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