<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Michal Černý</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CYBERSPACE AS A SPACE: ANALYSIS OF METAPHORICAL STATEMENTS OF UNIVERSITY STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cyberspace</style></keyword><keyword><style  face="normal" font="default" size="100%">didactic practices</style></keyword><keyword><style  face="normal" font="default" size="100%">information literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">metaphors</style></keyword><keyword><style  face="normal" font="default" size="100%">on life</style></keyword><keyword><style  face="normal" font="default" size="100%">pragmatism</style></keyword><keyword><style  face="normal" font="default" size="100%">tacit knowledge</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1639553887.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Over the last thirty years, technology has created a new space (cyberspace) where people meet each other, seek information, or simply try to navigate through. However, there is no consensus in research on the character of cyberspaces and the extent to which they are real. In the first systematic empirical research of this nature, the study found an answer to this question through a survey of metaphorical accounts of university students in Information Studies, and Librarianship (N=102) collected over three years (2019-2021). Cyberspace is a real space in students' experiences, language, and thought structures. A space that allows movement, orientation, and search to be related with one another. An environment in which cognition, learning, and knowledge are structuring activities. Learning and cognition in this space occur differently than in the physical environment, which poses a challenge for developing specific didactic practices and social programs for students. Students perceive cyberspace as linked to the need to acquire new epistemic tools to help them overcome the crisis of knowledge they experience through this space.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">838-857</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Wasike Wekesa</style></author><author><style face="normal" font="default" size="100%">Eric  Wekesa</style></author><author><style face="normal" font="default" size="100%">Ndiku Mualuko</style></author><author><style face="normal" font="default" size="100%">Julius  Kiprop Maiyo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STUDENTS’ REACTIONS TO THE USE OF COMPUTERS IN SCIENCE EDUCATION IN SELECTED KENYAN SECONDARY SCHOOLS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">computer based instruction</style></keyword><keyword><style  face="normal" font="default" size="100%">metaphors</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392298627.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">9</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Different people react differently to the same experience. A current trend in science instruction is to integrate technology into classroom in a variety of ways. A Computer Based Instruction (CBI) courseware was used to teach cell theory that has posed difficulties for teachers and students as part of the classroom innovation. Students’ attitude towards the innovation and their attitude towards the biology classroom environment were collected through two 5-point bi-polar Likert-scale items and unstructured written interviews. The innovation resulted to better perception of the biology classroom environment and attitudes towards cell theory. Classification of students’ unstructured responses confirmed the existence of a series of metaphors for technology use in educational settings.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">107-114</style></section></record></records></xml>