@article {1653,
	title = {WHICH TEACHERS SHOULD BE REPLACED BY AI},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Editorial},
	chapter = {296-302},
	abstract = {Teaching complex, abstract content is the key foundation of our civilization. Even before Internet there were technologies which thus significantly improved teaching and learning process and accelerated development of human society. With Internet and digital technology a number of new, powerful technologies are available to education. They significantly change the role of the teacher. No teacher can provide data, information, explanation, discussion or advice that cannot be found online nor can do it better than someone already did, or will do online. However, instead trying to do all for all, modern teacher should focus on doing something particular what they excel in for a fraction of students who truly need that teacher. Due to Internet the quantity of that small fraction of students will be larger than ever. Schools also need to transform, both physically and institutionally. Physically they need to provide spaces and resources for collaboration and exploration as well as cohabitation with their teachers. Institutionally they will specialize for some aspect of educational process from creation of new knowledge, its curation to its assessment.},
	keywords = {digital technology, human mind works, multimedia components, powerful technologies},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.296},
	url = {https://oaji.net/articles/2023/457-1687424909.pdf},
	author = {Predrag Pale}
}
@article {1340,
	title = {WRITING A SCIENTIFIC ARTICLE: FOCUSED DISCUSSION AND RATIONAL CONCLUSIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-12},
	abstract = {Writing a scientific article does not end with a description of the summarized results. Conclusions and implications remain a crucial part of the article. The previous papers portrayed the most important aspects of the title, summary (Lamanauskas, 2019a), accurate introduction (Lamanauskas, 2019b) and research methodology (Lamanauskas, 2020a) of the article and discussed the features of the presented results (Lamanauskas, 2020b). Discussion is also accepted as an equally important structural part of the scientific article (particularly in the case of describing an experimental / empirical study). Thus, this section summarizes the results of the conducted study. However, this piece of writing is not intended to provide all possible options for discussion and drawing conclusions due to the fact that the specificity of article preparation varies in each field of science. In addition, it depends on the requirements set by scientific / research journals (or other publications) and publishing policy. Therefore, this editorial more concentrates on the general aspects of preparing the above mentioned parts of the article.},
	keywords = {publishing policy, scientific article, scientific writing},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.04},
	url = {http://oaji.net/articles/2021/457-1612638492.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {1296,
	title = {WRITING A SCIENTIFIC ARTICLE: DESCRIBING RESULTS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	pages = {Continuous},
	type = {Editorial},
	chapter = {472-485},
	abstract = {The presentation of research results is definitely an important part of any scientific article. On the one hand, the findings of the conducted research should be explained in as much detail as possible, whereas on the other, the obtained results must be clear, understandable and relevant. The previous editorials analysed the elements of a scientific article such as the title and summary (Lamanauskas, 2019a), introduction (Lamanauskas, 2019b) and the description of methodology (Lamanauskas, 2020). This editorial briefly discusses the optimal presentation of research results treated as one of the most interesting stages in preparing a scientific article and requires effort, intensive work and creativity. Alternatively, both methodology and research results (empirical research in particular) are considered the most important parts of a manuscript (Fox \& Jennings, 2014). As expected, many important points related to the description of research results are given in APA 7th. ed. (2019), and therefore are not intended to be discussed in detail. Although APA standards are widespread, other criteria are also admitted by scientific community and focus in this editorial is more oriented on the practical subjects of academic writing and the most common mistakes.},
	keywords = {research results, reviewer-author communication, scientific writing, visualizing results},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.472},
	url = {http://oaji.net/articles/2020/457-1596902185.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {1060,
	title = {WHAT IS A GOOD PRACTICE OF SCIENCE TEACHING? SOME PATHS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Editorial},
	chapter = {212-214},
	abstract = {Maria is a 17 year old 9th grade student with low academic success. Her school history is marked by several stories of failure in Physics and Chemistry. Yet, the 9th grade of Maria was different; as she says, she managed to achieve {\textquotedblleft}a great mark ". Therefore, what has taken Maria to find the Physics classes so good? The answer to this question leads us to another one, more complex, that can have various possible answers: After all, what is a good practice of science teaching?
To answer this question requires, first of all, to think about what students are expected to learn and what competencies they should obtain in school to meet the challenges of today{\textquoteright}s society, in all its uncertainty and endless changes. Nowadays, it is widely acknowledged that to understand and act in an informed and reflected manner in such a society it is essential that students develop their critical thinking and creativity as well as problem solving, communication, digital, social, intercultural and linguistic skills.
