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The results of the implementation of formative assessment into chemistry education at secondary school for the topic “Mixtures” are presented here. Students (12-14 years old, N=202) were divided into two groups – control (N=97) and experimental (N=105). Teachers of experimental group implemented formative assessment tools into ten lessons (a predictive card, Frayer model, self-assessment card, T-card, concept map, and exit card). Control group teachers taught without formative assessment. The Mann-Whitney U test confirmed statistically significant results (p<.05).
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The purpose of this research was to gain an understanding of pre-service chemistry teachers’ beliefs about argumentation and argumentative practice in the context of school after they have participated in intentional argumentation training. A month after completing their training, the researchers conducted interviews with them and analyzed the responses using the content analysis method in which there are a de-contextualisation, re-contextualisation, categorization, and compilation of information. The results show that pre-service chemistry teachers´ beliefs about argumentative practice are in line with the literature of the area.
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The purpose of this research was to know what the effect of the use of multiple representations (MR) was in the development of the students' cognitive structures. This research was conducted in three Grade 12 classes, in a total of 68 students. A Word Association Test (WAT) was used as data collection instrument. The results from WAT show that students’ cognitive structures progressed from pre-test to pos-test, with an increase in the number of response words and connections between words.
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In Latvia, a new curriculum is introduced to provide the opportunity to acquire skills in multidisciplinary context. To achieve that, schools need to implement projects. In this paper, one example of a multidisciplinary project where fieldwork is involved is described. The aim of the research was to create support materials for teachers and students based on practice to experience multidisciplinary fieldwork to develop competencies. In the end, thirteen different support materials for teachers and students were piloted.
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The research was focused on the teacher’s opinions about the key and critical points of the lower secondary chemistry curriculum in the Czech Republic. Through the interviews with 40 chemistry teachers from four Czech regions was gained information about what teachers named as critical topics and what as key topics in early chemistry school contents. Some problems were identified mainly with cognition overload of learners and the necessity to realize stronger connections to everyday life and forming science literacy.
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This work is formed as a set of thematic mind maps for presentation during authors’ speech and further discussion during symposium BalticSTE2019. Selected mind maps are large-scale philosophy and psychology- based maps for general orientation within the complex situations when we are searching for definite solutions of concrete particular problems. All mind maps present visualization of definite thoughts’ arrangement within corresponding structures, what are well-known products of systemic organization of humans’ thinking.
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The education of today more and more encounters the teaching and learning problems of young adults therefore it is topical to find out how to make the teaching/learning of the Millennium generation meaningful. This issue is especially important in STEM education. The survey involved Grade 10-12 students of Latvia, in total 256 students. Spearman’s correlations and Kruskal-Wallis test were used in the data analysis. The obtained results showed that students- millennials as regards the learning of STEM subjects can be described as real-life oriented, digitally educated who want to participate actively in the teaching/learning process and who want to receive the feedback.
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The purpose of this study is to measure the development of students’ conceptual understanding of basic physics concepts at introductory physics courses at the University of Latvia. The authors of the research have translated, tested and verified the Force Concept Inventory and other Concept Inventories in the context of Latvian education system. The results demonstrated a low improvement of physics understanding using present lecturing approach, which suggests the need for an active learning environment and student-centred learning approach in physics courses at University of Latvia. Due to the very small number of physics graduates from physics faculties in Latvia and especially small number of physics teachers, it becomes increasingly important that these students acquire good conceptual understanding of physics.
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This research aimed to understand what physics and chemistry pre-service teachers learn within pedagogical content knowledge in a lesson study with the topic speed of sound, 8th grade. Participants were three pre-service teachers. This was a qualitative and interpretative study. Data were collected from participant observation, individual interviews and individual written reflections. Results showed that the participants developed their pedagogical content knowledge, when they identified the students’ prior knowledge and when they discussed strategies to help students overcome their difficulties.
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It is generally accepted that education in the field of physics is possible only when one has received sufficient grounds for it. But physics is an attempt to understand the world around us. Everything one needs to study physics is an open mind and willingness to learn. It is also commonly thought that preschool-age children have a natural curiosity to figure out how the world functions. They focus not only on people but also on objects which they touch, taste, smell, throw into water, etc. Therefore, physics may be introduced as early as in kindergarten. Experiments in physics conducted together with a preschool group activate all analyzers, facilitate a more complete understanding of curricular contents, allow children to discover answers independently and to formulate conclusions. The research presents theoretical considerations regarding the nature of the class of physics conducted with preschool-age children and examples of practical solutions corresponding to physics-related activities performed in a group of 6-year-olds in the Self-Government Kindergarten at the School Complex in Łomazy.
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The research is focused on the use of experimental calcium cycle in chemistry teaching at the lower secondary school. The cycle is based on four reactions: 1. thermal decomposition of calcium carbonate, 2. reaction of calcium oxide with water, 3. calcium hydroxide with hydrochloric acid, 4. reaction of calcium chloride with sodium carbonate. The calcium cycle was tested at lower secondary schools (and equal classes from comprehensive schools). Despite the difficulty of taking some steps, the cycle was accepted by both teachers and learners.
