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Theorizing Transnational and Return Migration

Theorizing Transnational and Return Migration

Author(s): Paolo Ruspini / Language(s): English Publication Year: 0

The contemporary features of international migration and mobility have resulted into an increasingly blurred distinction between countries of origin, transit and destination of migratory flows. Circular and return patterns of mobility and migration have a leverage on integration practices and pose several challenges for migration scholars and stakeholders. In this regard, the introduction of a transnational approach allows to go beyond an essentialist and/ or purely ethnic perspective on return migration. The transnational perspective does view return not at the end of migration cycle but with return the migration process continues. Pertinent research questions include the following: First, how do current patterns of migrant transnationalism and return migration relate to each other? Secondly, what is the unique contribution of social networks and transnationalism to comprehend return migration? Thirdly, what migration theory can learn from empirical research? This paper aims at elucidating some of these aspects by linking migration theory with relevant examples from empirical research.

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Returnees’ Reintegration “Back at Home” and Sustainability of Return

Returnees’ Reintegration “Back at Home” and Sustainability of Return

Author(s): Mihaela Misheva,Antoaneta Getova,Maria Bakalova / Language(s): English Publication Year: 0

The paper focuses on sustainability of return migration within the broader frame of returnees’ reintegration “back at home”. Building on the understanding that it is important to deeply understand how return and reintegration are conceptualized and interconnected, and what they entail both socially and economically, we start with a reflection on current definitions of return and reintegration. Proceeding from the recognition that there is no single type of return or integration, we highlight the crucial importance of reintegration for the sustainability of return. On the basis of this discussion we develop a model for analyzing the linkage between sustainability of return and the reintegration of returnees “back at home”. The model is empirically tested through an index-based tool and data from a national representative survey among return migrants in Bulgaria.

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THE IMPLEMENTATION OF FORMATIVE ASSESSMENT INTO CHEMISTRY EDUCATION AT SECONDARY SCHOOL

THE IMPLEMENTATION OF FORMATIVE ASSESSMENT INTO CHEMISTRY EDUCATION AT SECONDARY SCHOOL

Author(s): Mária Babinčáková,Mária Ganajová,Ivana Sotáková,Veronika Jurková / Language(s): English Publication Year: 0

The results of the implementation of formative assessment into chemistry education at secondary school for the topic “Mixtures” are presented here. Students (12-14 years old, N=202) were divided into two groups – control (N=97) and experimental (N=105). Teachers of experimental group implemented formative assessment tools into ten lessons (a predictive card, Frayer model, self-assessment card, T-card, concept map, and exit card). Control group teachers taught without formative assessment. The Mann-Whitney U test confirmed statistically significant results (p<.05).

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PRE-SERVICE CHEMISTRY TEACHERS´ BELIEFS ABOUT ARGUMENTATION AND ARGUMENTATIVE PRACTICE

PRE-SERVICE CHEMISTRY TEACHERS´ BELIEFS ABOUT ARGUMENTATION AND ARGUMENTATIVE PRACTICE

Author(s): Ariane Baffa Lourenço,Salete Linhares Queiroz,Armin Weinberger / Language(s): English Publication Year: 0

The purpose of this research was to gain an understanding of pre-service chemistry teachers’ beliefs about argumentation and argumentative practice in the context of school after they have participated in intentional argumentation training. A month after completing their training, the researchers conducted interviews with them and analyzed the responses using the content analysis method in which there are a de-contextualisation, re-contextualisation, categorization, and compilation of information. The results show that pre-service chemistry teachers´ beliefs about argumentative practice are in line with the literature of the area.

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MULTIPLE REPRESENTATIONS  IN DEVELOPMENT OF STUDENTS’ COGNITIVE STRUCTURES ABOUT THE SAPONIFICATION REACTION

MULTIPLE REPRESENTATIONS IN DEVELOPMENT OF STUDENTS’ COGNITIVE STRUCTURES ABOUT THE SAPONIFICATION REACTION

Author(s): Mónica Baptista,Iva Martins,Teresa Conceição / Language(s): English Publication Year: 0

The purpose of this research was to know what the effect of the use of multiple representations (MR) was in the development of the students' cognitive structures. This research was conducted in three Grade 12 classes, in a total of 68 students. A Word Association Test (WAT) was used as data collection instrument. The results from WAT show that students’ cognitive structures progressed from pre-test to pos-test, with an increase in the number of response words and connections between words.

