Pub Date : 2024-06-13DOI: 10.15503/jecs2024.1.41.55
Sanita Litiņa, Z. Rubene
Thesis. In today's education scene, the incorporation of digital technology in schools has brought about a significant change beyond conventional limits, promoting a new cultural mindset known as the digital school culture. The development of “digital school culture” is one of the most prominent examples of the fusion of digital culture and school culture. The convergence of digital culture and scientific competence is becoming more evident, encompassing not only the comprehension of scientific knowledge but also the ability to adapt to swiftly evolving technologies, employ creative thinking, solve problems, make informed decisions, and apply scientific reasoning to real-world scenarios. This scoping review aims to understand the impact of digital school culture on students' scientific literacy and science educational outcomes. Concept. Digital school culture is the integration of digital technologies and educational practices in schools, involving the attitudes, behaviour, and practices of educators, students, and administrators. The key elements of digital school culture include strategy and leadership, educator preparedness, school preparedness, technological responsiveness, and digital pedagogy. Results and conclusion. This scoping review critically examines 10 studies published between 2009 and 2022, with a primary focus on components of digital school culture in science education. The review reveals that digital learning systems, digital environments to support student learning, digital technologies and tools, a digital curriculum, and pedagogical practices involving digital technology significantly improve scientific literacy.
{"title":"The Effect of Digital School Culture on Science Education and Scientific Literacy: A Scoping Review","authors":"Sanita Litiņa, Z. Rubene","doi":"10.15503/jecs2024.1.41.55","DOIUrl":"https://doi.org/10.15503/jecs2024.1.41.55","url":null,"abstract":"Thesis. In today's education scene, the incorporation of digital technology in schools has brought about a significant change beyond conventional limits, promoting a new cultural mindset known as the digital school culture. The development of “digital school culture” is one of the most prominent examples of the fusion of digital culture and school culture. The convergence of digital culture and scientific competence is becoming more evident, encompassing not only the comprehension of scientific knowledge but also the ability to adapt to swiftly evolving technologies, employ creative thinking, solve problems, make informed decisions, and apply scientific reasoning to real-world scenarios. This scoping review aims to understand the impact of digital school culture on students' scientific literacy and science educational outcomes.\u0000Concept. Digital school culture is the integration of digital technologies and educational practices in schools, involving the attitudes, behaviour, and practices of educators, students, and administrators. The key elements of digital school culture include strategy and leadership, educator preparedness, school preparedness, technological responsiveness, and digital pedagogy.\u0000Results and conclusion. This scoping review critically examines 10 studies published between 2009 and 2022, with a primary focus on components of digital school culture in science education. The review reveals that digital learning systems, digital environments to support student learning, digital technologies and tools, a digital curriculum, and pedagogical practices involving digital technology significantly improve scientific literacy.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141347581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-13DOI: 10.15503/jecs2024.1.247.263
Natalia Ignatenko, Victor Savenco, A. Kryskov, N. Habrusieva, Remekh Tetiana, Diana Lemiszka
Aim. The purpose is to consider the theoretical and methodological foundations of the formation of cognitive-technological competence as a mechanism for implementing the rational component in the training of a history teacher, the essence of the concepts "rationality in education", "rationality in science", "cognitive-technological competence" is revealed”. Methods. The theoretical method of forming cognitive-technological competence in the process of studying the history of Europe and America has been substantiated, developed and tested. The model includes the unity of methodological, content-technological and evaluation-resultative components. Results. The analysis shows that focusing attention on the leading role of the teacher in the formation of the students’ mental activity requires the student to understand the logic and mechanisms of human mental development. Conclusion. At the same time, a number of unresolved issues in the process of working with students were highlighted, in particular: the need for a broad discussion of the advantages and disadvantages of distance learning in the implementation of the rational component of undergraduate students, the development of students' responsibility for learning, training on the development of cognitive and technological competence of students of the master's degree in specialty 014.03 "Secondary education ( history)" in the conditions of a pandemic.
