This work examines whether presenting students for one month with graphic representations which record various substances in the atmosphere will have positive repercussions for the comprehension of different environmental problems, on the development of their vocabulary relating to the environment, and also on the development in the students of positive attitudes and sentiments towards the environment. Likert scales were used. It can be seen that students’ constant contact with graphic representations (for the period of more than a month that the research project lasted) helps them to develop all the above attributes. It also seems that the teacher’s abilities play a significant role in the development of more positive sentiments and in the demonstration of personal actions for protection of the environment.
{"title":"Decisions: Approaching Questions through Graphic Representations","authors":"Andreas Marinos","doi":"10.57028/s60-003-z1032","DOIUrl":"https://doi.org/10.57028/s60-003-z1032","url":null,"abstract":"This work examines whether presenting students for one month with graphic representations which record various substances in the atmosphere will have positive repercussions for the comprehension of different environmental problems, on the development of their vocabulary relating to the environment, and also on the development in the students of positive attitudes and sentiments towards the environment. Likert scales were used. It can be seen that students’ constant contact with graphic representations (for the period of more than a month that the research project lasted) helps them to develop all the above attributes. It also seems that the teacher’s abilities play a significant role in the development of more positive sentiments and in the demonstration of personal actions for protection of the environment.","PeriodicalId":36253,"journal":{"name":"Scientia Paedagogica Experimentalis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49559580","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}
In this article we start with elaborating the educational and cultural setting of the use of computers in general and of the additional impact of the ChatGPT in these. Their impact is changing the assessment of education in general. It is crucial to be aware of the related challenges when looking and studying ChatGPT. With this in mind we describe a case study involving the use of ChatGPT in e-learning. The aim of this study is to gather usability impressions from system interactions during an e-learning session related to the domain of knowledge representation. This concerns in particular the aspects of fluency, understandability of the responses, and the adequacy of the provided knowledge. These aspects form the first part of the article, and in the second part we look at a broader range of related topics including the technologies behind ChatGPT, a literature study of the encountered ChatGPT limitations and errors, and the implied need of critical thinking when using ChatGPT. Moreover, key ethical aspects of using ChatGPT are discussed, and also state-of-the-art online tools concerning automatic detection of AI generated content. Our findings concerning the potential use of ChatGPT in e-learning are confirmed by the presented literature study
{"title":"ChatGPT: a tool towards an education revolution?","authors":"F. Vandamme, P. Kaczmarski","doi":"10.57028/s60-095-z1035","DOIUrl":"https://doi.org/10.57028/s60-095-z1035","url":null,"abstract":"In this article we start with elaborating the educational and cultural setting of the use of computers in general and of the additional impact of the ChatGPT in these. Their impact is changing the assessment of education in general. It is crucial to be aware of the related challenges when looking and studying ChatGPT. With this in mind we describe a case study involving the use of ChatGPT in e-learning. The aim of this study is to gather usability impressions from system interactions during an e-learning session related to the domain of knowledge representation. This concerns in particular the aspects of fluency, understandability of the responses, and the adequacy of the provided knowledge. These aspects form the first part of the article, and in the second part we look at a broader range of related topics including the technologies behind ChatGPT, a literature study of the encountered ChatGPT limitations and errors, and the implied need of critical thinking when using ChatGPT. Moreover, key ethical aspects of using ChatGPT are discussed, and also state-of-the-art online tools concerning automatic detection of AI generated content. Our findings concerning the potential use of ChatGPT in e-learning are confirmed by the presented literature study","PeriodicalId":36253,"journal":{"name":"Scientia Paedagogica Experimentalis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47072412","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}
Introducing and providing insight into many facets, aspects, challenges and problems of the elderly, of ageing and care for elderly, a comprehensive elaboration is made of Nestors: elderly and very elderly. Special attention is given to the issue if and when “do elderly couples become like cat and dog”. Intensively is discussed the impact of dyssocials, psychopaths or persons with antisocial personality characteristics in their efforts to abuse the elderly and how these can defend themselves. Between the many topics treated in the book are the problem of dementia and the challenges of the nestors’ intimacy and sexuality’ in these circumstances and in general. The challenges of intra and outside the family violence on and by the elderly is treated. From this perspective some reflections are made on other challenges of elderly and care for the elderly, especially on the need for support of conflict resolution in a specialized Nestor Juridical court. Moreover one needs to have attention for elderly people and their problems with loss of access to and leaving behind their goods, possessions, collections, knickknacks with emotional memories, etc. Nevertheless, we must also keep in mind that the group of nestors, like the group of children and actually like all age groups, is a highly variable group. Each member with his own perspective, wishes, possibilities, experiences, yet also with his many always increasing shortcomings and declining abilities. Hereby we must also not forget the reversal of values that takes place. After all, in human life we often witness the elderly helping, dominating, directing the young, even if this is sometimes unjustified and inefficient. In elderlies: the nestors, we see the opposite : young people, even children help, correct,... punish, etc. sometimes the elderlies. Yet some elderlies remain dominant, even when they are very old: even as company leaders, presidents, kings,... This makes not at all easier the challenge to integrating and building a harmonious society with a strong increasing ageing population.
