International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)
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Belief in Information Conspiracy and Personality Traits of Generations X and Y
Get PDFThe article presents the results of comparing the belief in information conspiracies in connection with personality traits among representatives of Generations Y and X, nationalities – the Russians and the Kumyks. We call information conspiracies those that are presented in the information space and are presented as close to reality. Therefore, users who get acquainted with information conspiracies do not doubt and believe in them. The sample was presented by the Russian university students and middle-aged working people. The questionnaire of conspiracy mentality (CMQ) (Bruder, Haffke) and the FPI technique (Farenberg, Zarg and Gampel) have been applied. It was revealed that the older the generation, the more it believes in the state conspiracy; generations have stable beliefs about the presence of a political conspiracy; the representatives of the Kumyk group are more prone to exaggeration of the importance of conspiracy than the group of the Russians generation Y; the personality trait “irritability” correlates with the scale of belief in public conspiracy; there was a negative dependence of emotional lability and belief in a political conspiracy. The results are compared with the data of foreign studies on the samples of representatives of the USA, Great Britain, Turkey, Germany. It was concluded that it is possible to observe cultural and intergenerational differences in expression of conspiracy mentality. Representatives of Generation Y believe more in political and public conspiracies. Representatives of Generation X believe more in public conspiracy and secret organizations
Quasi-Experimental Research as An Epistemological-Methodological Approach in Education Research
Get PDFPedagogy as a social-humanistic science that deals with upbringing and education expresses its complexity through a plurality of ideas, understandings and opportunities for studying, learning and researching educational practice. The methodology dealt with by experimental and quasi-experimental pedagogy is exact and serves to establish reliable data, i.e., it searches for facts and evidence that can replace research hypotheses. A synonym for quasi-experimental pedagogy is “new pedagogy” because the evaluation of research quality in educational practice can be defined through the methodological basis of research, originality, novelty and significance. The question arises: how many quasi-experiments have been conducted so far that researchers are not even aware of, that is, they have not called this type of research by its real name? The main goal of theoretical research is to analyze the crucial differences between non-experimental, experimental and quasi-experimental research. From the presented goal of the research arises the research task which is reflected in seeking to affirm quasi-experimental research in pedagogy with the aim of bringing closer to the scientific public the characteristics and advantages of quasi-experiments in terms of streamlining implementation and practicality in the natural school environment. The paper uses the theoretical analysis method with the content analysis technique. The authors presented conclusions about the importance of quasi-experimental research as a special epistemological-methodological approach in determining the causality of educational phenomena
Recognition of Facial Expressions Based on Information From the Areas of Highest Increase in Luminance Contrast
Get PDFIt is generally accepted that the use of the most informative areas of the input image significantly optimizes visual processing. Several authors agree that, the areas of spatial heterogeneity are the most interesting for the visual system and the degree of difference between those areas and their surroundings determine the saliency. The purpose of our study was to test the hy-pothesis that the most informative are the areas of the image of largest increase in total luminance contrast, and information from these areas is used in the process of categorization facial expressions. Using our own program that was developed to imitate the work of second-order visual mechanisms, we created stimuli from the initial photographic images of faces with 6 basic emotions and a neutral expression. These images consisted only of areas of highest increase in total luminance contrast. Initially, we determined the spatial frequency ranges in which the selected areas contain the most useful information for the recognition of each of the expressions. We then compared the expressions recognition accuracy in images of real faces and those synthe-sized from the areas of highest contrast increase. The obtained results indicate that the recognition of expressions in synthe-sized images is somewhat worse than in real ones (73% versus 83%). At the same time, the partial loss of information that oc-curs due to the replacing real and synthesized images does not disrupt the overall logic of the recognition. Possible ways to make up for the missing information in the synthesized images are suggested
The Development of Critical Thinking Skills in Mobile Learning: Fact-Checking and Getting Rid of Cognitive Distortions
Get PDFThe study aims to reveal the attitude of students and teachers to mobile learning; explore the possibility of developing critical thinking skills in mobile learning; and also evaluate knowledge after a short training course involving the use of mobile technologies in the context of the development of critical thinking. The research relies on an interview and a test. It was attended by 275 people (93 teachers and 182 students). The results showed that 58% of teachers and 55% of students believe that mobile learning does not contribute to the development of critical thinking. The test results showed that the study participants who pre-listened to the course of lectures on their mobile devices did not cope with the questions well enough, and cognitive errors were identified. The research has shown that improving the skills of interpreting, analyzing, evaluating and explaining information can increase the effectiveness of mobile learning. The research is a contribution to the study of various aspects of the impact of mobile learning on students and will be of interest to teachers, students, academic administration, parents, as well as to those who are interested in modern pedagogy and educational psychology
The Cross-Cultural Differences in Perceived Stress of the COVID-19 Pandemic in Schoolchildren from Russia and Kyrgyzstan With Normal and High Levels of Anxiety and Depression
