<?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%">Kalai Selvan Arumugham</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHERS’ UNDERSTANDING TOWARDS PORTFOLIO ASSESSMENT: A CASE STUDY AMONG MALAYSIAN PRIMARY SCHOOL TEACHERS</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%">classroom assessment</style></keyword><keyword><style  face="normal" font="default" size="100%">learning process</style></keyword><keyword><style  face="normal" font="default" size="100%">portfolio assessment</style></keyword><keyword><style  face="normal" font="default" size="100%">teachers’ understanding</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/457-1575642296.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">77</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%">Alternative assessment plays an important role in gathering information about students’ learning. Introduction of new curriculum in Malaysian primary school education namely Standard Curriculum of Primary School has highlighted portfolio as an assessment tool. Therefore, research has been conducted to examine teachers’ understanding towards this new alternative assessment method. The qualitative data used in this research were gathered from three interview sessions and classroom observations. Five primary school teachers were selected as participants of this research. They are teaching core subject such as English, Mathematics and Science. Thematic analysis was conducted to examine the themes emerged to represent their understandings towards portfolio. Teachers’ understandings towards portfolio were grouped into three major themes: As students’ work collections, as feedback and improvement tools and as teaching, learning and grading tools. They used portfolio in classroom as they understood. Different understandings were revealed as these teachers are also teaching different subjects. This may be the reason why these teachers were having different understandings towards portfolio assessments. This research is significant to teachers, stakeholders, school administration and even society about portfolio assessment.</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%">695-704</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%">Milan Kubiatko</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCIENCE SUBJECT AND THE ROLE OF A TEACHER</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%">learning process</style></keyword><keyword><style  face="normal" font="default" size="100%">practical knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">problems of education</style></keyword><keyword><style  face="normal" font="default" size="100%">science subjects</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=1199714</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">69</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">I would like to thank the editor of the journal, who gave me space to write some sentences about some actual problems of education. I am interested in science education, so the problems occurring in science education are close to me. So I would like to introduce you some problems of science subjects, which are well known, but solutions are searched for, how to improve the interest in science subjects among pupils and students. All below presented ideas are the opinions of the authors, you can disagree with or agree. The purpose is to evoke the discussion about the presented problematic. This problematic is still present in many articles, which are warning on the decreasing interest in this group of subject. So, where is the reason, that only a small amount of pupils and students like science subjects? There are plenty of answers, but which of them is correct? </style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">4-5</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%">Boris Aberšek</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHING WITH ANALOGIES: EXAMPLES OF A SELF-HEALING POROUS MATERIAL</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%">conceptual representation</style></keyword><keyword><style  face="normal" font="default" size="100%">effective analogy</style></keyword><keyword><style  face="normal" font="default" size="100%">initial models</style></keyword><keyword><style  face="normal" font="default" size="100%">learning process</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=1203599</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">70</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">As disciplines reach maturity, a dynamic meta-structure is needed, which facilitates merging and new divisions of disciplines. Under such a meta-structure, the disciplines propel the evolution of knowledge, but adapt themselves when driving forces emerge sufficient to provoke their adaptation (Suarez-Orozco, Satin-Bajaj, 2010). This means that on the science, technology, engineering and math (STEM) education must give transdisciplinary view (Flogie, Aberšek, 2015). Science-education research studies and STEM teachers’ classroom experiences have shown that analogies and transdisciplinar point of view, when used properly, can help make science concepts meaningful to students. </style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">4-7</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%">Peter   Diedrichs</style></author><author><style face="normal" font="default" size="100%">Berit Willen Lundgren</style></author><author><style face="normal" font="default" size="100%">Peter  Karlsudd</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FLEXIBLE EXAMINATION AS A PATHWAY TO LEARNING</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%">assessment system</style></keyword><keyword><style  face="normal" font="default" size="100%">flexible examination</style></keyword><keyword><style  face="normal" font="default" size="100%">learning process</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1408531891.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">40</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Previous research in the field of educational development has highlighted the importance of examination in the learning process. In most educational contexts tests and grades are the most important influences on the students’ learning strategies. A well planned examination strategy is seen as contributing to better learning. A test of flexible examination forms was carried out in the Linnaeus University’s teacher training program in Sweden. During a course in special needs education, 119 teacher trainees were given the opportunity to choose examination method at the start of the course. They were able to choose between four different examination methods and were in addition allowed to propose their own examination method. 
 After the students had been examined they completed an evaluation on their newly acquired and previous examination experience and with the key question being which form of examination was most beneficial to the learning process. 
 The results show that even if the students saw examination as an opportunity for learning and appreciated the option of freely choosing examination method, they did not choose the examination form according to its benefit for the learning process. On the contrary they chose the examination form that they expected to be the easiest path towards high grades.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">26-34</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%">Vincentas  Lamanauskas</style></author><author><style face="normal" font="default" size="100%">Renata Bilbokaitė</style></author><author><style face="normal" font="default" size="100%">Irina Zhikina</style></author><author><style face="normal" font="default" size="100%">Inna Portjanskaya</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LITHUANIAN AND ESTONIAN STUDENTS’ ATTITUDE TOWARDS SCIENCE TEACHING/LEARNING METHODS: COMPARATIVE ANALYSIS</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%">learning process</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2594537</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">A number of the latest investigations specify the necessity of improving science education at all levels of the education system. A decreasing interest in sciences is one of the most acute problems of present education. The purpose of this research is to analyse how students evaluate the current situation on using different teaching/learning methods and means in the process of science education. Research was carried out in Lithuania, Estonia and Latvia (Lamanauskas, Vilkonis, 2008). This article presents more exhaustive research results, which were obtained after carrying out comparative analysis between the respondents of two countries – Lithuania and Estonia. It is very important to compare the evaluation, attitudes of the students belonging to the same region country, because earlier carried out researches show that in spite of common natural science education tendencies, rather significant differences exist between countries. It is believable, that they are predetermined by various educational approaches, teachers’ competence and other different reasons. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">66-74</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%">Vincentas  Lamanauskas</style></author><author><style face="normal" font="default" size="100%">Renata Bilbokaitė</style></author><author><style face="normal" font="default" size="100%">Janis  Gedrovics</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LITHUANIAN AND LATVIAN STUDENTS’ ATTITUDE TOWARDS SCIENCE TEACHING/LEARNING METHODS: COMPARATIVE ANALYSIS</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%">learning process</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399917272.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">A number of the latest investigations specify the necessity of improving science education at all levels of the education system. A decreasing interest in sciences is one of the most acute problems of present education. The purpose of this research is to analyse how students evaluate the current situation on using different teaching/learning methods and means in the process of science education. Research was carried out in Lithuania, Estonia and Latvia (Lamanauskas, Vilkonis, 2008). This article presents more exhaustive research results, which were obtained after carrying out comparative analysis between the respondents of two countries – Lithuania and Latvia. It is very important to compare the evaluation, attitudes of the students belonging to the same region country, because earlier carried out researches show that in spite of common natural science education tendencies, rather significant differences exist between countries. It is believable, that they are predetermined by various educational approaches, teachers’ competence and other different reasons. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">55-62</style></section></record></records></xml>