@article {1659,
	title = {THE USE OF CREATIVE DRAMA METHODS WITHIN KINDERGARTENS FROM THE PERSPECTIVE OF THE TEACHING STAFF},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {388-400},
	abstract = {Creative drama has great potential and its implementation in education from pre-school education requires research, as evidenced by the number of scientific studies that have been registered in international research databases over the last ten years. The aim of the research was to examine the use of creative drama methods within kindergartens in Slovakia from the perspective of the kindergarten teaching staff (teachers and teaching assistants). A quantitative research design was used. 407 kindergarten teaching staff responded to the items of the questionnaire of the authors{\textquoteright} construction. From the results of the research, it is possible to state that there is an average level of knowledge of creative drama among kindergarten teaching staff (based on their self-reflection). Furthermore, based on the self-reflection of the teaching staff, it can be stated that there are below-average opportunities for their education in the area of creative drama and a below-average level of using creative drama methods in kindergartens. Nevertheless, the status of the use of creative drama methods has improved over the last 10 years. The results of the research are a stimulus for further research - analysis of the responses of the teaching staff in terms of their age and pedagogical practice in order to estimate the development of the current state of using creative drama in kindergartens. },
	keywords = {creative drama, creative drama methods, kindergarten teacher, preschool education, teaching assistant},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.388 },
	url = {https://oaji.net/articles/2023/457-1687425405.pdf},
	author = {Ivana Rochovsk{\'a} and Bo{\v z}ena {\v S}v{\'a}bov{\'a}}
}
@article {1680,
	title = {THE USE OF GOOGLE TRENDS TO IMPROVE STUDENTS{\textquoteright} LISTENING AND SPEAKING SKILLS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {612-626},
	abstract = {Using authentic materials, such as books, videos, news, and podcasts has received increasing attention in English classes in the last two decades. Among others, Google Trends serves as a platform to choose authentic materials based on their popularity on a global scale. It has been displaying huge data about the most popular news, people, events, books, movies, and songs since 2004. To this aim, 40 Foundation English students who studied at a private university in Erbil, Iraq, were chosen through a simple random sampling method for the 2022-2023 Academic Year. Control group students kept their education according to the principles of the pre-defined curriculum, while experimental group students made a presentation about a trending topic on Google, prepared a listening quiz, and ran a speaking session. The data, collected by exams and surveys, were analyzed by SPSS 26 and NVivo application, revealing that Google Trends enriched teaching mode, increased students{\textquoteright} listening scores and enhanced speaking performance significantly in the experimental group, whereas no noticeable progress was observed in the control group. Likewise, students{\textquoteright} motivation towards learning English increased significantly in the experimental group, while it was less than noticeable in the control group. The findings of this study can have some implications for educators who consider integrating Google Trends into the curriculum to present authentic materials.   },
	keywords = {authentic materials, enhanced speaking performance, Google Trends, listening scores},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.612},
	url = {https://oaji.net/articles/2023/457-1698379193.pdf},
	author = {Saban Kara}
}
@article {1576,
	title = {UPPER-SECONDARY SCHOOL STUDENTS{\textquoteright} CEREBRAL DOMINANCE AND LEARNING STYLES: THE MEDIATION OF CHRONOTYPES},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {602-616},
	abstract = {Learning styles, cerebral dominance and chronotypes are among the factors that have been determined to be effective on individuals{\textquoteright} learning. It is stated in the literature that these three variables are interrelated or affect each other. Therefore, the aim of the study is to determine the extent to which students{\textquoteright} cerebral dominance predicts their learning styles and whether chronotypes have an effect on this level of prediction as a moderating variable. In the research, the {\textquotedblleft}Morningness-Eveningness Stability Scale improved{\textquotedblright} (MESSI), the {\textquotedblleft}Kolb Learning Style Inventory{\textquotedblright} (KLSI) and the {\textquotedblleft}Hermann Brain Dominance Instrument{\textquotedblright} (HBDI) were used as data collection tools. The selection of upper-secondary schools included in the sample was made in a district of Antalya province with the convenience sampling method. The sample of 593 students who agreed to respond to the scale was formed from 9th, 10th, 11th, and 12th grade students studying at these upper-secondary schools in the 2021-2022 academic year. According to the analysis results of the structural equation model (SEM) obtained in the study, it was concluded that there were significant positive correlations between learning styles and the sub-dimensions of cerebral dominance; however, chronotypes did not significantly mediate the determined correlations. The findings of this study may provide implications for determining learning styles, which have proven effects on student performance in the teaching-learning process, and, by establishing relationships between individuals{\textquoteright} brain structures and chronotypes, the characteristics that direct learning preferences.},
	keywords = {cerebral dominance, chronotypes, learning styles, structural equation model, upper-secondary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.602},
	url = {https://oaji.net/articles/2022/457-1662401456.pdf},
	author = {Ay{\c s}eg{\"u}l Tongal and Miray Da{\u g}yar}
}
@article {1510,
	title = {THE USE OF THE INTERPRETATION OF WORKS OF ART IN PRE-SCHOOL EDUCATION },
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {956-970},
	abstract = {The research focuses on examining the use of the interpretation of works of art in pre-school education in three dimensions - the current state of the use of the interpretation of works of art, the opinions of kindergarten teachers on art, and the opportunities for kindergarten teachers to acquire knowledge about the theory and history of art in their undergraduate training or in other forms of education. The aim of the research was to determine a correlation between the aforementioned variables. 366 kindergarten teachers responded to the items of the self-constructed questionnaire. It has been proven that the current state of the use of the interpretation of works of art in pre-school education can be described as below average, the opportunities for kindergarten teachers to acquire knowledge from the theory and history of art in their pre-graduate training or in other forms of education were lower than average, and the opinions of kindergarten teachers on art can also be described as below average. There is a statistically significant positive correlation between the aforementioned dimensions of the interpretation of works of art in pre-school education.},
	keywords = {empirical experience, kindergarten teacher, pre-school education, works of art},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.956},
	url = {http://oaji.net/articles/2021/457-1639554426.pdf},
	author = {Ivana Rochovsk{\'a} and Bo{\v z}ena {\v S}v{\'a}bov{\'a}}
}
@article {1479,
	title = {USING THE COVID-19 PANDEMIC AS A SOCIOSCIENTIFIC ISSUE TO SUPPORT THE SCIENTIFIC HABITS OF MIND},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Editorial},
	chapter = {694-699},
	abstract = {The COVID-19 pandemic has affected all people without discriminating any border, country, race, ethnicity and so forth (Arroio, 2020). Thus, it has acted as a new playmaker in recognizing the importance of education and social justice. As stated by Usak et al. (2020), we, as educators, should pay more attention to the development of students{\textquoteright} awareness and scientific attitudes. Thus, they are able to think, understand, decide and make an action about any urgent event or "forced" transition, i.e., the pandemic process (Rodgr{\'\i}guez et al., 2021). Unfortunately, the COVID-19 pandemic seems to have generated a climate of fear for scientific advances and mass vaccination as well as regulations on lockdown, socialization, and hygiene. },
	keywords = {content knowledge, COVID-19 pandemic, pandemic process, scientific attitude},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.694},
	url = {http://oaji.net/articles/2021/457-1634799659.pdf},
	author = {Muammer   {\c C}al{\i}k}
}
@article {1333,
	title = {UNDERGRADUATE ECONOMICS CURRICULUM AND EMPLOYABILITY SKILLS IN SOUTH AFRICA},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1000-1013},
	abstract = {Graduates with employability skills are considered as assets by employers because they are dynamic and adapt easily to today{\textquoteright}s work environment. Thus, higher education globally is under pressure to produce graduates who are employable and able to continue learning and remain employed. This study examined the extent to which the undergraduate economics curriculum in South Africa equips economics graduates with employability skills. This was achieved through a qualitative approach using a content analysis design. Data analysed from advertisements extracted from the Sunday Times for four consecutive years and data from six undergraduate economics study guides indicated that there was a disjuncture between undergraduate economics skills and those required by the industry. The analysed study guides only cover about 29.4 \% of the needed skills in the labour market. It is imperative for higher education institutions to produce employable graduates because evidence demonstrates that employers today do not hire employees solely based on academic qualifications. Recommendations are that there should be an alignment between employability skills required in the labour market and those offered by the academic institutions. Curricula and pedagogy should also be adjusted to enhance graduate skills outcomes.},
	keywords = {content analysis, employability skills, undergraduate curriculum},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.1000},
	url = {http://oaji.net/articles/2020/457-1607330036.pdf},
	author = {Beatrice Ngulube}
}
@article {1310,
	title = {URGENT ISSUES AND MODERN CHALLENGES OF HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Editorial},
	chapter = {671-673},
	abstract = {Modern society, which is experiencing dynamic changes due to the new global challenges, is definitely looking for solutions in science and education. The life of many generations has proved that no matter what problems humanity faces, their solution requires intellectual effort, a scientific approach and a quality education system as one of the most effective means of disseminating ideas, knowledge and values.
