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THINKING IN TERMS OF VARIABLES: THE CONCEPT OF THE SHADOW

Author(s): Ayse Oguz Unver / Language(s): English Issue: 3/2015

The aim of the research was to explore the ideas prospective science teachers (N=51) had about the variables of object size, shape and light transmission that have an impact on shadow formation, using a scientific activity based on Inquiry-Based Science Education (IBSE). In this qualitative study, the measurement tool comprises 3 questions. The first question examines how the participants define the concept of shadow while the second question focuses on the variables of the size of the object, its shape, and its light transmission. The participants were asked to explain whether these variables would produce a shadow. The last question was devised in the atmosphere of an activities laboratory in which the absorption and reflection properties of light were explored. The NVi10 program was utilized for data analysis. At the end of the research, it was observed that the prospective teachers were not able to define the concept of the shadow in scientific terms and even if they knew the basic variables related to shadow formation, they could not exactly explain new situations when the variables were manipulated.

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CHANGING LANDSCAPE OF RESEARCH TRADITIONS: PARADIGMATIC AND NARRATIVE ORIENTATIONS

Author(s): Dzintra Iliško / Language(s): English Issue: 1/2013

The objective of the research is to elaborate on changing research traditions in one of the institutions in Latvia. The choices of research traditions highlight changes towards more qualitative research traditions: collaborative action research and narrative research methodologies. Action research tradition opens new horizons for the research as an active, open - minded and cooperative research that affirms the importance of experimentation, and emphasizes a continual growth in researchers’ awareness leading to ‘phronesis’. By the qualitative research methodology the authors attempt to explore the role of the researcher, what University researchers view as significant in framing their professional landscape as a result of the use of collaborative action research and other types of qualitative research. The results: Research highlights changes and tensions in researchers’ willingness to accept greater ambiguity, uncertainties, and practice of exercising judgments within the qualitative inquiry tradition and teaching process instead of complete reliance on predetermined rules and procedures. Various tensions between paradigmatic and narrative orientations towards teaching and within teachers’ lives are explored and ultimately seen as contributing in complex and ambiguous ways to researchers’ professional knowledge landscape. The study also highlights the co - existence of both equally legitimate epistemological research traditions – positivism, and costructivism, as an alternative in educational research in Latvia. The evidence gained in this small scale study indicates to the emergence of the qualitative tradition grounded in constructivism.

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DEVELOPING MANAGEABLE INDIVIDUALISED FORMATIVE ASSESSMENT OF TRANSLATOR TRAINEES THROUGH RUBRICS

Author(s): Catherine Way / Language(s): English Issue: 2/2021

For some time now I have implemented a manageable combined assessment approach emphasising competence and decision-making (Way 2008, 2009). To do this, we must be able to monitor trainees’ planning, monitoring, regulating, evaluating, recognition of flawed and successful processes and task variables during their assignments. The question is: How can translator trainers assess such a vast range of complex processes? One possible solution is through rubrics for each trainee project management role and for the final translation. In this proposal we attempt to counterbalance the multiple demands of trainee assessment, whilst also addressing the time constraints on trainers and the opinions of trainees. In our paper we will present the rationale for the rubrics (after the pilot trial February-June 2020), one rubric example, an example of the Support Sheets for trainees and the outline for a platform which, once constructed, will only require periodical updating by trainers.

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THE EFFECTS OF 3D PLASTIC MODELS OF ANIMALS AND CADAVERIC DISSECTION ON STUDENTS’ PERCEPTIONS OF THE INTERNAL ORGANS OF ANIMALS

Author(s): Jana Fančovičová,Pavol Prokop / Language(s): English Issue: 6/2014

The decrease in the method of cadaveric dissection and its replacement with alternative methods has led to discussions about the significance of dissection in biology/anatomy lessons. Certain authors argue that the decline in anatomy knowledge in students is at least partially caused by these factors. An investigation was carried out on the effectiveness of teacher’s demonstrations of cadaveric dissection as opposed to a 3D plastic model on pre-service biology teachers’ ideas concerning what is inside animals. Students were pre-tested on their ideas as to what is inside animals and randomly divided into four treatments (Dissection + Model, Dissection, Model, Model + Dissection). After the treatment, the post-test scores revealed that treatments where both methods were combined resulted in the highest achievement scores, particularly in the case of anatomy of fish. It has been concluded that the combination of cadaver dissection with modern innovative methods is more effective for obtaining anatomy knowledge than the use of only one method. The use of alternative methods should not be in conflict with traditional methods.

