materials in diverse areas where they are used. This way provides the perception of the interactive relation between science and society.
The teaching of the theme Polymers enabled students to use knowledge of chemistry from various fields in a situation different from the one where it had been acquired and to link the concepts into a single system. The teaching of the theme proceeded through the discussion and enquiry-based experiments in work with small groups during two teaching hours (1.5 h). The investigation was carried out with a group of high school students (85). Statistically significant difference (p<0.001) in the achieved results at final testing (73.4\%) compared to initial testing (32.6\%), especially in tasks related to comprehension and application of chemistry concepts, indicates that the tested method of work is applicable in school practice.
},
	keywords = {enquiry-based experiments, inclusive science, learning/teaching chemistry, secondary-level education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399914737.pdf},
	author = {Jasminka Korolija and Jovica  V. Plavsic and Ivana  M. Mladenovic and Ljuba  M. Mandic}
}
@article {332,
	title = {THE COOPERATION OF SCIENCE TEACHERS: SOME RELEVANT ISSUES},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Editorial},
	chapter = {5-7},
	abstract = {Nowadays a large discussion is open on the teaching/learning quality issue. It is clear that {\textquotedblleft}learning is a process of construction in which the students themselves have to be the primary actors{\textquotedblright} (von Glasersfeld, 1995). By nowadays the view of the learner has changed from that of a passive recipient of knowledge to that of an active constructor of knowledge. It must be taken into account that {\textquotedblleft}learning is a process of knowledge construction, not of knowledge recording or absorption{\textquotedblright} and {\textquotedblleft}learning is knowledge-dependent; people use current knowledge to construct new knowledge{\textquotedblright} (Anthony, 1996). Having in mind this it is important to promote the active cooperation of science teachers in teaching process. 
Collaboration and cooperation (there are some important differences between these two terms and we prefer to use the second one) of science teachers are very important components of process of teaching and learning. It is a first step to the constructive, integrated process of teaching. Without adequate cooperation it is not possible to reach the appropriate level of integration, except for internal integration of teaching subjects at a lesson. But in that case a degree of integration is not high enough. Cooperation of science teachers is possibly at all stages of educational process. For example, such cooperation is very effective by preparation of joint teaching/learning programs (curriculum) and concrete plans of activity. Cooperation depends on many factors, for example, the psychological microclimate in collective, motivation of teachers to work better, motivations of pupils and their interest to natural sciences in general. We need teachers to go beyond traditional school science with its emphasis on {\textquotedblleft}key{\textquotedblright} concepts (Eisenhart, Finkel, \& Marion, 1996) and focus also on the processes of learning and thinking about learning (Watters, James, Ginns, Ian, 2000).�
 Finally, I want to point out that cooperation (collaboration) among science teachers undoubtedly raises efficiency of teaching/learning process. It is a first step to the constructive, integrated process of science teaching. Without adequate cooperation it is not possible to reach the appropriate level of integration, except for internal integration of teaching subjects at a lesson. Teachers{\textquoteleft} cooperation (collaboration) in schools breaks the isolation of the classrooms. Cooperation is an important vehicle through which teachers can plan and carry out an array of services for students. One of the most promising benefits of teachers{\textquoteleft} cooperation is the increased opportunity it gives teachers to interact with one another regarding different teaching and learning issues. Specifically, teachers who cooperate are more likely to discuss with their colleagues areas of the curriculum they have difficulty teaching. The some more statements on cooperation among science teachers can be mentioned: cooperation has a direct impact on students; cooperation is becoming an essential ingredient in successful schools; cooperation is based on belief in the value of shared decision making, trust, and respect among participants; teachers cooperate only when they share a goal; teachers must make a personal choice to work cooperatively; cooperation is voluntary, not administratively mandated; each teacher participating in a cooperative effort contributes some type of resource; cooperation can only occur when it is associated with some program or activity that is based on the shared goals of the individuals involved etc. Cooperation with colleagues is helpful way for improvement of professional knowledge of science teachers. So, the need for cooperation is evident in the science education arena in both formal and non-formal situations. },
	keywords = {cooperation, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399915559.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {284,
	title = {COST-SHARING POLICY IN THE EUROPEAN HIGHER EDUCATION: A COMPARATIVE PERSPECTIVE},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {60-77},
	abstract = {There has been a worldwide tendency to implement Higher Education (HE) funding policies based upon cost-sharing (Johnstone, 1986, 2002, 2003, 2004, 2005, 2007; Woodhall, 2002, 2003; Vossensteyn, 2002, 2005; Ziderman and Albrecht, 1995). Such trend has taken many forms: introduction or increase of the tuition fees value; introduction of loans programs, or change of social support from study grants to loans; and incentive and support to the outcome and development of private education. 
Due to the European Higher Education diversity we must perspective a comparative analysis by enhancing the dominant situation in several European countries. In this article we will discuss the relationship of tuition fees policies to the HE accessibility and affordability:
 {\textbullet} What are the HE funding policies followed over the last two decades?
 {\textbullet} What results do are the policies of tuition fee have on HE accessibility?
 In summary, we will demonstrate that in most European countries cost-sharing policies have been implemented, with the adoption of tuition fees with diversified impacts on Higher Education accessibility and affordability. Loans and grants could also be analysed, but we will focus our attention only on the tuition fees policy. },
	keywords = {accessibility and affordability, cost-sharing, tuition fees},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395386837.pdf},
	author = {Luisa  Cerdeira}
}
@article {225,
	title = {CREATING, FOSTERING, AND SUSTAINING SCHOOL CULTURE IN LATVIA: COMMUNICATION WITH STAKEHOLDERS},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {30-35},
	abstract = {The primary purpose of this study was to explore communication process in schools provided by principals and the degree of stakeholders{\textquoteright} involvement in the process of development of the desirable school culture. 357 principals, 152 teachers and 78 technical staff members anonymously completed specially developed questionnaires about school culture. It was revealed that the main target groups for principals are teachers, parents, community and pupils. There is still an opportunity to develop better communication with assistant staff members. Communication in schools is still realized in more traditional ways i.e. in oral form of communication with different size of groups and in written form as leaflets distributed in the staff rooms. This study demonstrates that electronic communication was rarely used in a respondent group or at least was not used systematically in the assistant staff group.},
	keywords = {principal, school culture, school culture implementation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393266809.pdf},
	author = {Ineta Daiktere}
}
@article {335,
	title = {THE CREATIVE PLATFORM: A NEW PARADIGM FOR TEACHING CREATIVITY},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {33-50},
	abstract = {In this paper The Creative Platform is elaborated as a new paradigm in didactic thinking where the aim is to engage in an experience rather than reflecting on it. The Creative Platform is a didactic approach for unlimited application of knowledge. In that sense it is a didactics for creativity because being creative involves applying knowledge without being limited from professional, social or cultural boundaries.
 Part one of the paper presents a literature review of creativity done from a biological, a cognitive, a knowledge, a social, and a motivational perspective. These perspectives are conceptualised into 4 pillars that form the concept of The Creative Platform. The four pillars are defined as No-Judgment, Task-Focused, Parallel Thinking and Horizontal Thinking. 
Part two of the paper presents a general model for any course or process that is to be taking place on The Creative Platform. The model consists of 6 steps that take the participants onto The Creative Platform, make them work on it, and take them down from it again.
 Part three of the paper presents a general empirical reflection of the past 5 years of implementing The Creative Platform as a didactic model in education ranging from primary school courses to master level university courses.
 The paper concludes that The Creative Platform represents a model for enhancing creativity in a course where students constitute diversity in terms of professional, social or cultural background. It also concludes that The Creative Platform should be used in isolated courses or isolated parts of courses where unlimited application of knowledge is needed to generate new knowledge constructions, new ideas, new thinking or new behaviour.},
	keywords = {interdisciplinary work, parallel thinking, unlimited application of knowledge},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399915699.pdf},
	author = {Christian  Byrge and S{\o}ren  Hansen}
}
@article {252,
	title = {CREATIVITY AS A REFLEXIVE TRANSDISCIPLINARY LANGUAGE IN THE MECHATRONICAL KNOWLEDGE},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {94-102},
	abstract = {Starting from the transdisciplinary approach of knowledge is proposed a new transdisciplinary creative reflexive language in a way that can lead to knowledge, enabling the teaching of science and technology to disciples (students, apprentices, pupils, adults) from a large variety of backgrounds, motivating them for research, planning, design and creation of technological projects. Creative thinking is working within and through the design process of projects, changing the teaching methods and creating a rich and flexible learning environment, adopting new assessment methods, combining practical and theoretical knowledge, synthesizing vertical and lateral thinking. Students are preparing themselves the design process, structuring the programs to control the projects, learning environment that emphasizes planning, building activities and team projects, creating challenges, curiosity, imagination, and success in studying technological subjects, to become good mechatronicians. },
	keywords = {design-process, transdisciplinarity},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393667290.pdf},
	author = {Ioan  G. Pop}
}
@article {319,
	title = {CRITICAL ANALYSIS OF POPULARISATION DOCUMENTS IN THE PHYSICS CLASSROOM: AN ACTION RESEARCH IN GRADE 10},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {72-96},
	abstract = {Critical work on popularisation resources is a widely recommended activity, one considered to motivate students and prepare them to be responsible citizens. This investigation explores the extent to which some activities aimed at this goal can be fruitfully organised in the classroom, in the course of an ordinary syllabus, at grade 10 level. Two expectations orientate our research: in this context, students presented with written popularisation documents would tend to limit their comprehension of the core message to what is directly connected with their syllabus; and they would not easily evaluate the respective importance - in terms of comprehension - of the implausible elements used in the document to facilitate its reading. After a preliminary investigation with teachers and students, a teaching-learning sequence was designed on the basis of our expectations, completed by the hypothesis that three specific aspects of students{\textquoteright} learning processes would be mutually resonant in a {\textquotedblleft}virtuous circle{\textquotedblright}. The implementation of this sequence for three successive years (Nt=94 students) with the same teacher provides stable results. Beyond analysing to what extent the outcomes support our expectations (to a rather large extent, in fact) we discuss the value of the elements within the {\textquotedblleft}virtuous circle{\textquotedblright} to orientate the analysis of student learning processes in this type of classroom interaction.},
	keywords = {popularisation resources, school-oriented reduction, teaching physics},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399914586.pdf},
	author = {Ivan  Feller and Philippe  Colin and Laurence Viennot}
}
@article {282,
	title = {DEFICIT THINKING AND HISPANIC STUDENT ACHIEVEMENT: SCIENTIFIC INFORMATION RESOURCES},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {41-48},
	abstract = {The purpose of this study was to examine the literature that suggests that the academic gap between Hispanic and White students may be due to cultural deficit thinking. The methodology used for conducting this research was to search through databases using the following key words: deficit thinking, cultural deficit, teacher effectiveness, racism in education, student stereotyping, teacher rating of Hispanic students, and achievement gap. Examination of the theory of cultural deficit thinking was applied to the literature and thus non-significant results were obtained. Practical solutions include changing teacher dispositions through self-reflection and education, recognition of deficit thinking and its effect, communicating high academic expectations to Hispanic students, and the implementation of curriculum that demands egalitarian instruction for all students.},
	keywords = {achievement gap, cultural deficit thinking},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395386739.pdf},
	author = {Ana  Bruton and Rebecca  A. Robles-Pi{\~n}a}
}
@article {193,
	title = {THE DEVELOPMENT OF SPEECH OF ESTONIAN CHILDREN AGED 2-3 YEARS AND IT{\textquoteleft}S RELATIONS WITH THE FACTORS OF THE HOME ENVIRONMENT},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {92-99},
	abstract = {Language is a catalyst of cognitive change during early childhood. Identification and assessment are crucial in speech therapy, especially in early years. The aim of current research is focused in children between 2;0 and 3;11 years old {\textendash} to test preschooler{\textquoteright}s comprehension of the language (RDSL) and active vocabulary (HYKS) Parents fulfil the questionnaire about the family{\textquoteright}s background. Research group: 333 children. The article provides an overview of the Estonian children{\textquoteright}s speech and language level and its dependence on children cultural, social and economical environments. },
	keywords = {home environment, preschoolers speech development},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315585.pdf},
	author = {Tiiu Tammem{\"a}e}
}
@article {222,
	title = {DICHOTOMY BETWEEN EDUCATIONAL POLICY-MAKING AND IMPLEMENTATION IN KENYA},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {9-14},
	abstract = {A range of interest groups that exert power and authority over policy-making influences the policy process. These influences affect each stage of the process from agenda setting, to the identification of alternatives, weighing up the options, choosing the most favorable and implementing it. Policy practices are not a rational search. A crucial aspect of all policy practice is specifically what and who is included. The style of policy discourses is overwhelmingly to talk as though that were not so; but as though the data were inclusive, the processes rational and the remedy simply knowledge- or research- based (Apthorpe 1986).The paper examines the dichotomy between educational policy making and implementation and focuses on the Policy evolution in Kenya . It examines a few models of policy implementation and shows the possible consequences of dichotomy and the importance of owning a policy. The paper concludes that Policy formulation and Implementation is a complex messy business which is not tied up in neat theoretical packages. },
	keywords = {dichotomy, policy formulation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1505492484.pdf},
	author = {Pamela  Atieno Ochieng}
}
@article {267,
	title = {DIDACTICS AND COMMUNICATIONS CRITERION OF DISTANCE EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {56-64},
	abstract = {Last decade{\textquoteright}s technological development in the field of information technology has boosted the range of varieties of its use in the distance education and given new dimensions to this type of education. Distance-learning nowadays is practised by several theory{\textquoteright}s, each differing from the other in its formal access, in the analyse of its teaching and learning materials, in its ways and range of counselling and the range of its communication with the participants, as well as in its didactic concept of preparing and forming learning materials, etc. Distance education is important criterion for new communication trends in education. Therefore it shall be covered more thoroughly in this work.},
	keywords = {distance education, teacher training},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393668577.pdf},
	author = {Ivan Gerli{\v c}}
}
@article {247,
	title = {DISENGAGEMENT WITH SCHOOL: CLASSROOM INVESTIGATIONS AS A POSSIBLE SOLUTION},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {44-53},
	abstract = {We live in a highly complex society that presents its citizens with many challenges and problems. In order to respond it, by making informed decisions, citizens have to appropriate certain key competencies, for instance, reasoning, communication, life long learning, among others. So education has never been seen such a central issue to promote individual growth as nowadays, and also a central issue to enact societal and economical growth. Despite education playing a central role in the international agenda, the failure of the school systems to teach all the students has never been so visible. Nowadays, one of the greatest challenges is to provide an answer to those students who have dropped out of school, or to those who have disengaged from it. Several actions have been developed, some of which concern pedagogic actions. Activities based on investigations in science classes are seen nowadays as a way to enact key competencies, but also to involve students with their own learning. But, what make these activities so successful in getting to all students and, even more, to those who have disengaged from the school system? In this paper, we will discuss the impact of activities based on investigation in secondary students{\textquoteright} involvement with school. Its efficacy seems to be related to identity issues. By changing classroom practices and relationships, not only among teachers and students, but also between students and school knowledge, this kind of activity allows the students to reconstruct new identities, where they can envisage new future paths. },
	keywords = {classroom investigations, educational exclusion},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393666230.pdf},
	author = {Sofia  Freire and M{\'o}nica Baptista and Carolina Carvalho and Ana Freire and Teresa Oliveira and M{\'a}rio Azevedo}
}
@article {294,
	title = {DIVERSION IN SEMANTIC SPACE OF FUTURE TEACHERS AND ASSISTANT TEACHERS FOR ROMA COMMUNITY},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {155-162},
	abstract = {The contribution is devoted to presenting multicultural education, which reflects influence of increasing diversity at schools. Competences of a teacher in given area are considered incredibly important, especially in attitude towards Roma ethnic. Negative attitudes, difficulties in bonding within social space under the influence of globalisation trend can unfavourably affect educational process of a pedagogue, as well as an assistant for Roma community. Therefore we focused our research study to findings of semantic space of identity forming notions, and also notions, which shows bonding of observed dimensions. Participants consisting of future teachers (N=215) and future assistant teachers for Roma community (N=164) expressed to notions, namely by choosing and assigning pictures by using the method the Test of semantic selection (Dole{\v z}al). Final findings showed certain similarities as well as differences in semantic space, which was attributed to observed notions by future teachers and assistant teachers for Roma community. Particularly stereotypes represented by higher rate were shown with both observed groups. Higher rate of fear from the notion Roma was shown by future teachers on contrary to future assistants of Roma community. },
	keywords = {multicultural education, teachers},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395387356.pdf},
	author = {Blandina  {\v S}ramova and Eva  Poliakova}
}
@article {280,
	title = {ECONOMIC CHANGES DEMAND TO MOVE FROM LIFE LONG LEARNING TO LIFE WIDE LEARNING},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {20-28},
	abstract = {Lifelong learning is indispensable to develop successfully into a knowledge-based economy and society. Educational level is the most important determinant of employability. According to experience those who have higher qualifications can adapt faster and better to changing circumstances and new tasks than those who have a lower-level education. That is why adult education and training is essential to competitiveness and economic growth.
 In several Western European countries, e.g. in Denmark, Germany and Sweden where adult training has long traditions, the high level, high quality adult training is a determining factor of economic competitiveness.
 Nowadays the term {\textquotedblleft}lifelong learning{\textquotedblright} is familiar even in Hungary, which includes/would include old age learning as well. However, practically there is no opportunity for it; life-long learning means only the training of those employable in the labour market.
 Nevertheless, a lot of old aged people would learn new things with pleasure. In most Western European countries there are opportunities to do so.
 The question naturally arises: to what extent can old people be burdened, what are they capable of either at school or in the labour market? It should not be treated only as an employment problem: it is also indispensable with regard to life quality. },
	keywords = {knowledge based society, lifelong learning},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395386623.pdf},
	author = {Andrea Bencsik and Ildiko  Trunkos}
}
@article {234,
	title = {EDUCATION OF POLISH NATIONAL MINORITY IN THE REPUBLIC OF BELARUS {\textendash} LAW, MODELS OF ORGANIZATION AND EDUCATIONAL EXPERIENCES},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {117-125},
	abstract = {The article deals with the issue of the educational system of Polish national minority in the Republic of Belarus. In spite of the fact that citizens of Polish origin have always been very numerous there, they had been deprived of national education for almost 50 years (1949-1988). The situation changed in the period of {\textquotedblleft}perestroika{\textquotedblright}, when members of the Polish minority were allowed to introduce lessons of the Polish language into schools. However, only the collapse of the USSR and the establishment of the independent Republic of Belarus caused a radical change in the status quo. According to the Byelorussian legislation, Poles have been able to open Polish schools and/or courses. As a result Polish national education underwent a period of rapid development which lasted until 2005. The article presents the domestic law of the republic and bilateral agreements (between Poland and the Republic of Belarus), enabling the Polish minority to develop their own system of education. It also shows several examples of organizational models of teaching the Polish language that function within the framework of the state educational system and beyond. The paper gives an overview of the extent and tendencies in the development of the Polish national education in Belarus.},
	keywords = {national minorities, teaching of the Polish language},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393267265.pdf},
	author = {Malgorzata Stopikowska}
}
@article {246,
	title = {EDUCATIONAL INTERVISION: THEORY AND PRACTICE},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {37-43},
	abstract = {Teachers are confronted with challenges, which are of individual and organizational character (in classroom, in educational purposes, in groups and institutional structures). Therefore, they need assistance to find solutions in their own context without depending on external experts.
 Such external counselling often is neither necessary nor helpful in every aspect and any circumstances, because of the biographical and institutional frame of the problem or conflict. Therefore, a method combining individual and organizational aspects of counselling, which recognizes the participants in the problem as the experts of its solution, is helpful. On the other hand free group discussions without a systematic methodical approach have to be avoided. Therefore, a certain training is needed in order to assist groups to work effective and systematically. 
The following manual for instructing problem-solving peer groups (PSPGs) is developed from own experiences in teacher training in Latvia and Germany.
 Although there are connections and interdependencies between this model of educational intervision with similar concepts (Balint groups, encounter groups, peer supervision, KoBeSu etc.), it has its special characteristics in the focus on integrating teaching, biographical methods and counselling with the concept of self-actualisation and self-organizing into a program, which is based on the conviction that persons and groups can become subjects of a systematic problem-solving process. Analysing the method of intervision in theory (literature) and practice (in teacher training) can open ways to such assistance without external experts. 
Background, concept and aim of this special way of counselling, based on the model of Subjective Theories, should invite teacher-groups to make their own experiences. The manual (Appendix) can help teacher-groups to find own methods, rituals and rules regarding their specific situation. },
	keywords = {intervision, subjective theories},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393666171.pdf},
	author = {Geert Franzenburg}
}
@article {244,
	title = {EDUCATIONAL POSSIBILITIES IN THE DEVELOPMENT OF THE AMBIENT INTELLIGENCE CONCEPT},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {25-31},
	abstract = {In 2001, IST Advisory Group, as an advisory body of the European Commission in the field of information and communication technology, introduced four scenarios of the future development in information society forming an Ambient Intelligence (Ami) environment. This vision is a relatively new concept that is being developed at both theoretical and practical level. The problem is that although the concept of AmI has a strong technological orientation, there are also social, psychological, ethical or legislative dimensions that have to be taken in to consideration. Successful application of AmI requires entwining technological, managerial and other aspects to a complex soft system. In order to design and create appropriate architecture of this intelligent environment, which will match given requirements, it is necessary to acquire qualitative description of future stakeholders{\textquoteright} needs. One needs appropriate tools or techniques to be able to comprehend such complexity and people in general usually do not possess needed skills or tools. Therefore, the role of education is of a crucial importance here. The paper describes the AmI concept and outlines its relation with educational issues. Experience obtained while implementing of so-called learner-directed educational approach together with achieved findings and lessons learned are introduced. },
	keywords = {ambient intelligence, decision-support systems, learner-directed learning},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393666078.pdf},
	author = {Vladim{\'\i}r Bure{\v s} and Pavel {\v C}ech and Karel Mls}
}
@article {255,
	title = {EDUCATIONAL ROLE OF TEACHERS{\textasciiacute} VOICE AND PERFORMANCE- CHANGING TEACHERS{\textasciiacute} ATTITUDE TOWARDS THEIR VOICE IN FIELD CONDITION},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {115-126},
	abstract = {Considerable research has been done concerning the prevalence of vocal problems and disorders among teacher students and teachers. All research shows that voice disorders are very typical and are mostly connected to external factors such as environmental factors associated with vocal loading, health-related factors and stress-related factors. How voice disorders are connected to speakers posture, use of resonance and registers has not yet been studied. The primary prevention of voice disorders refers to elimination of circumstances that might cause a voice disorder, involving also teaching vocal hygiene strategies, while secondary prevention involves early detection and treatment of voice disorders. This article shows how teachers{\textasciiacute} attitudes towards their voice in field condition can be changed by giving them new models of (1) vocal hygiene strategies and (2) vocal exercises, combined to the Eerola ABC and balance-method and the Pilates-method. The article also gives a model to incorporate such training for all new teachers, for example in Tallinn University. },
	keywords = {Pilates-method, voice disorders},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393666476.pdf},
	author = {Katri-Liis  Vainio}
}
@article {333,
	title = {EDUCATORS{\textquoteright} CLASSROOM EXPERIENCES WITH VARIATION OF LEARNING THEORY},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {8-20},
	abstract = {Classroom practitioners are expected to facilitate effective learning under the outcome-based education in South Africa. During this facilitation process, educators are required to become more resourceful in terms of their learning and teaching strategies. This article is based on a case study within the phenomenographic paradigm, of grade nine educators and learners in four schools in the North West Province of South Africa, on specific economics topic relating to the understanding of the value or price determination of the South Africa Rand on the foreign exchange market. The article is divided into three parts. Firstly, the concepts of phenomenography and variation theory of learning are explored and constituted as the conceptual framework for the study. The second part deals with educators{\textquoteright} experiences with the variation theory as a classroom resource for learning. The last section of the article deals with the impact of educators{\textquoteright} classroom experiences with the variation theory on learners{\textquoteright} quantitative and qualitative learning outcomes. The results showed an improvement in the learners{\textquoteright} understanding of the economics topic studied. },
	keywords = {outcome space, phenomenography, variation theory of learning},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399915600.pdf},
	author = {Thomas E.B. Assan}
}
@article {328,
	title = {EFFECTIVE STRATEGIES AND MODELS FOR TEACHING THINKING SKILLS AND CAPITALIZING DEEP UNDERSTANDING IN ENGINEERING EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {176-187},
	abstract = {The article introduces effective teaching strategies and models suitable for teaching engineering, implemented at Estonian Centre for Engineering Pedagogy. Strategies are general approaches to instruction, used to meet a range of learning objectives: skilled questioning, clear communication, organizing lessons, effective feedback, starting lessons with a review and ending with closure, applicable in all teaching situations. Models are specific approaches to instruction having four characteristics: they help students acquire deep understanding and develop critical thinking abilities; they include a series of specific steps intended to reach the objectives; they are grounded in learning theory; they are supported by motivation theory. Introduced models are designed to capitalize deep understanding and critical thinking in teaching engineering. Accordingly students will be able to explain, find evidence and examples, generalise, apply, analogise and represent a topic in a new way. At least four different kinds of knowledge are essential for expert teaching: knowledge of content; pedagogical content knowledge; general pedagogical knowledge; and knowledge of learners and learning. The goal of the article is to help engineering teachers acquire knowledge in each of these areas. },
	keywords = {deep understanding, engineering education, teaching models},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399915280.pdf},
	author = {Tiia R{\"u}{\"u}tmann and J{\"u}ri Vanaveski}
}
@article {331,
	title = {EFFICIENCY OF POWERPOINT PRESENTATION AS A COMPONENT OF SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {203-211},
	abstract = {In recent years, information and communication technologies have been used in the educational process, including teaching of natural sciences. It is generally assumed that these tools have positive effect on the motivation and activation of pupils. However, there has not been much research focusing on the effect these new educational means and methods might have on the learning process in pupils, the position of teachers and on the real performance of pupils. For the above mentioned reasons, the research work which is dealt with in this article aims at eliciting the efficiency, advantages and disadvantages of the use of ICT, namely PowerPoint presentations, in different components of educational process in the field of natural sciences. The research focuses not only on the creation of presentations as didactic tools, but also on finding the optimal, most purposeful and most effective way to use presentations in the educational process. The article summarizes results so far yielded by the research which includes several years of work focusing on the production of didactic presentations and on the feed back from teachers and pupils. These efforts allow defining difficulties involved in the use of presentations, offering remedies and testing all the findings in practice.},
	keywords = {effectiveness of teaching, questionnaire investigation, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399915449.pdf},
	author = {Kl{\'a}ra  Urbanov{\'a} and Hana  {\v C}trn{\'a}ctov{\'a}}
}
@article {226,
	title = {E-MARKETING TOOLS AND THE NEW DIMENSION OF INTEGRATED MARKETING COMMUNICATIONS IN EUROPEAN HIGHER EDUCATION SERVICES},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {36-45},
	abstract = {The increasing competitiveness, rising target audience{\textquoteright}s expectations (students, their families, employees/employers, academic staff, government, suppliers) and widening access to information determines higher education institutions across the world to continuously evaluate their activities with the external environment, get in touch with the users{\textquoteright} needs and integrate this analysis into their every day working plan, which, in fact, means adopting the marketing concept {\textendash} an important issue, that concerns higher education marketers, even with today{\textquoteright}s grim economic outlook.
 Recent studies indicate that nowadays higher education institutions are moving online across the spectrum of marketing activities, from building awareness to creating a high-quality virtual education system and they use online tools as an important and effective component of their marketing strategies. In order that the Internet is most effective, it requires to be deployed as part of an integrated marketing communications approach.
 European higher education institutions have to identify ways to integrate E-marketing tools into their communication plans. The unique characteristics of the new media require that a database driven segmentation approach to communication strategy be employed, including the development of a customized, interactive, integrated marketing communication plan.},
	keywords = {communication models, e-marketing, integrated marketing communications},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393266857.pdf},
	author = {Alexis Daj and Andreea Chirca}
}
@article {263,
	title = {ENHANCEMENT OF EDUCATIONAL PROCESS USING EXPERIENCE BASED TUTORING APPROACHES},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {7-23},
	abstract = {In any technological development we must always take into account very important set of equations:
 
Better vocational training = more skilled workers = better production = more competitive production = greater employability = reduce unemployment and its effects.
 