},
	keywords = {academic success, science teachers, science teaching},
	isbn = {E-ISSN 2538-7111},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.212},
	url = {http://oaji.net/articles/2017/457-1498500799.pdf},
	author = {M{\'o}nica Baptista}
}
@article {969,
	title = {{\textquoteleft}WHEN YOUR SON ASKS YOU{\textquoteright}.... HOW REMEMBRANCE CAN TEACH LIFE-SATISFACTION},
	journal = {Problems of Education in the 21st Century},
	volume = {65},
	year = {2015},
	month = {June/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {66-72},
	abstract = {Jewish-christian tradition is memory-tradition. Just from the beginning, people are confronted with the God of Abraham, Isaak and Jacob and with particular situations, which are worth remembering (Exodus, Ten Commandments). Because the Bible combines remembering and teaching ({\quotedblbase}When your son{\textquotedblright}... (Dtn 6, 20)), religious education means memory-education. Like Israel in real Exile and Diaspora, young pupils and students suffer from {\quotedblbase}virtual Exile or Diaspora{\textquotedblleft}, when they are dwelling within their digital global village, and in {\quotedblbase}patchwork-families{\textquotedblleft}, often without real home-experience and without any sense of belonging. Suffering from such experiences of missed orientation and belonging, they feel {\textendash} as discussions in schools and groups underline - unsatisfied and uncomfortable, and look for authentic coping-models. Therefore, the study emphasizes {\textendash} based on narrations of elder people - on a particular religious education-approach, which facilitates life-satisfaction by memory-learning from other experiences. The focus of research is on the question, whether memory-learning, combined with religious contents, rituals and/or metaphoric, could encourage life-satisfaction, and whether there are significant differences between East (Latvia) and West (Germany). },
	keywords = {Life-satisfaction, memory-learning, religiousness},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.65.66},
	url = {http://oaji.net/articles/2015/457-1438197252.pdf},
	author = {Geert Franzenburg}
}
@article {863,
	title = {WHO ARE POLISH FUTURE EDUCATORS? SELECTED ASPECTS OF SOCIAL IDENTIFICATIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {150-157},
	abstract = {This research presents the results of a study on selected aspects of social identity of future educators which include family identity, national, European and global identities, religious identity and professional identity. The aim of the research was to find out whether Polish pedagogy students, who in future will become educators, are able to ask and answer identity questions and reflect on their own identity. The study was conducted in a group of 364 university students of pedagogy of the University of Zielona Gora, Poland. The data was gathered with the use of a diagnostic survey technique by means of a questionnaire.  The study leads to an optimistic view on future educators who reflect on their identity and can give clear answers to identity questions. This ability is essential for the future educators themselves as it adds to their personal development, but it is also crucial in the job and vocation of an educator. },
	keywords = {educators in Poland, metaskills, pedagogy students, social identity},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.150},
	url = {http://oaji.net/articles/2014/457-1420056300.pdf},
	author = {Elzbieta Turska}
}
@article {867,
	title = {WIKIS AND POWERPOINT AS COGNITIVE DEVELOPMENT TOOLS IN SCIENTIFIC LITERACY: A PROPOSED HEURISTIC},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {25-47},
	abstract = {The overall performances in the Trends in International Mathematics and Science Study (TIMMS) and Progress in International Reading Literacy Study (PIRLS) of South African learners have been dismal to say the least and the Annual National Assessment test results of grade 3, 6 and 9 learners related to general literacy and mathematics have left a lot to be desired. Clearly this suggests that something has to be done to address this. At the same time, South African education is still suffering as a result of the legacy of apartheid and the great majority of schools are lacking basic resources such as libraries, infrastructure and Information and Communication Technology (ICT) resources, including internet connectivity. General learner literacy and ICT literacy development and usage for learning are high on the government{\textquoteright}s agenda, as is scientific literacy. However, there seems to be a dearth of {\textquoteleft}how to{\textquoteright} implement ICT related activities to develop reading, talking, listening and writing