{"title":"Vade-mecum for the elderly and for elderly care","authors":"Ferdy Muylle, F. Vandamme","doi":"10.57028/s60-031-z1033","DOIUrl":"https://doi.org/10.57028/s60-031-z1033","url":null,"abstract":"Introducing and providing insight into many facets, aspects, challenges and problems of the elderly, of ageing and care for elderly, a comprehensive elaboration is made of Nestors: elderly and very elderly. Special attention is given to the issue if and when “do elderly couples become like cat and dog”. Intensively is discussed the impact of dyssocials, psychopaths or persons with antisocial personality characteristics in their efforts to abuse the elderly and how these can defend themselves. Between the many topics treated in the book are the problem of dementia and the challenges of the nestors’ intimacy and sexuality’ in these circumstances and in general. The challenges of intra and outside the family violence on and by the elderly is treated. From this perspective some reflections are made on other challenges of elderly and care for the elderly, especially on the need for support of conflict resolution in a specialized Nestor Juridical court. Moreover one needs to have attention for elderly people and their problems with loss of access to and leaving behind their goods, possessions, collections, knickknacks with emotional memories, etc. Nevertheless, we must also keep in mind that the group of nestors, like the group of children and actually like all age groups, is a highly variable group. Each member with his own perspective, wishes, possibilities, experiences, yet also with his many always increasing shortcomings and declining abilities. Hereby we must also not forget the reversal of values that takes place. After all, in human life we often witness the elderly helping, dominating, directing the young, even if this is sometimes unjustified and inefficient. In elderlies: the nestors, we see the opposite : young people, even children help, correct,... punish, etc. sometimes the elderlies. Yet some elderlies remain dominant, even when they are very old: even as company leaders, presidents, kings,... This makes not at all easier the challenge to integrating and building a harmonious society with a strong increasing ageing population.","PeriodicalId":36253,"journal":{"name":"Scientia Paedagogica Experimentalis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43186363","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}
Although private instruction is considered a shadow of the official system, the aim of this paper is to show that they are not only a consequence of the educational system, but that they have a moderating role on it. Based on the conceptual model, after the analysis of the characteristics of individual scales used in the research, an exploratory factor analysis was performed for all constructs of the conceptual model, which included the selection of variables in individual factors based on their metric characteristics. However, the obtained results pointed to the inadequacy of the sample to approach the assessment of the structural model, and conclusions about the model were made based on the previous analysis, and they were used to improve the validity and reliability of the measuring instrument in possible further research. The moderating role of instructions on the success of passing the exam has been proven, and of the factors that influenced the success of passing the exam, only prior knowledge proved to be statistically reliable. The obtained results will contribute to a better understanding of this growing phenomenon, explain the motivation, but also encourage further research.