The equations clearly show that any technological development requires adequate preparation i.e. education of human resources for this development. Slovenia wishes to base its own development and prosperity mainly on knowledge. Therefore, the change and modification of education system became an imperative. Consequently, the following article deals with the demand: Slovenia has to fulfil in this process of transformation. 
From the experiences of recent years, it seems clear that the existing education system in Slovenia, as a whole, is perceived as an ailing system that fails to meet the needs of a major portion of the society it serves. Every aspect of the educational process and system must be studied and reconsidered in light of new and different societal expectations. And for these purposes we would like to use all positive experiences from different systems in the world.},
	keywords = {learning environment, quality enhancement},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393668265.pdf},
	author = {Boris Aber{\v s}ek and Mateja Ploj Virti{\v c}}
}
@article {317,
	title = {EVALUATION OF CHANGES IN PEDAGOGIC OPINIONS WITHIN THE PROCESS OF TEACHING OF NATURAL SCIENCES IN BASIC SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {49-57},
	abstract = {After Latvia joined the united European economy space, more and more attention has been paid to development of natural sciences and technologies. These are natural sciences that teach the student to observe the nature and its phenomena objectively and without prejudice, to analyse and understand them, to formulate conclusions and foresee results. Children are investigators by nature and they actively search for information about their surroundings. They try to conceive of their environment with help of observation and experiment. Research work is an important and unsophisticated natural approach in teaching natural sciences in school. Natural sciences give everything that is necessary to develop and deepen students{\textquoteright} understanding about the surrounding world. They facilitate students{\textquoteright} thirst for knowledge and critical thinking; they depict relations between human beings and nature. Qualitative process of teaching of natural sciences at school gives students a possibility to acquire comprehensive basic knowledge and skills in the sphere of science contributing to development of the student, who will become a technologically educated member of the society, who will be encouraged to move forward in the sphere of science and technology. In order to promote the quality of education, the reform of basic education is being realised. The basis of the reform in subjects of natural sciences is orientation and direction of study content towards research work. In the article the author examines changes of pedagogic opinions in the process of teaching natural sciences, analyses students{\textquoteright} points of view about the progress of acquisition of proficiency in natural sciences during the reform of content of basic education content. 
The aim of the research is to find out problems occurring in the process of studying of natural sciences in basic school and to emphasise facilitating development of students{\textquoteright} proficiency in natural sciences.
Research methods: examination and analysis of literature, inquiring.
Results of the research: the author gathered information about today{\textquoteright}s teaching process in subjects of natural sciences, evaluated the process of acquisition of natural science in basic schools in Latvia.
},
	keywords = {constructivism, education of natural science, research work},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399914385.pdf},
	author = {Janis  Dzerviniks}
}
@article {343,
	title = {EXAMINING THE STRUCTURES OF STUDENTS{\textquoteright} CONCEPTS USING REPERTORY GRID ANALYSIS},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {102-114},
	abstract = {This work attempts to explore the methodological legacy of George Kelly {\textendash} repertory grid analysis {\textendash} as an aid to visually mapping the structures of students{\textquoteright} concepts. Although, Kelly formulated a complex Euclidian framework of psychological laws, axioms, and corollaries, we have concentrated on the methods that later workers took from Kelly{\textquoteright}s original {\textquoteleft}RepGrid Test{\textquoteright}. The central entity is a self-constructed concept, or set thereof, that may be represented in a matrix. As a matrix of integers can be manipulated by a large variety of statistical protocols, we explore in three studies how such matrices may be derived in relation to students{\textquoteleft} concepts of living kinds, and then how they may be analysed. Typcially, we use principal components analysis {\textendash} a model-free form of factor analysis. The resultant loadings derived from these analyses are plotted on Cartesian planes from which additional information about the structure of the students{\textquoteright} conceptualizations may be derived.},
	keywords = {repertory grid analysis, thoughts},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399916153.pdf},
	author = {Thomas  J.J. McCloughlin and Philip  S.C. Matthews}
}
@article {327,
	title = {EXPERT EVALUATION OF SCENARIOS FOR INCLUSION OF EDUCATION ECOLOGY INTO NURSING STUDIES},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {168-175},
	abstract = {Already back in the middle of the 19th century, nurse Florence Nightingale pointed out the importance of interaction between human beings and their environment. With the further advance of nursing theories and models, the 20th century nursing theoreticians highlighted man, environment, health and care as the key concepts in nursing. One of the most important achievements in further development of nursing theories is the health system model of Betty Neuman based on systemic approach which analyses interaction between the patient, medical staff and environment. The UN Resolution on UN Decade of Education for Sustainable Development (2005{\textendash} 2014) passed by the General Assembly in 2002 is of great importance in strategic development of education. Over the last thirty years, there has been a lot of research done on ecology of human development, education ecology and change in education in the context of sustainability. The authors of the present article have done extended research including reflection on their personal experience in professional education (L.Peks), practical nursing experience (R.Renigere) and teaching experience in different nursing study programmes. The authors have concluded that there is a contradiction between the nursing study programmes and current developments in nursing theories and models, especially taking into account the latest achievements in the development of education ecology. It is vitally important to include education ecology into nursing studies. A body of experts has assessed scenarios of education ecology inclusion. },
	keywords = {education ecology, education for sustainable development, theories of patient care},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399915219.pdf},
	author = {Ruta  Renigere and Ludis  Peks}
}
@article {334,
	title = {AN EXPLORATION OF INDIVIDUAL DIFFERENCES IN TEACHERS{\textquoteright} TEMPERAMENTS AND MULTIPLE INTELLIGENCES},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {21-32},
	abstract = {For this study on individual differences, predictions were made from the literature on the four temperaments in order to examine how teachers with particular temperaments might use their multiple intelligence strengths in their approaches to teaching and learning. From a cohort of 336 beginning teachers it was found that temperaments and multiple intelligences are two separate constructs. The differences in patterns of intelligence strengths confirm that each of the four temperaments is distinct from the other. Teachers adopting a Catalyst Temperament have above average strengths in Linguistic, Musical, Interpersonal and Intrapersonal Intelligences. Those with a Stabilizer Temperament display above average strengths in Logical-Mathematical and Interpersonal Intelligences. Teachers adopting a Theorist Temperament demonstrate strengths in Logical-Mathematical, Linguistic, Spatial and Intrapersonal Intelligences. Those with an Improviser Temperament show below average strengths in all except Bodily-Kinesthetic Intelligence.},
	keywords = {four temperaments, multiple intelligences, teaching styles},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399915645.pdf},
	author = {Ian Ball and Chris Perry}
}
@article {221,
	title = {FROM QUALITY MANAGEMENT TO MANAGING QUALITY: SYSTEMIC APPROACH},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Editorial},
	chapter = {5-8},
	abstract = {There have been more and more discussions going on in recent years about the quality of service provided in different level and different type of educational institutions. It is not one educational institution that characterizes quality as the most important priority of the activity. However, one thing is to characterize and declare and another is to actually strive for this quality. In other words, the priorities of educational institutions can be quite different however, it is inevitably obligatory to try to survive in the market. Quality system is one of the mechanisms helping the institution to organize and fulfill the activity so that to ensure its effective work under competitive conditions. Moreover, no institution should wait for its prestige to start diminishing on the contrary it has to do its best to guarantee successful functioning in the future. Thus, the head of every educational institution today has to care about how effectively its institution functions, what are possible ways and methods of its activity improvement. It is not enough to have practical experience and intuition to do this. Theoretical knowledge is necessary here. It is worth mentioning such a relatively new science field as Qualitology; (квалитология-Russian) which by its nature is triple. The essential parts of it are: quality theory, quality evaluation theory (kvalimetrija) and quality management theory. On the other hand, the analysis of quality management problems is impossible without systemology, management, innovation and theoretical and practical achievements in other spheres. Eventually, the most major are international quality standards ISO 9000:2000. Everything is joined here into a closely related system.
 Several aspects of education quality having been discussed obviously tell us about the importance of systemic attitude. Every educational institution, first of all, has to be able to solve problems itself, look for ways out from certain situations. And this is much more complicated than in business world. In business sphere a defective product made is simply eliminated from the system and doesn{\textquoteright}t get to (shouldn{\textquoteright}t get to) consumer. In education sphere it is more complicated. It is very difficult to eliminate damage, it is almost impossible. The more, that the emphasis is transferred from external quality control system into internal in other words, institution has to be able to coordinate occurring quality management questions by inner efforts. In general, it can be asserted that any attempt to improve quality means that quality system exists no matter that it is not certified. It is very difficult to implement quality management systems in educational institutions. As it is known, education systems are rather conservative and tend to resist the implementing of innovations. Most frequently they have {\textquotedblleft}we know everything{\textquotedblright} attitude. Quality management system means, first of all, that processes which are carried out in certain educational institution are managed and forecasted. I would think that duty of any head of educational institution is to seek that quality conception would become a need and virtue of every institution employee. This is a constant work. Constant efforts are necessary for this. Quality management is not a single action. This is a systemic task for the implementation of which a long term, methodical and systematic work is necessary not only for achievement of a certain quality level but for its maintenance and constant improvement. 
},
	keywords = {managing quality, quality conception, quality management},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393266606.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {251,
	title = {FROM RESEARCH ON SPACE IMAGINATION},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {83-93},
	abstract = {The work looks for phenomena related to the development of spatial imagination. In theoretical part, we define spatial imagination and the aim for finding factors which influence its development, e.g. schooling, sex, laterality or the role of senses. Research investigation forms the practical part of the paper. In the individual investigations, we search for the relation between spatial imagination and general intelligence, between spatial imagination and imagination in plane. By means of the Top-view or bottom-view test, we search for the answer to the question how spatial imagination relates to laterality. Based on the findings obtained in the research investigations, we developed the worksheet Wire and cube that was checked during the class work at an elementary school. The benefit of the paper for the development of the scientific branch and pedagogical practice is the study of phenomena related to the performance and the results of the spatial imagination tests that can be influenced by these phenomena. },
	keywords = {knowledge of solid geometry, spatial imagination, teaching geometry},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393667447.pdf},
	author = {Josef  Molnar and Slavomira Schubertova}
}
@article {228,
	title = {A GOOD ADULT EDUCATOR AS AN IMPORTANT FACTOR IN THE LIFELONG LEARNING POLICY},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {61-67},
	abstract = {Lifelong Learning is not a new concept in education and in the development of personality. It has been an issue in theoretical sources, business affairs, in everyday life and on the level of politicians for many years. Nowadays Lifelong Learning in the rapidly changing world has become like an {\textquotedblleft}umbrella{\textquotedblright} embracing all kinds of education leading to a certain system of education Adult education is an important part of this system. It is never neutral. Educators provide and organize education, encourage learners, promote change based on the social, political and cultural situation and priorities in the society and country, whilst also acting in the global world. Adult educators take responsibility for being open to and responsible for personal development and social intervention. Engaging in adult education means interaction, which should be based on the democratic values and principles. The article characterizes the adult educator as a teacher, a guide, a facilitator, a trainer from the theoretical point of view and gives the real analysis, based on documents, questionnaires, discussions in the case of Latvia, leading to the point that it is a very essential issue in the policy of Lifelong Learning in the country.},
	keywords = {adult educators, adult learners, lifelong learning},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393266960.pdf},
	author = {Ilze Ivanova}
}
@article {295,
	title = {GREEK ADULT EDUCATION MOVING FORWARD IN THE KNOWLEDGE SOCIETY},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {163-168},
	abstract = {Adult Education is a major contributing force to Lifelong Learning, as inclusive and flexible continuing education can help people adapt to the everchanging needs of labour markets and close the knowledge gap. Adult education can play a positive role to economic growth and social cohesion, by helping people become lifelong learners. In order to achieve this, adult education has to reach low skilled adults with literacy issues, upgrade competences of all adult population and offer a transparent system of recognition of competences and provide better educational programmes by ensuring the efficiency of trainers. These three challenges are examined both in the european as well as in the greek context.},
	keywords = {knowledge economy, lifelong learning, quality provision},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395387420.pdf},
	author = {Maria  Theodosopoulou and Konstantinos  Siassiakos and Vassiliki  Theodosopoulou}
}
@article {286,
	title = {HIGHER EDUCATION POLICIES FOR THE XXI CENTURY : THE FUTURE OF EMERGING COUNTRIES},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {90-98},
	abstract = {Brazilian universities, like the educational system in a great deal of Latin American countries, are experiencing a significant process of transition. They are facing several challenges posed by new education policy settings, mainly in higher education, on the one hand and by social and economic changes on the other. The modern university, as a more recent phenomenon linked to science, also appeared. Born in medieval Europe, transformed in modernity, and expanded worldwide, modern university today seeks a new face capable of accounting for globalization without losing its identity and its ethos of generating, difffusing and guarding knowledge, of the place where this very knowledge may be overcome. Our discussion will be based on theoreticians such as Freire (1996), Bobbio(1987), Carnoy(1997 ) to show that it is necessary to analyze these issues from many points of view. Studies and research about the Brazilian educational agenda developed by local policy makers, consultants and advisers reveal a process in which international institutions and the process of Bologna play a central role. Procedural method is the comparative one, since we are comparing the European reality with that of emerging countries, especially Brazil, in relation to overcoming borders in higher Education. We also analyse the relationship between knowledge production and professional formation.},
	keywords = {globalization, research},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395386932.pdf},
	author = {Martha  Abrah{\~a}o Saad Lucchesi}
}
@article {315,
	title = {HOW CAN ATOMS, THE FUNDAMENTAL OF CHEMISTRY, BE TAUGHT ADEQUATELY IN THE 21ST CENTURY?},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {25-38},
	abstract = {This paper is a systematic contribution to Pedagogical Content Knowledge (Shulman, 2004) on teaching atoms in Chemistry. We justify our normative starting points (we call them {\textquotedblleft}axioms{\textquotedblright}) and proceed 
o from axiom $\#$1 {\textendash} science education{\textquoteright}s foremost goal is comprehension, 
o to axiom $\#$2 {\textendash}comprehension can exclusively be achieved by an individual, be it the teacher or the learner, 
o then further to axiom $\#$3 and $\#$4 {\textendash} on the part of the teacher, both her understanding of the subject matter (content) and of learning (its process and perspective) can be expected to lend considerable importance to the way she designs and organizes teaching \& learning situations in school science (axiom $\#$3), {\textendash} on part auf the learner teachers must presuppose a will to learn (axiom $\#$4)),
o and finally come to axiom $\#$5: Any teaching any design of teaching \& learning situations in school science must take concordant to contemporary science. 
In this justification process we discovered that the different understandings of comprehension found empirically by Helmstad (1999) correspond neatly to the different didactical approaches of teaching atoms, i.e. the particulate nature of matter. These findings enable both teachers and curriculum designers to make theoretically better founded choices.
},
	keywords = {approaches to teaching atoms, pedagogical content knowledge, understanding atoms},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399914243.pdf},
	author = {Markus  Rehm and Peter  Buck}
}
@article {314,
	title = {ICT ENVIRONMENT FOR INTERACTIVE LEARNING OF MUSIC IN THE FIRST GRADES OF PRIMARY SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {16-24},
	abstract = {Modern technology is an important factor influencing the strategies of learning and teaching music. In Slovenia the information-communication environment Musical Image Format, Rhythm created by the authors represents the first example of the transfer of image format of music into the computer environment. There are two important elements of successful learning in this environment, i.e., properly conceived system architecture and graphic user interface, which enables simple and transparent as well as creative and problem based learning in the virtual community. At the same time the elaborated computer environment proved to be an adequate didactic tool in the establishment of the conditions for blended learning. The pedagogical evaluation of the prototype has shown that pupils have achieved the highest difference in their average marks before and after the research in the area of the use and the understanding of image music format. Significant results are achieved also in the field of recording and performing music format.},
	keywords = {interactive learning, music education, musical image format},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399914186.pdf},
	author = {Bogdana  Borota and Andrej  Brodnik}
}
@article {329,
	title = {ICT IN THE PRESENT AND DISTANCE WAY OF INSTRUCTION: COMPARISON OF STUDY RESULTS CZECH-LATVIAN RESEARCH},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {188-195},
	abstract = {The article presents results of research which was run during the ERASMUS Programme in 2008/9 academic year. The research deals with comparison of study results in present and distance form of education. Students of author{\textasciiacute}s home institution, Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic, and the partner institution, Riga International School of Economics and Business Administration, Riga, Latvia, participated in the research. Its main objective was to learn whether there exist any significant differences in study results at the institutions and in the present and distance form of instruction there. The research field was English for specific purposes, namely topics Geography\&Tourism, Social communication, Education, English grammar etc. The method of experiment was applied to collect the necessary data to verify the hypothesis. First, students{\textasciiacute}entrance knowledge was tested by pre-tests, and then the process of instruction followed. It was organized either in the traditional present, i.e. face-to-face way, or in the distance way supported and managed by modern technologies. At the end of the experiment, students{\textasciiacute}knowledge was evaluated by post-tests. The received data were processed by NCSS 2004 statistic software and compared in both institutions. At the end of the article the received results are discussed.},
	keywords = {distance education, face-to-face instruction, pedagogical experiment},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399915341.pdf},
	author = {Ivana  {\v S}imonova}
}
@article {187,
	title = {IDENTIFICATION OF PROFESSIONS: PSYCHOLOGICAL PECULIARITIES OF ACQUIRING A PROFESSIONAL IDENTITY OF TEACHERS},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {30-37},
	abstract = {The article offers an integrated review of literature on the phenomenon of professional identity. Empirically, professional identity has been studied in the experimental group consisting of 214 Daugavpils University students majoring in teacher training programs, using M.Kuhn methodology and the unfinished statement technique. The data obtained from processing first-year students{\textquoteright} responses demonstrate a high level of identifying with the social role {\textquotedblleft}student{\textquotedblright}. The second-year students begin expressing ambivalent and neutral attitudes to their profession. The situation is quite favorable for building up a professional identity. The Third-year students become more satisfied with their professional behavior during their studies. The Fourth-year student crisis has been identified and the reasons for its appearance discussed.},
	keywords = {identity of personality, professional identity crisis, professional training},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315183.pdf},
	author = {Svetlana Guseva and Valerijs Dombrovskis and Irena Kokina}
}
@article {202,
	title = {THE IMPORTANCE OF STRENGTHENING OF NATURAL SCIENCE EDUCATION IN A PRIMARY SCHOOL},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {5-8},
	abstract = {To one who understands at least something about education it is obvious that science education in primary school is very important. Every person{\textquoteright}s education fundament is formed here. It is understandable that children before school already have certain knowledge about nature. Pre-school children have to know about animal, plant life, should have knowledge about objects and phenomena of inanimate nature, perceive the essence and meaning of care works. Research works show that pre-school children{\textquoteright}s knowledge about nature is not sufficiently exact and exhaustive. We should especially focus on enriching and making the knowledge about animal and plant acclimatization more accurate among 5-7 year old children (U{\v s}eckiene, 2000). On the other hand, it is stated (applying modified Kern test) that in the group of 5-7 year old children cognizing nature and its phenomena an average level of thinking functions and intellect predominates which directly depends on child{\textquoteright}s mental maturity level and not on child{\textquoteright}s sex and age (Plytnykiene, 2002). It is very important for this knowledge to be deepened and broadened in primary school, i.e., in the 1st -4th forms. In this case, natural science preparation quality largely depends on the teacher, on his competence in natural science. Since 1992 a new subject {\textquotedblleft}The world science{\textquotedblright} has been introduced in primary school which can be interpreted as one of the components of natural science education. Currently in Lithuanian primary school science education fundamentals are integrated into the world cognition course. Biology, physics, chemistry, technological, ecological problems make the part of this natural science program. The main nature cognition purpose is to educate children{\textquoteright}s ability understand the world of nature and communicate with it. So, integration of natural science fundamentals on the one hand and social and natural science components on the other hand will further remain a very meaningful sphere of educational process in primary school.
 It is obvious, in order to understand the peculiarities of natural science education working with junior pupils exhaustive researches are necessary and natural science education in primary school has to be modeled, corrected and developed on their basis (Lamanauskas, 2005). Only high-quality natural science education acquired in primary school can guarantee proper continuation of natural science education in basic and secondary school. },
	keywords = {primary school, science education, teaching program},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392407950.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {209,
	title = {INDIVIDUALISED PHYSICAL CONDITION AS MEANS TO PROMOTE STUDENTS{\textquoteright} HEALTH IN LONG TERM PERIOD},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {51-59},
	abstract = {The insufficient parameters of students{\textquoteright} physical and functional condition at schools in Latvia make us study their causes and work out strategies to improve students{\textquoteright} health. It creates the necessity to realize consequently the aims forwarded in society health policy documents, considering the quality of the means used to reach the aims. Thus, the aim of the study was the development of strategic formulations of the sports standard of the secondary education correction. The results of the grade 11 students (N = 254) were analyzed in the research. The following methods of the research were applied: testing, anthropometry, mathematical statistics. Strategic changes in the sports standard of secondary education in Latvia, directed to the use of separate kinds of sport as the means to facilitate students{\textquoteright} health in sports classes have been developed. In the assessment of the subject the qualitative criteria of knowledge, skills and individual attitude have been included. To assess a student{\textquoteright}s bio-motor ability standard control exercise tables are replaced by individual result progress assessment.},
	keywords = {individualized approach, sport education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392408425.pdf},
	author = {Rasma Jansone and Zermena Vazne}
}
@article {339,
	title = {THE INFLUENCE OF A SOCIAL {\textendash} PSYCHOLOGICAL TRAINING ON A GROUP ATMOSPHERE},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {73-79},
	abstract = {We have realized the experiment as a form of a social {\textendash} psychological training (SPT) with university students {\textendash} future teachers (140 participants). Their average age was 22.3 years. We have tried to find out the influence of SPT on a group atmosphere of a trained group based on the comparison of continuous and block forms of training. The experimental group was made up of 69 participants divided into four smaller groups (EG1 {\textendash} EG4) to which SPT has been implemented in 96 hours appropriations. A continuous form of training has been implemented in EG 1 {\textendash}EG 2 and a block form of training has been implemented in EG 3-EG 4. The control group was made up of 71 participants divided into four smaller groups without SPT implementation. After the SPT we have found out that SPT has improved a group atmosphere by using A Group Atmosphere Scale. Both forms of SPT had similarly significant influence on a group atmosphere. },
	keywords = {group atmosphere, social {\textendash} psychological training},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399915950.pdf},
	author = {Ane{\v z}ka  Hamranov{\'a}}
}
@article {336,
	title = {INNOVATIVE TEACHING STRATEGIES ON THE DIACHRONIC VIEW OF GREEK AS MOTHER TONGUE: FROM ANCIENT TO MODERN GREEK LANGUAGE},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {51-59},
	abstract = {In this chapter we present the implementation of new technologies in mother tongue learning and teaching based on the principles of cooperative learning. The data quoted come from an educational project named {\textquoteleft}Nereides{\textquoteright}, which involved the creation of educational software in support of mother tongue teaching in both obligatory and non-obligatory Greek secondary education, and thus addressed schoolchildren aged from 12 to 18 years.
 Aiming at the optimization of the learning and teaching procedure, the educational tool presented here has sought to combine elements from mother tongue didactics and the use of new technologies in education. At first, educational scenarios were designed based on cooperative learning and teaching of mother tongue in combination with new technologies. This tool was then tested, first, and implemented, after, in the framework of an empirical research, in the school year 2007-2008 in certain Athens schools. The results of this empirical research were encouraging for the research team: pupils responded positively to the learning software, working groups were effective and Greek language teachers highlighted the participation even.},
	keywords = {cooperative learning, modern Greek, mother tongue},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399915777.pdf},
	author = {Maria Zoe  Fountopoulou and Stiliani  Naki and Ioannis  Trifiatis and Maria  Loumou}
}
@article {241,
	title = {INTEGRATED SCIENCE TEACHING BY APPLYING DIDACTIC DIFFERENTIATION: SOME ACTUAL CIRCUMSTANCES},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Editorial},
	chapter = {5-12},
	abstract = {The discussion about integration cannot dispense with antithesis (differentiation) which is also of high importance. The default of it is a fairly serious lack of comprehensive school. Both processes have to follow each other as this is the most plausible way of human understanding and knowledge improvement (Vaitkevi{\v c}ius, 1979).
 A public knowledge is always wider than personal information. Ipso facto human cognition and public experience are not differentiated. 
Teaching constricted by undivided educational drafts and curricula frequently ignored personal schoolchildren{\textquoteright}s qualities. Pupils unable to satisfactorily adopt teaching material are overloaded while others state that such load is insufficient. This is why a general background of a number of learners recedes and the motivation of all pupils decreases.
 Research indicates that genetically all people differ. Genetic inequality most frequently determines the child{\textquoteright}s abilities. Natural differences are highlighted by a different situation of upbringing and an environment.�
 Teaching material is imparted insomuch that all learners should be offered suitable opportunities to develop skills during the class. The objective can be reached by maximum solidification of the child{\textquoteright}s self-sufficiency and his/her personal free choice to learn what, how and how much s/he wants. Raising distinctive claims to all pupils, information should be given expediently and definitely. All schoolchildren should achieve at least minimum level (should get satisfactory evaluation) and all willing, engaged and skilful pupils could reach much more. The system of evaluation is not important (a five point, ten point etc. system). One purpose is clear {\textendash} it also should be differentiated.
 Hence, it is clear that integrated teaching seeks the highest level of knowledge and differentiated teaching points out to every schoolchild. It is obvious, that the main aim of differentiated teaching is to create grounds for the childs structural type of thinking, to form possibilities for a learner to master knowledge according to the degree of abilities (individualized teaching) while teaching separate subjects (subject teaching). The application of differentiated teaching seeks to develop powers of learners. Differentiation can be comprehended and defined in the following two ways: first, as a result of spliting a particular whole into segments, levels etc. or, second, as the formation of new qualitative connections between the separate components of the system due to processes of integration. In the latter case the system acquires a new quality {\textendash} it becomes more complex. Finally, I want to underline that differentiated teaching (or personalized, individual etc. teaching and learning) is a key component of future teaching/learning process. },
	keywords = {differentiated teaching, schooling system, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393665879.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {264,
	title = {THE INTEGRATION OF THE SUBJECT ENVIRONMENTAL STUDIES WITH OTHER SUBJECTS: THE TEACHERS{\textquoteright} VIEWS},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {24-33},
	abstract = {The author of the present paper first theoretically describe the didactic concept of integrated lessons, then lay out the discussions on integrating lessons in subject Natural and social studies (now Environmental studies) with lessons in Slovene subject. In the empirical part she demonstrate the attitude of teachers in the first triad toward integrated lessons and how the subject Environmental studies is included into this concept. The findings show that the teachers included in the sample had different opinions about integrated lessons. They saw one of the basic advantages of integrated lessons compared to classical ones in the linking of the lessons with the pupils{\textquoteright} lives. In the integration of the subject Environmental studies with other subjects, the subject Slovene language plays an important role. Teachers, however, cannot find connections with some of the subjects, despite the fact that they are defined in the national curriculum. The teachers claim they have greatest difficulties in the phase of planning integrated lessons.},
	keywords = {elementary school, environmental studies, integrated lessons},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393668325.pdf},
	author = {Vlasta Hus}
}
@article {272,
	title = {INTERACTIVE E-LEARNING MATERIALS IN THE MATHEMATICS CLASSROOM IN SLOVENIA},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {94-108},
	abstract = {This article presents the current development of e-learning in Slovenia, with an emphasis on the domestic E-um web portal (URL: www.e-um.si) for teaching mathematics in primary and secondary schools. Based on findings from recent scientific research, the strengths and weaknesses of e-learning materials in education, particularly in mathematics classes, are analyzed. We are particularly interested in the advantages and disadvantages of interactive e-learning materials in comparison to traditional learning materials as well as in the quality of the E-um web portal in comparison to similar educational web portals at home and abroad. Theoretical findings are tightly interwoven with examples of teaching practice using the E-um interactive materials. },
	keywords = {blended learning, interactive e-learning materials, mathematics classes},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393668918.pdf},
	author = {Samo  Repolusk}
}
@article {243,
	title = {INTERRELATIONS BETWEEN THE PSYCHIC AND PHYSICAL CHARACTERISTICS OF MENTALLY DISABLED SPORTSMEN},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {19-24},
	abstract = {Special Sport Olympics Rom{\^a}nia is a non-guvernamental organization which wants to make a scholar, social and profesional integration by sport of the children with disabilities. This results could be obtain by developing the physic and physical particularities at children with special needs (such as: their health, cognitive, emotional and volitive processes, their entire personality). The most important cathegory of childrens which is adressed Special Sport Olympics Rom{\^a}nia is represented by menthal deficiency and the sport which is the most frequent pratices is athletism. In this study, the principal aims are to identify the factors which transform a menthal disorder child into a very good sportman, the way in which sport can improve the quality of life for these persons and the most effective curriculum for scholar of the pupils with menthal disability. The research took place in 2008, at local and national leg of Special Sport Olympics Rom{\^a}nia{\textquoteright}s competition and the used method are observation, applying scale and questionary of personality and IQ tests. The results which are obtained prove that pupils which practice sport are more sociable, comunicative, have superior scholar results and they can integrate themselves in the society much better.
},
	keywords = {inclusion, mental deficiency},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393666010.pdf},
	author = {Valentin Blandul}
}
@article {253,
	title = {JOINT SINGING AS A PHENOMENON OF ESTONIAN CULTURAL TRANSMISSION},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {103-109},
	abstract = {The recent decades have been revolutionary in Estonia and in all spheres of life including education, quests and changes have taken place. In the period of globalisation it is the time to find out whether and to what extent Estonia manages to maintain its cultural values and national identity in the process of those dynamic changes. In the Estonian context joint singing can be viewed as a representative of cultural transmission. Joint singing originates from the so-called older folk song, Lutheran hymns and, most recently, powerfully emerged choral singing. Joint singing has developed into an important cultural metaphor of the identity of Estonian nation {\textendash} song festivals.
 The current article focuses on the nature of joint singing and its development in the music education of Estonian comprehensive schools, what was founded by the pedagogue, composer, publicist and researcher Riho P{\"a}ts in 1930s. The methodological basis of the research is the concept of joint singing, one type of which is choral singing, in the cultural transmission of the new generation of Estonians today. In the study participation of pupils in youth song festivals (1962-2007) is analysed to investigate the tendencies of development of joint singing. The results of the study prove that in contemporary Estonia choral singing is the most powerful type of joint singing and carries a phenomenon of cultural transmission based on innovative-traditional approach in music education.},
	keywords = {choral singing, joint singing, transmission},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393666393.pdf},
	author = {Inge  Raudsepp and Maie  Vikat}
}
@article {288,
	title = {KISWAHILI LANGUAGE: A STRATEGY TO OVERCOME ELUSIVE PEACE IN KENYA},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {109-117},
	abstract = {There are more than forty ethnic groups in Kenya. The largest of these is the Kikuyu, representing 22 percent of the population. Fourteen percent is Luhya, 13 percent is Luo, 12 percent is Kalenjin, 11 percent Kamba, 6 percent Kisii, and 6 percent Meru. Others, including the Somalis and the Turkana in the north and the Boran in the Great Rift Valley, comprise approximately 15 percent of the population. These ethnic categories are further broken down into subgroups. One percent of the population is non-African, mostly of Indian and European descent (Population Survey, July 2000).
 The 2007 elections outcome may have triggered the ethnic and post {\textendash}election violence, but the rate at which this degenerated into ethnic conflict showed how emotive the issue is. Today the country is trying to heal but the ethnic {\textquoteleft}overtones{\textquoteright} speak volumes. Many African countries have deep cleavages based on factors such as ethnicity and religion, (Assefa and Wachira, 1996,) 
This paper purposes to examine the elusive peace and social stratification among the Kenyan people. It further explores the role and utility of Kiswahili language in national unity and conflict management.
 The paper argues for the establishment of a language policy that would create a positive attitude toward a cohesive society, beginning with the Educational Institutions.
 The paper argues that proper language utility can introduce, guide and catalyze the National healing process in Kenya.
 },
	keywords = {conflict management, reconciliation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395387046.pdf},
	author = {Pamela  Atieno Ochieng and Lydia  Cheruto and Judith  Achoka}
}
@article {223,
	title = {A KNOWLEDGE-BASED SOCIETY NEEDS QUALITY IN HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {15-21},
	abstract = {The model of a {\textquotedblleft}knowledge-based society{\textquotedblright} represents an ideal towards which the whole world strives. Today{\textquoteright}s society is based on knowledge as the main good, virtue and competitive advantage and higher education plays a crucial role in shaping a knowledge-based society. The purpose of this article is to position higher education within knowledge-based societies and to emphasis the growing importance of higher education. Discussions about the shift from elite to mass higher education will be outlined as well as the concept of {\textquotedblleft}universal higher education{\textquotedblleft}in the 21st century. With this theoretical basis the need of quality assurance in higher education will be stressed in to enhance, improve and even maintain a quality-focused orientation. Higher education institutions are in a time of great tensions {\textendash} they have to react quickly to educational needs of a fast-changing society and to assert one{\textquoteright}s position with other higher education providers. At present as well as for the future the necessity to assure quality for higher education systems to compete in a knowledge-based society at all levels {\textendash} national and global {\textendash} is evident.},
	keywords = {higher education, knowledge-based society},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393266717.pdf},
	author = {Andrea Bernhard}
}
@article {283,
	title = {A LATIN AMERICAN IN SEARCH OF EDUCATIONAL INNOVATIONS},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {49-59},
	abstract = {The following text is about a recent experience (October 2008-January 2009) from one of my conferences, {\textquotedblleft}Education and Family{\textquotedblright} in a town in Mexico. The program I designed was to take account of their personal experiences with the intention to gather thematic autobiographies, aiming toward the reflection of the influence that family background has on the development of each individual. I felt that this activity was a good way for them to begin to understand the realities of their own students as teachers of primary and secondary education. After the compilation of these stories , the students were to design a survey that they were to apply in their place of employment. I asked that they establish clear and practical objectives. I also suggested them to take into account their own thematic autobiography to identify the factors that were significant to them as adults in getting to know their own students. As the group{\textquoteright}s professor, a close reading of some of the thematic autobiographies helped me to identify the need that these post-graduate students had in the proposals in educational reforms which promote immediate democratic processes, with special attention to one of the most margined sectors of our community; women. Also, it drew certain evidence to sustain that the power of communication through internet supports a re-design of the role that new educational technologies have as a feasible element that supports such learning processes.},
	keywords = {thematic autobiographies, virtual context},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395386790.pdf},
	author = {C{\'e}lica Esther  C{\'a}novas Marmo}
}
@article {312,
	title = {LEARNERS{\textquoteright} INTERACTION WITH NATURE: SOME EDUCATIONAL ISSUES},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	chapter = {5-9},
	abstract = {Theoretic and empiric research conducted by a number of scientists has indicated that a well-grounded content of teaching and a purposefully planed process of natural science education create opportunities for pupils to better understand an environment, to perceive themselves as active members of the ever-changing world and to take responsibility for the future of our planet. Though there have been plenty of local ecology crises throughout the history of mankind, today we can clearly face a new global ecology crisis approaching. It requires a new organization of the evolutionary process of the world that is the basis for the renovation of the correlation among Human Being, Nature and Society.�
The necessity of creating a new morality and ethics under new conditions was raised in the past century. It should have been based on qualitatively new relations between Human Being and Nature. Hence, it could be affirmed that natural science education is a very auspicious field of individual self-expression. On the other hand, investigations have revealed that the problem of natural science education exists. Frequently the pupils{\textquoteright} knowledge about nature is shallow, insufficient and ineffective at different age range. Moreover, the reaction of behaviour to the same stimulus highly differ (a child can be aggressive, sadistic, pragmatic, practical, cognitive, aesthetic, ethic and indifferent) even in an equivalent situation (for example, children have noticed a creeping beetle on the path).
The following propositions could be specified:
{\textbullet} effective natural science education does not require conformable psychological substantiation;
{\textbullet} the interaction with nature varies and remains specific within the various periods of life;
{\textbullet} the mission of the teacher is to wisely manage an evolutionary process of the {\textquotedblleft}real{\textquotedblright} interaction with nature/particularly in primary school;
{\textbullet} an important task of the education system is the framing of the world concept on the basis of the contemporary natural science world view (natural science concept of the world). The holistic concept of natural phenomena is a solid core of all levels and stages of the education system. 
{\textbullet} all levels of natural science education system (the aspects of teaching content and practical activities) have to guarantee the continuity of formulation the concept of animate and inanimate nature as the whole system;
{\textbullet} individual responsibility of the young generation for the future of our planet is the essential (prior) task of natural science education; 
{\textbullet} there is a lack of research intended for the interaction with nature in different periods of ontogenesis in Lithuania.�
Finally, I want to point out some actual moments. A child faces nature very early, and therefore s/he needs to acknowledge it. We should help children to know it, to make them engaged in the environment they live, to approve their close interaction with natural phenomena and to explain the complexity of natural objects from earliest childhood. After all, it is not enough to say {\quotedblbase}I love nature{\textquotedblleft}. S/he has to admire, feel and confess it. The better a man perceives nature, the stronger becomes his/her correlation with the environment. The man turns into individuality. A human personality cannot progress if isolated from an animate environment. This cohesion should be fostered on the basis of peace from the early days.},
	keywords = {correlation with nature, interaction with nature, natural science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399913983.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {338,
	title = {LEARNING TO BUILD AN INNOVATIVE WORK CULTURE AND WORKING ENVIRONMENTS},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {66-72},
	abstract = {Working environments will suffer significant changes with the introduction of new techno{\textlnot}logies, materials and work processes. New designs for the working environment and a work culture supporting creativity and innovation in companies are required. Learning for creativity and innovation in organizations is often a slow process based on iterative cycles of experimentation. Lack of knowledge, skills and resources particularly in small and medium sized companies (SMEs) are often the cause of inability to innovate and/or to change modes of work. In this paper the issues linking work culture and environments are presented. Two learning approaches, which support the building of an innovative work culture and new working environments are discussed, viz. action learning and informal, cooperative learning in Communities of Practice (CoP), both supported by eLearning. Illustrative examples are given of these approaches being applied in SMEs.},
	keywords = {action learning, informal learning, working environments},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399915896.pdf},
	author = {Ileana  Hamburg and Timothy  Hall and Mihnea  Marin}
}
@article {229,
	title = {LIFELONG LEARNING AND PRESCHOOL EDUCATION: ODD COUPLE OR ECLECTIC RELATIONSHIP?},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {68-73},
	abstract = {Lifelong learning seems to be the key concept for educational policy in almost all developed and developing countries. National and international organisations put emphasis on lifelong learning, while at the same time the concept is equated with continuing vocational training in the majority of policy making texts. In this paper, we investigate the continuously evolving concept of lifelong learning and the relationship between lifelong learning and preschool education. In the first section of the paper we will define lifelong learning as a unifying project for all educational and learning activities. Based on Coombs and Ahmed{\textquoteright}s typology for educational activities, our analysis will lead to a definition of lifelong learning encompassing all levels and types of education. In the second section of the paper we will explore the location and significance of preschool education in lifelong learning, analyzing all possible ways and frameworks of learning in early childhood (family learning, kindergartens, non-formal educational activities) and their contribution to the making of a lifelong learner.},
	keywords = {educational continuum, lifelong learning, preschool education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393267009.pdf},
	author = {Thanassis Karalis}
}
@article {189,
	title = {LOGICAL ARGUMENTATION ON THE BASIS OF STATE EXAMINATION COMPOSITIONS},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {47-56},
	abstract = {The present article discusses students{\textquoteright} argumentative skills as reflected in state examination compositions. The study focuses on the question whether students can logically argue in state exam compositions. For the given purpose 1700 state examination compositions from the years 1997, 2004, 2005, 2006 and 2008 were analysed employing as methods T.A. van Dijk{\textquoteright}s macrostructures and M.Hoey{\textquoteright}s superstructures, the latter was related to the structure of the argumentative text type. 
The article discusses the logic of the argumentative text type: the correlation between the third paragraph and the logic of the paragraphs is analyzed, the comparison of the two most frequently used clusters deduced from the cluster analysis are presented with the respective examples of argumentation structures. The main problem of argumentation lies in the perception of the types of argumentation structures: as soon as multiple, coordinative or subordinative argumentation was employed in compositions, the logic of the argumentative structure suffered. During the learning process the specific characteristics of argumentation need to be explained in greater detail. Thus far the Estonian teaching materials have discussed single argumentation, however, mostly neglected the topic of text coherence. },
	keywords = {discussion skills, mother tongue, problem solving},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315326.pdf},
	author = {Merle Kaldj{\"a}rv}
}
@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 {324,
	title = {NEW APPROACHES FOR IMPROVED QUALITY IN EDUCATIONAL ASSESSMENTS: USING AUTOMATED PREDICTIVE SYSTEMS IN READING AND MATHEMATICS},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {134-151},
	abstract = {Education has been impacted by the shift from an industrial society to an information-based environment. We are now shifting again to an {\textquotedblleft}innovation-based{\textquotedblright} society which requires what Sternberg (2000) calls {\textquotedblleft}successful intelligence{\textquotedblright}. As the practice of educational assessment evolves, developments in cognitive science and psychometrics along with continuing advances in technology lead to new views of the nature and function of assessment (Dochy, Segers \& Cascallar, 2003; Braun, 2005). Mathematics and reading have been highlighted as crucial indicators of quality in education providing essential knowledge tools and constituting the foundations for lifelong learning skills (European Report on the Quality of School Education, 2000). New methodologies and technologies, and the emergence of predictive systems, have focused on the possibility of assessments which use a wide range of data or student productions to evaluate their performance without the need of traditional testing (Boekaerts \& Cascallar, 2006). This article presents the application of educational assessments utilizing neural network predictive systems in two pionneering studies in reading readiness and mathematics performance. It introduces the application of these methodologies in education, and evaluates the results and quality of the predictive systems. Results from these methods achieved excellent levels of predictive classification. Their impact on educational quality and improvement, as well as accountability is highlighted.},
	keywords = {mathematics education, neural networks, predictive systems},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399915068.pdf},
	author = {Mariel  Musso and Eduardo  Cascallar}
}
@article {195,
	title = {THE ORIGIN OF NUMERICAL CONCEPTS: EARLY MEANINGS OF {\textquoteright}ONE{\textquoteright}, {\textquoteright}TWO{\textquoteright}, AND {\textquoteright}THREE{\textquoteright} AMONG BASQUE- AND SPANISH-SPEAKING CHILDREN},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {109-123},
	abstract = {This study examines the conceptual origins of the meaning of the first number-words and what role language can play in developing the notion of number. The original hypothesis is related to the idea that the meaning of the number-words {\textquotedblleft}one{\textquotedblright}, {\textquotedblleft}two{\textquotedblright} and {\textquotedblleft}three{\textquotedblright} is supported by the conceptual framework of grammatical numbers, rather than that of integers (Sarnecka, Kamenskaya, Yamana, Ogura \& Yudovina, 2006).
 To that end the counting abilities of Spanish and Basque monolingual children and Spanish-Basque bilingual children are tested, because the Spanish and Basque languages express grammatical number in different ways (Perea, Urkia, Davis, Agirre \& Carreiras, 2006).
 On the one hand, the findings are in line with the initial hypothesis and with Sarnecka{\textquoteright}s work (Sarnecka et al., 2006), and on the other hand with a growing body of evidence that shows that the meaning of the count list appears from mapping numerals onto numerical cognitive representations produced by early core systems of number (Le Corre \& Carey, 2007; 2008).},
	keywords = {cognitive development, early education, scientific education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315714.pdf},
	author = {Jos{\'e}  Domingo  Villarroel and Teresa Ang{\'o}s and Alfredo Grandmontagne}
}
@article {347,
	title = {PARADIGMS OF ARTISTIC KNOWLEDGE AND MUSIC EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {151-160},
	abstract = {The changing cultural paradigm of a descriptive model into a meaning-oriented model (a holistic model) has been influencing processes, contents and contexts of art education (WaW Factor Research, DeSeco). Aesthetic literacy is grounded in language discourses of knowledge: cognitive regularities of speech, its grammar and syntax, at all levels. The present paper deals with the discussion on noetic dimension in (music) art with the possibility of an overall perception of art, music in particular. Integration of more sensory modalities at the level of sensory perception while finding the artistic value (reception) presumes integration at the level of meaningfulness as well. The integration of the value of an artwork into human experience is realised by expression, impression and reflexion of the artwork. Search for the value of an artistic creation is a case of a process when a sensory perception finds its actualisation in a motoric expression and its importance is adequate to life context, thus the artwork is created by the means of a meaning and at the same time the artwork delivers certain meaning, too.},
	keywords = {aesthetic literacy, logical-symbolical communication},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399916350.pdf},
	author = {Jaroslava  Gajdo{\v s}{\'\i}kova Zeleiova}
}
@article {213,
	title = {PEDAGOGICAL EVALUATION OF PROTOTYPE 3 OF THE AR LEARNING PLATFORM BASED ON THE RESULTS ACHIEVED DURING THE THIRD ARISE SUMMER SCHOOL},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {86-103},
	abstract = {Augmented Reality teaching /learning platform is an innovative technology aimed at implementing links between the real and virtual world. The technology developed by the ARiSE project focuses on offering conditions for customers not only to observe a combined view (real and virtual) but also to directly interact with the real world (real objects). It is likely that the approach learning by doing is more effectively realized in the educational process. 
Creating teaching/learning modules and constructing didactical scenarios of practicing the modules is one of the main conditions to use the above mentioned innovative technology in the educational practice. The primary purpose of the international research project ARiSE (Augmented Reality in School Environments) was to test pedagogical effectiveness of introducing augmented reality (AR) into the comprehensive school and creating remote collaboration between classes around the AR display systems.
 In the given article the results of the pedagogical evaluation of the prototype 3 of the AR learning platform are presented. The students agree that Prototype 3 of the AR platform is a new and useful tool that could be successfully applied for learning purposes in the educational process.},
	keywords = {augmented reality, educational process, pedagogical evaluation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392408707.pdf},
	author = {Vincentas  Lamanauskas and Renata Bilbokaite}
}
@article {191,
	title = {PEDAGOGICAL PRECONDITIONS OF THE DEVELOPMENT OF SERVICE CULTURE OF A FUTURE HOSPITALITY SPECIALISTS},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {69-80},
	abstract = {The problem studied in the article is the theoretical substantiation and determination of the pedagogical preconditions of the development of service culture of future hospitality specialists, and searching for technological solutions. Today the Professional education should develop independent, responsible and socially active personalities that are able to solve production and social problems in a high level of service culture. Searching for ways and means for the optimization of the process of preparation of hospitality specialists, as well as development of service culture as a basic quality of a personality for hospitality specialists could be mentioned as one of the most topical problems of modern pedagogy. At the same time, after the analysis of the theory and practice of the preparation of hospitality specialists, it can be seen that service culture is not always developed within Professional education, as there is a lack of appropriate system and technological resources that affect the quality of preparation of the specialists. During the scientific research, the author has analysed literature, observed the pedagogical process and questioned students and lecturers. The research allowed the author to determine the regularities of the process of education and the pedagogical preconditions of the development of service culture of a future hospitality specialist. },
	keywords = {hospitality specialist, pedagogical preconditions, service culture},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315473.pdf},
	author = {Irena Kulisha}
}
@article {276,
	title = {PERSPECTIVES ON THE INTRODUCTION OF COMPUTER-SUPPORTED REAL LABORATORY EXERCISES INTO BIOLOGY TEACHING IN SECONDARY SCHOOLS: TEACHERS AS PART OF THE PROBLEM},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {135-143},
	abstract = {Computer supported virtual and real laboratories are recognized as tools that can help in raising the quality of biology instruction, and raising development competences in students. Yet biology teachers have been treating the computer as typewriter, as a source of information and as a tool for communication, all of which usages are common to all subjects. The uses of ICT that can significantly help in developing scientific literacy and that are primary tools in science teaching {\textendash} such as the use of data loggers {\textendash} are only rarely on the syllabus. The lack of equipment is not the most important reason for failure to use such applications; instead, this is probably due to teachers{\textquoteright} attitudes, opinions and knowledge. Students cannot be recognized as an obstacle in working with ICT. Lower secondary school students aged between 10 and 14 performed three laboratory exercises (Activity of yeast, Gas exchange in breathing, Heart rate) using three different methods: classic, computer- supported and virtual laboratory. As a result of testing, we know that all three methods are suitable even for younger students. When students were asked which method they liked the most, their first choice was computer-supported laboratory, followed by classic laboratory, with virtual laboratory in third place.},
	keywords = {computer- supported laboratory, laboratory work},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393669123.pdf},
	author = {Andreja  {\v S}pernjak and Andrej  {\v S}orgo}
}
@article {254,
	title = {PHYSICAL AND MOTORIC DEVELOPMENT OF CHILDREN IN YOUNGER SCHOOL AGE PARTICIPATING IN EXERCISES OF CORRECTIVE GYMNASTICS},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {110-114},
	abstract = {In contemporary school, children more and more frequently appear with different faulty postures. This phenomenon is still dangerously expanding because XXI century civilization changes in our lifestyle encourage them to be non active. Children spent more time watching TV and using computers than participating in physical exercises. In Polish schools, at classes{\textquoteright} I-III, children with faulty postures participate in obligatory corrective gymnastics exercises. In this work, the results of research carried out in preliminary schools of West Pomeranian Province are shown. In this research 288 pupils of younger school age (7-12 y.o.) are examined. In this group anthropometrical measurements are collected (body mass and body height) and the level of motoric efficacy is determined by the Test of Physical Fitness (developed by the International Committee on the Standardization of Physical Fitness Tests). The statistical analysis of the obtained results shows the differentiation in levels of physical fitness. This is related to the kind of faulty posture. Lower levels of physical fitness are presented by pupils with over- or underweight of body mass.},
	keywords = {children, corrective gymnastics, motoric development},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393667026.pdf},
	author = {Danuta Umiastowska and Ewa Szczepanowska}
}
@article {232,
	title = {PRACTICAL POWER OF INTUITION IN INTERPERSONAL COMMUNICATION},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {100-107},
	abstract = {The wonders of technology have brought the net society to confusion in different spheres of life: politics, economy, culture and even interpersonal communication. Tons of information about ever-increasing options have determined lack of face-to-face communication, thus alienating humans in the process of interaction
 Researchers from various countries consider that a power of inner guidance system, exactly {\textendash} intuition can provide humans with the clarity in decision making not only in scientific and job situations but also in the day-to-day issues of interpersonal relationships.
 The hypothesis advanced: if in the process of interpersonal communication alongside the rational reasoning the practical power of intuition is used, interaction of humans is more effective.
 According to the results obtained in the practical research the author states:
 - students{\textquoteright} way of thinking (Left, Right or L/R brain thinkers) and use of intuition differ;
 - the mentioned phenomena depend on person{\textquoteright}s possibility to harmonize left {\textendash} right brain activities, to be creative, positive and open to any experience.
 The author suggests:
 - students have to develop holistic perception of social processes and humans{\textquoteright} interaction;
 - creativity, positive thinking, striving to cooperation, compassion and altruism can serve the young to become intuitive thinkers and good communicators.},
	keywords = {holistic perception, interpersonal communication, intuition},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393267163.pdf},
	author = {Margarita Putnina}
}
@article {186,
	title = {PREFERRED FORMAT OF TEACHING TUTORIALS},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {21-29},
	abstract = {Tutorials are an essential part of the academic teaching process. They play an important role in students{\textquoteright} understanding of the material and have a direct influence on their final marks. Selection of proper tutoring policy for improving students{\textquoteright} success in engineering disciplines is a subject investigated all over the world. It is common to think that efficiency of tutorials in smaller groups is higher. However financial considerations limit sub-division of classes into small groups. This paper is focused on the issue of the preferred teacher of these sessions {\textendash} lecturer (faculty member) or teaching assistant. The current study examines the effect of this administrative decision on students{\textquoteright} performance, as measured by ratings of their teachers, and also by students{\textquoteright} final grades. The influence of additional factors like class size, students{\textquoteright} grades, or majors is also examined. Our findings show that there is no significant advantage of tutorials taught by teaching assistants in small groups over those taught by lecturers in plenum.},
	keywords = {effective learning, teacher ratings},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315133.pdf},
	author = {Nitza Davidovitch and Shmuel Schacham and Yuri  Ribakov}
}
@article {260,
	title = {PRESCHOOL MUSIC EDUCATION IN ESTONIA AS A REPRESENTATIVE OF CULTURAL LEARNING},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {170-182},
	abstract = {Changes in the socio-economic development of Estonia influence the formation of value priorities in teaching of children in the system of preschool education. Music as a socio-cultural phenomenon represents one of the important parts of teaching and educational process. The authors of this article are concurrently the members of the commission on working out of the new State program 2008 on preschool education in the field of music. Based on common goals and tasks of a new curriculum, in the process of making up the subject program in music there has been carried out the research, the results of which will be reflected in this article. The key person in realisation of teaching and educational tasks has always been, is and will be the teacher. Therefore, it was extremely important to find out the value aims and positions of music teachers, who contribute to the effectiveness of application of musical education as a representative of motivation and knowledge of culture. The research that has been carried out in 183 Estonian and Russian-speaking infant schools in 2008 has embraced all the regions of Estonia. According to the results of the research, the conclusions can be reached that the priorities of musical activities defined by the teachers presume availability of sufficient musical material for enculturation of a child and getting to know by him or her of the cultural heritage; most of the respondents make up a group of so-called {\textquotedblleft}bearers of the traditions{\textquotedblright} and give basis for assertion that their musical education represents familiarization with culture; the correlation of value priorities in application of different kinds of folklore shows that each of the four kinds of folk creation is the source of the culture study for music teachers.
},
	keywords = {music education, music teacher, preschool children},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393667550.pdf},
	author = {Kristi Kiilu and Maia Muldma}
}
@article {269,
	title = {PROBLEMS ENVIRONMENTAL EDUCATION CONNECTED WITH TECHNIC AND TECHNOLOGY},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {70-76},
	abstract = {By planning and selecting the contents of subject technology we must take into account also the contents from environmental education. Combining the different contents are compose from the process of planning, analyzing and/or evaluating achieved result. In the frame of the selected educational strategy (for example Project task) the students must acquire and strengthen the theoretical and practical knowledge, develop skills and working habits. Only if we take into account this, they will be able to transfer this theoretical and practical technological knowledge to solve the ecological problems. This is the teaching and learning in the narrow sense, which we can classified as acquiring new, knowledge, tasks and skills necessary/for solving the problems.
 Learning in the wide sense means preserving knowledge and recalling it back, the knowledge that is connected with technical, technological, organizational and ecological problems.},
	keywords = {ecological problems, environmental education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393668671.pdf},
	author = {Amand  Papotnik}
}
@article {197,
	title = {THE PROJECT METHOD AS AN ALTERNATIVE TECHNIQUE OF TEACHING IN SECONDARY SCHOOL},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {133-139},
	abstract = {The traditional methods of teaching in schools and gymnasiums in our modern conditions cannot properly provide the essential potential of intellectual progress in the ability of students to incorporate new ideas, knowledge and technologies. The project method in school education system can be looked at like an alternative to the class/lessons system. The project method like no other method gives an opportunity to wisely combination the theory and practical use of knowledge in real life. Besides that, the project method allows to deepen self-confidence of students, their self realization, helps them understand the importance of group work. The project method marks a serious role on cooperation in the process of completing creative exercises, forms research skills. This method not only holds educational function, but also teaches how to self educate.
 This article analyzes the experience of using the project method in basic school on chemistry lessons. There are examples of developed and tested projects. The role of the teacher in the process of giving knowledge is also analyzed. The results are taken in mind and future perspectives are developed.},
	keywords = {multimedia programs, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315832.pdf},
	author = {Irina Zhikina and Inna Portyanskaya}
}
@article {258,
	title = {PSYCHOLOGICAL PARTICULARITIES OF COMPUTERIZED TESTING OF STUDENTS{\textquoteright} KNOWLEDGE},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {153-160},
	abstract = {The relevance of the problem of using modern computer technologies in the process of studying is grounded in the article. Also in the article we deal with the main theoretical approaches to the devel-opment and use of didactical tests for checking knowledge.
 Theoretic-methodological basis of the research {\textendash} the approach of organizing and carrying out peda-gogical tests, offered by V.Avanesov, according to him a pedagogical test allows valid and reliable assessing knowledge and other capabilities of a person that interest a teacher. Computer testing is a very effective and promising form of assessing and self-assessing students{\textquoteright} knowledge if a number of requirements to the test material, computer programs and their use are observed. The experience in developing and using computer tests for assessing knowledge of students in Gomel State University named after F.Scorina is summarized in the article. Main advantages and disadvantages of assessing knowledge with a computer test are considered. The results of computer testing the knowledge of fifth-year students (speciality {\textquotedblleft}Psychology{\textquotedblright}) are correlated with their competence in using personal com-puters, their experience in testing (school-institute), their anxiety when being tested. In addition we analyze and correlate the results of pre-testing and testing taking into account students{\textquoteright} self estima-tion of their knowledge and ambitions. Great attention is given to the problem of students{\textquoteright} using com-puter tests for self training, assessing the effectiveness of pre-testing. A number of correlative relations (for example, between students{\textquoteright} level of anxiety and the results of a test and so on) making it possible to indicate the ways of perfection knowledge assessment of students with the help of a computer were revealed in the course of our research.},
	keywords = {computer testing, knowledge assessment, knowledge supervision},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393666658.pdf},
	author = {Nikolay Gapanovich-Kajdalov}
}
@article {278,
	title = {QUALITY OF EDUCATION: FASHION OR NECESSITY?!},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Editorial},
	chapter = {5-8},
	abstract = {One of the quality theory models, undoubtedly, is quality management. At the end of the 20th century and at the beginning of the 21st this model becomes perhaps the most fashionable in management theory. We can say straight away that what can be fashionable it is not always right and reasonable. Is it in reality so? It is hard to pretend to exhaustive analysis in this article however, it is purposeful to pay attention to some things. Another argument {\textendash} history knows plenty of examples when different theories wouldn{\textquoteright}t grow from {\textquotedblleft}infancy{\textquotedblright} stage, wouldn{\textquoteright}t pass on to a practice level, at best they would remain only a mass of pompous slogans. Speaking about quality, such attitude, undoubtedly, has its own positions. Alternative approach has positions as well which claims that quality management ideology and philosophy is not only a common short-term campaign, but a serious universal movement.�
 Different processes are taking place in every educational organization. In some of them, there are more of them, in others less. In some places, they are complicated (e.g. in higher schools), in other places, they can be simpler (e.g. non-formal educational institutions). However, in all places they are relevant and have to be carried out qualitatively, in other words, to satisfy fixed requirements. Some of the processes are important because service (future production) quality depends directly on them, the others don{\textquoteright}t have direct influence on service/future production. It is obvious, that all these processes, both basic and secondary are equally important and only acting closely with each other they can guarantee success of organization activity (systematic approach).
 Thus, there is no doubt, that implementation of quality management systems in educational organizations is very urgent. One can ask why it is urgent? First of all, it is because that general quality management philosophy is more and more developing and becoming more acceptable. Quite often one can hear the opponents claiming that ISO standards don{\textquoteright}t suit for educational organizations. It is true, that ISO standards are rather universal; therefore, it is not easy to adapt them in the education sphere. On the other hand, such programmed universality gives more action freedom, forms conditions to assess specific character of every concrete organization. Quality management system forms conditions to control not separate, broken up processes or activities, but see them as a whole entirety. Undoubtedly, this is very important seeking to guarantee vital capacity of concrete organization. The second obvious truth is that quality in education sphere is getting worse, competition gets stronger and this in its turn makes organizations search for ways and strategies of making their activities more effective. The third thing is that today in Lithuania and not only in Lithuania, job and education markets do not match. A gap is rather big. Thus, it is not enough to teach, we must know clearly what we teach, how we teach and who for we teach. Undoubtedly, quality management system implementation is a serious instrument to virtually improve the activity of all educational organizations.},
	keywords = {educational organization, quality management, quality standards},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395386501.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {289,
	title = {QUALITY OF LEARNING ENVIRONMENTS IN ESTONIAN PRESCHOOLS},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {118-124},
	abstract = {The quality of the learning environment in a group is an important factor in evaluation of activities in preschools. Studies have shown that factors of the learning environment influence different aspects of child{\textquoteright}s development as well as smooth transition from kindergarten to school. Since 1994 besides traditional kindergarten groups there are also Step by Step groups in Estonia that emphasise on the need of child-centred education. The present article gives an overview of a study where the quality of the learning environment was compared in the Step by Step and traditional kindergarten groups by using the Early Childhood Environment Rating Scale Revised Edition. ECERS-R consists of 7 areas that cover the main quality factors in kindergarten groups: premises, equipment, programme structure, activities in the group, child-adult communication, cooperation with parents and professional support to staff. Observation based on the ECERS-R scale and an additional interview was carried out in 2008 in 30 groups in total {\textendash} in 15 traditional groups and 15 Step by Step groups. The results showed that the quality of the learning environment in the Step by Step groups was higher than the quality of traditional groups. The main differences were in relations between teachers and children and group activities.},
	keywords = {learning environment, preschool},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395387091.pdf},
	author = {Tiia {\~O}un}
}
@article {231,
	title = {QUANTITATIVE AND QUALITATIVE MEASURES OF PERCEIVED PREVALENCE OF ACADEMIC INTEGRITY PROBLEMS AMONG LECTURERS OF TERTIARY INSTITUTIONS IN KWARA STATE, NIGERIA},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {88-99},
	abstract = {This paper presents the report of quantitative and qualitative measures of perceived prevalence of academic integrity problems among lecturers of tertiary institutions in Kwara State, Nigeria. Participants comprised 566 students, lecturers and administrative staff selected through the stratified sampling technique from four tertiary institutions; and data were collected via a Questionnaire, Focus Group Discussions and Informal Interview. Descriptive and ANOVA statistics were employed for data analysis across the variables of status, gender and type of institution. Findings of the study showed that relationship with female students, handling of text books/ handouts, project supervision and examinations were perceived by about 10\% of the respondents to be the highly prevalent academic integrity problems among lecturers. It was also revealed that only small proportions of lecturers were indicted in this regard. Also, significant differences were found in the perceptions of respondents from the university, college of education and polytechnic. Based on the findings, advocacy was made for implementing laws relating to integrity and instituting academic integrity policy in tertiary institutions in Nigeria. },
	keywords = {academic integrity, tertiary education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393267113.pdf},
	author = {Olasehinde-Williams  Olabisi and Henry Owolabi and Lasiele Yahaya}
}
@article {279,
	title = {RANKING SECONDARY SCHOOLS AND STUDENTS IN NATIONAL EXAMINATIONS: THE EFFECT ON PROMOTION RATES AND PERFORMANCE TRENDS IN SCHOOLS IN KENYA},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {9-19},
	abstract = {This study sought to investigate the effect of ranking upper secondary schools and students in national examinations on students{\textquoteright} promotion rates and on the schools{\textquoteright} performance trends. A descriptive survey design was used and secondary schools in Kakamega south district formed the study population. The study sample consisted of 75 secondary schools stratified according to performance into low, average and top ranked categories. The sample size consisted of 36 schools (12 from each performance category) selected by simple random sampling. Reliability was established by use of test retest technique. Data on promotion rates revealed that, the low ranked schools had promotion rates of 0.990 for form I-II, 0.997 for form II-III and 0.958 for form III-IV. The average ranked schools had promotion rates of 0.984 for form I-II, 0.981 for form II-III and 0.959 while the top ranked schools had promotion rates of 1.00 for form I-II, 0.967 for form II-III and 0.882 for form III-IV. On performance trends, there was no significant difference in the performance of individual schools during the four years but there was significant difference in performance among the different categories of schools.
},
	keywords = {promotion rates and performance trends, ranking},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395386553.pdf},
	author = {Maurice Amadalo and Julius  Kiprop Maiyo and Jane K.  Amunga}
}
@article {301,
	title = {REAL AND VIRTUAL LABORATORIES TOGETHER IN GENERAL CHEMISTRY EDUCATION: STARTING POINTS FOR RESEARCH PROJECT},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {30-39},
	abstract = {The combination of real and virtual environments in general science (chemistry) education is a current challenge for school curriculum in the period of information society. The article describes theoretical background, starting points and design of a research project in this area. Possibilities of real and virtual school chemical experiment and their combination will be analyzed. These approaches are named remote and virtual laboratories. They are the important part of a virtual learning environment (VLE) as the up-to-date trend in natural science instruction supported by ICT. They bring a new dimension not only to laboratories, but also to everyday life of students, teachers and every other person interested in science education. New possibilities to measure, to control anything from any computer, to receive current data from the opposite part of the world {\textendash} these are and will bring immense motivation. The project design, including pilot results, is presented on the example of laboratory work {\textquotedblleft}pH measuring{\textquotedblright}. Two as much as identical scenarios were prepared using either real or virtual pH-meter, managed by worksheets containing tasks of three levels: pH measuring of different solutions, answers to problem-based questions and open-task to create set of next pH measuring. The project is ready for piloting in the K-LaMPa Centre, which is situated in laboratories of the Chemistry Department, Faculty of Education, University of Hradec Kralove, and enables running experimental activities of primary and secondary school pupils and students. The received results will be presented and discussed on conferences and relating actions. Now the authors offer the cooperation concerned to widening of the research. },
	keywords = {early chemistry education, experimental activities, general science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396707044.pdf},
	author = {Martin  B{\'\i}lek and Petra  Skalick{\'a}}
}
@article {281,
	title = {REFLECTIONS ON EDUCATION IN SPAIN: PROPOSALS FOR THE FUTURE},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {29-40},
	abstract = {This article analyzes the educational situation in the spanish schools, on the basis of the different evaluations realized by international organizations, the opinion of the most reppresentative political parties, the last researchs and publications related with the topic, and finally the opinion of the teachers and parents. It notes the need to promote concrete changes in our education system, saying this need on the basis of school failure, dropouts and their evolution in recent years. It is shown with consistent evidence that our current education system has no mechanisms to reduce the actual negative indicators. It suggests three basic principles on which the change we propose can be based, based on a thorough analysis of the situation of compulsory education in Spain on the basis of the most urgent problems highlighted by the faculty and parents. Finally, it suggests five important goals to achieve and different lines in educational research that, in a priority way, must be enhanced to achieve the goals.},
	keywords = {compulsory education, educational situation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395386681.pdf},
	author = {V{\'\i}ctor  Santiuste Bermejo and David  Padilla G{\'o}ngora}
}
@article {240,
	title = {RELATION OF THE STATE AND PRIVATE UNIVERSITIES WITH THE LABOR MARKET},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {168-174},
	abstract = {Globalization is not new in education, this process demands integration the labor market and consequently the problem facing to universities are very complex. They should create strategy towards the labor market. Universities should provide quality of education. The current labor market demands such professional level that is not peculiar for the post-soviet mentality.
 Georgia has made historical choice in favor of the European democracy and this process demanded reforms in all areas. The Higher Education entered into new economic space. Georgia has joined to Bologna Process and accepts its main principles {\textendash} unification space of Higher Education that means the integrity European market.
 The purpose of our research is investigating the relation of the state and private universities of Georgia with the labor market, with employers and study motivation of students how do they make a choice of concrete university.
 Research includes two stages, the first stage - The analysis a web-sites of the state and private universities, the second stage - Interrogation of students.
 Results of research shown: the state universities are oriented by fundamental education, and private universities are oriented by narrow-special formation demanded by the labor market.
 Social and economic situation in the country causes prestige of such specialties which are dominant in the modern market. As a result, students choose prestigious private universities.
 Obviously, state universities should reconsider philosophy of management, at that time, must not lose quality and own identity.},
	keywords = {graduates, labour market, state and private universities},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393267634.pdf},
	author = {Ketevan Chkuaseli and Tamar Gegeshidze}
}
@article {322,
	title = {REMOTELY CONTROLLED EXPERIMENT: COMPARISON OF VOLT-AMPERE CHARACTERISTICS BETWEEN INCANDESCENT AND ENERGY SAVING LIGHT BULB},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {119-124},
	abstract = {The paper deals with the remotely controlled physical experiment which is located at the Department of Experimental Physics at Palacky University in Olomouc. A remote experiment is a real experiment with real laboratory instruments and equipment that can be controlled by a teacher or a student or any user from their computer through the Internet. The article presents our first remote experiment (comparison of volt-ampere characteristics between incandescent light bulb and energy saving light bulb with using AC) which is available free on-line on the website http://www.ictphysics.upol.cz/remotelab/. This paper outlines our current research and reflection of remotely controlled experiments and it describes the educational point of view of the remotely controlled system.},
	keywords = {remote experiment, remotely controlled experiment},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399914853.pdf},
	author = {Franti{\v s}ek  L{\'a}tal and Jan  {\v R}{\'\i}ha}
}
@article {215,
	title = {RESIDENT SCIENTISTS{\textquoteright} CONCEPTIONS OF SCIENCE TEACHING},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {129-138},
	abstract = {This study explored the conceptions of science teaching held by Resident Scientists who were providing content and pedagogical support to teachers in schools through the National Science Foundation (NSF) GK-12 project in USA. Their conceptions of teaching were compared with those held by teachers and the appropriate conceptions of science teaching reported in previous studies. A sample comprised nine Resident scientists from three science disciplines: biology, chemistry and physics. All the Resident Scientists were training to be scientists and not to be certified as teachers. Data was collected through a questionnaire and semi-structured interview. Data were analyzed by first coding the responses to identify recurring themes and categories. Five conceptions of science teaching emerged: Facilitative process, Conceptual and skill development, Ability and attitude development, Dynamic interactive process, and Content knowledge delivery process. Most conceptions of science teaching held by the Resident Scientists were similar to those held by teachers reported in previous studies. They also had elements for appropriate conceptions of science teaching. However, some Resident Scientists{\textquoteright} views on teaching supported the knowledge transmission instructional mode. The findings have implications for teacher education, science teaching and learning, and the National Science Foundation (NSF) GK-12 program. },
	keywords = {resident scientist, teaching},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392408821.pdf},
	author = {Frackson Mumba and Vivien  M. Chabalengula and Erin Wilson and Jeffrey  Carver and William Hunter}
}
@article {323,
	title = {RESIDENT SCIENTISTS{\textquoteright} CURRICULUM AND INSTRUCTIONAL DECISIONS FOR HIGH SCHOOL CLASSROOMS},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {125-133},
	abstract = {This study explored Resident Scientists{\textquoteright} curriculum, instructional and assessment decisions for high school classrooms. We also attempted to find out the factors that influenced their decisions. A sample comprised eight Resident Scientists who were providing science content knowledge and pedagogical support to teachers in schools through the National Science Foundation (NSF) GK-12 outreach project in the Midwest of the USA. Data were collected through an open-ended questionnaire. Results show that Resident Scientists made short-termed decisions on curriculum, instruction and assessment for high school classrooms. Their decisions were mainly influenced by partner teachers, textbooks, and antecedent factors. Moreover, their decisions encompassed elements of accountability in the school system. They also exhibited lack of knowledge about the USA Science Education Standards. However, their decisions were within the framework that integrated content and pedagogical support to teachers. The findings have implications for science teaching and learning and the NSF GK-12 program. },
	keywords = {instruction, resident scientist},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399915014.pdf},
	author = {Frackson Mumba and Simeon  Mbewe and Selena  Sasser and Vivien  M. Chabalengula and Erin  Wilson-Miles}
}
@article {287,
	title = {THE ROLE OF GUIDING AND COUNSELLING IN SECONDARY SCHOOLS IN KENYA: PROSPECTS AND CHALLENGES},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {99-108},
	abstract = {Since the 1990s, education system in Kenya has faced dynamic and rapid changes that have had overwhelming effects both on the child, teacher, school and society at large. Education policies have changed over the years including the recently introduced policy on caning which was scraped through children{\textquoteright}s Act of 2001 and replaced with guiding and counseling as a measure to prepare a child for the challenges they face both in school and outside school. As corporal punishment remains banned and children becoming more aware of their rights, guiding and counseling remains the most acceptable channel of reaching the children in schools; the children too being teenagers, they experience a time of storm and stress characterized by mixed reactions of being happy at one moment and extremely sad at another moment. The reactions to such situations are likely to be intense and volatile. With parents being too busy to give children quality time and attention, the responsibility has been left to rest squarely on the shoulder of the teachers to help students make decisions on aspects that affect their lives. This therefore necessitates the need to strengthen guiding and counseling in schools. This paper examines the role of guiding and counseling in secondary schools mainly in shaping the career life of the teenager and the challenges faced by schools in using it as a measure to replace caning in instilling discipline in the students. The research was based and build on scientific sources, analytical evaluative studies and scientific literature; content analysis of documents and reflection of experience to examine the role of guiding and counseling in secondary schools. From the findings, a conclusion was drawn that to streamline the role of guiding \& counseling and overcome the challenges in shaping the students{\textquoteright} integrated development, every party including the MOE, policy makers, schools, teachers and parents have a role to play in shaping the life of the child.},
	keywords = {character formation, guiding and counseling},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395386979.pdf},
	author = {Julius  Kiprop Maiyo and Joan Owiye}
}
@article {296,
	title = {RURAL COMMUNITY ADULT LITERACY DEVELOPMENT THROUGH COMMUNITY LEARNING CENTERS PROGRAM IN THE ISLAMIC REPUBLIC OF IRAN: TWO CASE STUDIES},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {169-177},
	abstract = {Literacy and community development have an unbroken connection. Literacy is a very important tool for community development. The main goal of community development is to improve the quality of life. In order to improve the quality of life, the government of Iran has implemented several programs to promote the level of literacy. CLCP is the newest and the most important literacy program in Iran post revolution that has been introduced by the Iran{\textquoteright}s Development Plans. It has been emerged as a result of shortcomings of the previous literacy programs to solve the problem of illiteracy in the country. Therefore, the general objective of this study was to examine the role of the program in rural community adult literacy development while the specific objective of this study was to describe the factors contributed to the success of the program in Iran. For the purpose, two rural communities namely Golshan and Nasr Abad into two different states of Kerman and Yazd in Iran were selected as the case studies. The selection was based on their literacy level. The community with the lowest literacy level in each state was chosen. },
	keywords = {community learning centers program, development, literacy},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395387480.pdf},
	author = {Akbar Zolfaghari and Mohammad  Shatar Sabran and Azam  Zolfaghari}
}
@article {203,
	title = {SCHOOL CHEMICAL EXPERIMENT OPTIMIZATION IN WOLFRAM MATHEMATICA ENVIRONMENT},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {9-13},
	abstract = {An experiment is an integral part of natural sciences, especially chemistry. Therefore pupils and students should be in contact with it on regular bases during the process of learning chemistry. However, nowadays a major decrease of use of real chemical experiments is apparent in chemistry education. New or modified known experiments can help to reduce this trend. The proposed method of experiment optimization using Wolfram Research software Mathematica is one of the possible ways how to solve it. This method is based on sequential process of optimization and stochastic extreme value finding for functions of several variables. This problem has been solved at the Department of Chemistry and Chemistry Didactics as a part of a research project entitled {\textquotedblleft}Teacher Profession in Changing Requirements on Education{\textquotedblright}, executed by Faculty of Education. During the research a program was made that computes optimal values of experiment parameters from measured values. This was verified during teacher training courses at Charles University in Prague, Faculty of Education. This paper presents an example that shows the optimization procedure of a selected chemical reaction.},
	keywords = {chemical experiment, school experiment},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392408001.pdf},
	author = {Martin Adamec and Pavel Bene{\v s}}
}
@article {320,
	title = {SECONDARY SCHOOL STUDENTS AND PHYSICS TASKS},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {97-106},
	abstract = {The aim of this paper is to discuss the non-ttractivity of the solving of quantitative examples in Physics. The problem was find out not only in teaching and learning Physics at secondary and high schools, but also during various competitions (Physical Olympiad, Physical Kaleidoskope, Fermi Questions tournament). The discussion in this paper will be based on the research that was done in 2009. More than 335 respondents completed our questionnaire about examples. The questions inquired about reasons why students solve examples, if they understand the settings or if they will prefer an animation (video) of the situation and the problem of the classification rating. The statistical evaluation was realized by using the chi quadrate test. The results of this research will be used in our next activity - we will prepare a set of interactive physical examples to make use of the motivation effect of multimedia and ICT technology in Physics education. },
	keywords = {physics tasks, questionnaire},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399914645.pdf},
	author = {Ondrej  Jerabek and Renata Holubova}
}
@article {275,
	title = {SECONDARY SCHOOL STUDENTS{\textquoteright} PERSPECTIVES ON AND ATTITUDES TOWARDS LABORATORY WORK IN BIOLOGY},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {123-134},
	abstract = {Interest in Biology among secondary school students in Slovenia is dropping from year to year. 1,046 secondary school students were surveyed about their preferred number of group mates in the laboratory, their attitudes towards and positive and negative views of laboratory work in Biology. From the students{\textquoteright} perspective, the preferred way of teaching biology would be a mixture of interesting lectures and laboratory activities where they would have the opportunity to find solutions to the problems on their own through work in small groups. This is in direct opposition to prevailing teaching practice, where lectures are the dominant way of teaching. To overcome the loss of interest in Biology among students, action is needed immediately. Bridging the gap between students{\textquoteright} perspectives on and opinions about good teaching practice and actual teaching practice should follow three tracks: the first one involves changes to the syllabus in such a way that less is more; the second one requires rewriting of manuals and textbooks, and the third is a change in the teaching practice of individual teachers. If for the first two teachers can find the excuse that this is outside their sphere of competence, there can be no excuse for avoiding immediate changes in teaching techniques.},
	keywords = {attitudes, laboratory work, secondary schools},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393669073.pdf},
	author = {Andrej  {\v S}orgo and Andreja  {\v S}pernjak}
}
@article {245,
	title = {THE SOCIAL WEB: A PLATFORM FOR MARKETING IN TRAINING COMPANIES},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {32-36},
	abstract = {Companies use many different marketing strategies in order to make their products known and place their corporate image and branding in the market. Besides, nowadays, being on the Internet is a must for every company striving for success.
 A company devoted to open and distance learning such as Master-D Corporation is a clear example of how a proper and planned use of the different possibilities offered by the Web 2.0 {\textendash}based on blogs- allows a company to achieve bigger market shares and brand positioning following the Win {\textendash} Win Principle.
 Blogs are, undoubtedly, channels of communication that prove the power of attraction of good information.},
	keywords = {internet user, open learning, training company},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393667634.pdf},
	author = {Manuel  Igado}
}
@article {337,
	title = {SOCIO-PSYCHOLOGICAL PROBLEMS OF PREVENIENT PART OF JOINT ACTIVITIES IN YOUTH SMALL GROUPS},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {60-65},
	abstract = {The paper deals with research results of prevenient part of joint activity in youth groups. The objective of research was to study that phenomenon as a group process of preparation for joint activity which defines its productivity. Methods of observation and device {\guillemotleft}Arch{\guillemotright} were applied to study three youth small groups in summer camp located in Krasnodar region. It was empirically established that youth groups subject to the level of orderliness are different in performing both prevenient and executive parts of joint activity. The research confirmed the data received in the groups working in extreme conditions of joint activity and revealed the leading role of group leadership in the prevenient part of joint activity.},
	keywords = {group dynamics, leadership, small group},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399915825.pdf},
	author = {Ekaterina  I. Gamova and Sergei Sarychev}
}
@article {184,
	title = {SOME IDEAS ABOUT SPECIFICITY AND METHODS OF FOSTERING VALUE-BASED RELATIONS WITH NATURE},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Editorial},
	chapter = {5-8},
	abstract = {The interpretation of the concept {\textquoteleft}value{\textquoteright} is extremely varied and brings a historic background. Values are fostered since childhood through the process of sharing and analysing individual experience based on certain concepts such as goodness, beauty, love, etc. Rules and standards are also important for value development. All people tend to seek values and their cognition ({\textquotedblleft}When Values Change{\textquotedblright}, 1999). {\textquoteleft}The Dictionary of Psychology{\textquoteright} explains that value attitudes as if determine all human works, the main patterns of behaviour, different actions or even a single act (The Dictionary of Psychology, 1993). 
The issues of moral values are highly relevant as they are closely related with the human upbringing, fostering of his value attitudes (The Sketches of Ethics, 1984). Secondly, modern education is in a state of global crisis partially because of the absence of a value-based design of its strategic functions (Sankar, 2004). The development of value-based attitudes is a complex process. In general, morality or moral is the most conservative aspect of inner culture, it changes slowly and gradually. However, children and teenagers have less preconceived ideas and habits than adults. Therefore, their relation with the world is in the making, they are more flexible and susceptible to outward influences (Gurevi{\v c}iute, Galkute, etc. 1997). J.Piaget is sure that the middle childhood (the age of 6-11 years old) is the most suitable period to foster moral issues. L. Kohlberg referring to various research points out three stages in the evolution of morality. The second stage includes children aged from 10 to 13 and is called the self-decided moral agency. The third stage represents the moral agency using all individual moral standards. This kind of morality develops or fails to develop in the period of adolescence (Kliminskiene, 1999). 
The tutors who attempt to develop respect for nature in the values of their pupils should know and utilize the mentioned peculiarities of the age boundaries. Primary school shares a great responsibility in this process while pupils are curious, sensitive to nature, influenced by the processes of the outward world at this age range (Atutiene, 1999).
 Love for nature, the importance of its protection should be instilled since childhood. Experience acquired in the family is further developed at school where value-based attitudes are continually established, a strong individual opinion about the surrounding nature is developed. These considerations presented by Kliminskiene and Kliminskas (1998), Vaitkevi{\v c}ius (2000), {\v S}apokiene (1998), Gajauskaite (1990), etc. have become extremely important having assessed the data of recent research. The survey of parents conducted by Milteniene and Mockevi{\v c}iene indicates that only 36\% of the applicants indicates that they taught their children to love nature, involved children into practical tasks: to perceive the world of nature, to take care about animals, 44\% of the parents admitted that they paid little attention to the above mentioned factors or agreed they did not pay any attention as they supposed their child would gain this knowledge at school. 20\% of the parents stated it was not the main goal of their family. Most of the researchers agree that very often the media ignore the development of positive value-based attitudes and impose many things without any value-based orientation. Hence, in respect of nature, school is mainly responsible for the fostering the value attitudes of the pupils (Milteniene, Mockevi{\v c}iene, 1998). Since 1998, active enthusiasts have launched a project {\textquotedblleft}The Animate World and Me{\textquotedblright} which involves the city pupils who have pets (Bobrova, 2000). L.Bobrova states that the curriculum of this project developing children{\textquoteright}s care for their animals is one of the most effective pedagogic and psychologic methods that builds up mental, emotional and physical well-being of schoolchildren, enriches their free time trying to reach harmony with nature (p.10). 
Research carried out in Russia revealed that actually half of the primary school essays reflect a pragmatic relation with nature, {\textquoteleft}Nature is our greatest treasure{\textquoteright}, {\textquoteleft}Forests must be protected because pencils and rulers are made of wood{\textquoteright}, {\textquoteleft}Dogs are important because they guard houses{\textquoteright}, etc. Such pragmatism of the primary schoolchildren is nothing but a result of the pragmatic content of comprehensive educational school. Children simply repeat the clich{\'e}s mentioned by their teachers (Jasvin, 2000). Most probably, a similar situation can be found in Lithuanian schools (though not enough research have been carried out). In conclusion, it can be said that contemporary school is not yet ready to perceive and instil the shallowness of consumerism (Uktveris, 1997). 
Having reviewed the positions of various authors on the issue of the development of value-based attitudes in respect of nature in comprehensive schools, the following conclusion can be made in diagram form:
 Value-based attitudes and relations
 },
	keywords = {moral values, science education, value-based knowledge},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315008.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {198,
	title = {SOME INNOVATIVE APPROACHES TO TEACHING RUSSIAN AS FOREIGN LANGUAGE},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {140-147},
	abstract = {When studying any of languages foreign to some person and not considering this process as simple as an acquiring certain knowledge and skills volume only, but to the contrary {\textendash} regarding it as purposeful activity which enables this person to expand his/her cultural background notably, it can lead the student outside the mastering of ready-made knowledge to unobstructed developing of creative mind. In order to achieve that it might be necessary to organize these studies by leading each student to accept the idea that any new knowledge proffered must be accredited with some individual significance valued by this person. 
This can be done by engaging some modern and innovative methods representative with new style of academic activity; these can provide both for various transformed ways of knowledge presentation as well as the different types of absorbing this new information by the way of putting the body of it into practice, engaging each student in this or that joint actions and frequent discussions.
 The most effective methods for studying Russian as a foreign language in our opinion are the following ones which have been put to test by us and by teachers in Estonia and proved to be fruitful. These are: some developing technologies as putting up the problem and subsequent solving of it; an individual project; also the process of unraveling any communicative task and getting the answers; the work in the master-classes and the last but not least {\textendash} an RWCT technology.
 The novelty of this research presented by authors lies in the nature and specialty of educational materials accomplished using and developing the methods mentioned above, besides its introduction into the teaching practice taking place at the moment. The results of the research are published as two textbooks for Russian language teachers and students of the same profile.
 },
	keywords = {educational process activity, innovative approaches},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315888.pdf},
	author = {Natalya Zamkovaya and Irina Moiseenko}
}
@article {217,
	title = {STRATEGIES OF DIALOGUE IN MEDIA-AIDED BIOLOGY EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {151-158},
	abstract = {Forming biological and environmental competences in students in the contemporary world of the media assumes application of specific strategies, and hence the methods and techniques of work with students. The theoretical part of research focused on the modules of the teaching strategies{\textquoteright} choice. The modules were connected with the patterns of situations for learning through communication, learning through experiencing and learning through action. In the practical part of research the application of the selected teaching strategies supporting multiple feedback during media-aided biology lessons was attempted. The research issue has been focused around the influence of the various media on students{\textquoteright} biological skills in the field of new sources of scientific information. The research results were used for preparation of theoretical basis for formulating the main assumptions for media in biology education and evaluation of dialogue{\textquoteright}s strategies in ethical aspect of teaching contents and objectives. 240 high school students of experimental and control classes participated in the research (lessons, survey, cards of activity). The data were interpreted in view of the new concepts of teaching and learning and point to the fact, that the development of media creates a possibility to shape views; however, it is dialogue, creative attitude and critical knowledge that are the basic conditions for the scientific approach to information. 
},
	keywords = {biology education, methods of learning, strategies of dialogue},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392409025.pdf},
	author = {Katarzyna Potyrala}
}
@article {270,
	title = {STRATEGY OF CROSS CURRICULAR CONNECTION AT TECHNOLOGY EDUCATION AS A FACTOR OF MODERN SCHOOL},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {77-83},
	abstract = {This contribution deals with the topic of inter-subject planning and connecting in technique and technology and as a factor of modern school by emphasizing the strategies of training-educational work in technique and technology.
 In this context the most suitable project task is being regarded as that strategy of training-educational work, in which the development of divergent thinking, creative compatibilities, acquiring, deepening, practicing and using the knowledge in the field of technique, technology, work organization, economics, ergonomics, ecology, informatics and computer science, industrial design, etc. is concerned.
 In such a constructed strategy the inter-subject planning and connecting can be represented and the tendency to acquire better knowledge can also be realized, because of the opinion of the constructivists who think that knowledge in its final form can neither be {\guillemotright}given{\guillemotleft} to somebody else, nor it can be {\guillemotright}accepted{\guillemotleft} by somebody else, but it should be rebuilt by everybody with his/her own mental activity and exactly in technique and technology the objective and subjective conditions for such a style and didactic system of training {\textendash} educational work are being created.},
	keywords = {cross curricular connection, school curriculum},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393668714.pdf},
	author = {Amand  Papotnik}
}
@article {214,
	title = {STRESSING THE COHERENCE OF PHYSICS: STUDENT JOURNALISTS{\textquoteright} AND SCIENCE MEDIATORS{\textquoteright} REACTIONS},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {104-128},
	abstract = {With this investigation, we sought to assess the extent to which future journalists and science mediators are able to take a positive attitude towards stressing the coherence of physical theories in their chosen profession. To this end, we also examined a second question: how members of this same population react to an exercise designed to stress the value of coherence in physics, as a possible source of intellectual satisfaction. We sought to document the possible impact of the obstacles we had anticipated, and to characterize the students{\textquoteright} progression in relation to the goals just described. Our investigation was based on 14 interviews with third-year university students who hoped to become journalists or science mediators. We focused our interaction with them on a specific example in physics, concerning a problematic hypothesis widely used in explaining how a hot air balloon operates. We provided elucidation in the course of each student{\textquoteright}s intellectual progression during the interview. Finally, we report their value judgements {\textendash} impressively positive {\textendash} concerning the two questions outlined above. The results suggest that, despite their low level of specialization in physics, such students can develop, at least in the very particular circumstances described, a critical and positive attitude towards searching for and stressing coherence in physics. They also support the idea that, were a concern for coherence to be taken as a desirable component of a training programme, corresponding teaching-learning sequences should be prepared, designed and evaluated in great detail, to ensure optimum adaptation to each individual{\textquoteright}s progression.},
	keywords = {critical analysis, physics education, science mediators and journalists education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1505377865.pdf},
	author = {St{\'e}phanie Math{\'e} and Laurence Viennot}
}
@article {274,
	title = {STUDENT SELF-EVALUATION OF CO-LECTURE ACTIVITIES},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {116-122},
	abstract = {This article argues a greater stress to student-centered, active-learning approaches in teacher education beginning already in lectures by the subjects of DCEM methodological module. Our approach in increasing lecture{\textquoteright}s activity of students is involving them as teacher{\textquoteright}s co-lecturers. In order to monitor the efficiency and quality improvement of their outcomes-teacher{\textquoteright}s activities, we make use of the students{\textquoteright}-co-lecturers, as well as students-listeners feedback, which continuously takes place at the end of a program of specific curricular units. Students self {\textendash} reflections are confronted with techer{\textquoteright}s trainer noticings. Some significant findings are interpreted in compliance with teacher competences. CO-lecture{\textquoteright}s activities are valued regarding to optional AADIDG didactic pinciples. },
	keywords = {self-evaluation, student autonomy, students-colecturers},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393669019.pdf},
	author = {Darinka  Sikosek}
}
@article {273,
	title = {STUDENT SELF-EVALUATION OF SEMINAR ACTIVITIES},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {109-115},
	abstract = {This study is focused on the curricular innovations of methodological subjects for acquiring of teachers competences at undergraduate education where students as prospective chemistry teachers serve as a goal group. The redesign of seminar as an essencial curricular form is based on consistent consideration of topical didactic principles. Research into the optimal performance of seminar work focuses particularly on their organisation, methodology and evaluation. These three model parameters serve to implement student seminar activities in accordance with Bologna teachers competences. Using the descriptive empirical method for students self-evaluation of seminar work defined in methodological subject module of three subjects (Didactics of Chemistry, Experiments and Natural Activities-Mentroship) some eforts in bettering the competence mastery over.
},
	keywords = {graduated process learning, seminar, teaching skills and competences},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393668971.pdf},
	author = {Darinka  Sikosek}
}
@article {235,
	title = {STUDENTS{\textquoteright} INFORMATION COMPETENCE AND ITS IMPORTANCE FOR LIFE-LONG EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {126-132},
	abstract = {The objective of the paper is to define information competence, its levels and components, to find out the reasons of low level of information competence among first-year students. Scientific literature analysis, CLRIT (Commission on Learning Resources and Instructional Technology) materials, Information Literacy Competency Standards for Higher Education (ACRL, 2000) and other data are used to analyze the role of foreign languages and IT skills for the development of information competence of a student. Questionnaires and interviews with the students give the necessary data for the analysis of students{\textquoteright} information competence. The main conclusions are that self-management and time management of students pay an important role in their use of the Internet and the library, showing preference for the Internet resources for the reason of their easier and quicker accessibility in comparison with the use of library resources. Foreign languages are often needed to gain the necessary information, especially for some specialties, for which information can be found only in English. Information competence is developed during the whole life, and teachers of any subject should pay serious attention to developing information search, selection, evaluation, analysis and presentation skills.},
	keywords = {information competence, life-long learning skills},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393267313.pdf},
	author = {Larissa Turusheva}
}
@article {341,
	title = {STUDENTS LEARNING ENGLISH AS SECOND LANGUAGE: AN AP-PLIED LINGUISTICS LEARNING STUDY},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {86-96},
	abstract = {This study involved students from a teacher training programme and classroom teachers during in-service training. These students and teachers were introduced to variation theory and carried out a learn-ing study on English as a Second Language (ESL) that incorporated five research lessons taught in paral-lel, rather than in a cycle. The participants in the study were five classes from grade level five to upper secondary school, five university students, and two researchers. The aim was to put learning study to test in describing in what ways students (from fifth graders to upper secondary school students) discerned the letter s at the end of a word, and secondly what kind of knowledge about this learning object they were able to develop during instruction. When an s appears as a terminal letter in English, it can be inter-preted in at least five different ways: contraction, plural, third person singular, genitive or possessive pronoun. It can also be the final letter of a monomorphemic word (bass) or suffix (-ness). Our study dem-onstrated how learning study was used to describe how students of different ages interpret the suffix s. A pattern emerged indicating the way knowledge of a phenomenon develops as a consequence of teaching. This pattern was analysed in terms of the structure of the students{\textquoteright} native language. The outcome showed how students tried to comprehend a second language by means of the structure of the first. A good exam-ple is the pronoun your (dependent possessive form) and yours (independent possessive form). As there is no variation in Swedish between dependent and independent possessives, students associate the two forms with the differences between d- and t- gender. This distinction is made in Swedish (din/ditt) but not in modern English. },
	keywords = {learning study, teacher training programme, variation theory},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399916048.pdf},
	author = {Mona Holmqvist and Gunilla Lindgren}
}
@article {200,
	title = {STUDENTS{\textquoteright} PSYCHOSOCIAL NEEDS: FULFILMENT AND METHODOLOGICAL BACKGROUND OF THEIR FORMATION},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {156-170},
	abstract = {The article deals with the main psychosocial needs of students. It presents the results of empirical research of psychosocial needs among female students in Lithuania ({\v S}iauliai University) and the USA (California University). The psychosocial needs of students are more oriented towards tangible values compared to spiritual humanistic values of life. Students tend to underestimate logical thinking, self-cognizance; they pay too little attention to self-education. The majority of students think that they cannot meet their psychosocial needs of fortifying their health, employment, self-actualization and implementing their goals. In order to strengthen the impact of university studies on the formation of students{\textquoteright} psychosocial needs we should orient our educational technologies towards the formation of a free and responsible personality of a student and the development of students{\textquoteright} creative powers and logical thinking.},
	keywords = {formation and fulfillment of needs, psychosocial needs},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392316007.pdf},
	author = {Algirdas {\v C}epulenas and Lota Bobrova and Lauras Grajauskas}
}
@article {299,
	title = {STUDENTS{\textquoteright} SEARCH FOR VISUAL SCIENTIFIC INFORMATION: SITUATION ANALYSIS},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {16-22},
	abstract = {The modern visualization is created to help in education processes and it is oriented to the evaluation of knowledge. It is very important for science education to have perfectly prepared aids that could show invisible phenomena and could foster deeper motivation. This research encloses that students like to use internet for their purposes. The most important purpose is to use search for visualizations because students have aspiration for deeper knowledge. Also, results enclose negative aspects in this field. Students do not search for visual information in the internet because they feel lack of need; there are bad conditions in the classroom. The last reason could be identified as highlighted prominence of pedagogues{\textquoteright} role. All this could improve that students who have low interest to search in the internet could be called as unmotivated. },
	keywords = {science education, visualization},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396706598.pdf},
	author = {Renata Bilbokaite}
}
@article {238,
	title = {THE SYSTEM OF EVALUATION OF STUDENTS{\textquoteright} ACHIEVEMENTS AS AN IMPORTANT COMPONENT OF UNIVERSITY EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {151-158},
	abstract = {In the paper a methodical system of checking the level of achieving educational goals at the university is presented, and some its practical features are characterized. Construction of the evaluation system requires defining the main structural and functional components of educational system. The latter contains an assessment component, existing at two levels. First, the basic concepts, theories, and rules, mastering of fundamental knowledge, and generalized skills should be examined. Fullness of assimilation of the knowledge, understanding of problems, ability of explanation of phenomena and processes, assimilation of appropriate terminology can be treated as criteria of obtaining goals of education. Also, accomplishment of formulation of educational problems, searching of information, executing of experiments could be considered here. Higher level of the educational competency, contains different types of their self-reliant activity. It can be shown by the ability to solve complex or non-standard problems, in which intra-, and interdisciplinary links are realized, and which need the application of the acquired knowledge for achieving a new one. This level of methodological competency needs creativeness and ability of complex usage of the obtained knowledge in the different situations. 
The above mentioned principles have been applied in the methodical system of teaching inorganic chemistry. In the paper the ranking system proposed for complete evaluation of students{\textquoteright} achievements and its constituents are described in details. Every kind of student{\textquoteright}s activity is valued in points. Additional points can be obtained e.g. for a presentation at a conference. Penalty points are subtracted for absence at the seminars or laboratories. 
The essence of the ranking system is the necessity of gathering points, which are converted into the traditional marks at the end of each semester. The points collected all over the year account for 40\% of the total end mark. Points obtained for the final test account for the remaining 60\%. Thus, it{\textquoteright}s easier to pass the exam, however, student{\textquoteright}s activity during seminars and laboratories is needed. Many years experience shows, that proposed ranking system helps to improve quality of educational process. },
	keywords = {achievement level, quality of educational process, ranking system},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393267485.pdf},
	author = {Marek Wasielewski}
}
@article {318,
	title = {TAKING STAFF DEVELOPMENT ONLINE: A THEORETICAL PERSPECTIVE OF BEST PRACTICES FOR THE 21ST CENTURY},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {58-71},
	abstract = {Professional staff development is a continual process of individual and group assessment where the goal is to inform and improve practice in a school environment. The overall goal is to allow educators and communities of learners the ability to make complex decisions, identify and solve problems; and connect theory into practice to improve student outcomes in the classroom. It is an absolute necessity to ensure teachers continually improve their skills to meet the high standards of learning set for every child. Professional staff development is not only necessary for the benefit of improving instruction but is a requirement by the majority of school corporations in the United States. Continual professional staff development enables educators the ability to offer students learning opportunities to meet outstanding standards in specified content areas and to successfully assume real-world roles and responsibilities for life beyond the classroom. 
In today{\textquoteright}s current economic landscape, with budget cuts at unforeseen highs, professional development teams are exploring alternative delivery modes to ensure teachers continue to learn with effective and efficient methods. This article explores steps for developing teacher professional development for the online delivery systems for K-12 school corporations and best practices, which include second life options, to meet school corporation requirements. We explain the long-range vision and strategic plan necessary for moving beyond the traditional delivery methods and provide and in-depth guide, which leads readers through a step-by-step process of the online instructional delivery.
},
	keywords = {design theory, staff development},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399914471.pdf},
	author = {Maureen  L. Ellis and Eric  Kisling}
}
@article {303,
	title = {TEACHER{\textquoteright}S EDUCATION AND THE USE OF VISUALIZATIONS IN CHEMISTRY INSTRUCTION},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {48-53},
	abstract = {The accelerated development of information and communication technologies followed by several studies in the cognitive theory area, have promoted the construction of many visual tools (3D concrete models, statics or dynamics virtual 2D and 3D images, simulations, animations, interactive software{\textquoteright}s, etc) that have been placed to the disposition of instructors. When they introduce systematically these tools in there classes, with the purpose of getting better learning results, we verify a changing in the teacher{\textquoteright}s role. He is no longer the source nor the transmitter of knowledge, but the mediator between the source and the student. The class dynamic frequently changes without the perception of the teacher. The information was predominantly presented in the verbal and gestural modes, with some punctual introduction of graphics, tables and models, with the purpose of merely illustrating the teacher{\textquoteright}s verbal presentations. With the frequent use of these tools, images became the main vehicle of information, and if the learning impact is bigger so is the risk of misconceptions if the image{\textquoteright}s choice is inappropriate. 
What pre-service educational training do teachers have to deal with learning/instruction processes strongly supported in visualization tools? What conceptions they have about visualization, representations and images, etc? These are the two questions that we are trying to answer throughout the development of this work. The research is qualitative. We applied a questionnaire with 12 open questions answered by 24 pre-service chemistry teachers. We concluded that their training course discusses these topics in some subjects but in superficial way. We also found that their conceptions are not solid, and sometimes even become misconceptions.},
	keywords = {chemistry instructing, teacher{\textquoteright}s formation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396707155.pdf},
	author = {Celeste  Ferreira and Agnaldo Arroio}
}
@article {259,
	title = {TEACHERS{\textquoteright} MOTIVATION FOR RECEIVING SECOND EDUCATION (PSYCHOLOGY)},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {161-169},
	abstract = {The requirement for experts, quickly and flexibly adapting to the changing conditions, constantly raising the qualification and level of professional skill assumes presence of steady motivation to mastering by new kinds of activity. Retraining on a speciality {\guillemotleft}Practical psychology{\guillemotright} frequently is means of the decision of personal problems. As the motivation of reception of the second spe-ciality in many respects defines efficiency of educational process, its research gets a special ur-gency. A methodological basis of our research are Z.A.Barsukovoj, T.V.Vasilevoj, E.A.Guzjuk{\textquoteright}s works, etc. in which the motivation of listeners ИПК and the personal computer is considered as the factor of efficiency of retraining. In article results of research of motivation of the teachers, passing retraining on a speciality {\guillemotleft}Practical psychology{\guillemotright} in ГГУ of F.Skoriny are presented. The comparative analysis of self-estimations of respondents with the various pedagogical ex-perience on a number of indicators is carried out: self-realisation in pedagogical activity; the general professional readiness; theoretical preparation on pedagogics and psychology; the mo-tivation to work as the psychologist; aspiration to self-improvement in a trade; the general satis-faction a trade of the teacher. Representations of teachers about professionally important quali-ties, features of work, the basic difficulties of the psychologist are studied; the factors influenc-ing a choice of a trade of the teacher-psychologist as the second speciality are analysed. Re-spondents in большей degrees are focused on social motives, motives of self-improvement and personal growth. Reception of the second speciality is considered not only as possibility to guar-antee to itself stability in labour relations, but also to raise level of the профмастерства, to deepen and expand knowledge on psychology, to be engaged in scientific researches in the field of psychology, самореализоваться as the person.},
	keywords = {motivation of reception of the second speciality, retraining of personnel, self-realisation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393666924.pdf},
	author = {Ekaterina Gapanovich-Kajdalova}
}
@article {212,
	title = {TEACHING ABOUT INTOXICATING SUBSTANCES IN PRIMARY SCHOOL: TEACHER STUDENTS{\textasciiacute} THOUGHTS ON THE SUBJECT},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {78-85},
	abstract = {Exposure to harmful substances such as alcohol, tobacco and drugs, is a danger and risk for the well being and health of children. The better children understand these dangers, the easier it is to avoid the adverse effects. Several studies have dealt with harmful substances and the well-being of young people. However, the role of formal, as well as informal education has not been studied as extensively. 
This paper presents the first preliminary results from a larger project. This project focuses on what and how toxicology is taught in Finnish schools and how children and young people get information about harmful compounds. The aim of the project is to create a better way of teaching toxicology in school. This paper reveals teacher students{\textquoteright} thoughts on the teaching of intoxicating substances in primary school. Teacher students wrote before their studies of module {\textquotedblleft}The Human being{\textquotedblright}. The result of the study shows that primary school teacher students thought that teaching which relates to intoxicating substances, should be neutral and based on facts. We believe that the preliminary results of this study will be useful in improving the teaching of intoxicating substances in teacher education.},
	keywords = {intoxicating substances, teacher education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392408652.pdf},
	author = {Sirpa K{\"a}rkk{\"a}inen and Tuula Keinonen and Risto Juvonen}
}
@article {285,
	title = {TEACHING MECHANICS TO STUDENTS WITH LEARNING DISABILI-TIES: A CASE STUDY IN GREECE},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {78-89},
	abstract = {Mechanics is a basic part of Physics and the main subject of the relevant course in the second grade of Greek high school. The educational implications of the studies in the field of teaching mechanics refer to the instruction of essential concepts such as force, pressure and energy. However there are few research studies of teaching mechanics to students with learning disabilities especially in Greece. In this paper we present a case study of teaching mechanics to students with learning disabilities in the second grade of a general Greek high school. The purpose of this study is to examine the implementation and the efficacy of teaching mechanics to students with learning disabilities of the second grade of a Greek high school by using the conceptual mapping. An experimental teaching procedure took place in a physics resource room for students with learning disabilities of the second grade of a general high school by using the conceptual mapping during a sequence of successive instructions for the concept of energy. A control teaching procedure without the use of conceptual maps was realized in the same resource room during the instructions for the concept pressure in order to compare the two teaching procedures. In both phases, experimental and control teaching procedure, tests were administered before and after each in-struction so as to investigate the prior to the instruction knowledge and the learning outcomes after it. The questions of the student with learning disabilities during the instructions were recorded and analysed in order to define his interest in mechanics by using conceptual mapping. The analysis of the collected data yielded several results. The use of conceptual mapping improved the student{\textquoteright}s performance on achievement tests and contributed to the accomplishment of the teaching objectives. However the use of the maps was not successful in stimulating the student{\textquoteright}s interest for the concept of energy. We also dis-cuss the implications of our findings to teaching practices and future research in the field of teaching physics to students with learning disabilities.
},
	keywords = {conceptual maps, learning disabilities, teaching objectives},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395386885.pdf},
	author = {Anastasia  Ferentinou and Panagiotis  F. Papalexopoulos and Dionisios  Vavougios}
}
@article {211,
	title = {TEACHING PROTEIN SCIENCE WITH APPLICATION OF COMPUTERS {\textendash} CASE STUDY OF BCL-2 PROTEIN FAMILY},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {69-77},
	abstract = {Proteins constitute the main group of molecular targets for most approved drugs. Moreover, more than 50\% of drugs target proteins are derived from only four gene families: class I G protein-coupled receptors (GPCRs), nuclear receptors, ligand-gated ion channels and voltage-gated ion channels. The above facts make the prediction of protein structures and the design of ligands which modulate their activity an essential skill for a contemporary medicinal chemist. However, both medicinal chemistry and bioinformatics are often neglected in circulars for chemistry and pharmacy studies.
 This article presents a proposal of computer classes on protein structure and function (10 hours), designated for the students of the third or fourth year of biology, chemistry or pharmacy. The course gets the students familiar with protein databases (eg. SwissProt and Protein Data Bank) as well as typical software for visualization of protein structures (eg. SPDBV, PyMol, Yasara). The participants get to know the diversity of proteins (GPCRs, ion channels, enzymes), learn how to analyze different levels of protein structures, to make a sequence alignment, to create a simple homology model and to analyze ligand-protein interactions. Most practical exercises concern the family of BCL-2 proteins which are apoptosis regulators. },
	keywords = {protein science, proteins as drug targets},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392408585.pdf},
	author = {Agnieszka Kaczor and Dariusz Matosiuk and Andrzej Persona}
}
@article {185,
	title = {TEAMWORK IN EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {9-20},
	abstract = {Knowledge is a determinative factor for companies at the competitive market. Demands change very quickly. Organizations may suit these demands if they can build knowledge management system at their companies. One of the most important elements of this process is teamwork. How can we achieve - from teachers to professors at schools and at universities {\textendash} that children and students should work in teams with pleasure? 
This international research started in the year of 2001 in Mexico and from that time a lot of teachers, researchers, professors from different countries have joined it. 
The hypothesis was that there are samples in teachers{\textquoteright} behaviour that can be defined in advance and that come from their national cultures especially in the area of teamwork. 
We have continued this research by questionnaires and analyzed it with ANOVA and statistics.
 We verified our hypothesis, but this research does not postulate every difference between these countries deriving from cultures. The fact that there are various forms of differences refer to attitudes to work, which are fundamental differences (structural and cultural, too).
 The results of this research can be used in the development of education and teaching methods first in the university. These results also can be used together with another international research to develop the possibilities and methods of teamwork in education at universities and we can give instructions to management how to motivate their employees to the spontaneous and free decision knowledge sharing. We will write about this research and its results in this paper. },
	keywords = {knowledge management system, teamwork},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1505027294.pdf},
	author = {Andrea Bencsik and Erzs{\'e}bet Noszkay and Ildiko Marosi}
}
@article {326,
	title = {THE TEN-YEAR HISTORY OF THE PROCESS OF E-LEARNING IMPLEMENTATION AT CZECH UNIVERSITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {159-167},
	abstract = {In the course of last ten years eLearning has become a standard in tertiary education. It is time we considered the whole process, which is not long but has been part of everyday life, and influenced the current way of education at all levels. The article deals with the history of the process at Czech universities. It presents documents which supported establishing eLearning as an inseparable part and form of instruction but even set its role in the process of accreditation of new study programmes; it introduces ways of evaluation of the whole process and single possibilities which eLearning tools offer for teaching various subjects; it provides survey on how eLearning is really used at Czech universities. As the University of Hradec Kralove, mainly the Faculty of Informatics and Management, was the leader in this process, methods used in the process of ICT implementation and ways of evaluation could have been later applied at other Czech and other universities. },
	keywords = {distance learning, e-learning},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399915159.pdf},
	author = {Petra  Poulova and Ivana  {\v S}imonova}
}
@article {239,
	title = {THE THEORY AND PRACTICAL ISSUES OF THE SELF-ASSESSMENT PROCEDURE APPLIED TO THE ACTIVITY OF THE INSTITUTION OF HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {159-167},
	abstract = {Nowadays, the problem of improving approaches to the quality management in education is a most challenging one. The article deals with the theory and practical issues of the organizational self-assessment as a means of quality management. For this purpose, scientific viewpoints on the content of this category, models, principles, methods of self-assessment have been analyzed. Peculiar features, possibilities and results of applying self-assessment to the educational process have been considered as an important means of permanent process aimed at improving organizational activity, the Eco-nomic faculty of N. P. Ogarev Mordovia State University being an example. The article describes the procedure of self-assessment at the economic faculty; it analyses the results achieved, the system of monitoring information about the satisfaction level of customers and other parties involved; it shows the mechanism of integrating self-assessment results into the process of planning. The research was done on the process and system approach; the following methods were applied: comparing analysis, self-assessment, questionnaires, web-diagram.},
	keywords = {quality management system, self-assessment},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393267578.pdf},
	author = {Nadezhda Guskova and Tatiana Salimova and Yulia Enaleeva}
}
@article {342,
	title = {THINKING SKILLS IN THE TEACHING AND LEARNING OF THE ENGLISH LANGUAGE},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {97-101},
	abstract = {Thinking is as natural as breathing, drinking and eating. People have an innate eagerness to discover things, to reason about the processes and activities they are involved in. But for adults learning a second language in an academic institution various dimensions of thinking play a significant role, including their beliefs, attitudes, their capacity to remember, and the use of strategies. The aim of the article is to list, categorize and define a few (lower order and higher order) thinking skills (according to Bloom{\textquoteright}s Taxonomy of 1956 and Newcomb{\textquoteright}s and Trefz{\textquoteright}s model of 1987) which might contribute to the enhancement of communicative competence in learning and which students might need when studying at the university, particularly when learning the English language. Finally, an implementation of thinking skills and the development of the receptive and productive communication skills in teaching and learning are demonstrated on two university courses run in the English language.},
	keywords = {second language learning, thinking skills},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399916096.pdf},
	author = {Blanka Frydrychova  Kl{\'\i}mova}
}
@article {349,
	title = {TO THE QUESTION ON CREATION OF RUSSIAN AND LITERATURES TEXTBOOKS IN DIASPORA},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {167-176},
	abstract = {This article is devoted to the creation and practical use of the Russian language and literature textbooks for the pupils from schools of national minorities in Latvia. These textbooks are developed by authors of the article. 
In introduction authors prove necessity of working Latvian textbooks out, which could be addressed to the diaspora pupils. 
In the first part of article authors analyze real problems, which have both teachers - in the process of teaching mother language and literature and pupils, which study the native language and literature at the circumstances of diaspora. 
In the second part of the article authors describe the principles, taken as a textbooks forming basis, which can be useful in solving the problems mentioned: 
- principle of dialogue of languages and cultures, which helps to promote the understanding of language and cultural variety of the world in pupils; 
- communicative principle, which supposes the active pupil{\textquoteright}s position during the study process; development of abilities to make an interpersonal dialogue to successfully participate in (including {\textendash} dialogue with the culture text); considering perception of culture texts as active dialogue with their authors; 
- principle of integrative approach (by the meaning of integration the coordination of skills, knowledge and representation in pupils is understood; these abilities could be developed in pupils during the study of language and literature);
 - principle of the educational content{\textquoteright}s integrity and variability. 
In the conclusion authors pay attention that the experience, which has been gained in the process of textbooks long-term approbation, allows to expand a culturological outlook of diaspora pupils, and also to purposefully and successfully improve dialogue, communicative, language and educational abilities in pupils.
},
	keywords = {educational abilities, national minorities, Russian language},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399916467.pdf},
	author = {Margarita  Gavrilina and Oksana Filina}
}
@article {249,
	title = {TOPICAL ACCESSES TO TEACHING STUDENTS OF THE STUDY LINE TEACHING PROFESSION FOR THE 1ST LEVEL OF PRIMARY SCHOOLS: PARTIAL INFORMATION FROM RESEARCH},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {66-73},
	abstract = {Modern, constructive conception of teaching process presumes adequate choice of teaching methods and learning corresponding to pupil{\textquoteright}s possibility in the first place. Also the university teachers have to conform with this trend. The contribution shows on the base of research investigation, how the teaching methods and processes are exploited by the teachers, who take part in the preparation of the students of the line Teaching for the 1st level at elementary (primary) at the Institute of primary and pre-primary education, Faculty of Education, University Hradec Kr{\'a}lov{\'e}. An interesting question seems to be perception of efficiency of the separate teaching methods and subsequently their utilization in teaching process.
It could be stated that in teaching the students of teaching profession for the 1st level of primary school, the academic staff uses different teaching methods. Positive finding is that the lecture, even when it is placed among the most employed ones, does not have dominant position as it was in the past. On contrary, activating and complex teaching methods e.g. discussion and group teaching are coming forward. This phenomenon reveals in performance of the students during their pedagogical practice, which is confirmed by the feedback from the teachers at primary schools.},
	keywords = {preparation of teachers, teaching methods, teaching process},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393666333.pdf},
	author = {Martina Manenova and Martin Skutil}
}
@article {236,
	title = {UNDERGRADUATE EDUCATION AS A FACTOR OF THE EU MEMBER STATES COMPETITIVENESS},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {133-143},
	abstract = {Human capital as one determinant of a long term economic growth is often identified with school education. In this paper, the dependency of the total percentage of population in all types of education on the GDP, in all EU15 countries as well as EU25 is demonstrated. The paper also focuses on the spatial aspect of undergraduate education on the level of states as well as NUTS2 as a whole; and also on the university education in technical fields, mathematics, science and technologies that can eliminate overall economic lagging of Europe. },
	keywords = {human capital, undergraduate education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393267385.pdf},
	author = {{\v L}ubom{\'\i}r Zelenick{\'y} and Be{\'a}ta Stehl{\'\i}kov{\'a} and Anna Tirp{\'a}kov{\'a}}
}
@article {309,
	title = {UNIVERSAL LECTURE MATERIAL: DIGITAL TECHNOLOGY OF CREATION AND AUTOMATIC MODIFICATION},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {89-94},
	abstract = {The automated technology of the conversion of various materials that are used by a teacher in their activity, into the uniformly issued electronic and further printing (paper) forms is offered. The technology is based on standards and requirements to digital prepress of the book edition, allowing to obtain the first-rate quality of the polygraphic press. The basic text of lectures and static graphic components, and also the dynamic graphic components in aggregate named the lecture material, it is necessary to unite in a breadboard model (layout) of lectures. The imposition is carried out by means of program complex InDesign of Adobe Systems Inc. The text is typed by vector fonts of Adobe Type 1 format. All static graphic components, except for photos, are created in EPS vector format. These formats provide the greatest possible smoothness of lines of symbols and drawings at any degree of increase/reduction. Two basic forms of representation of the lecture material are distinguished: for the press on paper and for demonstration on the audience screen {\textendash} slide-show. For the purpose of uniform design of lectures they are combined in a book for the subsequent press in printing house or on an office printer. The book layout serves the base and the most difficult in technical aspect as the form of representation of the lecture material. By means of scripts in JavaScript language of scenarios it can be completely automatically practically obtained each chapter-lecture in the form of slide-show from the book layout. The basic software for creation of formulas, drawings, diagrams and ways of elimination of program defects are described.},
	keywords = {digital prepress, lecture material, slide-show},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396707504.pdf},
	author = {Margarita  Shishonok and Eugene  Makarenko}
}
@article {307,
	title = {USE OF ICT IN NATURAL SCIENCES EDUCATION OF STUDENTS FOR THEIR ORIENTATION IN THE ENVIRONMENT},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {74-79},
	abstract = {This article is devoted to one of the aspects of the research focused on a general problem of interaction between a human being and the environment for person{\textquoteright}s orientation in it. We see pedagogical orientation as a process: a) creation of conditions encouraging students to study environmental objects and understand the integrity of environment; and b) as a result {\textendash} expansion of living space of students in the environment. 
Method of zoology practical training in city environment aiming at study of the animal world acts as learning instrument in environmental education. It is based on scientific observation of animal life in different biotopes of the city, their conditions, behavior throughout the year that was made by students with the help of visual aids {\textendash} photo camera and computer. Educational material includes pictures of animals and traces of their activity, characteristics of biotopes, description of animal species, their biology, peculiarities of behavior depending on season. Results of the natural objects{\textquoteright} study were presented by students in the form of report {\textendash} presentation in Microsoft PowerPoint programme. Use of observation method with the help of visual aids during the practical training increased students interest to studying the natural world of the city, fostered development of their individual collection of materials devoted to animal life in the city which can be used as materials for lessons on fauna of their home region; helped them to get more experienced in using photo camera as an instrument for observation of natural objects in motion and in use of computer. },
	keywords = {pedagogical orientation, visual method},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396707407.pdf},
	author = {Eleonora  L. Melnik}
}
@article {257,
	title = {USING ACTIVITY APPROACH IN HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {138-152},
	abstract = {The conducted research is devoted to the issue of target-setting in the system of higher education. The stated issue was initially solved as a development of models of specialists. In the late 1960s there formed two directions that researchers followed. The first one represented by E. Smirnova{\textquoteright}s works focused on two separate objects: humans and their activity. The second direction is connected with the name of N.F. Talyzina who proposed a special language to describe the goals of learning {\textendash} the language of professional tasks. However, {\textquotedblleft}a model of specialist{\textquotedblright} in all its aspects used in the late 1960s {\textendash} early 1980s contained regulatory characteristics, that is, standard (etalon) attributes, thus not being a model proper. 
The analysis of professional activity proper requires methodological framework suitable for this activity. Activity approach and psychological activity theory become such a universal framework but remain the matter of scholarly and philosophic discussions. Within this approach the author analyzes the structure of creative activity and singles out the structure of humanitarian activity and the structure of professional activity of PR specialist. Based on the analysis of the stated structures the conclusion is made that humanitarian training is not only capable of but bound to perform professional functions to educate non-humanitarian specialists. 
Activity approach is also employed by the author to analyze the concept of professional goal. Based on this concept two ways to train generalists are proposed. In the first case generalist mode is maintained by the system of professional goals of a certain personnel {\textquotedblleft}module{\textquotedblright}. The second way is based on the usage of general methods to solve professional goals of different personnel modules. 
Finally, the conclusion is made that competence approach is not applicable to distinguish activity structures but it can be extensively applied to distinguish professional goals. },
	keywords = {activity approach, professional goal, target-setting issue},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393666593.pdf},
	author = {Tamara Artashkina}
}
@article {304,
	title = {USING MYIMLE SYSTEM FOR INTERACTIVE WHITEBOARDS IN EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {54-58},
	abstract = {MyIMLE is a multimedia interactive educational environment which makes possible a direct connection of Flash interactive study supports with real systems connected to users{\textquoteright} computers. This way of using Flash animations is not so widespread nowadays but it brings many advantages which had been offered only by expensive systems until now. There is a possibility of an interconnection of software applications and their control of a real electronic system connected to a computer of a user. A universality of using this solution, an easy way of creating applications and almost no requirements on HW offer a user almost unlimited possibilities of using these systems in creating study supports. The aim of this contribution is to show one of many ways of using these systems {\textendash} using them together with interactive whiteboards. The principle of controlling a real system and the structure of an interactive animation is demonstrated on the example of an animation {\textquotedblleft}A model of Tsunami {\textendash} its beginning, behavior and its consequences{\textquotedblright} connected to a real model of an ocean and a coast. This animation can also work independently as a simulation without a real system connected. The application can run on web, it can be embedded into the working environment of an interactive whiteboard, or it can run as an independent desktop application.
},
	keywords = {interactive animation, interactive whiteboard},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396707254.pdf},
	author = {Ji{\v r}{\'\i}  Hrb{\'a}{\v c}ek}
}
@article {207,
	title = {VERBAL ASSOCIATIONS OF BULGARIAN TEENAGERS FOR {\textquoteleft}NATURE{\textquoteright}},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {37-44},
	abstract = {This paper presents a part of a survey aimed at studying the content of the concept of {\textquoteleft}Nature{\textquoteright} in the linguistic mind of Bulgarian children and adolescents. 
The issue under study is: "Are there significant differences in the group associative fields of the word nature in the minds of Bulgarian teenagers depending on the differentiating factor of gender?" 
The method of study used is a chain associative experiment carried out following the S (stimulus) {\textendash} Ri (reactions) pattern. Each participant is required to write down the first words that come to their mind when the word nature is pronounced. 1000 reactions are used to reconstruct the associative fields objectifying the conscious and unconscious layers of the cultural concept of {\textquoteleft}Nature{\textquoteright} in the linguistic mind of the participants (100 girls and 100 boys). 
The results of the paper can be commented upon along three aspects: 1) psychological {\textendash} according to the type of reaction; 2) psycho-linguistic {\textendash} a) according to the verbal reactions in the minds of the participants, b) according to the lexical and grammatical meaning of the words-reactions through which the associations have been expressed; 3) didactic {\textendash} according to the degree of correspondence between the thesaurus that can be drawn (a system of knowledge about the world expressed through language) and the thesaurus of the concepts set in the syllabus of the natural sciences subjects. },
	keywords = {associative experiment, concept of {\textquoteleft}Nature{\textquoteright}},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392408208.pdf},
	author = {Yordanka Dimova and Tatyana Angelova and Emil Roussev}
}
@article {300,
	title = {VISUALIZATION IN SCIENCE EDUCATION: THE RESULTS OF PILOT RESEARCH IN GRADE 10},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {23-29},
	abstract = {The modern visualization is created to help in education processes and is oriented to the evaluation of knowledge. It is very important for science education to have perfectly prepared aids that could show invisible phenomena and could foster deeper motivation. The more images there are in education process the better pupils understand and realize information. This article encloses that visualization was popular in biology lessons and in physics, but teachers did not use computer based visualization and students did not use concept mapping in chemistry classes. Students had similar conditions to learn science in grade 10 and their opinion is generalised in the article. },
	keywords = {science education, secondary school, visualization in science},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396706997.pdf},
	author = {Renata Bilbokaite}
}
@article {262,
	title = {YOUNG PEDAGOGICAL CENTRE WITH EXTENSIVE EXPERIENCE AND KNOWLEDGE},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Editorial},
	chapter = {5-6},
	abstract = {The contributions gathered in this publication have been prepared within the framework of the Pedagogical Center (PC) of the Faculty of Natural Sciences and Mathematics (FNM) at the University of Maribor, which might seem to be a young center since it has only been established in 2009, nevertheless, the extensive experience and knowledge of its faculty tell a story of a much more established institution. {\textquotedblleft}Pedagogical{\textquotedblright} is a defining term indicting that the center{\textquoteright}s activities are focused primarily on pedagogical programmes at FNM and on educating teachers at all levels in the broadest sense of the word.
 Pedagogical center FNM is a pedagogical research unit, that supports all natural science, mathematical and technology programmes at both the Faculty of Natural Sciences and Mathematics, as well as the entire University of Maribor, especially the teaching programmes, since after the separation of the large Faculty of Education into three entities - FNM being one of them - its {\textquotedblleft}colour{\textquotedblright} as well as educational and historical core have been lost. Teacher education at FNM lost previous value and has become much less emphasised than it was the case with its predecessor institution the Faculty of Education. Thus the main aim of the center is to give back to the faculty a part of its previous {\textquotedblleft}colour{\textquotedblright} as well as to promote and develop educational sciences and their interdisciplinary integration that will certainly mean a step towards guaranteeing quality of work as well as quality of education for all students. },
	keywords = {pedagogical center, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393668190.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {69,
	title = {ABOUT INTERNET{\textquoteright}S POTENTIALITY IN THE FOREING LANGUAGE EDUCATIONAL PROCESS},
	journal = {Problems of Education in the 21st Century },
	volume = {3},
	year = {2008},
	month = {January/2008},
	type = {Original article},
	chapter = {102-109},
	abstract = {These days the mastery of the Internet or at last the proper know-how needed for this sort of work is regarded among the same basic skills of civilized person as an ability for reading or writing. The necessity of developing these skills among the people in the large scale has been realized in Estonia on the state level in the first years of newly regained independence. So it was back in the year of 1995 when there was developed the large-scale project named {\textquotedblleft}Tiger{\textquoteright}s jump{\textquotedblright} / when Estonia joined in the global project with the purpose to provide all municipal schools / all sort of schools and colleges with the means for using the Internet connections or so to speak {\textquotedblleft}to open the way out into world-wide web or Internet{\textquotedblright}. According to US researchers most of the schools in US / EU countries are connected / have links with the quick-system Internet. In Estonia that quick-system Internet-connections are at the disposal for 90\% of schools. Furthermore, that our joining the global project / that above-mentioned project was successful we have the corroborative fact of including Tallinn, the capital of Estonian Republic with the same league as London and Tokio, both the capitals of the most powerful countries and with the best equipment and connections to the Internet. 
However such technical equipment in the possession of the schools by itself is not a guarantee for any effective using of Internet-provided means and resources in the educational process. Researches into the most popular educational methods described by authors of teacher{\textquoteright}s books, for example in the field of Russian language teaching shows, that aforementioned resources are far from fully used. 
These were the facts that triggered the creation of current research paper with the double kernel-points of considering theoretical aspects and offering practical methods for introduction of contemporary powerful and extensive technical means into the language-educational process. With that purpose in sight, using most direct and picturesque examples we are describing in our research paper several different ways of using Internet in the educational process, then the means for further improvement of teacher{\textquoteright}s books and by last but not least we are considering the best ways for introducing these new methods into the real practice of language-teaching.
 The results of our research may be used for further developing and increasing the effects of an educational process in a whole and the system of foreign language studying in particular.},
	keywords = {educational process, language education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222277.pdf},
	author = {Irina Moiseenko and Natalya Zamkovaya}
}
@article {158,
	title = {ANALYSIS OF PROBLEMS OF EDUCATION: MASTER STUDY PROGRAM {\textquotedblleft}COMMUNITY AND ESTABLISHMENT ADMINISTRATION{\textquotedblright} IN THE CONDITIONS OF COMMUNITY{\textquoteright}S DEMOCRATISATION IN LATVIA},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {55-67},
	abstract = {This research is focused on philosophical basis of the master study program "Community and Establishment Administration" in the context of community{\textquoteright}s democratization in Latvia. Integration into European Union is a main priority for the nearest future as it is defined in the documents of Ministry Cabinet of Latvian Republic. The majority of administration staff in European Union countries has a status of official and their activity is regulated in accordance with the law of civil cervices. It is necessary for the civil service of the state level to have a systematic analysis of its activity and problems connected with that activity, assessment and further development of its further perspectives of development and timely realization of the corresponding study program and professional training of the staff members.
 The offered professional master studies in the program {\guillemotleft}Community and Establishment Administration{\guillemotright} widen students{\textquoteright} knowledge and professional competence in many aspects of establishment administration issues. The research envisaged by and done within the framework of the program carries the problem of changing the life quality of people, and this pertains to Latvia{\textquoteright}s integration with the European Union as well.},
	keywords = {management, master study program},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284364.pdf},
	author = {Irena Kokina and Svetlana Guseva and Valerijs Dombrovskis}
}
@article {73,
	title = {ANALYSIS OF VISUAL THINKING MEANING IN SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {4},
	year = {2008},
	month = {February/2008},
	type = {Original article},
	chapter = {7-13},
	abstract = {Western culture coding mostly all information in verbal codes influenced all Europe human thinking and its skills that is why verbal thinking was broadly analyzed in science. However, the meaning of visual thinking is visibly developing because of spreading technologies and visual culture. It is very important to turn scientists{\textquoteright} attention to the meaning of this phenomenon in education process because encoding of the views is getting daily pupils{\textquoteright} need during the learning process. The pupils have to learn from the visual images in science education. Decoding of them conditions the structuring of the mental models in conscious. The quality of knowledge depends on the last mentioned objects. The built model explains the meaning of visual thinking processes in science education. },
	keywords = {science education, visual perception, visual thinking},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222464.pdf},
	author = {Renata Bilbokaite}
}
@article {67,
	title = {AN APPROACH TO DEVELOPING PERSONALIZATION ENVIRONMENT FOR E-LEARNING SYSTEMS},
	journal = {Problems of Education in the 21st Century },
	volume = {3},
	year = {2008},
	month = {January/2008},
	type = {Original article},
	chapter = {87-92},
	abstract = {Personalized support for users becomes very important and integral part of many information systems. It allows proposing to a user courses or news which the user may be interested in. Personalization makes information systems more user-friendly, increases their popularity, users more often come back to such systems and generally users{\textquoteright} satisfaction increases. This paper provides comprehensive overview of recommender systems applicable for e-Learning, their architecture. It shows role of personalization for e-Learning and opportunities which can be covered by this technique. The work describes types of recommender systems and the ways they can be used in e-Learning; data-mining algorithms and methods are provided. Ways of their optimization for e-Learning environment which allow decreasing recommendation time and increasing recommendation quality are shown. А hybrid personalization system for e-Learning environment has been proposed.




