"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.

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

Author(s): Wlodzimierz 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 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.

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.

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

Author(s): Yücel Gelisli,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,Ionut 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 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 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 Mâ?a,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 Model of Students’ University Decisionmaking Behavior

Author(s): Ionela Maniu,George Constantin Maniu / Language(s): English / Issue: 05/2014

Over the last decade the higher education institutional framework suffered a major transformation:the increasing influence of market competition on academic life - “marketization”.Consequently, HEI attention is increasingly focused on attracting high quality (human) resources and students. Such context demands a deeper understanding of students’ decision making process for HEI. Literature on higher education management provides a large number of models, which attempt to provide an understanding of student buying behavior and how they select a university. Based on literature review, this paper explores different university choice models (economic, status attainment, combined) that analyze the student behavior as consumers in the higher education marketplace and suggests a new one, considering the phases of the decision making process and the factors that influence university choice decision. Finally, implication of factors in different phases of the decision process are discussed.

A New Meaning of the Notion “Expansion of a Number”

Author(s): Rosen Nikolaev,Tanka Milkova,Radan Miryanov / Language(s): English / Issue: 6/2018

In the present paper a new meaning of the notion “expansion of a number” is proposed by the authors. Some interesting problems are considered with corresponding answers and summarized results. The idea is by means of only one digit (used several times) and different mathematical symbols, signs and operations, to express (to expand) other digits. The research could be used by students and teachers to generate new examples with educational purposes or to find alternative variants of the problems in the paper.

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.