International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)
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COGNITIVE THEORIES AND PARADIGMATIC RESEARCH POSTS IN THE FUNCTION OF MULTIMEDIA TEACHING AND LEARNING
Get PDFAt present it is almost impossible to imagine formal and non-formal education without the use of computers and information and communication technology (ICT), and we can rightly say that modern education is increasingly taking place in a multimedia environment and relying on multimedia teaching and learning. In fact, multimedia with its existence and progress continually poses new challenges to educational technology, but also to the teaching process itself. As a result, classical traditional learning and teaching leaves classrooms, while parallel to that, multimedia becomes an unavoidable segment in the process of acquiring knowledge. The multimedia display provides a better understanding and understanding of teaching content that can be presented in many ways, and which gives a higher educational value. The focus of work is the importance and contribution of the theory of multimedia learning with a focus on activating cognition among students, as well as an analysis of the effectiveness of the use of media in teaching. Also, a special emphasis in the work is focused on the analysis of qualitative and quantitative research methods and techniques for examining the role, significance and efficiency of multimedia teaching and learning in the educational process
DECISION-MAKING AT DIFFERENT LEVELS OF RATIONALITY: SUBJECTS’S COGNITIVE, NEURAL AND PSYCHO-DYNAMIC CHARACTERISTICS
Get PDFIn modern science, the issue of studying the decision-making process is challenging. If these decisions are connected with finances: monetary gains or losses - the problem becomes even more acute. Decision-making is almost always connected with risk and uncertainty. In order to investigate the problem of financial decision-making at risk laboratory studies have been conducted to determine the degree of rationality of such decisions as well as the neural and psychodynamic characteristics of the subject. This paper presents the results of the study of this problem at the extreme values of the probability of a gain or a loss - 0.99 and 0.01
AN EMPIRICAL EXAMINATION OF THE RELATIONSHIPS AMONG CREATIVITY, THE EVALUATION OF CREATIVE PRODUCTS, AND COGNITIVE STYLE AMONG CHINESE UNDERGRADUATES
Get PDFThe current study investigates creativity from a creative product perspective. More specifically, we want to know if a connection exists between an individual’s creativity and his or her evaluation of creative products. We also want to know what role cognitive style plays in this relationship. The sample (139 second-year undergraduates) was collected from an art and design program of an institution in Macau. Convenience sampling was used for the current study. The present study found partial support for the associations between cognitive style, creativity, and evaluations of creative products. Based on zero-order correlations, visual and verbal cognitive styles were moderately and positively correlated to three components of CPSS (novelty, resolution, and elaboration and synthesis). The results of the SEM further confirm this relationship between cognitive style and CPSS (r = .69, p < .05)
MENTORING IN TEACHING PROFESSION
Get PDFMentoring as a form of strengthening the competencies of teachers is widely accepted in the educational system of the Republic of Macedonia. Generally, experienced teachers and those who are new perceive this process as inevitable for strengthening and retaining quality staff. The goal is to explore what teachers think about mentoring novice teachers in teaching. In line with the stated goal, we tried to answer the following questions: Are there differences in teachers’ views and opinions about the mentoring process regarding their work experience? Does mentoring as a process contribute to/for teachers’ professional development? Are there differences in views and opinion of teachers for the mentoring process regarding their experience and involvement in the mentoring of novice teachers? The obtained results pointed to the weaknesses that the mentoring process in our country is facing with. Although mentoring as a process is regulated by law, in practice there are still inconsistencies in its realization, both from the aspect of the approach and from the aspect of effectiveness. The recommendation to schools is to try, in addition to mentoring, to offer other forms of support to novice teachers and to try to support the teaching profession through a continuous investment (staff and financial). 
LEARNING PROBLEMS IN CHILDREN WITH MILD INTELLECTUAL DISABILITY
Get PDFSchool failure is one of the more complex, more difficult and unfortunately frequent problem that modern school meets. Many factors can cause school failure, such as: child development characteristics, family and school-originated factors. The purpose of the research is analysis of the specific learning problems in students with a mild intellectual disability. For our research we used ACADIA test, which contains 13 subtests for assessing the overall individual functioning. The research involved 144 students. We divided the sample into two groups, children with intellectual disability (our target group) and control group. We found that generally all students with the intellectual disability have special learning problems. According to individual subtests analysis we concluded that the ability for visual association is best developed among these students while on the subtest for auditory memory they achieved worse results. With the analysis of the control group we found that 13.75% of the students have special learning problems. 
