International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)
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The Way of Learning Preserved in The Structure of Individual Experience Shapes Task-Switching: Implications for Neuroscience and Education
Get PDFTask switching is a behavioral phenomenon that serves as a tool for assessment of individual cognitive abilities that becomes especially essential in our multitasking milieu. Factors of task-switching include cognitive load and cognitive effort, mostly derived from task difficulty, as well as age and practice. The analysis of brain activity on the level of single neurons shows that the activations that contribute to task performance and switching differ with respect to the protocol of learning the alternated tasks. We argue that task switching is affected by the history of learning and in turn it changes the structure of individual experience. On this basis we outline perspectives of task switching studies in the fundamental field of long-term memory and applied field of education and therapy
The Order in The Structure of Motives of Activity: Quantitative Description
Get PDFThe purpose of the study is to conduct an empirical verification of the validity of the theoretical assumption that there is an order in the structure of motives of activity, which is determined by the proportionality between the significance of each motive in their aggregate significance and is quantitatively manifested in the parameters of the hyperbolic H-distribution ranked by the parameter. The necessary conditions for solving this problem are highlighted: a) structural elements - weakly functionally dependent on each other motives; b) in the structure of motives, the functional significance of each has a quantitative expression, which must be measured through the organization of empirical research; c) the measure of the total functional significance of all motives is limited by the situation of activity and the costs of obtaining its product. On a sample of students of the first, second, third, fourth courses of technical and humanitarian specialties (N=860) using the method of subjective assessment of the significance of each of the three motives for studying at the university in their combined significance (“acquisition of knowledge”; “mastering a profession”; “obtaining a diploma”) and using a given level of the average error of approximation of empirical results with an H-distribution of 10%, it was found that statistically, at a level of error probability less than 20%, students with an average error below a given level predominate. The possible formal and substantive reasons that led to a decrease in the validity of the result are named. The interpretation of the results in the context of the “junction” of systems theory and activity theory is presented. The directions of further research in the context of the proposed model are determined
The Development of the STEM (Science, Technology, Engineering, and Mathematics) Attitude and Motivation Survey Towards Secondary School Students
Get PDFThe purpose of the research was to determine the secondary school students’ attitude and motivation toward STEM. For this purpose, two field studies for developing a survey were conducted. The first field study, pilot study, was performed for collecting the research data and making statistical analysis of the research data. After completing statistical analysis procedures (Explanatory Factor Analysis and Confirmatory Factor Analysis) of the pilot survey, the reliability and validity of the pilot survey was calculated. The statistical results indicated that the pilot survey was reliable and it also had four sub-factors. The second field study, main study, was performed for comparing and discussing the research data. The research was applied to 2912 students at different 14 secondary schools during the academic year of 2018-2019 at Izmir, Turkey. The students’ results in the metropolitan and suburban regions of the city were compared. The results indicated the decrease in the attitude and motivation of students at higher levels in both regions toward STEM. When the results of the research were evaluated in terms of the sub-factors, the science and engineering values of secondary school students in the suburban were higher than the values of the students in metropolitan. It was not found a significant difference between the students’ technology and mathematics values for both metropolitan and suburban. There was a significant difference between the 7th grade students’ science, technology, engineering, and mathematics values instructed in metropolitan and suburban in favor of the students instructed in suburban. It was calculated that there was not a significant difference between the 6th and 8th grade students’ all values for both the regions. It was only calculated that there was a significant difference between the 5th grade students’ mathematics value. Investigations on gender factors showed that the female students’ science, technology, engineering, and mathematics values were generally lower than the male students’ values for both the regions
Impact of a One-Off Demonstration on the Use of ICT in the Teaching of Andragogy Students on Their Change of Attitude Towards the Use of ICT in Education
