(Jaki?) Doktorat i co dalej? Rzecz o wysoko wykwalifikowanych specjalistach w społecznościach lokalnych

Author(s): Wlodzimierz Olszewski / Language(s): Polish / Issue: 2/2014

When searching for the internal developmental dominants of the local societies, it is crucial to focus on highly qualified specialists with the scientific degree. The reflections presented in the article are focused on the models of obtaining the doctorate degree, indicating the barriers for further scientific career of the doctors from the outside of the academic environments as well as their activity aiming at introducing the social and cultural changes. I do also try to create the typology of doctors inside the local societies. The said reflections are related to the Polkowice sub-region and are the case study itself.

(Self) Evaluation of Knowledge in Students’ Population in Higher Education in Macedonia

Author(s): Lupco Kevereski / Language(s): English / Issue: 1/2017

Students’ assessment, in general, observed through a socio-historical prism, has always beentreatedas an extremely sensitive, current, significant, indicative and continuously present phenomenon. In that respect, what is especially relevant is that for a very long time docimological procedures and their effects have been focused on following only the primary and secondary schools’ student population and they were expected to be an integral part of the teachers’ professional practice. But, when the first book on evaluation in higher education appeared in the UK some 30 years ago, there were some fierce reactions to it. Thus, Hounsell (2003) points out that this topic has become so controversial, frightening and even offensive for many university professors. However, today it is considered that a good practitioner is the one who reviews his own practice and who evaluates the teaching process from the learners’ perspective (Brown, Fry & Marshall, 2003). Therefore, the underlying motivation for conducting this research was the fundamental issue of students’ self-evaluation of their achievements.The main objective of this study is to determine whether there is compatibility of the students’ self-assessment of their achievements with the professors’ evaluation of students’ achievements. To that end, we applied a transparent procedure for collecting information involving a self-evaluation sheet and an interview technique in the context of the following university courses: general psychology, developmental psychology and social psychology. The preliminary results point to a high percentage of correspondence betweenthe students and professor’s evaluation. The expected outcome of this research is to promote this type of evaluation approach and to turn it into a common practice in higher education as it can contribute greatly to amplifying the quality of students’ self-assessment on the one hand, and the teachers’ interest in bettering the existing modes of students’ evaluation on the other hand.

10–16 metų mokinių nuostatos dėl matematikos ir metakognityvaus sąmoningumo sąsaja

Author(s): Raminta Seniunaite,Birute Pociute / Language(s): Lithuanian / Issue: 35/2015

Poor results in mathematics, negative attitude towards mathematics, anxiety during math lessons and the lack of confidence in the capabilities of solving math problems are the most serious problems in today’s school environment. The aim of this study was to measure the relationship and expression of 10–16-year-old children’s attitudes towards mathematic and met cognitive awareness. In the present quantitative research, 4–9 grade learners took part. The participants filled in a questionnaire which consisted of a measurement of self-efficacy (Pajares, Miller, 1997), Junior Met cognitive Awareness Inventory (Jr. MAI) (Sperling et al., 2002), Attitude towards Math Inventory (ATMI) (Tapia & Marsh, 2004), problems from the “Kengūra“ contest. Firstly, learners tried to predict their ability to solve three mathematical problems. After that they solved these problems. Finally, they filled all the questionnaires. The results have shown that the attitude towards mathematics is positively related with the met cognitive awareness and self-efficacy. Met cognitive awareness is linked with academic achievements. The attitude to mathematics correlates 10–16-YEAR CHILDRENS’ ATTITUDES TOWARDS MATHEMATICS RELATIONSHIP WITH METACOGNITIVE AWARENESS Raminta Seniūnaitė, Birutė Pociūtė Summary with age, gender and academic achievements. Met cognitive awareness was the same among different grade students. Older learners showed the tendency to have a lower attitude to mathematics, in contrast to younger learners. Younger children are more confident in their abilities in mathematics and enjoy more this discipline. In this research study, the girls had a lower attitude to mathematics than boys. In addition, girls dominated among the learners who had a lower than average attitude to mathematics. Older learners showed the tendency to overrate their capabilities to solve math tasks while younger learners rated their capabilities more accurately. Learners with higher academic achievements showed a more positive attitude to mathematics. According to multiple regression results, the attitude towards mathematics is a predictor of academic achievements, while met cognitive awareness is a predictor of the attitude towards mathematics. According to the results, the positive attitude towards math could be formed by teaching met cognitive awareness.