{"title":"Formation of Cognitive-Technological Competence as a Mechanism of Realisation of Rational Component in Training Undergraduate Students","authors":"Natalia Ignatenko, Victor Savenco, A. Kryskov, N. Habrusieva, Remekh Tetiana, Diana Lemiszka","doi":"10.15503/jecs2024.1.247.263","DOIUrl":"https://doi.org/10.15503/jecs2024.1.247.263","url":null,"abstract":"Aim. The purpose is to consider the theoretical and methodological foundations of the formation of cognitive-technological competence as a mechanism for implementing the rational component in the training of a history teacher, the essence of the concepts \"rationality in education\", \"rationality in science\", \"cognitive-technological competence\" is revealed”.\u0000Methods. The theoretical method of forming cognitive-technological competence in the process of studying the history of Europe and America has been substantiated, developed and tested. The model includes the unity of methodological, content-technological and evaluation-resultative components.\u0000Results. The analysis shows that focusing attention on the leading role of the teacher in the formation of the students’ mental activity requires the student to understand the logic and mechanisms of human mental development.\u0000Conclusion. At the same time, a number of unresolved issues in the process of working with students were highlighted, in particular: the need for a broad discussion of the advantages and disadvantages of distance learning in the implementation of the rational component of undergraduate students, the development of students' responsibility for learning, training on the development of cognitive and technological competence of students of the master's degree in specialty 014.03 \"Secondary education ( history)\" in the conditions of a pandemic.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141348553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-13DOI: 10.15503/jecs2024.1.371.387
Eleonóra Mendelová, Libuša Gužíková
Aim. It is possible to carry out the development of family-school relations through various forms of cooperation, both traditional and innovative. This paper presents the results of research aimed at identifying the forms of family-school cooperation applied, with an emphasis on the primary level of education. The research aimed to find out the preferred forms of cooperation between parents and teachers and also to determine whether there is a statistically significant association between parents' education and the forms of cooperation used. Methods. The research instrument was a questionnaire of our construction designed for parents of children in primary education. We statistically evaluated the research findings using descriptive statistics methods and statistical method called Ordinal logistic regression analysis. Subsequently, we tested the reliability and validity (internal consistency) of the questionnaire by Cronbach's α (coefficient alpha). Results. Our research has shown that the most used form of cooperation between family and school is still the parents' meeting, as the most traditional form of cooperation. Parents do not often use innovative forms of cooperation (open classes, extracurricular activities organised by the school or suggestion boxes for parents). Communication between parents and teachers through digital technologies is widely used to the detriment of face-to-face communication. At the same time, we found that parents' education has not a statistically significant influence on the preferred and used forms of cooperation. Conclusion. Regardless of the form of cooperation, any contact between parents and teachers helps to build and shape efficient cooperation. The family-school relationship determines the nature of this cooperation, as well as the expectations of both parties for the education of the pupil. We see active family-school cooperation in the active involvement of parents in school and extracurricular activities.
{"title":"Cooperation Between Parents and Teachers in the Context of Applied Forms of Cooperation","authors":"Eleonóra Mendelová, Libuša Gužíková","doi":"10.15503/jecs2024.1.371.387","DOIUrl":"https://doi.org/10.15503/jecs2024.1.371.387","url":null,"abstract":"Aim. It is possible to carry out the development of family-school relations through various forms of cooperation, both traditional and innovative. This paper presents the results of research aimed at identifying the forms of family-school cooperation applied, with an emphasis on the primary level of education. The research aimed to find out the preferred forms of cooperation between parents and teachers and also to determine whether there is a statistically significant association between parents' education and the forms of cooperation used. \u0000Methods. The research instrument was a questionnaire of our construction designed for parents of children in primary education. We statistically evaluated the research findings using descriptive statistics methods and statistical method called Ordinal logistic regression analysis. Subsequently, we tested the reliability and validity (internal consistency) of the questionnaire by Cronbach's α (coefficient alpha).\u0000Results. Our research has shown that the most used form of cooperation between family and school is still the parents' meeting, as the most traditional form of cooperation. Parents do not often use innovative forms of cooperation (open classes, extracurricular activities organised by the school or suggestion boxes for parents). Communication between parents and teachers through digital technologies is widely used to the detriment of face-to-face communication. At the same time, we found that parents' education has not a statistically significant influence on the preferred and used forms of cooperation. \u0000Conclusion. Regardless of the form of cooperation, any contact between parents and teachers helps to build and shape efficient cooperation. The family-school relationship determines the nature of this cooperation, as well as the expectations of both parties for the education of the pupil. We see active family-school cooperation in the active involvement of parents in school and extracurricular activities.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141346500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-13DOI: 10.15503/jecs2024.1.265.281
Peter Kuna, Alena Hašková, Jane Haller, Jiří Hrbáček, Tsafi Timor
Aim. In the paper the authors briefly describe a methodology they proposed to innovate engineering education at secondary vocational schools in the field of CAD/CAE systems, and subsequently in a more detail they analyse teachers´ experiences and opinions on the use of the proposed methodology, and to it designed teaching materials, in their teaching practice. Methods. The proposed innovative way of the CAD/CAE system teaching is based on inverting the ratio of the time allowance between teaching technical drawing, and teaching modelling and simulation from 2:1 to 1:2. The stated inverting enables on the one hand to reduce by half the number of teaching lessons allocated to creation of technical documentation, and on the other hand to double the number of teaching lessons devoted to modelling and simulations. Results. As a main output of the proposed innovative approach of the CAD/CAE system teaching two textbooks were created which can be used in teaching the subjects focused on technical drawing knowledge and skills acquisition at secondary vocational schools according to the newly proposed alternative way of teaching methodology of CAD/CAE systems. Conclusion. The created teaching materials supporting the teaching of CAD/CAE systems according to the proposed methodology undergone through an experimental implementation process at a selected sample of vocational schools in conditions of real pedagogical practice. Evaluation of the obtained experiences was done in a frame of a panel discussion.