At the same time, such a situation always leads to the thorough attention to the phenomenon of education, in particular higher education. Great expectations and hopes cause significant demands and fundamental tasks that the society puts forward to the academic community. Satisfaction of these requirements and the solution of such tasks is probably not possible without self-analysis and self-reflection, without identifying those problems that inhibit the development of education itself, decrease its functionality, and discredit its status as the spiritual basis of social life. Therefore, we will further try to formulate our vision of current issues and current challenges in higher education.
},
	keywords = {dynamic changes, educational paradigms, higher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.671},
	url = {http://oaji.net/articles/2020/457-1600951237.pdf},
	author = {Yurii  Pelekh}
}
@article {1314,
	title = {USEFULNESS OF MOBILE TEACHING AND LEARNING AS PERCEIVED BY ROMANIAN AND LITHUANIAN SCIENCE TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {719-733},
	abstract = {With the explosion of mobile technologies, mobile teaching and learning became an important educational challenge. Since both teachers and students are increasingly using mobile devices in their everyday life, the question is why so little progress has been made in this direction. Clearly, the initiative of introducing mobile technology in class should come from teachers. Existing research shows a large diversity of factors that are influencing their perception as regards the usefulness and opportunity of mobile teaching and learning. This research aims to understand the extent to which the expectancy of increased students{\textquoteright} motivation and better understanding are influencing the perception of mobile teaching usefulness. A structural model has been developed and tested on two samples of science education teachers, one from Romania and the other from Lithuania. The results show that the expectancy of a better understanding of lessons by students has an important effect on the teachers{\textquoteright} perception of mobile teaching and learning.},
	keywords = {educational usefulness, learning motivation, mobile learning, mobile teaching, pilot research},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.719},
	url = {http://oaji.net/articles/2020/457-1600951632.pdf},
	author = {Gabriel Gorghiu and Costin   Pribeanu and Vincentas  Lamanauskas and Violeta Slekiene}
}
@article {1129,
	title = {USING STUDENTS{\textquoteright} VOICE TOWARDS QUALITY IMPROVEMENT OF ANGOLAN SECONDARY PHYSIC CLASSES},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {289-298},
	abstract = {Educational research points to similar learning experiences across different countries, in particular that physical science tends to be an unpopular discipline among students from secondary school. The use of students{\textquoteright} voice to adapt curriculum and implement innovative teaching practice has been gaining relevance towards the effort of potentiating positive and meaningful learning experiences. The present research discusses the voice of 1139 Angolan students from one public school attending the first cycle of secondary education (7th to 9th grade) considering their physics classes. Students{\textquoteright} voice was accessed through the application of a questionnaire which included open and closed questions, some in the format of statements requiring students to indicate their individual opinion. Descriptive statistics to ten specific aspects of their physics classes points to a global scenario of transmissive teaching and a lack of laboratorial and technological resources. Moreover, laboratorial work, suggested in national curriculum to cover topics in Physics, and students{\textquoteright} involvement in assessment seems to decrease from 7th to 9th grade. Identified patterns revealed to be statistically significant.  Based on these results three specific recommendations for educational stakeholders are presented. The consideration of students{\textquoteright} voice in curriculum and school management is particularly innovative, not only but also for Angolan contexts and particularly relevant considering that the Angolan curriculum reform is presently under evaluation. Finally, educational researchers around the world may find relevant insights for their own educational challenges taking into account the milestones associated to the fourth goal of the Sustainable Development Goals, which is focused in assuring a quality education for all.  },
	keywords = {Angola, physics classes, quality education, secondary education, students{\textquoteright} voice},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.289},
	url = {http://oaji.net/articles/2017/457-1529089411.pdf},
	author = {Maria da Gra{\c c}a Breganha and Betina da Silva Lopes and Nilza Costa}
}
@article {1083,
	title = {UTILIZATION OF LEISURE TIME AND ACADEMIC CAREERS: A MULTIDISCIPLINARY GENDER PERSPECTIVE},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {452-466},
	abstract = {This research focuses on the advancement of women in academia from an interdisciplinary perspective. It examines the leisure activities of faculty from various departments from a gender-based point of view, with regard to the association between time devoted to research and teaching and time devoted to family and social life. In addition, other possible correlations between academic output (number of articles per year, number of conferences attended, research grants submitted, teaching feedback scores) and personal background data (marital status, size of family, age, country of birth, and ethnicity) were also explored.
Many studies have dealt with the "glass ceiling" encountered by women in academia. The following case study is the first to explore performance measures of personnel at an academic institution in Israel from a gender perspective, in light of their leisure choices. The point of departure guiding the researchers was that the representation of women in academic personnel, including their research and teaching output, has a significance and influence on the system of higher education and, both in Israel and internationally. The research findings might help identify and develop interventions for utilization of time, with the goal of increasing academic output.