},
	keywords = {personalization, recommender systems},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222150.pdf},
	author = {Volodymyr  Boublik and Mariya  Gornostay}
}
@article {79,
	title = {ASSESSING FOREIGN PEDAGOGICAL EXPERIENCE: IDENTIFYING SPECIFIC FACTORS},
	journal = {Problems of Education in the 21st Century },
	volume = {4},
	year = {2008},
	month = {February/2008},
	type = {Original article},
	chapter = {57-64},
	abstract = {The article explores the concept of foreign pedagogical experience, viewing it as such experience that originated and developed in different from domestic socio-cultural environs, is conditioned by them and reflects the socio-cultural experience of the country of its origin: its traditions, stereotypes of activity and thinking, mentality, etc., and characterizes the established educational practice. It is viewed as a means of enhancing and up-dating the quality of professional training of would-be teachers of foreign languages. 
Lack of research in field of assessing foreign pedagogic experience together with a number of examples of negative pedagogical borrowing bring about the need of exploring the problem. 
The identification of the specific nature of the phenomenon of foreign pedagogical experience makes it possible to introduce a number of extra factors to be taken into consideration when assessing samples of foreign pedagogical experience. They are educational and cultural values, cultural identity, traditions and educational conceptions (paradigms). The detailed appraisal of these factors confirms the belief that this identification could complement the existent approaches towards assessing progressive pedagogical experience through the consideration of socio-cultural aspects of education. },
	keywords = {assessment of quality, foreign pedagogical experience},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222736.pdf},
	author = {Yuliya  Vashchilko}
}
@article {174,
	title = {ASSESSING THE EFFECTS OF STUDENTS{\textquoteright} CHARACTERISTICS AND ATTITUDES ON MATHEMATICS PERFORMANCE},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Original article},
	chapter = {34-41},
	abstract = {This paper analyzes mathematics performance of grade eight students using Malaysian data drawn from Trends in International Mathematics and Science Study 2003. In particular it examines the effects of students{\textquoteright} characteristics and attitudes towards mathematics learning on their achievement. Background information including gender of students, parents{\textquoteright} education level and whether students speak the language of test at home are assessed in terms of their influence on mathematics score. The number of books in home, availability of study desks and computers in home are categorized as educational resources while students{\textquoteright} attitude takes into account students{\textquoteright} educational aspirations, their perception of being safe in school, time spent on mathematics homework, self-confidence in learning mathematics and the value students place on mathematics. Chi-squared tests and odds ratios are used to examine the associations and strength of the relationships of these factors with mathematics achievement. The results show that except for gender, language spoken at home and time spent on mathematics homework, all of the other variables have significant positive influence in classifying students to low, medium and high achievers. },
	keywords = {attitudes towards mathematics learning, mathematics achievement, mathematics knowledge},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392298052.pdf},
	author = {Noor Ismail and Halimah Awang}
}
@article {77,
	title = {ASSESSING THE QUALITY OF PRE-SCHOOL ESTABLISHMENTS IN ESTONIA},
	journal = {Problems of Education in the 21st Century },
	volume = {4},
	year = {2008},
	month = {February/2008},
	type = {Original article},
	chapter = {39-45},
	abstract = {The article describes theoretically the quality evaluation system of pre-school establishments in Estonia. According to the constitution of the Republic of Estonia (1992) the education is under the state surveillance. When in earlier years the state surveillance was performed in all the pre-school establishments at least once in six years, then since 2006 an internal assessment obligation was established in the pre-school establishments and the counselling on internal assessment issues shall be ensured on the state level. That means that the personnel of the pre-school establishments can plan and analyse their operation in all the areas, co-operate with interest groups and collect feedback from them about the performance of their work. The basis of the assessment is internal assessment criteria, the compiling of which has followed the principles of Total Quality Management. The internal assessment of pre-school establishments is supported by external assessment system, the aim of which is to support and counsel the development activity of the pre-school establishments. The article gives overview about opportunities and problems of quality measurement in pre-school establishments in Estonia. },
	keywords = {assessment, pre-school establishment, quality},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222643.pdf},
	author = {Tiia {\~O}un}
}
@article {141,
	title = {ASSESSMENT OF LEARNING-TO-LEARN PROCESSES IN STUDENTS},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {126-132},
	abstract = {Concept of learning -to - learn is a key competence for lifelong learning which is one of the most critical demands of the new educational reforms in Georgia. The core of learning to learn is formed through good educational practices. Learning-to-learn is defined as the competence and the willingness to adapt to novel tasks, which activates person{\textquoteright}s affective and cognitive processes and leads to learning action (Hautamaki, et al., 2002). 
National Curriculum and Assessment Center of Georgia, Assessment Unit developed the special measurement instrument for learning to learn (L-t-L) assessment in students. The purpose of the study was to analyze whether students grouped by their self-assessed level of success differ according to their L-t-L components assessed by our L-t-L measurement instrument and in general, to reveal the most influential factors of L-t-L for Georgian context. 
Our Sample comprised of 1007 students of 38 schools located in the different regions of Georgia. Analyzing results by factor analysis, anova, and non-parametric measures showed that students having better performance on L-t-L components have higher self-assessed academic performance. 
These results show the highest importance of Learning-to-learn assessment. Its inclusion as a distinct indicator in educational evaluation system would provide a means to analyze the relative role of the different factors affecting student{\textquoteright}s achievement, and help direct schools towards practices and contents that would truly foster lifelong learning. },
	keywords = {educational achievement, learning-to-learn, lifelong learning},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392235429.pdf},
	author = {Shorena Sadzaglishvili and Mzia Tsereteli and Thea Berdzenishvili}
}
@article {130,
	title = {BEAUTY AND TEACHING EVALUATION: A COMPARISON BETWEEN FEMALE AND MALE COLLEGE PROFESSORS},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {15-30},
	abstract = {Two studies were conducted in order to examine the impact of beauty on teaching ratings. The purpose of the first study was to compare this impact between women and men. The physical attractiveness of fifty-five instructors was rated by their students and correlated with their teaching ratings that had been collected in the previous semester. More attractive male instructors received higher ratings, but only from female students. The more attractive female instructors did not receive better ratings from male or female students. We conclude that male instructors benefit from a {\textquoteright}beauty premium{\textquoteright}, while female instructors do not. The purpose of the second study was to confirm this conclusion by examining the {\textquoteright}beauty premium{\textquoteright} in an occupation characterized by the fit between role image and gender image. The physical attractiveness of 31 female administrative employees was rated and then correlated with their service evaluation. The more attractive clerks received higher ratings, but only from male raters. We conclude that the gender-based differential in the evaluation bias was caused by a lack of fit between role images and gender images. When the role image corresponds to the gender image, as in the case of male instructors and female administrative employees, the {\textquoteright}beauty effect{\textquoteright} benefits beautiful employees. Our findings have implications for the improvement of teaching evaluation tools and taking physical appearance bias into consideration.


