International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)
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Empowering Preservice Teachers in Kazakhstan for Linguistic and Cultural Competence Through Technology-Integrated Learning
Get PDFThe main purpose of this research is to promote language and cultural learning among novice teachers in Kazakhstan through the implementation of technology-oriented learning strategies. To assess the success of this strategy, a primary survey methodology combined with a quantitative research methodology was used. In the process of data collection, I distributed the survey instrument to a sample of 105 individuals, including 65 males and 40 females. Next, the gathered data were analyzed by SPSS, the software that was used for descriptive statistics, correlation analysis and ANOVA. This research was designed to identify the complicated connections between the introduction of technology and the language and cultural skills of preservice teachers. The significance of this study for educational practice in Kazakhstan cannot be overestimated. They promote the involvement of technology-based strategies as a source of fostering educational spaces that are more open and culturally relevant
Students’ Attitudes on The Role of Artificial Intelligence (Ai) In Personalized Learning
Get PDFEducational institutions are increasingly incorporating new technologies into their classrooms, such as artificial intelligence (AI), enabling more innovative teaching methods and learning experiences. Unlike traditional teaching methods, where lecturers adapt their lectures to the needs of the average student, AI-powered educational platforms are more dynamic and productive, as they can be adapted to the preferences, learning styles and pace of each student, enabling personalized learning. The aim of this study is to gather information that will help educators, legislators, and AI developers optimize AI’s role in education for increased student achievement by examining students’ attitudes toward the implementation of AI in personalized learning. The findings of this study may have an immense effect on how AI is used in educational settings in the future, because they may provide better understanding that would enable students to receive more individualized instruction and autonomy while also increasing pedagogical opportunities and reducing an excessive amount of administrative work for educators. 219 students of Megatrend University in Belgrade participated in the research (all three study levels), to whom the questionnaire was sent by e-mail. The results indicate that students believe that: a) If the application of AI makes learning personalized, the greater the possibility for students to identify their abilities and creativity; b) If lecturers apply the most effective teaching methods using AI, they can significantly automate the monitoring of student progress; c) If innovative and interesting learning opportunities are applied in classes, the greater the interactivity of students in the teaching process; d) AI can examine past student performance to identify areas of difficulty and provide tailored assistance in those areas
Effectiveness of Ethnoecological-STEM Project-Based Learning Model to Improve Critical Thinking Skills, Creativity, and Science Concept Mastery
Get PDFStudents’ ability to master critical thinking skills and creativity is often found in current learning. This research aims to test the effectiveness of the Ethnoecological-Science, Technology, Engineering and Mathematics based on Project Based Learning (E-STEM PjBL) learning model in improving mastery of science concepts and critical thinking skills as well as the creativity of prospective science teachers. This model is an innovative project-based learning model integrated with Ethnoecology-STEM in the Environmental Physics course with a project on the use of water hyacinth with the following syntax: Learn, Discuss, Perform, Elaborate, Convey, Practice, Evaluate, and Use. The research method used was quasi-experimental with a one-group pretest-posttest design. The research subjects were 31 science education students at Universitas Islam Negeri Salatiga, Central Java, Indonesia. Data collection techniques use test instruments and observation sheets. The instrument was validated empirically by four experts and analyzed using Aiken’s V formula. Data was analyzed using SPSS on concept mastery test data with the Paired-Sample t-test, and critical thinking skills test data with the Wilcoxon Signed Ranks Test. The average N-Gain value is obtained for each data point, while the creativity data is the average creativity of two observers. The research results showed a significant and quite effective increase in science concepts mastery, critical thinking skills, and creativity in the good and very good categories. This research concludes that the application of the E-STEM PjBL model is effective in increasing mastery of science concepts, critical thinking skills, and creativity of prospective science teachers
The Implementation of Environmental Topics in the First Cycle of Primary Education from the Teachers’ Perspective