{"title":"Experiences with an Innovative Approach to CAD/CAE System Teaching at Secondary Vocational Schools","authors":"Peter Kuna, Alena Hašková, Jane Haller, Jiří Hrbáček, Tsafi Timor","doi":"10.15503/jecs2024.1.265.281","DOIUrl":"https://doi.org/10.15503/jecs2024.1.265.281","url":null,"abstract":"Aim. In the paper the authors briefly describe a methodology they proposed to innovate engineering education at secondary vocational schools in the field of CAD/CAE systems, and subsequently in a more detail they analyse teachers´ experiences and opinions on the use of the proposed methodology, and to it designed teaching materials, in their teaching practice.\u0000Methods. The proposed innovative way of the CAD/CAE system teaching is based on inverting the ratio of the time allowance between teaching technical drawing, and teaching modelling and simulation from 2:1 to 1:2. The stated inverting enables on the one hand to reduce by half the number of teaching lessons allocated to creation of technical documentation, and on the other hand to double the number of teaching lessons devoted to modelling and simulations.\u0000Results. As a main output of the proposed innovative approach of the CAD/CAE system teaching two textbooks were created which can be used in teaching the subjects focused on technical drawing knowledge and skills acquisition at secondary vocational schools according to the newly proposed alternative way of teaching methodology of CAD/CAE systems.\u0000Conclusion. The created teaching materials supporting the teaching of CAD/CAE systems according to the proposed methodology undergone through an experimental implementation process at a selected sample of vocational schools in conditions of real pedagogical practice. Evaluation of the obtained experiences was done in a frame of a panel discussion.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141346180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-13DOI: 10.15503/jecs2024.1.489.505
Leandro Ernesto Prado Soriano, Joachim Nowak, Andrea Konova, Svetlana Hubková
Aim. In the article, a historical approach to the analysis of the visual image is made in the way in which the didactic studies applied to the plastic arts in Latin America have treated it, with emphasis on Cuba, Spain, Brazil and Argentina. Methods. The methods used are historical-logical and document analysis. Results. As a result, a historical-trend study of the analysis of the visual image is offered during the last three centuries, a period in which it is possible to speak of a thought and didactic related to the plastic arts in the region. Conclusion. The trend historical study and the criticism carried out demonstrate the need to base a method of analysis of the visual image that really responds to the purpose and objectives of Primary Education. Cognitive value. The analysis of the visual image is an essential component of the didactics of plastic education that requires a renewal based on the knowledge of its historical evolution and the contributions of science on art.
