"ALEXANDRU PAPIU-ILARIAN" HIGH SCHOOL IN TÎRGU-MUREŞ, A PLACE FOR THE FORMATION OF GREAT PERSONALITIES

Author(s): Virgil Bui Simion / Language(s): Romanian / Issue: 13/2018

The present article refers to the importance that the "Alexandru Papiu Ilarian" high school in Tîrgu Mureş had in the preparation of the economic, political and cultural elite of Mureş County and the country. Established in 1919, high school has undergone various stages of development and is rightly called the Admiral ship of the Mures high school education. In Papiu high school, future philologists, lawyers, mathematicians, physicians, teachers, engineers, athletes and politicians were trained. All these graduates have brought the spirit of the Papiu with them in the country and abroad.

"Pedagogija slušanja" vs. "pedagogija slušanja odgojitelja": etnografsko istraživanje o autonomiji djeteta u vrtićima u Crnoj Gori

Author(s): Jovana Marojević,Katarina Todorović,Saša Milić / Language(s): Montenegrine / Issue: 4/2020

The paper discusses the phenomenon of child autonomy from the perspective of educators' personal epistemologies and power relations in the adult-child interaction in the practices of institutional education in Montenegro. The construct of child autonomy is approached from the standpoint of critical-constructivist theory and the self-determination theory, as a socio-cultural product shaped by ethnopedagogies and personal epistemologies of educators. The main goal of the ethnographic study conducted in three preschool educational institutions in Montenegro was to explore the epistemological theories of educators through the analysis of institutional educational practices, given that "the ways of thinking about childhood fuse with institutionalized practices" (Prout & James, 2005, p. 22). We conclude about the existence of an objectivist epistemological theory of educators and the dominance of normative power relations in educator-child interactions, and discuss a special type of epistemological "over-power". The comparability with the results of similar research in the region is stated, and it points to a possible explanatory connection between collectivist culture and the controlling motivational style and authoritarianism in education.

"Struwwelpeter", "Anti-Struwwelpeter" und "Złota różdżka". Ein pädagogisches Bilderbuch zum „Leviten lesen“ im Vergleich

Author(s): Anna Daszkiewicz / Language(s): German / Issue: 1/2013

This article addresses the phenomenon of the picture book, a good example of which is a pioneering work by HEINRICH HOFFMANN, Der Struwwelpeter. The word and the picture – as equally important components of the entire text – are meant to cause children to remain obedient. Among some authors, however, there appears discrepancy as to what conduct should be viewed as proper, which is reflected in their textual and graphic message. The examples of this we can find in, for instance, Der Anti-Struwwelpeter and Złota Różdżka, which have been juxtaposed here in a comparative analysis with Hoffmann’s work. Moreover, the text presents a collection of additional comments made by students of German Studies at the University of Gdańsk as recipients of the said works. The remarks cited concern relationships between the text and picture in the prototype and its subsequent versions.

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

Author(s): Włodzimierz Olszewski / Language(s): Polish / Issue: 16/2014

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 Seniūnaitė,Birutė Pociūtė / 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.

45-a международна олимпиада по химия

Author(s): Donka Tasheva,Penka Vasileva / Language(s): Bulgarian / Issue: 1/2019

The paper represents problems (theoretical and practical) of the 45th International Chemistry Olympiad and the solutions of theoretical problems. Comments of Bulgarian team presentation are given.

4th International Scientific Conference SEC - IASR 2019

4th International Scientific Conference SEC - IASR 2019

Author(s): Simona Marin,Petronel Moisescu / Language(s): English / Publication Year: 2020

4th International Scientific Conference "Sports, Education, Culture - Interdisciplinary Approaches in Scientific Research", SEC-IASR 2019, Galati, Romania, 7th – 8th June, 2019

60-72 Aylık Çocukların Bilişsel, Sosyal- Duygusal ve Özbakım Yeterliklerinin Çeşitli Değişkenler Açısından İncelenmesi: Kuzey Kıbrıs Örneği