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THE PREFERRED MENTORING ATTRIBUTES AND PRACTICES FOR EFFECTIVE SCIENCE TEACHING

Author(s): Durmuş Burak,Ahmet Simsar / Language(s): English Issue: 1/2022

Pre-service teachers encounter many different mentor teachers during the teaching practicum process. While some teachers give sufficient coverage to early childhood science education, some do not. This research aimed to explain effective mentoring attributes and practices of the mentors which preferred by pre-service pre-school teachers during science teaching activities throughout the teaching practice lessons. The study was designed in line with the Q-methodology. The participants of the study were 39 pre-service teachers. Quantitative data were collected with the Q measurement tool developed by the researchers to describe the mentoring attributes and practices in science teaching. In addition, qualitative data were collected and analyzed through an open-ended questionnaire. The results obtained in the study revealed that pre-service pre-school teachers preferred the mentoring attributes and practices, in which they could get support at the point of personal development in science teaching. In addition, it was found that the same pre-service teachers were less likely to prefer the mentor who gave feedback and tried to be a role model while science teaching.

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DEVELOPMENT AND VALIDATION OF AN INSTRUMENT TO MEASURE UPPER-SECONDARY SCHOOL SCIENCE TEACHERS’ PERCEIVED PRACTICAL KNOWLEDGE ABOUT PRACTICAL WORK

Author(s): Bo Chen,Lijun Chen,Xianhua Meng,Minjie Yan,Miaomiao Shen / Language(s): English Issue: 1/2022

Teachers’ practical knowledge is closely related to teaching practice. The purpose of this research was to develop an instrument for assessing upper-secondary school science teachers’ perceived practical knowledge about practical work. The development of this instrument was based on five components in the conceptual framework of PCK about practical work: orientations of practical work, knowledge of curriculum materials in practical work, knowledge of students in practical work, knowledge of educational strategies for practical work, and knowledge of assessment in practical work. After the questionnaire was developed, 636 Chinese upper-secondary school science teachers participated in this research voluntarily. The results from exploratory factor analysis, correlation analysis and confirmatory factor analysis provided sufficient evidence for the construct validity of instrument. The high Cronbach coefficient indicated that the instrument had good internal consistency reliability. Finally, an instrument with six factors and 25 items was documented. The instrument would benefit science teacher educators and researchers.

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Ważki

Author(s): Alicja Walosik,Bartłomiej Zyśk / Language(s): Polish Issue: 2/2019

The odonates are insects whose body is clearly divided into segments – head, thorax, and abdomen. They are most often found near bodies of water, where their larval development may take several years. They have large compound eyes and short antennae on their heads, a massive thorax where the legs and wings are found, and a clearly elongated abdomen. Their membranous wings are densely veined. They are the most skillful fliers among insects, and can hover in one place for long periods of time by rapidly moving their wings. Most odonates have vivid, beautiful coloration, often with a metallic sheen. They have biting-type mouth organs equipped with numerous teeth. They are predators that catch their prey in flight. Mating takes place in flight and is preceded by fighting between males. Odonates undergo incomplete metamorphosis and have larval organs (mask, gills) allowing them to live in water. They are efficient predators. Two groups can be distinguished among the odonates by the size and structure of their wings. Damselflies have both pairs of wings tapering towards the base and are identical. When perched, the wings are folded along the abdomen (sometimes slightly raised). Dragonflies have wings in which the front pair differs in shape from the back pair, which is also broad at the base. The wings remain spread out to the sides when perching.

