Problems of Education in the 21st Century

Problems of Education in the 21st Century

Basic info

  • Publisher: Problems of Education in the 21st Century
  • Country of publisher: lithuania
  • Date added to EuroPub: 2017/May/23

Subject and more

  • LCC Subject Category: Education
  • Publisher's keywords: education
  • Language of fulltext: english
  • Full-text formats available: PDF

Publication charges

  • Article Processing Charges (APCs): Yes 15 EURO
  • Submission charges: No
  • Waiver policy for charges? No

Editorial information

Open access & licensing

  • Type of License: CC BY
  • License terms
  • Open Access Statement: Yes
  • Year open access content began: 2007
  • Does the author retain unrestricted copyright? False
  • Does the author retain publishing rights? False

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  • Permanent article identifier: None
  • Content digitally archived in: Nopolicy
  • Deposit policy registered in: None

This journal has '1098' articles

SCIENCE EDUCATION AS A CORE COMPONENT OF EDUCATEDNESS

SCIENCE EDUCATION AS A CORE COMPONENT OF EDUCATEDNESS

Authors: Lamanauskas, V
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Abstract

This is the first edition of a new scientific compilation Problems of Education in the 21st Century. The articles included in the publication discuss the issues of modern education. Professor A.Broks clearly defines that ‘scientific and technical literacy for all and high quality science and technologies education for a coming new generation of specialists is the main task for the corresponding development of general as well as professional modern science and technologies education (Broks, 2007)’. The latter statement can be an argument that teaching science faces problems in the majority of countries. The investigations reveal that in comparison with other subjects, those of science (particularly chemistry) are the most complex and boring ones in comprehensive school. There are plenty of different scientific research on recent science and technology education carried out across Europe. We need to know the diversity and findings of the conducted investigations in order to more carefully coordinate further research. According to Eurobarometer opinion polls, the EU instrument for the analysis of public opinion, in comparison with the older generation, the younger Europeans generally have a positive attitude towards science and technology. However, less and less students are interested in scientific studies and careers. The fundamental question is addressed to stimulating young people interest in science studies and science in particular. We can state, that crucial to any learning is motivation and interest – perhaps the most valuable thing a science teacher can do is to demonstrate enthusiasm for learning science (Goodwin, 2006). We are clearly targeted at primary and secondary school learners as well as at those studying in colleges and universities. Obviously, more attention in the field of natural science education should be devoted to the preschool age children on the one hand, and to the adults, on the other. The result to which we are expediently aspiring is development of a real and rather strong interest in science. We must intensify the efforts to make natural science education more effective at all levels of education. Due to a huge amount of specific information, natural sciences are very hard to be properly mastered. Another important argument for improving science education is awareness that scientific knowledge in modern societies is one of the key elements of economic and social success. In this context, modern science education must be accepted as a bridge between scientific research and society. The above mentioned statements are underpinning for our new scientific edition Problems of Education in the 21st Century. In general, European countries have totally different schooling practice and apply a number of specificities in the field of science education. It seems logical to accumulate this experience in order to show links between Western and Eastern traditions in the field of modern science education. Volume 1 Science Education in the Changing Society is dedicated to the problems encountered by science education. We hope that the next volume will cover more topics. I believe that this edition will have a high (theoretical and practical) impact on the development and advancement of public natural science and technological education not only in the region of Central and Eastern Europe but also in a number of other countries worldwide. As we all are full of interesting and useful ideas and experience I’d like to invite you to share your knowledge on the pages of this new scientific compilation. I am expecting to see all scientists and teachers including those from Eastern European community to be both - readers and writers.