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PILOTING MULTIDISCIPLINARY FIELDWORK PROJECT “FOREST”

PILOTING MULTIDISCIPLINARY FIELDWORK PROJECT “FOREST”

Author(s): Dace Bertule,Girts Burgmanis,Dace Namsone / Language(s): English Publication Year: 0

In Latvia, a new curriculum is introduced to provide the opportunity to acquire skills in multidisciplinary context. To achieve that, schools need to implement projects. In this paper, one example of a multidisciplinary project where fieldwork is involved is described. The aim of the research was to create support materials for teachers and students based on practice to experience multidisciplinary fieldwork to develop competencies. In the end, thirteen different support materials for teachers and students were piloted.

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TEACHERS’ VIEW ON THE LOWER SECONDARY CHEMISTRY CURRICULUM IN THE CZECH REPUBLIC

TEACHERS’ VIEW ON THE LOWER SECONDARY CHEMISTRY CURRICULUM IN THE CZECH REPUBLIC

Author(s): Martin Bílek,Kateřina Chroustová,Jiří Rychtera,Veronika Machkova,Karel Kolář,Jitka Štrofova,Radovan Sloup,Milan Šmidl,Iveta Bartova / Language(s): English Publication Year: 0

The research was focused on the teacher’s opinions about the key and critical points of the lower secondary chemistry curriculum in the Czech Republic. Through the interviews with 40 chemistry teachers from four Czech regions was gained information about what teachers named as critical topics and what as key topics in early chemistry school contents. Some problems were identified mainly with cognition overload of learners and the necessity to realize stronger connections to everyday life and forming science literacy.

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CHANGES ALL AROUND US AND WITHIN SCIENCE EDUCATION

CHANGES ALL AROUND US AND WITHIN SCIENCE EDUCATION

Author(s): Andris Broks / Language(s): English Publication Year: 0

This work is formed as a set of thematic mind maps for presentation during authors’ speech and further discussion during symposium BalticSTE2019. Selected mind maps are large-scale philosophy and psychology- based maps for general orientation within the complex situations when we are searching for definite solutions of concrete particular problems. All mind maps present visualization of definite thoughts’ arrangement within corresponding structures, what are well-known products of systemic organization of humans’ thinking.

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HOW TO MAKE LEARNING IN STEM MEANIGFUL FOR THE MILLENNIUM GENERATION

HOW TO MAKE LEARNING IN STEM MEANIGFUL FOR THE MILLENNIUM GENERATION

Author(s): Dagnija Cedere,Rita Birzina,Tamara Pigozne,Elena Vasilevskaya / Language(s): English Publication Year: 0

The education of today more and more encounters the teaching and learning problems of young adults therefore it is topical to find out how to make the teaching/learning of the Millennium generation meaningful. This issue is especially important in STEM education. The survey involved Grade 10-12 students of Latvia, in total 256 students. Spearman’s correlations and Kruskal-Wallis test were used in the data analysis. The obtained results showed that students- millennials as regards the learning of STEM subjects can be described as real-life oriented, digitally educated who want to participate actively in the teaching/learning process and who want to receive the feedback.

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MEASURING KNOWLEDGE GROWTH FOR INDIVIDUAL BACHELOR STUDENTS AT SCIENCE COURSES OF UNIVERSITY OF LATVIA

MEASURING KNOWLEDGE GROWTH FOR INDIVIDUAL BACHELOR STUDENTS AT SCIENCE COURSES OF UNIVERSITY OF LATVIA

Author(s): Ilva Cinite,Girts Barinovs / Language(s): English Publication Year: 0

The purpose of this study is to measure the development of students’ conceptual understanding of basic physics concepts at introductory physics courses at the University of Latvia. The authors of the research have translated, tested and verified the Force Concept Inventory and other Concept Inventories in the context of Latvian education system. The results demonstrated a low improvement of physics understanding using present lecturing approach, which suggests the need for an active learning environment and student-centred learning approach in physics courses at University of Latvia. Due to the very small number of physics graduates from physics faculties in Latvia and especially small number of physics teachers, it becomes increasingly important that these students acquire good conceptual understanding of physics.

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LESSON STUDY AS A PROCESS FOR DEVELOPING THE PEDAGOGICAL CONTENT KNOWLEDGE OF PRE-SERVICE PHYSICS AND CHEMISTRY TEACHERS

LESSON STUDY AS A PROCESS FOR DEVELOPING THE PEDAGOGICAL CONTENT KNOWLEDGE OF PRE-SERVICE PHYSICS AND CHEMISTRY TEACHERS

Author(s): Teresa Conceição,Mónica Baptista,João Pedro da Ponte / Language(s): English Publication Year: 0

This research aimed to understand what physics and chemistry pre-service teachers learn within pedagogical content knowledge in a lesson study with the topic speed of sound, 8th grade. Participants were three pre-service teachers. This was a qualitative and interpretative study. Data were collected from participant observation, individual interviews and individual written reflections. Results showed that the participants developed their pedagogical content knowledge, when they identified the students’ prior knowledge and when they discussed strategies to help students overcome their difficulties.

