The content of natural science education gives a chance to the dynamics and structure of the educational process. However, the adaptation of natural science knowledge system depends on both the teacher (choosing and applying teaching methods and forms, etc.) and the pupil (the methods of learning, motivation, general abilities). The diversity of teaching and learning content, forms and methods, activities are typical of natural science education. All that makes the educational process effective: develop intellectual knowledge and skills, set out conditions for intense pupils’ activities, shape thinking, foster aesthetic feelings, etc.
THE ROLE OF METACOGNITION IN EVERYDAY PROBLEM SOLVING AMONG PRIMARY STUDENTS IN KENYA
Author(s): Catherine M. Aurah,Setlhomo Koloi-Keaikitse,Calvin Isaacs,Holmes Finch / Language(s): English
/ Issue: 1/2011
Keywords: cognition; metacognition; problem solving;
Metacognition is an important dimension of problem solving because it includes problem-relevant awareness of one’s thinking, monitoring and regulation of cognitive processes, and application of heuristics. This study investigated the effect of Metacognition on problem solving among 150 students at Muraka Primary School, Kenya in June 2010. Students answered a 25-item self-report Metacognitive Awareness Inventory (MAI), and a 1-item multiple choice Problem solving questionnaire (PSQ). Data were analyzed using linear regression and ANOVA. Results indicated that metacognition is a good predictor of problem solving ability. Students showed significant differences in problem solving based on grade. There was also a significant difference in metacognition level based on grade. These results imply that metacognitive ability develops with age, such that the higher the grade levels the higher the metacognitive ability. Therefore, understanding the role of metacognition in children’s everyday problem solving may lead to the development of more effective instruction, by teachers, which incorporates metacognitive skills to help children improve in their problem solving skills and overall academic achievement.
PROBLEMS INDUCED BY AMALGAMATION OF PEDAGOGICAL PROGRESSIVISM AND EDUCATIONAL ACCOUNTABILITY: ORAL EXAMS WITH PRIOR PREPARATION TIME IN NORWEGIAN SECONDARY SCHOOLS
Keywords: educational accountability; progressive school philosophy; oral exam; assessment;
The progressive movement in Norwegian education has had the hegemony among civil servants, politicians and major groups of teachers. However, during recent years the assessment system has moved towards increased educational accountability based on performance measures (exams and national tests). At the same time, progressivistic inspired assessment has remained: oral exams with prior preparation time. The pupils are typically given the topics 48 hours in advance and have the opportunity to prepare at home or at school. They may take the exam individually or in groups. The teacher, who also asks the questions during the exam, defines the topics. The grades are assigned by an external evaluator, but the subject teacher should also take part in the assessment. This amalgamation of pedagogical progressivism and educational accountability induces major challenges in education.
Financial literacy is very important because only financially literate individuals are able to identify the pitfalls of money management. The objectives of the study were to observe how children perceive the role of money in everyday life based on their opinions about possessing money, money management and certain dilemmas about different possibilities to earn money. Expert writings reveal that many parents frequently act as bad role models, because they themselves tend to be poorly informed about their own personal financial issues and choices. Therefore, the best way to start teaching young people about basic economic and financial facts and skills is to incorporate these issues into classroom lectures. The following article features the analysis of a study in which 206 primary school pupils have taken part. Allowance was provided to 130 pupils, which agree, that because they have allowance, are better money manager. The majority of the pupils surveyed were of the opinion that they would be able to manage their finances even better if their parents would talk to them about money more often, and if the parents would also invest more time to convey a better perception of the value of money and things to them. The greatest amount of influence on the pupils’ ability to manage money comes from their parents. School, in the form of an educational institution, also bears a substantial amount of influence concerning this particular matter. The Slovenian education system gives not enough attention to vital issues such as money management and consumer protection. This study can be useful information for teacher about critical point in children money management.
KNOWLEDGE GENERATION IN EDUCATIONAL RESEARCH: CASE OF SOUTH AFRICA UNIVERSITIES
Author(s): Liile L. Lekena,Anass Bayaga / Language(s): English
/ Issue: 1/2011
Keywords: educational research; knowledge generation; postgraduate research; South Africa;
The objective of this study was to investigate forms of knowledge generation in educational research in South Africa in the periods 1995-1999 & 2000-2004. The study was a quantitative by approach. Data from the universities in Gauteng region (South Africa) was extracted from 2340 bound theses database. The results revealed that there are twelve sectors (forms) that have been identified for knowledge generation in educational research.