Keywords: educatedness, science education
INTRODUCTION OF THE RESEARCH METHODS IN TEACHING OF CHEMISTRY

INTRODUCTION OF THE RESEARCH METHODS IN TEACHING OF CHEMISTRY

Authors: Abramenkova, G
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Abstract

To increase the efficiency of understanding of chemistry during training of natural sciences course, the research methods were introduced from the beginning of learning year. The basic object for investigations was etiquette of different chemical products, mainly from household industrial products. The research activities of the pupils were stipulated to receive more information on surrounding chemical products, role of etiquette as the carrier of information. It gives more possibilities to combine the theoretical knowledge with real practical life. Another goal of the introduction of the research method is to develop investigation’s skills of the pupils. It is very important for the training of natural sciences in the modern school, which gives a possibility to develop deeper interest of pupils for investigation of the surrounding world and facilitate the growing skills for it. The defined procedures for preparation of research report were developed in the Riga French lyceum to develop all components of research activities from collection of information with verification and assessment up to presentation of own results including oral presentation for another pupils with their following valuation.

Keywords: natural sciences course, training of chemistry, research training method, etiquette of household product
CHANGING PUPILS’ CONCEPTIONS ABOUT WEIGHT APPLYING VARIATION THEORY

CHANGING PUPILS’ CONCEPTIONS ABOUT WEIGHT APPLYING VARIATION THEORY

Authors: Ahtee, M, Hakkarainen, O
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Abstract

In phenomenography the aim is to describe and classify people’s conceptions. Teachers have to be aware of the various alternative conceptions on which pupils are relying in their reasoning when they try to understand a concept or a phenomenon. Marton’s variation theory of learning gives guidance to teachers how to design a successful teaching intervention by taking into account discernment, variation and simultaneity. In this article comprehensive school pupils’ conceptions on the concept of weight in the pulley surrounding have been studied using phenomenographic method. Pupils from 5th, 7th and 9th grades compared the weight of a small standard mass and a big bag hanging in a pulley at different positions in balance. In all the three age groups the majority (about 70%) of the pupils stated that the lower hanging bag is heavier. From the pupils’ justifications five hierarchical categories were found: Motion, Position, Appearance, Material and No reasoning. Only about 5% of the seventh graders and 10% of the ninth graders seem to have an idea about the scientific explanation based on the immobility of the hanging objects. Next, in order to change these conceptions a teaching intervention was planned so that in three successive demonstrations the critical features found in the earlier study about pupils’ conceptions were varied. After the teaching about 40% of the fifth graders and 45% of the ninth graders perceived that they have to pay attention to the immobility of the objects. Finally, it is shown how the cognitive conflicts and the four patterns of variation gradually change the pupils’ ideas toward the scientific explanation. Teachers can help pupils by using successive demonstrations with appropriate variation and taking up in discussion pupils’ misconceptions and the critical features in the demonstration.

Keywords: phenomenography, variation theory, pupils’ conceptions, teaching intervention
THE ROLE OF CINEMA INTO SCIENCE EDUCATION

THE ROLE OF CINEMA INTO SCIENCE EDUCATION

Authors: Agnaldo ARROIO
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Abstract

Reforming science education – from educating educators, to developing standards, to improving access for all – is a worldwide challenge that is essential if overall improvements are to be made. In science education, it is more and more widely discovered that “horizontal teaching” – when teachers take students by the hand and lead them on a voyage of discovery, stimulating their observation and experimentation skills, imagination, curiosity and reasoning capacity - enhances students’ intellectual and manual capacities enormously. This purpose discusses the role of cinema as a tool for the science education. The target was to explore the effect of using movies on the learning and retention of simple and integrated science knowledge. New educational approaches and methods that are inter- and transdisciplinary and issue-driven need adopting, and participatory practices and methods must be endorsed, to prepare young generations to live in a world of constant change. Based on the socio-interacionist approach by Vygotsky, it is acceptable that an audience can interact with the characters and share their emotions and actions showed in an audiovisual language. On this way we analyze some movies considering the potential of audiovisual, scientific and common languages to be used as a tool to mediating science teaching and learning. Furthermore, the audience can learn values, information and knowledge present into the movie discourse and thus, the cinema shows the science in a society. Moreover, audiovisual language may be important mediating variables that determine the effectiveness of cinema for enhancing science teaching and learning. If science and society want to get along they must learn to communicate more and better. No one says that it is easy, but it is the price today in a mature democratic society.