Get PDFThis paper presents the findings of a study aimed at exploring teachers’ perspectives on environmental education for students in the first to fourth grades of primary school. The issue of environmental education for primary school students has gained significant attention in recent decades and is now seen as an educational necessity. The study’s objectives focus on understanding teachers’ views on the importance of teaching environmental topics in the first cycle of primary education and evaluating the school’s ability to support such teaching. The research was conducted through a survey involving 455 teachers from thirty-five primary schools across eight cities in the Republic of Serbia, using a questionnaire designed specifically for this study. The questionnaire featured a series of questions and rating scales based on a five-point Likert scale. Although there are some differences in respondents’ opinions based on factors such as work experience, school location, and the number of environmental seminars attended, the data suggest that teachers generally have positive views on the importance of including environmental topics in the first cycle of primary education. They also express favorable opinions about the conditions necessary to achieve the goals of environmental education in their schools. Teachers recognize the importance of studying environmental topics, not only for gaining knowledge, skills, and experiences but also for fostering students’ environmental awareness. The capacity of schools to support environmental education is most strongly influenced by extracurricular activities and various educational programs. This research highlights the crucial role of primary schools in meeting the goals of environmental education and lays the groundwork for further studies in this area, particularly focusing on teachers’ professional development and the acquisition of environmental competencies
Learning Community as a Framework for the Professional Development of Preschool Teachers - Theoretical Approach and Practical Implications
Get PDFThe paper addresses the importance of the professional development of preschool teachers through its positioning and action in relation to the concept of a learning community. By analyzing the literature, reviewing theoretical concepts and empirical research, the synergistic effect of the process of professional development of teachers and the concept of a learning community is determined. First of all, the benefits to which the process of professional development of teachers contributes within the learning community are determined, especially in the form of improving the educational process, professional competence and personal development of teachers, and most importantly, for the well-being of children. The aim of the paper is focused on a comprehensive understanding of the theoretical implications in the form of the influence of the learning community on the professional development of teachers, as well as the practical implications that are accordingly reflected in pedagogical practice. The above approach supports and affirms the principles of plurality and individual differences of each individual. Community is seen as a key concept within which quality and functional relationships are built, which contributes to the improvement of educational work. The proposal for the professional development of teachers within the learning community, as part of the transformation of the educational system in preschool education, is based on the belief that activities that include interaction, cooperation and exchange of knowledge and experiences contribute to more efficient results that are reflected in educational outcomes
Literature Review: A Snapshot of Research on the Argumentation of Bibliometric Analysis in the Period 2015-2023
Get PDFArgumentation has an important role in science education. One of the aims of science education is to develop argumentation skills as a basis for building scientific characterization. The role of argumentation in science education is one of the research topics that has received a lot of attention from academics. The purpose of this study was to analyze the research trend of argumentation in science education from 2015-2023. The research method used preferred reporting items for systematic reviews and meta-analyses and network meta-analyses, or PRISMA for short, which consists of identification, screening, eligibility, and inclusion. The articles analyzed were obtained using the publish or perish search engine from Scopus and Google Scholar, as many as 340 articles from a total search of 1013 articles. The analysis was conducted using content analysis and bibliometric using VOSviewer, which was reviewed based on network visualization, overlay visualization, and density visualization. The results were analyzed based on country of origin, research area, research method, research subject, research instrument, learning intervention, and argumentation type. The conclusion of this study shows that argumentation skills are one of the important topics in research that are linked with several other variables in science education and have received attention from researchers in recent years. Recommendations for future argumentation research should identify the characteristics of argumentation types and their relationship with teaching materials, learning models, and assessments in science education
The Effect of Primary School Teachers Using Online Education on Their Professional Creativity
Get PDFThis study aims to examine the effect of online education on the professional creativity of primary school teachers. The research was carried out in a mixed method. The study group of the research consisted of 319 primary school teachers who work in various primary schools in Zhetysu Region, Kazakhstan, and have online education experience. The data collection tools of the research were the teacher creativity scale, whose Kazakh language validity was provided by the researchers, and the semi-structured interview form. The analysis of the quantitative data of the research was carried out with SPSS 25 statistical program. Content analysis was performed for the analysis of the qualitative data of the studies. As a result of the research, it was determined that the creativity levels of primary school teachers were high. According to the seniority variable among primary school teachers, it was determined that the creativity levels of those with medium seniority were higher than the others. The vast majority of teachers stated that online education has a positive effect on professional creativity. The study recommends increasing the creativity level of primary school teachers, by establishing in-service training programs for all teachers, especially those who are in the first and last years of their professions