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MANAGERIAL SNAPSHOTS BASED ON THE OPINIONS OF THE TRAINEES IN THE POST-UNIVERSITY EDUCATION ENVIRONMENT - IMPLICATIONS FOR THE IMPLEMENTATION OF THE AGILE WORKING ENVIRONMENT

Author(s): Dorel Badea,Gabriel Mănescu,Dumitru Iancu,Crenguţa Mihaela Macovei,Gina-Maria Moraru / Language(s): English Issue: 01/2020

The article brings to attention specific aspects of management science, which resulted from the completion of a research based on questionnaire applied in 2019 at the postgraduate level in some higher education institutions in Sibiu. In addition to highlighting the differentiations between the civilian and military management culture, contributions are made to identify implications in the field of implementing agile working environments, a highly debatable managerial concept, at the same time a way of thinking that is gaining ground not only in IT projects area. It is emphasized the importance of carrying out topical studies, in a permanent manner, at institutional level and with a high degree of semantic interoperability between different categories of stakeholders (higher education institutions, educational service providers, business environment, professional organizations, student organizations), representative at national level for decision makers in the public and private fields (including partnerships), at theoretical and practical level, in the area of management. Subsequently, trends for new learning environments are emphasized in the context of redefining the relationship between human and technical resources as the main factor in redesigning organizational performance. The use of the ANOVA method to test the statistically significant differences regarding the concepts subjected to the analysis in this questionnaire, according to the type of postgraduate program that the students follow, highlighted differences regarding: the contribution made in the operations of the organization, their perception of the link between management and the technology of the organization, the perception of failure in an organization, the degree of adherence to the ethical code of the organization they belong to, the intensity in which the subjects use the authoritarian leadership mode.

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CULTURAL DIMENSIONS OF LEARNING - Teachers' cultural skills

Author(s): Marinela Rusu / Language(s): English Issue: 24/2022

Current demographic changes are increasingly raising the issue of appropriate changes in the educational process as well. This paper brings into question a new imperative in current education: the teaching curriculum and educators must find ways to meet the needs of students with a wide range of experiences, skills and interests. Understanding the ways in which cultural specificity influences the educational context, opens the way for better communication between teachers and students. Teachers need to understand not only how culture influences student behavior, but also how it influences their own perceptions and behaviors. Like students, teachers reflect in their classroom attitudes preferences, perceptions, abilities, and expectations that specifically shape their communication. Teachers often question culture, viewing it as a limitation of the student. Students who overcome their culture succeed. Students who do not want to make this adjustment fail. Teachers rarely reflect on their own prejudices or the limitations of their pedagogical practices. Instead of placing full responsibility on students, we propose that teachers, regardless of their cultural heritage, increase their cultural competence so that they can be better prepared to facilitate students' learning. This perspective may seem difficult and threatening, but an honest and careful examination can also be rewarding.

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USE OF ART AND EXPRESSION THROUGH ART AS A WAY TO EDUCATE AND PREPARE YOUNG PEOPLE FOR THE PROFESSIONS OF THE FUTURE

Author(s): Cornelia Brustureanu / Language(s): English Issue: 24/2022

Decision-makers in the field of education have always faced questions about the purpose of school and education. Is education meant to develop intellectual capacity, or does it have the role of developing skills and competences, of preparing the workforce for a constantly changing economy? The current discourse in education focuses on the adoption of standards, but they will matter less in a cyber world, in which, much more important will be the way of using the information. This study includes the role of art in education, focusing on how arts education could provide a way to adapt to this ever-changing environment, more energy, flexibility and confidence. Education for tomorrow does not mean limiting learning only to the assimilation of basic knowledge, through art or any other form of learning, but to how we can invest more closely and more carefully in the role that creativity can and should play in the training and preparation of young people.