Get PDFChildren and youth of school age form a special population group highly sensitive to various stressors and negative effects in everyday life. The COVID-19 pandemic crisis characterized by uncertainty, vulnerability, changes in quality of life together with urgent transition to distant/online learning affected significantly psychological well-being of children and youth. The aim of this study was to assess the cross-cultural differences in actual stress in Russian and Kyrgyz schoolchildren with high and low levels of anxiety and depression during the initial stage of the COVID-19 pandemic and after a year life during the pandemic. The descriptive cross-sectional study was conducted via an online survey completed by total 1834 schoolchildren aged from 13 to 18 from Russia and Kyrgyzstan, the periods of survey: 10th May - 10th June, 2020; 18th May -15th June, 2021. The Perceived Stress Scale and Hospital Anxiety and Depression Scale were used to assess stress, anxiety and depression scores. The findings suggest that there are cross-cultural differences in perceived stress amongst schoolchildren with high level of depression and anxiety: Russian respondents in 2021 demonstrated less pronounced index of the perceived stress than Kyrgyz schoolchildren. The stress level of Kyrgyz schoolchildren increased significantly in 2021 in comparison to the period of outbreak of the pandemic. In 2021 in both countries we found the same pattern: girls had significantly more pronounced stress than boys. The results disclose important aspects of the impact of COVID-19 on schoolchildren and demonstrate the emerging need of psychological aid and for supporting schoolchildren mental health
Instruments of Empathy-Shaping in the Creation of a Culture of Peace and Non-Violence
Get PDFEmpathy as a human trait that gives the ability to understand, respect, and share the feelings of other people is one of the most important elements in building a secure society and a culture of peace and non-violence. The level of empathy in individuals is influenced by endogenous and exogenous factors, and it has an affective and cognitive dimension. The aim of this paper is to investigate the concept of empathy, the extent of influence of endogenic and exogenous factors, to investigate the influence of three main elements in the development of empathy in children and youth, namely family, school, and media, and to investigate the degree of correlation between empathy and creation and maintaining a culture of peace and nonviolence. The methods used in this paper are quantitative and qualitative content analysis, comparative analysis, historical method, analogy method, and analysis of primary and secondary sources. The research confirmed the importance of empathy in the development of a culture of tolerance, dialogue, respect for opposing opinions and goals, respect for diversity, and non-violent response to conflicts. All these elements are simultaneously elements of a culture of peace and non-violence, and therefore the conclusion is that empathy is one of the preconditions for building a culture whose goal is a safer and more humane society that provides greater security from physical destruction than a culture of war and aggressive problem-solving. The authors conclude this paper with recommendations for the three main pillars of shaping empathy in children, namely family, school, and the media
A Study of Japanese University Students Influenced by the Covid-19 Pandemic and their Awareness with Their One’s Own Face
Get PDFIn 2019, an outbreak of novel coronavirus infection (hereafter referred to as Covid-19) occurred, and on January 16, 2020, the first case of an infected person was confirmed in Japan. Now that more than two years have passed, the world is gradually returning to normal. However, the increased use of Social Networking Services (SNS) and web conferencing tools has caused young people, who are accustomed to seeing filtered faces, to become dissatisfied and uncomfortable with their own real faces. This has resulted in an increased number of young people who have become dissatisfied and mentally stressed with their facial features and expressions. Therefore, the author conducted a study on young people aged 18–20 years old in 2022 regarding this issue. The author evaluated the changes in awareness one’s own face between the Covid-19 pandemic and the present among students attending Japanese universities, despite being affected by Covid-19 in the latter half of their high school or college years. The results indicated that 49.2% of the respondents revealed that their awareness their own faces had changed during the Covid-19 pandemic. Based on these findings, it is necessary for educators and parents to take considerable actions, so that young people do not become obsessed with the quality of their facial features and feel unduly stressed. Furthermore, young people should not be ashamed of their real, unfiltered faces
Metacognitive Awareness Perceptions of Students with High and Low Scores on TIMSS-Like Science Tests
Get PDFThe current study explores the differences in metacognitive awareness perceptions of students who had high and low scores on TIMSS-like science tests. The sample consisted of 937 Omani students, 478 in Grade Five and 459 in Grade Nine. TIMSS-like tests were specially designed for both grade levels, and students also completed a metacognitive awareness perceptions inventory which explored their use of four main skills: planning, information management strategies, debugging strategies and evaluation. MANOVA was used to analyze the data. The findings indicated that students with high scores in the TIMSS-like test out-performed students with low scores in the test on all four metacognitive skills surveyed. This was true for all three performance areas analysed: performance in the TIMSS-like test as a whole, performance in lower-level test questions and performance in higher-level test questions. These findings highlight the extent to which students’ metacognitive skills influence their performance in science tests. The study recommends that students be trained to improve their metacognitive skills, reviews several methods for doing this, and suggests that such training might better prepare them for taking science tests. However, it also notes that further research is needed to explore the impact of metacognitive training on student performance in specific science examinations such as TIMSS
Investigation of Prospective Teachers’ Use of Mobile Technologies in Teaching Activities
Get PDFThe purpose of this research is to examine the pre-service teachers’ use of mobile technologies in teaching activities. In this study, the survey method, one of the research methods, was used. The 199 prospective teachers studying at the Faculty of Education, a private university in Northern Cyprus, were included in the workgroup of the research. The 5-point Likert-type scales were used to measure the frequencies of using mobile technologies in instructional activities, motivation, and attitudes towards mobile technologies, competencies in mobile technology use, and its social effects. It was found that social factors had the lowest effect on the use of mobile technologies. Additionally, no gender-based difference was found in the mobile use frequency, motivation, attitude, competency, and social impact of prospective teachers. Moreover, the frequency, motivation, attitudes, competency, and social impact levels of students from the Department of Computer and Instructional Technologies are significantly higher than those departments from Guidance and Psychological Counselling, Special Education, Music Teaching, Elementary School Mathematics Teacher Education, Department of Pre-School Teaching, Classroom Teaching Department, Social Sciences Teacher Education, Turkish Language Teaching. It was concluded that having problems for mobile learning activities that can be used in the scope of mobile learning significantly influences the frequency of use, motivation, attitude, competency, and social impact of the students. Along with this, it was found that the following factors, given in order of importance, are influential on the frequency of the use of mobile technologies by prospective teachers in instructional activities: motivation, attitude, competency, and social impact