Keywords: audiovisual language, science, context
TRANSFORMATION PROCESS IN SCIENCE AND MATHS TEACHER EDUCATION (EXAMPLES FROM SLOVAKIA)

TRANSFORMATION PROCESS IN SCIENCE AND MATHS TEACHER EDUCATION (EXAMPLES FROM SLOVAKIA)

Authors: Bauerová, M, Čeretková, S, Sandanusová, A, Frantová, P
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Abstract

Slovak universities have had the chance to gain money from the pre-admission funds as well as from the European social fund (ESF) since 2004. In the framework of the several challenges of the Ministry of Education of the Slovak Republic all universities out of capital Bratislava region could submit the projects dealing with the educational activities. The article describes the experience connected with the implementation of the ESF´s projects of the Faculty of Natural Sciences of Constantine the Philosopher University in Nitra. It introduces one of the activities of the project A – CENTRUM: Academics training and monitoring centre of human sources which was realized by the faculty during 2004-2005 and following project: A-CENTRUM for 21 century: From present to distance education, which is realized now. Faculty of Natural Sciences in these projects has prepared the educational modules for teachers in practice named: Natural sciences dealing with the further education of teachers of mathematics, computer science and natural sciences´ subjects at the elementary and high schools. The introduced projects and their activities are the example of the real ability of the faculty to communicate with teachers effectively and offered them interesting programme for using at schools. Engagement in these projects reflects also the possibility of an academic space to realize the activities with the positive response in practice. Two examples of activities for teachers in practice are given in the article: modern didactic computer teaching programmes in biology, graphics calculators in mathematics education. Both examples follow the effect of increasing efficiency of teacher’s work and pupil’s motivation.

Keywords: courses for teachers, educational programs, graphic calculator, information and communication technologies, multimedia
IS CREATIVITY CHARACTERISTIC FOR INCOMING TEACHERS OF SCIENCE?

IS CREATIVITY CHARACTERISTIC FOR INCOMING TEACHERS OF SCIENCE?

Authors: Zuzana Haláková
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Abstract

Creativity as one of the characteristics is typical for every human and is expressed in many ways. However it isn’t developed at the same level by everyone. We are able to determine it and to strengthen it. The components of creativity are newness, novelty and usefulness and we can define it as a creation of new and useful ideas, solutions, or products. For incoming teachers it is very important to be creative. Science teaching provides opportunity to be creative, but the necessity as well. We can expect, that creative teacher will stimulate the pupils to be creative more than a person who isn’t very inventive. In this contribution we are focused on finding out the level and the scale of future science teachers´ creativity according to results of Figural Form of Torrance Test of Creative Thinking named the Unfinished Figures. It can give us the first view on creative potential of an individual. We can identify students with extraordinary creative abilities and on the other hand, the ones whose abilities are below-average and help them to develop it for that reason. The study sample consisted of 80 second year college students studying natural science, who would like to be science teachers. The divergent thinking abilities, 4 dimensions (fluency, flexibility, originality and elaboration) were tested. According to the results of TTCT we find out, tha tincoming teachers dispose of figural creativity. Most of them (63.75%) completed all offered unfinished figures. Just 20.0% of them are characterized in high level of flexible creative thinking, 60.0% are in average. The results of originality and elaboration were not satisfying. It is very important to develop incoming teachers´ abilities as creativity evidently is.