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METHODS OF FORMATION OF PERSONAL QUALITIES AND SKILLS OF SOCIAL PEDAGOGUES’ COMMUNICATIVE INTERACTION BY MEANS OF INFORMATION SYSTEM OF PIECE OF ART

Author(s): Galina Lokareva,Olena Vasylchenko / Language(s): English Issue: 24/2022

The issue of communicative interaction of future social pedagogues is one of the crucial problems of higher education as it is the basic condition for effective realization of their professional activity in the social sphere. The aim of the article is to describe the methods of using a piece of art with its information content in order to form future social pedagogues’ personal qualities and skills of their communication. This subject was on the focus in the second half of the last century and then the scientific interest in the problem almost disappeared. But it has been proposed in the article that information system of art can be used as a means of forming communication skills by developing students' abilities to solve psychological problems of the client and their own ones through the analysis and forecasting of complex social and psychological situations depicted in the works. Artistic and aesthetic information is presented in the pocess of future specialists’ training as didactic material to develop the skills of active listening and abilities to penetrate into client’s inner world, stimulate his/her emotional state through certain types of information in the piece of art. This methodology was implemented in the educational process of Zaporizhzhya National University and its content and results have been presented in the article.

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THE USE OF FEEDBACK BY STUDENTS - PRACTICAL IMPLICATIONS FOR THE FUTURE LEARNING PROCESSES

Author(s): Laura Pons,Elena Cano,Laia ALGUACIL,Nicoleta Duţă / Language(s): English Issue: 01/2020

This paper presents a peer to peer assessment experience. It is an experience with 59 students of the subject named "Educational System & School Organisation" of the Primary Education Bachelor's Degree at the University of Barcelona. In the last years a change in feedback paradigm has been stated. The feedback is understood not only as the information is given but as the actions are taken accordingly. That is, the focus has gone from being in the agent that gives the feedback to being in the agent that receives the feedback. It is about making sense of the information that the student receives and raising concrete changes in his/her future learning processes. From this perspective, the carried-out research analyses the actions done by students as a response to the received peer feedback. Two questions were thrown: (a) What do I have to do considering my peer's comments? (specific actions) and (b) Which changes have I integrated into the next delivery? How have I done it? The main results indicate that students do not propose any action derived from positive comments. Only critical comments lead to changes. In many cases the changes refer to formal aspects (33%) but are also related to the revision of the content (22%) and the extension of the content (24%) and the revision of the processes (17%) or their expansion (31%). The analysis of this experience evidence prior training is needed to involve students in the assessment process, and if so, what content should be included.a

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PARTICULARITIES OF TEACHER-STUDENT INTERACTION FROM THE PERSPECTIVE OF LEARNING ENVIRONMENTS

Author(s): Letitia Trif / Language(s): English Issue: 01/2020

The contemporary society being an educational society, points out a number of aspects that require the elaboration of the educational policy directions and the reconfiguration of the educational paradigms, at the macro and micro level, starting from elements such as: the high degree of abstraction of some knowledge products; restructuring of the values system promoted by the society; accelerating the dynamics, the pace of changes; scientific, technical, cultura etc., general; the mobility of social life, the need to change tasks, roles and statuses, professions; the evolution of the labor market. Thus, contemporary education systems underline the role of "the teacher who is a facilitator of learning, a student among students, a person who sees learning through the eyes of students." (John Hattie, 2014) In this context, we propose an analysis of identifying the particularities of teacher-student interaction from the perspective of learning environments.

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THE COMPARISON OF THE RESULTS OF THE CORRESPONDENCE AND THE FULL-TIME TRAINING

Author(s): József UDVAROS,Ákos GUBÁN / Language(s): English Issue: 01/2020

Based on statistics members of the correspondence training are mostly people who are working, so in most cases this decision for them is forced. The least of them choose this because of personal reasons (for example: unfinished full-time trainings, individual researches, living far away from school, etc.). Nowadays most of the universities offer classic full time-training as well as correspondence trainings. There is no difference between the diploma earned with full-time training and correspondence training. Compared to the full-time training there are less members of the correspondence training, so the lecturers can attend to somebody more individually. Most universities require from students in correspondence training to complete internships where they gain experience. Based on their experience, they prepare their diploma work. It often happens that correspondence training provides less valuable education than full-time education. However, this is already denied by the trainers, and employers do not raise this issue. Both type of trainings has valuable people with different benefits. Correspondents usually stand out for their purposefulness and life experience, which makes them unique not only at university but also later in the workplace. Because contact hours are on Friday afternoons and weekends, they are usually blocked.