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ANALYSIS OF SOME SELECTED FORCE CONCEPT INVENTORY TASKS USING EYE-TRACKING AND CORRELATION WITH SCIENTIFIC REASONING SKILLS

ANALYSIS OF SOME SELECTED FORCE CONCEPT INVENTORY TASKS USING EYE-TRACKING AND CORRELATION WITH SCIENTIFIC REASONING SKILLS

Author(s): Renata Holubová,Anna Krčmářová,Lukáš Richterek,Jan Říha / Language(s): English Publication Year: 0

The aim of the research was the analysis of the problem dealing with solving of six Force concept inventory tasks by first-year university students using obtained eye-tracking data. Some characteristics like attention maps and sequences of fixations provide a deeper insight into the students’ approaches to the tasks verifying their conceptual understanding to Newtonian mechanics. It can be confirmed the correctly answering students found the correct solutions more straightforwardly making their decision between fewer options. This is also supported by the analysis of fixation numbers and fixation times. The results show differences in the way novices and experts process questions and enable to identify some persistent misconceptions.

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VALIDATION OF METHOD FOR THE ASSESSMENT OF COGNITIVE COMPLEXITY OF CHEMICAL TECHNOLOGY PROBLEM TASKS

VALIDATION OF METHOD FOR THE ASSESSMENT OF COGNITIVE COMPLEXITY OF CHEMICAL TECHNOLOGY PROBLEM TASKS

Author(s): Saša A. Horvat,Dušica D. Rodić,Tamara N. Rončević,Mirjana Segedinac / Language(s): English Publication Year: 0

The aim of research was validation of a method for the assessment of cognitive complexity of chemical technology problem tasks. The method included an assessment of the difficulty of concepts and an assessment of their interactivity. As a research instrument for assessing performance, test of knowledge was used. Each task in the test was followed by a 5-point Likert scale for the evaluation of invested mental effort. The validity of this method was confirmed by a series of linear regression analysis where extremely high values of correlation coefficients are obtained among the examined variables: student’s performance, invested mental effort and cognitive complexity.

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THE PUBLIC UNDERSTANDING OF EMERGING TECHNOLOGY IN EAST TAIWAN AREA: AN EXAMPLE OF NANOTECHNOLOGY

THE PUBLIC UNDERSTANDING OF EMERGING TECHNOLOGY IN EAST TAIWAN AREA: AN EXAMPLE OF NANOTECHNOLOGY

Author(s): Tzu-Yang Huang,Chih-Hsiung Ku / Language(s): English Publication Year: 0

The purpose of the research was to understand the public’s social Image of emerging technology—nanotechnology. Furthermore, the differences among different major students and the decision-making style in “self-evaluation and other-evaluation” were analyzed too. In this research, the social image was defined by three phases, “general image of nanotechnology”, “business decision behavior of nanotechnology”, and “free recall of nanotechnology”. The research instrument was a self-designed questionnaire “college student’ social image of nanotechnology”. The participants were 256 college students selected using convenience sampling from one university in the east Taiwan area. The main findings were: (1) Students tended to agree that nanotechnology is better than other general-tech. (2) The college students believed that they have more rational attitude and behavior to make decision than others. (3) Most college students’ association related "nanotechnology image" with "high tech" in thinking.

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THE CONSTRUCTION ACTIVITY AS A METHOD OF POLYTECHNIC AND SCIENCE LEARNING

THE CONSTRUCTION ACTIVITY AS A METHOD OF POLYTECHNIC AND SCIENCE LEARNING

Author(s): Marie Hubálovská,Štěpán Hubálovský,Pavel Krejčí / Language(s): English Publication Year: 0

The research orientation of the Department of technics, Faculty of Education, University of Hradec Kralove focuses on finding new ways for development of polytechnic and science education. The research is motivated by the fact that children’s interest in technical and science subjects is decreasing in recent years in the Czech Republic. The research aims are to prove the applicability and effectiveness of multidisciplinary methods in teaching of technical and science subjects. The research observed the effect of the use of construction activity in teaching of physics in lower secondary school. The results of research confirmed that working and construction activity can develop technical and science thinking of children.