},
	keywords = {academic careers, academic output, gender perspective, leisure activities, social life},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.452},
	url = {http://oaji.net/articles/2017/457-1509895498.pdf},
	author = {Nitza Davidovitch and Eran Druckman}
}
@article {1025,
	title = {UNIFIED TAXONOMY OF COMPETENCES FOR VERIFICATION OF STUDENT{\textquoteright}S SKILLS},
	journal = {Problems of Education in the 21st Century},
	volume = {72},
	year = {2016},
	month = {August/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {89-100},
	abstract = {Skills, which students have to manage, are divided on a lower and higher taxonomic ({\guillemotright}competent{\guillemotleft}) level, which allows differentiation and individualization in the lessons. It also allows easier monitoring and verifying of skills. The combination of taxonomies in all three fields, cognitive, affective and psychomotor has been searched and combined in competent taxonomic levels, which allows development and verification of student{\textquoteright}s skills on a lower and higher taxonomic level. Special attention was on verification and assessment of student{\textquoteright}s knowledge, where it can be found out once more that the greatest emphasis is on the knowledge, whereas skills are put in the background. Derived from introduced taxonomies, Bloom{\textquoteright}s cognitive and affective and Dave{\textquoteright}s and Simpson{\textquoteright}s psychomotor the lower and higher competent taxonomic level were defined and unified taxonomy of competences was developed. The paraphernalia was made, which allows monitoring and evaluating of student{\textquoteright}s skills on cognitive, affective and psychomotor field at technical subjects. Paraphernalia is transferable also on those fields of education, where student{\textquoteright}s skills are important.},
	keywords = {generic competences, students{\textquoteright} skills, unified taxonomy for competences},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.72.89},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1221621},
	author = {Dragica   Pe{\v s}akovi{\'c} and Andrej   {\v S}afhalter}
}
@article {958,
	title = {US STUDENT PERFORMANCE IN SCIENCE: A REVIEW OF THE FOUR MAJOR SCIENCE ASSESSMENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {64},
	year = {2015},
	month = {April/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {53-65},
	abstract = {The purpose of this research is to review the nature of four major science assessments administered in the United States: the ACT, PISA, TIMSS, and NAEP. Each assessment provides a very different view into US student performance in science. The TIMSS and PISA are international assessments of student performance and are often cited as evidence that US students are underperforming in comparison to their international peers. The NAEP is used to assess student knowledge of science across multiple age ranges in the United States. Finally, the ACT is administered to college-bound students who elect to take the exam. The underlying philosophies and basic structures of each assessment are explored, and comparisons and contrasts between the assessments are drawn. Historical student performance on each assessment is also analyzed. Analysis of these assessments suggests that US students struggle to apply scientific skills at the high school level, while US middle and elementary students understand scientific content knowledge well. },
	keywords = {science assessment, standardized testing, STEM education, Student performance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.64.53},
	url = {http://oaji.net/articles/2015/457-1432232267.pdf},
	author = {Susan Poland and Linda Plevyak}
}
@article {911,
	title = {UNIVERSAL DESIGN FOR LEARNING - APPLICATION IN HIGHER EDUCATION: A GREEK PARADIGM},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {156-166},
	abstract = {Universal Design supported by literature as an appropriate and effective procedure can help all students including the learning disabled ones to improve their accessibility to written materials (Evans et al., 2010; Rose \& Meyer, 2002). The present study reports a UDL application in higher education. More specifically, it aimed to investigate if the revision of the study guide of a Pedagogical Department according to the UDL principles helped the students to improve their access to crucial information regarding their studies. A quantitative method based on pre and post evaluation of the UDL revision of the study guide was employed. The results showed that this revision was regarded by the students as helpful and efficient as they could be well-informed about their studies and ready for making decisions related to their future careers. These findings could have an important impact on higher education course design, instruction and the produced academic written stuff, and finally, the university could become more accessible for all students.},
	keywords = {higher education, learning disabilities, universal design for learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.156},
	url = {http://oaji.net/articles/2015/457-1421876950.pdf},
	author = {Sotiria Tzivinikou}
}
@article {912,
	title = {USING SELECTED PERSONALITY VARIABLES IN A LEARNING PROCESS FOR HOLISTIC EDUCATION: A CASE OF A VOICE TRAINING COURSE PARTICIPANTS},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {167-184},
	abstract = {This article aims to find ways to support a learner in a holistic manner, applying Myers-Briggs Typology Indicator (MBTI) as a methodological tool to facilitate learning process by considering learner individualities. Suggestions how to use MBTI in short-term courses of adult training, concentrating on feedback, performance, communication needs are made, based on the results of a study conducted among participants of the voice training. As the MBTI results can be understood and grouped in several ways, this study also compared the results with 3 different versions: Hanson \& Silver (1995), Schroeder (1993) and Keirsey \& Bates (1978, 1998) findings. Results were found matching most to the findings of Hanson \& Silver (1995). This study reveals the typology of learners as Introverts and Extroverts, Analytical Thinkers, Social-Reflective Feelers and Holistic Visionaries. Although the research gives only preliminary conclusions, it gives certain recommendations how to approach different learners during the learning process.},
	keywords = {adult learning, ecological paradigm, learner individualities, Voice Training},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.167},
	url = {http://oaji.net/articles/2015/457-1421877025.pdf},
	author = {Katri-Liis  Vainio and Rea   Raus}
}
@article {859,
	title = {UNDERSTANDING THE WEAKNESSES AND THE THREATS OF CONTINUOUS MEDICAL EDUCATION IN THE 21st CENTURY},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {105-114},
	abstract = {The European Union of Medical Specialties is taking efforts to harmonize Continuous Medical Education (CME) requirements in Europe. However, in an era of financial crisis, some countries may undervalue the long-term public health impact of weak and budget-limited CME national systems. Appreciating the statement of the Greek ancient philosopher Socrates: {\textquotedblleft}If you think that education is expensive, you should consider ignorance{\textquotedblright}, an assessment of the Greek CME system and its possible areas of improvement is attempted. From a questionnaire-based survey conducted to one hundred Greek practicing physicians, it seems that the vast majority respects the values of CME. However, they do not seem to clearly perceive CME as an obligatory, neither as an outcomes controlled process. They also confess CME access difficulties and geographic and financial discriminations. Overall, the Greek CME system was characterized as a non-satisfactory one and it did not seem to meet the physicians{\textquoteright} specific needs. Reviewing for relevant concerns also in a global context, it appears that institutionally mandating CME, controlling for the quality and the outcomes of it, as well as CME funding issues, they are all concepts where either robust evidence lacks and/or improvements warrant. Taking into consideration the above, a Greek CME system reformation is considered as utmost relevant and the comprehensive establishment of a National CME Authority, dedicated to address the above issues, is also suggested.},
	keywords = {accreditation of medical education, continuous medical education, continuous professional development, public health institutions and policies},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.105 },
	url = {http://oaji.net/articles/2014/457-1420056063.pdf},
	author = {Eleni D. Politi and Kyriakos N. Souliotis}
}
@article {857,
	title = {UNIVERSITY-LEVEL REFLECTIVE WRITING, ANALYZING THE INTERNSHIP REPORTS OF STUDENTS OF FRENCH AS A FOREIGN LANGUAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {86-92},
	abstract = {Reflective writing is an important aspect, especially for students who are majoring in teaching a foreign language, because it constitutes an initial step for finding a solution to problems arising in practice.  Reflectivity in writing can be acquired by working since the first cycle studies, even in the pre-university system but in the Albanian context, it is not always realized from one level to another. This paper will focus on reflectivity in writing by means of internship reports handed by students at the end of their two-month internship in middle and secondary schools.