{"title":"The Analysis of the Visual Image: Historical Approach from the Teaching of the Plastic Arts","authors":"Leandro Ernesto Prado Soriano, Joachim Nowak, Andrea Konova, Svetlana Hubková","doi":"10.15503/jecs2024.1.489.505","DOIUrl":"https://doi.org/10.15503/jecs2024.1.489.505","url":null,"abstract":"Aim. In the article, a historical approach to the analysis of the visual image is made in the way in which the didactic studies applied to the plastic arts in Latin America have treated it, with emphasis on Cuba, Spain, Brazil and Argentina.\u0000Methods. The methods used are historical-logical and document analysis.\u0000Results. As a result, a historical-trend study of the analysis of the visual image is offered during the last three centuries, a period in which it is possible to speak of a thought and didactic related to the plastic arts in the region.\u0000Conclusion. The trend historical study and the criticism carried out demonstrate the need to base a method of analysis of the visual image that really responds to the purpose and objectives of Primary Education.\u0000Cognitive value. The analysis of the visual image is an essential component of the didactics of plastic education that requires a renewal based on the knowledge of its historical evolution and the contributions of science on art.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141346294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-13DOI: 10.15503/jecs2024.1.85.100
Ligita Stramkale
Aim. The study aims to determine the views of the pedagogical study programme students about providing objective feedback in the educational process to identify its main characteristics. Methods. The study uses a mixed research design through the collection and analysis of quantitative and qualitative data within the framework of one study. The study included 82 (n=82) participants studying in part-time bachelor’s and master’s study programmes. The study addresses three research questions: RQ1: At what level do students assess the statements describing the provision of objective feedback? RQ2: What is the difference in students’ views about objective feedback based on the study programme level and their employment? RQ3: What are the main characteristics of objective feedback? SPSS version 22 was used for quantitative data analysis, but the qualitative data were processed using content analysis. Results. Most respondents agree that objective feedback is significant and motivates students to learn. The study identifies nine main characteristics of objective feedback that were divided into three groups: teacher personality traits, teaching and learning outcomes, and teacher professionalism. The study found that those students who, in parallel with their studies, work part-time in one of the general education institutions rate the competence of teachers in providing objective feedback statistically significantly higher than those students who work in a profession outside the education system or do not work at all. Conclusion. The findings provide a better understanding of the main characteristics of objective feedback, thereby reducing the subjectivity in assessment.
{"title":"Objective Feedback: The Views of Pedagogical Study Programme Students","authors":"Ligita Stramkale","doi":"10.15503/jecs2024.1.85.100","DOIUrl":"https://doi.org/10.15503/jecs2024.1.85.100","url":null,"abstract":"Aim. The study aims to determine the views of the pedagogical study programme students about providing objective feedback in the educational process to identify its main characteristics.\u0000Methods. The study uses a mixed research design through the collection and analysis of quantitative and qualitative data within the framework of one study. The study included 82 (n=82) participants studying in part-time bachelor’s and master’s study programmes. The study addresses three research questions: RQ1: At what level do students assess the statements describing the provision of objective feedback? RQ2: What is the difference in students’ views about objective feedback based on the study programme level and their employment? RQ3: What are the main characteristics of objective feedback? SPSS version 22 was used for quantitative data analysis, but the qualitative data were processed using content analysis. \u0000Results. Most respondents agree that objective feedback is significant and motivates students to learn. The study identifies nine main characteristics of objective feedback that were divided into three groups: teacher personality traits, teaching and learning outcomes, and teacher professionalism. The study found that those students who, in parallel with their studies, work part-time in one of the general education institutions rate the competence of teachers in providing objective feedback statistically significantly higher than those students who work in a profession outside the education system or do not work at all. \u0000Conclusion. The findings provide a better understanding of the main characteristics of objective feedback, thereby reducing the subjectivity in assessment.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141345410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-13DOI: 10.15503/jecs2024.1.535.548
D. Lukáčová, Patrik Botló
Aim. School evaluation is a sensitive process that involves teachers, students, and their parents in various ways. This article focuses on researching student evaluation by teachers in the subject of Technology in Slovak primary schools. The research aims to determine how teachers assess students in the subject of Technology. Methods. As a research tool, we used a self-designed questionnaire for teachers. We analysed the respondents' answers using descriptive statistical methods. To ascertain differences in responses between qualified and unqualified teachers, we employed the chi-square test. Results. By analysing the data obtained from 107 questionnaires, we found that technology teachers mostly employ an individual approach when evaluating students and emphasise the practical aspects of the subject. Among the evaluation methods, grading scales for summative student assessment prevail. At the same time, there were statistically significant differences between qualified and unqualified teachers. We also observed statistically significant differences in evaluations between qualified and unqualified teachers. Conclusion. For this reason, it is necessary to ensure an increase in the number of qualified and internally motivated technology teachers in primary schools, as only such teachers can motivate and inspire their students to pursue this field of study.
