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

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

Best practice polices

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

This journal has '1098' articles

PRE-SERVICE MATHEMATICS TEACHERS’ KNOWLEDGE OF MATHEMATICS FOR TEACHING: QUADRATIC FUNCTIONS

PRE-SERVICE MATHEMATICS TEACHERS’ KNOWLEDGE OF MATHEMATICS FOR TEACHING: QUADRATIC FUNCTIONS

Authors: Ifunanya Julie Adaobi Ubah, Sarah Bansilal
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Abstract

Many researchers and education stakeholders in South Africa point to the need to develop teachers' personal knowledge of the mathematics concepts that they teach to their learners. In this research study we explore the understanding of 42 pre-service mathematics teachers of one aspect of school level mathematics, that of quadratic functions. Data were generated from the written responses to an assessment as well as semi-structured interviews. The purpose was to explore the methods used by pre-service mathematics teachers to derive a symbolic equation for a quadratic function expressed in graphical form. Furthermore, we looked at whether the pre-service teachers were able to use different methods to generate the symbolic equation. The results showed that 25 participants were able to determine the equation of a parabola using one method, while 11 of them were able to use two different methods. The most common method used was based on the intercept form of the equation. Some students identified different forms that the equation of a quadratic function could be expressed as but were unable to apply this to derive the equation. These results indicate that these students are not yet ready to teach these school level concepts even though they have studied advanced mathematics topics as part of their pre-service training. The study recommends that pre-service teachers should also be provided with more structured opportunities to help develop pedagogic content knowledge of the school level content as part of their teacher training programme.

Keywords: graphical representation, parabola, pre-service mathematics teachers, quadratic functions, symbolic representation
COGNITIVE LOADING DUE TO SELF-DIRECTED LEARNING, COMPLEX QUESTIONS AND TASKS IN THE ZONE OF PROXIMAL DEVELOPMENT OF STUDENTS

COGNITIVE LOADING DUE TO SELF-DIRECTED LEARNING, COMPLEX QUESTIONS AND TASKS IN THE ZONE OF PROXIMAL DEVELOPMENT OF STUDENTS

Authors: Ephraim Zulu, Theodore Haupt, Vittorio Tramontin
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Abstract

The aim of the research was to explore the levels of cognitive loading induced by certain tenets of constructivist pedagogy namely self-directed learning complex questions and zone of proximal development. The study also sought to investigate the associations between these constructs and with cognitive loading and complex questions. Data for the research were collected using a questionnaire survey of a sample of students studying towards undergraduate degrees in construction-related studies at - public universities in South Africa. The data were factor analyzed to determine the factor structure of the constructs and to assess instrument validity and reliability. The relationships between the various constructs were analyzed using structural equation modeling (SEM). Consistent with other studies, the research found that complex questions induce a statistically signifcant amount of cognitive loading in students. The study also found that self-directed learning does not induce cognitive loading while subjecting students to tasks which are in their zone of proximal development is likely to induce some cognitive loading albeit much less than that from complex questions. Locating tasks in the zone of proximal development of students is likely to lead students to engage in some self-directed learning. It was also found that complex questions had a small signifcant association with self-directed learning. To reduce the amount of cognitive loading which students are subjected to, complex questions should be avoided for students with little subject prior knowledge, otherwise, students should be appropriately scaffolded. Students should be encouraged to engage in self-directed learning in order to reduce cognitive loading. Learning tasks assigned for selfdirected learning should not be complex relative to the knowledge of the students as this discourages students from persisting with self-directed learning due to high cognitive loading.

Keywords: cognitive loading, complex questions, self-directed learning, zone of proximal development
IMPACT OF CHARACTER EDUCATION IMPLEMENTATION: A GOAL-FREE EVALUATION

IMPACT OF CHARACTER EDUCATION IMPLEMENTATION: A GOAL-FREE EVALUATION

Authors: Zurqoni, Heri Retnawati, Ezi Apino, Rizqa D. Anazifa
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Abstract

Many studies reported the importance of character education for students to support their future success. Currently, the countries have strengthened the implementation of character education in their educational system, including Indonesia. Related to the previous statements, this research aimed to describe the impact of character education implementation as well as challenges and strategies of teachers in implementing the character education. This research was an evaluation research type using a goal-free evaluation model (impact evaluation) with a qualitative approach. The participants of the research were principals, teachers, students, parents, and community members from three provinces in Indonesia; East Kalimantan, Special Region of Yogyakarta, and West Nusa Tenggara. Data were collected through Focus Group Discussion (FGD) and also in-depth interviews. The data were then analysed using a model of Bogdan and Biklen to fnd out the refnement among themes and generate a detailed understanding. The fndings showed that character education had a positive impact on increasing the students’ character values including religiosity, personality, social attitude, and competitive attitude. Role-modelling by teachers and other members of the school community and parents, character-oriented activities, and moral and material support from educational stakeholders are key factors in character education implementation. However, some improvements need to be made, such as improving the teacher training and workshops and giving fnancial support (funding) for character education implementation.

Keywords: character education, character value, goal-free evaluation, impact evaluation

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