The corpus consists of the internship reports of the last two years (2011-2013) submitted by 80 master{\textquoteleft}s students, in order to point out that the students{\textquoteright} reflection on their internship in various schools are not realistic due to their inability to express their viewpoint on their experience. The main results of the analysis indicate that the students fail to coherently organize the data according to the internship report{\textquoteright}s structure and they cannot explain accurately the problems encountered in the Albanian context. Instead, in most of the cases, they depart from an ideal context found in various foreign authors{\textquoteright} works. They are unable to argue on the importance of teaching experience for exercising their future profession. Furthermore they display several deficiencies in describing sample classes that they have taught in the schools.
},
	keywords = {internship, reflexivity, students, university},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.86},
	url = {http://oaji.net/articles/2014/457-1420055971.pdf},
	author = {Eldina  Nasufi and Silvana  Vishkurti and Migena   Alimehmeti}
}
@article {825,
	title = {USING CHEMICAL MODELS FOR DEVELOPING NATURAL SCIENCE COMPETENCES IN TEACHING CHEMISTRY: FROM PUPILS AS MODEL ASSEMBLERS TO PUPILS AS CREATORS OF SELF-MADE MODELS},
	journal = {Problems of Education in the 21st Century},
	volume = {53},
	year = {2013},
	month = {April/2013},
	type = {Original article},
	chapter = {89-98},
	abstract = {Chemical models are indispensable tool in chemistry class and enable secondary school pupils to develop complex thought processes and spatial concepts, both of which are necessary to improve their understanding of chemical concepts.
 In this research, special emphasis is given to complex competencies not only their acquisition, but rather how pupils develop them. For this purpose, a learning strategy has been developed, called learning by self-generating chemical models. Pupils learn individually on their own models, which are made from easily accessible, low-cost materials.
 The impact of workable models was investigated (assembly of commercial models and production of self-made models) on the (1) learning success using simple molecule shapes and (2) the degree of competence development which realized through the implemented activities. The study involved first-year secondary school-pupils, defined as self-creators of paper- and -wire models (experimental group) and assemblers of commercial models (called the control group). The appearance of the molecules being studied took the form of geometric shapes and structures, which pupils present by making of ball-, called wire-models from plasticine and wire or paper created, called paper models.
 Based on the results of statistical processing of the data, we found that self-creation of models (as an innovative approach) leads to better understanding and to subsequently sustained knowledge for the pupil. It should also be noted that pupils who were self-generators in comparisons to those who merely assembled the models, generally developed many complex skills in the areas of problem solving, practical competence, mathematical competence and critical thinking skills. The knowledge so acquired was also better understood.},
	keywords = {chemical models, self-made models, teaching and learning by models},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.53.89},
	url = {http://oaji.net/articles/2014/457-1419413711.pdf},
	author = {Darinka   Siko{\v s}ek and Mateja   {\v Z}u{\v z}elj}
}
@article {826,
	title = {USING SENSES AND SENSORS IN THE ENVIRONMENT TO DEVELOP ABSTRACT THINKING {\textendash} A THEORETICAL AND INSTRUMENTAL FRAMEWORK},
	journal = {Problems of Education in the 21st Century},
	volume = {53},
	year = {2013},
	month = {April/2013},
	type = {Original article},
	chapter = {99-119},
	abstract = {The authors of this paper present a framework developed in a project that explores the use of senses and sensors in environmental education, to develop children{\textquoteright}s abstract thinking. The research started with a brief formulation of a framework that was used to guide the cross-analysis of six case studies, in order to explore its usefulness. This analysis showed that it was possible to teachers to support the development of children{\textquoteright}s abstract thinking by facilitating the use of senses and sensors in inquiry activities; and by scaffolding complex tasks, using concreteness fading, and bridging representations, with different levels of abstraction. The analysis also showed that the assessment of the development of abstract thinking can be based on the analysis of children{\textquoteright}s epistemic practices, like observing, describing, interpreting, and creating multiple representations. Furthermore, the cross-analysis showed that sensorial information was used as a concrete basis to abstraction. After that, an improved framework is presented, showing how senses and sensors may be used in authentic activities to develop abstract thinking: (a) making it possible to observe the unobservable (for human senses), (b) scaffolding the understanding of patterns resulting from the influence of independent in dependent variables, (c) facilitating epistemic practices.},
	keywords = {abstract thinking, environmental education, sensors},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.53.99},
	url = {http://oaji.net/articles/2014/457-1419413776.pdf},
	author = {Maria  Jo{\~a}o Silva and Joaquim Bernardino   Lopes and Ant{\'o}nio  Alberto Silva}
}
@article {724,
	title = {UNDERSTANDING RESEARCH PARADIGMS: TRENDS IN SCIENCE EDUCATION RESEARCH},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {110-118},
	abstract = {This essay offers several insights regarding the principles of qualitative and quantitative methods, defining how they shape the empirical process as well as knowledge acquisition in social science research. A comprehensive discussion includes comparing the assumptions and techniques of each paradigm, as well as a description of their respective strengths and weaknesses in research. These paradigms are examined in terms of past trends in science education research, indicating that over the last several decades a shift in approach from the quantitative to qualitative has occurred. The central thesis of the essay contends that methodological decisions should be based in pragmatism, rather than a pre-existent set of philosophies or beliefs irrespective of context. Implications for research are discussed in terms of the findings of several science education content analysis studies, conveying that research methods often coincide with the collective interest of the masses, policy, educational reform or program developments.},
	keywords = {paradigm decisions, quantitative research, science education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.43.110 },
	url = {http://oaji.net/articles/2014/457-1410007445.pdf},
	author = {Sebastian   Szyjka}
}
@article {682,
	title = {UNFREEZING SCHOOL REPUTATIONS: THE ROLE OF SOCIAL COGNITIVE FLEXIBILITY},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {114-121},
	abstract = {The school often generates different kinds of reputations. These reputations can have negative consequences on pupils{\textquoteright} learning process. Bad reputations make pupils{\textquoteright} efforts invisible, whereas good reputations restrict teachers{\textquoteright} perception of pupils{\textquoteright} desinvestment in learning. Although individualization seems to be an ideal alternative to thwarting reputation creation, it cannot be permanently applied in teachers{\textquoteright} practice because of time pressures, cognitive overload, and other facilitators of the automatisms emergence. Hence, the aim is not to banish stereotypical reasoning, but rather to keep a balance between automaticity and reflection through a social cognitive flexibility approach (SCF). The current study tests the impact of a social cognitive flexibility approach on teachers{\textquoteright} thinking about pupils. Social cognitive flexibility seems to help teachers suspend hasty judgments of pupils{\textquoteright} attitudes and behaviors. The study considers the implications of social cognitive flexibility on teachers{\textquoteright} practice in terms of better perception of pupils{\textquoteright} learning potential.},
	keywords = {categories of pupils, social cognitive flexibility, teachers{\textquoteright} thinking},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.40.114},
	url = {http://oaji.net/articles/2014/457-1408532217.pdf},
	author = {Aneta   Mechi}
}
@article {666,