{"title":"Student Evaluation in the Subject of Technology in Primary Schools in Slovakia","authors":"D. Lukáčová, Patrik Botló","doi":"10.15503/jecs2024.1.535.548","DOIUrl":"https://doi.org/10.15503/jecs2024.1.535.548","url":null,"abstract":"Aim. School evaluation is a sensitive process that involves teachers, students, and their parents in various ways. This article focuses on researching student evaluation by teachers in the subject of Technology in Slovak primary schools. The research aims to determine how teachers assess students in the subject of Technology.\u0000Methods. As a research tool, we used a self-designed questionnaire for teachers. We analysed the respondents' answers using descriptive statistical methods. To ascertain differences in responses between qualified and unqualified teachers, we employed the chi-square test.\u0000Results. By analysing the data obtained from 107 questionnaires, we found that technology teachers mostly employ an individual approach when evaluating students and emphasise the practical aspects of the subject. Among the evaluation methods, grading scales for summative student assessment prevail. At the same time, there were statistically significant differences between qualified and unqualified teachers. We also observed statistically significant differences in evaluations between qualified and unqualified teachers.\u0000Conclusion. For this reason, it is necessary to ensure an increase in the number of qualified and internally motivated technology teachers in primary schools, as only such teachers can motivate and inspire their students to pursue this field of study.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141347311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-13DOI: 10.15503/jecs2024.1.29.40
Adrian Michalík
Thesis. We currently live in a pluralistic democratic society, marked by a wide array of professed values, lifestyles, and interpretations of the good life. This reality poses numerous challenges for the contemporary state. This study delves into strategies for navigating this diversity in the education and value formation of the upcoming generation. The central inquiry revolves around how the state should address these contrasting value preferences and determine which values to impart to pupils and students. Concept. The concept of the state's ethical neutrality emerges as a potential response to this inquiry. This approach can be applied in contexts where societal consensus is lacking, particularly regarding cultural and ethical issues such as abortion, homosexual partnerships/marriages, euthanasia, or the legalization of soft drugs. Conversely, in domains where consensus prevails, the state should actively shape the values of the next generation. Results and conclusion. The findings suggest that the concept of the state's ethical neutrality could serve as a valuable tool in addressing the diversity of values within society. It illustrates that in situations lacking a clear consensus, this approach is adaptable and allows for the recognition of diverse value systems among individuals and groups. Conversely, when societal consensus exists, it is crucial for the state to actively influence the formation of values among young people. In conclusion, the concept of the state's ethical neutrality offers a useful framework for addressing the challenges posed by the plurality of values in modern societies.
{"title":"Disputes over Ethical Education and the Issue of Ethical Neutrality of the State","authors":"Adrian Michalík","doi":"10.15503/jecs2024.1.29.40","DOIUrl":"https://doi.org/10.15503/jecs2024.1.29.40","url":null,"abstract":"Thesis. We currently live in a pluralistic democratic society, marked by a wide array of professed values, lifestyles, and interpretations of the good life. This reality poses numerous challenges for the contemporary state. This study delves into strategies for navigating this diversity in the education and value formation of the upcoming generation. The central inquiry revolves around how the state should address these contrasting value preferences and determine which values to impart to pupils and students.\u0000Concept. The concept of the state's ethical neutrality emerges as a potential response to this inquiry. This approach can be applied in contexts where societal consensus is lacking, particularly regarding cultural and ethical issues such as abortion, homosexual partnerships/marriages, euthanasia, or the legalization of soft drugs. Conversely, in domains where consensus prevails, the state should actively shape the values of the next generation.\u0000Results and conclusion. The findings suggest that the concept of the state's ethical neutrality could serve as a valuable tool in addressing the diversity of values within society. It illustrates that in situations lacking a clear consensus, this approach is adaptable and allows for the recognition of diverse value systems among individuals and groups. Conversely, when societal consensus exists, it is crucial for the state to actively influence the formation of values among young people. In conclusion, the concept of the state's ethical neutrality offers a useful framework for addressing the challenges posed by the plurality of values in modern societies.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141347709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-13DOI: 10.15503/jecs2024.1.303.314
Ambera Duka, Klodiana Leka, M. Vampa, Janka Bursová, Zita Jenisová
Aim: The study aims to analyze the climate factors in inclusive classes in motivating students with special needs to increase their academic achievements and improve social behaviors. Through a qualitative methodology, the study investigated several dimensions of supportive and open classroom climate on their impact on the performance of students with special needs in inclusive classrooms. Through the suggestions that this study offers, the close relationship that the supportive climate has in the motivation of students in the classroom, especially when different techniques of group activities are developed can be easily seen. Method: For the realization of this study, ninety-two (92) students/teachers of the "Teachers in Primary Education" program of the second cycle of studies at "Aleksander Moisiu" University in Durres were included and were divided into four (4) focus groups. At the same time, semi-structured interviews were conducted with twenty-one (21) primary education teachers (grades 1-5) in three schools in the Municipality of Durres. Results: The findings of the study highlight that collaborative climate factors in inclusive classrooms influence and motivate students with special needs. Several issues related to students' motivation have been identified, specifically: their motivation increases during group work, their motivation increases in project-based learning, and their motivation increases in the reinforcement of hard skills they bring to teaching supported by ICT. Conclusion: Students and teachers also reported that all these beliefs and attitudes directly affect the performance of students with special needs and therefore their achievements. Teachers emphasize that students with special needs are more involved in group work, and some of the benefits that students with special needs have, are: improved communication and interaction by strengthening cooperation and self-efficacy. On the other hand, some of the benefits of project work that parents highlighted are: that children become more social; lasting friendships develop; self-esteem increases; and everyone's values and abilities stand out.