Author(s): Sarem Özdemir / Language(s): Turkish / Issue: 97-1/2019

Preschool education is a critical period in terms of improving cognitive, social-emotional, language and self-care skills of a human’s life. The main purpose in this study is to investigate differences of competencies of children’s cognitive, social-emotional and self-care skills in terms of mothers’ employment status. Cross sectional survey method and descriptive analysis were used in this study. Target population was all mothers who have a child at age 6 and accessible population was mothers who live in Nicosia. Random sampling was used to assign the questionnaire. The items in the rubric were formed with related to the objectives mentioned in the preschool education curriculum. Participant mothers were asked to specify the degree of competency on cognitive, social-emotional and self-care learning skills. Data obtained in this study were collected in the February and March 2016. Questionnaire also included personal information about participants that are; employment situation, age, number of children, level of education and job of the mother. According to the results, children of mothers at home had higher scores on social-emotional and self-care skills. In addition, it was found that children with higher education level had higher social emotional development scores and self-care skills. It was also concluded that the older mothers’children had a better level of self-care skills.

8. ve 12. SINIF ÖĞRENCİLERİNİN ÖĞRETMEN KAVRAMINA YÖNELİK METAFORİK ALGILARI

Author(s): Yücel Gelişli,Canan Ece Büyükkaya / Language(s): Turkish / Issue: 41/2019

The aim of the study was to determine the metaphorical perceptions of secondary school students in the 8th grade and high school 12th grade. According to the research findings, students produced 27 metaphors to express the concept of teacher. The students compared the concept of teacher to the metaphors of books, trees, parents, sun, light, water and stars. It is seen that metaphors formed by students are collected in 7 conceptual categories. The metaphors created by the students are gathered under the categories of “Illuminating Teacher”, “Informative Teacher”, “Formative Teacher”, “Counselor Love Expression Teacher”, “Element of Compassion Teacher”, “Inconsistent Teacher”. As a result; 8th and 12th grade students have a positive outlook in general to the teacher. However, Grade 12 students perceived their teachers with more negative characteristics than the 8th grade students

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 Comparative Approach of Cultural Intelligence Profile of Management and Non-Management Romanian Students

Author(s): Laura Brancu,Valentin P. Munteanu,Ionuţ Golet / Language(s): English / Issue: 4/2016

This paper discusses the results of a comparative research related to cultural intelligence (CQ) carried out for a sample of Romanian students of the same university from various fields of study. Cultural intelligence (CQ) is defined as the as individuals’ ability to act efficiently in different cultural contexts. Due to a significant growth of Internet-based communication, enabling virtual work teams, geographically and culturally dispersed (Stanko & Gibson , 2009), and to increased globalization over the past 20 years, the number of people who currently get in touch with other cultures has grown significantly (Eisenberg et al., 2013). In this context, it could be consider that developing cross - cultural competencies is useful, even necessary, for professionals in all fields, not only for current or future managers. Consequently, in order to better understanding students' CQ, we classified them into two distinct groups, management and non-management students, using Earley & Ang’s (2003) multidimensional concept as an analysis framework. Because CQ is a multidimensional concept, this paper will discuss the answers for each of the four CQ dimensions, in order to identify which of the four capabilities is more or less developed among students and which are the significant similarities and differences between the two groups of students. Taking into account that literature highlights the influence of crosscultural management academic courses on CQ (Eisenberg et al. 2013, Putranto et al., 2015; Ramsey & Lorentz, 2016), our main purpose is to understand differences/similarities between the two groups and consequently, adapting the university curricula to students' real needs related to developing their CQ.

A Comparison of Reading Models, Their Application to the Classroom and Their Impact on Comprehension

Author(s): Vida Škudienė / Language(s): English / Issue: 2/2002

Reading, an important skill in any language, becomes more difficult in a foreign language. The investigation of expository text comprehension between language groups conducted in 1999 at Vytautas Magnus University and South Carolina University (Škudienė, 1999) showed that the students of both language groups (Lithuanian and English) performed better in literal comprehension tasks. On these grounds, the assumption was made that teachers emphasize a bottom-up rather than a top-down model of reading. The aim of the research was to investigate whether a top-down or a bottom-up model of reading is emphasized during pre-, while-, and post- reading activities at the intermediate level of the English language instruction.