	title = {UNIVERSITY STUDENTS{\textquoteright} INFORMATION SOURCES OF EDUCATION FOR SUSTAINABLE DEVELOPMENT ISSUES AND THEIR PERCEPTIONS OF ENVIRONMENTAL PROBLEMS},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {February/2012},
	type = {Original article},
	chapter = {93-104},
	abstract = {Mass media consumption has expanded from traditional mass media {\textendash} television broadcasting, newspapers, radio - into new media, such as the Internet. Information about environmental issues such as global warming, water and air pollution and other environmental problems, comes mainly from the media. In Finland nowadays the Internet is generally the most important source of news for young people. The media has also been used in a variety of ways relating to education for sustainable development. In the survey, education for sustainable development, students{\textquoteright} opinions were asked on 73 items concerning different dimensions of education for sustainable development. This study focuses on two of these items: how university students from different disciplines get information about education for sustainable development issues and which environmental problems they perceive as being the most important. It was found that although students get information about education for sustainable development issues mainly from television and newspapers almost an equal amount comes from the Internet, and lectures are the fourth source of information. Students perceived climate change and the lack of clean water as being the most important environmental problems, the second was the decrease in biodiversity and the least important, malaria. Those students whose information source was mainly television did not perceive biodiversity as being that important environmental problem.},
	keywords = {education for sustainable development, environmental information sources, environmental problems},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.39.94},
	url = {https://oaji.net/articles/2014/457-1408437462.pdf},
	author = {Jari  Kukkonen and Sirpa K{\"a}rkk{\"a}inen and Tuula Keinonen}
}
@article {727,
	title = {UP-SCALING FARMER FIELD SCHOOLS AND RAINFOREST ALLIANCE CERTIFICATION AMONG SMALLHOLDER TEA PRODUCERS IN KENYA: OPTIONS, OPPORTUNITIES AND EMERGING LESSONS},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {141-158},
	abstract = {The Kenya Tea Development Agency (KTDA) has been encouraging small-scale tea (Camellia sinensis) producers through Farmer Field Schools (FFS) to adopt good agricultural practices since 2006. The up-scaling of FFS and Rainforest Alliance (RA) certification to 560,000 tea producers remains a big challenge. Hence the need to learn about options, opportunities and emerging lessons for up-scaling FFS and RA certification among smallholder tea producers in Kenya. This study sought to improve tea stakeholders{\textquoteright} understanding on how successful innovations such as FFSs and RA certification can be up-scaled to more stakeholders and how to produce tea sustainably. It also sought to describe the options, opportunities and emerging lessons related to up-scaling. The study used a Cross-Sectional design to collect data from a two-stage random sample of 514 small-scale tea growers drawn from KTDA factories. A semi-structured questionnaire validated by extension experts, whose 0.92α reliability was above the 0.70 acceptable was used to collect data. Face-to-Face interviews, document analysis, record reviews, site visits, observations, living the system and a stakeholders{\textquoteright} workshop were carried out to ensure triangulation. Data were analyzed using Chi-square at 0.05α set a priori. The results indicated that maintaining the current system with some improvements was the best option for up-scaling FFS and RA certification. The researchers concluded that FFSs and RA certification can be up-scaled by increasing resources, improving communication, training and educating non-FFS members using different methods. They showed that up-scaling training for certification and FFS come with a need for additional investments and eventually will alter KTDA{\textquoteright}s cost and revenue model of the sustainable tea production. To sustain this system, the true costs and benefits of sustainable tea are incorporated in the KTDA business model, which implies that donors strategically move from subsidizing costs to strategic investments in human resource development, capacity building and extension technologies.},
	keywords = {emerging lessons, farmer field schools, good agricultural practices},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.43.141},
	url = {http://oaji.net/articles/2014/457-1410007713.pdf},
	author = {Stephen  Wambugu Maina and John  Gowland-Mwangi and Dave   Boselie and Davies   Onduru and Betty   Chelang{\textquoteright}at Buses}
}
@article {689,
	title = {USAGE OF CRITICAL THINKING STRATEGIES IN THE CHEMISTRY COURSE FOR A FUTURE DOCTOR},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Original article},
	chapter = {18-27},
	abstract = {The goal of general chemistry and biochemistry {\textendash} teach students to use their knowledge about chemical structure of organism and molecular processes. To better understand explanations and to prognosticate processes students are given, information presented on other courses. As time dedicated for chemistry course for first year students of RSU is reduced, use of critical thinking strategies in starting period of study process increases probability of achieving positive results. By organizing study process at the beginning of semester, students are introduced to detailed plan thus giving an opportunity to organize their own time according to previous learning experience. Students are provided with thorough study material both in printed and electronic form thus allowing them to find more time for fact analysis, problem solving and relation finding. By stepping away from the traditional routine, the proportion between lectures and practical lessons was changed in favour of practical lessons. Gained experience allows concluding that intensive work with small groups, by introducing students to different approaches to information analysis, graphical systematization of information, development of dialog skills and other methods is effective and worth developing.},
	keywords = {critical thinking, study planning, study process modification},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.18},
	url = {http://oaji.net/articles/2014/457-1409839837.pdf},
	author = {Irina   Kazu{\v s}a}
}
@article {743,
	title = {USAGE OF SOCIAL NETWORKING WEBSITES: LITHUANIAN UNIVERSITY STUDENTS{\textquoteright} POSITION},
	journal = {Problems of Education in the 21st Century},
	volume = {45},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {27-39},
	abstract = {Over the latter decade a rapid development of information communication technologies has been going on in various directions. Technological possibilities have increased very significantly (Lamanauskas, 2011). The development of internet and technologies related with it has been extremely fast. A lot of internet service providers have appeared in the market, their number still continues to grow. The internet connection methods are changing - from the ordinary usage of phone line modems (dial - up) to broadband internet technology (DSL) and cable TV internet nets. It can be asserted, that over the mentioned period Web 1.0 internet (static, used for getting information) has been changed to Web 2.0 internet (social). The internet diaries, social portals, technologies allowing live communication on the internet (Internet Relay Chat, IRC), talk programme Windows Live Messenger (MSN), ICQ forums and other have occurred and are spreading. With the appearance of {\textquotedblleft}Skype{\textquotedblright}, the internet telephony has acquired a qualitatively new characteristic and practically has become a daily routine. Thus, today a consumer can create his profile on the internet, can make friends, communicate in the interest groups and so on. It can be stated, that every human being contributes in his own way to the internet and at the same time to ICT development, in general. It is obvious, that together with technological problems also arise social internet problems. Social networking websites are closely related with economical, psychological, educational, paleological and other aspects. There is a shortage of researches grounding socio-educational social network aspects. It is important to know not only how much time the consumers spend surfing the net, but how much of this time is allotted for communicating in social networking websites, which of them are the most popular and why, how the respondents evaluate social networking website functions, what in general they know about them, what advantages, disadvantages and threats they discern. Finally, it is important to find out whether the usage of social networking websites improves information {\textendash} communication abilities in some way.},