},
	keywords = {beauty premium, physical attractiveness, role image, teaching evaluation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392234673.pdf},
	author = {Ya{\textquoteright}arit Bokek-Cohen and Nitza Davidowitz}
}
@article {166,
	title = {BENCHMARKING EDUCATIONAL QUALITY IN AFRICAN UNIVERSITIES: THE CASE OF THE DEPARTMENT OF MATHEMATICS AND SCIENCE EDUCATION, UNIVERSITY OF BOTSWANA},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {146-152},
	abstract = {A common mode of benchmarking educational quality in the world of academia is through the system of peer review. This system of benchmarking educational quality in many an African university adopts the use of external examiners to moderate academic programmes and student academic performances. But this system of external moderation was abolished about six academic years ago at the University of Botswana necessitating the establishment of an academic quality assurance regime for benchmarking educational quality in the University. The Centre for Academic Development (of the University) which was charged with the responsibility of developing pertinent guidelines for monitoring the new system mounted a series of workshops in aid of academic departments a year or so before the commencement of the new dispensation. A lot of efforts were devoted by the university academic departments to craft policies and procedures for academic quality assurance. For example, the Department of Mathematics and Science Education mapped out quality assurance matrices in five key areas of (i) academic programmes, (ii) teaching and learning episodes, (iii) teaching-learning resources, (iv) academic staff matters and (v) student matters. In the area of staff matters, for example, staff recruitment, staff development, staff retention and staff appraisal were covered. This write-up examines the procedures put in place in the Department to enhance and guaranttee quality assurance of its academic programmes.},
	keywords = {academic quality assurance, moderation of students{\textquoteright} academic work},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284775.pdf},
	author = {Adediran Taiwo}
}
@article {94,
	title = {BLENDED LEARNING AND TEACHING FOREIGN LANGUAGES},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {69-74},
	abstract = {Teachers are all the time looking for different ways of increasing the quality of their teaching. At present the use of computers and new technologies has become an important aspect of foreign language learning. They have enabled the language teaching community to redefine some of the strategies and concepts of teaching and learning. In this climate computer-based distance learning courses have emerged. One of the supports of the distance learning is e-learning, which is widely used at the University of Hradec Kr{\'a}lov{\'e}. Sometimes e-learning is also exploited in the so-called blended learning. The talk will concentrate on the perception of the term blended learning, its possible model and contribution. In conclusion one of the representative blended courses will be introduced. },
	keywords = {blended learning, e-learning, language learning},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392223836.pdf},
	author = {Blanka Kl{\'\i}mov{\'a}}
}
@article {118,
	title = {CHILDREN{\textquoteleft}S SOCIAL DEVELOPMENT IN PRESCHOOL AND AT THE END OF THIRD GRADE},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {124-135},
	abstract = {The present paper deals with social skills of Estonian preschool and primary school children. The aim is to analyze how teachers evaluate students{\textquoteleft} social development and what substantial differences occur in the level of social skills at preschool and at the end of third grade. In order to develop children{\textquoteright}s perception of themselves as citizens, it is important to emphasize those goals of the curriculum, which promote the main qualities of citizenship: identify, belonging and participation.
 Assessment of social skills based on the questionnaire {\quotedblbase}Transition from Preschool to School{\textquotedblright}. The study was carried out in four stages- the same children were evaluated by their teachers at the end of pre-school and at the end of first-, second and third grade. At each stage of the study teachers were asked to evaluate children{\textquoteleft}s individual achievements in nine target areas relying on curriculum aims: learning skills; social skills; language; mathematics; ethics; health; physical development; art and culture. The nine areas were rated on a scale from one to five. The results showed a very high reliability for the teacher rating (Alpha=.95).
 The mean assessments of teachers demonstrate that social skills as well as appreciating different attitudes and altruism and accepting diversity have received weaker assessments from the teachers than other objectives.
 


},
	keywords = {social skills, sustainability},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392233708.pdf},
	author = {Airi  Kukk and Leida Talts and Helle Sikka}
}
@article {63,
	title = {CONSIDERING LIBERAL AND HUMANISTIC VALUES IN SCIENCE EDUCATION CURRICULUM},
	journal = {Problems of Education in the 21st Century },
	volume = {3},
	year = {2008},
	month = {January/2008},
	type = {Original article},
	chapter = {40-47},
	abstract = {This paper examines current changes in the value-base of science education curricula. One of the theoretical instruments used to describe values in science education is the notion of {\textquotedblleft}curriculum emphases{\textquotedblright} developed by Roberts (1982). The evolution of values in school subjects goes hand in hand with general value-shifts in society that Bauman (2000) describes as {\textquoteleft}liquid modernity{\textquoteright} and {\textquoteleft}liquid life{\textquoteright}. Kress (2000) argues that whereas the previous era required an education for stability, the coming era requires an education for fluidity and instability. Similar arguments for the {\textquotedblleft}appreciation of irreducible uncertainty and multiple perspectives{\textquotedblright} in science education are also proposed by Gray and Bryce (2006). The present paper suggests a conceptual framework for considering curricular values in science education and describes currently shifting priorities in curricular values towards more {\textquoteleft}light{\textquoteright} and {\textquoteleft}soft{\textquoteright} science education. It is also argued that the democratic science education curriculum should provide space for students to pursue liberal education values as well as humanistic values. This also poses new challenges for science teacher education. },
	keywords = {complementarity, curriculum emphases, methodological principles},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392221931.pdf},
	author = {Oleg Popov}
}
@article {180,
	title = {CONSTRUCTIVISM IN SCIENCE TEACHER EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Original article},
	chapter = {81-89},
	abstract = {The constructivist perspective is becoming a dominant paradigm in the field of the science education. This approach in the initial science teacher training is not still too common at many European teacher training institutions. In this article the constructivist approach in science teacher training is described. Science teacher training in five science teacher training institutions in five European countries (Bulgaria, Czech Republic, Cyprus, Lithuania and Turkey) is compared in this article. These countries cooperate on the project which in the main goal is to implement constructivist approach in science teacher training.},
	keywords = {science education, science teacher training, teacher training institution},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392298418.pdf},
	author = {Danuse Nezvalova}
}
@article {169,
	title = {CREATION OF HIGH SCHOOL QUALITY MANAGEMENT SYSTEM THROUGH MAKING AND SUPPORTING THE PERSONAL INITIATIVE},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {173-178},
	abstract = {In this article the authors reflect on the problem of introduction the system of quality management into High School. They have analyzed the process of making quality management system in the pedagogical university where they work. The authors think that quality management should realize in accordance with the process approach. The basis of the quality management of a company contains four groups of indices: satisfaction of the staff, resultness and effectness of the inner activity processes, satisfaction of consumers, financial results. The position of the authors includes the idea that only satisfied staff can provide good ultimate results through optimized processes, which are directed to the satisfaction of consumers. Such satisfaction leads to appearing a new personal characteristic {\textendash} initiativity. At the same time the initiativity is the criterion of the employee{\textquoteright}s satisfaction and his join into the process of the management of a company.
 The authors refer to their University results of the staff satisfaction monitoring and formulate the basic conditions for initiative of the staff and its further support. Among them the following ones are declared: to standardize the plan of introduction rationalization proposals and ideas; to make the stimulating system of labour payment and personal financial benefit; to realize personal safety of an employee from reveal of initiative; to divide the functions, to delegate authorities and create the team work. More than that, the employee{\textquoteright}s personal contribution into the common product of a company must be improved (when each member of the staff realizes public benefit of his work, when his own personal rating in the company is increased, when he realizes the importance of himself and perceives his working space as the personal one and feels necessity in new activity to improve the common product). At last, knowledge and authorities help to realize initiatives, the direction trust its staff professionalism; each member of the staff realizes the aims which are considered to be the most important for the whole company.
 Based on these conditions the authors see the following ways of forming and supporting the initiativity of the staff.
 1. Definition of the personal working space field. For more effective results an employee must get definite independence, autonomity and responsibility in the limits of his competence. The conditions for initiativity demand one{\textquoteright}s own host space for every staff member.
 2. Professional growth of an employee. This means not only study at different qualifying courses but constant perfection of the managing culture of every man, forming the system of corporative values. },
	keywords = {conditions of initiative realizing, process approach, ways of initiative perfection},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284955.pdf},
	author = {Irina Dobrodeeva and Svetlana Kochina and Aleksey Osen}
}
@article {83,
	title = {DECREASE IN THE LEVEL OF SYSTEMATIC THINKING OF PUPILS: REVEALING OF THE TENDENCY AND THE ANALYSIS OF THE INFLUENCING FACTORS},
	journal = {Problems of Education in the 21st Century },
	volume = {4},
	year = {2008},
	month = {February/2008},
	type = {Original article},
	chapter = {89-95},
	abstract = {In the article the changes in the development of systematic (regular, logical, analytical) thinking of pupils are analyzed. At the beginning of the article it is explained, why the term {\textquotedblleft}systematic thinking{\textquotedblright} has been chosen.
 The purpose of this article is to draw attention of educators to the crisis in the development of systematic thinking, and to prove the necessity of proposing new techniques and methods of developing corresponding abilities.
 In our research the qualitative method of experts{\textquoteright} estimation has been used. The author comes to conclusion that in the last 15 {\textendash} 20 years the level of systematic thinking of pupils has decreased. The conclusion is based on interviews with teachers and teacher trainers most experienced in teaching. Several examples are given to demonstrate the decrease.
 In the process of school reform the problem has not received sufficient attention so far. Moreover, some features of school reform interfere with the development of ability of systematic thinking. Systematic thinking is negatively influenced also by some characteristic trends of modern culture. It is most important for the teachers and teacher trainers to pay due attention to the problem.},
	keywords = {school reform, systemic thinking},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222947.pdf},
	author = {Elena Ermolaeva}
}
@article {125,
	title = {DEVELOPMENT OF CLASSIFICATION FOR CLOSED TEST TASKS},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {203-210},
	abstract = {The expediency of inclusion in one test of various types of test tasks (TT{\textquoteright}s) that adequate to the content of the studied materials and to the purposes of testing in the best way is often marked. However, developers of tests in practice are often forced to be limited and to include in one test several tasks of only one or of two types (- with a choice of one or several answers). This restriction is usually caused both by opportunities of specialized software, and by absence of classification TT{\textquoteright}s according to their structures.
 The purpose of the present work was development of classification for closed forms of test tasks according to their structures. For the purpose the principle of the system analysis to the consideration ТT and for investigation of ТT{\textquoteright}s elements, of TT{\textquoteright}s elements properties, and of links between TT{\textquoteright}s elements was applied. Having chosen properties of TT{\textquoteleft}s elements and some special kinds of links between TT{\textquoteright}s elements as criteria, a classification of TT{\textquoteright}s by structural types was developed and 6 structural types for closed forms of TT{\textquoteright}s were discovered. 
The presented work has allowed to determine and to describe invariant structure of the test task, and to make a classification of test tasks by structural types.
 We consider that the given classification of these TT{\textquoteright}s structures can form a basis for an estimation of complexity level of TT{\textquoteright}s made on the basis of the studied materials and will allow in the further to develop test tasks of several complexity levels for pupils of different categories. Developed classification can also serve as a reference point for creation of software intended for the control and estimation of pupils{\textquoteright} knowledge.},
	keywords = {system analysis, test tasks},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392234190.pdf},
	author = {Natalia Deryabina and Alla Deryabina}
}
@article {146,
	title = {DIDACTIC MATERIALS FOR STUDENTS AS MEANING OF EDUCATIONAL QUALITY IMPROVEMENT},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {162-168},
	abstract = {The article is dedicated to one of the actual questions in didactics {\textendash} the making and realization of didactic materials for students. The purpose of given article is showing to the readers the experience of creation of didactic materials on pedagogic for the students of not pedagogical specialties of the Baltic International Academy, which were developed by the author. 
In the introductory part the author goes on telling about the global tendencies of modern education. Namely, O. Filina stresses attention on formation of basic educational competences of the students. In accordance with the author{\textquoteright}s mention, the main components of the educational competences formation are the interactive methods of training.
 In the first part of the article the author characterizes the formation of student{\textquoteright}s pedagogical competence.
 In the second part the author stresses attention on the characterizes of the didactic materials which allow to organize the research study of students.
 In the third part the interactive methods of training in pedagogic, directed on formation of the student{\textquoteright}s pedagogical competence are analysed. As the illustration, the author gives detailed description of the own experiment.
 In conclusion the author points out that the offered didactic materials positively influence to the quality of educational process: develop knowledge and skill of students in pedagogic, intensify the motivation and creative activity of students, form positive attitude to the new for them sphere of socio-cultural activity.},
	keywords = {competence, didactic materials, interactive methods},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392236443.pdf},
	author = {Oksana Filina}
}
@article {92,
	title = {DIGITALIZATION OF EUROPE: A NEW CHALLENGE FOR EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {43-54},
	abstract = {Digital television broadcasting has become a reality in most countries in the European Union (EU) as well as in other developed countries outside the EU. Interactive digital television (iDTV), as a relatively easy way to use technology, brings many challenges and opportunities into the field of education, i.e. formation and utilization of learning via TV, called t-learning. T-learning has many characteristics (i.e. technological or pedagogical aspects) that differentiate this type of education from other well elaborated approaches (e-learning, face-to-face learning, classroom learning, etc.). These characteristics include learners{\textquoteright} motivation, lean back interactivity, and combination of education and entertainment known as edutainment. The main attention is paid to interactive applications (iAV applications) that have to contain relevant study content and to be based on appropriate principles. Therefore, comparative analysis, analogy, generalization and other methods were used while studying different problems related to t-learning. The paper presents results and outcomes of the international scientific project Enhanced Learning Unlimited that were achieved in areas such as human-television interaction, learner-centered education or iAV applications development.},
	keywords = {Gagn{\'e}{\textquoteright}s approach, lifecycle of t-learning course, t-learning},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392223740.pdf},
	author = {Vladim{\'\i}r Bure{\v s} and Daniela Ponce and Pavel {\v C}ech}
}
@article {178,
	title = {EDUCATION ABOUT DIET THROUGH CHEMISTRY LEARNING},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Original article},
	chapter = {65-73},
	abstract = {In the last century chemistry played an important role in improving the quality of living. However, uncontrolled application of many chemistry achievements has resulted in a range of problems (environment pollution, foods production{\textellipsis}) requiring solution in the current century. Solving the problems, apart from chemists, should involve every individual who will take care of what he is taking or giving back to the living environment, who will take care of his health that well-balanced diet is one of the prerequisites for. Starting from the aforementioned, it was assumed that introduction of foodstuffs as teaching content and/or teaching aids in the teaching of chemistry, at different levels of education would provide for observation/problem solving of well-balanced diet and developing of chemistry literacy, vice versa. Therefore, the present paper examines possibilities of presenting various foodstuffs and additives at the beginning of teaching themes (transition to scientific concepts is best realized through spontaneous concepts), at the end of teaching themes (systematizing numerous scientific concepts) and within knowledge testing. Investigations were carried out with primary school students (103) by applying diverse teaching methods and forms of work. Such approach to learning (from spontaneous concepts through chemistry concepts to well-balanced diets, or from foodstuffs over spontaneous concepts to scientific ones) brought about the climate, where a student gets the impression that he only expands the knowledge he already possesses, the possibility of developing chemistry (scientific) literacy and accomplishment of education about importance of well-balanced diet. },
	keywords = {chemistry education, foodstuffs-teaching aid, primary school},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392298307.pdf},
	author = {Jasminka Korolija and Snezana Rajic and Ljuba  M. Mandic}
}
@article {105,
	title = {EDUCATION FORTUNES AND FAILURES: BETWEEN TENDENCIES AND CONTINGENCIES},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Editorial},
	chapter = {5-8},
	abstract = {Dear Readers,
 It seems to be a paradox that frequently initiated political decisions in the field of education influence the expected alterations as well as a number of negative factors. Recently, the quality of education has been devoted meticulous attention. There is no doubt it is a pressing matter at all levels of the education system. Every stage is specific and encodes the fortunes and failures of the following stage. The one, who obviously failed to succeed at the very beginning, can experience arising problems in the future. First of all, in this particular case I refer to lack of certain education and therefore, probably no one can be blamed as the education system is often found guilty about the situation. The education of the post soviet countries encountered a variety of fortunes and failures. On the one hand, the reforms of the education system were an inevitable and necessary process. A worse point is that in certain cases, they became sustained, ongoing and not preserving the established order, and thus caused discontent at a varying degree. For example, applying the so called modern ICT in the education system was not always a clever idea as only later it was perceived that the technologies themselves brought no success. Skills at purposefully using them, abilities to effectively apply the required equipment in practice etc. are necessary. 
The rejection of the identical programmes of general education in a number of post soviet countries including Lithuania, Latvia and Estonia can be accepted as success. Up to 1990, all Baltic States used the same course books as in the former Soviet Union. After gaining the independence, an underlying update of teaching content at all levels of the education system started. First original (not translated from the Russian language) course books appeared. In a few years time, first course books written by the European authors were published. However, didactically, these were not particularly suitable for Lithuanian students. For example, for more than ten years, the Latvian students of comprehensive school have been provided the possibility of choosing a learning curriculum. Although at previous times, they had a chance of selecting teaching subjects, still the latter principle did not satisfy expectations. A number of disagreements on bringing profiled teaching in practice occurred in the year 2000 (Lamanauskas, 2000b). The prospects and reality of the former education reforms taking place in Lithuania were openly discussed (2000a). It was expected that the then chosen model would ensure the individual possibilities of free choice. However, it can be stated that to a larger extent the implementation of the model in Lithuania did not succeed. After making the major transformations the initial model was withdrawn. It is clear that not all students are equally good at all subjects taught at school. Although the idea of profiling was brilliant, however, the chosen strategy for implementing things in practice had not been properly checked considering the prevailing conditions in Lithuania. Another important aspect is that this seems to be one of the ways to deny the core of comprehensive schooling. Though rather selective education systems exist in a number of European countries (for example, in Germany), too early specialization contradicts the conception of general education as the one graduating secondary school, must receive thorough education. Certainly, an opponent should state that presently, almost there is no country that should not provide a child with the possibility of choosing at least a part of educational content. Even supposing it is true, who can ensure it is a careful, well-balanced etc. choice. Since 2007, controversially evaluated profiled education in the Lithuanian establishments of comprehensive education has been changed to a less elaborated system that allows the learners to individually decide on 40\% of the subjects they want to be taught. Following a new requirement, a basic school graduate first of all, must choose not the profile but at least nine subjects from the basic school curriculum and almost the same number of the optional subjects. 
Another failure is that up to now, no equally qualitative education has been guaranteed for students neither in Lithuania, nor in Latvia. Despite the fact, that conditionally the above mentioned countries are quite small, the level of social isolation varies to a large degree in the city site and the rural area. In the majority of cases, financial support for education institutions depends on municipalities as these promote the latter establishments and are responsible for providing the required resources which definitely worsens the quality of education in general. Secondary schools were transformed into the institutions of basic education whereas the former basic schools were either closed or reorganized into the establishments of primary education in the larger part of rural areas in Lithuania. Such situation cannot be explained referring to demographic arguments, for example a decreasing number of learners, which on the contrary, facilitates higher quality education, as having the same financial resources, the number of students remains reduced and therefore more attention can be devoted to teacher training etc. Modern technologies and a smaller amount of students in the classroom create conditions for every learner to work out an individual plan of education that helps with introducing a personal style and pace of studying. In this case, the larger part of countries supports the idea of individualized teaching. 
Strong competition, general instructions on enrolling in the Lithuanian institutions of higher education and students experiencing pressure of their parents ignoring natural children{\textquoteright}s abilities to learn have a negative impact on education. To organize the process of total enrolment, all universities in Lithuania have formed an association. A number of young people break studying due to the wrong choice of a subject. For the last few years, the regulations have specified that up to 20 positions pointing out the chosen curricula of studies can be included in the application form. It is an opened lottery. The results of random enrolment are dramatic. Statistics shows that students{\textquoteright} options frequently do not correspond neither to their interests nor individual possibilities. The annual average of people eliminated from higher and vocational schools makes more than 20 000. For example, in the school year 2003/2004, 378 in 10 000 citizens of Lithuania were studying in universities. Under statistics provided by the Ministry of Education and Science of the Republic of Lithuania, more than 70\% the same year secondary school graduates are still studying in the institutions of higher education (44\% - in universities and 238\% - in colleges) http://www.smm.lt/. Thus, on the one hand, the number of students constantly increases, on the other hand {\textendash} the required financial support cannot be guaranteed, and therefore the quality of studies remains reduced. The Rector of Vilnius University suggests that if a number of students having no motivation enter the university and study no matter what they get, logically they fail to qualitatively study (Juodka, 2007). Another evident failure of education policy is that the number of managers having a doubtful qualification is increasing while that of qualified workers is decreasing in all three Baltic States. 
The problem of teachers{\textquoteright} social status can be accepted as a serious failure in some post soviet countries. Though education in Latvia and Lithuania is considered to be a priority field, nevertheless teachers{\textquoteright} remunerations remain really poor. Such situation does not attract qualified teachers to work at school. They must work longer hours and sometimes increase work load twice which prevents them from raising qualification, training courses and professional advancement. For the last few years, the trade unions of the above discussed countries have been fighting for their rights so that they would be honestly paid for the work they did. Periodically performed protest actions and strikes do not help with achieving main political decisions. 
A positive point is that all three Baltic States are closely collaborating in the fields of policy and education. The latest statistics and research have disclosed that the achievements of Estonian students surpassed those of Lithuanian and Latvian learners. The Latvian students of upper secondary school (forms from 10 to 12) were provided with new equipment necessary for laboratory experiments in sciences which is a very complimentary decision. During the last 15 years, an interest in natural sciences has remarkably decreased, is negatively evaluated by the majority of people and certainly will have a damaging impact in the future. A relevant task that should be undertaken by the Lithuanian Government is to arrange school network and properly supply schools with necessary equipment. However, a matter of concern is frequently and motivelessly closed schools having a small number of learners. The decrease of schoolchildren is not the major argument about the closure of school. In the majority of cases, the schools located in the rural area are the only focal points of education and culture. Therefore, the space of education in the Baltic States can be more or less treated in a similar way. It is likely that a close collaboration in the fields of education and policy will be central issues in the future. The Ministers of Education and Science of the Baltic States regularly discuss achievements in education in each of the countries.
 The problems of education fortunes and failures have been briefly discussed. Even such a subtle point of view should encourage researchers to more critically analyze the phenomena of fortune and failure in education. Quite a few failures were obviously programmed in the past and retrospectively can be accepted as a tendency. A number of things are being programmed nowadays as this is the way to programme the future of our society. Is it a tendency, contingency or both? Sinergetically, contingency can be accepted as creative constructive antecedent. With reference to education, it has a positive shade because of the power pushing forward the tendencies stimulating the growth of education planning and efficiency. 
The present and future education policy is definitely related to globalization and rapid changes taking place in society which is a real information revolution connected with the use of information communication technologies. It is clear that the countries that intended to change the education system and thus society itself had approved purposes. Some goals were achieved whereas a part of those were not attained. There is no excuse for a strong wish to intercept experience of the Western countries as the latter situation prevented from solving local problems. Therefore, a pertinent question whether we have our own science and education policy and a future project or only blindly follow things occurring in the West and enthusiastically take them over arises. An objective to change things and be changed is welcomed. It can be emphatically affirmed that education is able to change society. However, are the politicians competent enough to change education itself and create the required conditions for changes in education? The increase of reforms at different level is determined by gaining certain freedoms. Nevertheless, the main problem remains the same {\textendash} how to combine the previously launched various projects on the reforms of education into the wholeness in order to achieve better implementation of the projects through coordinating them and how to succeed in getting the best results. Losses and failures have never been ageless as they can be treated as general systemic regularities. It is the time to take control over, predict and learn from the failures of education. In the end, a controversial question asked by A. Bloom Will future learning be in tablet form? can be repeated. 
},
	keywords = {education system, general education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392232594.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {173,
	title = {EDUCATION OF TEACHERS IN ICT APPLICATIONS FOR TEACHING PHYSICS AT PRIMARY AND SECONDARY SCHOOLS},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Original article},
	chapter = {24-33},
	abstract = {The aim of the paper is to discuss the results of the research in the field of using multimedia , ICT, in teaching and learning Physics in the Czech Republic. The first part of the project was realized in 2005, where the analysis of available multimedia resources and their use at schools was done. Evaluation criteria for multimedia materials were summarized. According to the findings in the second part of the project courses for physics teachers in using ICT were created. Basic tools for computer measurements (data processing, procedure management), basic tools for modelling and simulations (including internet tools); work in a virtual laboratory, especially in applets/physlets, work in a distant laboratory, ability to use it effectively, and knowledge of appropriate freeware, shareware and software were presented. There were for example courses: Interactive Physics in teaching physics, Mathematica and Mathematica CalcCenter in teaching physics, Digital phototechniques in laboratories and technical subjects, The word processor, LaTeX for teachers of sciences. The project was evaluated, results of the reliability and validity of the courses will be discussed. },
	keywords = {multimedia resources, teaching and learning physics, using multimedia},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392298005.pdf},
	author = {Renata Holubova and Veronika Kainzova and Jan {\v R}iha and Ivo Vy{\v s}in}
}
@article {60,
	title = {EDUCATIONAL CHALLENGES ARISING FROM STUDENT PERCEPTION OF ELECTRONIC COMMUNICATION},
	journal = {Problems of Education in the 21st Century },
	volume = {3},
	year = {2008},
	month = {January/2008},
	type = {Original article},
	chapter = {7-25},
	abstract = {Contemporary students and instructors have differing views about communication technologies that can impact their learning relationship. We have found that although e-mail is students{\textquoteright} primary method for contacting instructors, some students view it as too slow for their academic needs. At the same time, many students do not want to use more immediate, and consequently, more personal communications technologies such as instant messaging. Meanwhile, instructors are relying more than ever on electronic communication, such as e-mail, {\textquoteleft}blogs,{\textquoteright} instant messaging, and newsgroups to create virtual online environments that replace or supplement traditional classrooms. Thus, instructors must find appropriate technologies that satisfy both educational and student requirements. Unfortunately, instructional needs, such as the ability to create transcripts of communication, can conflict with those of students, such as a desire for anonymity. As a consequence, technologies designed to enhance communication can inadvertently be disruptive and create barriers to effective education. We conducted a survey on student{\textquoteright}s use of e-mail, instant messaging, and other text-based communication technologies to accurately ascertain contemporary attitudes towards these tools and determine their impact on the educational environment. Our results identify currently existing problems, such as differing attitudes about {\textquoteleft}spam,{\textquoteright} for which further study is needed.},
	keywords = {instant messaging, post-secondary education, text-based communication},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392221797.pdf},
	author = {Maryanne Fisher and Anthony Cox}
}
@article {152,
	title = {EDUCATIONAL POLICY IN TERMS OF THE CONCEPT OF MODERN LIBERAL EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Editorial},
	chapter = {5-8},
	abstract = {At the outset of the 21st century, education evidently faces a number of challenges and transformations (frequently baseless) at all stages including national and international level. Such situation is primarily determined by political, economical and cultural changes in society life. New complex problems are encountered at the crossroads of global and local tendencies. On July 4th 2003, under the resolution No IX-1700 put forward by the Seimas of the Republic of Lithuania, National Education Strategy 2003 {\textendash} 2012 was approved. The document states that {\quotedblbase}education should be developing having in the forefront all new challengies and possibilities for a society... (Regulations of National Education Strategy, 2008). What kind of assistance should be given to the members of society? This is the key issue that needs to be clearly defined as we are living in a consumer-centred world based on consumerism and pragmatic morality. In general, modern Western Civilization is a capitalistic and global society mainly focused on consumerism. What is more, the attitude that this is the only universal and approved system is formed. Too many economy factors make impact on the pattern of life and thus on Lithuanian education. Economic logic determines education policy in Lithuania as well as in a number of countries. Education seems to be a sort of service that can be clearly noticed in the sector of higher education. Almost no ordinary life at university has been left {\textendash} life is more focused on providing services, attracting customers, making money etc. It seems to be that the idea of university has been carefully hidden underground and waiting for more promising future. The students have become customers offering money for universities. Therefore, even a more pragmatic outcome is elaborated as the establishments of higher education are expecting everyone having enough money to pay for studies. Individual ability to study is undeserving and stays out of the way. Universities may vary from providing poor quality services to those very positively valuated by the customers. However, I suppose that slight marking exists which once removed pushes a university towards the nowhere (only a name and signboard of an institution remain visible). More and more university degrees are obtained in Europe and North America as well as in the rich countries of Saudi Arabia, China and Japan. It comes with career opportunities and tells about our imaginary success. Nevertheless, it is only an external aspect including mobility, changes, variety etc. However, such paradigm of global education and production/consumerism contains prior evaluation. The market value of those unable to satisfy the established criteria significantly decreases and thus leads to uncertainty whether they can be appraised in general. In this case, winners and losers are formed in the system {\textquoteleft}prosumer {\textendash} consumer{\textquoteright}. The only question is about the quantity of those and whether the assumed winners are as they have to be. Certainly, it comes true. Still, even the most socialized capitalism (Scandinavian) fails to escape from the ideology of consumerism. 
The young generation encounters the tendencies of society{\textquoteright}s growth (or regression?), follows daily life and appropriately develops individual world outlook. It is true that comprehensive school cannot aimlessly foster the values that should be cherished as a part of a schooling mission. The principles and values cherished or encouraged by school environment most frequently appear at a standstill in Lithuania. The world is different outside school walls. The youth experiences severe difficulties in such discrepancy and avoids trusting in school. They clearly distinguish between things declared at school and underlying reality. Axiomatic truth declares that the mission of education is fully accomplished when its evolution goes beyond a general development of society. However, to achieve the purpose, the Government must pay real rather than declarative attention to the education system. Supporting the ideas of modern education, knowledgeable society, the development of information technologies etc. is not enough to fulfil the task. Any state finds insufficient upraising education as a national priority because valuable and regular assistance is required. Nonetheless, the youth in Lithuania is observing other type of {\textquoteleft}concern{\textquoteright}. The teachers of comprehensive and the lecturers of higher schools are forced to go on strikes to show they are worth getting more attention than they are presently given. 
Recently, Lithuania and other countries of Central and Eastern Europe very frequently run into a number of problems addressed to the system of higher education. The decrease of the quality of studies, corruption, insufficient financial support, the inadequacy in reality and university mission etc. are the issues in progress. Everyone knows that in order to survive and compete in a knowledgeable society, all countries, especially small ones, must learn how to create, accumulate and manage intellectual property. Knowledge is the only resource to be accumulated when using it. It is extremely important for small countries having insufficient natural resources. Yet in 1999, the rectors of 14 higher education institutions in Lithuania declared that on the 20th of December of the running year, a preventive action Higher Schools against Destructing Education would be performed and that no academic work would be done that day. It seemed to be a matter of great concern. If higher schools are made to go on a strike, obviously, serious problems may occur. Although almost a decade has gone, still the situation remains the same. The sector of higher education in Lithuania is waiting for going out again. A few weeks ago, mainly the same requirements for the Government were presented i.e. the salary of the teaching staff and operating-household personnel should grow 20 percent in 2009. Particular attention is devoted to improve the present situation and achieve that the Government should adequately support the students and allocate necessary finances for studying. Currently, considering different types of methodology, the Government totally spends only 48 percent of the sum of money required for studies. Another concern is the salary of staff as due to low compensation for work, universities may encounter difficulties in recruiting appropriately-qualified staff at all levels. In higher education sector some negative tendencies recently are observed. Many experts of higher education underline that the Western universities get attributes of the original enterprises (clients, services etc.). In the centre of attention the finance, servines, and {\quotedblbase}the goods{\textquotedblleft}, instead of formation / preparation of well-educated young people. The main mission of any university is positive influence on society development. Despite that the tendency of the estrangement of universities from the traditional value orientations is strengthened. Similar tendencies can be noticed in Lithuania. The universities that have been accepted as the temples of knowledge have become the tools of the powerful market. A.Samalavi{\v c}ius (2003) notices that one-sided orientation is very dangerous when a university becomes an institution of trade and highly specific vocational activity. Hence, following such logic, universities turn into the market and university education becomes a simple item. A customer always feels right in such higher education market. It seems to be clear that customers have different needs and possibilities to be accepted. Consequently, the curricula of university studies will be designed following the concerns of the companies that may appear as the potential employers of students. Bearing in mind that the post- soviet youth is not selective enough, it is likely that one will try to get the required diploma rather than necessary education. After all, in one way or another, the above introduced process is in progress. Besides, the problem is more than pressing. An evident satisfaction of students and businessmen{\textquoteright} needs translate the university not into the force forming society but into a usual market agent playing an invaluable beforehand defined role. Fundamental knowledge is not treated as a marketable product in such political-economical conjuncture. A narrow point of view creates an impression of disengagement. Universities take a flexible position on the market needs. Nevertheless, it seems to be an illusion. Even the satisfaction of the speedily varying market needs shows understanding that in order to effectively design the curricula of studies, a broad theoretical background, for example prognostic, is necessary. Universities carefully observe market fluctuations, and thus become doomed to failure. 
An interesting point is that depending on the number of students per thousand citizens Lithuania falls into the category of the EU member states having the largest number of students, however, considering the average allocation received by a single student of a higher school, we are lagging far behind other European countries. Thus, the system though has limited resources, {\textquoteleft}produces{\textquoteright} a number of graduates. The number of received graduation certificates cannot be an index showing the level of education. Bright students and those having high motivation and ready for further studying choose the universities in Western countries. The process of the so called {\textquoteleft}brain drain{\textquoteright} is taking place. Different onetime actions are arranged to provide improvements on the situation (for example, Design and Implementation of Brain Drain Programme). Therefore, can we accept the present situation as an outcome of democratic education? Taking into account that democratic education is mediocrity-oriented mass education, the situation should not be a matter of great concern as this is a sort of education for the majority. So, the question is if {\textquoteleft}liberal education{\textquoteright} vs. {\textquoteleft}democratic education{\textquoteright} should be the only real way of overcoming the problem? {\textquoteleft}Liberal education{\textquoteright} is evidently not {\textquoteleft}democratic education{\textquoteright}. Simple life-based logic confirms that if having one thing, you loose another. Are the contracting parties facing the problems of higher education ready to choose another option? Are universities determined enough to form national policy and at least minimally participate in the process of arranging it or on the contrary, they will start receding from policy and stay {\textquoteleft}shut in{\textquoteright} becoming the blind executers of the beforehand adopted ideology? Several countries of Central and Eastern Europe have already dealt with the above introduced situation? An interesting example is that in 2004, the Chinese Government organized a conference and invited 30 leaders of the most prestigious universities worldwide including the representatives of Harvard and Oxford. The final outcome of all discussions was that China preferred fundamental education as the foremost one at national level. 
Shortly after restoring State Independence, a conception of education at national level was formulated. It is a paradox, however, that in the above mentioned conception, we can hardly find such concepts as liberalism and conservativism. A major objective was to design a concept aimed at national traditions and the needs and interests of a modern society. The core of the conception is an effort to combine the conservative and liberal tendencies of education. Such steps as the renewal of gymnasia, the revival of teaching religion, awakening confession schools, look back at national culture and history etc. are the vital elements of the conservative tradition. On the other hand, a private sector of education, the right to choose educational institutions, competition among educational establishments, the growth of market relations etc. are the apparent elements of liberal policy. Within the period of almost 18 years of regained independency, the Lithuanian Government has changed from the extreme left to the extreme right wing. It can be treated as an objective stage of development in the post-soviet countries. A valid point is that the political forces of both sides have mainly failed to make corrections to the already formulated and implemented concept of education. A number of political decisions in the field of education have been reached in light of the business concerns of narrow political groups rather than taking into account clear value-based political attitudes. This type of behaviour is characteristic of the whole region of Central and Eastern Europe and is frequently narrowly accepted by western countries. I suppose that too liberal (which means cosmopolitan) attitude to education has a destructive character when fostering national traditions and values inherent to small countries. On the other hand, the liberal education system of Great Britain could serve as a good example. This is a tradition of British education. However, it does prevent neither from corruption nor from the fictive organization of studies or receiving diplomas and in general, from plenty of problems encountered by the system of education. As far as you know, education policy was decentralized in the Soviet Union. Some countries have strict regulations issued but a few of those follow very liberal traditions. Both positions, after Aristotle, can be considered as extremities. Education in a modern world has turned into a huge market which means that relations here are not always based on values and common decency. The problems facing the illegal producers of the certificates of higher education, the counterfeiters of scientific degrees, illegal studies and establishments of {\textquoteleft}higher education{\textquoteright} have become burning issues in a number of countries. The powerful market demands not only for knowledge and real qualification but also for {\textquoteleft}paper-based{\textquoteright} pseudo-education. Thus, the conception of real education and background is being obviously devolved.
 Liberal commercialized education in Lithuania is not the exact way to be followed. The approach of cosmopolitism, disorganization and denationalization cannot be acceptable to Lithuanian people as it may cause national decline. In this case, I do not support a position that liberal education acts either as absolute evil or absolute good as much depends on the context and various circumstances. Proper (elite) education apparently brings neither honour nor conscience etc. for a person. Excellent education can be available for dishonest and corrupt people. Therefore, such education can be used for deceiving society on a broader scale. In this instance, the importance of national-value-based substructure in the whole framework of human education can be clearly noticed. Unfortunately, following only the liberal concept of education cannot act as the basis for forming such substructure. Only the citizen of Lithuania having emotional spiritual culture-focused relation with national and human historical experience uncloses new sources of property power for freedom and creatively develops informative and financial (economical) relations with all people (Srebalius, 2002). Finally, manipulating the concept of {\textquoteleft}citizenship{\textquoteright} is very modern nowadays. However, the situation when citizen, citizenship, civil society, civil nation or civil education based schooling do not reflect even the smallest part of Lithuanian nation can only get to homo sovieticus times and nowhere else (Nainys, 2008). It is expected that Lithuania as well as the other countries of Central and Eastern Europe will find the most appropriate way to develop education and nation prosperity. It is worth making a question whether eudaimon{\'\i}a by Aristotle is somehow reflected in the current education policy? I dare to say it is not. Will we come back to the Aristotle{\textquoteright}s Golden Mean formulated in the {\textquoteleft}Ethics{\textquoteright} the essence of which the balance between excess and shortage? The question is still open and every idea about this issue will be accepted to be appreciated. 
},
	keywords = {education system, educational policy, liberal education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284010.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {113,
	title = {EDUCATIONAL SUPPORT FOR ENHANCING PHYSICAL SELF-PERCEPTION},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {78-85},
	abstract = {Educational intervention is often very slow to take advantage of theoretical progress made in the field of psychology. Over the last twenty years, numerous studies have been carried out on the structure of physical self-concept and its relationship with many different behaviors (eating disorders, healthy habits, etc.) which have prompted a great deal of social interest, as well as a demand for criteria, guidelines and resources, not only in formal educational contexts but also in other non-formal and informal ones. This paper aims to establish a series of psychoeducational principles based on a review of new knowledge on physical self-perception: a) its multidimensional nature; b) its relationship with physical activity; c) its association with healthy habits; d) its susceptibility to socio-cultural influences; e) differences in the perceived physical self in accordance with age and gender. Based on these psychoeducational principles, the paper also reviews the most common educational programs aimed at improving self-concept and offers a number of suggestions and guidelines for intervention.},
	keywords = {educational support, physical self-concept},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392233383.pdf},
	author = {Alfredo Go{\~n}i and Eider Go{\~n}i}
}
@article {87,
	title = {EFFECTIVE ICT IMPLEMENTATION AS A PRECONDITION FOR DEVELOPING GENERAL AND VOCATIONAL EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Editorial},
	chapter = {5-8},
	abstract = {In the 21st century, the questions discussing background quality became crucial issues having a reflection in the international documents (the Barcelona Declaration, 2002, Lisbon Strategy Implementation Programme, EUROSCENE 2003 etc.) which draw up the guidelines for future education and decisive actions. The documents focus on the relevance of developing teaching methodology and technologies. Shortage of close attention prevents from the process of creating a competent public knowledgeable society (Strategy for Education for Sustainable Development, 2005) that is constructive and highly capable of building democracy in continuously changeable present and future life. Daily growing signs and impact of globalization show that individual steps require greater coordination in the international context. Formally, all the above mentioned subjects are highly relevant to us and closely relate to the dimensions of the Education for Democratic Citizenship in Europe (Education for Democratic Citizenship, 2001-2004). 
Modern ICT definitely play a crucial role in developing the teaching/learning processes at all stages and improving the quality of education. Actively involved information/knowledge-based society offers new opportunities to effectively satisfy students{\textquoteright} needs for teaching/learning. In addition to this, no new teaching/learning environments can be created without ICT. Technological progress and rapid development inevitably touches education sector. The breakthrough in education can be clearly noticed in the majority of European countries. 
Educational advantages of ICT raise no doubts. The use of ICT substantially helps with introducing educational material in a more modern and vivid way. Applying ICT in the teaching/learning process does not object to the basic didactical principles such as visualization, systemization, links between theory and practice, knowledge consolidation, encouragement of student participation in different activities, individualization and differentiation of teaching etc. Recently, Lithuanian teachers have been deeply involved in the Microsoft PowerPoint program which is very useful for preparing lessons as well as for other educational activities. The teachers suppose that such lessons are much more purposeful, interesting and increases motivation for learning. It can be clearly stated that when using the above introduced program, the teachers of different subjects have already made suggestions on different topics which open wide possibilities of integrating various themes, presenting information contained in a few chapters, increasing visualization of teaching etc. The teachers notice that shortage of time is one of the major drawbacks. In order to put forward qualitative suggestions, enough time and appropriate computer literacy skills are required. Gained experience and prepared teaching/learning material are the subjects worth being emphasized. Legal requirements of copyright certainly must be satisfied. A series of recent expert surveys in Lithuania disclosed that some teachers including Lithuanian Association of Physics Teachers (LFMA, 2008) and Lithuanian Association of Geography Teachers (LGMA, 2008) found useful a possibility of using special databases where necessary didactic material should be accumulated (Lamanauskas, Vilkonis, 2006). However, at the moment, Lithuanian Associations of Chemistry and Biology Teachers are not very actively involved whereas Lithuanian Association of Informatics Teachers (LInMA, 2008) is working very effectively. The website of the latter association is particularly useful as it presents different information that embraces conference texts, methodical information, discussion notes, reviews etc. 
Apart from the above mentioned program that focuses on making presentations, Lithuanian teachers widely and effectively use such general purpose software as Microsoft Word, Microsoft Excel etc. It is worth noticing that Microsoft Excel has a number of qualities, and therefore everyone learning to use a computer can find this software helpful. Microsoft Paint is rather frequently applied in educational practice due to its quality to produce computer graphics. Another virtue of ICT which is saving teacher{\textquoteright}s time must be emphasized. Using a computer is convenient as it helps with presenting and organizing different sorts of data whereas the Internet greatly assists in finding necessary information. Collaboration between teachers and students{\textquoteright} parents is an important process of schooling. E-mail helps teachers with contacting learners{\textquoteright} parents as well as the learners themselves. Lately, e-calendars are being widely implemented in Lithuanian schools which offer learners{\textquoteright} parents possibilities of becoming acquainted with schoolchildren{\textquoteright}s achievements. The process of applying the Intranet in such educational institutions as comprehensive and vocational schools is slowly progressing. However, even in this case, a rapid development is taking place. The implementation of the Intranet occurs with increasing rapidity. The Intranet presents report forms, annual and long-term educational curricula and other required documents and references which facilitate manipulating information.
 Another apparent quality of applying ICT is inter-cultural collaboration. Lithuanian comprehensive and vocational schools are active in joining international projects and programmes. In case of rejecting ICT, such collaboration should be barely accepted. The employment of ICT can help with organizing audiovisual conferences and expanding other methods of collaboration. For example, a number of Lithuanian comprehensive schools have been participating into the international project ENO-Environment Online (ENO-Environment Online, 2008). 
School life is extensively attacked by virtual teaching and learning environments allowing easily and flexibly organize the processes of teaching and learning. The virtual teaching/learning environment Moodle (http://moodle.org/) is one of the most popular systems. Suchlike environment offers a lot of different teaching and learning activities. Moreover, teachers can introduce teaching/learning material using a simple text, references to different websites on the Internet or hypertexts created on individual basis. Other virtual learning environments including Web CT, ATUTOR, First Class etc. are also being used. It should be mentioned that the establishments of higher education were the institutions that first started implementing and using the above introduced environments. Nevertheless, at the moment, comprehensive and vocational schools are trying{\textquoteleft} not to lag behind their colleagues from universities. In recent years, in order to adapt vocational training for the needs of labour market and to encourage collaboration between employers and institutions of vocational education, the system of Lithuanian vocational education has been improved. The use of the European Union funds designated for vocational training helps with a rapid implementation of ICT. 
However, ICT implementation covers more than creation and development of virtual learning environments. Practising only a virtual environment is not the most efficient way. For example, taking into account teaching natural sciences, it is worth reminding that sciences are based on experimentation. Therefore, the process of science education requires a practical-experimental approach in real teaching/learning environment. In this case, a burning question how to combine modern ICT and the above mentioned approach arises. One of the methods is implementing teaching/learning technologies of augmented reality. At the moment, five countries of the European Union are participating in the international project ARiSE based on the innovations in the field of ICT. (http://www.arise-project.org). A group of Lithuanian scientists from Science Education Research Centre of the University of Siauliai are involved in the project. The ARiSE project will develop the AR platform and associated pedagogical scenarios of use, enabling teachers to promote new teaching practices for teaching scientific and cultural content in primary and secondary schools. The ARiSE project is carried on in a consortium of seven partners: Fraunhofer IAIS (Germany) {\textendash} coordinator, Siauliai University (Lithuania), AccrossLimited (Malta) /until 30/06/2007, replaced by University of Brighton (UK), ICI Bucure{\c s}ti (Romania), Czech Technical University in Prague (Czech Republic), Siauliai City Juventa School (Lithuania) and Rabanus-Maurus Gymnasium Mainz (Germany). The first consumers{\textquoteright} impression about the AR teaching/learning platform is positive. The product is evaluated as highly useful. The AR learning platform creates conditions for a better understanding, and therefore is acceptable for younger learners encountering difficulties with perceiving abstract, invisible processes. The AR learning platform increases students{\textquoteright} motivation for learning. The possibility of learning by doing, touching a real object with hands, monitoring and changing the place of the object has been positively evaluated. The learners{\textquoteright} ability not only to monitor but also to control certain processes has been perfectly evaluated (Lamanauskas, Pribeanu, Vilkonis, Balog, Iordache, Klangauskas, 2007). 
One of the most important requirements for applying ICT and innovative techniques of teaching is a qualified teacher able to professionally use technologies in practice. A modern teacher must know how to employ ICT and adapt them in order to achieve specific goals of teaching. If previous teachers were more focused on technical aspects of applying ICT, recently, educational aspects of employing ICT have gained more weight. Likewise in the majority of countries in Central and Eastern Europe, shortage of young teachers can be noticed in Lithuania. An effective use of modern ICT is difficult for aged teachers. Although they can increase their qualifications in teacher training institutions at different level, still, similar activities do not compensate substantial gaps in the field they are dealing with. An interesting point is that in the majority of cases, students{\textquoteright} computer literacy remains higher than that of their teachers. Nevertheless, teachers{\textquoteright} computer literacy becomes an essential professional work condition. The use of ICT in education offers many new possibilities but the necessary ones are only the latest knowledge and skills of teachers (Bilek, Zemanova, Turcani, 2007). It is likely that these fields of discussion will be paid closer attention. 
Apart from effective implementation of ICT, it should be carefully considered possible negative outcomes of applying these technologies. For example, the premises equipped with a larger number of work stations must agree with certain hygiene standards established individually by every country. However, the standards themselves do not vary. A relevant fact is that in case of a larger number of computers in the classroom, a person might work in a strong electromagnetic field which negatively affects organism. A learner must sit in a comfortable work station that fulfils all possible hygiene requirements. The latter conditions are frequently ignored in schools due to various reasons. Electromagnetic radiation emitted by computers first of all, affect eyes, central nervous, reproduction and heart and vascular systems. It is extremely dangerous for younger learners. If a child spends too much time at a computer, one can start suffering from reduced eyesight sharpness. Though the rays sent out from computer do not cause any particular diseases, however, the human organism is definitely affected. Besides the above introduced valeologic and ergonomic problems, other disorders such as psychological dependence might occur. One of the Lithuanian websites discloses information that the findings of psychological research carried out by the scientists from the U.K. show concern that children under ten years old have nothing to do at computer! Even educational games might have a negative impact on younger children as in that case, maturity is decelerated, interest in child-focused games and communication with peers are decreased, attention is disturbed and imagination is poorly developed (Child Addiction to Computer / Vaiku priklausomybe nuo kompiuterio, 2007).
 A short review reveals that in one or another case, ICT may cause negative outcomes. First of all, it might be users{\textquoteright} health problems. The researchers underline that widespread using ICT has caused necessity to rise up questions about protection of students{\textquoteleft} health and other categories being taught, for example ergonomical problems (Jarinovskis, 1997, Gedrovics, Lamanauskas, 2006). Thus, the question of the negative impact of ICT is gaining more weight. It seems no answers are required. On the other hand, we are still suffering from shortage of information on different aspects having negative impact. When the answer is clear, we start feeling lack of required abilities and knowledge of how to reduce the negative impact of ICT or how to eliminate or at least to minimize it. Another important issue is what the real impact of modernization on society in terms of ICT implementation is. We are expecting that the coming years will bring us together to solve the above discussed problems and find positive decisions. },
	keywords = {general education, modern ICT, quality of education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392223337.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {116,
	title = {EFFECTS OF TEACHERS AND SCHOOLS ON MATHEMATICS ACHIEVEMENT},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {103-112},
	abstract = {The purpose of this study is to investigate the effect of factors related to schools and teachers on mathematics achievement of Malaysian students in the Trend International Mathematics and Science Study conducted in 2003. A total of 150 schools were involved in the study and these schools were selected at random using simple random sampling from all secondary schools in Malaysia. This study employed a uni-variate analysis such as t-test or ANOVA to investigate the differences in mathematics achievement among groups. It was found that students taught by female teachers, participating in developing mathematics contents and mathematics curriculum, having few or no limitation on instruction, spent less time in reviewing homework and more on working problem on their own, students coming from economically less disadvantaged homes, good perception on the school climate and good class attendance had significantly higher mathematics achievement.},
	keywords = {academic performance, mathematics achievement},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392233590.pdf},
	author = {Noor Ismail}
}
@article {148,
	title = {THE EFFICIENCY OF THE PSYCHOLOGY-PEDAGOGICAL ACCOMPANIMENT OF THE SCIENTIFIC-PRACTICAL ACTIVITY OF STUDENTS-PSYCHOLOGISTS},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {180-191},
	abstract = {The presented work is the logical continuation of the research carrying the title {\textquotedblleft}The Motivation and Methodological Aspects of Psycho-Pedagogical Accompaniment of the Scientific-Practical Activity of Students-Psychologists{\textquotedblright} published in the scientific collection {\textquotedblleft}Problems of Education in the 21st Century{\textquotedblright}, Volume 2, 2007, {\textquotedblleft}Variety of Education in Central and Eastern Europe{\textquotedblright}.
 In addition to the two earlier presented stages of the psycho-pedagogical research (the diagnostic and forming) the results of the third stage devoted to the efficiency identification of the presented system of the scientific and practical activity of students have been analyzed.
 In our opinion the efficiency of the continuous system that is an integral component part for the training of qualified specialists and that was defined through the notion {\textquotedblleft}scientific and practical activity{\textquotedblright} is expressed in:
 1) the development of the specialist{\textquoteright}s ability successfully project and discover earlier unknown ways to solve coming problems;
 2) the ability to work out in the teaching process some evaluating mechanisms for the cognitive activity that include the modeling and comprehension of problem situations, the forming of aims, the planning and the evaluation of activities, the making of hypothesis and analogies;
 3) the support in discovering of the research potential of a future specialist;
 4) the development of the personal position in the educational and research activity;
 5) the stimulation of the {\textquotedblleft}breaking{\textquotedblright} the limits of the curriculum, deliberate self-determination
 6) the orientation of the educational process of a student to the individual research activity otherwise it is impossible to create the educational environment where a new type specialist {\textendash} teacher-researcher ready for the innovative activity, the participation in the reforming test {\textendash} research work by using individual creative approach as one of the productive interactive forms of teachers and students.
 The efficiency is proved by:
 {\textbullet} the increase in the quantity of students aimed at the pedagogical activity and having the formed general educational and pedagogical abilities;
 {\textbullet} the meaning growth of the educational and familiarization practice in students{\textquoteright} minds;
 {\textbullet} the increase of the creative activity;
 {\textbullet} the readiness for using the results of the educational and familiarization practice on the subsequent stages of the professional training.
},
	keywords = {creative activity, psychology-pedagogical accompaniment, research potential, scientific-practical activity},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392235691.pdf},
	author = {Olga Logashenko and Tatyana Shaposhnikova and Lyudmila Lomakina}
}
@article {104,
	title = {ELECTRONIC TUTORIALS FOR SCHOOL DISCIPLINES TEACHING AND LEARNING},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {145-153},
	abstract = {Equalization of opportunities for getting qualitative knowledge by schoolchildren in various regions of our planet and individualization of the educational process become the most important problems of the education system in 21-st century. Our time is characterized by intensive computeriza-tion and development of electronic communication systems. Keeping this in mind, the author considers the development of technologies of creation of electronic educational tutorials (EET) as one of the decision of these problems.
 In this paper the features of the some cognitive processes, such as memory and attention, are considered in the context of their rational activization while working with EET. Recommendations on inclusion in technology of creation of EET of the following ways of activization of cognitive processes are formulated: the novelty; unusual, inherently {\textquotedblleft}surprising{\textquotedblright} situations; gradation of task complexity; interactivity; current control of task performance; answers to questions. The important role is played by game elements, original external envelopes and use of comfortable visual media during displaying information.
 EET differs from traditional printed textbooks by multiple-leveling, integrative abilities, visu-alization of presentation, mobility and availability, and variety of forms and contents. Basic principles of the development of EET on natural science subjects, which define the structure, the content and ways of presentation of the teaching material, are preconditioned by the requirements of didactics and are reflected in vertical presentation of the teaching material, mathematical modeling, demonstration of relations between studied phenomena and laws and habitual for pupils images of the surrounding reality, the nature, and understandability of the presentation of the scientific facts.
 Examples of the EET created with a contribution of the author in physics ("School physical experiment on PC"), in mathematics ("Algebra. Functions and graphs"), in literature ("Classics of the world literature at school lessons. 19-th century") are described. Prospects of introduction of EET in school educational process are discussed.},
	keywords = {activization of thinking, passive and active attention, quality of training},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392224346.pdf},
	author = {Galina Saprykina}
}
@article {66,
	title = {ENTERTAINING BROADCASTS AND UPDATING OF A LEXICON AT STUDYING RUSSIAN AS FOREIGN},
	journal = {Problems of Education in the 21st Century },
	volume = {3},
	year = {2008},
	month = {January/2008},
	type = {Original article},
	chapter = {79-86},
	abstract = {The matter concerns one of aspects of practice of teaching Russian as a foreign. In the centre of attention there are features of work with audio materials, which are presented in the form of the speech in some entertaining broadcasts of the Estonian radio on Russian. In particular, the perception was analyzed by students of the speech sounding in programs of youth channel "Energia". In total it has been heard six hours of a broadcasting time, which are two airs of the specified channel.
 The basic attention in the article is given understanding and then to learning by students of new words and idiomatic expressions, with the purpose of updating of a vocabulary and improvement of speech skills. 
Broadcasts which it was offered to hear, had following features, characteristic for the majority of broadcasts of entertaining property: selection of the entertaining facts as a rule from sphere of show business, jokes, interactive interrogations (in particular, by phone), music etc. 
Speech sounding on the air often has features spontaneous; clauses, halts, repetitions, an unusual word order, greater speed of pronouncing of the statement, etc. therefore are possible. 
Besides speech of leading entertaining broadcasts often happens is sated by elements of slang, words of the colloquial sphere, specific idiomatic and display of realities unfamiliar to the listening student. In such situation the student studying language as foreign, gets in inconvenient position. 
Work on listening and the analysis of the matter of broadcasts is effective only at close cooperation with the teacher. Its function consists in the following. Together with the student it listens to the same first got fragment of broadcast (it can be a record of broadcasts). 
Then it in dialogue with the student tries to find out or explain sense and contextual features of the sounded not clear word or an idiom. That is gives the necessary comment. It is necessary to note, that the fragment of broadcast should not be greater. Its length - about three minutes, can be and more or less depending on competence of the student. In the text of article fragments of broadcasts which caused the greatest difficulties at understanding of sense told are resulted. Comparisons of interpretation of word meanings and idioms in the dictionary and in the concrete statement are resulted also.
 As a result of such work students have an opportunity considerably to expand representations about real functioning words and idioms of modern Russian. },
	keywords = {idiomatic expression, Russian as a foreign},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222083.pdf},
	author = {Inna Adamson}
}
@article {68,
	title = {ENVIRONMENT AS A SCIENTIFIC AND PEDAGOGICAL PHENOMENON},
	journal = {Problems of Education in the 21st Century },
	volume = {3},
	year = {2008},
	month = {January/2008},
	type = {Original article},
	chapter = {93-101},
	abstract = {It is observed different interpretations to understanding and use of definition "environment" by various sciences at studying mutual relations of the person with The environment. The environment is more often considered as system of external subjects, the phenomena and the processes influencing the person. In pedagogics the environment is understood as circumstance in relation to a studied subject and used concerning social-cultural a component. The understanding of an environment as the multicomponent system consisting of several subsystems and cooperating among themselves, meets seldom. The person is considered only as the factor of influence on environment, instead of as, a component making a modern inhabitancy of alive essences, as the accomplice of processes of transformation and development of an environment. In spite of the fact that, the person as the biological kind was allocated from an environment, however he during all life, still, there is in the "shipped" condition in the environment " a field - a place ", being in interaction with all making this environment. During interaction the image of environment in consciousness of the person is created. This image also determines his relation} to her, style of behaviour in the present and the near future. As a whole set of natural and social components of environment forms that name {\guillemotleft} the vital environment {\guillemotright} or {\guillemotleft} the direct vital environment {\guillemotright}. 