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A DESCRIPTIVE ANALYSIS OF PRESERVICE TEACHERS’ OPPORTUNITIES TO LEARN TO TEACH SCIENCE USING ICTS IN SOUTH AFRICA

A DESCRIPTIVE ANALYSIS OF PRESERVICE TEACHERS’ OPPORTUNITIES TO LEARN TO TEACH SCIENCE USING ICTS IN SOUTH AFRICA

Author(s): Thuthukile Jita,Loyiso Jita / Language(s): English Publication Year: 0

Research suggests that there is not enough integration of Information and Communication Technologies (ICTs) into subject teaching by graduate teachers across a variety of school settings. This points in part to the inadequacy of preservice teacher preparation. Hence, this research explores the question of how preservice teachers develop the necessary competence to teach, particularly science subjects, using ICTs, by examining the opportunities to learn (OTLs) that are provided at three different South African universities.

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DATA MINING IN EDUCATION: ONLINE TESTING IN LATVIAN SCHOOLS

DATA MINING IN EDUCATION: ONLINE TESTING IN LATVIAN SCHOOLS

Author(s): Loreta Juškaite / Language(s): English Publication Year: 0

The new research results on the online- testing method in the Latvian education system for a learning process assessment are presented. Data mining is a very important field in education because it helps to analyse the data gathered in various researches and to implement the changes in the education system according to the learning methods of students.The aim of the research was to analyze how much time students devote to each task depending on the task type and the cognitive activity level in the online national test. Research methods: 1) analysis of scientific literature; 2) descriptive statistics and dependency analysis for processing the data. Research results showed that the time spent on tasks depends not on the complexity of the task but on the form and formulation of it.

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MAGNET AND ITS APPLICATION. PHYSICS EDUCATION IN KINDERGARTEN

MAGNET AND ITS APPLICATION. PHYSICS EDUCATION IN KINDERGARTEN

Author(s): Anna Klim-Klimaszewska / Language(s): English Publication Year: 0

It is generally accepted that education in the field of physics is possible only when one has received sufficient grounds for it. But physics is an attempt to understand the world around us. Everything one needs to study physics is an open mind and willingness to learn. It is also commonly thought that preschool-age children have a natural curiosity to figure out how the world functions. They focus not only on people but also on objects which they touch, taste, smell, throw into water, etc. Therefore, physics may be introduced as early as in kindergarten. Experiments in physics conducted together with a preschool group activate all analyzers, facilitate a more complete understanding of curricular contents, allow children to discover answers independently and to formulate conclusions. The research presents theoretical considerations regarding the nature of the class of physics conducted with preschool-age children and examples of practical solutions corresponding to physics-related activities performed in a group of 6-year-olds in the Self-Government Kindergarten at the School Complex in Łomazy.

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CALCIUM CYCLE IN CHEMISTRY TEACHING AT THE LOWER SECONDARY SCHOOL

CALCIUM CYCLE IN CHEMISTRY TEACHING AT THE LOWER SECONDARY SCHOOL

Author(s): Karel Kolář,Martin Bílek,Kateřina Chroustová,Jiří Rychtera,Veronika Machkova / Language(s): English Publication Year: 0

The research is focused on the use of experimental calcium cycle in chemistry teaching at the lower secondary school. The cycle is based on four reactions: 1. thermal decomposition of calcium carbonate, 2. reaction of calcium oxide with water, 3. calcium hydroxide with hydrochloric acid, 4. reaction of calcium chloride with sodium carbonate. The calcium cycle was tested at lower secondary schools (and equal classes from comprehensive schools). Despite the difficulty of taking some steps, the cycle was accepted by both teachers and learners.

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METACOGNITIVE MODEL FOR DEVELOPING SCIENCE, TECHNOLOGY AND ENGINEERING FUNCTIONAL LITERACY

METACOGNITIVE MODEL FOR DEVELOPING SCIENCE, TECHNOLOGY AND ENGINEERING FUNCTIONAL LITERACY

Author(s): Metka Kordigel Aberšek,Zvonka Cencel,Boris Aberšek,Andrej Flogie / Language(s): English Publication Year: 0

Technology and engineering functional literacy should be intentionally developed in the school system – like any other competence, it does not develop spontaneously. For this purpose, a didactic model, the Metacognitive model for developing technology and engineering literacy (McM_T&E), was developed, implemented and evaluated. The results of evaluation show that focusing on technology and engineering literacy in Technology and Engineering classes using the McM_T&E model increases students' technology and engineering functional literacy.

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