80 години от рождението на педагога Никола Георгиев Попниколов

Author(s): Trifonka Popnikolova / Language(s): Bulgarian / Issue: 2/2012

A Short Presentation on Human Cognition

Author(s): Onutz Sanda / Language(s): English / Issue: 1/2017

This article proposes to explain the human cognition in a concise manner for those who are not pundits in the field. Our mind is a very complex mechanism, capable of processing acquired information rapidly and on multiple levels. A good understanding of the details of these processes has been the subject matter of many disciplines. Despite the fact that remarkable results have been obtained by inter-disciplinary studies, cognition is only partially understood. However, the cognitive mechanisms are essentially the same in any domain of knowledge be it mathematics, music, linguistics and so on.

A formal approach to organization of educational objectives

Author(s): Milan Segedinac,Mirjana Segedinac,Zora Konjovic,Goran Savic / Language(s): English / Issue: 4/2011

The organization of educational objectives plays an important role in curriculum development process, since it enables the sequencing of educational experiences. The main goal of this paper is to propose a framework for the formal representation of educational objectives, which enables the evaluation of organization of educational objectives. The model is based on domain ontology, Bloom’s taxonomy and objectives organization in the competence-based knowledge space. The model is verified on the case study that evaluates the students‘ achievements in Chemistry field Solutions by conducting an informal knowledge test on the group of 199 14-year-old students of primary schools in the Republic of Serbia. The results obtained from the case study clearly indicate the necessity for including assessment of students‘ achievements in the organization of educational objectives. The proposed model enables evaluation of organization of educational objectives which could be further used for an iterative refinement of the organization of educational objectives.

A generative framework for creative learning: A tool for planning creative-collaborative tasks in the classroom

Author(s): Sylvia Truman / Language(s): English / Issue: 1/2011

In this paper a generative framework for creativity is presented which extends upon Wallas’s model of creativity (1926), social learning theories and creativity theories. The framework offered here presents a distillation of learning and creativity theory drawing upon salient roots of both creativity and learning theories in the 21st century. The generative framework can be instantiated for use as a learning support tool to assist with the design of classroom and / or other creative learning experiences. Creativity theories are discussed in relation to their appropriateness of the framework. An explanation of the framework is present-ed and an example instantiation provided. The development of the generative framework has been influenced by psychological accounts of creativity and socio-constructivist accounts of learning. The framework presented here has a number of implications for creativity theory as well as teaching and learning practice.

A háttér-televíziózás hatása kisiskolás gyermekek feladat-megoldási teljesítményére

Author(s): Ágnes Sántha,Melánia-Madonna Nagy / Language(s): Hungarian / Issue: 30/2016

Our research deals with the impact of background television upon the learning performance of children aged 6 to 10. Learning performance was measured with an experiment where the treatment group solved school problems with the television on in the background, whereas the control group worked in a quiet place suitable for learning. According to our results, multitasking negatively influences intellectual performance, and this effect intensifies with age and with the complexity of problems to be solved.

A HISTORICAL RESEARCH ON THE DIDACTICS OF MATHEMATICS

Author(s): Costica Lupu / Language(s): English / Issue: 1/2017

The relevance of psychological learning theories for establishing a model of science didactics is substantial. Because e-learning theories are psychological theories, when it comes to transforming them into training models applicable to science didactics framework the challenge is content and method related. Psychological theories are based on training models and have to be known including as theories of student personality development. There are psychological descriptive and prescriptive theories which tell us the immediate consequences or implications of an act or fact. For example, most children do not have the notion of reversibility before seven years of age. Instead, theories of instruction based on models of instruction have two pedagogical qualities that are relevant also for science didactics: - it is prescriptive, meaning that it sets out rules to efficiently achieve a certain level of knowledge or skills and offers a unit for critical appreciation or evaluation irrespective of the particular way of teaching-learning; - it is normative, because it sets criteria and proclaims conditions for achieving them, criteria that need to have another level of generality.

A konfliktuskezelés kultúrájának alakulásáról

Author(s): Mihály Csákó / Language(s): Hungarian / Issue: 3/2008

Mihály Csákó, in an investigation among university students, has defined the ‘conflict management’ as a learning process. Studying conflict situations he has invited thirteen-year olds to suggest solutions (the investigation has been based on French and Swiss re- searches). In his investigation Csako could differentiate two groups of teenagers. The majority group can be characterised by growing independence and with it, growing attitudes of aggression. The minority group of the teenagers, however, are still dependent on the adult community around them. In two time sequences (1998, 2002) the majority group became bigger while the minority group became smaller (in other word, the aggressive group became more dominant).