},
	keywords = {environment, relations},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222227.pdf},
	author = {Eleonora  L. Melnik}
}
@article {140,
	title = {ESTONIAN TECHNICAL TEACHER EDUCATION IN THE PROCESS OF TRANSFORMATION},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {117-125},
	abstract = {During the past 3 years curriculum development has been of essential importance in Estonian Centre for Engineering Pedagogy at Tallinn University of Technology. A three-staged methodology for curriculum design has been used. The proposed innovative methodology for the course design starts with decisions on overall goals, learning objectives and intended learning outcomes. The curriculum was designed according to the following model: Establish Qualification Profile, Establish Admission Quality, Define Course Content, Establish the Curriculum at Macro Level, Establish the Curriculum at Micro Level, Integrate the Curriculum within the University System. The new curriculum for technical teacher education on Master level was completed in 2006. Curriculum for technical teachers has been designed taking account of the most popular and perspective branches of industry in Estonia. Eight possible specializations have been proposed. As the required entrance qualification of the candidate is Master degree in engineering and professional experience for at least one year, it is assumed that the candidate has acquired knowledge in engineering speciality on high level. The curriculum is based on IGIP (International Society for Engineering Education) Recommendations for Studies in Engineering Pedagogy Science. The curriculum has been accepted and registered by Estonian Ministry of Education and Research. The curriculum is the only and the very first one in Estonia providing education in Engineering Pedagogy for technical teachers on Master level in the amount of 60 ECTS credits. The first students were admitted to the designed study programme in 2007. },
	keywords = {curriculum design, engineering pedagogy, technical teacher education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392235361.pdf},
	author = {Tiia R{\"u}{\"u}tmann and J{\"u}ri Vanaveski}
}
@article {117,
	title = {EVALUATION IN EUROPEAN ACADEMIC EDUCATIONAL SYSTEMS},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {113-123},
	abstract = {In recent years the teaching evaluation process has become one of the pillars of academic education. It is a form of students participation that creates better teaching quality. The students{\textquoteright} active participation in affecting the quality of teaching is a basis for forming the academic educational identity. This article is an attempt to bring closer and compare the scheme of teaching evaluation in three academic systems. We are going to analyze questionnaires from University of Wroclaw, {\textquotedblleft}La Sapienza{\textquotedblright} University of Rome and The University of Wales, Aberystwyth. We are interested in specificity and identity of the evaluating criteria and function it performs in educational system. Through this analysis we are also trying to define the concept of evaluation as an essential criteria of: collecting data, description, estimating or valuing.},
	keywords = {analyze questionnaires, evaluation, specificity and identity of the evaluating criteria},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392233651.pdf},
	author = {Alicja Keplinger and Iwona Koczanowicz-Dehnel}
}
@article {112,
	title = {FACTORS INFLUENCING READING LITERACY AT THE PRIMARY SCHOOL LEVEL},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {71-77},
	abstract = {The objective of this paper is to find out the reasons behind the low level of reading literacy among primary school students. The data from IEA (International Association for the Evaluation of Educational Achievement) Progress in International Reading Literacy Study (PIRLS) 2001 are analyzed. And the main conclusions are drawn that the socioeconomic situation of the family has a great impact on students reading literacy as well as parents{\textquoteright} education and reading aloud to a child at the preschool age. Students high achieving in reading literacy usually like reading for their own enjoyment and come from families where parents spend a lot of time on reading.},
	keywords = {achievement level, primary school, reading literacy},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392233338.pdf},
	author = {Andrejs Geske and Antra Ozola}
}
@article {64,
	title = {FIFTH-GRADERS{\textquoteright} PROBLEM SOLVING ABILITIES IN OPEN-ENDED INQUIRY},
	journal = {Problems of Education in the 21st Century },
	volume = {3},
	year = {2008},
	month = {January/2008},
	type = {Original article},
	chapter = {48-55},
	abstract = {The goal of this article is to discuss the actual relation between scientific inquiries used in science classrooms and problem solving processes. A model of problem solving ability levels is also introduced. The empirical aim of this study was to explore four fifth-graders{\textquoteright} problem solving abilities in related to so called open-ended scientific inquiry tasks. The data was collected in the context of three weekly 60{\textendash}70 minute sessions in a voluntary science club of 14 pupils. The goal of the sessions was to construct the concept of density with the aid of scientific experimentation. The informants were four pupils paired into two groups. The problem solving process was based on the open-ended inquiry that included five phases: orientation, planning, execution, evaluation, and communication. Both of the pairs were separately observed and video-taped during each of the sessions, and each of the pupils was individually interviewed after each session. All the interviews were based on video stimulation where the crucial parts of the problem solving sessions were reviewed step-by-step with the pupil. The analysis was based on the pupils{\textquoteright} problem solving performance: orientation and motivation towards solving the task; aims and actions during the execution; the roles of the pair and the teacher. The problem solving abilities were quite modest, but the results give detailed information on the pupils{\textquoteright} own descriptions and explanations related to the different phases of the problem solving process.},
	keywords = {primary science education, scientific inquiry},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392221974.pdf},
	author = {Kari Sormunen}
}
@article {145,
	title = {FRANCHISED HIGHER EDUCATION IN THE CONTEXT OF {\textquotedblleft}FREE AND PUBLIC EDUCATION{\textquotedblright} COUNTRIES: THE GREEK EXAMPLE},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {153-161},
	abstract = {Ongoing developments in information and communication technologies, coupled with an emphasis put on the value of knowledge-driven societies, have been vehicles of a worldwide dramatic expansion of the social demand for higher education services, including the emergence of new variables of provision, alternative curricular forms and course contents and also changing qualifications. At the same time, budgetary constraints and infrastructure shortages of the public sector lay down fertile ground for the flourishing of internationalized facets of higher education, questioning traditional {\textquotedblleft}free and public{\textquotedblright} perceptions and transforming education into a tradable service within the context of a million dollar global market. The establishment of local branch campuses or subsidiaries by foreign universities on the ground of other countries, as well as course offerings by domestic private colleges leading to degrees from foreign universities, appears progressively as an alternative type of higher education provision, which has gained considerable ground in many countries the past few years. The present article will report the situation in Greece, where the growing presence of foreign universities through franchise or validated partnerships with local private organizations seems to play an influential and critical role on the future shaping of the domestic higher education system and is further associated with essential aspects of an administrative and academic nature.},
	keywords = {information society, knowledge economy},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392236325.pdf},
	author = {Aristotelis Stamoulas}
}
@article {159,
	title = {FROM REPRESSION TO INCLUSION {\textendash} HISTORICAL MODELS AND APPROACHES TO DISABLED PEOPLE IN THE EUROPEAN CONTEXT},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {68-78},
	abstract = {The aim of the study is the examination of philosophical-anthropological foundations of historical models and conceptions of the approach to disabled people in the European context. We proceed from our existing studies on the reflection of human and from the model of education in the traditions of European thinking (Kudl{\'a}{\v c}ov{\'a}, 2003, 2006a), since we consider the history of education of the disabled being a part of general history of education. We also aim to identify anthropological background of individual conceptions of approaches to the disabled people within the scope of special pedagogy according to Scholz (2007). Concerning this classification range, we preferentially deal with the examination of inclusive approach to the disabled people. The outcome of our analyses is a tabular summary of the development of approach to disabled people in a wider context of understanding of human and ideas of education in the European thinking.},
	keywords = {disabled people, European thinking},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284424.pdf},
	author = {Blanka Kudla{\v c}ova}
}
@article {72,
	title = {FROM TEACHING TO LEARNING: A NEW PARADIGM IN MODERN EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {4},
	year = {2008},
	month = {February/2008},
	type = {Editorial},
	chapter = {5-6},
	abstract = {The 4th edition of publication {\textquotedblleft}Problems of Education in the 21st Century{\textquotedblright} is in front of you. The main idea of this publication, not without reason, is paradigm change in modern education. We can safely claim that the role of education in the global world is, undoubtedly, the biggest comparing with the other spheres of social life. Education dimensions have grown up greatly in almost all countries. Informal education sector has increased immensely. The most modern ICT are being implemented into education system. Perhaps we will not find any scientific conference in which the questions of ICT application in education process were not discussed.
 However, it is obvious that education systems in most countries experience various difficulties. It is clearly seen in Central and Eastern European countries, in which the second decade in turn education system reforms of different level and amount are taking place. So called {\textquotedblleft}Instruction Paradigm / Teaching Paradigm{\textquotedblright} has been dominating for a long time in education. In recent years the accents are being transferred to learning, to motivation of self learning. It has been realized, that it is impossible to teach if the person doesn{\textquoteright}t want to or is not able to do this himself. At present the opinion occurs that it is impossible to teach another person, it is possible only to help him to learn. From this as if directly follows the statement that the responsibility falls on the student first of all, what, how and how much he/she will learn. However, didactically it is a totally wrong approach, especially when it is applied to junior forms of comprehensive schools. The systematization, deepening, formation of general concepts can{\textquoteright}t be left for the student himself, because frequently it happens that students master the new things which are related to the old ones without their interrelations, without any system (Vaitkevi{\v c}ius, 1968). Ability to systematize information is one of the most important. As J.O{\textquoteleft}Connor and Mc.Dermott (2006) notice, there is a very remarkable tendency in many spheres nowadays, to solve everything {\quotedblbase}in parts{\textquotedblleft}, i.e. to analyse different phenomena and situations only in separate aspects. From this point of view, transferring education aspects only into learning is not fully grounded. Each learning personality is very different, therefore different approaches should inevitably be applied in teaching process.
 On the other hand, education quality in many aspects is getting worse. We can{\textquoteleft}t claim that education quality is getting worse because of former mentioned paradigm change. Lithuania as a post soviet country has a many year experience when education, especially secondary, was unified. However, it is necessary to emphasize that education at that time was also better supervised. We can{\textquoteleft}t say that there is no supervision nowadays. It really is. But, everlasting reforms, sometimes even opposing to each other, don{\textquoteleft}t make Lithuanian education more effective. As professor G. Merkys noticed, the therapy of shock continues in Lithuania. We not only have to think about this but, of course, solve the problems arising in reality.
 Speaking about Lithuania, it is obvious, that now it is very important for our state what decisions and steps, what ideas and actions in the sphere of education we will suggest and implement. 2006 PIRLS research shows that the ability to read and understand fiction and informative texts of our country 4-th formers has declined very much. 2006 PISA research states that natural science, maths literacy and general reading abilities of our 15 year-older are by statistics significantly lower than OECD countries{\textquoteleft} average result. Though Lithuania is not at the end of country list and it seems that the results are not so bad but the matter is worth of concern. The results of the research highlighted one of the most sore points of education that the preparation of our students for practical life is still poor, the main attention being further concentrated on theoretical education. Theory without practice is not the goal of today{\textquoteleft}s teaching. We can discern here another meaning of the mentioned paradigm improvement {\textendash} from knowledge towards the development of abilities. In the ability development process the learner himself has to take part most actively. The mission of education system is to form suitable conditions for that purpose and give all round help.
 Other countries like Latvia, Estonia, Czechia, Poland and other have serious problems in education sector as well. Obviously, every country has its own traditions and context. Besides, education is a part of culture. In this case we are speaking not only about national cultures but also about common European culture. We are speaking about common European education standards. The question arises how to match national and European aims. Any school has a challenge to create the future of the state. Education reforms have been going on for more than ten years in several countries with the purpose to achieve higher education progress and to implement the latest innovations. However, attitude to changes and innovations is not the value on its own. Changes have to be conciliated with the basic human and nation values. Modernization is a very necessary and inevitable thing, however it doesn{\textquoteleft}t have to dwarf the vision of the school mission. Among permanent reforms direction and vision of the whole education purpose shouldn{\textquoteleft}t be lost. This applies not only to Lithuania but to all European countries. I would like to go back once again to our mentioned paradigm change. The implementation of innovations into education doesn{\textquoteleft}t have to overshadow the good side of education experience. Not everything that is modern is sensible. For example, Lithuania as well as the other countries of central Europe has a many year tradition when the priority was given to strong knowledge and to education basis in general. Lithuania hasn{\textquoteleft}t lost this tradition completely and that is good. The main goals of education are: to help to form knowledge system of a learning person and give him basic social communication skills. Knowledge is not everything in person{\textquoteleft}s life. Not only knowledge makes the man. However, we have to agree, that without its powerful movement in history, mankind wouldn{\textquoteleft}t be as it is. The progress of humanity in many ways is conditioned by the development of knowledge, its expansion and so on. Thanks to it the greatest changes have taken place. School doesn{\textquoteleft}t have the right to doom children and youth to ignorance.
 It is not difficult to foresee necessary changes theoretically, to discuss about paradigm changes on a methodological level, but it is much more difficult to put these ideas into practice because of various both subjective and objective reasons. It is necessary to really perceive the mission of education and other questions of education, to analyze them from different perspectives, taking into consideration different theoretical and practical approaches. Education is not a one-day matter. The rule {\textquoteright}Education is in the hands of those who have power{\textquoteright} doesn{\textquoteleft}t suit here. To develop education is almost to be ready that everything what is moral in your mind will inevitably be overcome by immorality of real world (Butvilas, 2006). Education in the socioeconomical and cultural context is multiform. Therefore, we can{\textquoteleft}t one-sidedly accept a statement that moving from teaching to learning is a new paradigm indeed. Its newness is limited by time, amount, content and application aspects.
 This edition contains different articles. I hope that the articles included in this publication will interest the readers by their problematics, content, methodology of research and its methods, will encourage their systematic and critical thought, will make them active in scientific discussions.
},
	keywords = {education system, modern education, paradigm change},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222415.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {106,
	title = {FUTURE FOR SCIENCE AND ENGINEERING EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {9-17},
	abstract = {School educational systems on the threshold of millennium all over the Europe are experiencing radical changes. Deliberation, which generates this changes, is mostly oriented into balancing which competences (capabilities) should educational system develop with the students, so they can successfully perform roles, that can be expected during their life, and therefore to create their own prosperity.
 In this context it is exceedingly important to see curriculum aims 
 as global (and not as it happened at previous renovation; subjects dispersion). We have to think about a correlation of knowledge between the humanities, social sciences, natural sciences and technical fields and also their role (dimension) at forming entire personality for future grown. It is not possible to deny, that humanities, social sciences, natural sciences and their application: techniques are inseparable connected, because things are getting their practicability value (become logical) only in the field of application. (Foreign language, when or if we meet foreigner, mathematics, when we want to calculate something{\textellipsis}). Natural science knowledge gets its meaning in application (techniques), and therefore gets its market value {\textendash} that can led up to rise social welfare (prosperity). That however reflexively generates new impetus of society: art, culture, humanism{\textellipsis}The circle is joined or even better, a vertical spiral is released (Picture 1).
  it is highly important to use in this process methods, that{\textquoteright}s support such curriculum aims. In our research we proposed Problem-Based Learning (PBS). PBS was first established as part of the education of physicians in medical school over 40 years ago. Developed by Howard Barrows, this strategy has grown into an instructional approach which is finding success in elementary through high school. PBL is now a prominent strategy in many elementary schools through high schools.},
	keywords = {curriculum design, educational research, problem based learning},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392232723.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {179,
	title = {HIGH SCHOOL SCIENCE TEACHERS{\textquoteright} CURRICULUM, INSTRUCTIONAL AND ASSESSMENT DECISIONS FOR INCLUSIVE CLASSES},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Original article},
	chapter = {74-80},
	abstract = {This study explored high school science teachers{\textquoteright} curriculum, instructional and assessment decisions for inclusive science classrooms. We also attempted to determine the factors that influence their decisions. The sample comprised thirteen science teachers from two high schools in the Midwest of the USA. One of the schools had failed to meet the Academic yearly progress under the federal No Child Left Behind (NCLB) Act in the four years prior to this study because of its Student with Disabilities (SWD) sub-group. Data were collected through a questionnaire and semi-structured interviews. Results show that science teachers{\textquoteright} curriculum, instructional and assessment decisions were influenced by factors associated with accountability and personal interests and preferences of science teaching methods. Although science teachers{\textquoteright} decisions were within the framework that integrates content and practical classroom knowledge for regular classes, such decisions may not promote effective science teaching and learning in inclusive classes. As such, most science teachers exhibited lack of knowledge about effective science teaching in inclusive classrooms. These findings have implications on science teacher education and science teaching in inclusive classrooms.




},
	keywords = {assessment, curriculum, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392298356.pdf},
	author = {Frackson Mumba and Morgan Chitiyo}
}
@article {59,
	title = {HIGH-QUALITY EDUCATION AS KEY FACTOR FOR SUCCESS IN A KNOWLEDGE-BASED SOCIETY},
	journal = {Problems of Education in the 21st Century },
	volume = {3},
	year = {2008},
	month = {January/2008},
	type = {Editorial},
	chapter = {5-6},
	abstract = {This is the third edition of a new scientific collection Problems of Education in the 21st Century. The articles included in the publication discuss the issues of modern education. It is a great responsibility for writing such an editorial, because it should correspond to the ideas and conclusions expressed by the authors and highlight them from some other points of view of potential readers. On the other hand, it is very important to express the view of editorial board, try to discern certain research trends of modern education and its spheres. The purpose of this publication is unique, that is, try not only to convey, but also synthesize educational experience of East and West. This is a complex and ambitious task, but necessary, trying to perceive similarities as well as differences and also expectable development perspectives.
 The advance of IT has never been as rapid as nowadays. The influence of globalization on ICT expansion is incontestable. However, it is a tremendous challenge to education. The implementation of technologies in education does not mean that they will have only positive influence. For that purpose consistent educational, ergonomic, valeological and other research is necessary, constantly giving information not only to users, but also to ICT producers. We can assert that in Lithuania, as well as in other Central and East European countries, observation of ICT application in education is still carried out episodically. As it was already mentioned, the process of ICT development is so rapid and so socially important that monitoring technologies, having earlier been created in other countries (especially West European), eventually occur to be not full and not compatible with ever changing realities. Thus, as a matter of fact, it is impossible to prepare standard, constant methodology.
 In Lisbon strategy 2000, it was foreseen to seek that Europe would become the most competitive knowledge-based economics in the world. No doubt, to achieve this aim, ICT influence really should be great. Such international organizations as IEA (International Association for the Evaluation of Educational Achievement), UNESCO, OECD (Organization for Economic Cooperation and Development) organized fairly comprehensive research in the application of ICT in educational system. Organizations such as: IOSTE (International organization for Science and Technology Education), ICASE (International Council of Association for Science Education) and other so called professional different sphere scientist organizations are interested in the above {\textendash}mentioned problems.
 The application of ICT in comprehensive schools as well as in higher educational establishments is, undoubtedly, a positive thing. According to I. Ma{\v z}uliene (2002), the usage of ICT makes the pedagogues change their settled style of work, raise qualification, develop skills and plan differently their and children{\textquoteright}s activities. On the other hand, the aims of creating information society change inner and outer surroundings of schools, therefore information processes and technologies acquire greater and greater significance in modern educational organizations. In addition, interesting research was carried out by specialists from Information Institute in Germany (Munich University). (Woessmann, 2005). The research showed that computers can harm the learning process. It is claimed, that the number of computers at school and the time spent at the computer at home don{\textquoteright}t confirm the fact that children learn much more by using IT. The importance of IT in the process of learning is not denied, however, it is stated that those who are using IT at home and at school moderately, besides, the time of its usage is limited, achieve better results than those who spend too much time at the computer.
 However, not only in comprehensive schools some or the other of the ICT application problems arise. One of the biggest problems the majority of universities face is passing from ICT integration and e-learning in the project level onto strategic level when all technologies are implemented all over the institution. The research shows that in EU universities general level of ICT integration into teaching process has increased over the last few years. Nevertheless, application of ICT is still perceived as the usage of computer in traditional pedagogy and didactics. Not many universities use ICT equipment according to principles of innovative didactics and pedagogy. The same can also be said about Lithuanian universities.
 Speaking about general education sector it is necessary to acknowledge that application of ICT depends not only on teacher{\textquoteright}s qualification and his preparation to use ICT in the teaching and learning process. The essential questions are as follows: how much does the school administration support the implementation and usage of ICT at school?; What ICT infrastructure (equipment, software, Internet connection and so on) is available at school?; What services connected with ICT do exist for the staff improvement and support?; How much do the schools apply the aims and the way of work emphasizing independent learning, and so on.
 Thus, it is obvious that vast, comprehensive, detailed research in the appliance of ICT in education process is necessary. In the Software \& Information Industry Association report of the year 2000 it is stated that so far more than 3500 research studies of ICT application in education process have been carried out, the majority of which are devoted to analysis of infrastructure and computer literacy situation. However, statistics of the latest research studies doesn{\textquoteright}t allow to discern some ICT application aspects. Not only strict statistic data analysis is necessary discussing specific questions of ICT application in education, but also a deeper qualitative approach to this phenomenon in order to perceive present situation, its advantages and disadvantages and also further perspective not only on Lithuanian but also on EU scale.
 As a matter of fact, harmonious ICT integration into the teaching process is placed in the centre of all European country strategies, in this way trying to significantly improve teaching and learning in order to correspond to children{\textquoteright}s demands. The secondary becomes earlier dominated task of computer equipment supply and teaching about technologies. (Simonson, Thomson, 1990; Plomp, 1996; Sendova, 1994). ICT service development in different education spheres prevails in the European Union and other country strategic directions. .
 A very special attention is devoted to natural sciences and to technological children and youth education. About the concern in this sphere tells one of the newest prepared documents (Science Education Now{\textellipsis}, 2007). Constantly going down natural science and technological literacy of our society is noticed in many countries (Lamanauskas, 2003). Opposite and significant tendencies in this sphere were discovered by ROSE research. (http://www.ils.uio.no/english/rose/). In this publication the reader will find urgent articles on this subject. Up-to-date ICT application in natural sciences and technological education is developed most rapidly.
 It is obvious that the implementation of new technologies in the educational process raises new possibilities for both teacher and learner, enhances education quality and makes the educational process itself more versatile. However, education quality still remains insufficient as the content of education and studies is poorly oriented towards developing the new abilities and competencies necessary for people living in an open public society and market conditions. The economy based on information becomes a priority in the European countries. It should be noticed that the reality of an open public society and market conditions is not and cannot be ideal and that qualitative education has to help people not only to accept this reality but also to critically evaluate and advance it. In this case, the most important point is that human must preserve his/her identity, self-sufficiency and to strive for a purport of life. Any action such as the improvement of the education system or implementation of new technologies must be carefully studied and firmly fixed. All possible outcomes, results and impact not only on a further but also on individual development of a young personality must be evaluated (Lamanauskas, Vilkonis, Klangauskas, 2007).
 Thus, on behalf of the editorial board I would like to thank all this volume article authors for their contribution to the development of educational research studies, their ambition to get acquainted with very complicated education, teaching and learning phenomena, ability to develop interdisciplinary, methodological thinking and action. Only such thinking and action approach has decisive significance towards education quality. 
},
	keywords = {educational process, knowledge-based economics},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392221736.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {120,
	title = {THE HISTORY OF SCIENCE AND SCIENTIFIC EDUCATION: PROBLEMS AND PERSPECTIVES},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {145-158},
	abstract = {In the past the gap between humanistic and scientific culture was much more evident than it is nowadays. After centuries of prejudice about scientific learning and discoveries, when science was underestimated as a kind of pseudo-culture; after generations of scientists considered extravagant people, or worst, outsiders, as regards such rules imposed by religious and moral beliefs and code, the primary function performed by scientific education has now become unquestionable.
 In this paper we shall try to deal with the issue of scientific education from a historical-foundational perspective. We shall try to show the importance of introducing the history of science as an integrant part of the culture of scientific education to the extent of considering history of science either an indissoluble pedagogical element of culture or the basis of inter-discipline. This project-research is not finished, so we only present the outline of the problem, some hypothesis and applications. Beyond, it is based upon use of historical categories to investigate the foundations. For this reason the latter are not analysed by means of a traditional approach. Of course, the content of this study could appear potentially factious, since it cannot be the unique possible perspective. },
	keywords = {history and epistemology, scientific and interdisciplinary approach, teaching of physics and mathematics},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392233861.pdf},
	author = {Raffaele Pisano and Ada Guerriero}
}
@article {139,
	title = {HOW TO GUARANTEE QUALITY IN EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {107-116},
	abstract = {Quality has become a key word. Self-assessments and peer reviews, quality management and student polls have become ubiquitous. With all these bustling activities the main element in education, the personal quality of the teacher somehow got lost. If we want to discuss real quality in education, we must first ask what the teacher{\textquoteright}s position is. This paper is going to discuss what conditions the teacher must fulfill in order to be a good teacher: what are his demands on himself, what he must he demand from the students? The society also part of this: What must a teacher expect from society in order to be a good teacher? The answers are, briefly: the teacher must be very exacting towards him/herself; he must constantly improve his personal and scientific qualifications. The teacher must not be soft towards his/her students. Society must provide him freedom, independence and respect. Yet these are only the prerequisites of quality in education. },
	keywords = {demands on teachers, personal development, quality in teaching},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392235313.pdf},
	author = {Robert Ruprecht}
}
@article {75,
	title = {HUMANITARIZATION OF EDUCATION AS A DEVELOPMENT FACTOR OF PROFESSIONAL CULTURE FOR FUTURE HOSPITALITY SPECIALISTS},
	journal = {Problems of Education in the 21st Century },
	volume = {4},
	year = {2008},
	month = {February/2008},
	type = {Original article},
	chapter = {22-30},
	abstract = {Change in the system of public relations actively affects education, requires mobile and adequate answers for the tasks brought forward in the new stage of the state{\textquoteright}s historical development. One of the most serious complications is that over a long period of time the education of students was carried out in the circumstances of mental culture deficit.
 For an extended period the main emphasis in the development of professional skills in tourist service and in the training process of hospitality personnel was put on the technocratic components of service and management processes. Technical predominance over the humanitarian does not correspond to contemporary requirements. A necessity arises to return to monolithic views about nature, society and man. The determinant tendency of a contemporary education must not become a further differentiation of the varied world cognition ways, but quite contrary, its ways of integration and system approach in world cognition.
 A way out from the present situation is to be found in humanizing the education of natural science. The meaning of humanitarization is expressed in the ordering of the education content and form process according to a person{\textquoteright}s nature, soul and spirit, activating the entirety of a human{\textquoteright}s inner world, the formation of a high integrity personality.
 In the result of the performed theoretical research the author has developed a unified humanistic model for hospitality specialists. The foundation of this model is made by the humanistic qualities of personality, such as freedom, thinking, mentality, culture, creative spirit, values and meaning, responsibility.
 It is the humanitarization of education which defines the directions and ways of development for a hospitality specialist as a cultural personality, which links up high professionalism with socially psychological qualities able to solve contemporary, complicated scientifically technical and social problems.},
	keywords = {education, humanitarization},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222550.pdf},
	author = {Irena Kulisha}
}
@article {100,
	title = {ICT-SUPPORTED INTERDISCIPLINARITY OF SUBJECTS},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {113-117},
	abstract = {This paper deals with new access to manage of the teaching process not only in university, regarding dramatic development information and communication technologies, and last but not least with reference to possibilities of ICT in supporting interdisciplinarity of subjects. There are submitted essence of lecturer{\textquoteright}s and student{\textquoteright}s standpoints on chances of exercise of e-learning in state of affairs and view of future this method in education, and the necessity of new skills in information and communication technologies.},
	keywords = {collaborative learning, education process, role of teacher},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392224118.pdf},
	author = {Vlasta Rabe}
}
@article {135,
	title = {THE IDEALS OF EDUCATION AND STUDENTS{\textquoteright} SCHOOL EXPERIENCES},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {71-80},
	abstract = {The main question of this article below is: what happens to education at school? What society think of education, at school it gets a real existing concreteness. Taking the holistic character of education as a ground we assume that emotions, experiences, state of minds wishes and others, that happens by living the school-reality, becomes a part of young peoples{\textquoteright} world-view. At first we concentrate on the ideals, that are bonded usually with the traditional notion of Education (Bildung). After that we stop at litigious side of Bildung - what kind of emotional attitude is expected when becoming educated and bonding it with the notion of intentionality from phenomenology. We handle education as relative concept, noting the fact that the specific way of being in relationship of educational processes goes with searching, aspiring, self-changing me. 
The everyday school experiences of Estonian students are researched empirically where the interpretation of researcher are spontaneous school-oriented sayings. These meanings which are given to school on the level of experiences and associations are analysed with phenomenological methods and connected to an ideal which belongs to educational idea-content and has an education-allowing cognitive attitude. The result of research says that the associations of Estonian students in everyday life of school reality develop next signs: the knowledge of learning is experienced as an external dictated recession, it is their discipline and engrosses time. The school everyday life way of intentions mainly goes with what concerns students subsistence of school control mechanisms and self-esteem. It is more like self-defence than aspiration for new knowledge. Created and repeated intentions in school reality can (according to Hussler) become as a creator of impulses for the next attunement for the reality. },
	keywords = {educational relation, ideals of education, intentions of consciousness},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392235118.pdf},
	author = {Tiiu Kuurme}
}
@article {137,
	title = {IDENTIFYING THE UNDERLYING DIMENSIONS OF TEACHERS{\textquoteright} EMOTIONAL INTELLIGENCE},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {89-98},
	abstract = {Within the area of educational research that has its focus on individual differences, the concept of emotional intelligence and its study in relation to the professional lives of teachers has raised considerable interest over the past decade. This article reports on data from a new measure of emotional intelligence specifically related to situations in the teaching environment. The four underlying dimensions that are identified in this study appear to be a more relevant way of characterising emotional intelligence for those in the teaching profession than other conceptualisations of emotional intelligence. The article concludes with an examination of the contention that emotional intelligence is strongly connected to effective teaching practice.},
	keywords = {effective teaching, emotional intelligence},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392235221.pdf},
	author = {Chris Perry and Ian Ball}
}
@article {172,
	title = {IMAGES AND COMPUTATIONAL METHODS IN MOLECULAR MODELING EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Original article},
	chapter = {17-23},
	abstract = {The way as Chemistry is boarded in the schools can contribute for the misconceptions, a time that the concepts are presented of form purely theoretician (and, therefore, tedious for the majority of the pupils), as something that must be memorize and that it is not apply the different aspects of the daily life. So, the aim of this work is to provide the understanding of the chemical world that underlies everything around us by introducing basic chemical concepts and their everyday applications. So that, some specific topics will be presented and they were selected according to their relevance and their ability to be presented in lessons on molecular modeling. This strategy is based on the use of images and free graphics programs employed in chemistry successfully, as the visual effects help the students to {\textquotedblleft}see{\textquotedblright} abstract descriptions in a concrete form. According to the results obtained by using this methodology, we can conclude that the use of images and computational techniques help the presentation of scientific topics and motivate and facilitate the "chemistry communication".},
	keywords = {misconceptions, molecular modeling, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392297937.pdf},
	author = {Agnaldo Arroio and K{\'a}thia Hon{\'o}rio}
}
@article {96,
	title = {THE IMPORTANCE OF COGNITIVE SELECTIVENESS IN THE AGE OF INFORMATION FLOOD},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {80-86},
	abstract = {Civilization changes resulting from technological development are the causes of modifications of life conditions. The effects of technological development are perceived as ambivalent as well as positive, and negative. Psychologists are interested mainly in the latter ones, especially in the phenomenon of overproduction of information, sometimes called information overflow or information flood. This social phenomenon requires from contemporary people the ability of selecting data, their intentional choice, in line with the specificity of the realized cognitive tasks. The competences required to perform this task properly are called metacognition. They involve knowledge of cognitive functioning, i. e. higher-level skills including planning, monitoring, control and regulation of the cognitive activity. The development of metacognition seems to be a major challenge for contemporary education. },
	keywords = {information flood, metacognition},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392223930.pdf},
	author = {Maria Ledzi{\'n}ska and Ewa Czerniawska}
}
@article {138,
	title = {THE IMPORTANCE OF CONFERENCE PRESENTATIONS IN HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {99-106},
	abstract = {The international cooperation of researchers around the world is a pre-requisite for the development of science. English, the lingua franca of the 21st century, is a widely accepted tool for global communication of those involved in research. The present paper is meant to investigate into the kind of language these scientists, very often non-native speakers of English, need to cope with in the field they cultivate. Empirical facts indicate that what they need is not simply English for genereal purposes but English for Specific Purposes (ESP), which includes research article writing, participating in joint projects and giving conference presentations, just to mention but a few. The study claims that a genre-based approach may multiply the use of the outcome. In the corpus of 24 English conference presentations three levels of communication are identified and their role and relative weight are discussed. The conclusions include recommendations on what, how and when non-native speakers of English should be taught to become efficient presenters.},
	keywords = {conference presentation, interpersonal communication, signposts},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392235268.pdf},
	author = {G{\'a}bor R{\'e}b{\'e}k-Nagy}
}
@article {129,
	title = {IMPORTANCE OF CRITICAL CONSTRUCTIVISM STUDY ENVIRONMENT IN THE DEVELOPMENT OF COMPETENCES OF HOSPITALITY MANAGEMENT SPECIALISTS},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {9-14},
	abstract = {Introduction. The article deals with the issue of the organization of hospitality management studies in the critical constructivism environment from the viewpoint of student learning and development of professional competences. Goal. By comparing the study environment, to offer a conception of critical constructivism, which brings into the centre of educational development a personality who is motivated to obtain life-long education. Methodology of Research. In the article, analysis of pedagogic literature is used, a pedagogic research including questioning of students has been carried out in the Information Systems Management Institute, as well as comparison and observation of the pedagogic process has been provided. Results of Research. The methodological foundations of the critical constructivism study process have been outlined, and suggestions for the improvement of the hospitality management study environment have been provided. Conclusions. It is necessary to improve the study environment, paying more attention to the organization of studies oriented to an individual in the context of life-long learning.},
	keywords = {life-long learning, sustainability},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392234616.pdf},
	author = {Iveta Balode}
}
@article {136,
	title = {INCOME INEQUALITY CONTROVERSIES ON THE DEVELOPMENT OF EDUCATION IN KENYA},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {81-88},
	abstract = {Income differentials are a phenomenon that is manifest among individuals, regions and nations. The magnitude of the inequality has diverse effects on education which is itself a key determinant of individual as well as group income. Income inequality is reflected in the unequal access to different levels of education and to schools of different quality of education. This results in unequal consumption of education. These factors heighten the already existing inequality since the distribution of earnings is to a large extend determined by the level and distribution of schooling across population. The effect of income inequality on education dispersion and the average attainment in the population depresses economic growth and affects investment in education by individuals as well as states. Differential investment in education means unequal access to new knowledge and skills which are the driving force in this century. Already, the knowledge revolution has brought the threat of widening the gap between developed and developing countries with disparities in knowledge and information reinforcing disparities in capital and other resources.
 This paper examines the controversies causes of income inequality and the resultant effect on the development of education. The study is a desk review which nevertheless extensively explores existing literature on income inequalities and education dispersion. It narrows this down to the situation in Kenya by focussing on current reactions to income inequality in general and the effect on education. The paper also provides the conclusion and the way forward through the recommendation.
 },
	keywords = {development, inequality},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392235175.pdf},
	author = {Julius  Kiprop Maiyo and Achoka Judy and Ndiku Judah and Jane K.  Amunga and Wasike Duncan}
}
@article {78,
	title = {INDIVIDUAL PICTURE OF THE WORLD AS A COMPONENT OF TRIVIAL CONSCIOUSNESS},
	journal = {Problems of Education in the 21st Century },
	volume = {4},
	year = {2008},
	month = {February/2008},
	type = {Original article},
	chapter = {46-56},
	abstract = {In the course of historical evolution the following main channels that form, consolidate and transmit the individual picture of the world: mythology; religion; philosophy; science; education are developed. In modern environment the abovementioned channels have been expanded by new ones: information technologies, cinematographic art, modern television. Education ceases to be the main channel responsible for formation, consolidation and transmission of the individual picture of the world. The common feature of the new channels is not the rational thought but a profoundly emotional reaction of a person to the environment. Withdrawal from the tradition of realism becomes one more means of formation of specific virtual reality.
 At present there are two pictures of the world: natural-science and humanitarian, in trivial consciousness they, as a rule, don{\textquoteright}t correlate. This is reflected in discussions on the subject matter of school education. This is the reason for the following principle that comes into effect: it is necessary that representatives of Humanities commence {\textquotedblleft}to come down{\textquotedblright} to the problems of Natural Science, and representatives of Natural Science should {\textquotedblleft}come up{\textquotedblright} to the level of humanitarian problems. From didactic point of view this stated principle shall lead to setting of the issue of formation of the picture of the world in the subject matter of school education.
 Modern movies and television programs reflect the latest scientific achievements, hypotheses and guesses much faster than the subject matter of school education. The active process of mythologisation of individual picture of the world is observed in modern society due to the inter-textual character of visual images created with the help of modern mass media. The subject matter of school education should work on the special mechanism of prompt reaction to any innovation in the area of modern science. It means that the subject matter of education, at schools in the first place, can not be static and rigid. General education requires appropriate mechanism of popularization of scientific achievements.},
	keywords = {individual picture of the world, inter-textuality of visual images, trivial consciousness},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222690.pdf},
	author = {Tamara Artashkina}
}
@article {102,
	title = {INFORMATION CULTURE IN ENGINEERING EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {129-135},
	abstract = {One of the characteristic features of the development of modern society is a rapid growth of the information flow. It is more and more complicated to find one{\textquoteright}s way in it at present. That is why the issue of acquiring the necessary knowledge, abilities and skills for work increase the flow of information. It means that nowadays the question about information culture is becoming more and more important. 
The process of forming information culture is aimed to train and develop a creative person and his self-development. In the authors{\textquoteright} opinion information culture is an extent of knowledge, abilities and skills connected to the search for, processing, storing and creation of information items using new information technologies, realizing the necessity of using information resources; principles and rules of the person{\textquoteright}s behavior in information and communicative systems; vital aims, estimations and attitude to the world. 
The report summarizes and presents some aspects (cognitive, operational and contextual, communicative, valuable and reflexive) of information culture and describes the information culture as a methodological devise of cognition and ways of forming the person{\textquoteright}s information culture.},
	keywords = {information culture, information literacy, technology literacy},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392224211.pdf},
	author = {Anda Zeidmane, Anna Vintere}
}
@article {61,
	title = {INFORMATION TECHNOLOGY AS EDUCATIONAL RESOURCE FOR FOREIGN LANGUAGE TEACHING},
	journal = {Problems of Education in the 21st Century },
	volume = {3},
	year = {2008},
	month = {January/2008},
	type = {Original article},
	chapter = {26-32},
	abstract = {The present paper deals with application of the Internet network for English teaching as foreign language.
 The aim of the paper includes two pedagogical aspects. The first is theoretical and traces the role of computers in the approaches to foreign language teaching such as structural, cognitive and sociocognitive. The second {\textendash} discusses the types of reading by means of information technology and the application of the internet recourses and tools for educational needs: an electronic book, a group{\textquoteright}s address and hypertext reading. },
	keywords = {approach, computer-mediated communication, networking},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392221841.pdf},
	author = {Igors Ivashkins}
}
@article {154,
	title = {AN INSTITUTIONAL PERSPECTIVE ON QUALITY ASSURANCE IN HIGHER EDUCATION. THE EXAMPLE OF THE AUSTRIAN ACCREDITATION COUNCIL ({\"O}AR)},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {17-24},
	abstract = {The ongoing necessity of quality and quality assurance in the whole Bologna process remains one of the main issues for European policy makers. The aim to create comparable systems to guarantee quality within higher education systems are the reasons for national developments and their eagerness to reform. The situation in Austria is in the centre of discussion and shall exemplify one way to cope with international developments and the need to establish a comprehensive quality assurance system. The main purpose of this paper is to provide a deeper insight into the work and problems of the Austrian Accreditation Council ({\"O}AR), a quality assurance agency which is responsible for re-/accreditation and supervision of Austrian private universities. As the author was a former scientific staff member at the office of the {\"O}AR, the paper looks behind the scenes of higher education policies and will strengthen the insistent demand for further reforms. In spite of the short history the {\"O}AR can be considered as one of the main national key players in the field of quality assurance as well as an internationally accepted quality assurance agency.