Get PDFThe research study deals with the issue of attitudes towards the use of ICT in the education of andragogy students. As a method of research, we chose a three-year experiment. The study first surveyed 224 students in andragogical fields – future educators - in order to discover input factors like identifying their relationship to ICT, skills, experience in the field of ICT and frequency of the use of ICT at work. The study further examines four separate variables, representing three dimensions of attitudes (cognitive, conative and emotional) towards the use of ICT in education – the conviction to use ICT in their teaching, the opinion on the impact of the use of ICT on the understanding of curriculum, the opinion on the impact of the use of ICT in teaching and education itself and the tendency to act to recommend the use of ICT in teaching to their colleagues. In the university teaching of students itself, using the didactic method of AIDA on a mathematical problem, the experimental group is the subject of a demonstration of the use of ICT in empirical verification of the results of the task, as opposed to a control group that does not use ICT in teaching. Specifically, the representation of results in MS Excel and the empirical verification of results in a Python-created program are used. The research aims to determine the impact of the demonstration of a one-off use of ICT in teaching on the change of dimensions of attitude towards the use of ICT in education represented by separated variables. Their rate is measured by a 10-point bipolar scale. The results show p value (p<0.05), which provides evidence that a one-off demonstration of the use of ICT in the teaching of andragogy students is a factor that statistically significantly influences these dimensions of attitude towards the use of ICT in education and thus its overall change, regardless of the gender of the students. The three-year research study confirmed these results in an aggregated experimental group of 112 respondents who were compared with the same aggregated control group
Teachers’ Key Competencies for Innovative Teaching
Get PDFThe educational process is by its nature and essence very dialectical, so it necessarily requires teachers to have a developed whole set of various competencies. The aim of the research was to examine teachers on self-assessment of competencies that were crucial for innovating the teaching process. The sample of respondents included 1300 elementary and secondary school teachers in the territory of Southern Serbia. The instrument used was a five-point TCS scale of attitudes, with a total of 48 items (individual competencies). The results of the analysis showed that teachers, based on their self-assessments, highly value all diverse groups of competencies, which fully confirms the general hypothesis. The results also showed the existence of statistically significant differences in the degree of expression of attitudes about competency groups with regard to independent research variables, within special hypotheses, based on which the first was rejected, the second partially and the third and fourth special hypothesis fully confirmed. The issue of key competencies of teachers is certainly one of the fundamental issues when it comes to quality teaching, its innovation, generally successful and efficient dealing with the educational process. Based on these postulates, there is hope that the obtained research results will represent a good starting point and incentive for further research work in this field in the future
The Role of Action Research in Teachers’ Professional Development
Get PDFThe challenges of contemporary education and teaching profession have resulted in an increased demand for the appropriate professional advancement and practice-based research. The action research is an approach that encourages teachers to manage and control their own work. This research was conducted with the purpose of being primarily beneficial for primary and secondary school teachers. The empirical research presented in this paper was based on the factor analysis, by which the research factors were extracted, as well as on the examination of the teachers’ attitudes towards methodological education, cognition and metacognition in teaching, reflexive practice, science education and lifelong learning in the context of the action research. The method used was descriptive together with the scaling technique and the five-level Likert scale (AISE) consisting of 29 items. The research was realized in 2020, and then retested in 2021. The number of 1021 teachers from the Republic of Serbia participated in this research. The research results showed statistically significant differences in the respondents’ responses related to the independent research variables: education cycle, teaching experience and the number of professional development seminars attended. The significance of action researches is reflected in the fact that the problems are resolved by the teachers themselves, not the scholars or academics who are not directly involved in teaching. Therefore, this research contributes to a greater motivation and support of teachers to raise their classroom activities and accomplishments to the level of a scientific research
Research Trends in Media Pedagogy: Between the Paradigm of Risk and the Paradigm of Opportunity
Get PDFThe use of computers, internet, and smartphones in the learning and teaching process has become an irreversible fact. Information and communication technologies (ICT) are now one of the fundamental teaching resources and even one of the principal teaching environments. The widespread use of ICT stands in positive correlation to the growing number of studies on educational aspects of the use of new media in schooling. The dynamically growing number of publications in this field requires reflection on the directions of research in the intensely developing sub-discipline of education science, i.e. media pedagogy. The aim of the article is to explore the two dominant directions of research on didactic and upbringing aspects of ICT use in education. The text presents the assumptions and processes assigned to both the opportunity paradigm and the risk paradigm of media pedagogy. These paradigms clash, giving rise to research directed at positive or negative phenomena related to the digitalization of schooling and educational processes. The text is an attempt to draw attention not only to the development of media pedagogy, but also to methodological errors resulting from anchoring research to only one trend
