@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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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}
}