},
	keywords = {accreditation, quality assurance},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284112.pdf},
	author = {Andrea Bernhard}
}
@article {114,
	title = {INSTRUCTION BUILT ON LEARNERS{\textquoteright} PREVIOUS KNOWLEDGE BY USING THE VARIATION THEORY},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {86-95},
	abstract = {This chapter discusses teaching based upon pupils{\textquoteright} previous knowledge. As the world becomes more and more globalised, it is harder and harder for a teacher to form a picture of the pupils{\textquoteright} knowledge when planning instruction. However, without this information about pupils, it is impossible to know if the created learning situations are conducive to learning or if the pupils had already acquired knowledge about the learning object before the learning situation. In this study pupils{\textquoteright} previous knowledge is investigated in relation to how English as a Second Language is learnt when pupils have different mother tongues. In a phenomenographic study we found that pupils with three different mother tongues, when placed in the same learning situation, made errors which could be traced back to the structure of their mother tongue. This observation led to a learning study, in which variation theory was the theoretical point of departure, and in which three different research lessons with three different groups of pupils were carried out. The learning object was dependent possessives, and the pupils{\textquoteright} mother tongue was Swedish. As there is no differentiation between independent and dependent possessives in Swedish, the pupils could not discern the difference between these two forms. As Swedish has a differentiation between t- and n-gender, the puils wrongly assumed that the difference between my and mine was not connected to dependent and independent possessives but to gender. The results of our study show how teachers who are familiar with the pupils{\textquoteright} previous knowledge (mother tongue) can become aware of what mistakes they might make as ESL learners; this knowledge has a profound effect on instruction. In this way, teachers can also predict and plan what information is needed to develop learning situations which provide maximum opportunity to learn. They also understand what kinds of critical aspects are necessary to enable pupils to discern. As a result, teachers are more effective, which is reflected in better pupil results in the classroom. },
	keywords = {contrastive linguistic, phenomenography, variation theory},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392233451.pdf},
	author = {Mona Holmqvist and Gunilla Lindgren and Jane  Mattisson and Teresa Svarvell}
}
@article {122,
	title = {INTEGRITY AND DISCIPLINE IN ACADEMIA: DEALING WITH STUDENTS{\textquoteright} MISCONDUCT ON TWO ISRAELI CAMPUSES},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {169-183},
	abstract = {Higher education underwent a huge massification process since the 2nd half of the 20th century. What used to be a reserve for the elite opened its gates to the middle, lower middle and the working classes. Consequently, students{\textquoteright} profile changed dramatically. Integrity, honesty, discipline and violence became a major problem on campus. It is taken for granted that the prevalence of misconduct is the outcome of students{\textquoteright} characteristics, institutional culture and environment, and faculty attitudes and behaviour. Mainly, it reflects society at large. The problem is bound to deepen in the 21st century. The article tries to outline the problem and its emergence, both in the world as well as in Israel. It then analyzes in detail an Israeli case study. It is based on minutes of two Israeli Disciplinary Committees on two different campuses: One university, the other- a public college. It tries to answer several questions: What is the volume of misconduct cases brought before the committees? Is it stable? Does it change over time? What is the breakdown of misconduct cases brought up before the committees? Does it change over time? Is there a difference between a university and college in this respect? What are the penalties imposed by the committees on the guilty students? },
	keywords = {cheating, disciplinary committees decisions and policies, students{\textquoteright} misconduct},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392233991.pdf},
	author = {Dan Soen and Nitza Davidovitch}
}
@article {97,
	title = {INTERACTIVE LEARNING MODELLS OF THE ELEARNING IN THE HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {87-97},
	abstract = {The nature of the interactive teaching learning process is approached from various perspectives. First, I will talk about the nature of multimodel interactions in the eLearning teaching learning processes with systematic approach. Second, I would like to present the efficiency of using the Interactive Study System. {\textbullet} Third, the structured, programmed features of on-line educational materials, the visualisation of media elements, the simulation, the possibilities of testing and improving efficiency offers the introduction and application of modern electronic examination methods.},
	keywords = {e-learning, interactional level, problem-solving thinking},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392223975.pdf},
	author = {Lenke Par{\'a}zs{\'o}}
}
@article {147,
	title = {LANGUAGE IMERSION - AN INNOVATIVE APPROACH TO THE PRE-SCHOOL ACHIEVEMENTS IN THE CURRICULUM OF ESTONIA},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {169-179},
	abstract = {After becoming a member of the European Union Estonia has started to become more multicultural and this has brought along the need to teach the Estonian language to children with different native languages. Language immersion is a form of study which is applied as a national program in Estonia with the aim of facilitating acquiring Estonian as a second language. Although early language immersion is popular in Estonia, teachers, parents and educational institutions do not have a clear idea of how language immersion influences a child{\textquoteright}s coping in different educational stages and which issues should be considered as primary concerns in guiding the development of a non-Estonian child.
 In 2007 kindergarten graduates, who had participated in the language immersion program for at least two years, were studied. Data was collected from the teachers of language immersion groups in 9 kindergartens and the parents of the children, who gave their assessments on the readiness of children concerning nine of the most important learning areas (Framework curriculum (1999) of pre-school education). 
Research results show the effectiveness of the language immersion method. The subject-based (native language, mathematics) skills of the children were especially good. There are some deficiencies concerning the indicators of self-esteem and forming prerequisites for learning. },
	keywords = {child{\textquoteright}s readiness for school, language immersion},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392236656.pdf},
	author = {Airi  Kukk and Maia Muldma}
}
@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 {150,
	title = {NARRATIVE IN HISTORY OF EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {200-212},
	abstract = {The narrative approach to research of educational problems, issues in historical context gives, from one side, many additional possibilities to enliven and concretise different educational situations in time-space. From another side this approach enriches general characteristics in philosophy and history of education. 
In current paper narrative analysis is applied to most distant, prehistoric period of existence of human being. This was the stage when mythological view and understanding of a world appeared, developed and took its course with beginnings of all its tabus and rights and laws, obligatory initiation, authority and responsibility of knowers-teachers-schamans. At this period attention was payd to three obligatory moments at human{\textquoteleft}s life-arc {\textendash} birth, creation of new life together with sexual education and marriage rituals, and death.
 Narrative approach allows to see iand inderstand in history of education the wide spectrum of educational aspects what co-exist in fullness and wholeness of myth like philosophies, history, poetics, ethics, epical literature, art, education and rituals. 
Every aspect blends into the wholeness of being, existence what draws on mythical thinking. Many of educational understandings have reached us from this far-away period and there are much more of them than we usually suppose to think. 
The special attention in paper will be on key words like sign, gesture, word, dance, ritual what play an important role in educational narrative as well.},
	keywords = {history of education, narrative approach},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392235931.pdf},
	author = {Maria  Tilk}
}
@article {155,
	title = {"OPEN FOR ME AN OPENING THE SIZE OF A PINHOLE": THE LINK BETWEEN STUDENTS{\textquoteright} ACHIEVEMENTS AND THEIR SOCIO-ECONOMIC BACKGROUND: THE ARI{\textquoteright}EL UNIVERSITY CENTER AS A CASE STUDY},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {25-37},
	abstract = {The paper deals with the link between students{\textquoteright} SES and their study achievements. It concentrates on Ari{\textquoteright}el University Centre in Israel as a case study. The research illustrated in the paper followed (through a sample) the 4,500 graduates of the Centre. It is based on the computerized data of the institution{\textquoteright}s administration. Two important findings emerged. First, there is no significant statistical link between the graduates SES as reflected by their locality of residence, on one hand and their scholastic attributes upon registration to the Centre, on the other. The distribution of their grades and scores was not linked to their SES. Second, no significant correlation was found between the conditions of acceptance and the type of graduation certificate received. The probability of a student who is accepted to the institution based on matriculation and psychometric grades to graduate cum laude or suma cum laude is not different than the probability of a student accepted to the institution based on informal criteria. The paper arrives at a cautious conclusion that the graduates scholastic achievements are not significantly affected by their SES.},
	keywords = {residential locality and grades, students},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284164.pdf},
	author = {Nitza Davidovitch and Dan Soen}
}
@article {165,
	title = {AN OPPORTUNITY MISSED: FEATURES OF COLLEGE DROPOUTS A CASE STUDY: THE ACADEMIC COLLEGE OF JUDEA AND SAMARIA},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {125-145},
	abstract = {The massification of higher education, which took place since the second half of the 20th century, gave rise to the grave problem of student dropout. The paper deals with the issue of student attrition and student retention. It presents a case study examining the profile of college dropouts and their reasons for dropping out of undergraduate studies at the Academic College of Judea and Samaria (below: ACJS) in Israel. The paper compares dropout rates worldwide and nationwide. It then proceeds to analyze the profile of the 1,580 students, who dropped out of studies in the years 2001-2005.The authors{\textquoteright} analysis is based on both computerized data of the college and a representative sample survey. Following Tinto{\textquoteright}s Student Integration Model and Bean{\textquoteright}s Model of Student Departure the authors dwell on the interplay between the academic system and the social system, between institutional variables, personal variables, background variables and study system variables as contributor to withdrawal from studies. The paper attempts to define the term {\textquotedblleft}dropout{\textquotedblright} and distinguishes between those who withdraw from studies altogether and those who transfer to other schools. It illustrates the dropouts{\textquoteright} profile and illuminates predictors to help locating potential dropouts and students likely to transfer to other schools.},
	keywords = {massification of higher education, student attrition, student dropout, student retention},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284730.pdf},
	author = {Dan Soen and Nitza Davidovitch}
}
@article {134,
	title = {PASSIVENESS AS AN IMPORTANT PROBLEM OF EDUCATION WAYS OF DEALING WITH IT ON THE BASIS OF WANT2LEARN PROJECT},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {58-70},
	abstract = {In the light of empirical research and analysis there is a question about effective ways problems of passiveness in education can be dealt with. It is assumed that supporting and stimulating people by widening self-consciousness of their own resources and developing needed competences have the highest priority. Monitoring educational projects being realized can make the quality of educational offer and effective stimulation of individual potential much better. The aim of the article is: (1) to present psychologists{\textquoteright} opinions and views on the phenomenon of passiveness, (2) to formulate conclusions on effective ways passiveness and stimulating people by support and competence development can be dealt with, (3) to present how the so-called key competence in WANT2LEARN Project were formed and to describe problems connected with maintaining and stimulating a beneficiary in educational project. },
	keywords = {competence development, human motivation, passivness vs activness},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392235035.pdf},
	author = {Alicja Keplinger and Anna Cie{\'s}lik}
}
@article {65,
	title = {PEDAGOGICAL EVALUATION OF THE PLATFORM BASED ON AUGMENTED REALITY TECHNOLOGY: A POSITION OF THE EXPERTS PROVIDING ASSISTANCE WITH TEACHING/LEARNING},
	journal = {Problems of Education in the 21st Century },
	volume = {3},
	year = {2008},
	month = {January/2008},
	type = {Original article},
	chapter = {56-78},
	abstract = {The primary purpose of the progressing international scientific project ARiSE {\textendash} is to test pedagogical effectiveness introducing augmented reality (AR) into the classroom and creating remote collaboration between classes around the AR display systems. ARiSE will develop an AR platform and associated pedagogical use cases, enabling teachers to promote, with a moderate effort, new teaching practices for teaching scientific and cultural content in primary and secondary school. The aim of the project is to offer to the group of students the possibility of {\textquoteleft}playing{\textquoteright} with virtual objects and thereby to perform learning by doing instead of learning by reading.
 The research was carried out at Siauliai University in Lithuania. 38 respondents - experts assisting students with special educational needs in teaching/learning (psychologists, speech therapy experts, special pedagogues and the specialists from the education department) took part in this research. The focus groups were formed requiring indiscretion i.e. the group members were not allowed to make any specific impact on one another (in terms of work place, competence and social status). Thus, 6 groups of respondents were set up. },
	keywords = {augmented reality, focus group, pedagogical evaluation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222031.pdf},
	author = {Margarita Vilkoniene and Vincentas  Lamanauskas and Rytis Vilkonis}
}
@article {89,
	title = {PERSONAL ENCOURAGEMENT IN THE DIGITALISED WORLD},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {18-23},
	abstract = {Evaluation is not only a method which aim is to measure the students{\textquoteright} knowledge, but also a personal feedback. As in the business area, the schools try to reach the most objective way of evaluation, although the materia is the human being. In this article I want to show the satisfaction of students{\textquoteright} about the evaluation techniques which are used. I also made a research for the needs of the students; it showed a paradox between the needs and the used evaluation devices. In this research 70 grammar school students took part, and they were asked about how they saw the evaluation techniques now and what they thought about the digitalised evaluations. I wanted to know their opinion about the evaluation accessibility of the oral presentation and written marks, and made a comparison between them and the digitalised personal encouragement. 
The results showed less efficiency than expected.},
	keywords = {digital vision of the future, evaluation, ways of rewarding},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392223432.pdf},
	author = {Kinga B{\'a}rdos}
}
@article {62,
	title = {PREPARATION OF EXPERTS IN THE FIELD OF ICT: PROBLEMS AND WAYS OF THEIR DECISION},
	journal = {Problems of Education in the 21st Century },
	volume = {3},
	year = {2008},
	month = {January/2008},
	type = {Original article},
	chapter = {33-39},
	abstract = {The situation on preparation of experts in the field of ICT in the Latvian high schools and in average educational institutions is analyzed, and is concrete in East region. It is established, that preparation of such experts does not satisfy needs for the industry and sphere of service. According to researches of enterprise Euro Data now (2007) in Latvia in ICT branch there are no 3500 experts. This problem is actual and for other countries of the Europe. Of graduates in the field of ICT in an expert are made great demands. In opinion of many scientists and experts term of training 3-4 years is not so sufficient for good professional and scientific preparation of experts. Besides in the majority of educational institutions under ICT programs there is a big elimination of students. The main reasons of deduction of students are: a low level of knowledge on the physics, the mathematics, foreign language, etc. to subjects; a significant part of students work and study on day time branch and practically at them does not remain to time not only for independent work, but also visiting of lectures and seminars. 
The low level of the grant, social and economic problems, payment for study, compels students to study and work. Ways of the decision of the above-named problems are offered. Such ways are improvement of formation in high schools, increase of prestigiousness of a speciality, improvement of social and economic conditions of students and graduates, increase in expenses on ITC from the state and etc.
 In opinion of E. Silkina the measure of promotion to an information society is reflected with a level of development of an information-technical complex of the country, the including interconnected set of manufactures and kinds of activity {\textendash} from the industry of integrated schemes, electro-computing mechanical engineering, manufacture of office equipment and technics of communication up to the market of computer and communication services, maintenance to consumers of information products and services.},
	keywords = {educational institutions of Latvia, formation improvement},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392221883.pdf},
	author = {Boris Jarinovsky}
}
@article {93,
	title = {PROBLEMS AND CHALLENGES IN THE USAGE OF ICT IN BIOLOGY AND GEOGRAPHY IN SCHOOLS AND TEACHER EDUCATION IN FINLAND},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {55-68},
	abstract = {The purpose of this article is to introduce the Finnish education system and to describe how Information and Communication Technology (ICT) has been integrated into it, with a special focus on Biology and Geography education. In the article, we describe first how national strategies regarding education in the information society and the implementation of these strategies have promoted the use of ICT in the Finnish education sector. The authors then present an overview of the Finnish education system. Thereafter, we move into pedagogical studies in Biology and Geography in the University of Oulu. Finally, we discuss, based on a case study in Northern Finland, the conceptions, experiences and attitudes of senior high school and university students on eLearning in Biology and Geography. },
	keywords = {Finnish education system, information and communication technology, pedagogical studies in Biology},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1503128791.pdf},
	author = {Eila Jeronen and Sirpa Anttila-Muilu and Juha Jeronen}
}
@article {151,
	title = {PROBLEMS OF STRATEGIC PLANNING IN THE SYSTEM OF HIGHER EDUCATIONAL INSTITUTION OPERATING QUALITY MANAGEMENT},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {213-220},
	abstract = {In the paper there{\textquoteright}re considered general problems of the strategic managing of higher school activity, considering three main models of specialists training.
 On the base of marketings approach are analysed the basic factors of the external and internal environment, which influence the activity of the Higher School under the conditions of market, and is based on the need to improve the control process of Higher Educational Institution.
 The brief analysis of the basic models of management of the quality of training the specialists is made on the basis of the analysis of literature data: the estimated method of Higher Educational Institution activity quality management (SWOT {\textendash} analyze); the concept, based on the principles of universal quality control (TQM); approach, based on the requirements of the international standards of quality ISO 9000:2000.
 In example of Higher School of Psychology (HSP) activity there{\textquoteright}re analyzed problems of introduction of complex system of higher school activity quality managing, using method of assessment (SWOT {\textendash} analyze) and TQM conception (output of HSP development strategy with exactly defined mission, targets and tasks as well as the general tendencies of HSP development till 2012).
 On the base of the use of methods SWOT- analysis and process approach are determined basic processes of the activity of educational institution based on the example of the Higher School of Psychology, and also the basic tasks of the strategic administration of the Higher School of Psychology
 In the article are determined the problems, which hamper creation and effective use of control system by quality of the work of higher school, and also strategic planning of work of educational institution.
 Are determined basic tasks according to the creation of the integrated system for quality control of higher school activity, and also advantage, which are possible in the introduction of this system in the work of Higher School of Psychology in the conditions of European integration.},
	keywords = {strategic planning, SWOT {\textendash} analyze, TQM conception},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392235987.pdf},
	author = {Zhanna Tsaurkubule}
}
@article {126,
	title = {THE PROBLEMS OF SUPERVISOR{\textquoteright}S TRAINING IN LATVIA},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {211-216},
	abstract = {Nowadays, supervision gradually becomes as an integral, or even obligatory part of the professional operation, especially in areas, in which a human is placed in the middle {\textendash} in the environment of health, or social care. Problems that concern both the client / patient, and relationships between the specialist, and client / patient, and about possibilities of the specialist to observe professional demands, ethics, as well as hardship with a client / patient at work are reflected in the supervision, where the supervisor and supervisee participates.
 Supervision in Latvia has become as an obligatory demand during the training both of specialists (psychologists, psychotherapists, art therapists, social employees, pedagogues, health persons) during studies, and the further professional operation. Right the supervisor must undertake the responsibility for the client / patient and specialist, if the supervision happens in the framework of study praxes. It means that determined general knowledge, skills and attitudes are required from the supervisor, as well as professional knowledge, skills, attitudes, qualities of personality, morally ethical maturity. In addition, the context must be taken into consideration where the supervision, focus of organization, profession, social, economic and work factor happens.
 The target of article is to actualise the issue on training problems of supervisors in Latvia, analysing the existing situation and regulation that is a pre-condition for the qualitative development of supervision system in the state. 
The analysis of experience of scientific literature and supervision education is in the basis of article. 
In 2006, a following definition of the term supervision was included in the Law on Social Services and Social Assistance that respectively determines the operation of social work system in Latvia: the {\textquotedblleft}a consulting support for the specialist of social work (supervision) is the total of methods provided for the operation of social employee to improve his professional competence and to provide him a psychological support to increase the quality of work{\textquotedblright}.
 Therefore, the issue of the lack of supervisors is actual for the development of profession, and their potential training. Therefore, at the moment a new conception in the training of supervisors is developed in Latvia: to develop and license the program of professional improvement (presupervisor), in which professionals of different areas with Master Degree in a respective specialty and at least with the experience of 2 years would start studies in the area (specialty). This program should provide the possibility to obtain general knowledge, skills and attitudes, necessary for the supervisor, understanding the specifics of supervision in different work environments. For example, any supervisor must acquire different forms, kinds, focuses, dimensions of supervision, must acknowledge functions of supervision, must orient in his rights and duties, must conform to standards of ethics, etc.
 In turns, the development of specific knowledge, skills and attitudes of the sphere of professional operation is the task of professional associations.
 Thus, with the help of interaction of formal and non-formal education it is possible to solve an essential problem {\textendash} the lack of supervisors and to warrant the development of new specialists in the future. Simultaneously, one of the strategic tasks of higher education systems of Latvia {\textendash} to develop a cooperation of higher education and professionals (professional associations) {\textendash} will be solved.},
	keywords = {education of supervisors, formal and non-formal education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392234267.pdf},
	author = {Kristine Martinsone and Ivans Mihailovs and Maija Zakrizevska}
}
@article {99,
	title = {PROGRAMMING ONE{\textquoteright}S OWN STAND-ALONE TEACHING AIDS FOR STUDENTS OF MATHEMATICAL SUBJECTS},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {105-112},
	abstract = {The article encourages teachers to program their own applications {\textendash} mathematical teaching aids. It discusses the issue of teaching aids for students in mathematical subjects from the point of view of their accessibility, i.e. especially what software equipment students are required to use in order to actually use the aids. A number of aids require that either specialized mathematical software such as Maple, MATLAB or Mathematica is installed at the client computer {\textendash} i.e. that the student bought a license of the software, or that specialized software is installed at the university server(s). The article focuses on situations when neither of the conditions is possible. Comments on programming teaching aids which can be used with minimum requirements at the client side (typically Internet connection only) are included. First, the overview of possibilities is given. Later, the issue of PHP based applications is explored. The article includes examples of existing teaching aids prepared by a non-programmer.},
	keywords = {e-learning, programming, teaching mathematics},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392224072.pdf},
	author = {Michal Nov{\'a}k}
}
@article {157,
	title = {PROVISION OF BASIC EDUCATION IN KENYA: IMPLICATIONS FOR THE POOR},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {46-54},
	abstract = {Poverty is the world{\textquoteright}s current greatest threat to peace and stability more than terrorism and other highly published struggles. In Kenya the wish to alleviate poverty has been articulated since independence through various sessional papers, commissions, task forces and development plans. However, the proportion of Kenyans living in abject poverty continues to rise steadily as years go by. Education is widely accepted as an important exit route from poverty to social and economic advancement. That is why Kenya subscribes to the international protocol that established Education for All (EFA) in Jonitien, Thailand in 1990 and the world education forum in Dakar, Senegal in 2002. Nevertheless, optimal access to basic education continues to be elusive among the Kenyan populace due to widespread poverty and high cost of education. As a result, low enrolments, poor transition from one level of basic education to another; high dropout rates and low quality characterize the provision of basic education in Kenya. As such, poverty threatens the very means meant to reduce or eradicate it.
 Implications of provision of basic education for the poor include, gender disparities in the provision of basic education, and creation of caste system, that is, where learners from economically well to do families get best education because their parents can pay for it, while children from poor families hardly complete even the third grade type of education which is provided in impoverished environments. It is recommended that the entire basic education should be made completely free and compulsory, ensure equity in disbursement of bursaries and grants, introduce intentional tax rebates on learning materials; and, encourage schools to borrow money from financial institutions like banks to fund feasible income generating projects set by the schools. },
	keywords = {basic education, poverty},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284279.pdf},
	author = {Achoka Judith and Serah Kasandi and Ogenga Akumu}
}
@article {153,
	title = {THE PROVISION OF PSYCHOSOCIAL SUPPORT FOR THE HIV/AIDS POSITIVE STUDENTS IN TERTIARY INSTITUTIONS IN KENYA: A CASE OF RIFT-VALLEY PROVINCE},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {9-16},
	abstract = {Substantial progress has been achieved in our understanding of the human immune deficiency virus (HIV) since the Acquired immune deficiency syndrome (AIDS) was first reported in 1981 in the United States of America. In its second decade, the scourge is spreading quietly and fast and no cure has been found. There are about 200,000 new infections everyday. HIV/AIDS would kill 30\% of the learners in African countries before they can offer beneficial services to their communities. The only way to stop the spread of HIV/AIDS is through attitudinal and behavioral changes as well as management that can be secured effectively through education. Despite the fact that more than 90\% awareness has been created among the youth, a comprehensive behavior change strategy is yet to be realized.
 This study was carried out in five primary teacher-training institutions in the Rift -valley province of Kenya. The study adopted a survey design.
 The purpose of the study was to; examine the psychological, economic and social effects of HIV/AIDS that have necessitated the establishment of psychosocial support services to the HIV/AIDS positive learners in Tertiary institutions, To establish the psychosocial support systems that are in place, To determine the challenges faced by the institutions in the provision of these psychosocial support services to the HIV/AIDS positive learners.
 The study findings revealed that the psychological, economic and social effects of HIV/AIDS are vast and that varied institutions have several psychosocial support systems in place though they face challenges in their endeavor to provide these services.
 The study concluded that the psychosocial support systems are essential in every tertiary institution of learning and recommended that the youth should be fully involved in the provision of these psychosocial support systems. The tertiary institutions can lead the way as the other institutions follow.},
	keywords = {psychosocial support, tertiary institutions},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284059.pdf},
	author = {Pamela  Atieno Ochieng and Julius  Kiprop Maiyo}
}
@article {182,
	title = {PUPILS{\textquoteright} ATTITUDES TOWARD MATHEMATICS: COMPARATIVE RESEARCH BETWEEN ESTONIAN AND FINNISH PRACTICE SCHOOLS},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Original article},
	chapter = {97-106},
	abstract = {In initial teacher education we have put a lot of effort into improving student teachers{\textquoteright} readiness to support learners{\textquoteright} motivation and use diverse teaching methods. The objective of this paper is to research the motivation to learn mathematics and mental arithmetic among primary school pupils in student teachers{\textquoteright} practice schools. In Estonia, the problem is that most pupils don{\textquoteright}t like science studies, and most university students prefer social sciences. Mental arithmetic strategies and arithmetic skills used by pupils are important in mathematics, as well as in everyday life. Teachers{\textquoteright} skills in teaching mathematics are poor and there is a little variability.
 A survey was conducted in April and May 2006 among the 1st to 3rd form pupils of 7 student teachers{\textquoteright} practice schools in Estonia. Research results were then compared to the results of research conducted simultaneously in Finland, and also among 1st to 3rd form pupils in practice school. The present article focuses on pupils{\textquoteright} attitudes toward mathematics and mental arithmetic. The main results of the research show that the attitude toward mathematics among pupils is positive. The comparison showed that Finnish pupils{\textquoteright} attitudes are more positive toward mathematics than Estonian pupils{\textquoteright} and boys have a more positive attitude than girls. In teaching methodologies and teacher training, the emphasis has to be put on the problems girls are having. This is because girls are the ones who don{\textquoteright}t like mathematics and mental arithmetic.},
	keywords = {learning motivation, mental arithmetic, teaching mathematics},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392298560.pdf},
	author = {Sirje Piht and Eve Eisenschmidt}
}
@article {124,
	title = {PUPILS{\textasciiacute} ATTITUDES TOWARDS NATURAL SCIENCES AND THE DECISION-MAKING PROCESS WHEN SELECTING A FIELD OF STUDY AT UNIVERSITY},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {195-202},
	abstract = {The text yields the results of research which was concentrated on the perception of natural sciences by pupils of basic schools and students at secondary schools in one of the regions of the Czech Republic. The first part of the research focused on basic school pupils{\textquoteright} and secondary school students{\textquoteright} attitudes towards natural sciences, while the second focused on the understanding of social reality by students of grammar schools who are in the process of selecting their future fields of study at universities. We addressed the issue of how they take decisions and the factors that influence the decision-making process. To identify basic school pupils{\textquoteright} and secondary school students{\textquoteright} attitudes we utilized the statistics-quantitative method. In the second phase we built on the previous findings and utilized the quantitative method (focus group). The quantitative part of the research demonstrated that pupils consider natural sciences interesting but very challenging. Having taken into account the risks involved when studying natural sciences, most of them rated natural sciences positively. Also, the interest to study nat. sciences is not negligible, however, the occupation of a scientist is little attractive. The interpretation of social participants in science, stereotyping and popularization, the differentiation of three kinds of science {\textendash} they all have an impact on the decision-making process whose result is university studies. The so-called {\textquotedblleft}school science{\textquotedblright} influences the decision to study general science. Popularization should aim to bridge the enormous gap between the reality of a scientist and the reality of everyday life. School is the place where the popularization of general science ought to begin. School science should present not only the results of scientific research but also scientists with regard to their everyday life. In pupils{\textquoteright} eyes the most important people popularizing science are the teacher and the scientist. It is their approach to science that determines how they present and make science look attractive. The popularization of science should become more systematic and a part of curriculum. It should also be included in the university study programme of future teachers. Pupils need to gain awareness of how they can apply such skills in real/professional life.},
	keywords = {focus group, popularization of science, school science},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392234114.pdf},
	author = {Daniel Topinka and Juraj {\v S}ev{\v c}{\'\i}k and Michal Smolka}
}
@article {98,
	title = {PURPOSE AND FORM OF REALIZATION OF THE BLENDED LEARNING SYSTEM DURING CHEMISTRY ACADEMIC COURSES},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {98-104},
	abstract = {In the academic year 2003/2004, the Department of Chemistry Didactics began modification of courses: {\textquoteleft}General Chemistry with the Elements of Physical Chemistry{\textquoteright} for the first year of biophysics and {\textquoteleft}Phase transitions in a Solid State{\textquoteright}, intended for fourth-year chemistry students. The main reasons for modification of these courses were the unsatisfactory final grades of students in both courses. Preliminary research shows that students have difficulties in understanding the above-mentioned lectures due to lack of elementary knowledge. There is also a great differentiation between the levels of the skills and knowledge of students. Considering the above-mentioned situation, we have proposed to use elements of distance learning for equalization of the level of knowledge, the so-called blended learning system (Bonk \& Graham, 2004). The full paper presents the methodology of preparing and the application of blended learning classes at an academic level, the findings of questionnaire surveys on how students find the blended learning system and statistical analyses of exams. },
	keywords = {blended learning, distance learning, general chemistry, learning system},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392224018.pdf},
	author = {Anna  Migda{\l}-Mikuli and Pawe{\l} Bro{\'s} and Pawe{\l} Bernard}
}
@article {149,
	title = {QUALIFICATION PRACTICES IN THE HIGHER EDUCATION OF LATVIA: THE SITUATION OF PERSPECTIVES OF DEVELOPMENT},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {192-199},
	abstract = {Qualification practice is an essential and obligatory component of higher education programs of the Republic of Latvia, one of pre-conditions to obtain a professional qualification, as well as professional skills. However, till now, the regulation of qualification praxes and implementation mechanisms are unsatisfactory that usually makes obstacles to reach the target of qualification practice, reduces the efficiency of component of this education, respectively influencing common quality of education and potential possibilities of students in the work market. It must be accentuate that the target of qualification practice is the acquisition of professional skills and basic knowledge in connection with a profession out of the respective higher education institution for targets of practice in a respective environment. 
An analysis of normative acts regulating scientific literature and education is in the basis of article, as well as control materials of education of Latvia.
 The target of article is based on investigation performed beforehand and results of control of higher education of the State Inspection of Education of Latvia, to provide analysis on implementation of qualification practice problems at higher education establishments in Latvia. 
After establishing the independence of the Republic of Latvia in (1990), as a result of reforms of more higher education systems, a qualification practice has become as a compartment of obligatory programs of higher professional education, and its amount fluctuates depending from the level/kind of the program from 6 to 26 credit points (average from 13\% to 20\% from the amount of study program and respectively from 9 to 39 ECTS). Possibilities of practice are provided also in the framework of some academic programs, however, the implementation of practice in these programs is not obligatory.
 However, despite of the sufficient time of experience in implementation of qualification practice, a higher education establishment and students studying there face more problems:
 An imperfect legal regulation of qualification practice. 
Still discussible content of practice, as well as the attitude of employer to the content of practice and practicant himself.
 The implementation of practice is usually burdened with the condition that the remarkable part of students are in work relationships with other employer, respectively trying to enter own work experience as a practice. Also the employer is not interested in creation of own potential competitor. 
Potential managers of practices (mentors) usually perceive the practice as an additionally unpaid duty that bothers everyday duties.
 In the process of implementation of practice, desires of higher education establishments, studying ones and employers differ essentially; the educational establishment perceives the practice as a compartment of developing professional competency and acquiring study program, the student wants to obtain new skills and experience, but the employer has a practicant with good communication and cooperation skills, as well as a motivation for his job, who is able to join in the work environment and really to operate in the team.
 4 parties must be involved actively in the development mechanism of qualification practices at higher education establishments: the employers {\textendash} participating more actively in the development of standards of profession and making unified demands for organizing and implementation of qualification practices, in such a way warranting the attachment of potential qualified employers, for higher education establishments {\textendash} improving the system of qualification practices, making and implementing in the life unified evaluation and comparing criteria of qualification practice, more precisely, working out the content of practice itself and controlling the implementation of provisions of practices from the side of employers. In turns, state governing institutions in the area of education management and interested in social partners must activate the work on the improvement of legal regulation of qualification practice, especially taking into consideration the necessity to transfer to framework structure of qualifications, as well as the reform of content and status of provided higher education programs. But the main in the development of the practice system is the responsible attitude of students to the practice as an essential component of studies, acquiring new and valuable experience. Proposals: To include as an obligatory demand the conclusion of qualification practice agreements of three parties between the employer, practicant and the higher education establishment, providing mutual rights of parties, duties, responsibility;
 Licensing, but later accrediting the study program of higher education, the description of qualification practice, coordinated with the employer must be included as a demand. Before the start of qualification practice, to organize obligatory an introduction seminar for managers (mentors) of qualification practices on the specification of specialty chosen by practicant, tasks, targets, content, evaluation criteria of qualification practice;
 An active co-participation of professional unions must be obtained in the development of standards and in the implementation mechanism of qualification practice, understanding that practicants are next professionals of the area and their qualification is one of pre-conditions of existence and development of the area.},
	keywords = {agreement of practice, higher education study program, qualification practice},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392235748.pdf},
	author = {Ivans Mihailovs and Maija Zakrizevska}
}
@article {167,
	title = {QUALITY CONCEPTION IN HIGHER EDUCATION LEGISLATION: THE ESTONIAN NATIONAL PROFILE},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {153-161},
	abstract = {The main goal of this paper is to analyse the concept of {\textquotedblleft}quality{\textquotedblleft} which is used quite often in texts of legislation of public universities. The paper provides an analytical overview of the development of Estonian higher education and related legislation focussing particulalrly quality assurance within public universities following the regaining of independence and accession to the European Union. The paper presents results of empirical data collected through analysis of the following documents {\textendash} Universities Act; Standard of Higher Education; Regulation of the Government of the Republic {\textquotedblleft}Procedure for Accreditation of Universities, Institutions of Professional Higher Education and their Curricula and Requirements for Accreditation{\textquotedblright}; Estonian Higher Education Strategy for 2006-2015. The paper{\textquoteright}s main conclusions include that the concept of quality of higher education remains undefined in legislative acts of public universities, which, in turn makes it complicated for them to meet quality-related expectations. It can be further maintained that, at the state level, concepts of quality in higher education refer to the conformity to requirements/standards and value for money. In the context of a multitude of different approaches and stakeholders the process of establishment of a public university quality assurance system in this manner is too narrowly focussed. The conceptualisation of quality should be widened and clarified at the state level as to what universities are expected to do when creating their internal quality assurance systems.},
	keywords = {development of quality-related legislation, quality assurance},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284828.pdf},
	author = {Birgit Vilgats}
}
@article {133,
	title = {THE QUALITY OF ARGUMENTATION IN THE STUDENTS{\textquoteright} STATE EXAM COMPOSITIONS IN 2006 FROM THE SOCIO-COGNITIVE POINT OF VIEW},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {48-57},
	abstract = {Education is the system of human knowledge, skills, abilities, values and behavioural norms that enables one to develop, cope and fulfil himself as an individual and member of society. Argumentative skills have a crucial role in civil education and thus also critical thinking comes to be emphasised within mother tongue education.
 The present article focuses on the quality of argumentation in the only compulsory state examination in the Estonian educational system {\textendash} the composition. The article concentrates on the given topic based on the national compositions written in 2006, the sample included 500 compositions. 
The article is laid by the socio-cognitive approach to critical discourse analysis, and also explains the applied methodology. The relations between language and language users are described from the point of view of geographical and social variation. The current article presents the results of the textual grammar and syntax. The coherence of argumentation and sentences are studied according to macrostructures set by T.A van Dijk and superstructures set by M.Hoey.
 The discussion explains the specific features of argumentative composition from the point of view of ideology, and also the possibilities for improving the pupils{\textquoteright} argumentative skills in mother tongue education. Critical and creative thinking are essential to the quality of education.},
	keywords = {critical and creative thinking, mother tongue education, state examination},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392234970.pdf},
	author = {Merle Kaldj{\"a}rv}
}
@article {74,
	title = {QUALITY OF GENERAL EDUCATION AND CHILD{\textquoteright}S RIGHTS: THE CONCEPTION AND THE TOPIC},
	journal = {Problems of Education in the 21st Century },
	volume = {4},
	year = {2008},
	month = {February/2008},
	type = {Original article},
	chapter = {14-21},
	abstract = {Human rights and quality of general education has got political shades as well as educational. Political aspects of the human rights can be analyzed while discussing what has the priority when the conflict among social, economical, cultural and human is just interests occurs. While forming society{\textquoteright}s value system, which is based on the human rights, and legislative (that is the exact requirement for the countries, which already are or strive to become the members of the EU/ EC) importance of qualitative education is given prominence. However, the rights do not exist of themselves. Firstly, the society has to know about them. So human, and especially children{\textquoteright}s, rights have to be presented to the society and the triad of the Past- Present- Future, which is encoded in these rights, has to be revealed. The secret of this formula is that pupils have to know about the past if they want to create the future because it is the reason of the present. It is very important to be able to work here and now and to use all the possibilities when you create the future. Efficiency of implementation of the education quality and children{\textquoteright}s rights can not be dissociated from schoolteachers{\textquoteright} competency, strategic thinking ability, preparation and provided help.




},
	keywords = {childrens{\textquoteleft} rights, procedural approach, qualitative general education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222507.pdf},
	author = {Ramune Burskaitiene}
}
@article {128,
	title = {QUALITY OF HIGHER EDUCATION: IDEALS AND REALITY},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Editorial},
	chapter = {5-8},
	abstract = {The recently discussed issues of education quality are devoted full attention. The systems of quality control are developed, services are certified etc. All EU countries point to education quality as one of the most important political priorities. Despite the fact it is an excellent idea, the questions of how to ensure adequate education and how to achieve equally ranked education certification in all countries of the European Union arise. From the perspective of Lithuania, it is essential that university education gained at national level should be internationally accepted. Therefore, different legal and political documents approved by Lithuanian authorities in one way or another emphasize that ensuring quality education is a priority field. 
Yet in the last decades of the past century, the universities worldwide closely focused not only on the quality of studies but also on the other services provided by modern universities. Every country of the European Union owns certain structures concentrating on the above introduced problems. For example, Quality Assurance Agency for Higher Education was established in Great Britain in 1997. The Netherlands has two organizations - Association of Universities and Association of Universities of Professional Education. Finnish Higher Education Evaluation Council looks at the situation in Finland etc. In this case, Lithuania is not an exception as since 1995, this field has been maintained by the Centre Quality Assessment in Higher Education (CQAHE). This organization implements the external quality assurance policy in research and higher education in Lithuania and contributes to the development of human resources by creation of enabling conditions for free movement of persons (http://www.skvc.lt/en/?id=0). 
In regard to university life, it can be firmly stated that the problems of studying quality are given scrupulous attention. An apparent focus entirely on ensuring the quality of studies can be noticed in Lithuania. The classical principle of unity of science and studies cannot be considered as a suitable solution. The quality of studies and the process of studying are integrated and therefore determinine one another (Lamanauskas, 2007). Finally, the world practice shows that the concepts of quality management are developed in at least four major fields including the processes of studies and scientific research, administration, designing curricula of studies and teacher training. The central point is the understanding that quality cannot be bought in the market and is not something beyond institution boundaries. Everything will be determined by awareness that quality in a broad sense is conditioned by the quality of management (administration). Only professional management leads to qualified processes (institution work) whereas the latter ensure high-quality service. Otherwise, we can face a situation frequently encountered in the system of Lithuanian higher eduction. For example, after regaining independence, Lithuania suffered from lack of managers and lawyers, and thus national universities started implementation of the required curricula of studies. Presently, all universities in Lithuania train would-be managers. However, the problem is that the quantity of professionally prepared experts in the field is decreasing while at the same time, a total number of professional managers is increasing. Similar problems can be observed in a number of Europen countries. 
As the understanding of quality may vary, a general agreement on the issue discussing quality is very important at least inside the institution. Quality is differently treated by academic staff, students, employers, social partners of institution, authorities and society in general. No special investigation is necessary in order to find out that the position of Lithuanian society on the quality of higher education and studies is not favourable enough. During the last decade, a number of young and gifted Lithuanian people have entered the universities and started working in the neighbouring countries. The process has been given a sound name Brain Drain. A free people{\textquoteright}s movement in the open world should be a natural process. However, the careless government{\textquoteright}s position on the analogous situations in some countries seems to be a surprise. When the situation becomes really complicated, the programmes aimed at {\textquoteleft}recovering losses{\textquoteright} are created. Nevertheless, similar measures can hardly be sufficient for making a substantial impact. Thus, the Overseas Lithuanians{\textquoteright} Support Centre is responsible for running the project Design and Implementation of Brain Drain Programme the purpose of which is creating a programme for Lithuanian people studying and working in the foreign scientific centres. The programme encourages Lithuanian citizens moving back and implements a competitive financial mechanism that will be applied for arranging scientists{\textquoteright} visits to Lithuania. A serious problem is that up to now, no official statistics on the degree of graduent students, scientists and other researchers{\textquoteright} emigration from Lithuania has been prepared. Moreover, there is lack of information on national scientific research and available vacancies in the institutions of science and education. Frequent discussions under a negative shade lead to appropriate society{\textquoteright}s reaction. 
It seems, not much is required in order the quality of higher education should become more outstanding and satisfy not only personal needs but also the requirements imposed by a certain country. However, increased financial support (which is a very important factor) cannot change the existing situation. Education is a complex system having different levels, sub-systems etc. that closely correlate and determine one another. It should be stated that training of secondary comprehensive school graduates is still not sufficient enough. Though, at a later stage, a number of students enter the institutions of higher education. After all, the learners having a certain level of knowledge, abilities and values are treated as the main staff for universities. Logically, if graduates{\textquoteright} education is not good enough, a university fails to train high quality specialists. Meanwhile, worlwide practice shows that universities own high potential that is not always appropriatelly used. Statistics indicates that only 21\% of the EU citizens capable for work are graduates from universities, whereas the latter indexes in the US and Canada are 38\% and 43 \% respectively. The communiqu{\'e} of the European Commission declears that {\textquoteleft}Europe needs modernised universities. The main question is how to increase our universities{\textquoteright} contribution to the Lisbon Agenda for more growth, and more and better jobs{\textquoteright} (Education and Training..., 2006). The document examines the quality of higher education provided by the European universities. 
During the recent decade, due to reduced complexity, the programmes of social rather than natural sciences and technologies have been the most popular subjects studied. On the one hand, it is a common position, on the other{\textendash} due to various reasons, the young generation in Lithuania and other countries of Central and Eastern Europe is not sufficiently focused on choosing sciences as subjects to be studied as in this case, in order to ensure the development and quality of programmes, apart from declarations, real financial and intellectual resources are required. Natural and technological sciences are primarily devoted to the development of manufacturing and technologies. Analogical sciences must be competetive under the circumstances of rapid globalization in the economical and informational space worldwide. However, only universities cannot improve the situation as a general clear national policy is required. It is worth pointing to the international ROSE research which disclosed that the youth{\textquoteright} interest in sciences and technologies was markedly decreased in the so called developed countries (ROSE, 2008). Certainly, teaching sciences and technologies in comprehensive schools should be enforced.
 High quality higher education is a solid basis of individual and public intellectual property. Finally, the mission of higher education is to offer competitive priority to its receivers now and in the future. Not everything can be controlled by the existing market as higher education first of all, is an individual property. Therefore, it is not necessarily must be related to the labour market. Higher education is essential to a person him/herself (for young people in particular) in order to consider a personal model of life, to form a unique world outlook and to grow up as a personality and citizen. In this particular case, university implicitly orientating towards the needs suggested by the market, is not suitable for such mission. To save the idea of university worldwide, the latter aspect is exceptionally meaningful. Higher education cannot be treated as a purchase sold in the market. 
Higher education policy becomes a key point. In any case, the quality of higher education cannot be independent neither from science and studying policy of a certain country nor from a policy of a particular university. University autonomy and administration and implementation of science policy at national level are two closely integrated components having a direct impact on higher education. The European Union has established high and ambitious standards. One of those is a steady increase of Europeans{\textquoteright} education. Thus, Lithuania must be ready to meet this challenge. The number of educated people cannot enlarged. The quality of higher education is an integrated part of standard of living and citizens{\textquoteright} welfare. 
},
	keywords = {education quality, higher education policy, quality of studies},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392234536.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {107,
	title = {REASONS BEHIND THE FINNISH SUCCESS IN SCIENCE AND MATHEMATICS IN PISA TESTS},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {18-26},
	abstract = {Finnish teacher educators with the research background joined in a common enterprise to gather information from the Finnish education system and used practices in teaching science and mathematics to explain the Finnish students{\textquoteright} success in the international PISA (Program for International Student Assessment) assessment. The items dealt with were the following: the Finnish school system and teacher education, learning environments, gender issues, influential factors outside the school, and teaching science and mathematics at the comprehensive school. From the articles by 40 authors the book {\textquotedblleft}How Finns Learn Mathematics and Science?{\textquotedblright} was produced. The explanations for Finnish success based on the authors{\textquoteright} conceptions can be classified into three groups: Teacher and teacher education, school and curriculum, and the national developmental projects. Most probably a true explanation will be a combination of several factors as no single clear explanation was found, although research-based teacher education seems to be a rather influencing factor.},
	keywords = {explanations for Finnish success, PISA program, teacher education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392232848.pdf},
	author = {Maija Ahtee and Jari Lavonen and Erkki Pehkonen}
}
@article {177,
	title = {REFINING THE ROLE OF THE SCIENCE TEACHER IN THE IT EPOQUE},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Original article},
	chapter = {59-64},
	abstract = {The use of computer-based educational tools is increasing fast and it can be predicted to become extensive or even dominant for a number of functions. On the other hand, there are functions that can never be replaced by multimedia tools, and can only pertain to a teacher. In the case of science education, these functions relate to the building of the perception of what science is and how it proceeds, to the stimulation of fundamental curiosity attitudes, to the development of logical reasoning (including inherent language-of-science aspects). This implies a refining of the role of the science teacher to emphasize these functions and interface and balance them with the functions that are increasingly delegated to computer-based options. The paper includes reflections on the features of this {\textquotedblleft}refining{\textquotedblright}, substantiated by the consideration/analysis of concrete examples from current classroom practices and from diagnosed students{\textquoteright} difficulties specifically concerning the functions that are inherently human-pertaining. It is expected to contribute to the educational investigation for the design of approaches aimed at maximising both the benefits of computer-based tools and the fundamental roles of the science teacher. },
	keywords = {development of reflection abilities, teacher{\textquoteright}s role in science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392298226.pdf},
	author = {Liliana Mammino}
}
@article {103,
	title = {REORGANIZATION OF THE SUBJECT HOUSEKEEPING AND TECHNOLOGIES 7 CLASSES AS THE OPPORTUNITY OF INTEGRATION ICT IN EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {136-144},
	abstract = {Introduction
 
In the report are considered the following modern technologies: digital document camera, an interactive board, interactive response system, the interactive pen display for the teacher.
 A project {\textquotedblleft}ICT for quality of education{\textquotedblright} has been developed for improvement of process of information of an education system in Latvia. One task of the project is increase in a parity of those teachers which can to use a computer and other newest technologies for improvement of teaching quality of the subject at a level - computer literacy.
 The author has compared data from the Latvian schools with data of researcher Jennifer Langdon-Pollok from schools of America on frequency of interactive technologies using and analyzed opportunities of teaching subject based on state standard with use of modern interactive technologies.
 
Methodology of research
 
To realize the purpose of research has been used such methods: the theoretical analysis of the educational document (state standard of the basic education), data of two researches have been checked up with help of Chi Square criterion on conformity of distribution of a variable, then data have undergone to statistical processing with help of Kolmogorov-Smirnov test, for comparison of two independent samples, on of disparity difference of one sample from other.
 
Result of research
 
Teacher can use interactive information technologies, for example:
 {\textbullet} Interactive board {\textendash} on groups to equip a living room in computer program Paint;
 {\textbullet} Interactive response system {\textendash} the group virtually lays the table and after teacher lead individual response on conformity - table layout and menu;
 {\textbullet} Digital document camera {\textendash} evident demonstration in a three-dimensional mode as to embroider correctly;
 {\textbullet} Interactive pen display for the teacher {\textendash} teacher corrects work of group.
 
Discussion
 
When the teacher uses interactive technologies there is an active involvement of all pupils into learning process. Scientist G.Kershenshtener considers that training of a subject is formed of cooperation the teacher with all pupils in group.
 Interactive technologies will involve all forms of perception: audio, visual and kinesthetic.
 K.Ushinsky considers, the teacher who wants that the pupil has something remembered, should take care in training of a subject involve all forms of perception.
 The main conclusion {\textendash} at work with interactive technologies, the teacher always is in the center of attention and support regular interactive contact to pupils, that increase pupil engagement and efficiency of learning, develops creative abilities of pupils, maximizes learning motivation and improve pupil behavior. And it is one of the main results of each teacher work.},
	keywords = {interactivity, state standard of education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392224296.pdf},
	author = {Natalia Vronskaya}
}
@article {76,
	title = {THE REQUESTS OF THE MULTICULTURAL SOCIETY ON TRANSFORMATION OF A CONTEMPORARY MUSIC TEACHER},
	journal = {Problems of Education in the 21st Century },
	volume = {4},
	year = {2008},
	month = {February/2008},
	type = {Original article},
	chapter = {31-38},
	abstract = {The purpose of the paper is to expose the role and the significance of teacher in the contemporary society of the 21st century as well as the different forms of transformations the modern way of educating is forced to go through in Slovenia.
 A special emphasis will be on music education in primary schools and on searching answers on the following questions:
 {\textbullet} how is the importance of the present migration streams reflecting on the transformation of the education process and on the renovation of the program for music education
 {\textbullet} how does the renewed program for music education corresponds on the requests of the multicultural society and how are the teachers qualified for its representation
 {\textbullet} in which way does the contemporary education of teachers consider the role of mass media and its significance in formation of a {\guillemotright}mass opinion{\guillemotleft} in the field of music
 In the last chapter of the paper, some activities during the study will be represented, which should be attended if choosing teaching at schools as a profession.},
	keywords = {multicultural music education, primary school},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222598.pdf},
	author = {Lorena Mihela{\v c}}
}
@article {90,
	title = {RESEARCH OF ICT EDUCATION IN THE CZECH REPUBLIC},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {24-34},
	abstract = {Information or ICT education in various forms has become an obligatory part of curriculum in all developed school systems. However, the approach to ICT education is not uniform across countries. There are substantial differences in organizational set-ups, topics range and forms of corresponding school activities. More than that, the general concepts, goals and learning content declared in the national curriculum and policy documents has to be concreted, aimed and transformed by teachers into the school-level curriculum. During the transformation, the teacher{\textquoteright}s experiences, personal attitudes, professional skills and technology competences project into her/his decisions and they influence the process and the results of ICT education. Therefore, further differences emerge as teachers{\textquoteright} understanding of some key concepts and their attributed importance slightly varies. These facts stress not only the importance of modern, competence oriented information education in the primary and lower secondary education, but also the necessity of research activities trying to identify the situation and the concept of development of ICT competences of pupils with impact of research findings on the elaboration of methodology of information education and improvement of teachers training in the given direction.
 The Faculty of Education at Charles University in Prague deals with ICT education and information literacy as one of its main research topics. In 2006 {\textendash} 2007, a group of faculty researchers and PhD students in cooperation with the Ministry of Education of Czech Republic performed a national research project focused on curricular, processional and organizational elements of ICT education in Czech primary (ISCED 1) and lower secondary (ISCED 2) schools. The main goal of the research was to gather relevant indicators of the state and tendencies in this rapidly evolving area of elementary education and to propose steps to improve the quality of pre-service and in-service teacher training in the field of ICT integration into their subject. The research topic was, in general, the development of pupils{\textquoteright} ICT competences and its determinants. The research field was an area covering the wide range of various ICT activities realized in specialized subjects and cross curricular projects. An interactive on-line survey system was used as a research tool and data were analysed by standard statistical methods to produce a global portrait of ICT education in Czech schools. The survey was addressed to teachers being involved in any form of ICT activities at a particular school. Relevant responses were collected from 930 schools across the land. The paper presents a short summary of the research project and some results.},
	keywords = {information and communication technology, information education, information literacy},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392223482.pdf},
	author = {Pavel Benes and David Mudrak and Josef Prochazka and Vladimir Rambousek and Jiri Stipek}
}
@article {115,
	title = {RESEARCH OF NEW FORMS OF COMPETITIONS IN FOSTERING THE CREATIVITY OF YOUTH},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {96-102},
	abstract = {People working in basic science are rightly concerned about a potential decline in the number of physics students. At the Faculty of Science, Palacky University in Olomouc, Czech Republic, we have prepared a project entitled {\quotedblbase}Research of new forms of competitions in fostering the creativity of the youth aimed at motivating them to study science, especially physics, mathematics and chemistry{\textquotedblleft}. Some of the research activities will be discussed in this paper, namely the competitions Fermi Questions and The Young Inventor. The basic question of our research is the efficiency of this activities for the motivation of students to study physics and techniques. It will be shown that only a small number of students were interested in these competitions. The Fermi Questions competition was organized as an international one in cooperation with secondary and high school teachers in Germany in 2008. The results are the same as in the Czech Republic. The competition The Young Inventor was successful {\textendash} the presented papers and the convention had shown a good quality of students{\textasciiacute} knowledge, some of them cooperate with industrial enterprises and intend to study physics. },
	keywords = {Fermi questions, young inventor},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392233509.pdf},
	author = {Renata Holubov{\'a}}
}
@article {108,
	title = {THE ROLE AND ASSESSMENT OF TEXTBOOKS IN MATHEMATICS EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {27-37},
	abstract = {Authors of the article are experienced authors of mathematics textbooks for upper primary schools (Slovaks) and lower and upper primary schools (Czechs). Both textbooks are used in everyday school practice and are very popular in their countries. The article presents general ideas and authors experience about:
 {\textbullet} school curriculum and standards and their influence on maths textbooks content, 
{\textbullet} competencies of pupils and their teachers in mathematics and the place of competencies in textbooks,
 {\textbullet} problem solving and maths textbooks
 {\textbullet} concept maps in mathematics and mathematics textbooks,
 {\textbullet} main principles and examples of maths textbooks assessment,
 {\textbullet} textbook research,
 {\textbullet} requirements set upon mathematics textbooks,
 {\textbullet} different conceptions of creation maths textbooks.
 Some ideas how to prepare math textbooks and suplement materials innovation using ICT and internet is also mentioned in the article. },
	keywords = {didactic functions, mathematics textbooks, textbook assessment, textbook research},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392232942.pdf},
	author = {So{\v n}a {\v C}eretkov{\'a} and Ondrej {\v S}ediv{\'y} and Josef Moln{\'a}r and Dalibor Petr}
}
@article {119,
	title = {THE ROLE OF EDUCATION SYSTEM IN KNOWLEDGE TRANSFER AMONG YOUNG PEOPLE},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {136-144},
	abstract = {Our investigation is in connection with knowledge management, but we would like to present another aspect of this field. We have investigated the general willingness of knowledge transfer among children and students. The philosophy of our research was that we did not investigate the processes of knowledge transfer among the walls of a company, however, we looked for the basic issue of knowledge management: whether young people are ready to share their knowledge or not. When we were conducting our research, we were looking for the answers of two questions: on the one hand we wanted to know how cultural factors can influence the effectiveness of knowledge transfer, on the other hand we looked for the impact of age, i.e. how one{\textquoteright}s age changes helpfulness in the respect of knowledge transfer. So we wanted to know what the role of education system was in this process. We investigated the influence of cultural elements and education systems through two nearby countries: Hungary and Slovakia. We created two samples which included 600-600 people in each country to investigate the difference of cultural environment in the field of knowledge transfer. Our another assumption was that not only the cultural items, but the age can influence knowledge transfer essentially. We could prove the influence of education system with this hypothesis as well.