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ORPHANHOOD EFFECT ON PRIMARY SCHOOL PUPILS’ INTERPERSONAL RELATIONSHIPS IN KENYA

Author(s): Beatrice M. Mburugu,Micah C. Chepchieng,Teresa C. Kattam / Language(s): English Issue: 1/2012

In Kenya, orphanhood has risen and affected many children among them primary school pupils. A parent’s death may affect children’s psychological well being. There is a close coherence between children’s psychological well-beings and their interpersonal relationships. Children who have poor psychological well-being are likely to be withdrawn, experience low self-esteem and have poor adaptations to human functioning and life experiences. These conditions affect their relations with others hence become deviants. A literature gap exists in Kenya on orphanhood’s effect children’s relations with other pupils thus motivating the authors to come up with such a study. Thus, the objective of the study was to establish the influence of orphanhood on pupils’ interpersonal relationships in public primary schools by comparing the mean scores in pupils’ interpersonal relationships between the orphaned and the non-orphaned pupils. Also, establish whether gender differences exist in interpersonal relationships between the orphaned pupils. Causal-Comparative research design was considered appropriate for the study because of the comparison of groups. A sample of 110 pupils (55 orphaned and 55 non-orphaned) drawn from 10 primary schools was involved in the study. The pupils were drawn from primary classes 6 and 7. The sample was selected by using purposive and stratified random sampling procedures. A questionnaire was used to collect data which was analyzed by use of independent sample t-test. The study established that orphanhood has a significant effect on interpersonal relationships among pupils in primary schools in Kenya. It was also established that significant gender differences exist in the effect that orphanhood exert on pupils; with boys being more affected than the girls. From the findings, it is evident that absence of parents negatively affect the interpersonal skills of children particularly the boy-child. Such children need counseling interventions to counter these effects. It is therefore recommended that school counselors, teachers and school administrators in Kenya should assist orphaned pupils cope with the loss of their parents by offering psychological and social support to them. This is because the poor interpersonal relationships of orphaned pupils may affect various aspects of their lives that include academics and discipline among others.

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COMPARING LEARNING PROCESS IN THE FIELD OF ENTREPRENEURSHIP EDUCATION: TARGET GROUPS REVISING LIFELONG EXPERIENCE IN TEACHING PROCESS

Author(s): Mervi Raudsaar,Merike Kaseorg / Language(s): English Issue: 1/2012

This article presents the results of a pilot research how the entrepreneurship is perceived by the participants of entrepreneurship courses. Also we have researched their previous (entrepreneurial) background and its relevance on enabling market entrance. We had two target groups: self financed students of Open University and participants in entrepreneurship course financed by European Social Foundation. Lifelong learning is a socio-personal process as we associate our thoughts and actions to our earlier experiences but on the same time revising that experience. The aim of this article is to explore how to teach entrepreneurship in lifelong learning process and to explore it in participants’ perspective. In empirical part authors used questionnaire with 77 statements with persons being admitted to some entrepreneurship courses. The respondents were asked to express their opinion on a five-point Likert scale. The data has been discussed in the context of the related literature. We discuss what learning methods are most effective - to learn about, for or through/within entrepreneurship (Hyrsky & Kyrö, 2005; Gibb, 1999; Hytti & O’Corman, 2004, Rae, 2004).