Pupils’ Avoidance Strategies in Mathematics and their Perception of the Teachers’ Performance and Mastery
Get PDFThe aim of this research was to examine the attitudes of pupils about avoidance strategies in mathematics and their perception of the way mathematics teachers work. The research was conducted in the Republic of Serbia on a sample of 1165 primary school pupils. A quantitative approach was applied with a standardized instrument made up of five subscales which examined three avoidance strategies (novelty avoidance, providing assistance and self-handicapping) and two categories which include the style and method of the teacher’s work (targeted structured teaching and mastery). The results have shown that pupils are mostly inclined towards the novelty avoidance strategy. The research has also revealed some differences when it comes to pupils’ attitudes about avoidance strategies and their perception of the teacher’s approach in relation to their success at school and grade levels in mathematics. It was shown that the school location was a significant independent variable in determining the differences in pupils’ perceptions of the mastery of the teacher. It can be concluded that good didactic methodical organization of teaching, continuous monitoring of pupil progress, the teacher’s pedagogical approach, developing pupils’ skills in overcoming learning difficulties and monitoring their own work are some of the primary prerequisites for overcoming avoidance strategies and improving the educational work of teachers
The Impact of Peer and Cyberbullying on Elementary School Children in the Republic of Serbia
Get PDFThis study examines the prevalence of various forms of peer bullying among elementary school children, with a particular focus on the rising issue of cyberbullying. Utilizing a specially constructed Likert scale, the research gathered data from a sample of 98 children, composed of 51 boys and 47 girls, across grades five to eight. The findings reveal that verbal abuse, such as name-calling, mocking, and insulting, is the most common form of bullying experienced by children. Physical bullying behaviors like hitting, pushing, and kicking are also prevalent. Furthermore, the study highlights the significant presence of cyberbullying, characterized by malicious online messaging and social media interactions, which often result in emotional distress and withdrawal from social activities. The reliability and internal consistency of the measurement scale were confirmed by a Cronbach’s Alpha coefficient of 0.775. The results underscore the importance of addressing both traditional and cyber forms of bullying to ensure a safer school environment. The study advocates for comprehensive educational programs that promote digital literacy and empathy among children to mitigate the negative impacts of bullying. Additionally, the research suggests implementing effective intervention strategies that include prompt responses to reported bullying incidents and providing support to victims. This study contributes to the growing body of literature on bullying by offering insights into the dynamics of peer and cyberbullying, emphasizing the need for continuous monitoring and preventive measures within educational settings
Using a Longitudinal Trajectory of Pre-Service Elementary School Teachers’ Metacognition as a Quality Indicator of Higher Education
Get PDFQuality of education is comprised in the quality of pre-service teacher education. However, to assess the quality of a teacher training program it is necessary to track some of the non-cognitive parameters. Metacognition is one of these parameters. The present study aimed at the longitudinal trajectory of the development of metacognition in pre-service teachers as an indicator of the quality of the applied teacher training program. The study included 160 pre-service elementary school teachers studying at Teacher Education Faculty at University of Belgrade. The participants’ metacognitive development was measured by Metacognitive Awareness Inventory at three points of time (the beginning of studying, the academic year 2021/22 – T1, the end of the first year – T2, and the end of the second year, 2022/23-T3). The elementary school teacher training program is based on a combination of science and pedagogy related courses that together with school teaching practice start from the first semester. The courses based on problem solving and inquiry-based approach encourage students’ search for adequate strategies and the assessment of their effectiveness. The findings point to a significant increase in total metacognition score between T1 and T2 and somewhat less intense increase between T2 and T3. The findings also point to a significant increase in all metacognitive subcomponents, with Conditional knowledge and Debugging strategies showing a significant increase only between T2 and T3. Between T1 and T2 the largest differences were detected in Declarative knowledge, Comprehension monitoring, and Planning. The results suggest that the teacher training program is metacognitively stimulating