Keywords: creativity, science teacher, Torrance Test of Creative Thinking (TTCT)
COMPUTER-BASED EDUCATION IN PHYSICS

COMPUTER-BASED EDUCATION IN PHYSICS

Authors: Olga Holá
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Abstract

The contribution deals with a short history of the usage of personal computers in teaching of physics at the Faculty of Chemical and Food Technology (FCHFT) of Slovak University of Technology in Bratislava. At first, computers were used in our faculty laboratory, as well as in seminars in special computer rooms where we tested the level of acquirement of the subject matter. Then step by step the miscellaneous multimedia tools were introduced also into physics lectures. What were the goals we wanted to achieve by usage of multimedia didactic tools in teaching-learning process? These aims were - to enliven an interest in physics, to improve the clarity of teaching. The response of students on such kind of teaching process has been studied too. We have prepared student’s opinion questionnaire to find out a feedback and monitor if our aims and intentions were fulfilled. The questionnaire was anonymous and was administered at the end of the winter term of the academic year 2006/ 2007. Results of this survey will be analysed at the end of this article. The new impulses and conclusions of this survey will be implemented in our further pedagogical practice.

Keywords: animation, didactic means, demonstration, internet, PC, video
SCIENCE AND TECHNOLOGY EDUCATION IN FINNISH COMPREHENSIVE SCHOOLS: FOUR CASES

SCIENCE AND TECHNOLOGY EDUCATION IN FINNISH COMPREHENSIVE SCHOOLS: FOUR CASES

Authors: Tuula Keinonen
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Abstract

Science-Technology-Society (STS) approach has been found to be an effective framework in science education. STS-approach is expected to increase citizens´ abilities to carry out the social responsibility in collective decision making concerning issues related to science and technology. At school, the teacher can view, especially after practising STS-instruction her/himself, that it is an integrated curriculum that promotes students´ scientific knowledge, process skills, citizenship behaviours, and decision-making abilities. Science and Technology Education at the University of Joensuu has been planned in order to increase primary school teacher students´ knowledge about science education including science contents, science pedagogy as well as environmental and technological education. STS-approach is applied in planning Science and Technology Education for teacher students. After theoretical studies about STS-approach, primary school teacher students also have to practice STS-teaching themselves in the lower level of the comprehensive school (primary school, grades 1-6). In this paper, four cases of these STS-approaches in Finnish primary schools are presented. The cases include learning about plastics, electricity, water and air, and human body, and the cases are planned and carried out by several primary school teacher students in teams. The cases presented here are planned for and carried out with fifth or sixth graders (age of 10-12) in rural schools.

Keywords: science and technology education, teacher education, primary science, STS-approach
THE USAGE OF THE INTERNET IN TEACHING PHYSICS IN LITHUANIA: THE ANALYSIS OF A SITUATION AND PERSPECTIVES

THE USAGE OF THE INTERNET IN TEACHING PHYSICS IN LITHUANIA: THE ANALYSIS OF A SITUATION AND PERSPECTIVES

Authors: Vincentas Lamanauskas, Rytis Vilkonis
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Abstract

A vision of a modern world can be hardly conveyed without Information and Communication Technology (ICT) recently having a powerful impact on all areas of life. The application of the latest ICT in the educational process raises new possibilities for both a teacher and a learner, enhances the quality of provided education and makes the educational process more adjustable. Effective source of the information nowadays is the Internet. It has to be stated that the Internet possibilities in the teaching process are insufficiently used. On the other hand, in principal there are no reliable studies, which would reveal the actual situation in this field. Therefore, the object of our study is the usage of the Internet for teaching physics. The main aim of the study is to analyse the situation of the usage of the Internet for teaching physics and highlight the hindering/encouraging factors of its usage in the teaching process. The study employed expert inquiry. The type of expert inquiry – “Delphi study”, containing several experts’ inquiries (stages). Research has shown, that the Internet in teaching physics is not used in due volume. The majority of problems are connected with material (including information) resources (lack of websites, computers, etc.) and the competence (methodical, information, etc.) teachers of physics.