ASSESSMENT OF PARTICIPATION OR MUSICALITY: PILOT STUDY AMONG ESTONIAN MUSIC TEACHERS
Author(s): Marit Mõistlik,Tiina Selke / Language(s): English
/ Issue: 1/2011
Keywords: assessment; classroom activities; music lesson; music teacher; notion of musicality;
The purpose of this study was to analyse what Estonian music teachers assess in music lesson and to what extent is it connected with their notion of musicality. A questionnaire was used to collect the data, which was compiled by the authors of the current study, the results of which were quantitatively analysed. Altogether 61 music teachers from all over Estonia participated in the study. It was found that music teachers primarily consider characteristics of musicality: sense of rhythm, ability to sing, and other traditional musical skills and their development. In addition, creativity is highly appreciated, but treated more like a slogan and in fact teachers do not know what they are assessing under the banner of creativity. It is also important to notice that music teachers assess visible musical activities as output giving evidence of musicality (“I assess what I see”). That means that receptive musical activities (i.e. listening to music) and general responsiveness to music are left aside when assessing pupils’ musicality. The current study proved the necessity to understand musicality more widely in socio-cultural context than solely musical skills and highlighted the need for harmonising the assessment criteria and notions among teachers.
FIGHTING FOR PEACE IN THE SOUTH AFRICAN CLASSROOM: PEACE EDUCATION THE MISSING LINK?
Author(s): Vuyisile Msila / Language(s): English
/ Issue: 1/2011
Keywords: peace; peace education; human rights; Ubuntu;
The post-apartheid education in South Africa is based on the Constitution of the Republic (Act 108 of 1996). Among its aims are to heal the divisions of the past and improve the life of all citizens. The policy is also intent on preparing the learners to live in a free non-racial and democratic country. This curriculum is ideal; with learner-centred approaches, learners are expected to act in the interests of a society that respects human dignity and morality. Schools are seen as institutions that could instill the democratic ideals in a country that is still trying to address the past ills left behind by the apartheid damage. However, years after the attainment of the democratic society, there are a number of challenges that schools face: drug abuse, sexual violence and hate crimes are among these. Recently, South African children have witnessed widespread xenophobia meted by society against black African foreign nationals.This article explores Peace Education, an aspect that the current system is hardly emphasizing. Effective Peace Education goes beyond building peaceful citizen; it yearns to develop citizens that can enhance democracy and social justice. There is a need to create proactive citizens who will be creative peace soldiers, who manage conflicts effectively, showing respect for fellow human beings. Teachers and schools can play a vital role in the creation of these future citizens. Some critics perceive Peace Education as a contentious and value-laden approach; however, the society needs strategies to act against the threat of violence that has brought the culture of learning and teaching almost to a standstill in many schools.
Kenya has undertaken several educational reforms since independence in 1963. Several committees, commissions and task forces have been set up over the years with the mandate to make suitable recommendations on how to overcome the ever rising challenges facing the Kenyan education. The necessary legal and policy guidelines have also been prepared to guide the administration, management and governance of education, in line with the country’s educational philosophy. The latest educational reform of 2005 was geared towards decentralization of education. For this paper, decentralization is limited to the transfer of decision-making authority to stakeholders at the secondary school level. This paper therefore gives a brief history of educational reforms in Kenya, discusses the challenges facing the Kenyan education, the concept of decentralization and the limitations of secondary schools to promoting it. Lastly, it makes recommendations on what should be done for secondary schools to fully embrace the concept of decentralization in Kenya.
It is believe that Knowledge is power and if literacy has to do with knowledge, then to be illiterate means one lacks power. Since most women lack reading and writing skills in this area, they are powerless when it comes to accessing written information, and this could make them vulnerable to the spread of HIV/AIDS. In this study, the findings supported the literature that women’s vulnerability is strongly influenced and tied to illiteracy. Women’s vulnerability to HIV/AIDS is real and needs to be addressed for there to be any positive progress in the fight against HIV/AIDS. If HIV vulnerability (illiteracy) is not acknowledged and fought, women will continue to succumb to the disease overwhelmingly and Igueben will eventually disintegrate as it will be full of sick people intensifying underdevelopment. This study sought to explore the relationship between illiteracy and the spread of HIV/AIDS infection among rural women. Fifteen (15) illiterate women were purposively selected from the area to participate in this explorative study. The research approach was qualitative. The research was undertaken within an interpretavist framework in the sense that it is a communal process, informed by participating illiterate women, and sensitive to the role of context (Alvermann, D.E., & Mallozzi, C.A. 2010). The design type used in this study is a case study. Data was collected by means of interviews. The interview schedule consists of 10 open-ended questions focusing on various aspects of their views on how illiteracy contributes to their vulnerability of HIV/AIDS. The interview was tape recorded and transcribed verbatim, and the analysis was done by means of constant comparative method (Merriam 1998).