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Technology and engineering functional literacy should be intentionally developed in the school system – like any other competence, it does not develop spontaneously. For this purpose, a didactic model, the Metacognitive model for developing technology and engineering literacy (McM_T&E), was developed, implemented and evaluated. The results of evaluation show that focusing on technology and engineering literacy in Technology and Engineering classes using the McM_T&E model increases students' technology and engineering functional literacy.
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The book, Amfiteatru Economic - Year XX, describes the process of becoming an academic publication twenty years after the appearance of the first issue. Testimonies of the personalities who founded the Amfiteatru Economic Journal, as well as some of those who contributed along the way to strengthening its prestige, are evoked. The main important moments in the evolution of the Journal are presented. A turning point was the entry of the journal into the mainstream of academic publications internationally with its indexation in 2008 by Thomson Reuters Services in the most comprehensive and prestigious database for academic publications, known today as the Web of Science Core Collection. At the same time, the paper includes statistical analyses and scientometrics illustrating the qualitative progress achieved by the Journal over time. An important role had, in this respect, the responsible performance of all editorial activities, an active online presence through the Journal's website, consistent respect for the mission and declared values. The book also describes the efforts made by the editorial committee to attract recognized scientific personalities and strengthen the Journal's community, including through meetings and collaborations with different other academic communities, as well as through partnerships with international conference organizers. The volume presents an experience rich in useful lessons for all those interested in academic publishing, especially for the collectives that initiate new publications. In the 108-year history of the Academy of Economic Studies, Amfiteatru Economic - Year XX is a unique book, because it is the only book about a journal.
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The book, Amfiteatru Economic - Year XX, describes the process of becoming an academic publication twenty years after the appearance of the first issue. Testimonies of the personalities who founded the Amfiteatru Economic Journal, as well as some of those who contributed along the way to strengthening its prestige, are evoked. The main important moments in the evolution of the Journal are presented. A turning point was the entry of the journal into the mainstream of academic publications internationally with its indexation in 2008 by Thomson Reuters Services in the most comprehensive and prestigious database for academic publications, known today as the Web of Science Core Collection. At the same time, the paper includes statistical analyses and scientometrics illustrating the qualitative progress achieved by the Journal over time. An important role had, in this respect, the responsible performance of all editorial activities, an active online presence through the Journal's website, consistent respect for the mission and declared values. The book also describes the efforts made by the editorial committee to attract recognized scientific personalities and strengthen the Journal's community, including through meetings and collaborations with different other academic communities, as well as through partnerships with international conference organizers. The volume presents an experience rich in useful lessons for all those interested in academic publishing, especially for the collectives that initiate new publications. In the 108-year history of the Academy of Economic Studies, Amfiteatru Economic - Year XX is a unique book, because it is the only book about a journal.
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This report was submitted to the Committee on the Elimination of Discrimination against Women (hereinafter referred to as the Committee) for consideration concerning the eighth periodic report of Belarus on the implementation of the Convention on the Elimination of All Forms of Discrimination against Women (hereinafter the Convention). The report contains selective answers to the questions contained in the List of Problems and Issues prior to the adoption of the eighth periodic report of Belarus. // The report was prepared by the Belarusian Helsinki Committee; by the "Belarusian Documentation Center", by the “Gomel Center for Strategic Litigation”, the “Belarusian House of Human Rights” named after B. Zvozskov, by the “Consultation Center on Current International Practices and Their Implementation in Human Rights Human Constant", the International Association of Lesbians, Gays and Intersexes, Bisexuals, the Initiative Group "Identity and Law", the Educational Institution "Center for Legal Transformation", the Roma-Integration-Initiative together with the Center for Expertise in the Field of Equal Rights, in cooperation with the Helsinki Foundation for Human Rights (Poland). Co-author and editor: Tatiana Glushkova (Memorial Human Rights Center).
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This report sets out the position of civil society organizations on certain provisions of the Convention on the Elimination of All Forms of Racial Discrimination (hereinafter the Convention) which are of primary concern and does not claim to cover all aspects of the country's obligations to eliminate racial discrimination. The report presents both positive aspects of the measures taken by the Republic of Belarus to implement the Convention and negative practices. The report also contains recommendations to the State, which should be taken into account by the Committee in its concluding observations following the consideration of the report of the Republic of Belarus.
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This report was prepared based on the results of the work of experts from the Belarusian Helsinki Committee (Belarus), the FORB Initiative Legal Association (Belarus), and the Human Constant Consulting Center on Current International Practices and Their Implementation in Human Law (Belarus). Center for Expertise in the Field of Equal Rights (Lithuania).
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The often-used term of “hate speech” refers to completely different things: individual discriminatory phrases, pictures on social networks or entire journalistic materials. There are more and more differences of opinion on what to consider a "language of enmity" and how to deal with this phenomenon. // These methodological remarks of Belarusian human rights organizations are intended to acquaint a wide range of interested people with approaches to the "language of hostility" from the point of view of international law, to describe the Belarusian legal context, as well as to share important recommendations and references.
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This concept was developed by experts of the Belarusian Network for Equality and Non-Discrimination, which, in particular, includes: RPOO "Belarusian Helsinki Committee". Human Rights Education Office (Office for the Rights of Persons with Disabilities), Forb Initiative, Initiative Group "Identity and law. The concept is presented for wide discussion by all stakeholders and is aimed at drawing attention to the problem of the lack of comprehensive integrated anti-discrimination legislation in the Republic of Belarus.
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