{"title":"The Impact of Climate in Inclusive Classrooms - Influencing the Motivation of Students with Special Needs","authors":"Ambera Duka, Klodiana Leka, M. Vampa, Janka Bursová, Zita Jenisová","doi":"10.15503/jecs2024.1.303.314","DOIUrl":"https://doi.org/10.15503/jecs2024.1.303.314","url":null,"abstract":"Aim: The study aims to analyze the climate factors in inclusive classes in motivating students with special needs to increase their academic achievements and improve social behaviors. Through a qualitative methodology, the study investigated several dimensions of supportive and open classroom climate on their impact on the performance of students with special needs in inclusive classrooms. Through the suggestions that this study offers, the close relationship that the supportive climate has in the motivation of students in the classroom, especially when different techniques of group activities are developed can be easily seen. \u0000Method: For the realization of this study, ninety-two (92) students/teachers of the \"Teachers in Primary Education\" program of the second cycle of studies at \"Aleksander Moisiu\" University in Durres were included and were divided into four (4) focus groups. At the same time, semi-structured interviews were conducted with twenty-one (21) primary education teachers (grades 1-5) in three schools in the Municipality of Durres.\u0000Results: The findings of the study highlight that collaborative climate factors in inclusive classrooms influence and motivate students with special needs. Several issues related to students' motivation have been identified, specifically: their motivation increases during group work, their motivation increases in project-based learning, and their motivation increases in the reinforcement of hard skills they bring to teaching supported by ICT. \u0000Conclusion: Students and teachers also reported that all these beliefs and attitudes directly affect the performance of students with special needs and therefore their achievements. Teachers emphasize that students with special needs are more involved in group work, and some of the benefits that students with special needs have, are: improved communication and interaction by strengthening cooperation and self-efficacy. On the other hand, some of the benefits of project work that parents highlighted are: that children become more social; lasting friendships develop; self-esteem increases; and everyone's values and abilities stand out.","PeriodicalId":30646,"journal":{"name":"Journal of Education Culture and Society","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141348472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-13DOI: 10.15503/jecs2024.1.7.15
Aleksander Kobylarek
Different social groups functioning as authorities for the masses do not fulfil their roles; they represent wrong, often illegal roles and through manipulation, endeavour to attract others to their side. The ones who reveal these activities are seen as independent media and journalists, however, when confronted by the authorities, are revealed not to always have the desired effect of punishing the guilty. A particular case is a scientific environment that does not implement its worthy cause and even renounces it because of pressure from the authorities and/or work environment or simply to pursue its own ambitions, contrary to the very idea of science it claims to represent. Thus, the independence of a researcher and the objectivity of research results are at stake. Some researchers prove their incompetence in areas that should form the basis of their work, such as the English language, the lack of which makes it impossible to promote results internationally and to further the latest developments outside one’s own language area. The elite structures are also often closed, thereby preventing the development of other researchers who could become competitors or alternative opinion holders. The criteria for the evaluation of achievements by being inconsistent becomes hard to question; the key to entering this closed structure thereby seems to be the submissiveness of a researcher, as institutional violence, because of subjective and trivial reasons, puts the skids under development opportunities. The blocking of development and other pathologies in the scientific community are also common in the local communities that still function in spite of their incompetence.
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