{"title":"Private Instructions as a Factor for Successful Exam Passing","authors":"Fidan Ibrahimi","doi":"10.57028/s60-059-z1034","DOIUrl":"https://doi.org/10.57028/s60-059-z1034","url":null,"abstract":"Although private instruction is considered a shadow of the official system, the aim of this paper is to show that they are not only a consequence of the educational system, but that they have a moderating role on it. Based on the conceptual model, after the analysis of the characteristics of individual scales used in the research, an exploratory factor analysis was performed for all constructs of the conceptual model, which included the selection of variables in individual factors based on their metric characteristics. However, the obtained results pointed to the inadequacy of the sample to approach the assessment of the structural model, and conclusions about the model were made based on the previous analysis, and they were used to improve the validity and reliability of the measuring instrument in possible further research. The moderating role of instructions on the success of passing the exam has been proven, and of the factors that influenced the success of passing the exam, only prior knowledge proved to be statistically reliable. The obtained results will contribute to a better understanding of this growing phenomenon, explain the motivation, but also encourage further research.","PeriodicalId":36253,"journal":{"name":"Scientia Paedagogica Experimentalis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44144973","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}
In the Indo-European Myths at the start we get the golden age. Here we get the highest level of security, wellbeing and welfare. The golden age is followed by the silver age, the bronze and finally the iron age. These ages are characterized by the introduction of more and more science, education and technology. The more of these the less security, wellbeing and welfare. This view is very explicit in the Greek and Roman mythology. In the work of J. J. Rousseau we find the same ideas. In the 14th century we see the reversal. It is believed that science, education and technology is the basic source of progress, wellbeing, security and welfare. In the 20th and 21th century this view is more and more questioned. Not that much the relevance of science, education and technology, but rather what type of these is needed, acceptable, relevant, applicable… This is the issue we bring forward in this contribution and the challenge of the adagium: “The more simplicity and the more transparency, the more security and safety for wellbeing and survival” as well as “Sophistication is a cover for hidden targets”?
{"title":"Science, education and technology (S.E.T.): progress in function of well-being?","authors":"Wan Lin, F. Vandamme","doi":"10.57028/s59-141-z1009","DOIUrl":"https://doi.org/10.57028/s59-141-z1009","url":null,"abstract":"In the Indo-European Myths at the start we get the golden age. Here we get the highest level of security, wellbeing and welfare. The golden age is followed by the silver age, the bronze and finally the iron age. These ages are characterized by the introduction of more and more science, education and technology. The more of these the less security, wellbeing and welfare. This view is very explicit in the Greek and Roman mythology. In the work of J. J. Rousseau we find the same ideas. In the 14th century we see the reversal. It is believed that science, education and technology is the basic source of progress, wellbeing, security and welfare. In the 20th and 21th century this view is more and more questioned. Not that much the relevance of science, education and technology, but rather what type of these is needed, acceptable, relevant, applicable… This is the issue we bring forward in this contribution and the challenge of the adagium: “The more simplicity and the more transparency, the more security and safety for wellbeing and survival” as well as “Sophistication is a cover for hidden targets”?","PeriodicalId":36253,"journal":{"name":"Scientia Paedagogica Experimentalis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44674882","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}
The position of the problem and the purpose of the study: Today, modern society needs an education that will be able to meet the needs of society as much as possible, which will allow each member of society to step in a developing and changing world in parallel with these changes -constantly develop mental abilities, be active and proactive, show creative and critical approach in various spheres of life. Among the numerous pedagogical technologies used in modern pedagogy in order to solve the above-mentioned most important tasks, critical thinking technology occupies a special place. In the presented article, critical thinking is considered as an important quality necessary for a modern person, and the use of critical thinking technology as a proven, effective means of solving existing pedagogical problems. In the article we touched upon the issue of the development of critical thinking of students in the framework of the course "Pedagogical anthropology", and also presented the results of our research work.