PROBLEMS AND PROSPECTIVES IN DISTANCE EDUCATION IN INDIA IN THE 21st CENTURY
Author(s): Sadhasivam Panchabakesan / Language(s): English
/ Issue: 1/2011
Keywords: distance education; definition and types; technology; problems and prospective;
This research paper attempts to introduce the problems and prospective in Distance Education System in India. This paper begins with the definition of distance learning and then proceeds to tell about the types of distance learning. It discusses and analyses the synchronous and asynchronous of distance education delivery system and emphasizes that the asynchronous method is more flexible than synchronous instruction. It also emphasizes that the instructional design, technology and support are the elements which are of paramount importance to any successful distance education program. The history of distance learning narrates the development of distance learning and discusses how it found an alternative method to the then existing effective system which brought the students together to one place and one time to learn from one of the masters. It reveals how the pioneers of distance education used the best technology of their days to open educational opportunities to people who were unable to attend the regular conventional institutions. It also lists and discusses the problems such as lack of student’s co-ordination, conducting examinations, publishing results and other related problems. Further, it attempts to converse on the origin, salient features, and the technologies used in distance education in India. It also brings out the four themes of distance education system and their prospective. Finally, it summarizes and suggests solutions for the problems faced in distance education and also widens the scope of any researcher to further research on the problems and prospective in distance education and to improve the values in distance education system of learning in India.
Referring to the cases of (sexual) abuse and violence in pedagogical institutions recently discussed in Germany and Austria, this article questions the interrelation between concepts of ‘education’ and abuse of power and authority – not only in pre-reform periods, but also “behind the back and in the clothes of reform” (DGfE, 2010). Contrary to renewed reform suggestions, I intend to show that revisiting historical concepts proposes alternative modes of education. Aesthetic education, in particular, is highly potential in the current debate. Using historical, qualitative/hermeneutical text-analysis, I study A. G. Baumgarten’s Aesthetica (1750), which uncovers the fundamental connection of pedagogy and aesthetics, and J. Fr. Herbart’s paper On the Aesthetic Revelation of the World as Education’s Main Concern (1804), which shows the practical value of aesthetic thinking in education: even in moral education, educator and pupil are not immediately or directly correlated but their relationship is mediated by subjects and matters. Furthermore, an aesthetic approach to education draws the main attention to spaces which provide opportunities for development, not to restricting discipline. Aesthetic experience moreover supports sensuality and therefore productively breaks with taboos in an intellectually orientated pedagogical system. All three points are crucial to current and future public and professional debates.
IMPORTANCE OF VOCABULARY TEACHING TO ADVANCED FOREIGN LANGUAGE STUDENTS IN IMPROVING READING COMPREHENSION
Author(s): Kozeta Hyso,Elida Tabaku / Language(s): English
/ Issue: 1/2011
Keywords: context clues; reading comprehension; vocabulary knowledge; vocabulary learning and teaching; vocabulary learning strategies; word parts;
Vocabulary is important for understanding difficult reading materials. English vocabulary teaching at higher reading levels should involve direct teaching and context-based approaches. Many studies have stated the need for a systematic and principled approach to vocabulary teaching and learning , as word knowledge is essential to reading comprehension not only at elementary levels of reading but also to reading and comprehending the texts students read at university. This research was conducted with 80 first year students studying English as their major in the University of Vlora and University of Tirana, Albania.The aim of this research is to give an overview of the beliefs the students have about vocabulary learning, its direct teaching, its importance in university studies and of the vocabulary learning strategies used by them. It also highlights some of the effective strategies used by first-year university students. Teaching and applying a wide range of vocabulary learning strategies will help university students be aware of the importance of vocabulary learning and enrich their own vocabulary. Teaching independent word-learning strategies, including the use of context clues, the use of word parts, and efficient use of the dictionary is useful even for advanced English university students. The conclusions reached are that direct teaching of vocabulary in university context is important and leads to better text comprehension.
Academic performance is a function of many interrelated variables including inherent study efforts, modes of teaching school environment and family related factors. Academically talented students are often expected to perform and maintain high academic standards. However, students may sometimes be made under achievers. This study specifically assessed academic performance of the academically talented students their attitudes towards teachers and effects of attitude on their performance. The three variables were discriminated further on the basis of gender, school type and age. The main factor affecting talented student’s performance was also determined. Results indicated that most of academically talented students had positive attitudes towards teachers, which significantly (P < 0.05) influenced their academic performance. It was revealed that gender, age and type of school had significant influence on the student’s attitudes which ultimately influence their overall academic performance. Student’s attitudes were found to be a function of 14 variables which were categorized into student - teacher relationships student’s academic inputs, group discussion and student workload. It has now been revealed that academic performance is related to student’s attitudes towards their teachers. It is recommended that schools should dedicate part of their investment on inculcating and fostering positive student attitudes through routine and regular legislation of guidance and counseling and providing an enabling environment for their academically talented students.