within a science classroom learning context with special reference to promoting scientific literacy in its fundamental sense. The theoretical and practical outline that follows attempts to assist filling the void related to the above by introducing an ICT based scientific literacy heuristic that is infused by the ICT based {\textquoteleft}Extended Cyberhunt Approach{\textquoteright} of Du Plessis (2010) and Du Plessis and Webb (2011, 2012, in press) and the off-line Scientific Literacy model of Webb and Villanueva (2008); Webb and Mayaba (2010) and Webb (2010). The focus of the heuristic is to develop scientific reading, talking, listening and writing, as well as to establish a different classroom learning space and experience. In addition, it adds emphasis on on-going feedback from the teacher to the learners as well as focusing on reflection and journal writing to inform teacher planning and subsequent interactions in the science classroom. The additional potential of the heuristic is not only that it offers ICT literacy skills development and the development of skills within a curriculum related science context, but also that ICT skills can be developed even without internet connectivity through using Microsoft Word and/or PowerPoint for writing development and presentation or adding Web 2.0 tools such as a Wiki to complement Microsoft Word and/or PowerPoint if connectivity is available. Research suggests that various skills such as planning, searching and researching, presentation, assessment as well as various cognitive skills  can be developed when ICT is used as a cognitive tool in a {\textquoteleft}Learning-as-Design{\textquoteright} context, i.e. when learners (students) become the designers and composers of artefacts related to topics that are curriculum based. This paper also then forms the base for an intervention in two primary schools in the Eastern Cape Province in South Africa that has received ICT resources for the first time ever, including internet connectivity, in September 2013. Hence, the anticipated research within these two schools will explore whether this heuristic has the potential to assist with and improve scientific reading, talking, listening and writing, as well as whether this approach improves motivation and interest related to science learning and ICT literacy development, including the potential to develop planning, searching and researching, presentation, assessment as well as various associated cognitive skills.},
	keywords = {cognitive tools, heuristic, ICT, Internet, PowerPoint, scientific literacy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.25},
	url = {http://oaji.net/articles/2014/457-1420056578.pdf},
	author = {Andr{\'e} du Plessis}
}
@article {821,
	title = {WORK STRESS ACCORDING TO THE COMPARATIVE EXAMINATION OF THE PROFESSIONAL STAFF OF HUNGARIAN CUSTOMS AND FINANCE GUARD AND THE TEACHING STAFF OF SECONDARY SCHOOLS UNDER THE SUPERVISION OF SECURITY FORCES},
	journal = {Problems of Education in the 21st Century},
	volume = {53},
	year = {2013},
	month = {April/2013},
	type = {Original article},
	chapter = {40-50},
	abstract = {In people{\textquoteright}s life their job takes a very important place which cuts across exist outside of work as a whole. The health status of the Hungarian population is among the worst in Europe. High mortality and morbidity rates of non-infectious diseases are mainly due to lifestyle factors, and job stress is a significant risk factor. Being an officer of the Customs and Finance Guard is a specific profession, the job stress is significant. If our aim is prevention, we have to start by evaluating the health status of the vulnerable population, and intervention can be designed in view of the results.
 Aim: A national context to explore about the customs and finance guard and teachers of police training colleges their stress level, and their chance of their advancement In view of the result, we would like to develop a health promoting project for this population with special profession. 
 Sample: The study population consisted of 122 employees who have been working for the Hungarian Customs and Finance Guard for more than one year, 481 workers who have been employees of the Hungarian Customs and Finance Guard for less than a year, and 99 teachers of law enforcement schools.
 We used an impersonal style should be used self-report questionnaires for evaluation.
 The job stress questionnaire showed that the stress level of officers was significantly higher than that of teachers. 
 The vulnerability of officers of the Hungarian Customs and Finance Guard is significantly higher than that of teachers, therefore, it is imperative to accomplish a health promoting project and burnout intervention.