Keywords: teaching physics, science education, modern ICT
TRAINING FOR CHEMISTRY OF THE STUDENTS OF MEDICAL AND BIOLOGICAL CLASSES IN PROFILE EDUCATION

TRAINING FOR CHEMISTRY OF THE STUDENTS OF MEDICAL AND BIOLOGICAL CLASSES IN PROFILE EDUCATION

Authors: Tatyana N. Litvinova, Margarita V. Solovyova, Elena D. Melnikova
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Abstract

The problem of training for chemistry of the students of medical and biological class under conditions of profile education is raised. The authors propose program educational and methodical complex, which was introduced into educational process at the pre-academic educational center attached to Kuban State Medical University. The authors also proved the need to bring in the compensative approach under conditions of deficient preprofile training.

Keywords: profile education, chemistry, medical and biological classes
TEACHING MATHEMATICS IN TECHNICAL COLLEGE: TRADITIONS AND INNOVATIONS

TEACHING MATHEMATICS IN TECHNICAL COLLEGE: TRADITIONS AND INNOVATIONS

Authors: Irina Matskevich
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Abstract

This article studies two levels of continuous education: primarily, for technical colleges providing “general secondary education” and further for the college-university integrated system, as related to mathematical disciplines. For research purposes we apply system analysis and competence-related approach, as we consider the education process to be focused on compulsory vocational streaming. The study provides a brief analysis of definitions “professional competence”, “vocational streaming” and “continuity in education”. It involves more detailed analysis of the education contents being applied within the methods system. The studies are mainly based on the leading engineering college in Belarus – Minsk State Higher RadioEngineering College. Author proposes a complex of innovative reforms in the educational process to improve the education quality.

Keywords: continuous education, continuity, professional competence, vocational streaming
SOME TRENDS IN SCIENCE TEACHER TRAINING: THE EXPERIENCE IN THE UNITED STATES AND THE CZECH REPUBLIC

SOME TRENDS IN SCIENCE TEACHER TRAINING: THE EXPERIENCE IN THE UNITED STATES AND THE CZECH REPUBLIC

Authors: Danuše Nezvalová, Michael Svec
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Abstract

The paper looks at key trends in the concept of the science teacher training in two different institutions: Furman University in US and Palacky University Olomouc in the Czech Republic. It focuses on the description of study programs at these institutions and comparison of the approaches to the science teacher training. There are two basic concepts used to identify the essence of the professionalism of the science teacher: the scientific knowledge and professional competence of the science teacher.

Keywords: science education, professional competence
LEARNING ABOUT OWLS AND THEIR CONSERVATION – A COMPARISON OF MEDIA-ASSISTED INSTRUCTIONAL METHODS

LEARNING ABOUT OWLS AND THEIR CONSERVATION – A COMPARISON OF MEDIA-ASSISTED INSTRUCTIONAL METHODS

Authors: Steffen Schaal, Christoph Randler, Stefanie Krall
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Abstract

In this study, two short-term educational treatments for secondary school dealing with ecology and conservation of European owl species were compared under realistic field-conditions. Both motivating learning environments, a play-like activity (quartet) and a hypermedia website tool for two lessons (90 min), are known to provide a strong “Hawthorne effect”, which might useful for achievement in a short-term learning unit in Science Education. Information units were similar, only the structure of presentation differed within both treatments. Objectives of the study were (i) a comparison of both teaching methods concerning the cognitive learning outcome and (ii) motivational variables in a pre-/ post- and retention-test design with control group. Pupils were randomly assigned one treatment (Hypermedia: N = 34, quartet: N = 30, control: N = 28). As result of multivariate statistics, a significant higher achievement in the computer-aided group was assessed immediately after the lesson, while the retention test did not produce significant differences between the treatments. Pupils performed significantly better in the retention-test compared to the post-test, which might be due to a short teaching sequence of ten minutes after the post-test. The motivational variables measured with the Intrinsic Motivation Inventory (Ryan, Connell & Plant, 1990) didn’t show any difference between the two treatments, suggesting that both treatments are motivating and that the Hawthorne effect might be similar. Pooling both experimental groups, a significant positive relationship between interest/enjoyment and post-test scores and between effort and retention and a negative correlation between retention test and the perceived pressure can be reported. A consequence for Science Education practice is the usefulness of both treatments for successful and motivating achievement as well as the fact, that the hypermedia approach can be used for self-determined learning as out-of-school-preparation. Furthermore, research concerning the short concluding teaching sequences is necessary.