	keywords = {social networking websites, university students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.45.27},
	url = {http://oaji.net/articles/2014/457-1413727373.pdf},
	author = {Vincentas  Lamanauskas and Violeta  {\v S}lekiene and Loreta  Raguliene}
}
@article {815,
	title = {THE USE OF AUDIOVISUAL APPROACH TO TEACH NATURE OF SCIENCE FOR IN-SERVICE NATURAL SCIENCE TEACHER{\textquoteright}S EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {90-100},
	abstract = {The nature of science is a subject recognized among researchers and curriculum proposals, however still find some problems, especially with regard to what teachers understand about the subject and the importance attributed to it. Another element in this discussion concerns the use of resource suitable for use in teaching and learning situations. Therefore we present a research outline still in progress which discusses the use of audiovisual and methodological support to discuss the nature of science, for that resource is being applied in an in-service education program in the Faculty of Education, University of S{\~a}o Paulo, Brazil. According to the preliminary results it can find some initial modifications, these enhanced by audiovisual feature tied to reflections that occur during the activities developed by teachers.},
	keywords = {cinema, in-service teachers, nature of science},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.50.90},
	url = {http://oaji.net/articles/2014/457-1419345940.pdf},
	author = {Edson  Rodrigues  Santana and Agnaldo Arroio}
}
@article {813,
	title = {USING FORMATIVE MEASUREMENT MODELS TO EVALUATE THE EDUCATIONAL AND MOTIVATIONAL VALUE OF AN AR-BASED APPLICATION},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {70-79},
	abstract = {With the explosion of new technologies for e-learning there is an increasing demand to assess the educational and motivational value of a new application. Augmented reality (AR) is a promising technology that creates new learning experiences by integrating real objects from the traditional school into a computing environment. A research challenge is to better understand the relationships between various factors of interest for the successful deployment of educational systems in primary and secondary schools. There are several approaches to evaluation that are based on quantitative methods. In recent years there is an increasing interest in taking an alternative perspective to measurement by using formatively measured constructs. This paper will highlight several benefits in using formative measurement models to evaluate the educational and motivational value of an AR-based e-learning application. The evaluation target is a Chemistry learning scenario that has been developed in the European project ARiSE {\textendash} Augmented Reality in School Environment. Based on our previous work we developed a new evaluation instrument that includes both reflectively and formatively measured constructs to evaluate the ergonomic, educational, and motivational quality of a desktop AR application. The preliminary results from a pilot study show the extent to which specific features of the Chemistry scenario are positively influencing the educational and motivational value.},
	keywords = {augmented reality, educational value, formative measurement models},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.50.70},
	url = {http://oaji.net/articles/2014/457-1419345838.pdf},
	author = {Costin   Pribeanu}
}
@article {559,
	title = {ON USAGE OF INDUCTIVE APPROACH IN MATHEMATICAL TEXTBOOKS AT SECONDARY SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {33-44},
	abstract = {Quality of mathematical education is very actual didactic issue at present. One possibility how to increase it is a use of unconvencional experimentally inductive approach. The appropriate textbook then can be a useful helper for teacher who intends to apply this approach. There are given an analysis of the usage of inductive and deductive approach in mathematical textbooks here. The research was focused on the content of mathematics textbooks for secondary school, on their interpretative and exercise text components, respectively. The main interest was to explore the representation of inductive and deductive methods in interpretation of the mathematics textbooks and to measure the content of the exercises whose student{\textquoteright}s solution requires the use of heuristic approaches. The results of the analysis show that each author prefers a different approach to interpretation which is used in the writing of textbooks. Interpretative means most contained in all the textbooks are a direct interpretation with the motivation (34.4\%), a direct interpretation without motivation (31\%) and an indirect interpretation with the motivation (24.5\%). Inductive and deductive interpretative means are only rarely represented in all the textbooks. The highest rate was registred in the case of task using interpretation with the motivation (7\%).},
	keywords = {mathematical education, mathematical textbook, secondary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.31.33},
	url = {https://oaji.net/articles/2014/457-1406540074.pdf},
	author = {Ji{\v r}{\'\i}  B{\v r}ehovsk{\'y} and Petr  Emanovsk{\'y}}
}
@article {389,
	title = {UNDERGRADUATE EDUCATION: A GAP ANALYSIS OF STUDENTS{\textquoteright} EXPECTATIONS AND SATISFACTION},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {21-28},
	abstract = {Students{\textquoteright} experience and satisfaction influence student retention rate and contribute directly to the building of good reputation of a university. The student retention rate is likely to be high if their expectations are met. Thus it is not surprising that universities continue to conduct regular surveys concerning students{\textquoteright} expectations and perceptions as part of their quality improvement exercise. This study looked at the various aspects of undergraduate students{\textquoteright} experience pursuing an economics program in a public university in Malaysia. Gap analysis was employed to examine the difference between students{\textquoteright} expectations and satisfaction level for a given statement related to academic as well as non-academic life. The two most important aspects ranked by the students concern lecturers{\textquoteright} knowledge in their respective field and the students{\textquoteright} sense of pride about the faculty are also the aspects in which they are most satisfied. Generally the students{\textquoteright} expectation of the faculty is very high and the gap scores indicate statistical significance for all items related to teaching and learning, faculty life as well as facilities and support services.
},
	keywords = {economics program, gap analysis, undergraduate study},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400135515.pdf},
	author = {Halimah Awang and Noor Ismail}
}
@article {471,
	title = {THE UNIVERSITY AS AN AGENT OF KNOWLEDGE TRANSFER: THE CASE OF THE LATVIA UNIVERSITY OF AGRICULTURE},
	journal = {Problems of Education in the 21st Century},
	volume = {26},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {79-89},
	abstract = {There is a discussion within social science literature on theoretical models looking at the relationships between universities and stakeholders in the process of knowledge transfer particularly explaining whether universities are involved in the triple helix relationships (politicians, businesses representatives and university officials) or a quadruple helix system where public constitutes the forth party. Universities have a number of functions which among the other include both creation and obtaining of knowledge and transferring it within wider community, thus promoting socioeconomic development. By studying the case of the Latvia University of Agriculture (hereinafter {\textendash} LUA), the authors of the paper focus on cooperation networks that are involved in the process of knowledge transfer from the university to regional stakeholders and vice versa. The research methodology is based on the qualitative approach. For identification of cooperation agents, nineteen individual and six group semi-structured interviews were held involving 35 informants. For a deeper analysis of relationships between the LUA and regional stakeholders, policy documents concerning socioeconomic development of Zemgale planning region were analysed.