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REPERTORY GRID ANALYSIS AND CONCEPT MAPPING: PROBLEMS AND ISSUES

Author(s): Thomas McCloughlin,Philip S. C. Matthews / Language(s): English Issue: 1/2012

'Repertory grid analysis' was used as a way of constructing representations of learners conceptions of living things; and finding a common structure or understanding; this was described in previous work. 'Concept mapping' has been stated as an appropriate assessment procedure in science curricula in a number of countries. Previous relevant published work describing the benefits of 'concept mapping' as a learning, teaching, and assessing tool is large. However, the existence of a large literature is not justification in itself, and in this work we provide a critique of the current literature. Problems with 'concept mapping' are simply ignored. However, it is thought that 'repertory grid analysis' does overcome some of the recognized problems of 'concept mapping' such as: i) comparison of concept maps between students or between students and educators: in repertory grid this becomes not only possible but a reliable method - this has proven to be one of the more problematic areas in traditional 'concept mapping'; ii) quantification of concept mapping - integer scoring of whole concept maps in 'repertory grid analysis' is eliminated since the arranged structure of the graph produced holds significance for the conceptual structure. More research needs to be done in repertory grid analysis and its implications and applications in curricular research have yet to be fully explored.

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WHO STRIVES AND WHO GIVES UP? THE ROLE OF SOCIAL COMPARISON DISTANCE AND ACHIEVEMENT GOALS ON STUDENTS’ LEARNING INVESTMENT

Author(s): Aneta Mechi,Margarita Sanchez-Mazas / Language(s): English Issue: 1/2012

The current survey tests the effects of social comparison distance on investment in learning. The social comparison is known to have two directions: upward and downward. It is hypothesized that, apart from these two directions, there are two distances: moderate and extreme. These distances are supposed to have an impact on the learning investment (when students will strive) or the disinvestment (when they will not make a great effort). Globally, students seem to put more effort in the case of moderate-distance conditions than in the case of extreme-distance conditions. However, the effect of distance is different according to the achievement goals reported by participants (interaction between comparison distance and achievement goals): the participants with performance goals strive more in the moderate-distance condition, whereas those with mastery goals seem to put a quite stable effort regardless of the distance. Implications in educational settings are discussed.

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Partnership of Parents of Children who Need Additional Support in Learning and Preschool Teachers in Preschool Institutions from the Perspective of the Integrated Approach to Learning

Author(s): Biljana Jeremić,Živorad Milenović,Jelena S. Petrović,Zagorka Markov / Language(s): English Issue: 1/2022

This research focuses on the collaboration between preschool teachers and parents of children who need additional support in learning in kindergarten through the prism of the integrated approach to learning. The research was based on a general assumption that the success of the cooperation between preschool teachers and parents of children who need additional support in learning is inconsistent and with varying efficacy. The research was conducted in the 2019/2020 school year, on a sample group of 52 preschool teachers. The data collected by the Scaler Family involvement questionnaire (alfa = .086) were analysed using descriptive statistics that showed that there are significant differences in preschool teachers’ assessment of mutual information sharing and activities of parents within the family, while there are none regarding parents’ participation in kindergarten activities. The results of the research are presented in the form of the conclusion, with pedagogical implications provided alongside.

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Criterion-Based Review of Teachers’ Classroom Performance in The Philippine School in Dubai: Administrators’ Perception vs. Teachers’ Self-Review

Author(s): Arturo Basbas,Buenaventurada D. Libot / Language(s): English Issue: 1/2022

Many Philippine schools overseas encounter unyielding challenges, with the irresistible majority of teachers getting outstanding ratings, making it challenging to classify which teachers are genuinely exceptional. In specific instances, the evaluation of teachers’ classroom performance validates the organizational policies of classroom management. Otherwise, the effect of poor classroom performance is immense, predominantly on the part of students. It is because of this motivation that the authors utilized a quantitative research design to examine the level of teachers’ classroom performance using the criterion-based review model on various criteria. The measure is based on weighing the perspectives of purposely selected school administrators and teachers at The Philippine School in Dubai. This paper also explored the significant relationship between the teachers’ profile and classroom performance, and the difference between the perspectives of school administrators and teachers’ self-review to facilitate and impede meaningful performance review. The results adhere to continuing practices that will increase knowledge, enable impactful learning, develop critical thinking skills, improve problem-solving ability, and equip teachers with pedagogical competence. The findings revealed that both school administrators and teachers shared realistic feedback about teachers’ classroom performance.

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