International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)
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Teachers’ Perception of the Influence of the Teaching Context on Cognitive Achievements in General Technology Education
Get PDFHigh achievements in the cognitive domain are the ultimate goal of any education, within it is important to understand the role of the teaching context. In this regard, the purpose of this research was to determine how teachers perceive the role of the teaching context on the pupils’ achievements in the cognitive domain in general technology education. For this purpose, a survey of teachers’ perception towards the influence of isolated elements of the teaching context, specific to technology education, on the achievements of learning objectives was conducted. The study was conducted as a survey on a stratified sample of technology education teachers (N = 194) from Croatia. ANOVA repeated measurements statistical procedure was used to process the research results. The analysis of the results showed that teachers give preference to certain contextual elements over others. These are activities with technological artifacts, models and simulations, service-learning activities, field trips, work in an appropriate space and the student’s presentation of their own results. These elements can be considered as a contextual basis for the cognitive development of pupils in general technology education. Teachers’ perception of the influence of other elements of the teaching context is not negligible, but obviously there is no priority over these elements, which is why further research is needed
Verbal-Performance Activities for Optimizing Foreign Language Education
Get PDFThe modern world, characterized by dynamic changes, rapid development of ICT and globalization processes sets new challenges to present-day education. This research aims at investigating the influence of applying verbal-performance activities in foreign language education. A pedagogical experiment was conducted in authentic environment with the participation of 99 pupils aged 10 to 11 who formed an experimental and a control group. The study combined qualitative and quantitative approach. It measured pupils’ entry and exit levels of practical English knowledge and communicative skills and also traced the effect of the experimental education on the pupils from the experimental group. The interpretative analyses of the results revealed that applying verbal-performance activities in foreign language education led to higher achievements in terms of knowledge and communicative competence for the pupils from the experimental group compared to the progress of the children from the control group. A measurement of the attitude of the pupils from the experimental group towards applying verbal-performance activities in the educational process proved the potential of the method to increase children’s motivation for learning. The findings of this research confirm the need of further studies on the influence of applying verbal-performance activities in a broader context of school education
THEORETICAL BASIS AND MODELS FOR DEVELOPING STUDENTS’ VALUES IN PRIMARY EDUCATION
Get PDFValues are the core in the educational process both from a theoretical point of view and from the aspect of the teaching practice. The school assumes the main function in values’ acquisition in pupils and as a public institution it produces the values of the wider social community and society. In acquiring the values in the school, not only parents and teachers’ influence takes place, but the background is a colourful diversity of political, social, economic, religious and cultural values of various groups and interests. The priority of selected values in a school curriculum represents a palette of life activities in the school and also the life events beyond the social community. They should be carefully chosen, realized and valued. Their realization does not ooften take place in an easy way because the values are not explicitly represented in the curriculum and are not equally understood by all subjects in the teaching practice. The acquisition of primary values in young people increases the possibility for favourable development of other values and forming a complete personality. Therefore, this paper will try to present several theoretical models of educational practice that support opportunities for teaching character and students’ values acquisition in a modern school environment. The models themselves contribute to the development and acquisition of given values in the pupils. Some of them are complement and create possibility to solve some current issues from everyday school life and enable an easier transition from traditional to modern teaching practice
ECONOMIC IMPLICATIONS OF EDUCATION IN SOUTHEAST EUROPE
Get PDFThis research covers an evaluation of the impact of education system, educational, scientific and other institutions on the economic growth in nine countries of Southeast Europe (SEE). The main hypothesis is the following: GDP pc growth is significant and positively correlates with the indicators of the state of education system. In addition to educational institutions, there are other social and economic indicators on which education and science depend, namely the budget and fiscal system, corruption and protection of intellectual property rights, which also have positive and significant impact on GDP pc. The stated fields are interactive. Besides GDP pc, the analysis includes another 11 variables. Factor analysis for the variables grouped into two factors shows high significance. The F-test result shows significance of the regression model. ANOVA test, too, confirms the aforementioned significance. Both variables (the first and second factor) have positive direction with GDP pc. The results show significance of the institutional-educational variable, while the impact of educational population in the model is not sufficiently significant. Econometric analysis has mainly confirmed the initial hypotheses
Features of Social-Perceptual Properties of Mathematically Gifted Students