{"title":"Formation of critical thinking of students in the process of teaching the subject “pedagogical anthropology”","authors":"A. Topuzyan, G. Harutyunyan","doi":"10.57028/s59-223-z1012","DOIUrl":"https://doi.org/10.57028/s59-223-z1012","url":null,"abstract":"The position of the problem and the purpose of the study: Today, modern society needs an education that will be able to meet the needs of society as much as possible, which will allow each member of society to step in a developing and changing world in parallel with these changes -constantly develop mental abilities, be active and proactive, show creative and critical approach in various spheres of life. Among the numerous pedagogical technologies used in modern pedagogy in order to solve the above-mentioned most important tasks, critical thinking technology occupies a special place. In the presented article, critical thinking is considered as an important quality necessary for a modern person, and the use of critical thinking technology as a proven, effective means of solving existing pedagogical problems. In the article we touched upon the issue of the development of critical thinking of students in the framework of the course \"Pedagogical anthropology\", and also presented the results of our research work.","PeriodicalId":36253,"journal":{"name":"Scientia Paedagogica Experimentalis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47120432","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}
The aim of the current study was to investigate fourth and fifth grade students’ equal sign conceptions in the light of the revised Turkish mathematics curriculum (MoNE, 2018) that includes newly added objectives related to the equal sign concept in fourth grade. A total of 53 students (30 fourth-grade students) participated in the study. Equal sign test (EST) was used for quantitative data collection. Semi-structured interviews were conducted to gain a deeper insight into the students’ equal sign conceptions. Moreover, the fourth and fifth grade students’ textbooks and other course materials were analysed in terms of equal sign contextual presentations. According to the quantitative analysis results, the average score of fifth-grade students was 11.21 whereas the fourth-grade students’ average score was 8.13 out of 13 in the EST. The analysis of the course materials displayed that standard contextual presentations of the equal sign, which are only helpful for teaching the operational view, have higher frequencies in fourth grade, whereas non-standard presentations are dramatically high in fifth grade. The results of the semi-structured interviews supported that both the fourth and fifth grade students have some misunderstandings of the relational meaning according to the error patterns found in the EST results.
{"title":"Equal sign representations in curriculum and textbooks in middle schools and students’ understanding of equal sign","authors":"Beyzanur Çaksen, Serkan Özel","doi":"10.57028/s59-187-z1011","DOIUrl":"https://doi.org/10.57028/s59-187-z1011","url":null,"abstract":"The aim of the current study was to investigate fourth and fifth grade students’ equal sign conceptions in the light of the revised Turkish mathematics curriculum (MoNE, 2018) that includes newly added objectives related to the equal sign concept in fourth grade. A total of 53 students (30 fourth-grade students) participated in the study. Equal sign test (EST) was used for quantitative data collection. Semi-structured interviews were conducted to gain a deeper insight into the students’ equal sign conceptions. Moreover, the fourth and fifth grade students’ textbooks and other course materials were analysed in terms of equal sign contextual presentations. According to the quantitative analysis results, the average score of fifth-grade students was 11.21 whereas the fourth-grade students’ average score was 8.13 out of 13 in the EST. The analysis of the course materials displayed that standard contextual presentations of the equal sign, which are only helpful for teaching the operational view, have higher frequencies in fourth grade, whereas non-standard presentations are dramatically high in fifth grade. The results of the semi-structured interviews supported that both the fourth and fifth grade students have some misunderstandings of the relational meaning according to the error patterns found in the EST results.","PeriodicalId":36253,"journal":{"name":"Scientia Paedagogica Experimentalis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43175621","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}
There is a growing amount of literature investigating the relationship between emotional intelligence, school life and school performance. Even though there are numerous studies on the subject, there are a few studies performed for Greek speaking students and even less performed in the Republic of Cyprus. The present study aimed at investigating the interactions between emotional intelligence, factors related to the social classroom climate and academic achievement of Greek-Cypriot school-age children. Results showed that children reported relatively high classroom cohesion, cooperation and academic self-esteem, whereas they reported relatively low alienation from their classmates. School performance was found to relate positively with cooperation, cohesion and academic self-esteem and negatively with alienation. Emotional intelligence was found to relate positively with cooperation. Additionally, emotional intelligence was found to significantly predict classroom cooperation in a way that students with high levels of emotional intelligence were likely to report high levels of cooperation. Finally, a cohesive school climate predicted high levels of emotional intelligence. Data are discussed in relation to existing literature investigating the role of emotional intelligence in school life and school achievement.