INVESTIGATING TEACHERS’ PERCEPTIONS OF THEIR OWN PRACTICES TO IMPROVE STUDENTS’ CRITICAL THINKING IN SECONDARY SCHOOLS IN SAUDI ARABIA
Get PDFThis study aims to investigate teachers’ perceptions of strategies they adopt to help their learners develop their critical thinking skills and how coherent their classroom practices are with their perceptions. The study was conducted with teachers in secondary schools in Saudi Arabia. Primary data in the form of questionnaire results, classroom observation notes and interviews was gathered to attain this goal. A total of three all-male schools participated in the study with 82 teachers completing the questionnaire, and 12 teachers (four from each school) being interviewed and observed during their classroom work. The findings suggest that positing open-ended questions to the class, focusing on performance tasks, and comparing and contrasting different perspectives were the most beneficial teaching strategies to foster students’ critical thinking skills. The findings also highlight that these capabilities are affected not only by the teaching practices, but also by other factors related to the broader academic environment, such as school resources. The results of the present study may help secondary teachers to select and implement teaching strategies and consider factors that may lead to an improvement in students’ critical thinking skills. While this study focuses exclusively on teachers working in the secondary schools in Saudi Arabia, some of the findings can be potentially transferable to other similar educational contexts
COGNITIVE DIALOG GAMES AS COGNITIVE ASSISTANTS: TRACKING AND ADAPTING KNOWLEDGE AND INTERACTIONS IN STUDENT’S DIALOGS
Get PDFThis study introduces a system design in a form of cognitive dialog game (DiaCog) to support pedagogical factors and student learning model ideas. The purpose of the study is to describe how such a design achieves tracking and adapting students’ knowledge and mastery learning levels as a cognitive assistant. Also, this study shows alternative ways for supporting intelligent personal learning, tutoring systems, and MOOCS. This paper explains method called DiaCog that uses structure for students` thinking in an online dialog by tracking student`s level of learning/knowledge status. The methodology of computing is the semantic that match between students` interactions in a dialog. By this way it informs DiaCog’s learner model to inform the pedagogical model. Semantic fingerprint matching method of DiaCog allows making comparisons with expert knowledge to detect students` mastery levels in learning. The paper concludes with the DiaCog tool and methodologies that used for intelligent cognitive assistant design to implement pedagogical and learner model to track and adapt students’ learning. Finally, this paper discusses future improvements and planned experimental set up to advance the techniques introduced in DiaCog design
CONCURRENT VALIDITY OF THE STUDENT TEACHER PROFESSIONAL IDENTITY SCALE
Get PDFThe main purpose of study was to examine concurrent validity of the Student Teachers Professional Identity Scale–STPIS (Fisherman and Abbot, 1998) that was for the first time used in Serbia. Indicators of concurrent validity was established by correlation with student teacher self-reported well-being, self-esteem, burnout stress and resilience. Based on the results we can conclude that the STPIS meets the criterion of concurrent validity. The implications of these results are important for researchers and decisions makers in teacher education
SPECIFICS OF MORAL CHOICES MADE BY CHILDREN AGED 6 TO 8 YEARS IN SITUATIONS WITH ETHNOCULTURAL CONTEXT
Get PDFThe paper describes the experimental study of the children’s specific moral choices from several perspectives. The quantitative and qualitative results of the study were assessed through comparison of the diverse kinds of correct and incorrect moral choices in children aged 6–7 years old and 7–8 years old, the specifics of these choices revealed through resolving two types of specially designed situations with ethnocultural context, namely the situations requiring the child’s personal engagement (situations of moral choice) and depersonalized situations (situations with moral challenges, such as “Continue the sentence”)
RESEARCH OF COGNITIVE EXCHANGE SPECIFICS IN TEACHERS ACADEMIC TRAINING
Get PDFThe paper discusses the transformation of the educational environment issues of university pedagogical subjects. The ideas of constructivism and connectivity, of moral philosophy and social psychology, are fundamental. By defining the content parameters of the educational environment in their dichotomous condition: reproducibility – proactivity; customization – dialogue; individualization – differentiation, this research highlights the specific characteristics of the learning process, which determine the qualitative cognitive exchange in the academic training of pedagogical subjects. A compound research is conducted of the learning by registering the self-assessment and the parallel-reflecting assessment of the students in the pedagogical specialties. The analysis of the results emphasizes the urgent need to change the traditionally established patterns in the organization of the teaching process in the higher pedagogical education, the application of student-oriented practices to stimulate self-organization in learning, the development of proactive technology incorporating the characteristics of formal and nonformal education in a networked and technological environment