A LITERATURE REVIEW OF STUDIES BASED ON INVESTIGATING ATTITUDES TOWARDS INTERACTIVE

Author(s): Liliana Mata,Iulia Lazar,Gabriel Lazar / Language(s): English / Issue: 1/2015

The attitudes towards integrating interactive boards in educational activities are essential for understanding the position of students and teachers. In this study there was performed a systematic literature review of peer reviewed articles as published between 2000 and August 2015 on the attitudes of educational actors towards using interactive boards in educational activities. As a result of current studies, there was elaborated the IWB-based model, which highlights the role of different components (pedagogical/ instructional, psychological, social, economic, technological) in the effective integration of new technologies in educational activities.

A QUESTIONNAIRE-BASED INVESTIGATION ON DIDACTOGENICITY IN THE ROMANIAN EDUCATIONAL SYSTEM

Author(s): Ioana Boghian / Language(s): English / Issue: 1/2015

Our study is part of a research began in the latter half of 2014 aimed at rendering the concept of didactogenicity more visible in relation to the Romanian educational system, as well as at promoting awareness of the impact of teacher behavior upon children. This paper is a continuation of the theoretical background presented in our previous article (Boghian, 2014). It is a questionnaire-based investigation aimed at finding answers to questions such as: Is didactogenicity present in the Romanian educational system? If yes, to what extent and who are those most responsible of this phenomenon? Is didactogenicity more present in the rural than in the urban educational environment? The research study, conducted in the second semester of the 2014-2015 academic year, involved applying a questionnaire with 22 items to a number of students from “Vasile Alecsandri” University of Bacău. The findings of our investigation reveal the fact that didactogenicity is present to a certain extent in the Romanian educational system.

A Smart Mobile Learning Conceptual Framework for Professional Development of UAE In-Service Teachers

Author(s): Athra Sultan Alawani Alawani,Abtar Darshan Singh / Language(s): English / Issue: 3/2017

Increasingly, mobile learning has been considered as a part of professional development due to its unique attributes: ubiquitous, flexible, highly personalized and easily accessible. It represents a paradigm shift for continuous professional development especially amongst teachers who have a tight working schedule. This paper will provide a conceptual framework for the design of a mobile learning course for UAE teachers’ professional development. It aims to assist teachers to continuously engage in professional development activities and mitigating challenges such as time constraints, suitability of training content, impactful strategies and personalization of learning. A smart conceptual framework based on the three important principles of learning design was developed and pilot tested. The main elements of the conceptual framework and the results of the pilot test are presented in this paper.

A STUDY ON CREATIVE THINKING SKILLS OF GIFTED CHILDREN AND THEIR DEVELOPMENT OVER HALF A YEAR IN THE BIOLOGY EDUCATION PROJECT “KOLUMBUS-KIDS”

Author(s): Claas Wegner,Max Bentrup,Stephanie Ohlberger / Language(s): English / Issue: 2/2015

This paper describes the development of a test concerned with creative thinking in science education. It serves as a measuring instrument in the science education project “Kolumbus-Kids” at Bielefeld University and is based on a test for the analysis of deductive and creative thinking. Creating the test included the age-appropriate adjustment of the items as well as the adaptation of the questions to the context of science education. The central thesis concerns the connection of creative thinking and intelligence. The relationship is of particular interest in the project “Kolumbus-Kids”, since this project is catered to gifted pupils. Means for promoting creative thinking skills were studied in the literature and could be compared with the project’s didactic concept, thus allowing the assumption that the lessons of “Kolumbus-Kids” indeed enhance the pupils’ creative thinking. With regard to these findings, the central hypothesis stating that pupils of grades four and six will significantly increase their performance can be verified. The significance of gender-specific differences is also examined, but these seem to have no influence. Both boys’ and girls’ performance increased significantly over the six months of participation in “Kolumbus-Kids”

A study on determining the needs of gifted individuals based on parental views

Author(s): Sevgi Turan,Eda Gürlen,Meltem Yurtçu / Language(s): English / Issue: 2/2017

Ensuring that gifted individuals receive differentiated and enhanced education, which is suitable for their areas of skills and developmental characteristics, will contribute to revealing their skills and developing their multiple developmental areas to bring them to upper levels. The purpose of this study is to determine the needs of gifted individuals by  developing a curriculum which considers their educational needs. In the scope of this study, interviews were made with ten parents using the Snowball Sapling Method. The questionnaires used in the interviews were prepared in a semi-structured manner in light of variables determined from the literature on the subject . Interviews were made by  two researchers. The two researchers assessed data obtained separately; and thus, codes of study were obtained. Themes were formed according to common components of the codes. Three main themes were formed on needs analysed in light of data obtained from the  literature on the topic. These themes were  “Characteristics of Gifted Individuals”; “School and Expectations from It”; and “Being Parents of Gifted Individuals”. These themes were separated into sub-themes. The parents explained “different behaviour patterns of their gifted children”, “characteristic of their children” and “situations their gifted children like/do not like” in the “Characteristics of Gifted Individuals” theme.The  “School and Expectations from It” theme consisted of two sub-themes, which were  “satisfaction of parents with  school”, and “expectations of parents from school”. In the “Being Parents of Gifted Individuals” theme, the parents explained, “their concerns ”, “their regrets”, “the difficulties they have with their children”, and “their complaints”. Results of this study led to initialising a curriculum development study for gifted children which is based on their characteristics and needs.