THE EFFECT OF LEARNING STYLE PREFERENCE ON COURSE ACHIEVEMENT AMONG PRESERVICE ENGLISH TEACHERS
Author(s): Şevki Kömür / Language(s): English
/ Issue: 1/2011
Keywords: English Language Teacher (ELT); learning style preferences; Second Language Acquisition (SLA); student teachers; teacher education;
The purpose of this research is to explore the effect of preservice English teachers’ preferred learning styles and reading strategies on course achievement and other course-related studies. The participants were 28 second-year student teachers from the English Language Teacher (ELT) Education department at Mugla University in Turkey, who were taking the core course Language Acquisition in the spring 2009-2010 academic year. During the course, student teachers were asked to independently read a chapter on Second Language Acquisition (SLA) theories from The Principles of Language learning and teaching by H. D. Brown (2000), develop a poster reflecting those theories, and complete an open-ended questionnaire which aimed to explore their learning style and reading strategy preferences. Students were also informed that this chapter would be covered in the final exam. The data used in the study were student teachers’ preferred learning styles, reading strategies, posters and test results. Using the scores from the final exam, 14 students from higher scoring group and 14 students from lower scoring group were chosen for the study. Each group represented 25% of the total test-taking population. Preferred learning styles and reading strategies were qualitatively analyzed. The results showed that student teachers from both groups preferred more or less the same learning styles and reading strategies. Of note, however, was that the students from the lower score group preferred additional reading strategies that appeared to positively affect part of their test results. It was concluded that learning-strategy awareness and training activities can have a constructive impact on ELT course achievement.
Author(s): Mare Leino / Language(s): English
/ Issue: 1/2011
Keywords: general education; learning and behavioural difficulties; rules;
The purpose of this research was to question the concept of a ‘child friendly’ school, which sounds democratic, but is an unclear term. The problem is that with 45-minute lessons and 30 pupils in the classroom (as is often the case in Estonian schools), it is not possible to focus on each child. In 2005, a new basic school was opened in the countryside in the middle of Estonia – for only 24 students (some of them were children with learning and/or behavioural difficulties). The method of research was educational ethnography. Result: the strict rules sometimes seem bad, but life is safer with them. It was interesting to recognize the importance of routines from ordinary (‘old fashion’) schools. Children with learning and/or behavioural difficulties need even more discipline than others, because this can be one part of the therapy. Education for sustainable development must not always be ‘child friendly’.
SELF ASSESSMENT CRITERIA OF INTEGRATED FOREIGN LANGUAGE ACQUISITION
Author(s): Diāna Liepa / Language(s): English
/ Issue: 1/2011
Keywords: higher education; integrated foreign language acquisition; self assessment;
Tendencies in the labour market are indicative of the fact that foreign language mastery and its professional usage are indispensable, which manifests itself in different levels of particular language skills (listening, reading, taking part in conversations, monologue, and writing). Aim of the study - to provide criteria, levels and indicators of the self-assessment of foreign language proficiency. In the study, the author analyses theoretical sources and research data. Using statistical methods the results were analyzed on the basis of the examination of the interplay of data by means of the quantitative statistical program SPSS 17, 0 (Statistical package for Social Sciences). In the present research a personalized approach to the assessment of language proficiency level has been adopted. The language proficiency level of each language learner is assessed separately without the juxtaposition of different language learners. To broaden students' experience the self-assessment criteria of language learners' language proficiency established pursuant to the language proficiency levels of European Framework of Reference can be applied. It can be concluded that majority of language learners admit the necessity to perfect the level of language because they encounter difficulties to use oral and written communication in their professional field.
This research investigated forty, ten to twelve year students in their final two years of primary schooling. It investigated their capacities to develop the cognitive competencies of executive function. The framework used was the Multiple Intelligences perspective of executive function. The findings discussed are those pertaining to the students’ development of the component of executive function known as flexible thinking. Investigated as part of a larger action research study which was implemented in three classrooms over a six month period, the findings in this domain demonstrated considerable improvement from the skills recorded as part of the baseline data. The baseline data had indicated that none of the students were able to demonstrate the cognitive capacities of flexible thinking. The results are significant in that they can be directly related to changes in pedagogical practice. The findings are significant also for the three participating teachers as they serve to highlight the challenges they faced. They are indicative of challenges that may be faced by other teachers as they seek to implement intervention programs effectively and to question some of the pedagogical strategies and beliefs with which they had formerly engaged confidently.