},
	keywords = {helpfulness, knowledge transfer, teamwork},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392233773.pdf},
	author = {Vendel L{\H o}re and Andrea Bencsik}
}
@article {85,
	title = {THE ROLE OF MUSIC EDUCATION IN THE SOCIALISATION OF PUPILS OF GENERAL EDUCATION SCHOOLS OF ESTONIA},
	journal = {Problems of Education in the 21st Century },
	volume = {4},
	year = {2008},
	month = {February/2008},
	type = {Original article},
	chapter = {111-121},
	abstract = {Schools of the two communities in Estonia, both Estonian speaking and Russian speaking, are social institutions, the objective of which is to maintain and reproduce the nation, language, culture as well as intellectual and ethical values. Involving pupils in ethnic culture promotes their acquisition of historic and cultural experience of their nation and develops their socio-cultural personality. In the process of the development of a society, in the spiritual life of an individual as well as in the culture as a whole an important place is occupied by music, which appears a characteristic feature of the given culture. In order to find out about the possibilities of applying music as a means of socialisation of pupils of different cultural backgrounds, an anonymous questionnaire was carried out among teachers of music of schools with different languages of tuition. The method of factor analysis was used to process the data of the study. The results of the study revealed that, according to the respondents{\textquoteright} opinion, music education acquires national importance as a means of developing social activeness of pupils and their formation as citizens. Music helps to develop social skills of pupils, helps pupils of Estonian- and Russian-medium schools to understand each other better and develop closer contacts. Both sides have to have a strong national identity, common values and high level of tolerance. The musical heritage of different nations is valuable for pupils of different cultural backgrounds. According to the results of the factor analysis of the study, convergence between the pupils of the Estonian- and Russian-medium schools is a complex process, in the course of which various factors are equally important, such as priorities of education, formation of national and ethnic identity, and also the process of socialisation.},
	keywords = {music education, socialisation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392223056.pdf},
	author = {Maia Muldma}
}
@article {144,
	title = {THE ROLE OF REFLECTION IN UNDERSTANDING TEACHING PRACTICE},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {147-152},
	abstract = {This article focuses on the transformation from student to teacher at the critically important point of teaching practice. This is when students develop their practical skills and form a deeper understanding of the teaching profession in initial teacher training. They need experienced support, reflection and feedback to improve their theoretical studies and teaching practice. Students{\textquoteright} statements were analyzed during the teaching practice reflection seminar in group interviews. It became evident that the most important experience was about self-perception, understanding cooperative relationships and the teaching environment. },
	keywords = {teaching concept, teaching practice},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392235587.pdf},
	author = {Helle Sikka and Inge Timo{\v s}t{\v s}uk}
}
@article {109,
	title = {THE ROLE OF THE ACADEMIC CAMPUS IN MODIFYING RELATIONSHIPS BETWEEN CONFLICTED POPULATIONS {\textendash} THE CASE OF ISRAEL},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {38-54},
	abstract = {Israeli academic institutions serve as an initial place of encounter between Arab and Jewish students. These populations belong to different national groupings and are in conflict outside the academic world. They have different faiths, economic-social-familial-personal histories, and academic backgrounds, resulting in different abilities to cope with their studies. The present study deals with the question of whether and to what degree an academic campus can serve as a place of encounter capable of modifying relationships between populations whose daily reality is affected by the nationalist conflict in which they are embroiled. The study seeks to examine whether and to what degree the background of Arab and Jewish students is connected to interpersonal interactions between the two populations within academic institutions.
 The sample-based research, comprised of 459 students from two public colleges, found that the academic campus is a significant factor in modifying relationships between minority and majority populations, when there is an institutional climate of equality and respect. Positive social-academic climate has a positive effect on students and fosters positive feelings on campus. However, the study also indicated that the minority still harbors various concerns, and a not insignificant number feel the effects of discrimination.
 An important conclusion is that despite all the differences, the national conflict, and the complexity of majority-minority relationships, on both campuses relationships between the two groups are characterized by a positive climate. Successful modification of Jewish-Arab relationships is expressed by Arab students{\textquoteright} identification with the Israeli milieu, similar to their Jewish peers.
 The study emphasizes the significance of forming a comfortable institutional climate in order to constructively absorb minority groups. },
	keywords = {academic social climate, creative conflict, discourse of diversity},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392233152.pdf},
	author = {Nitza Davidovitch and Dan Soen}
}
@article {176,
	title = {SCIENCE BY AND FOR EVERYONE: A NEW APPROACH FOR BRIDGING THE GAP BETWEEN SECONDARY SCHOOL AND UNIVERSITY},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Original article},
	chapter = {53-58},
	abstract = {Science by and for everyone Programme provides varied activities through the Centre for Research and Support of Scientific Education (CIAEC). The improvement of both the sciences teaching and learning at different educational levels, attempting on the scientific literacy of the whole educational community is aimed. CET Programme (stands for the Spanish name Ciencia Entre Todos) proposes answers to issues of special significance to secondary school as well as first-year college students. It also addresses the training of teachers, and the advising for the resolution of specific problems in specific contexts. We take in account that it is necessary to establish and consolidate a transforming relationship between the University and society at large through a communicative, educational and scientific program that defends equal access to knowledge and an education for everyone, and contributes to a sustainable development of the region. Different activities related to teaching, research and extension, are linked. We promote training in service for teachers, new practical activities, self-evaluation, and collaborative work. Particularly, we established a team under a network way. The network is useful for thinking, analyzing and evaluating our own problems, in order to explore new answers for those problems.},
	keywords = {articulation university-school, multilevel integration model, teachers training},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392298178.pdf},
	author = {Maria Lorenzo}
}
@article {171,
	title = {SCIENCE LITERACY: HOW TO TEACH?},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Original article},
	chapter = {9-16},
	abstract = {On primary level children get very little opportunity for training in reading explicatory and informational texts. However, such kind of texts predominate the school and private life of older children and adults. The use of informational text in content area reading is of course commonplace in science education once children have passed the learning-to-read stage and are fully reading to learn. Primary level should prepare them for learning from explicatory text and for searching information as well. In this article the way, how to begin to develop science literacy skills shall be explained. Such science literacy in the framework of which, students on primary level should learn how to learn science from explicatory texts and how to find information in explicatory and informational texts to solve the tasks they are confronted with in their science class. },
	keywords = {international assessment of literacy, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392297877.pdf},
	author = {Kordigel Aber{\v s}ek, M.}
}
@article {110,
	title = {SEVERAL COMMENTS ON CONTEMPORARY CHANGES TO PREGRADUATE TEACHER TRAINING IN CZECH REPUBLIC},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {55-59},
	abstract = {Pregradual preparation of teachers for the 2nd grade of elementary school and high school in Czech Republic is being intensively changed at this time and this change brings a lot of problem. It is about necessity of structuration of teacher{\textquoteleft}s preparation. The contribution is engaged in main aspects of structuration process and discussed reasons for and against structuration. It pointed out negatives which can be explored in connection with structuration.},
	keywords = {baccalaureate programmes, master{\textquoteright}s programmes, teacher training},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392233198.pdf},
	author = {Pavel Doul{\'\i}k and Ji{\v r}{\'\i} {\v S}koda}
}
@article {181,
	title = {SHOULD BE CONCEPT MAPPING USED IN THE SCIENCE TEACHING?},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Original article},
	chapter = {90-96},
	abstract = {Students{\textasciiacute} understanding of physics develops through everyday experience. Teachers must help students overcome their prior naive notions and move toward a more scientific understanding. This process is fundamental to student learning and it is one of very important objectives of physics teaching. In this article the strategy of concept mapping which can help students rationalize their perceptions in light of accepted scientific understanding is described. Concept maps are drawings or diagrams showing the mental connections that students make between a major concept and other concepts they have learned. This technique provides an observable and assessable record of the students{\textasciiacute} conceptual schemata {\textendash} the patterns of associations they make in relation to a given focal concept. Concept maps allow the teacher to discover the web of relationships that learners bring to the task at hand {\textendash} the students{\textasciiacute} starting points. },
	keywords = {concept learning, concept mapping, constructivist learning theory},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392298483.pdf},
	author = {Danuse Nezvalova and Michael Svec}
}
@article {168,
	title = {SOCIOCULTURAL ASPECTS OF BOLOGNA PROCESS},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {162-172},
	abstract = {Under modern conditions no culture or country can isolate its development from other cultures and countries. Therefore, the present research focuses on sociocultural factors that stipulate Bologna process as well as its results and indicate an ambiguous character of changes undergoing in education. The theoretical basis of the research includes Mikhail Bakhtin{\textquoteright}s concept of chronotope as well as a special methodology of culture studies introduced by Vadim M. Rozin who presented such method as a logical sequence in certain stages of cognition. 
Institutional forms of European and Russian education have developed as two separate chronotopes which coincide only at a final stage in an industrial society of man-caused civilization. Since national education systems in post-Soviet area developed as a unified chronotope, we can assert that the described patterns of Russian higher education are characteristic of these systems as well. Modernization processes in education should not disrupt the weave of cultural traditions. Interference in or destruction of a single tradition without an adequate replacement can lead to a change in value scale and even to an intensification of negative trends in education system development. 
Under Bologna process, the resolutions and decisions concerning nostrification of diplomas in higher education are implemented to the largest extent while those concerning content selection - to the smallest. It is assumed that the system of credits and the systems of descriptors at a contemporary stage of Bologna process are the regulators of content in higher education. However, the existing system of credit transfer services the legal procedure of nostrification of diplomas in higher education. This means that a certain antinomy appeared under Bologna process. 
The key issue concerns the possible ways to preserve national and cultural peculiarities while modernizing education systems in this process. 
The presence of several regional education areas leads to a dilemma in the world education system development: whether the world education system is to have a more complex multilevel structure than it is stipulated by Bologna agreements, or the process of creating a unified world education system with unified parameters and unified organization structure is to develop more actively. },
	keywords = {Bologna process, diploma convertibility, education area},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284883.pdf},
	author = {Tamara Artashkina}
}
@article {170,
	title = {SOME IDEAS ABOUT SCIENCE AND TECHNOLOGICAL EDUCATION ACTUALITIES AND PERSPECTIVES},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Editorial},
	chapter = {5-8},
	abstract = {Science Education (hereafter-SE) actuality in the world is not only not decreasing but on the contrary, it is constantly increasing. As you know, very interesting and contradictory results were received in 2004 having carried out international comparative ROSE research. Once again I{\textquoteright}d like to encourage all who are interested in science education actualities and problems to get familiar with already mentioned research. This is also important for the reason that Lithuania didn{\textquoteright}t take part in this research, therefore we can approximately judge about our position according to the results shown by the pupils of neighboring Latvia. However, these results are not enjoyable because 15 year old pupils{\textquoteright} preferences with respect to science disciplines in many aspects are negative. This is a common tendency of so called developed countries. You can find detailed information about this research on http://www.ils.uio.no/english/rose/. There are lots of publications and other interesting material related to research and its perspectives. It is foreseen to carry out a similar research once again this year and to compare the results of 2004 and 2008. It is difficult to predict how the situation will have changed. However, it is obvious that in the last decades the results of pupils{\textquoteright} tests in most developed countries are not getting better despite big investments and constant efforts to improve the quality of education. The conception of science education changes, much higher requirements are set for the youth science literacy. In the change of science education understanding the necessity arises to prepare new teaching devices, both traditional devices and the devices which are realized by the help of modern ICT. All this undoubtedly has direct influence on the quality of education. Quality imperative is especially emphasized in the report of UNESCO EFA, 2005. Those who are bringing up youth generation have to be interested in this.
 National Lithuanian native language, mathematics, science and social education research of the 4th and 8th form pupils was carried out in 2007. It was found that pupils succeed better in completion of the tasks requiring knowledge presentation. The hardest appear the tasks requiring application of practical abilities. The research also showed that there was not sufficient pupils{\textquoteright} research planning and task completion experience, the abilities of conclusion formulation, measurement device indicator reading, using of various sources of information. Pupils lack deep understanding of phenomena, processes and concepts, application of theoretical knowledge and its relation to practice (Bigeliene, Uginciene, 2008). These results are not surprising, in fact, because in the education process not much attention is given to the formation of practical research abilities. This situation is caused by different reasons, e.g. poor material equipment of science subject rooms (laboratories, appliances, chemicals for doing experiments and so on.) too little time (lessons) is allotted to science subjects, inadequate teachers competence and so on. By making social education significant and sometimes unreasonably integrating the latter with science education the second component remained impoverished. Such pseudo- integration didn{\textquoteright}t give any positive results as well as unreasonable profiling of teaching in the higher comprehensive school forms. The possibilities of informal education are also quite often used not for the benefit of science education. Here we can mention neighboring Latvians who became seriously concerned about the situation of science education. Science education modernization project on strengthening the material basis of science education has been going on for several years (the leader dr.Dace Namsone). At the moment the project is being carried out in more than 50 pilot schools therefore we hope that the other schools will share the accumulated experience too.
 On the international level concern was given to science education textbooks. With the initiative of international science and technological education organization IOSTE an International meeting on {\textquotedblleft}Critical Analysis of School Science Textbook{\textquotedblright} was organized in Tunisia, in February, 2007. It was emphasized that every country has a great variety of textbooks from totally traditional textbooks and their appliance to modern approaches. For example, African countries and Malta usually use old British and French textbooks. Only recently new original textbooks started to be prepared (Clement, 2008). Despite the variety in every respect (e.g. the quality of textbooks, supply, their usage and so on) it is stated that science education should be more common, similar because science knowledge is universal and every country is seeking to strengthen so called knowledge society. Scientists from more than 35 countries participated in the above mentioned meeting. A very important attention was paid to such topics given in the textbooks as Sex Education, Health Education, Human Genetics, Human Brain, Ecology and Environmental Education and other. During this seminar the scientists returned to still existing and becoming urgent {\textendash}the problem that in our textbooks you can still find quite a lot of subject mistakes and old conceptions which are incompatible with modern science education achievements. Without any doubt, we should give much more attention to this problem in Lithuania than we did up to now. 
Teacher qualification question remains urgent. The majority of the researches both national and international in one way or another reveal direct link between children{\textquoteright}s achievements and teachers{\textquoteright} competence. Teaching is not a simple thing. On the contrary, the complexity of teaching points out the necessity for deeper research into the relations between the different elements that constitutes teacher knowledge, and how these are developed and integrated during teacher education (Nilsson, 2008). In this context the suggestion of Lithuanian Education leaders to justify Education law amendments allowing the students of higher schools to work in schools is totally not understandable. This is perhaps J. A. Komenskis times (Lamanauskas, 2008a). According to statistics, there is a lack of science teachers in Lithuanian schools. So called {\textquotedblleft}retrained{\textquotedblright} pedagogues don{\textquoteright}t solve the problem. Nevertheless, not a small part of teachers still work without proper qualifications. Therefore, more attention should be paid to teacher training problems. The science teacher training is a very important part for the future quality of science education (Nezvalova, 2007). Not without reason, in recent years a lot of international projects on science teacher training, analysis on competence issues are being carried out. One of them is international project IQST (Improving Quality of Science Teacher Training in European Cooperation). The project results you can find on http://www.iqst.upol.cz. One of the purposes of the project is to analyze science teacher training practice in some European countries and to prepare possible teacher training development mechanisms on the basis of constructivism theory. 
The question of using the newest information communication technologies remains problematic. We can{\textquoteright}t assert that teachers don{\textquoteright}t use ICT in the teaching process, however, their usage remains inadequate, e.g. inefficiently are used opportunities from the internet in science education (Lamanauskas, Vilkonis, 2006). On the other hand, particularly innovative technologies, such as augmented reality technologies for learning penetrate into schools. Since 2006 international project {\textquotedblleft}ARiSE{\textquotedblright} has been carried out to reveal the possibilities of augmented reality technology application in education process. You can read about this on http://www.arise-project.org or on Siauliai University Science Education research centre website http://www.gutc.su.lt/ariselt.htm. Application of ICT in science education is inseparable from teaching and learning visualization, implementation of knowledge, perception problems. This sphere should be analyzed in detail, broadening the basis of empiric research. Technologies should not alienate from human being and reality. We should devote all our efforts to stimulating youth interest in science and technologies and reinforcing scientific {\textendash}technological education at all levels. Although hardly anyone suspects that technologies are having a growing impact on our daily life, however, they are still remain alienated from the major par of society members and policy makers and what is more, frequently stand outside the door of the education system. Hence, opening the door is the obligation of all of us (Lamanauskas, 2008b).
 All mentioned problematic questions are in one way or another related to scientific-research pupils{\textquoteright} activity in comprehensive school. We can safely assert that especially in primary school practically not an appropriate attention is paid to formation of scientific-research abilities. It is obvious, that modern teaching process is not favorable orientating pupils for scientist (researcher) career. It is very important to analyze in detail which factors disturb/encourage to train pupils{\textquoteright} interest in scientific-research activity. Finally, teacher{\textquoteright}s competence and also personal interest are very important while forming and developing pupils{\textquoteright} scientific research abilities in teaching- learning process. From the managerial point of view, incentive program is necessary for such teachers. The formation of scientific research activity abilities in comprehensive school is undoubtedly, a very important sphere still awaiting of particular attention. Current teaching and learning process has basically changed looking from the paradigmatic point of view. Teaching subjects become the means of realization of learners{\textquoteright} demands and interests. Scientific research activity is not an entertainment but a very responsible, thorough work requiring great self- independence. During this activity children{\textquoteright}s analytic thinking becomes stronger, information search and usage abilities are being developed, they can learn to analyze the accumulated material, make presentations, prepare research reports and so on. It is important to make more pupils interested in this activity. This shouldn{\textquoteright}t be the privilege of gifted pupils only. However, talking about the developing of scientific research activity at school, several essential questions arise:
 {\textbullet} Is it possible to teach every child to perform research activity?
 {\textbullet} What to do if a pupil wants to take up scientific research activity but school can{\textquoteright}t provide elementary conditions for this purpose (for example, there is no equipment, no competent leader and so on.)?
 {\textbullet} How to integrate effectively scientific research elements into teaching content?
 Scientific research activity in comprehensive school is undoubtedly a meaningful, integral sphere, however, for developing such kind of activity in Lithuanian comprehensive schools not an adequate attention was paid up to now. Comprehensive school teachers seeking to form scientific research abilities and to develop such activity in the training process face various difficulties: lack of administration support, lack of pupils{\textquoteright} motivation, shortage of material and financial resources, etc. factors disturbing pupils{\textquoteright} interest in scientific research activity in the teaching process are: a) lack of teachers{\textquoteright} motivation, b) pupils{\textquoteright} orientation to choose an easier, less effort demanding way, c) poor material basis of schools, d) lack of methodology how to organize pupils{\textquoteright} scientific research work, e) insufficient teachers{\textquoteright} preparation for scientific research work. essential encouraging factors in the pupils{\textquoteright} interest in scientific research activity are such: a) teacher{\textquoteright}s personality and activity, b) pupils{\textquoteright} curiosity, their wish to develop knowledge, to show themselves, c) pupil{\textquoteright}s abilities, d) different teaching subjects{\textquoteright} pupils scientific conferences, seminars and other similar arrangements, e) trips, excursions to scientific establishments, meetings with scientists (Lamanauskas, Augiene, 2008). 
Recently in Gothenburg (Sweden) one week course took place for PhD students in science education sphere (Goteborg University, November 16th {\textendash}November 21st, 2008).The subject of the course was {\textquotedblleft}The Role of Theory in Science Education{\textquotedblright}. The focus of the course was on the role of theory in developing doctoral theses in the context of science education. The event took place according to a common project of Baltic and Scandinavian countries {\textquotedblleft}NordForsk{\textquotedblright}. During the course the students presented their researches, shared experiences, listened to interesting lectures, such as: {\textquotedblleft}Theoretical perspectives on science learning: an overview{\textquotedblright} (P. Scott), {\textquotedblleft}Science learning in a socio-cultural perspective{\textquotedblright} (R.Saljo), {\textquotedblleft}Theory: who needs it?{\textquotedblright}(J. Donnelly), {\textquotedblleft}Appeal to reason, appeal of reason: fostering argument in science education (S. Erduran) etc. Students{\textquoteright} presented works were interesting as well. Their subjects are various indeed, e.g. {\textquotedblleft}Personalized learning for the most able learners in science{\textquotedblright} (B.Knutsen, Norway), {\textquotedblleft}A design-based research on motivation: learning materials with science inquiry{\textquotedblright} (A.Loukomies, Finland), {\textquotedblleft}The development of science achievement motivation in Iceland: longitudinal quantitative study based on social cognitive theory{\textquotedblright} (K.K.Stefansson, Island), {\textquotedblleft}Establishing learning demands about biological evolution-exploring the constituents , actors and communicative processes{\textquotedblright}(C.Olander, Sweden), {\textquotedblleft}Science education outdoors-effects and attitudes{\textquotedblright}(E.Fagerstam, Sweden) etc. In general, the importance of such courses can be evaluated as a positive contribution into training of young generation of scientists and as an obvious contribution into science education development. However, after analyzing at least minimally the works of doctorates becomes evident that the latter are ready to choose a rather pragmatic and simple way. I mean, such spheres of researches are chosen which are popular at the moment. The great majority of the works are linked to motivation, interests, attitudes and so on. We can{\textquoteright}t assert that this is not important. In fact, this is the sphere of psychology. However difficult it were to find out the reasons for low interest to science and technologies, the fallen prestige of sciences in comprehensive schools, nevertheless, they are not essential things from the educational point of view. All the more, inquiry based researches give only a panoramic view of the situation, i.e. have a stated character. It is completely not clear or almost not clear what causes such a situation. The main goal of educators is to change, develop teaching-learning process using educational devices. Already mentioned ROSE research revealed that pupils understand the meaning of sciences and technologies to society in general, but they are not satisfied with school science. It is obvious, that we come in touch with deeper didactic problems here, for example, the content of teaching, teaching-learning methods, teacher and pupils relations, scientific research activity (the latter is a very important part of the whole science education process), at last, teaching-learning process management in general. If we concentrate only on psychological parameters (interests, motives, demands, attitudes and so on), essential didactic parameters remain outside. In other words, the essential question {\textendash} effective pedagogization of the whole science and technological education process hasn{\textquoteright}t been solved yet (it considerably deviated towards psychologization and sociologization. Such conclusion can be made from the experience acquired during the course in Gothenburg.
 The actualities of science education discussed in this article make one take up research, analytic, expert job. There are no drawn limits for the development of science education. More serious theorists and practitioners efforts are simply necessary. There is a hope that this issue remains one of the main science education efficiency catalysts not only in Lithuania but also in the international arena. 
},
	keywords = {science education, science education textbooks, scientific-research pupils{\textquoteright} activity, social education research},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392297814.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {156,
	title = {STUDENT TEACHER PROFESSIONAL DEVELOPMENT FOR THE 21ST CENTURY},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {38-45},
	abstract = {Education and change are crucial for humans to survive in a universe that is rapidly changing and where uncertainty for the future reigns. Education change in South Africa is seen in the new education policies aimed at making the curriculum relevant, inclusive of different knowledge types and providing quality education for all. But, teachers are the crucial interface between the policies and quality education practice. There seems to be little clarity and/or agreement on how teachers should be prepared to fulfil this critical interface role. The daunting challenge for education is therefore to change teachers{\textquoteright} paradigms of thinking and action completely and to recognise the personal aspects that are linked to uncertainty (Barnett, 2004). This can only happen if teacher professional development programmes focus on student teachers constructing and using phronesis - the capacity to act in the most effective and appropriate way in every particular situation {\textendash} rather than possessing a body of spatially temporally detached universal knowledge{\textquotedblright} (Slabbert, 2003, p. 7). },
	keywords = {phronesis, professional development, quality education practice},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284213.pdf},
	author = {Angela James}
}
@article {143,
	title = {STUDENTS AND THEIR LEARNING: INITIATIVES AND PARTNERSHIPS},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {139-146},
	abstract = {Teaching today can, in many respects, be considered as a scientific pursuit, irrespective of the discipline or content. Ironically, many of the challenges of teaching in the twentieth century are the result of scientific endeavour. The increased availability of technology in all aspects of everyday life, the unprecedented rate of change and growth of knowledge are certainly confronting enough for those involved in classroom interactions. Perhaps one of the controversial issues in education today, however, centres around the nature of intelligence itself; how best to develop pedagogies that accommodate the findings of the field of cognitive science and a sound understanding of the nature of intelligence, particularly multiple intelligences.
 This paper discusses the implementation of differentiated programs of teaching and learning utilising Gardner{\textquoteright}s Multiple Intelligences Theory and focussing particularly on developing students{\textquoteright} self knowledge in regards to their relative strengths and limitations as learners. It describes an Action Research project that was implemented to strengthen the learning strategies of students aged 8-10 years in a primary setting. The findings evidence not only increased intrapersonal intelligence and improved success in educational outcomes: but also increased efficiency in students{\textquoteright} motivation and work skills. The opportunity to {\textquoteleft}make meaning{\textquoteright} of their learning and develop their own strategies for problem solving had considerable impact on these students{\textquoteright} perceptions of themselves as learners. Although conducted with a literacy focus, many of the benefits of this project were demonstrated across all subjects that comprise the primary curriculum. It is possible that a similar approach to traditionally structured subjects such as mathematics and science could produce more successful learning outcomes and attitudes for primary students. However, despite the overall success of the project, the intervention raised some serious questions about the traditional role of students and their capacities to engage in projects that require them to make choices. The duration of this intervention project minimised the negative impact of the passive role that students have traditionally adopted, as the students had time to develop new strategies and perspectives of their roles of students in the twenty first century. Had this not been the case, the results could have been much less positive and the importance of students developing sound knowledge of themselves as learners misunderstood. Additionally the importance of students having the skills to make decisions in a formal, educational context may have easily been overlooked.},
	keywords = {challenges of teaching, educational context},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392235541.pdf},
	author = {Maura Sellars}
}
@article {80,
	title = {STUDENTS{\textquoteright} AUTONOMY AS A FACTOR OF OF SELF-EDUCATION EFFICIENCY GROWTH},
	journal = {Problems of Education in the 21st Century },
	volume = {4},
	year = {2008},
	month = {February/2008},
	type = {Original article},
	chapter = {65-72},
	abstract = {Self-education, as the highest form of the satisfaction of cognitive personality need, is connected with demonstration of significant volitional efforts, high degree of a person{\textquoteright}s consciousnesses, accep-tance of responsibility on oneself for one{\textquoteright}s professional formation and improvement. In the study during the latest years it was repeatedly emphasized that the obligatory condition of efficient activity of a mod-ern specialist is his skill in realizing independent search and conversion of necessary information (Kot-lyarova, Kotova, 2006; Lobanov, Drozdova, 2005; Oleks, 2004; Sergeenkova, 2006 and others.). The modern system of experts preparation is focused on the formation of the active subject in the activity, which capable of getting knowledge independently, of applying it in labour and professional work. In this connection the increase of a role of independent work in educational process is natural. The definition of the notion {\guillemotleft} independent work of learners {\guillemotright} is given in the article and the basic psychological compo-nents of its efficiency are analyzed. The results of authors{\textquoteright} long-term researches of the problem, which is connected with the formation of skills of the organization of learners{\textquoteright} educational and research activity, are given. The results of the comparative analysis of a self-estimation of formed skills in self-preparation of students and students of the Institute of professional skill improvement and staff retraining, dynamics of formed skills of independent work among the students of a specialty "Psychology" during the course of study are given in detail. The research has revealed the forms of independent work, which are most fre-quently used in educational activity both by students, and listeners (independent work with dictionaries, ency-clopedias, directories, etc.). The forms of independent work which cause difficulties for students and first {\textendash} year students are revealed as well (preparation of reports for conferences and publications in periodicals; methods of research work, computer data processing, etc.). The actions directed on the increase of effi-ciency of training skills formation, skills of independent work and increase of internal motivation of crea-tive professional work also are offered in the article. },
	keywords = {independent work of learners, self-education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222794.pdf},
	author = {Nikolay Gapanovich-Kajdalov and Ekaterina Gapanovich-Kajdalova}
}
@article {163,
	title = {STUDENTS{\textquoteright} COPING IN DIFFERENT TYPES OF SCHOOLS AT THE BASIC LEVEL OF COMPREHENSIVE SCHOOLS IN ESTONIA},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {105-117},
	abstract = {The number of students dropping out from the basic level of comprehensive schools has increased during the last years. The current situation has led to a conclusion that the educational system needs to be reorganized in order to support the formation of constructive students{\textquoteright} coping strategies in academic environment. Arising from that the aim of the current study was to find out how students assess their coping at the basic level of different types of schools (4th-9th grades). Because of linguistic and cultural diversity in Estonia, schools can be divided into three groups: Estonian, Russian and bilingual (Estonian-Russian) schools. The results of the study revealed the differences in students{\textquoteright} evaluations on grouped indicators characterizing coping at different levels of school. The students of the second level in basic school (4th-6th grades) did not give higher evaluations to their coping and peer relations than the students of the next level. The students of 7th-9th grades gave lower evaluations to other coping components, the indices were worryingly lower. This is the level where dropping out has its highest rate. Therefore it may be said that students{\textquoteright} coping strategies are the lowest in the 7th-9th grade, which may be one of the causes of dropping out. There were significant differences in coping, discipline and some other indicators of Estonian, Russian and bilingual school types. According to the results it may be concluded that students{\textquoteright} coping strategies grow worse at the third level of basic school and the students of all types of schools have coping problems. },
	keywords = {basic school, different school types},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284636.pdf},
	author = {Monica Sakk and Marika Veisson and Linda Pallas}
}
@article {183,
	title = {STUDENTS{\textquoteright} REACTIONS TO THE USE OF COMPUTERS IN SCIENCE EDUCATION IN SELECTED KENYAN SECONDARY SCHOOLS},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Original article},
	chapter = {107-114},
	abstract = {Different people react differently to the same experience. A current trend in science instruction is to integrate technology into classroom in a variety of ways. A Computer Based Instruction (CBI) courseware was used to teach cell theory that has posed difficulties for teachers and students as part of the classroom innovation. Students{\textquoteright} attitude towards the innovation and their attitude towards the biology classroom environment were collected through two 5-point bi-polar Likert-scale items and unstructured written interviews. The innovation resulted to better perception of the biology classroom environment and attitudes towards cell theory. Classification of students{\textquoteright} unstructured responses confirmed the existence of a series of metaphors for technology use in educational settings.},
	keywords = {computer based instruction, metaphors, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392298627.pdf},
	author = {Wasike Wekesa and Eric  Wekesa and Ndiku Mualuko and Julius  Kiprop Maiyo}
}
@article {95,
	title = {STUDENTS{\textasciiacute} POINT OF VIEW OF THE BIOLOGY LECTURE TAUGHT WITH AN ICT ASSISTANCE: PRELIMINARY RESULTS},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {75-79},
	abstract = {In our contribution, we focused on using of information and communication technologies in the biology lessons concretely on birds{\textasciiacute} class. We find out the students{\textasciiacute} points of view of this lesson. The five-point Likert scale questionnaire was used as a measurement tool. The questionnaire included 27 statements and there was a place for expressing of the own student{\textquoteright}s opinion there. The results were processed by using of factor analysis and ANOVA. The sample consisted of 70 secondary grammar schools students. We were concerned on finding out the differences in results between gender and students{\textasciiacute} native town. General result should goes first {\textendash} it means what was found in the research? Was ICT assistance considered to be important for students/positively appreciated? In every dimension, the students from bigger town (according to the number of inhabitants) reached more positive score in questionnaire than the other students in sample. Gender differences were generally weak.},
	keywords = {biology, information and communication technologies},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392223888.pdf},
	author = {Milan Kubiatko and Zuzana Hal{\'a}kov{\'a}}
}
@article {82,
	title = {STUDIES AND INVESTIGATIONS OF THE THEORY OF SOCIAL REPRESENTATION IN LATVIA},
	journal = {Problems of Education in the 21st Century },
	volume = {4},
	year = {2008},
	month = {February/2008},
	type = {Original article},
	chapter = {82-88},
	abstract = {The target of this article is to analyze theoretically the understanding and interpretation of the theory of social representations of S.Moskovici, investigating them in a society of Latvia and preparing psychology specialists in higher education establishments.
 In the first part of article {\textendash} the development of the theory of social representations the commencement of the theory of social conception is shortly described, and the analysis of the term of E.Durkheim {\textquotedblleft}collective representations{\textquotedblright} is performed. In the second part {\textendash} the essence of the theory of social representations of French psychologist S.Moskovici is described. The root point of conclusions of S.Moskovici is his thesis about the world of representation {\textendash} a peculiar {\textquotedblleft}kind of the reality{\textquotedblright}, with which the individual comes into the contact in the daily life. The anchoring and objectification make mechanisms of social perceptions that connect with the categorization, language, verbalization, and memory.
 In the third part of the article {\textendash} the mentioned investigations that are performed in Europe are investigations of social representations, starting with the investigation of S.Moskovici psychoanalysis of S.Moskovici till nowadays. However, the analysis of social representations are not widespread in Latvia due to different delaying factors. However, as one of the main important investigations can be named the promotion work of A.Ruza on European Community states.
 In the fourth part of the article {\textendash} the theory of social representations in education - the multi-side use and inclusion of the theory of social conceptions in Europe in study programs, as well as the use of this program in other Universities of Latvia, implementing studies not only in the area of psychology, but also in the area of other sciences.
 In the last fifth part of the article conclusions and proposals are given that are essential for the development of studies and investigation of social representations in Latvia:
 1) The development of new investigation projects, uniting the total scientific potential;
 2) The translation of works of representatives and critics of social representations in Latvian must be promoted, as well as the study course options must be developed and proposed where students of Latvian Universities could participate;
 3) Investigation processes must be promoted, including the new generation in them, expanding publishing possibilities, including, solving issues in the level of state about the support to magazines of professional areas;
 4) In the context of searching new ideas and approaches, the mutual cooperation of scientists must be promoted, including representatives of other social and humanitarian sciences in an investigation of social representations, that conforms basically to the inter-disciplinary access, popular in the world, letting to look at already known things with a new view.},
	keywords = {investigation of social representations, social psychology, social representations},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222883.pdf},
	author = {Maija Zakrizevska and Ivans Mihailovs}
}
@article {101,
	title = {THE SUBJECTIVE COMPUTER EXPERIENCE OF UNIVERSITY STUDENTS},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {118-128},
	abstract = {The subjective computer experience (SCE) construct is defined as a private psychological state reflecting the thoughts and feelings that a person ascribes to some previous or existing computing event. Information and communication technologies are currently increasing their influence in the field of education, so the SCE of teacher-treaining students is an interesting subject for analysis. The present study examines the SCE of a sample of 176 university students with different academic profiles, including a sample of students from teacher training colleges. The results show not only differences between students from different fields of knowledge, but also that participating in the design of teaching models based on the use of ICTs is related to distinct SCE profiles.},
	keywords = {computer use, teacher training},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392224161.pdf},
	author = {Jos{\'e}  Domingo  Villarroel}
}
@article {127,
	title = {SUBJECTIVITY BEGINS WITH INDEPENDENT THINKING},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {217-225},
	abstract = {The interest of Estonian society has been focused on Estonian education with its various contradictory messages. On the one hand, the PISA study indicated that we can be proud of the results of the cooperation between our teachers and students. On the other hand, however, we must admit that our drop-out rates are high and the students{\textquoteright} health is deteriorating. Has the price for success been too high?
 At the time when the entire world has come to an understanding of the importance of life-long learning and the necessity to develop as a self-guiding subject, an unacceptable proportion of Estonian students have negative attitude towards school and studying, or are either exhausted or overworked due to their positive attitude towards studying. Studies claim the same about teachers.
 The general context of this article is the contradiction between the needs of a dynamically developing society and an old-fashioned and comparatively authoritative school environment.
 This paper focuses on how to encourage the students{\textquoteright} and teachers{\textquoteright} independent thinking and subjective choices in order to create the best possible environment for development at school.
 The study is based on 48 narrative essays. The processing of data was based on the grounded theory methodology. The author has interpreted the outcomes relying on the works of P. Sartre, V. Fr{\"a}nkl, V. Peavy, R. Fischer and M. Fullan.
 The most significant conclusion is that innovative teachers value their own, as well as the students{\textquoteright} independent thinking, which is the most promising strategy in the circumstances of fast changes and strenuous explorations. },
	keywords = {independent thinking, school environment},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392234339.pdf},
	author = {Mare Tuisk}
}
@article {123,
	title = {SUPPORT FOR THE DEVELOPMENT OF PROFESSIONALISM FOR STUDENT TEACHERS IN EARLY TEACHER TRAINING},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {184-194},
	abstract = {This paper by members of the Institute of Educational Sciences of the University of Tallinn (Estonia) describes the process and reports the results of an exploration of student attitudes to professionalism using interviewing and feedback as tools. The aim of the process was to encourage the use of reflection and self-assessment by students. The objectives were:
 1. To give students the opportunity to reflect on their understanding of the teaching profession in the modern world
 2. To give students a better understanding of the Teacher{\textquoteright}s Standard of Professional Competence of Estonia 
3. To give the researchers experience of feedback, e.g., how to conduct interviews and what to discuss 
4. To identify issues that requires the attention of the university pedagogues in order to sustain and develop the quality of teaching. 
The authors tested their proposal that the provision of teacher training students with feedback about their knowledge, skills and attitudes helps to develop a sense of professionalism. By assessing their performance with their supervisors, fledgling teachers can learn to measure progress according to accepted norms, both mechanistic and aspirational. The research described in this paper was done in November 2007. 
},
	keywords = {lifelong learning, professional growth, teacher professionalism},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392234050.pdf},
	author = {Inge Timo{\v s}t{\v s}uk and Mai Normak}
}
@article {91,
	title = {SUPPORTING DECISION OF MANAGEMENT MAKING VIA WEB MINING IN EDUCATIONAL INSTITUTIONS},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {35-42},
	abstract = {While the management of education institutions is interested in gaining a greater level of knowledge of learner habits and behaviour, in case of students using on-line communication devices this goal cannot be achieved with traditional means.
 Management aspirations for the provision of services satisfying the information demands of students and visitors can only be realised if the users{\textquoteright} habits and behaviour are analysed according to the respective links reached. The visitor link request registers contain adequate amount of relevant and valuable data for the development of ergonomic quality and the personalization of the on-line communication surface. Web mining can help in retrieving this information.
 The principal subject of the present examination is the home page of the Eszterh{\'a}zy K{\'a}roly College. The aim of the research effort is the enhancement of the software-ergonomic quality of this home page. During the examination of the web journal entries we try to identify the accessibility patterns of the respective web pages in order to improve the quality of Internet-based services.},
	keywords = {on-line communication, software ergonomics, student behaviour and habits, web mining},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392223523.pdf},
	author = {L{\'a}szl{\'o} B{\'o}ta}
}
@article {121,
	title = {TEACHING TO LEARN SCHOOL {\textendash} CHALLENGES FOR BIOLOGY EDUCATION IN KNOWLEDGE-BASED SOCIETY},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {159-168},
	abstract = {School is usually perceived as an institution transferring knowledge, fulfilling educational tasks and realising educational objectives. The slogan {\textquoteleft}the learning organisation{\textquoteright} fashionable and popular since the nineties of the 20th century, is a notion which in reference to school is partly metaphorical and functioning without clear structure and organisational plan. Excess of information connected with new achievements in the field of biology science leads to the awareness of existence of knowledge whose resources are unavailable in the course of school education. Overloading of science and biology curricula, few hours allocated for working on them and perceiving only simple cause and effect relations accompanying the didactic processes by the majority of teachers increase the distance between the student and the concept of metacognition necessary for the possibility of permanent education. The concepts of school evolution towards {\textquoteleft}the learning organisation{\textquoteright} or rather {\textquoteleft}teaching to learn organisation{\textquoteright} have been presented in the article. Research issues have been focused arround the influence of selected strategies and teaching models on improving metacognitive skills in students in the course of science and biology education. While verifying the research hypothesis assuming the effectiveness of applied procedures and educational models in improving students{\textquoteright} {\textquoteleft}knowledge about knowledge{\textquoteright} level, among others ICT tools were used. Experimental research results are students{\textquoteright} achievements measured with tests in control and experimental classes. 120 students of scecondary school level participated in the research. The analysis of the number of solutions in test and the results of pedagogical observation allow a statement that the applied experimental factors significantly affected the increase in students{\textquoteright} skills and can create new types of learning opportunities in science and biology education. Conclusions drawn from research results and literature allowed the elaboration of didactic solutions proposals supporting the mission of {\textquoteleft}learning school{\textquoteright} and the new role of knowledge-based society teacher. },
	keywords = {ICT tools, learning organization, metacognition},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=860160},
	author = {Katarzyna Potyrala}
}
@article {132,
	title = {TOWARDS A MULTICULTURALLY COMPETENT TEACHER IN BUILDING A SUSTAINABLE COMMUNITY},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {39-47},
	abstract = {The primary goal of this study is to focus on teachers{\textquoteright} perception of their own multicultural competence. This study examines the perception of teachers of themselves in their competency of multicultural knowledge, awareness and practice. The study reflects teachers{\textquoteright} level of multicultural competence as a desired ideal and its correlation with the existing level of teachers{\textquoteright} competency. The study puts forward a research question: To what extent do teachers{\textquoteright} perceive themselves to be multiculturally competent. Do teachers perceive multicultural competence as significant in fostering the ideals of a sustainable society? For this purpose the survey was designed to measure the characteristics of a multiculturally competent teacher by using 5 points scale. This article sets forth a variety of questions to re-direct process of revision and refinement of multicultural training in Latvia. Learning sensitivity towards other groups requires time and energy. This takes time to learn to observe, empathize, and appreciate other people{\textquoteright}s ways of doing things in order to become culturally competent. Multicultural people have a broader, richer and more accurate worldview. },
	keywords = {cultural and religious diversity, multicultural competence, teacher education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392234868.pdf},
	author = {Dzintra Ili{\v s}ko and Svetlana Ignatjeva}
}
@article {111,
	title = {TOWARDS A PROPOSAL FOR EFFECTIVE ONGOING TRAINING PROGRAMMES FOR SCIENCE TEACHERS},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {60-70},
	abstract = {This paper begins by demonstrating the need to enhance the training of people who currently active teachers and presents a proposal of ongoing training programme founded in the results of science edu-cation research. To begin with, a critical analysis about some of the dominant models of teacher training in which exist a lack of integration between theory and practice is carried out. Next, the hypothesis that the effective formation programs are those that have as objective to facilitate the teacher{\textquoteright}s immersion in the investigation and innovation in science education is developed. In addition, in this programs a group of constructivism based strategies that initiates the teacher in the investigation of the problems that are presented in the classroom have been used. Finally, the existence of investigation or innovation consoli-dated groups in which new teachers could be trained as investigators, or to promote the formation of teacher{\textquoteright}s teams that work in the problems of the educational practice is also required.},
	keywords = {in-service science teacher training, strategies for effective programmes, teacher professional development},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392233272.pdf},
	author = {Carlos Furi{\'o}-M{\'a}s and Jordi Solbes-Matarredona and Cristina Furi{\'o}-G{\'o}mez}
}
@article {161,
	title = {A TRANSDISCIPLINARY APPROACH OF THE MECHATRONICAL EDUCATION IN THE CONTEXT OF THE KNOWLEDGE BASED SOCIETY},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {90-96},
	abstract = {The paper presents the new perspective of the transdisciplinary approach in the mechatronical knowledge as a synergistic-significant teaching/learning integrative process in the knowledge based society, using the search window methodology with top-down and bottom-up levels of knowledge. At the same time, starting from the transdisciplinary learning paradigm, were introduced the extrinsic active and intrinsic reactive syntagms to modeling the new paradigms of the transdisciplinary mechatronical education. Research gives a new perspective on that the mechatronics has to be considered, an educational paradigm, a reflexive way of communication (the creative logic of the included third) and a socio-interactive system of thought, living and action, as well.},
	keywords = {integrative knowledge, teaching/learning process, transdisciplinarity},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284546.pdf},
	author = {Ioan  G. Pop and Vistrian Maties}
}
@article {142,
	title = {THE VALUE OF DATA IN ETHNOGRAPHICAL RESEARCH},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {133-138},
	abstract = {The primary objective of this analysis refers to the question of the value of information, which is an important issue in ethnographic research. The relevance of the study is articulated if one considers that the analysis of ethnographic data from a different cultural context touches the sensitive issue of the creation of truth and the transfer of (scientific) information, facts, and knowledge. This understanding leads to the question who has done the viewing of the facts presented, and to the necessity of an adequate and creative methodological approach, which allows a sensitization, respectfulness, and openness by approaching an {\textquoteleft}other{\textquoteright} culture and its people. This article is built around theoretical and conceptual frameworks in the field of social science {\textendash} particularly in the disciplines of adult education, globalization, and development studies as well as colonial studies and postcolonial theory. The research design includes an interdisciplinary literature analysis as well as micro-ethnographic investigations. One focus of this research is that in a time of globalization and postmodernity the model of the {\textquoteleft}only truth{\textquoteright} increasingly loses its importance and final solutions and clarifications do not provide reliance. As a consequence, one has to acknowledge the plurality in knowledge-production and -transfer. },
	keywords = {concept of otherness, ethnographic research, value of data},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392235470.pdf},
	author = {Barbara Schr{\"o}ttner}
}
@article {131,
	title = {VARIATION THEORY: A TOOL TO ANALYSE AND DEVELOP LEARNING AT SCHOOL},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {31-38},
	abstract = {This chapter argues that the decisive factor in the learning process is the object focused upon in the learning situation and not, as is commonly believed, the teaching method. We demonstrate how teaching and learning can be facilitated with the aid of a theory. The theory chosen is variation theory, which allows one to explain what it takes to learn a certain learning object. Both pupils{\textquoteright} and teachers{\textquoteright} learning are focused upon, as learning takes place in the interaction between the two. It is in the meeting of pupils{\textquoteright} and teachers{\textquoteright} knowledge that understanding of a specific learning object takes place. The three integral components of variation theory {\textendash} discernment, simultaneity and variation {\textendash} are described. By studying a specific learning object in three different classroom situations we demonstrate how it is possible to illuminate the different ways in which a learning object can be presented. These ways are described and analysed in terms of their implications for pupils{\textquoteright} learning. Our paper elucidates how variation theory can be employed to describe, plan and analyse the learning process. In a research project, it is the selection of what is to be focused upon which is the most critical factor, as it determines both the choice of theoretical perspective and method. Both theory and method are important tools for providing answers to research questions. It is only when the lesson content is specified and the pupils{\textquoteright} knowledge before and after a lesson is both ascertained and related to how the specific learning object has been presented in the classroom that one can determine what pupils have learned, and why they have learned it. Variation theory is an ideal theoretical perspective for such a study.},
	keywords = {instruction, phenomenography, variation theory},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392234817.pdf},
	author = {Mona Holmqvist and Jane  Mattisson}
}
@article {164,
	title = {VISIONARY EDUCATIONAL CONCEPTS FOR GLOBAL CHALLENGES: GLOBAL AND PEACE EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {118-124},
	abstract = {The scientific problem of this research points to the fact that a paradigm change in the meaning of educational conceptions and philosophies can be noticed because of intense globalization processes. The analysis demonstrates that education systems which mainly concentrate on the needs of economic globalization can be seen as amplifiers of the globalization phenomenon. The relevance of the study is evident: The influence of the nation-state concerning educational issues gets increasingly lost in a time of globalization, being constantly handed over to private providers and international actors in the field of education. This research in the field of social science is based on an interdisciplinary conceptual framework concerning the fields of adult education; intercultural studies; peace, globalization, and development studies. The intention of the investigation is to describe alternative educational concepts which (are able to) react to the global challenges, as for example global and peace education. The main conclusion of this investigation shows that a reorientation concerning educational topics, which focuses on social cooperation, global solidarity, and a world-wide culture of peace, has to take place.},
	keywords = {education policy, global education, peace education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284675.pdf},
	author = {Barbara Schr{\"o}ttner}
}
@article {88,
	title = {VISUAL LITERACY {\textendash} ONE OF 21ST CENTURY LITERACIES FOR SCIENCE TEACHING AND LEARNING},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {9-17},
	abstract = {For understanding information and explanation while learning about the nature (so: biology, chemistry, physics...) via ICT the student must have developed skills implied in the terminus 21st century literacy, which implies so called computer literacy, media literacy, information literacy and above all visual literacy. Visual literacy in needed for perception of visual data in the multimedia text, to understand them and to interpret them correctly. But that is not all, for reading longer texts where words and images have an (equal) important role the student needs metacognitive strategies and specific metacognitive strategies implied in the conception of new literacy{\textquoteright}s too. This new and old literacy and new and old metacognitive strategies must be taught in the 21st century school in the frame of mother tongue lessons and in the frame of science lessons.},
	keywords = {information literacy, metacognitive strategies, multiliteracy},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1503128163.pdf},
	author = {Kordigel Aber{\v s}ek, M.}
}
@article {51,
	title = {APPLICATION OF INFORMATIVELY-COMMUNICATIONS TECHNOLOGIES IN REALIZATION OF INTERSUBJECT CONNECTIONS},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {111-116},
	abstract = {On the modern stage there is strengthening of integrative processes in science and in education. Forming of integrative abilities is extraordinary important for preparation of specialists in the conditions of informative society. One of the most effective forms of the integrated teaching is intersubject connections. Efficiency of their use depends on the great number of factors, but depends mainly on qualification of teacher, its ability and desire systematic to use intersubject connections. In order to promote objectivity of factors, influencing on quality of teaching, and also to help a teacher in planning, organization and realization of network of intersubject communications it is necessary to develop programmatic tools, allowing carrying out intellectual support a teacher at a decision-making about the choice of elements of intersubject connections.
 A decision set the problem is possible on the basis of the use of modern of informatively-communications technologies. Because the process of exposure, establishment and introduction of intersubject connections is badly added formalization, as a suitable tool for the decision of task it is suggested to use consulting models. Basis for a decision-making is a base of knowledge, which consists of rules of production. Rules are made on the basis of questioning of experts - lecturer of high qualification, possessing abilities and skills of realization of intersubject connections. 
The conducted computer experiments confirm a capacity offered approach. The editor of intersubject links is realized, the control the base of these attributive tasks system is developed on an informatics and economy for the students of physic and mathematical institute of South-Ukrainian Pedagogical university named after K. Ushinsky. By neural networks models possibility of management the integrative function of intersubject connections is got. Taking this approach served basis for development of computer-aided technologies of preparation and realization of intersubject connections. Such technology can be applicable both in the automated teaching and in traditional. However expected most efficiency is at introduction of it in methodology of creation of the controlled from distance teaching courses. },
	keywords = {intellectual support, management teaching, model of network of intersubject connections},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220491.pdf},
	author = {Tatyana Mazurok}
}
@article {37,
	title = {APPLYING OF THE COMPONENT ANALYSES IN COMBINATION WITH NONPARAMETRIC CRITERIA FOR STATISTICAL PROCESSING OF THE RESULTS OF EMPIRICAL RESEARCH},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {7-14},
	abstract = {The main objective of the present study is the statistical processing of the results of the examination how effective was the integration of the introductory block into the module structure of physical and colloidal chemistry course. To get reliable results of the level of mathematical material mastering the control test which consists of the fundamental elements of the mathematical processing the results of chemical ex-periments was carried out. The students of pharmaceutical department from Kuban State Medical Uni-versity as well as the students of four departments of two other universities and one academy took part in this experiment. The outcome variable was completeness of student{\textquoteright}s answers. The results of the research were treated by component analyses. Nonparametric criteria were used for statistical estimation. The number of tested students in a single group were from 27 up to 60. The statistical results processing of empirical research proves the efficiency of introduction of mathematical block into module structure of the physical and colloidal chemistry course.},
	keywords = {nonparametric criteria, physical and colloidal chemistry},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392219699.pdf},
	author = {Olga Balachevskaya and Nikolay Sheldeshov and Таtyana Litvinova}
}
@article {54,
	title = {BASIC PRINCIPLES OF ENGINEERING EDUCATION MODERNIZATION IN THE USA},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {133-140},
	abstract = {Today nobody argues the fact that engineering education should undergo some changes in the respond of changes going on in different spheres of our society. Among the main factors influencing changes in engineering education investigators make accents on the following: information; modern technologies; market; environment: social responsibility; corporation structures and the demographic situation. 
Too many efforts at reform attempt to look at single elements of complex interconnected systems. Thus, within the context of professional engineering practice, one must consider a system that includes many elements. 
Reengineering should be focused not on the enterprise{\textquoteright}s organizations, but on its products and services {\textendash} in the present case, what higher education would define as its outcomes. Reengineering involves asking questions: how can we make our process more effective, more quality conscious, more flexible, simpler, and less expensive?
 The aim of this article is to analyze the factors influencing the engineering education modernization in the USA and the ways American investigators of engineering education suggest to make it more efficient and up-to-date.},
	keywords = {engineering practice, model of modern engineer},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220665.pdf},
	author = {Marina Morozova}
}
@article {19,
	title = {CHANGING PUPILS{\textquoteright} CONCEPTIONS ABOUT WEIGHT APPLYING VARIATION THEORY},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {13-24},
	abstract = {In phenomenography the aim is to describe and classify people{\textquoteright}s conceptions. Teachers have to be aware of the various alternative conceptions on which pupils are relying in their reasoning when they try to understand a concept or a phenomenon. Marton{\textquoteright}s variation theory of learning gives guidance to teachers how to design a successful teaching intervention by taking into account discernment, variation and simultaneity. 
In this article comprehensive school pupils{\textquoteright} conceptions on the concept of weight in the pulley surrounding have been studied using phenomenographic method. Pupils from 5th, 7th and 9th grades compared the weight of a small standard mass and a big bag hanging in a pulley at different positions in balance. In all the three age groups the majority (about 70\%) of the pupils stated that the lower hanging bag is heavier. From the pupils{\textquoteright} justifications five hierarchical categories were found: Motion, Position, Appearance, Material and No reasoning. Only about 5\% of the seventh graders and 10\% of the ninth graders seem to have an idea about the scientific explanation based on the immobility of the hanging objects.
 Next, in order to change these conceptions a teaching intervention was planned so that in three successive demonstrations the critical features found in the earlier study about pupils{\textquoteright} conceptions were varied. After the teaching about 40\% of the fifth graders and 45\% of the ninth graders perceived that they have to pay attention to the immobility of the objects. 
Finally, it is shown how the cognitive conflicts and the four patterns of variation gradually change the pupils{\textquoteright} ideas toward the scientific explanation. Teachers can help pupils by using successive demonstrations with appropriate variation and taking up in discussion pupils{\textquoteright} misconceptions and the critical features in the demonstration.},
	keywords = {phenomenography, teaching intervention, variation theory},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392217372.pdf},
	author = {Maija Ahtee and Olavi Hakkarainen}
}
@article {38,
	title = {CHEMISTRY EXPERIMENT IN DISTANCE EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {15-20},
	abstract = {In compliance with the National Programme for Development of Education in the Czech Republic and the draft of the Act of Preschool, Primary, Secondary, Higher Secondary and Other Education, a new system of curricular documents for education of pupils between 3 and 19 years is implemented. On the state level, the Ministry of Education, Youth and Sport creates the curricular documents called the Framework Educational Programmes. These documents define the standard educational contents for preschool, primary and secondary school.
 The Framework Educational Programme for General Secondary Education emphasizes an appropriation of critical thinking and scientific method of research in science education. As far as chemistry education is concerned, this requirement is naturally realized by the pupil{\textquoteright}s work on chemistry experiments.
 The information and communication technologies (ICT) development provides an opportunity for utilization also in education. The Department of Teaching and Didactics of Chemistry is preparing new secondary school chemistry teachers. We are concerned with usage of the ICT in chemistry education particularly in relation to the chemistry experiment.
 Experiment is a vital part of chemistry education, but the science experimental work is not frequently used in distance education or e-learning courses yet. In the contribution presented here we would like to share our experience with extension of distance courses by bringing chemistry experiment to learners. We present interesting examples of experiments used in blended chemistry courses for students at every level of education system as well as in on-line chemistry course for wide population of non-chemists.},
	keywords = {chemistry experiment, distance education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392219751.pdf},
	author = {Hana B{\"o}hmov{\'a} and Renata {\v S}ulcov{\'a}}
}
@article {30,
	title = {CHILDREN{\textquoteright}S CONCEPTS RESEARCH OF SELECTED COMMON PHENOMENA FROM PHYSICS AND CHEMISTRY AT ELEMENTARY SCHOOLS},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {106-112},
	abstract = {The article deals with quantitatively oriented transversal diagnostics of pre-concepts of selected common concepts in physics and chemistry at primary schools and their genesis. The research was carried out in a sample of 60 pupils from the 5th class, 60 pupils from the 7th class and 60 pupils from the 9th class of selected primary schools in the {\'U}st{\'\i} nad Labem Region. The applied research methods were as follows: a questionnaire, didactic test, analysis of pupils{\textasciiacute} tests and concept mapping. The objective was to monitor the affects of targeted school teaching of chemistry and physics on the creation of pre-concepts. The achieved results are discussed in terms of the possibility to integrate chemistry and physics teaching at primary schools. },
	keywords = {pre-concepts, quantitative research},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392218597.pdf},
	author = {Ji{\v r}{\'\i} {\v S}koda and Pavel Doul{\'\i}k}
}
@article {31,
	title = {COMPLEX ESTIMATION SYSTEM OF THE COMPETENCE QUALITY OF THE CHEMISTRY STUDENTS},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {113-119},
	abstract = {Social and economic changes which have taken place in Russia at the end of XX century, have caused necessity of revising the whole system of the higher vocational training with the purpose of in-creasing its quality and strengthening of attention on the development of practical - effective spheres of the trainee{\textquoteright}s personality. Today it is impossible to speak about the higher vocational training, not men-tioning questions of its quality. If to be based on the technological approach to interpretation of the term of "education quality{\textquotedblright} the practical technique is necessary for measuring its level.
 Discussing the "education quality{\textquotedblright} term as a system category, we share N.A. Selezneva{\textquoteright}s, A.I. Subetto{\textquoteright}s opinion on the structure of education quality as a uniform set of subsystems of education quality system, quality of educational processes and quality of results of education (a level of compe-tence). The system, process and result should meet social demands the requirements of concrete consum-ers. 
In our opinion, the subsystem of quality of education results (quality of students{\textquoteright} subject knowl-edge and professional skills) is he ordered complete set of components, integration and interaction of which causes and effectively promotes development of preparation quality of pedagogical HIGH SCHOOL a graduates which is expressed in his professional - pedagogical competence. As a methodo-logical reference point of system construction of an estimation of quality of students{\textquoteright} subject knowledge of acts as system, of active, personal, competent, qualimetrical approaches. 
The full characteristic of system essence of quality an estimation of students{\textquoteright} knowledge of assumes the description of its characteristic features, an inner structure, relations with the environment and the stages of development. To the properties and attributes of the system of estimation students{\textquoteright} knowledge quality one should refer the general and specific. Among the general properties of the system we single out such as sociality (on substantiality indication), a reality (by origin), complexity (on a level of complexity), an openness (on character of interaction with an environment), dynamism (on the basis of variability), purposefulness (on presence of the purposes), external and self-guidance (on the guidance feature). Besides by the way of determination of the system is probable. To specific properties of the estimation system of students{\textquoteright} knowledge of quality we referred a value-guided and pedagogical orientation.
 The complex quality estimation system of students{\textquoteright} subject knowledge in the subjects of special training of chemistry teachers of in a pedagogical higher school is developed.},
	keywords = {competence, estimation, quality of education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392218678.pdf},
	author = {Lyudmila Gorbunova}
}
@article {23,
	title = {COMPUTER-BASED EDUCATION IN PHYSICS},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {44-49},
	abstract = {The contribution deals with a short history of the usage of personal computers in teaching of physics at the Faculty of Chemical and Food Technology (FCHFT) of Slovak University of Technology in Bratislava. At first, computers were used in our faculty laboratory, as well as in seminars in special computer rooms where we tested the level of acquirement of the subject matter. Then step by step the miscellaneous multimedia tools were introduced also into physics lectures. What were the goals we wanted to achieve by usage of multimedia didactic tools in teaching-learning process? These aims were - to enliven an interest in physics, to improve the clarity of teaching. 
The response of students on such kind of teaching process has been studied too. We have prepared student{\textquoteright}s opinion questionnaire to find out a feedback and monitor if our aims and intentions were fulfilled. The questionnaire was anonymous and was administered at the end of the winter term of the academic year 2006/2007. Results of this survey will be analysed at the end of this article. The new impulses and conclusions of this survey will be implemented in our further pedagogical practice. },
	keywords = {didactic means, video},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392217587.pdf},
	author = {O{\v l}ga Hol{\'a}}
}
@article {39,
	title = {CONCEPT OF DEVELOPING LEARNING IN THE MODEL OF LEARNING ACHIEVEMENT ASSESSMENT},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {21-30},
	abstract = {The competitiveness of young people in the labour market is determined by the level of their education or a set of competencies satisfying modern requirements, and objective assessment methodology is needed for the identification and monitoring of students{\textquoteright} ability to master the quality, growth dynamics and improvement of this set of competencies. 
The improvement of organization management system that is aimed at excellent and efficient management makes use of RADAR assessment methodology. The Article deals with the learning achievement assessment model in the chemistry-teaching course that has been synthesized on the RADAR assessment concept basis. 
The developed model is based on four priorities:
 1. Assessment is transformative {\textendash} it is carried out individually and collectively to stimulate students to develop the adequacy effect aimed at becoming aware of their learning abilities.
 2. Assessment can be reviewed {\textendash} the set of criteria provides information on improvement possibilities and harmonization that would promote formation of continuous improvement spiral.
 3. Assessment can be deployed {\textendash} the acquired information is applied, planned and used in experiments to promote changes in learning activities.
 4. Assessment is successive {\textendash} elements of assessment process promote successive assessment during learning process. 