 The research results show that the LUA operates as a unique agent of knowledge transfer in many fields (agriculture, veterinary science, forestry, wood processing, food technology, etc.) at both regional and national levels thus diversity of structural elements in cooperation networks depends on demand and supply of knowledge as well as on involvement of institutions responsible for facilitation of successful knowledge transfer. The authors discuss which of the theoretical cooperation models is more evident in the case of the LUA and conclude that currently the triple helix relationships dominate; however, in some cases particular relationship patterns and activities indicate transformation towards the quadruple helix system. },
	keywords = {cooperation models, knowledge transfer, the Latvia University of Agriculture},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594304},
	author = {Ginta  Kronberga and Liga  Paula and Dina  Bite}
}
@article {411,
	title = {UNIVERSITY STUDENTS{\textquoteright} ARGUMENTATION IN SCIENCE AND ENVIRONMENTAL EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {22},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {54-63},
	abstract = {In science and environmental education, one of the objectives is to prepare students for participation in the decision making. To be able as an informed citizen to make decisions, it is important to learn to present an argued point of view. The everyday sense of argumentation suggests that participants present claims, defend their claims, and rebut the claims of their opponents. The study focuses on practising university students{\textquoteright} argumentation in an authentic situation and also the way students argue. University students familiarized themselves with a proposal to change a provincial plan. After reading the plan, they assumed to the role of a resident of the area in question and wrote to the planners starting their opinion. We had two different cases: the first case was in science education course and the other case in environmental education course. In the second case students wrote to the Wiki-environment and the opponent commented on the argumentation. These writings (N=17) were analysed by content analysis. Although the students used scientific knowledge, especially ecology, in their argumentation, it often consisted of personal feelings about the effect of the plan on their own lives.},
	keywords = {environmental education, higher education, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400515358.pdf},
	author = {Tuula Keinonen and Sirpa K{\"a}rkk{\"a}inen}
}
@article {435,
	title = {THE USAGE OF A SIMULATION TO STUDY INTERMOLECULAR FORCES: SOME FINDINGS},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {19-29},
	abstract = {The purpose of this research was to discuss and reflect about the use of a computer simulation in the learning of intermolecular forces. Simulations are dynamic representations of chemical processes or systems, and allow users to select values for input variables from within suitable ranges and observe the results on output variables. In this study we used free software named {\textquotedblleft}Liga{\c c}{\~o}es Intermoleculares{\textquotedblright}, from http://nautilus.fis.uc.pt/molecularium/pt/ligintermol/index.html. The goal of this activity was to help students build internal representations (mental models) for course content. The research is qualitative. We applied a pre-test and a post-test to a class of students (n=30) from a secondary school trying to find what these internal representations are like. The research indicates that students{\textquoteright} pictographic representations of intermolecular forces improved substantially. These findings suggest that the use of this visual tool helped students to make a better connection between the chemical representations and the macroscopic phenomena presented during a mini-course about solubility. },
	keywords = {chemistry, simulation, visualization},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594528},
	author = {Claudia  Ayres and Celeste  Ferreira and Agnaldo Arroio}
}
@article {473,
	title = {THE USE OF NEW TECHNOLOGIES IN THE BUSINESS-TO-BUSINESS EDUCATION: THE CASE OF GREEK BANKS},
	journal = {Problems of Education in the 21st Century},
	volume = {26},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {103-123},
	abstract = {The swift technological development compels an enterprise manager for additional education of employees. The survival of an organism depends on his ability to learn faster from his competitors. This is achieved with systematic and long-lasting effort.
 Each employee owes to enrich permanently his knowledge so that he is capable to face the new market requirements. A lot of projects are cancelled because the enterprise personnel cannot cope with their requirements. Changes essential for the reorganization of enterprise are suspended because her personnel cannot accept them. These problems are possible to be solved with the permanent training, briefing, education and training of employees. This responsibility of enterprises for the aid of employees with new knowledge and dexterities is recognized more and more, while the human capital constitutes nowadays the more important productive factor. However, while many times over we invest millions in installations, instruments, offices, material and software of computers, we neglect the investment in the persons, those that is to say that shape, develop and give added value in the material elements of production.
 Aim of this article is to present the policy of Greek banks in the business-to-business education giving accent in the way of resolution of problems that they face. Furthermore, the banking sector is the eminently branch that requires continuous education of personnel.},
	keywords = {banking system, business-to-business education, professional training},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594309},
	author = {Vassilis  Orfanos and Michalis  Evripiotis}
}
@article {438,
	title = {USE OF VISUALIZATION TO MOTIVATE SCIENCE AND GEOGRAPHY EDUCATION OF FEMALE SCHOOLCHILDREN},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {49-57},
	abstract = {ICT progress and invasion in education started in post-modern age. The majority of schoolchildren tend to learn science and geography at a low level, there is a lack of specialists in scientific areas in the entire world. This research was done with the aim to identify whether visualization could stimulate female schoolchildren{\textquoteright}s motivation in learning geography and science. A survey of 1934 schoolchildren, grades 9 and 10, from general and secondary schools was carried out. This paper focuses on data of female population. Obtained results suggest that visualization as a tool in general could be highly motivating for female schoolchildren, especially for those in grade 9, learning geography: they would like to learn new topics and be more active in lessons. It was also found out that visualization stimulates science learning by girls much more than their learning of geography. },
	keywords = {comprehensive school, visualization},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594533},
	author = {Renata Bilbokaite}
}
@article {236,
	title = {UNDERGRADUATE EDUCATION AS A FACTOR OF THE EU MEMBER STATES COMPETITIVENESS},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {133-143},
	abstract = {Human capital as one determinant of a long term economic growth is often identified with school education. In this paper, the dependency of the total percentage of population in all types of education on the GDP, in all EU15 countries as well as EU25 is demonstrated. The paper also focuses on the spatial aspect of undergraduate education on the level of states as well as NUTS2 as a whole; and also on the university education in technical fields, mathematics, science and technologies that can eliminate overall economic lagging of Europe. },
	keywords = {human capital, undergraduate education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393267385.pdf},
	author = {{\v L}ubom{\'\i}r Zelenick{\'y} and Be{\'a}ta Stehl{\'\i}kov{\'a} and Anna Tirp{\'a}kov{\'a}}
}
@article {309,
	title = {UNIVERSAL LECTURE MATERIAL: DIGITAL TECHNOLOGY OF CREATION AND AUTOMATIC MODIFICATION},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {89-94},
	abstract = {The automated technology of the conversion of various materials that are used by a teacher in their activity, into the uniformly issued electronic and further printing (paper) forms is offered. The technology is based on standards and requirements to digital prepress of the book edition, allowing to obtain the first-rate quality of the polygraphic press. The basic text of lectures and static graphic components, and also the dynamic graphic components in aggregate named the lecture material, it is necessary to unite in a breadboard model (layout) of lectures. The imposition is carried out by means of program complex InDesign of Adobe Systems Inc. The text is typed by vector fonts of Adobe Type 1 format. All static graphic components, except for photos, are created in EPS vector format. These formats provide the greatest possible smoothness of lines of symbols and drawings at any degree of increase/reduction. Two basic forms of representation of the lecture material are distinguished: for the press on paper and for demonstration on the audience screen {\textendash} slide-show. For the purpose of uniform design of lectures they are combined in a book for the subsequent press in printing house or on an office printer. The book layout serves the base and the most difficult in technical aspect as the form of representation of the lecture material. By means of scripts in JavaScript language of scenarios it can be completely automatically practically obtained each chapter-lecture in the form of slide-show from the book layout. The basic software for creation of formulas, drawings, diagrams and ways of elimination of program defects are described.},
	keywords = {digital prepress, lecture material, slide-show},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396707504.pdf},
	author = {Margarita  Shishonok and Eugene  Makarenko}
}
@article {307,
	title = {USE OF ICT IN NATURAL SCIENCES EDUCATION OF STUDENTS FOR THEIR ORIENTATION IN THE ENVIRONMENT},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {74-79},
	abstract = {This article is devoted to one of the aspects of the research focused on a general problem of interaction between a human being and the environment for person{\textquoteright}s orientation in it. We see pedagogical orientation as a process: a) creation of conditions encouraging students to study environmental objects and understand the integrity of environment; and b) as a result {\textendash} expansion of living space of students in the environment. 