Get PDFThe attention of modern society to intellectual potential makes the problem of studying mathematically gifted youth at the stage of self-determination in higher education relevant. Practical problems related to the psychological features of social adaptation of mathematically gifted youth require solving. The main goal of the research is to study the social and perceptual abilities of mathematically gifted students. The study sample consisted of 76 natural science students aged 17-23 years (M=19.8, SD=3.2 (58% men). The research methods were: testing (test of analytical mathematical abilities, test of the structure of intelligence (TSI) of R. Amthauer), expert assessment, survey (questionnaire of V. A. Krutetsky, questionnaires aimed at diagnosing socio-perceptual abilities), statistical methods. Self-assessment of intelligence, composite assessment, and some components of social intelligence and some components of empathy are significantly different. The ability of mathematical generalization and practical mathematical thinking have a greater number of relationships with social and perceptual properties. Here we found relationships not only with empathy, but also the ability to recognize verbal expression and the General ability to understand and manage their own and other people’s emotions. The ability to operate images in two-dimensional space is related only to the level and components of emotional intelligence. According to the results of the study, the features of socio-perceptual properties of students with different levels of analytical mathematical abilities are described. The conclusions can be used in the development of a program of psychological support for this category of students
Methodology of Comparative Research in Education: Role and Significance
Get PDFResearch interest in the comparison of education systems emerged parallel with the study of social development and the general globalization of social resources. The contemporary context of research discourse puts researchers in a position of necessary collaboration and partnership, with a special emphasis on the comparative analysis of educational phenomena. The aim of this study is the analysis of the theoretical understandings of the role of comparative research in the cognition of pedagogical phenomena as well as the transformation of the comparative methodological apparatus in the contemporary context. The research tasks are aimed at analyzing the historical development of comparative research, epistemology, the function of comparative research in pedagogy, as well as its importance in pedagogy. The importance of developing pluralism in the methodological approach of comparative research is emphasized in order to strengthen research capacities for its future development in pedagogical sciences. The study relies on the historical method and the method of source content analysis
HOW DO FIRST YEAR UNIVERSITY STUDENTS USE ICT IN THEIR LEISURE TIME AND FOR LEARNING PURPOSES?
Get PDFThis study advances our understanding of the current use of social media and mobile devices by first year university students. This research sought to explore the influence of the use of social networks and new mobile devices by students for learning purposes. Data were collected using a self-report questionnaire at four universities in three countries in Central Europe. The research was completed by a sample of 961 full-time first year undergraduate students. The data were analysed using descriptive statistic and confirmatory factor analysis. The findings show that students who intensively use ICT for leisure-related tasks are also experienced in ICT for learning purposes. Furthermore, the results showed differences in the use of ICTs according to four selected areas: ICT for leisure-time activities, social networking, ICT on mobile phones, and ICT for study purposes by students. Five well-differentiated clusters were identified by through cluster analysis, which we term the ‘mobile subgroup’, ‘educational subgroup’, ‘social subgroup’, ‘network subgroup’, and ‘entertaining subgroup’. Educators can benefit from the results through a more complete understanding of how first year university students use social networks and mobile devices and how intensity in these areas influences ICT use for learning purposes
Examination of Mathematics Study Strategies of Secondary School Students From the Perspective of Multiple Variables
Get PDFThe academic achievement of students can decrease if they fail to use mathematics study strategies well. This situation may lead to negative opinions and attitudes among students towards mathematics. In this study, it was aimed to examine the mathematics study strategies of students enrolled at secondary schools in terms of academic achievement and multiple variables. Relational survey method, one of the quantitative research methods, was used to obtain the data. The universe of the study consists of a total of 9,072 students in the 6th, 7th and 8th grades of secondary schools under the Secondary Education Office of the Ministry of National Education and Culture of Northern Cyprus during the 2019-2020 academic year. In the study, the simple random sampling method was used to include 1,012 students. In order to collect the research data, the mathematics study strategies of secondary school students were used; on the other hand, mathematics grades were employed to assess their academic achievement. As a result of the research, when the mathematics study strategies of secondary school students are examined, it is seen that their mathematics study strategies are at the medium level. In this study, a comparison of mathematics study strategies in terms of gender showed that the average score of female students for mathematics study strategies was higher compared to the males. It was also seen that students’ mathematics study strategy scores were similar regardless of whether they were attending extra-school study centres or preparatory schools, and students’ mathematics study strategies scores were similar regardless of whether they received private tutoring. Regardless of the grade levels of the students, we can also claim that their mathematics study strategies are at the medium level. Generally, it has been observed that secondary school students with high academic achievement use their mathematics study skills better than students with low academic achievement