@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 {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 {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}
}