“Belem Frameworks of Action” the main document launched at the Brazilian Belem City Adult Education Conference, CONFINTEA VI, declared Adult Education’s priority importance and urge all World Authorities to follow CONTINTEA’s Resolutions (Brazil, May 2009). “It is time to act, because no acting costs a lot” – stated the Final Resolution, ratified by the representatives of 156 countries and Georgia among them (CONFINTEA V, Final Report, 2009). The content, management and delivery of adult education and the accessibility of learning opportunities for adults need improvements and new studies to be involved. This study reports data gathered from schoolteachers about their perceptions of the compatibility of the certification training (Georgia, 2010) with principles of adult learning and the identification of the learning motivation, level and sources of satisfaction and dissatisfaction held for this training by the teachers. This study was carried out to reveal the causal effect of adult education principles on the attitudes of schoolteachers towards preparatory training for certification tests and the interaction quality between the adult learning and the transform of the pedagogical beliefs and practices of Georgian schoolteachers in transition period.
THE CONCEPT OF SYSTEM RELATED STRESS REDUCTION (SYSRED) IN EDUCATIONAL FIELDS
Author(s): Marcus Stueck / Language(s): English
/ Issue: 1/2011
Keywords: stress; stress and teacher; stress coping in school;
Existing analysis about teachers’ and student´s experience of stress, related health risk factors, and consequences for the profession represent the basis of this integrated stress-management concept designed for educational fields, e.g. schools. It has been developed by the author of this article since 1994. The SYSRED-Concept (SYStemrelated Stress REDuction) follows three level of stress management, which are used integratively with both teachers and children. First (Level of children), it offers strategies for stress preventive work with children (e.g. EMYK: training of relaxation with elements of yoga for children). Secondly (Level of adults), courses for stress-management for teachers were developed and evaluated (e.g. STRAIMY: Stress-management training with elements of yoga; BIODANZA: dance and motion oriented psychological intervention method for stress-management). Finally, seminars for the broadening of teachers’ pedagogic-psychological competences are carried out (e.g. employment of relaxation methods in class; method-training seminars for the reduction of exam anxieties and for a better handling of behavioural disorders and discipline problems). Thirdly (level of conditions), the conditions which cause stress are analyzed and changed. Within the framework of accompanying evaluations we examined around 600 subjects with regard to the short and long term effects of the measures taken concerning personnel development and intervention on certain psychological, psycho-social, and immunological parameters. We were able to prove the stress reducing effects of the trainings methods for both students and teachers as well as the improvement of the teachers’ pedagogical-psychological competences caused by participating in the training seminars. Until now we were sucessfully working with 1000 teachers and pupils applying the components of the SYSRED-Concept. This article further explains an Masterplan to secure the Balance between Intuitive-emotional vs. Rationbal Education. This Plan helps to get an overview where the stressreduction methods from SYSRED are integrated. Within it, it is discussed the role of the Body-Orientation, Stressreduction, Empathy and ability to Love in educational fields as human basic behaviour in educational fields, which has to be developed within the Education of the 21st century.
AESOP’S FABLES REVISITED: VOLUNTEERING THROUGH INFORMAL LIFELONG LEARNING
Author(s): Maria Theodosopoulou,Vana Papalois / Language(s): English
/ Issue: 1/2011
Keywords: cultural catalysts; idiolect definition; informal learning; life skills; volunteering;
Volunteering is an expression of active citizenship, which occurs in many sectors. It is a value which should be developed from an early age through formal and informal learning. Nevertheless, not enough emphasis is given to it in educational institutes, and it is a value mostly ‘learned by example’. The European Commission has designated 2011 as European Year of Volunteering aiming to raise awareness of its significance and encourage the development of facilitating environments. Teaching of volunteering can start from an early age using short stories, easily understood by children. Aesop’s fables have been educating generations since antiquity. The directedness of the stories, the presentation of difficult and complex situations in allegoric way, the demonstration of thoughts, feelings and decision choices, actions and consequences grasp the interest of the reader and offer food for thoughts for a series of life lessons. Three of these fables are analysed by using the idiolectic definition (ID) tool. It is an alternative qualitative tool, which can be used in interdisciplinary research, for analysis of texts. Pinpointing key points of the tales can be used as a basis for highlighting to young people fundamental concepts and as a starting point for dialogue and reflection.
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