A COMPARISON OF THE RELATIONAL BOND OF ADOLESCENTS FROM THE DIFFERENT TYPES OF FAMILY

Author(s): Markéta Rusnáková,Bibiána Barabasová,Katarína Kohútová / Language(s): English / Issue: 2/2019

The contribution deals with the relational bond issues of adolescents who grow up in acomplete nuclear family or in a single-parent family and in a children´s home. Elements of attachment theory have been embraced by the practitioners endeavoring to assist foster andadopted children and their parents. The E.M.B.U questionnaire is used as a methodological tool that assesses perceived parentalrearing style, comprising 3 sub scales (Emotional Warmth, Rejection, Over-protection). The survey sample consisted of the total of 110 respondents; 35,5% of the respondents from a complete nuclear family, 18,2 % of the respondents being raised in a single-parent family and 46,2 % of the respondents who have grown up in a children´s home. The primary results show that the respondents from the complete families perceive the mother and father as emotionally warm-hearted, less rejecting and overprotective. On the contrary, children from the children´s homes perceive the parents as more rejecting, less emotional warm-hearted and less overprotective. Professionals who approach their work from the paradigm of attachment theories may incorporate ideas from earlier work to integrate an understanding of the attachment between family members and behavioral interventions that help to modify parent – child relationships (Greenberg & Speltz, 1988; Speltz,1990; Scott, 2003).

A Concept for Inclusive Physical Education Training Program for Future Pre-School and Primary-School Teachers

Author(s): Galena Terzieva / Language(s): English / Issue: 5/2019

The adoption of new normative documents in the field of education in Bulgaria determines the inclusion of children with special educational needs in general education schools. The significant and integral role which physical education plays in the educational process poses the question of the inclusion of children with impairments in motor activity training as well. Teachers implementing it contribute greatly to its positive effects. The main features of physical education include active motor activity and the related physical workload. In order for them to be adapted successfully to the specific needs of children with different disabilities, more specialized training is required. The analysis of the curricula of the faculties of education in Bulgaria shows that future pre-school and primary school teachers who will be responsible for the physical education of children in kindergartens and primary schools respectively do not receive appropriate training in adaptive physical education. The aim of this article is to present a concept for introducing a training programme on “Motor Activity Training and Inclusive Physical Education”, intended for students of the specialty Preschool and Primary School Education at the Faculty of Education, Trakia University, Bulgaria.

A Content Analysis of the Results from the State Matriculation Examination in Mathematics

Author(s): Elena Karashtranova,Nikolay Karashtranov,Vladimir Vladimirov / Language(s): English / Issue: 1/2019

This paper presents an analysis of the results from the State Matriculation Examination in Mathematics achieved by the students from the Science and Mathematics High School “Acad. S. Korolyov” within the period of 2012 – 2014.

A Content Analysis on Articles Using Augmented Reality Technology and Infographic in Education

Author(s): Huseyin Bicen,Burak Demir / Language(s): English / Issue: 1 Sup 1/2020

The rapid development of technology and the changes it creates affect not only human life, but also education. Two of the most handled items of technological advances in education today are Augmented Reality and infographic usage. These two elements are actively used in learning environments today and the importance of these two elements is increasing in academic studies. The general purpose of this research is to perform content analysis of the articles using augmented reality technology and infographic in education. The sample of the research is composed of published articles on Augmented Reality technology and infographic. The sample of the research consists of articles published on Augmented Reality technology and infographic in the field of Education published on Google Scholar between 2016-2020. The articles related to the research were examined on the basis of content analysis. The data obtained were analyzed using descriptive statistical methods, namely percentage and frequency. It is thought that the results obtained at the end of the study will shed light on future studies.

A formal approach to organization of educational objectives

Author(s): Milan Segedinac,Mirjana Segedinac,Zora Konjović,Goran Savić / 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.