Keywords: computer-supported learning; ecology education; hypermedia; intrinsic motivation
CHILDREN’S CONCEPTS RESEARCH OF SELECTED COMMON PHENOMENA FROM PHYSICS AND CHEMISTRY AT ELEMENTARY SCHOOLS

CHILDREN’S CONCEPTS RESEARCH OF SELECTED COMMON PHENOMENA FROM PHYSICS AND CHEMISTRY AT ELEMENTARY SCHOOLS

Authors: Jirí Škoda, Pavel Doulík
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Abstract

The article deals with quantitatively oriented transversal diagnostics of pre-concepts of selected common concepts in physics and chemistry at primary schools and their genesis. The research was carried out in a sample of 60 pupils from the 5th class, 60 pupils from the 7th class and 60 pupils from the 9th class of selected primary schools in the Ústí nad Labem Region. The applied research methods were as follows: a questionnaire, didactic test, analysis of pupils´ tests and concept mapping. The objective was to monitor the affects of targeted school teaching of chemistry and physics on the creation of pre-concepts. The achieved results are discussed in terms of the possibility to integrate chemistry and physics teaching at primary schools.

Keywords: chemistry, physics, pre-concepts, quantitative research, natural science subject teaching integration
COMPLEX ESTIMATION SYSTEM OF THE COMPETENCE QUALITY OF THE CHEMISTRY STUDENTS

COMPLEX ESTIMATION SYSTEM OF THE COMPETENCE QUALITY OF THE CHEMISTRY STUDENTS

Authors: Gorbunova, L
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Abstract

Social and economic changes which have taken place in Russia at the end of XX century, have caused necessity of revising the whole system of the higher vocational training with the purpose of in-creasing its quality and strengthening of attention on the development of practical - effective spheres of the trainee’s personality. Today it is impossible to speak about the higher vocational training, not men-tioning questions of its quality. If to be based on the technological approach to interpretation of the term of "education quality” the practical technique is necessary for measuring its level. Discussing the "education quality” term as a system category, we share N.A. Selezneva’s, A.I. Subetto's opinion on the structure of education quality as a uniform set of subsystems of education quality system, quality of educational processes and quality of results of education (a level of compe-tence). The system, process and result should meet social demands the requirements of concrete consum-ers. In our opinion, the subsystem of quality of education results (quality of students’ subject knowl-edge and professional skills) is he ordered complete set of components, integration and interaction of which causes and effectively promotes development of preparation quality of pedagogical HIGH SCHOOL a graduates which is expressed in his professional - pedagogical competence. As a methodo-logical reference point of system construction of an estimation of quality of students’ subject knowledge of acts as system, of active, personal, competent, qualimetrical approaches. The full characteristic of system essence of quality an estimation of students’ knowledge of assumes the description of its characteristic features, an inner structure, relations with the environment and the stages of development. To the properties and attributes of the system of estimation students’ knowledge quality one should refer the general and specific. Among the general properties of the system we single out such as sociality (on substantiality indication), a reality (by origin), complexity (on a level of complexity), an openness (on character of interaction with an environment), dynamism (on the basis of variability), purposefulness (on presence of the purposes), external and self-guidance (on the guidance feature). Besides by the way of determination of the system is probable. To specific properties of the estimation system of students’ knowledge of quality we referred a value-guided and pedagogical orientation. The complex quality estimation system of students’ subject knowledge in the subjects of special training of chemistry teachers of in a pedagogical higher school is developed.

Keywords: competence, estimation, quality of education

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