A Study on the Relationships between Teachers’ Critical Thinking Dispositions and Their Perceptions of Occupational Professionalism

Author(s): C. Ergin Ekinci,Necla Ekinci / Language(s): English / Issue: 2/2017

The purpose of this descriptive study is to explore the relationships between teachers’ critical thinking dispositions and their perceptions of occupational professionalism. The sample of the study has consisted of 242 teachers specified from the population of upper-secondary school teachers working in Mentese, Mugla, Turkey. The data of the study were collected through the administration of the UF/EMI Critical Thinking Dispositions Assessment scale and the Teachers’ Occupational Professionalism scale. In the analysis of the data, descriptive statistics, t-test, ANOVA and multiple regression analysis were employed. The results of the study revealed that: (1) Teachers have a high level of critical thinking disposition which does not significantly change for the variables of gender, school type or seniority, but it does for education level; (2) Teachers have a high level perception of their own professionalism within professional awareness and emotional labor dimensions of occupational professionalism. They have a moderate level perception of their own professionalism within contribution to organization and personal development dimensions of occupational professionalism. Their total perception scores do not sinificantly change for the veriables of gender, education, school type or seniority. (3) The dimensions of critical thinking dispositions of teachers together predict a significant part of their occupational professionalism perceptions. In short teachers’ critical thinking dispositions seem to be an important component of teacher professionalism.

A tanári tevékenység mint a tanár-diák konfliktusok forrása

Author(s): Franciska Gyorfiné Körtvélyesi / Language(s): Hungarian / Issue: 3/2015

Kutatásomban a tanár-diák konfliktusokra, s ezen belül azokra az összetűzésekre fókuszáltam, melyeket a tanárok különböző tevékenység- és magatartásformái váltottak ki. Vizsgálatom célja az volt, hogy a tanár-diák konfliktusokra egy, a hagyományostól eltérő megközelítésben világítsak rá: a pedagógusok konfliktust kiváltó viselkedésének szempontjából. Milyen gyakran, hogyan és mivel váltanak ki konfliktust a tanárok saját maguk és tanulóik között?

A tanulás dimenziói és a tudás szerveződése

Author(s): Beno Csapó / Language(s): Hungarian / Issue: 2/2008

Analyses the different educational targets in formal teaching. He makes differences among three targets. They are: (a) conveying more and more new knowledges, (b) developing students’ competences and (c) preparing them to the real life after school. They are in competition in the sense that the teachers in formal educational settings tries to meet those targets at the same time. These are, however, not different targets but the different dimensions of the human learning (’what to learn’, ’how to learn’ and ’why to learn’). Integrating these dimensions of ’learning’ may help to coordinate the activities which are in competition with each other today.

A továbbképzések hatása a pedagógusok szemléletére

Author(s): Ilona Liskó / Language(s): Hungarian / Issue: 4/2008

Ilona Liskó analyzed the data from a research project conducted between 2006–2007 which examined the effects of teacher trainings in the Integration Scheme. The Integration Scheme is intended to promote the integrated education of socially disadvantaged and Roma children and the improvement of the institutions that educate them. Throughout the research work the background of the trainees, the evaluation and the outcome of the trainings were examined. The study focuses on the impact of the trainings on the attitudes of the teachers trained. The data showed that the effectiveness of the trainings was strongly influenced by the attitudes of the trainees. The trainings had a positive effect on the attitudes of the teachers trained but the effect was rather small. The majority of the teachers did not believe that students’ skills could be improved neither before nor after the training, and they had serious doubts about whether a successful integration between schools would be possible at all.

A tradicionális tanulásról – a keleti harcművészetek példáján

Author(s): János Setényi / Language(s): Hungarian / Issue: 2/2008

Finds the essence of the ’traditional learning’ in the relation between a master and his (her) disciple. A thorough analysis of this relationship helps understand the unique features of the ’traditional learning’ activities. The question is if the ’traditional learning’ would be suitable to the requirements of the ’modern’ world and the globalisation processes.