 
 
},
	keywords = {comparative study, stress},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.53.40},
	url = {http://oaji.net/articles/2014/457-1419413434.pdf},
	author = {Peter   Hidvegi and Reka   Racsko}
}
@article {696,
	title = {WEB GRAPHIC ORGANIZERS AS AN ADVANCED STRATEGY FOR TEACHING SCIENCE TEXTBOOK READING COMPREHENSION},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Original article},
	chapter = {87-99},
	abstract = {This paper presents the results of the 5 months experiment in which the influence of using a web graphic organizer in the science literacy curriculum was observed. The interest of the study was focused on the quality and quantity of learning/understanding the explicatory text description from the science textbook. The experiment included students at the age of 8-9 years. Science and L1 class were integrated for this purpose: teachers were instructed to use web graphic organizer as a tool for visualizing the text structure on the level of concrete cognitive operations. The results show the effect of using the web graphic organizer on students{\textquoteright} competence to find out what in the science textbook text is important, on the level of text comprehension and on the competence of comparing new information with the previous knowledge.},
	keywords = {categorization of concepts, reading comprehension, science textbooks},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.87},
	url = {http://oaji.net/articles/2014/457-1409840284.pdf},
	author = {Marija Ropi{\v c} and Kordigel Aber{\v s}ek, M.}
}
@article {814,
	title = {WHAT IS THE TENDENCY IN BIOLOGY VIRTUAL FIELD TRIPS? THE CASE OF MARIBOR ISLAND TRAIL},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {80-89},
	abstract = {There is no doubt any more that virtual worlds are suitable for school environment. It was shown by various researchers that they can contribute in supplying students with additional information, help them to visualise subjects, respond with answer on demand or even in some cases supplement the real materials. Based on the real experience, the virtual field trail Walk on Maribor Island was developed for biology and natural science classes in lower secondary school. The trail is presented through eight exercises that differentiate not only in theme, but also in difficultness, fun, background idea etc.
 In spring 2011, 133 eighth grade students worked on the virtual field trail during the biology class. After the work on exercises, students were asked to analyse the exercises regarding the level of difficultness, level of interest and level of proficiency. The main aim of the study was to present the tendency in biology virtual field trips that should be taken into consideration before the development of new exercises.},
	keywords = {education, field work, virtual field trips},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.50.80},
	url = {http://oaji.net/articles/2014/457-1419345896.pdf},
	author = {Miro  Puhek and Matej  Per{\v s}e and Andrej  {\v S}orgo}
}
@article {790,
	title = {WHO STRIVES AND WHO GIVES UP? THE ROLE OF SOCIAL COMPARISON DISTANCE AND ACHIEVEMENT GOALS ON STUDENTS{\textquoteright} LEARNING INVESTMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {107-116},
	abstract = {The current survey tests the effects of social comparison distance on investment in learning. The social comparison is known to have two directions: upward and downward. It is hypothesized that, apart from these two directions, there are two distances: moderate and extreme. These distances are supposed to have an impact on the learning investment (when students will strive) or the disinvestment (when they will not make a great effort). Globally, students seem to put more effort in the case of moderate-distance conditions than in the case of extreme-distance conditions. However, the effect of distance is different according to the achievement goals reported by participants (interaction between comparison distance and achievement goals): the participants with performance goals strive more in the moderate-distance condition, whereas those with mastery goals seem to put a quite stable effort regardless of the distance. Implications in educational settings are discussed.},
	keywords = {achievement goals, learning investment, social comparison distance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.107},
	url = {http://oaji.net/articles/2014/457-1415392583.pdf},
	author = {Aneta   Mechi and Margarita   Sanchez-Mazas}
}
@article {624,
	title = {WHEN A CHILD{\textquoteright}S EMOTIONAL COPING FAILS},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {37-50},
	abstract = {The aim of this research is to increase understanding about children{\textquoteright}s emotional coping and to support teachers{\textquoteright} work on enhancing children{\textquoteright}s readiness to handle challenging social situations at school. Emotional coping skills are important to human beings{\textquoteright} success and wellbeing and the basis for these skills is built already in early childhood. In this research, various interactive learning activities were planned and carried out in the classroom and the measures of emotional coping were created. Nine pupils aged between seven and eight who had problems with their emotional coping were selected as the research participants. Their forms of emotional coping, development and teaching were observed and the pupils{\textquoteright} self-evaluations were collected during the study year 2006-2007 in interactional classroom situations that involved mathematical problem-solving tasks. As a result, six various forms of emotional coping were found, which exemplified either constructivist, operational, or emotional coping. Results showed that pupils{\textquoteright} individual emotional coping can be illustrated through various mathematical reasoning and problem-solving tasks in stages. Familiarizing oneself with the various forms of emotional coping contributes to the teacher{\textquoteright}s abilities to enhance students{\textquoteright} emotional coping to survive and direct their emotions when the goal is to develop toward emotional directedness.},
	keywords = {child research, emotional coping, emotional intelligence, primary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.36.37},
	url = {https://oaji.net/articles/2014/457-1408435013.pdf},
	author = {Eeva-Liisa  Peltokorpi and Kaarina   M{\"a}{\"a}tt{\"a} and Satu   Uusiautti}
}