Does Student’s Cognitive Flexibility Decrease During Pandemic? A New Approach to Measure Cognitive Flexibility
Get PDFThe aim of this study is to examine the cognitive flexibility before and during the COVID-19 pandemic through a different performance measurement suitable for online application. In the study, three different data collected in 2019 (T19), 2020 (T20) and 2021 (T21) were compared with both within-and between-subject designs. One-hundred-and-twenty-three university students were included in the study for within-subjects, 239 for between-subject. According to the findings of the study, the cognitive flexibility of the students who continue formal education in T19 is higher than the students who continue distance education in T20 according to both within-subject and between-subject design. Besides, in both designs, fewer total words were produced in T19 than in T20. The sentences created by the students who continue their distance education in pandemic stay around less categories and contain more words. According to the within-subject findings obtained at T20 and T21, the cognitive flexibility and total words produced at T20 were greater. In other words, the scores of the students decreased over time during the pandemic period. In T21, cognitive flexibility is not related to vulnerability, perceived risk, and fear of COVID-19. However, according to the regression results, vulnerability at T21 was predicted by the total word and total emotional word in T20. Accordingly, producing more total words in T20 reduced vulnerability in T21; however, using more emotional words in T20 increased vulnerability in T21. In addition, the number of siblings was negatively associated with vulnerability. Lastly, cognitive flexibility test was found to be reliable
Features of Critical Thinking of Individual Entrepreneurs With Different Levels of Self-Regulation
Get PDFIn the crisis conditions of entrepreneurs business functioning in Russian, it is important to develop critical thinking in conjunction with the skills of self-regulation of behavior. It is assumed that entrepreneurs with different styles of self-regulation differ in the level of critical thinking, and there is also a relationship between the styles of self-regulation and the level of critical thinking. The theoretical basis of the study is the idea of the relationship between the degree of formation of individual self-regulation and the productivity of performing various types of professional activities. The sample of the study consisted of 140 individual entrepreneurs engaged in entrepreneurial activity for more than two years, aged from 30 to 50 years. We used techniques to analyze the style of self-regulation of behavior, volitional self-regulation, critical thinking and mental abilities. The study allowed us to expand the understanding of the relationship between critical thinking and self-regulation, to reveal the content aspects of critical thinking of entrepreneurs with different levels of self-regulation of behavior. We found out that in the group of entrepreneurs with a high level of self-regulation of behavior, there is a high level of volitional self-regulation, perseverance, self-control, information processing skills and critical thinking skills. We came to conclusion that there are differences at the content and semantic level among entrepreneurs, differentiated by the type of self-regulation. For entrepreneurs with a low level of self-regulation, it is planned to conduct a program for the development of critical thinking
The Ideal L2 Self as a Factor of Self-Motivation in Willingness to Communicate
Get PDFTheoretical basis of this paper is the heuristic L2 Motivational Self System (L2MSS). The research aims to determine the degree to which the ideal L2 self can be regarded as a significant factor with regards to its power to make a difference in students’ actual motivated behaviour in L2 communication. The research sample consists of 396 students. The ideal L2 self is a predictor variable. Willingness to communicate and the obtained grades are criterion variables. Gender, period of time spent learning English / German, and whether students are residing in the country where the target language is spoken are all moderator variables. Systematic non-experimental observation method based on Dörnyei and Taguchi´s survey was used in this study. Cronbach’s alpha indicated high reliability in the presented sample (.92). Willingness to communicate was investigated using McCroskey´s questionnaire. The findings indicate a rather complex picture of the observed L2 MSS constructs and the importance of their components in the field of L2 learning. Therefore, for further research, it is suggested that the ideal L2 self should be divided into two constructs: obligations that the individual would like to comply with and obligations that others expect him/her to comply with. The contribution of the L2 learning experience should also be considered because otherwise, it is difficult to determine the progress of the model design and what to do with it in practice