Method of zoology practical training in city environment aiming at study of the animal world acts as learning instrument in environmental education. It is based on scientific observation of animal life in different biotopes of the city, their conditions, behavior throughout the year that was made by students with the help of visual aids {\textendash} photo camera and computer. Educational material includes pictures of animals and traces of their activity, characteristics of biotopes, description of animal species, their biology, peculiarities of behavior depending on season. Results of the natural objects{\textquoteright} study were presented by students in the form of report {\textendash} presentation in Microsoft PowerPoint programme. Use of observation method with the help of visual aids during the practical training increased students interest to studying the natural world of the city, fostered development of their individual collection of materials devoted to animal life in the city which can be used as materials for lessons on fauna of their home region; helped them to get more experienced in using photo camera as an instrument for observation of natural objects in motion and in use of computer. },
	keywords = {pedagogical orientation, visual method},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396707407.pdf},
	author = {Eleonora  L. Melnik}
}
@article {257,
	title = {USING ACTIVITY APPROACH IN HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {138-152},
	abstract = {The conducted research is devoted to the issue of target-setting in the system of higher education. The stated issue was initially solved as a development of models of specialists. In the late 1960s there formed two directions that researchers followed. The first one represented by E. Smirnova{\textquoteright}s works focused on two separate objects: humans and their activity. The second direction is connected with the name of N.F. Talyzina who proposed a special language to describe the goals of learning {\textendash} the language of professional tasks. However, {\textquotedblleft}a model of specialist{\textquotedblright} in all its aspects used in the late 1960s {\textendash} early 1980s contained regulatory characteristics, that is, standard (etalon) attributes, thus not being a model proper. 
The analysis of professional activity proper requires methodological framework suitable for this activity. Activity approach and psychological activity theory become such a universal framework but remain the matter of scholarly and philosophic discussions. Within this approach the author analyzes the structure of creative activity and singles out the structure of humanitarian activity and the structure of professional activity of PR specialist. Based on the analysis of the stated structures the conclusion is made that humanitarian training is not only capable of but bound to perform professional functions to educate non-humanitarian specialists. 
Activity approach is also employed by the author to analyze the concept of professional goal. Based on this concept two ways to train generalists are proposed. In the first case generalist mode is maintained by the system of professional goals of a certain personnel {\textquotedblleft}module{\textquotedblright}. The second way is based on the usage of general methods to solve professional goals of different personnel modules. 
Finally, the conclusion is made that competence approach is not applicable to distinguish activity structures but it can be extensively applied to distinguish professional goals. },
	keywords = {activity approach, professional goal, target-setting issue},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393666593.pdf},
	author = {Tamara Artashkina}
}
@article {304,
	title = {USING MYIMLE SYSTEM FOR INTERACTIVE WHITEBOARDS IN EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {54-58},
	abstract = {MyIMLE is a multimedia interactive educational environment which makes possible a direct connection of Flash interactive study supports with real systems connected to users{\textquoteright} computers. This way of using Flash animations is not so widespread nowadays but it brings many advantages which had been offered only by expensive systems until now. There is a possibility of an interconnection of software applications and their control of a real electronic system connected to a computer of a user. A universality of using this solution, an easy way of creating applications and almost no requirements on HW offer a user almost unlimited possibilities of using these systems in creating study supports. The aim of this contribution is to show one of many ways of using these systems {\textendash} using them together with interactive whiteboards. The principle of controlling a real system and the structure of an interactive animation is demonstrated on the example of an animation {\textquotedblleft}A model of Tsunami {\textendash} its beginning, behavior and its consequences{\textquotedblright} connected to a real model of an ocean and a coast. This animation can also work independently as a simulation without a real system connected. The application can run on web, it can be embedded into the working environment of an interactive whiteboard, or it can run as an independent desktop application.
},
	keywords = {interactive animation, interactive whiteboard},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396707254.pdf},
	author = {Ji{\v r}{\'\i}  Hrb{\'a}{\v c}ek}
}
@article {25,
	title = {THE USAGE OF THE INTERNET IN TEACHING PHYSICS IN LITHUANIA: THE ANALYSIS OF A SITUATION AND PERSPECTIVES},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {63-72},
	abstract = {A vision of a modern world can be hardly conveyed without Information and Communication Technology (ICT) recently having a powerful impact on all areas of life. The application of the latest ICT in the educational process raises new possibilities for both a teacher and a learner, enhances the quality of provided education and makes the educational process more adjustable.
 Effective source of the information nowadays is the Internet. It has to be stated that the Internet possibilities in the teaching process are insufficiently used. On the other hand, in principal there are no reliable studies, which would reveal the actual situation in this field. Therefore, the object of our study is the usage of the Internet for teaching physics. The main aim of the study is to analyse the situation of the usage of the Internet for teaching physics and highlight the hindering/encouraging factors of its usage in the teaching process.
 The study employed expert inquiry. The type of expert inquiry {\textendash} {\textquotedblleft}Delphi study{\textquotedblright}, containing several experts{\textquoteright} inquiries (stages). Research has shown, that the Internet in teaching physics is not used in due volume. The majority of problems are connected with material (including information) resources (lack of websites, computers, etc.) and the competence (methodical, information, etc.) teachers of physics.},
	keywords = {science education, teaching physics},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392218228.pdf},
	author = {Vincentas  Lamanauskas and Rytis Vilkonis}
}
@article {32,
	title = {THE USE OF OPPORTUNITIES OF ICT IN THE TECHNIQUES OF TEACHING CHEMISTRY},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {120-124},
	abstract = {In present situation rather difficult problem of motivation of pupils to studying chemistry stands in front of the teacher. We consider, that new pedagogical technologies, particularly integration of chemistry and infotechnology, helps teacher to create sufficient base of chemical knowledge. Summarizing a five years{\textquoteright} experience on application of opportunities of ICT in a technique of teaching chemistry in our school it is possible to mark out some perspective directions of its application in general educational classes and classes with the profound studying of chemistry and infotechnology: 1) multimedia courses for 8-11 classes on the basic themes of the state program; 2) use of ready training programs and virtual textbooks on Estonian, Russian and English languages that gives additional integration in subjects; 3) performance of virtual practical works on some complex and abstract themes; 4) the interactive control and self-checking of knowledge of pupils, preparation for subject Olympiads and quizzes; 5) a feedback with pupils and their parents by means of e-mail, web-sites, forums and electronic register; 6) practical research of pupils. Analyzing done work and the reached results it is possible to follow dynamics of change of motivation, progress and priority of the future profession on the basis of results of diagnostic questioning of pupils in gymnasium.
 The developed technique is tested not only in one gymnasium, but it was also repeatedly offered at city and republic conferences and courses of teachers of natural-science subjects where it has received a high estimation of colleagues and of the Department of Education of Estonia.},
	keywords = {computer programs, multimedia lessons, virtual chemistry},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392218743.pdf},
	author = {Irina Zhikina and Inna Portjanskaya}
}