},
	keywords = {developing learning in chemistry, science competency},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392219795.pdf},
	author = {Renate Kalnina}
}
@article {22,
	title = {IS CREATIVITY CHARACTERISTIC FOR INCOMING TEACHERS OF SCIENCE?},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {39-43},
	abstract = {Creativity as one of the characteristics is typical for every human and is expressed in many ways. However it isn{\textquoteright}t developed at the same level by everyone. We are able to determine it and to strengthen it. The components of creativity are newness, novelty and usefulness and we can define it as a creation of new and useful ideas, solutions, or products. For incoming teachers it is very important to be creative. Science teaching provides opportunity to be creative, but the necessity as well. We can expect, that creative teacher will stimulate the pupils to be creative more than a person who isn{\textquoteright}t very inventive. In this contribution we are focused on finding out the level and the scale of future science teachers{\textasciiacute} creativity according to results of Figural Form of Torrance Test of Creative Thinking named the Unfinished Figures. It can give us the first view on creative potential of an individual. We can identify students with extraordinary creative abilities and on the other hand, the ones whose abilities are below-average and help them to develop it for that reason. The study sample consisted of 80 second year college students studying natural science, who would like to be science teachers. The divergent thinking abilities, 4 dimensions (fluency, flexibility, originality and elaboration) were tested. According to the results of TTCT we find out, tha tincoming teachers dispose of figural creativity. Most of them (63.75\%) completed all offered unfinished figures. Just 20.0\% of them are characterized in high level of flexible creative thinking, 60.0\% are in average. The results of originality and elaboration were not satisfying. It is very important to develop incoming teachers{\textasciiacute} abilities as creativity evidently is. },
	keywords = {science teacher, Torrance Test of Creative Thinking},
	issn = {1822-7864 },
	url = {http://oaji.net/articles/2014/457-1392217536.pdf},
	author = {Zuzana Hal{\'a}kov{\'a}}
}
@article {56,
	title = {DEVELOPMENT BARRIERS OF THE PEDAGOGICAL EDUCATION AND HOW TO OVER-COME THEM},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {155-160},
	abstract = {The barrier in teacher education is looked upon as a crisis point at which the effective functioning and development of the system is hindered but there is a potential opportunity to get over such a predica-ment. To make a barrier an incentive for further development it must be sensed as such at the level of cognition and evaluation of the complexity and ambiguity of situation. According to the survey conducted by the Centre of teacher education development the problems of a young teacher are those of theoretical and methodological levels. The reasons for such a situation are diverse. The article in question will exam-ine the side-effects of universitization in teacher education resulting in the shift from practical to funda-mental preparation. The phenomenon when fundamental disciplines are studied to the detriment of special professional ones is not unprecedented. And the way out consists in recreation of the cultural function of education rather than reduction of fundamental courses. The article proposes the ways to overcome the obstacles in teacher education development with regard to the problem of universitization. This will make the educational system geared to the actual needs of the individual, society and state.},
	keywords = {barriers of development, overcoming side-effects of universitization, teacher education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220764.pdf},
	author = {Anna Torkhova}
}
@article {36,
	title = {EDUCATION DIVERSITY AS AN INDICATOR OF SOCIETY POSITIVE DEVELOPMENT},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Editorial},
	chapter = {5-6},
	abstract = {In the present age, education plays a crucial role. Globalization, challenges of the knowledgeable society and the breakthrough of technological development are the main factors stimulating the diversification of education systems in a number of countries. Society and education become more variable. On the other hand, education may have a significant impact on society i.e. to provoke and promote its alterations. Recently, a strong need for new competencies has shown up. Preparations for changes, modern information management, skills in general science management and strategic planning, the need for permanent learning etc. are accepted as extremely important competencies. New tasks are allocated for all types and levels of schools concentrating on comprehensive school the basic mission of which is to train a personality having a broad academic knowledge, capable of lifelong learning, able to find his/her own place in life and be an active member of the community. First of all, new education goals require rearranging the educational process and content. 
After restoring the independence in 1990, different alterations have been taking place in the Lithuanian education system. This period has faced plenty of changes in schools and the whole system of education e.g. school decentralization and management, reformation of schooling net and structure, new methods of financing, a changed system of Secondary Education Examination, new methods regulating the entrance to higher schools, new educational content and standards, the systems of teachers and executives{\textquoteright} attestation etc. The educational establishments have seen endless possibilities of cooperation with foreign partners. Joining various international scientific, collaboration, mobility etc. projects opens up excellent opportunities to increase competencies of all education system participants. It can be affirmed that a similar situation can be met in the majority of countries in Central and Eastern Europe. The fundamental reforms of the educational system have been introduced in Latvia, Estonia, Poland and other countries of this region.
 The free market conditions, globalization of production, rapid changes in technologies, market liberalization and building an information-based society create a highly competitive environment in all countries and make an immediate impact on employee qualification requirements and work methods. Training a qualified expert focused on the needs of the work market and aimed at developing practical skills can be accepted as one of the priorities of the education system. Ensuring high quality education has become a burning problem. Qualified education embraces not only internal business of the educational establishments; it is also a concern of the whole environment. To be satisfied with quality assurance, the society and social partners are actively involved. Quality management in education is admitted as a priority. To be certain about the society members{\textquoteright} education that corresponds to the time requirements, the representatives of governmental and non-governmental organizations, enterprises, traditional religious communities, mass media as well as education experts, politicians, employers and other concerned people need to be summoned. Everyone must feel responsibility for the young generation and the future of the country. A similar form of collaboration is extremely important and most frequently produces positive results. M.Lang states that collaboration in educational reform assumes an atmosphere of professional autonomy realized through discourse, decentralization, and professional self-improvement in communities of practice. This implies a participatory process in a common information space that is different from the traditional view in a bureaucratic or expert hierarchy. It has to be discussed and justified in a social context of some sort of commons with shared meaning, values and rules (Lang, 2007). 
However, it seems likely that progress in education is impossible without degradation which is an antipodal phenomenon. Along progress in education and its modernization, the degradation processes take place. Educational literature calls it The Doctrine of the Degraded Education. Despite all the efforts taken, the level of education is kept down in some countries. The number of preschool education institutions has gone down; the children{\textquoteright}s state of health and the quality of knowledge have considerably decreased. The prestige of higher schools is under damage. Unfortunately, the scopes of education financing cannot ensure qualified education. The phenomenon of falsified education frequently emerges. The factors determining the latter happening are under discussion. The expert inquiry carried out in Lithuania in 2006, revealed such unfavourable circumstances of falsified education as a negative public attitude to school, lack of competencies of the executives dealing with education policy, bureaucracy, exaltation of learners{\textquoteright} rights etc. (Lamanauskas, Aleknaite, 2007). 
An inescapable fact remains that an individual market of education exists. An axiom that the market easily accepts {\textquoteleft}high{\textquoteright} mastership is known. Another truth is also notorious {\textendash} teachers (apart from rare exceptions) broke checking their personal educational activity and science (do the latter fields conform to one another). The process of broadening personal theoretical knowledge is very slow. What role does an uncompetitive teacher/lecturer play nowadays? Who is responsible if a teacher/lecturer fails to properly express him/herself under the circumstances of competition in the education market? Why a part of the universities are chosen by a large number of students whereas the other higher schools feel shortage of learners? There are plenty of questions to be fully answered. 
Society and the education market gain greater diversity. More and more educational establishments appear in order to offer a wide spectrum of education services. A net of informal education institutions is actively progressing not only in Lithuania but also in other countries of the above mentioned region. The education {\textquoteleft}field{\textquoteright} is supported with the new theories that help with expansion of a modern education panorama (Lamanauskas, 2004). Obviously, such variety can be confusing, moreover, the barely accepted objects most frequently do not succeed in becoming the treasure of the educational society. The acknowledgement and investigation of the systemic education reality grow into a burning issue. Nevertheless, variant education is admitted as an index measuring how a certain political unity is focused on different educational needs and possibilities of society and its groups. 
A few produced ideas will serve as a pretext for everyone interested in discussing the problems of education and thinking of the present education situation. Notwithstanding, this issue of serial publication includes articles dealing with different topics and formats i.e. from works displaying empirical research on methodology (Olga V. Balachevskaya etc.) to those debating the questions of youth intelligence and self-determination (Tatyana V. Masharova, Elena L. Syrtsova). This is a purposeful objective. The geopolitical situation in Lithuania has performed a role of a bridge between East and West. During the recent seventeen years, the one-way direction has predominated and been targeted on the West traditions in Lithuania. It is clear that education encountered a similar situation. The state of education in the region of Eastern Europe has been poorly discussed. Different international conferences held in Russia and Belarus disclose the need of exchanging information, experience, problems etc. The pedagogical traditions of Russia, Belarus and Ukraine considerably differ from those cherished in the West. The fact that only a small number of scientists working in the field of pedagogy in these countries publish their works in English proves that the real problems of communicating with one another exist. Life under similar conditions limits the possibilities of acknowledging the educational theory and practice in these countries. 
It is believed that this volume of scientific articles will assist in solving the above introduced problems in one or another way and thus will have a positive impact on education development. We are expecting that this issue will be equally useful for the readers and writers of Eastern as well as of Western countries. 
},
	keywords = {education diversity, education market, globalization},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392219627.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {41,
	title = {EDUCATION OF SCIENCE AND COMPETITIVE ACTIVITIES},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {37-44},
	abstract = {The presented research educational project is aimed on search of new forms of competitive activities that would support the interest in natural sciences as such. For school collectives there were suggested topics for the scientific competitive work in good accordance with their age group. Fundamentally the topics had to correspond with the pupil{\textquoteright}s and student{\textquoteright}s request to work on a serious scientific problems. 
In the first year of the project there were involved 29 pupils from three primary schools, 38 secondary school pupils from four schools and 81 students attending high school in eleven different institutions. In the course of the first year of the project it has been proved that especially the pupils from primary and secondary schools are enthusiastic and eager to work and participate on the solution of some {\textquotedblleft}semi-scientific problems{\textquotedblright}. For this age group there were chosen two themes - {\textquotedblleft}Water and Milk{\textquotedblright} (primary school) and {\textquotedblleft}Honey, the Gods{\textquoteright} Dish{\textquotedblright} (secondary school). First mentioned topic undoubtedly fulfilled all the requirements for the great experimental potential but the topic for secondary school involving experiments with honey has proved not to convey such variety of impressive experiments as it had been expected and calls for optimalisation. 
High school students have already obtained sufficient knowledge from natural sciences. Moreover, teenagers want to be treated as adults and therefore they feel the need to work on {\textquotedblleft}real{\textquotedblright} research topics. This kind of approach was offered by the finally chosen theme {\textquotedblleft}Plants, medicinal plants, and drugs{\textquotedblright} which was very well received by the newly established groups of young scientists. The schools were offered the background support from the university, which was highly praised especially when the realization of more complicated experiments were required. },
	keywords = {competitive activities, natural sciences popularisation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392219881.pdf},
	author = {Libor Kvitek and Jana Soukupova and Ludmila Zajoncova and Tana Stosova and Petr Tarkowski and Ales Panacek and Marta Kleckova}
}
@article {45,
	title = {EDUCATION REALITY IN CONDITIONS OF DEVELOPING INFORMATION SOCIETY},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {67-72},
	abstract = {Contemporary society is witnessing changes and processes triggered by the groundbreaking development of humankind{\textquoteright}s technical capacity, especially in the area of informational and communication technologies (ICT). In this new society, learning and a continual educational process constitute basic preconditions for the success of individuals as well as for the entire society. In this context, information literacy is becoming increasingly important. Informational literacy is generally understood as the ability to use information sources and communication technologies in order to solve problems in one{\textquoteright}s everyday activities, or to increase one{\textquoteright}s labour efficiency or the quality of life, respectively.
 The Faculty of Education at Charles University in Prague is currently dealing with a research project entitled {\textquotedblleft}Changes in education reality in conditions of developing information society{\textquotedblright}. The research focused on five thematic fields: Education reality, the dynamics and connections to the spheres of knowledge and the ICT; curricular and procedural aspects of changes in context of the integration of the ICT into schools and of the training for life in the knowledge society; information and communication technology as the component of educative environment of the knowledge society; models of the support of learning and instruction via the ICT and their evaluation; preparing the teachers for educational tasks in the knowledge society and the integration of ICT into education.
 Teacher-training colleges should consistently and purposefully prepare would-be teachers for education that encourages functional literacy, or for the implementation of a broadly defined information-based education that transcends the constraints of a specialized subject. These are the most relevant focus areas: gathering, analysing and organizing information; disseminating ideas and information, and understanding an entire complex interconnecting system; planning and organizing one{\textquoteright}s work activities; adopting teamwork and cooperation; using systemic procedures, terminology and methodology; developing the ability of logical reasoning and strategies aimed at dealing with problems; being able to use technical equipment; cultivating a spirit of solidarity and cooperation among students; using active learning methods; providing quick feedback and testing one{\textquoteright}s knowledge by means of ICT; emphasizing the deadline by which the assigned problem task has to be solved; taking into consideration the diversified talents of individual students and various ways of teaching.
 This paper deals, in general, with the consequences of deep impact of the new information and communication technology on the society and describes its characteristic features and contributions for education. It also offers the characteristics subject of the one of meaning longitudinal research orientation of Faculty of Education of Charles University in Prague.},
	keywords = {education in science, information and communication technologies, information literacy},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220182.pdf},
	author = {Vladimir Rambousek and Pavel Bene{\v s} and Martin Adamec}
}
@article {47,
	title = {EMPLOYMENT OF SUITABLE DEVICES AND PREPARATION OF EDUCATIONAL MATERIALS FOR PHYSICAL CHEMISTRY EDUCATION AT HIGH SCHOOLS},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {82-88},
	abstract = {The education of physical chemistry at Czech schools is rarely supported by corresponding experiments and hardly any of them reflects the real-life laboratory and industrial practice, where a large scale employment of devices and applications based on physical chemistry methods and phenomena is typical. For example, various types of methods based on interaction of light and matter are widely used for analysis in science and industry (UV VIS, Infra-Red, Atomic Absorption Spectroscopy etc.) and in various commercial applications (optical devices). Plenty of analytical and commercial applications are based on electrochemical phenomena (pH measurements, ion selective electrodes, dry cells etc.). Therefore, it is necessary to introduce the physical chemistry phenomena and related experiments supported by appropriate devices and methods in high schools chemistry curriculum. However, for majority of high schools in the Czech Republic, the price, space requirements and necessity of trained staff are limiting factors for employment of these devices and experiments in physical chemistry education. Solution of the problem is searching for such devices which are relatively cheap, modular, multifunctional and user-friendly with cheap and easy servicing and creating the experiments and educational materials which reflect the phenomena and applications mentioned above. 
To fulfill the task, spectrometer Ocean Optics USB 2000 and multifunctional device Pierron Infraline Graphic have been employed as suitable devices for preparation and testing of variable educational materials and experiments which are focused on introducing the spectroscopy and spectroscopic methods as well as other methods based on physical chemistry phenomena (pH, conductivity) into high school chemistry curriculum. There have been proposed, prepared and tested the educational materials suitable for high school, including PC presentations (MS PowerPoint, OOo Impress), educational texts and work-sheets describing experiments. These are, for example, qualitative and quantitative analysis of dyes in various foods and drinks, natural dyes in herbs, shortened analysis of water (Cl-, NO3-, pH measurements, and conductivity).},
	keywords = {absorption spectroscopy, instrumental experiments at high schools, physical chemistry education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220266.pdf},
	author = {Ivona Trejbalov{\'a} and Eva Urv{\'a}lkov{\'a} and Petr {\v S}mejkal}
}
@article {33,
	title = {FORMATION OF ECOLOGICAL CULTURE OF THE SPECIALISTS OF AN ECONOMIC PROFILE},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {125-134},
	abstract = {The peculiarities of the ecological education in the conditions of a specialized secondary educational institution of the economic specialty are under research in this work. The statement assumed as the hypothesis of the research is that it{\textquoteright}s possible to form ecological culture in the education of economists if it is viewed as a necessary and most important function of a specialist, if the diagnostics of the development of ecological culture is implemented in accordance with the notions of its structure, criteria and levels of its development reflecting the integral model of the ecologically-oriented lifestyle of a human being, the specially created system of continuous ecological education will serve as the source of formation of ecological culture, the pedagogical tools and methods of formation of ecological culture will be based on ecologically oriented activity of students during which they receive many-sided knowledge about the environment.
 Ecological culture of a student represents a whole of motives and understanding of values and morals, scientific notions and experience of the practical environmental activities, a system of views and beliefs which determine ecological orientation of the whole life activity of the personality of a future specialist, his attitude to the environment and himself. Self-determination of the student in the system {\textquotedblleft}biosphere {\textendash} society {\textendash} personality{\textquotedblright} and transfer of the ideal model of this relationship to the sphere of his own life activity constitute the essence of the ecological culture.
 Formation of the ecological culture represents a process of consistent acquisition by a student of ecological knowledge, skills, habits, development of his personal views and beliefs on the environmental problems, critical perception, emotional experience, awareness of the role of his personality in the solution of the ecological problems, the necessity in the ecologically appropriate behavior in the environment. The levels of the development of ecological culture are characterized by such criteria as responsibility for the behavior in nature, presence of the system of ecological knowledge, skills, habits, need for active ecologically appropriate activity in any living conditions. According to these criteria different levels of the development of ecological culture of the student are distinguished: low, medium, high.},
	keywords = {ecological culture, integral model of the ecologically-oriented lifestyle},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392218823.pdf},
	author = {Uladzimir Zuyeu}
}
@article {40,
	title = {INFORMATION AND COMPUTER LITERACY OF HIGH SCHOOL STUDENTS},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {31-36},
	abstract = {In our contribution we focused on finding out the information and computer literacy of high school students. This paper presents the results of an information literacy questionnaire. Questions in the information and computer literacy questionnaire (ICLQ) were concerned with the use of computers, internet, frequency of ICT use and the purpose of internet use. Questions were generally open {\textendash} ended, but we offered possibilities too. The ICLQ was filled by students (n = 283) of secondary grammar school, from different regions and districts of Slovakia. The number of boys (n =127) and girls was similar (n = 156). We used Pearson chi - square test (χ2), for finding of statistically significant difference between genders. In our research we found that nearly all students use computers and the internet. Most students, nearly 70 \%, use the internet at school. About half of all students use the internet at home. This is caused by the fact that service for access to the internet is still expensive for the most of people in Slovakia. We found that the main activity of students on the internet is the search for information (e.g. themes on essays, complementary information to the curriculum{\textellipsis}). It means that computer literacy of students is improving. Students can use the internet and computers in school most often after lessons. The internet is using at home and at friend by boys in the higher measure in the comparison with girls. Girls use the internet more at school and at library than boys. Boys use the internet more often than girls.
},
	keywords = {computers, information and computer literacy},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392219835.pdf},
	author = {Milan Kubiatko}
}
@article {53,
	title = {INTELLIGENCE: GENESIS OF CONCEPT AND MODERN INTERPRETATION},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {125-132},
	abstract = {Disclosing essence of concept "intelligence" it is necessary to consider concepts "morality", "education", "breeding". Historically there were two directions in understanding morality: religious and secular. The religious consciousness saw in spirit of the man a part of the God, which comprehension is impossible with the help of reason. The difference of a secular approach on morality from religious one is that in the second approach there is no idea of connection of morality with the God, as determining beginning of life of the man. Morality is shown in need of self-perfection, rising of the man above himself. The intelligence, as property of the man, is based on morality, activity of spirit. The intelligence includes a conscious part of activity of spirit, reasonable, intellectual, rational. The intelligence is a part of morality in cognitive understanding. The basis for intelligence is education. Education includes the sum of knowledge received during training, information about changes in this science in time, and also aspiration and need in development, increasing of this knowledge, skill to take new possessions. The man educated should have the opinion about the new scientific data and be able to prove it. The man cultured constantly improves the intelligence, as the flow of the information is huge and never comes to an end. The intellectual perfection has no borders. The intelligence understood through breeding, assumes presence of an internal core of the person, a certain code of honour, decency and nobleness. Along with the listed qualities, the intelligence includes politeness, tact, fidelity and compassion. This is the modern conception of the brought up man. Breeding is characterized by the set of socially qualities generated enough, which reflect the system of man{\textquoteright}s attitudes to a society, people, activity, nature, art. It is possible to tell, that it is the certain level of culture of the person, one of which parameters is the skill to carry out search and to make a moral choice in non-standard situations. In modern interpretation the intelligence is understood as integrative quality of the man, which includes the harmonious advanced spiritual-moral, professional-labour and civil culture. So, a modern intellectual is a tolerant and responsible person having large internal culture, recognizing self-value of a personality, respecting his rights and advantages, guided in the acts and actions by conscience and validity, able and aspiring to work at a high professional level, keeping an active civil position. },
	keywords = {integrative quality, intelligence},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220604.pdf},
	author = {Tatyana  Masharova and Elena Syrtsova}
}
@article {18,
	title = {INTRODUCTION OF THE RESEARCH METHODS IN TEACHING OF CHEMISTRY},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {7-12},
	abstract = {To increase the efficiency of understanding of chemistry during training of natural sciences course, the research methods were introduced from the beginning of learning year. The basic object for investigations was etiquette of different chemical products, mainly from household industrial products. The research activities of the pupils were stipulated to receive more information on surrounding chemical products, role of etiquette as the carrier of information. It gives more possibilities to combine the theoretical knowledge with real practical life. 
Another goal of the introduction of the research method is to develop investigation{\textquoteright}s skills of the pupils. It is very important for the training of natural sciences in the modern school, which gives a possibility to develop deeper interest of pupils for investigation of the surrounding world and facilitate the growing skills for it. The defined procedures for preparation of research report were developed in the Riga French lyceum to develop all components of research activities from collection of information with verification and assessment up to presentation of own results including oral presentation for another pupils with their following valuation. },
	keywords = {natural sciences course, research training method, training of chemistry},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392217315.pdf},
	author = {Gunta Abramenkova}
}
@article {29,
	title = {LEARNING ABOUT OWLS AND THEIR CONSERVATION {\textendash} A COMPARISON OF MEDIA-ASSISTED INSTRUCTIONAL METHODS},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {95-105},
	abstract = {In this study, two short-term educational treatments for secondary school dealing with ecology and conservation of European owl species were compared under realistic field-conditions. Both motivating learning environments, a play-like activity (quartet) and a hypermedia website tool for two lessons (90 min), are known to provide a strong {\textquotedblleft}Hawthorne effect{\textquotedblright}, which might useful for achievement in a short-term learning unit in Science Education. Information units were similar, only the structure of presentation differed within both treatments. Objectives of the study were (i) a comparison of both teaching methods concerning the cognitive learning outcome and (ii) motivational variables in a pre-/ post- and retention-test design with control group. Pupils were randomly assigned one treatment (Hypermedia: N = 34, quartet: N = 30, control: N = 28). As result of multivariate statistics, a significant higher achievement in the computer-aided group was assessed immediately after the lesson, while the retention test did not produce significant differences between the treatments. Pupils performed significantly better in the retention-test compared to the post-test, which might be due to a short teaching sequence of ten minutes after the post-test. The motivational variables measured with the Intrinsic Motivation Inventory (Ryan, Connell \& Plant, 1990) didn{\textquoteright}t show any difference between the two treatments, suggesting that both treatments are motivating and that the Hawthorne effect might be similar. Pooling both experimental groups, a significant positive relationship between interest/enjoyment and post-test scores and between effort and retention and a negative correlation between retention test and the perceived pressure can be reported.
 A consequence for Science Education practice is the usefulness of both treatments for successful and motivating achievement as well as the fact, that the hypermedia approach can be used for self-determined learning as out-of-school-preparation. Furthermore, research concerning the short concluding teaching sequences is necessary.},
	keywords = {computer-supported learning, ecology education, intrinsic motivation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392218464.pdf},
	author = {Steffen Schaal and Christoph Randler and Stefanie Krall}
}
@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}
}
@article {57,
	title = {PERSONAL DEVELOPMENT OF SOCIALLY GIFTED TEENAGERS BY MEANS SOCIO-PSYCHOLOGICAL EXPERIMENT},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {161-165},
	abstract = {The paper deals with the problem of elaborating psychological means of personal development of socially gifted teenagers (youth leaders) in changing social milieu nowadays. Teenage leadership is supposed to be learnt and formed within the framework of specially organized social environment {\textendash} social oasis. The process of social oasis design based upon social learning and working out adequate social technologies makes it possible to improve gifted teenagers motivation. Combination of social cognition and social action makes it possible to perform social renovation of youth personality and reach higher level of small groups{\textquoteright} social maturity. 
The tools to design social oasis suggested by paper{\textquoteright}s authors are: forming of mental culture of youth groups; inclusion of educational specialist into joint action with alumnus; engaging all participa-tors into highly organized commonality; introduction of democratic organizational procedures in small groups; aggregative spatial organization of joint actions; social, mental and objective enrichment of activities; strengthening of intellectual, emotional and behavioral component joint activities in small groups.},
	keywords = {social learning, social oasis, socio-psychological experiment},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220814.pdf},
	author = {Aleksey Chernyshov and Sergei Sarychev and Jury Lobkov}
}
@article {52,
	title = {PROBLEM OF GENDER SELF-DETERMINATION OF LEARNING YOUTH},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {117-124},
	abstract = {The urgency of the problem of gender self-determination is caused by necessity of development of a person as a subject and an object of the public attitudes. Child{\textquoteright}s biological and civil gender is defined already in the prenatal period and after his birth. On the basis of it the education of the child is carried out in society. 
What is gender self-determination? Firstly let{\textquoteright}s consider concepts "gender" and "self-determination" separately, and then we can find out interrelation between them. 
Gender is social and psychological sex of a person, the set of his or her psychological characteristics and features of social behaviour shown in dialogue and interaction. Base formation in gender is the psychological sex of the person, i.e. achievement of the certain level of sexual self-consciousness and sexual identification, real acquiring a male or female role.
 The self-determination of the person is an ability to find own place in the world, to understand own opportunities, to realize the purpose in life, in selected sphere of public and labour activity, in personal life and career, aspiration to change the society positively. The self-determination of the person is a conscious act of revealing and statement of an own position in problem situations.
 The gender self-determination is a process of comprehension itself as a representative of this or that sex, understanding of own opportunities in a male or female role, finding own place in male and female society, in family, in selected sphere of public and labour activity, in personal life and career.
 In concept of gender self-determination there are four components which make its substantial nucleus: motives and aspirations to an ideal image of the man/woman ("I want to be"); the self-knowledge as comprehension of the qualities of masculinity/femininity, understanding own real "I" as a representative of a concrete sex ("I am"); a self-rating ("I can"); the requirements of a society, public norms of life, male and female stereotypes ("require"). It is important, that the ideal image of a man or a woman should combine vital and cultural values produced by the mankind during centuries. 
The gender self-determination is learning an ideal image and transferring it in the internal plan of actions. However ideal of masculinity and femininity in comprehension of modern youth does not coincide with traditional. It derivates a number of problems, which are reflected both in a status of family, and in conditions in a society. Active feminizing of men and masculinizing of women takes place no less than "civil marriages, divorces, decrease of birth rate, increase of quantity of people with nonconventional sexual orientation and distribution of cohabitation, growth of sexual criminality, suicides.},
	keywords = {gender self-determination, self-knowledge, sexual identification},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220550.pdf},
	author = {Tatyana  Masharova and Tatyana Malova}
}
@article {55,
	title = {PROBLEMS OF DEVELOPMENT OF MASTER DEGREE PROGRAM IN ACCOUNTING AT THE UNIVERSITY OF LATVIA},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {141-154},
	abstract = {The article is dedicated to problems and possibilities of development in terms of realization of Academic and Professional Master{\textquoteright}s Degree program in Accounting at the University of Latvia. Carrying out continuous comparative analysis of Master{\textquoteright}s program at different foreign Higher educational establishments (University of Saskatchewan in Canada, Cardiff University in the United Kingdom, Tallinn Technical University in Estonia), as well as using the references of accreditation expert group, the author identifies plenty of weaknesses appropriate to programs of University of Latvia and has elaborated a range of suggestions, which will provide the better programs conformity to the standards, established for Master{\textquoteleft}s Degree achievement in the states with developed market economics. The main recommendations for program improvement are as follows: increase of specific weight for the subjects referring to accounting and audit decreasing general studying course scope (micro economical and macro economical analysis, demography); elimination of program subjects doubling between the list of studied subjects before the start of Master{\textquoteright}s Degree studies and the list of Master{\textquoteright}s Degree subjects; updating of studying subject {\quotedblbase}International Financial Reporting Standards{\textquotedblright} content, further studying of only the most complicated and problematic standards; implementation of new studying subjects ({\quotedblbase}Foreign Language for the Needs of Scientific Research{\textquotedblright} and {\quotedblbase}Research Methodology in Accounting{\textquotedblright}) and {\quotedblbase}Research Seminars{\textquotedblright}; inspiration of Master{\textquoteright}s Degree students to work independently in the library; extension of Master{\textquoteright}s thesis elaboration period up to 2 semesters instead of existing 1 semester. The suggested innovations not only increase the competitive ability of the mentioned before programs in Latvian Higher Education Market, but also can improve the status of Master{\textquoteright}s Degree in Accounting. Though implementation of innovations requires essential investments and labour force (including involvement of new qualified staff), attempt to ignore the necessity of changes may have an extended harmful effect, in particular, loss in competition for potential students (as their quantity decrease due to demographic crisis in the beginning of 1990{\textquoteright}s) is expected in the nearest future.},
	keywords = {Master{\textquoteright}s Degree program, quality of education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220714.pdf},
	author = {Arturs Praulin{\v s}}
}
@article {50,
	title = {PROFESSIONAL SELF-DETERMINATION OF THE MODERN TEENAGER AS A PROBLEM OF EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {101-110},
	abstract = {The Modern society presents high requirements to abilities of each member to realize searching for new sense of professional activity and vital activity as a whole i.e. to constitute himself in History, Culture, life, profession. The significant role in realization of these requirements belongs to education and its quality.
 Changes in political and economic situation, mass unemployment at the beginning of the 90-s have brought to the disintegration of professional guidance in Russia. The system of education has declined the responsibility for professional self-determination of graduates and their training of the professions. 
New technologies in the Russian professional guidance have revealed the contradictions between multiple methodical works, books, educational methodical seminars in main professional-guiding centers of the country, internet-sites, new efficient methods of professional psychodiagnosis and consultancy, active game professional-guiding methods, which in complex create the modern system of the professional guidance for youth, on the one hand, and the lack of publications, devoted to the professional self-determination of teenagers at school and the correspondence between the choice of a profession and individual particularities, as well as the unsolved problem connected with the quality of education and the adequate professional choice, on the other hand.
 Above mentioned facts explain the urgency of our study, by the main point of which is the problem of the correspondence of personal particularities to the professional choice. 
The performed study of individual, characteristic and other personal particularities (organizational and communicational aptitudes and abilities, temperament, self assessment, professional interests, aggressiveness, hostility etc.) of teenager at secondary school {\textnumero} 3 in Cossack village Novotitarovskaya of the Krasnodar region has allowed to reveal the interrelation and correspondence of their individual particularities to the chosen professional sphere of activity.
 We have prepared some practical recommendations taking into account the correspondence of the professional interests and the individual particularities of teenagers in work of teachers and school psychologists professional-guiding objectives and social adaptation, as well as on the increasing quality of education. },
	keywords = {personality of a teenager, professional interests, professional self-determination},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220439.pdf},
	author = {Lyudmila Lomakina and Olga Logashenko}
}
@article {48,
	title = {PUPILS{\textquoteright} EXAMINATION USING INFORMATION TECHNOLOGIES, AS IMPROVEMENT OF THE KNOWLEDGE SYSTEM MONITORING},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {89-94},
	abstract = {The title of the paper is Verification of Students{\textquoteright} Knowledges with the Use of the Newest Information Technologies, as one of Way of Improvement of Checking of Knowledges System.
 Presently in education is practiced the use of informations technologies for the automated verification of students{\textquoteright} knowledges, that is testing on a computer.
 In work is considered Avanesov{\textquoteright}s classification of tests{\textquoteright} tasks, where tests are subdivided into the tasks of the closed and opened form. In work is resulted description of possibilities, are considered advantages and disadvantages of these tests using at verification of students{\textquoteright} knowledge. The analysis of comparison of the computerized testing is conducted with the standard writing testing. 
The methodology of research bases on two researches which purpose was to find out the relation of students to examination with use of information technologies.
 The main conclusion - verification of students{\textquoteright} knowledges with the use of information technologies improves the control of knowledge, if at creation of test tasks are observed the basic criteria of quality of the test and with the maximal feedback are used all the offered opportunities of the computerized test.},
	keywords = {comparison and advantages of tests, testing on a computer},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220327.pdf},
	author = {Natalia Vronskaya}
}
@article {20,
	title = {THE ROLE OF CINEMA INTO SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {25-30},
	abstract = {Reforming science education {\textendash} from educating educators, to developing standards, to improving access for all {\textendash} is a worldwide challenge that is essential if overall improvements are to be made. In science education, it is more and more widely discovered that {\textquotedblleft}horizontal teaching{\textquotedblright} {\textendash} when teachers take students by the hand and lead them on a voyage of discovery, stimulating their observation and experimentation skills, imagination, curiosity and reasoning capacity - enhances students{\textquoteright} intellectual and manual capacities enormously. This purpose discusses the role of cinema as a tool for the science education. The target was to explore the effect of using movies on the learning and retention of simple and integrated science knowledge. New educational approaches and methods that are inter- and transdisciplinary and issue-driven need adopting, and participatory practices and methods must be endorsed, to prepare young generations to live in a world of constant change. Based on the socio-interacionist approach by Vygotsky, it is acceptable that an audience can interact with the characters and share their emotions and actions showed in an audiovisual language. On this way we analyze some movies considering the potential of audiovisual, scientific and common languages to be used as a tool to mediating science teaching and learning. Furthermore, the audience can learn values, information and knowledge present into the movie discourse and thus, the cinema shows the science in a society. Moreover, audiovisual language may be important mediating variables that determine the effectiveness of cinema for enhancing science teaching and learning. If science and society want to get along they must learn to communicate more and better. No one says that it is easy, but it is the price today in a mature democratic society.},
	keywords = {audiovisual language, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392217413.pdf},
	author = {Agnaldo Arroio}
}
@article {49,
	title = {RURAL TOURISM AS AN OPPORTUNITY TO UPBRINGING PATRIOTIC ATTITUDE TOWARDS MOTHERLAND IN STUDENTS},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {95-100},
	abstract = {Many students do not hide their desire to leave the country to study or work. There is a sufficient outflow of perspective human resources abroad, from villages to bigger cities. Present times offer many perspectives to make these plans come true, the youth does not feel any responsibility for {\quotedblbase}the small motherland{\textquotedblright}. The efforts in the youth patriotic education field represent the opportunity for improvement of the situation at present. High schools along with schools always carried out state-forming function. If there is a decrease in the patriotic attitude towards the country, it means, that the crisis has come. Nowadays it is very important to educate the patriotic attitude in students towards their native city, settlement and preparing them for performing a civic duty in relation to the motherland. If the high school successfully carries out educational duties the state has an opportunity to become stronger and more economically stable. It gets personal value for each young man, who has been brought up with the patriotic attitude towards {\quotedblbase}the small motherland{\textquotedblright}. Many students from rural areas remain in cities and the connection with their native places gradually weakens. To prevent this, it is necessary to bring up and support the feeling of respect towards history, culture, the nature of native land. It is possible to support many high school courses with regional components and thus to promote the feeling of pride for native land, develop interest to independent studying of materials about native land, communicate with compatriots. The method of study about native land lead students to studying of human resources of {\quotedblbase}the small motherland{\textquotedblright}, natural resources and historical values.},
	keywords = {patriotic attitudes, respect towards history, rural tourism},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220378.pdf},
	author = {Inara Dunska}
}
@article {24,
	title = {SCIENCE AND TECHNOLOGY EDUCATION IN FINNISH COMPREHENSIVE SCHOOLS: FOUR CASES},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {50-62},
	abstract = {Science-Technology-Society (STS) approach has been found to be an effective framework in science education. STS-approach is expected to increase citizens{\textasciiacute} abilities to carry out the social responsibility in collective decision making concerning issues related to science and technology. At school, the teacher can view, especially after practising STS-instruction her/himself, that it is an integrated curriculum that promotes students{\textasciiacute} scientific knowledge, process skills, citizenship behaviours, and decision-making abilities. Science and Technology Education at the University of Joensuu has been planned in order to increase primary school teacher students{\textasciiacute} knowledge about science education including science contents, science pedagogy as well as environmental and technological education. STS-approach is applied in planning Science and Technology Education for teacher students. After theoretical studies about STS-approach, primary school teacher students also have to practice STS-teaching themselves in the lower level of the comprehensive school (primary school, grades 1-6). In this paper, four cases of these STS-approaches in Finnish primary schools are presented. The cases include learning about plastics, electricity, water and air, and human body, and the cases are planned and carried out by several primary school teacher students in teams. The cases presented here are planned for and carried out with fifth or sixth graders (age of 10-12) in rural schools. 
},
	keywords = {primary science, science and technology education, teacher education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392217631.pdf},
	author = {Tuula Keinonen}
}
@article {17,
	title = {SCIENCE EDUCATION AS A CORE COMPONENT OF EDUCATEDNESS},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Editorial},
	chapter = {5-6},
	abstract = {This is the first edition of a new scientific compilation Problems of Education in the 21st Century. The articles included in the publication discuss the issues of modern education. Professor A.Broks clearly defines that {\textquoteleft}scientific and technical literacy for all and high quality science and technologies education for a coming new generation of specialists is the main task for the corresponding development of general as well as professional modern science and technologies education (Broks, 2007){\textquoteright}. The latter statement can be an argument that teaching science faces problems in the majority of countries. The investigations reveal that in comparison with other subjects, those of science (particularly chemistry) are the most complex and boring ones in comprehensive school. 
There are plenty of different scientific research on recent science and technology education carried out across Europe. We need to know the diversity and findings of the conducted investigations in order to more carefully coordinate further research. According to Eurobarometer opinion polls, the EU instrument for the analysis of public opinion, in comparison with the older generation, the younger Europeans generally have a positive attitude towards science and technology. However, less and less students are interested in scientific studies and careers. The fundamental question is addressed to stimulating young people interest in science studies and science in particular. We can state, that crucial to any learning is motivation and interest {\textendash} perhaps the most valuable thing a science teacher can do is to demonstrate enthusiasm for learning science (Goodwin, 2006). We are clearly targeted at primary and secondary school learners as well as at those studying in colleges and universities. Obviously, more attention in the field of natural science education should be devoted to the preschool age children on the one hand, and to the adults, on the other. The result to which we are expediently aspiring is development of a real and rather strong interest in science. We must intensify the efforts to make natural science education more effective at all levels of education. Due to a huge amount of specific information, natural sciences are very hard to be properly mastered.
 Another important argument for improving science education is awareness that scientific knowledge in modern societies is one of the key elements of economic and social success. In this context, modern science education must be accepted as a bridge between scientific research and society. 
The above mentioned statements are underpinning for our new scientific edition Problems of Education in the 21st Century. In general, European countries have totally different schooling practice and apply a number of specificities in the field of science education. It seems logical to accumulate this experience in order to show links between Western and Eastern traditions in the field of modern science education. Volume 1 Science Education in the Changing Society is dedicated to the problems encountered by science education. We hope that the next volume will cover more topics. 
I believe that this edition will have a high (theoretical and practical) impact on the development and advancement of public natural science and technological education not only in the region of Central and Eastern Europe but also in a number of other countries worldwide. As we all are full of interesting and useful ideas and experience I{\textquoteright}d like to invite you to share your knowledge on the pages of this new scientific compilation. I am expecting to see all scientists and teachers including those from Eastern European community to be both - readers and writers. 
},
	keywords = {educatedness, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392217250.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {46,
	title = {SOCIAL SCIENCES IN EDUCATION OF ENGINEERS},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {73-81},
	abstract = {The objective of this paper {\textquotedblleft}Social Sciences in Education of Engineers{\textquotedblleft} is to outline possibilities for gaining information about the position of the graduates of the CTU and their opinions on the educational process. The study is based upon the author{\textasciiacute} s long-term research (1996, 2003, 2005 {\textendash} 681, 1357, 828 number of respondents from CTU graduates) and concentrates on three main aspects of this problem: the professional position of the graduates, its feedback for the faculty as to the evaluation of acquired knowledge and impulses for the development of their education during regular and postgraduate study within the process of life-long education. After the introduction paper describes the basic methods of sociological research in the above field, especially inquiry, analysis and comparison that ensure reliable conclusions serving the faculty as a foundation for further decision-taking .The results of researches summarises the most important results of the author{\textasciiacute} s research relating above all to the professional position of the graduates on the employment market, inquires into the problem of the application of knowledge acquired at the university. It relates not only to theory but also to practice, knowledge in the field of humanities and social sciences. The results show that the graduates of CTU appreciate the technical way of thought developed during their study that enables them to solve technical problems in the course of decision-taking. In addition, they appreciate theoretical and practical knowledge. On the other hand, communication with colleagues, team-work and so-called soft skills are evaluated as insufficient. The conclusions and discussions summarises the results of research relating to the further development of education during regular and postgraduate study within the process of life-long education, mainly in social sciences. They are based upon the author{\textquoteright}s experience and long-term pedagogical practice as well as information gained during the implementation of research projects.},
	keywords = {graduates, social sciences},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220223.pdf},
	author = {Jana Safrankova}
}
@article {42,
	title = {SOME FEATURES OF INITIAL SCIENCE TEACHER TRAINING IN LITHUANIA},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {45-53},
	abstract = {After gaining the independence, well-grounded, qualitatively new and intensive changes took place in the education system of Lithuania. The issues of science education became even more burning and though more complex. One of the directives requires solving the problems of science education on the grounds of a general culture rather than separately as the questions should be treated as a part of culture. A teacher of sciences must fully master different training technologies and have a thorough preparation for teaching sciences. Obviously, science pedagogical education undergoes serious changes. The majority of the recent international studies face an alarming situation in the field of science education. A critical situation has been encountered by the ROSE project (Sj{\o}berg, 2004). It is obvious, that preparation of the qualified science teachers is actual and difficult task.�
 In conclusion, we can maintain that: 
{\textbullet} After restoring independence, the new teacher training curricula using experience of Western countries and considering national needs were developed.
 {\textbullet} The teachers of natural sciences mainly have to meet new social, pedagogic and subjective requirements. They are treated not only as providers imparting knowledge and facts but also as those helping the learner with choosing the required information on an individual basis. The changes in society and the process of teaching show that higher schools must take into account these facts while training would-be teachers. 
{\textbullet} The training curricula of teachers of natural sciences are designed on the basis of the regulations of the field of studies and standards of teacher training and are aimed at training teachers able to teach a few subjects of natural sciences. 
{\textbullet} The curricula focused on preparing teachers able to teach natural sciences integrated into other subjects taught are designed.
 {\textbullet} The curricula of natural sciences include education management, an introductory course on Educology, didactics and hodegetics that are involved into the process of competence development; however, it is not enough to gain general competence in pedagogical practice. 
{\textbullet} The training curricula of teachers of natural sciences encounter a problem pointing to the recession of the parallel teacher training model. In this case, the prospects of professional studies that proceed receiving a bachelor{\textquoteright}s degree are confirmed by the new curricula of professional studies scheduling a general core section of the subjects developing pedagogical competence and didactical subjects of different fields of science that will be applied for the purposes of improving didactical competence of a certain subject.{\textquoteleft}
 {\textbullet} Lack of specific methodology, examples of good practice and recommendations for solving the problem of integrated education can be noticed in Lithuania. 
{\textbullet} No detailed systemic recommendations and methodical and organizational tools of how to integrate modern Information Communication Technologies (ICT) into the processes of teaching/learning natural sciences are created. 
{\textbullet} The teachers of natural sciences are not experienced enough in the field of general competence in modern ICT and suffer from shortage of methodical experience of how to effectively apply ICT in the educational process. The teachers should gain relevant experience in the seminars in methodology, training courses and accepted pedagogical practice at school using the latest Lithuanian versions of natural science training aids based on ICT. },
	keywords = {educatedness, science education, teacher training},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220022.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {34,
	title = {SOME PROBLEMS OF ADHERING TO THE HUMANISTIC PRINCIPLES IN STUDYING PHYSIOLOGY},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {135-138},
	abstract = {Adhering to the humane principles in studying physiology is a rather complicated problem in modern biological and medical education. There is a wide-spread opinion that laboratory animals can be used in experiments for teaching purposes if there is a definite need and the experiment can not be replaced by virtual simulation. Republic of Belarus passed the Convention on biological diversity in 1992. On the basis of the 1992 Convention, Belarus has some duties which were formulated in the {\textquotedblleft}National Strategy and Plan of Actions directed toward Preservation and Sustainable Use of Biological Diversity in Belarus{\textquotedblright} (1998). 
Interrelations of society and nature, society and living objects changed during last half of the century, and these changes must be taken into account when planning physiological experiments. Undoubtedly, a number of experiments which involve inflicting heavy damage to the health, and possibly a threat to the life of large laboratory animals, such as dogs and rabbits, in student{\textquoteright}s presence, has become unacceptable. Therefore, stereotypes in the teacher{\textquoteright}s perception must be broken, and each demonstration must be planned with respect to ethical concerns. For example, the established practice of teaching {\textquotedblleft}Physiology of excitatory tissues{\textquotedblright} involves experiments (Galvani{\textquoteright}s experiments) on frog nerve-muscle preparation separated from a live frog in student{\textquoteright}s presence ({\textquotedblleft}Physiology of the Central Nervous System{\textquotedblright} by Smirnov V., Yakovlev V., Moscow, 2005). We think the above experiments may be used in teaching specialists like biologists and physicians, but not, for example, future psychologists who are also enrolled in neurophysiology classes. It is our firm opinion that the laboratory works of psychology students must be organized in a different way, making use of virtual simulations, instead of experimenting with living animals. 
We suggest reorganizing the curriculum insofar as physiological experiments are concerned, with the aim of applying humane principles in animal treatment, maintaining biological diversity, and substituting certain types of experiments with virtual simulations more frequently.},
	keywords = {biological diversity, humanistic principles},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392218873.pdf},
	author = {Nina Kanunnikova and Natalya Bashun}
}
@article {28,
	title = {SOME TRENDS IN SCIENCE TEACHER TRAINING: THE EXPERIENCE IN THE UNITED STATES AND THE CZECH REPUBLIC},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {85-94},
	abstract = {The paper looks at key trends in the concept of the science teacher training in two different institutions: Furman University in US and Palacky University Olomouc in the Czech Republic. It focuses on the description of study programs at these institutions and comparison of the approaches to the science teacher training. There are two basic concepts used to identify the essence of the professionalism of the science teacher: the scientific knowledge and professional competence of the science teacher. },
	keywords = {professional competence, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392218406.pdf},
	author = {Danuse Nezvalova and Michael Svec}
}
@article {27,
	title = {TEACHING MATHEMATICS IN TECHNICAL COLLEGE: TRADITIONS AND INNOVATIONS},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {80-84},
	abstract = {This article studies two levels of continuous education: primarily, for technical colleges providing {\textquotedblleft}general secondary education{\textquotedblright} and further for the college-university integrated system, as related to mathematical disciplines. For research purposes we apply system analysis and competence-related approach, as we consider the education process to be focused on compulsory vocational streaming.
 The study provides a brief analysis of definitions {\textquotedblleft}professional competence{\textquotedblright}, {\textquotedblleft}vocational streaming{\textquotedblright} and {\textquotedblleft}continuity in education{\textquotedblright}. It involves more detailed analysis of the education contents being applied within the methods system.
 The studies are mainly based on the leading engineering college in Belarus {\textendash} Minsk State Higher Radio-Engineering College. Author proposes a complex of innovative reforms in the educational process to improve the education quality. },
	keywords = {continuous education, vocational streaming},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392218348.pdf},
	author = {Irina Matskevich}
}
@article {35,
	title = {TELECOMMUNICATION EDUCATIONAL SYSTEM AS MEANS OF IMPROVEMENT OF QUALITY EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {139-144},
	abstract = {The problems of quality management of professional training, and also the analysis of the pedagogical, philosophical and special literature on management confirm existence of contradictions between the theory of quality management of professional training and practice requirements. One of the cores, in our opinion, is the contradiction between traditional kinds of educational methodical maintenance and need of practice for other forms of representation and processing of information materials. In particular, it is a question of introduction in educational process of information-computer technologies (ICT).
 Today, ICT is a main part in all spheres of human activity and, first of all, an education. In educational institutions the amount of computer techniques, the size of telecommunication networks constantly increases, the systems of remote training appears. It causes the application of computer lecture demonstrations, virtual laboratory works, multimedia textbooks, etc. which compete to traditional types of training. The results of the pedagogical experiment lead by authors show, that the use of the various innovative technologies increases efficiency of educational process.
 At the Kuban state technological university on faculty of physics the works on creation of a telecommunication educational system on physics are heled. The major problem at designing a telecommunication educational system was a selection of the contents of a teaching material according to programs, plans, specificity of professional training, with the offered purpose and a technique of its subsequent use. At that the contents of a telecommunication educational system should satisfy to training principles: systems, availability and the presentation. Except for educational methodical materials the system includes an opportunity of distance interactive interaction between participants of educational process (e-mail, forums, chats). 
Training with the use of system are applying in all forms of training (internal, correspondence, distance learning). Upon the whole the telecommunication system should provide all traditional kinds of study in high school (lecture, seminars, laboratory works), scientific research work, self-preparation, course and degree designing, tests and examinations, etc. On the didactic purposes the it should provide the formation of knowledge and skills, offering of the educational information, fixing of the received knowledge, quality control of their digestion, perfection of skills. 
At the Kuban state technological university it has been carried out psychological and pedagogical research by authors. Experiment has shown, that students of experimental group demonstrate more favorable mental conditions after educational studies in comparison with students of control group. Thus the main distinction consists in mental activation, that is the students involved in management by educational process, in essentially smaller degree feel weariness and listlessness after study.},
	keywords = {science education, telecommunication educational system},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392218926.pdf},
	author = {Dmitry Cherepovsky and Tatyana Hlopova}
}
@article {26,
	title = {TRAINING FOR CHEMISTRY OF THE STUDENTS OF MEDICAL AND BIOLOGOCAL CLASSES IN PROFILE EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {73-79},
	abstract = {The problem of training for chemistry of the students of medical and biological class under con-ditions of profile education is raised. The authors propose program educational and methodical complex, which was introduced into educational process at the pre-academic educational center attached to Kuban State Medical University. The authors also proved the need to bring in the compensative approach under conditions of deficient preprofile training.},
	keywords = {medical and biological classes, profile education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392218308.pdf},
	author = {Таtyana Litvinova and Margarita Solovyova and Elena Melnikova}
}
@article {21,
	title = {TRANSFORMATION PROCESS IN SCIENCE AND MATHS TEACHER EDUCATION (EXAMPLES FROM SLOVAKIA)},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {31-38},
	abstract = {Slovak universities have had the chance to gain money from the pre-admission funds as well as from the European social fund (ESF) since 2004. In the framework of the several challenges of the Ministry of Education of the Slovak Republic all universities out of capital Bratislava region could submit the projects dealing with the educational activities. The article describes the experience connected with the implementation of the ESF{\textasciiacute}s projects of the Faculty of Natural Sciences of Constantine the Philosopher University in Nitra. It introduces one of the activities of the project A {\textendash} CENTRUM: Academics training and monitoring centre of human sources which was realized by the faculty during 2004-2005 and following project: A-CENTRUM for 21 century: From present to distance education, which is realized now. Faculty of Natural Sciences in these projects has prepared the educational modules for teachers in practice named: Natural sciences dealing with the further education of teachers of mathematics, computer science and natural sciences{\textasciiacute} subjects at the elementary and high schools. The introduced projects and their activities are the example of the real ability of the faculty to communicate with teachers effectively and offered them interesting programme for using at schools. Engagement in these projects reflects also the possibility of an academic space to realize the activities with the positive response in practice.
 Two examples of activities for teachers in practice are given in the article: 
{\textbullet} modern didactic computer teaching programmes in biology,
 {\textbullet} graphics calculators in mathematics education.
 Both examples follow the effect of increasing efficiency of teacher{\textquoteright}s work and pupil{\textquoteright}s motivation. },
	keywords = {courses for teachers, educational programs},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392217485.pdf},
	author = {M{\'a}ria Bauerov{\'a} and So{\v n}a {\v C}eretkov{\'a} and Anna Sandanusov{\'a} and Petra Frantov{\'a}}
}
@article {25,
	title = {THE USAGE OF THE INTERNET IN TEACHING PHYSICS IN LITHUANIA: THE ANALYSIS OF A SITUATION AND PERSPECTIVES},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {63-72},
	abstract = {A vision of a modern world can be hardly conveyed without Information and Communication Technology (ICT) recently having a powerful impact on all areas of life. The application of the latest ICT in the educational process raises new possibilities for both a teacher and a learner, enhances the quality of provided education and makes the educational process more adjustable.
 Effective source of the information nowadays is the Internet. It has to be stated that the Internet possibilities in the teaching process are insufficiently used. On the other hand, in principal there are no reliable studies, which would reveal the actual situation in this field. Therefore, the object of our study is the usage of the Internet for teaching physics. The main aim of the study is to analyse the situation of the usage of the Internet for teaching physics and highlight the hindering/encouraging factors of its usage in the teaching process.
 The study employed expert inquiry. The type of expert inquiry {\textendash} {\textquotedblleft}Delphi study{\textquotedblright}, containing several experts{\textquoteright} inquiries (stages). Research has shown, that the Internet in teaching physics is not used in due volume. The majority of problems are connected with material (including information) resources (lack of websites, computers, etc.) and the competence (methodical, information, etc.) teachers of physics.},
	keywords = {science education, teaching physics},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392218228.pdf},
	author = {Vincentas  Lamanauskas and Rytis Vilkonis}
}
@article {32,
	title = {THE USE OF OPPORTUNITIES OF ICT IN THE TECHNIQUES OF TEACHING CHEMISTRY},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {120-124},
	abstract = {In present situation rather difficult problem of motivation of pupils to studying chemistry stands in front of the teacher. We consider, that new pedagogical technologies, particularly integration of chemistry and infotechnology, helps teacher to create sufficient base of chemical knowledge. Summarizing a five years{\textquoteright} experience on application of opportunities of ICT in a technique of teaching chemistry in our school it is possible to mark out some perspective directions of its application in general educational classes and classes with the profound studying of chemistry and infotechnology: 1) multimedia courses for 8-11 classes on the basic themes of the state program; 2) use of ready training programs and virtual textbooks on Estonian, Russian and English languages that gives additional integration in subjects; 3) performance of virtual practical works on some complex and abstract themes; 4) the interactive control and self-checking of knowledge of pupils, preparation for subject Olympiads and quizzes; 5) a feedback with pupils and their parents by means of e-mail, web-sites, forums and electronic register; 6) practical research of pupils. Analyzing done work and the reached results it is possible to follow dynamics of change of motivation, progress and priority of the future profession on the basis of results of diagnostic questioning of pupils in gymnasium.
 The developed technique is tested not only in one gymnasium, but it was also repeatedly offered at city and republic conferences and courses of teachers of natural-science subjects where it has received a high estimation of colleagues and of the Department of Education of Estonia.},
	keywords = {computer programs, multimedia lessons, virtual chemistry},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392218743.pdf},
	author = {Irina Zhikina and Inna Portjanskaya}
}
