@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 {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 {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 {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 {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 {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 {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 {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 {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} }