{"title":"Relationship between students’ emotional intelligence, perceived school life and school performance.","authors":"Nataly Loizidou Ieridou","doi":"10.57028/s59-167-z1010","DOIUrl":"https://doi.org/10.57028/s59-167-z1010","url":null,"abstract":"There is a growing amount of literature investigating the relationship between emotional intelligence, school life and school performance. Even though there are numerous studies on the subject, there are a few studies performed for Greek speaking students and even less performed in the Republic of Cyprus. The present study aimed at investigating the interactions between emotional intelligence, factors related to the social classroom climate and academic achievement of Greek-Cypriot school-age children. Results showed that children reported relatively high classroom cohesion, cooperation and academic self-esteem, whereas they reported relatively low alienation from their classmates. School performance was found to relate positively with cooperation, cohesion and academic self-esteem and negatively with alienation. Emotional intelligence was found to relate positively with cooperation. Additionally, emotional intelligence was found to significantly predict classroom cooperation in a way that students with high levels of emotional intelligence were likely to report high levels of cooperation. Finally, a cohesive school climate predicted high levels of emotional intelligence. Data are discussed in relation to existing literature investigating the role of emotional intelligence in school life and school achievement.","PeriodicalId":36253,"journal":{"name":"Scientia Paedagogica Experimentalis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49610508","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}
The development of mathematical skills at the children’s first years of life is usually examined by psychologists. For the development of those skills the appropriate experiences are needed. The present case study, as part of a project, in the domain of mathematics education, examined the role of structured play – based activities on the development of infants’ (11 months to two years old) first mathematical experiences. We examined infants’ behaviour during the activities and their nursery teachers’ and parents’ respective behaviour. We asked their parents to share with us the daily activities with their children which they believed that were related with mathematics. Results indicated that usually play-based activities fulfil the infant’s interest and motivation to participate actively. Play and math can be a powerful and dynamic combination of learning with the contribution of nursery teachers and parents under an informal and nonformal framework. However, a comprehensive teaching model or a Curriculum will facilitate nursery teachers to develop and implement play – based activities in mathematics with higher self-efficacy beliefs and consequently they would be able to guide respectively the infants’ parents.
{"title":"Play-based mathematical activities at the ages of infancy: a case study at a nursery school.","authors":"A. Panaoura, Pavlina Petrou","doi":"10.57028/s59-117-z1008","DOIUrl":"https://doi.org/10.57028/s59-117-z1008","url":null,"abstract":"The development of mathematical skills at the children’s first years of life is usually examined by psychologists. For the development of those skills the appropriate experiences are needed. The present case study, as part of a project, in the domain of mathematics education, examined the role of structured play – based activities on the development of infants’ (11 months to two years old) first mathematical experiences. We examined infants’ behaviour during the activities and their nursery teachers’ and parents’ respective behaviour. We asked their parents to share with us the daily activities with their children which they believed that were related with mathematics. Results indicated that usually play-based activities fulfil the infant’s interest and motivation to participate actively. Play and math can be a powerful and dynamic combination of learning with the contribution of nursery teachers and parents under an informal and nonformal framework. However, a comprehensive teaching model or a Curriculum will facilitate nursery teachers to develop and implement play – based activities in mathematics with higher self-efficacy beliefs and consequently they would be able to guide respectively the infants’ parents.","PeriodicalId":36253,"journal":{"name":"Scientia Paedagogica Experimentalis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47530950","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}
The paper contains an attempt to cover one of the most popular topics recurrent in the realm of education sciences in theory and teaching/learning in practice. The adopted standpoint tries to uncover the highlights of critical thinking as a teaching/learning technique, elucidating the major principles that should be considered while planning the respective educational activities. From psychological, education management and specific methodological perspectives, the researchers have tried to offer a paradigm of the necessary concepts that might contribute to the educational output of critical thinking, contributing to the design and implementation of the methodology targeted, making the whole process much more measurable.
{"title":"Critical thinking – educational epopee","authors":"Srbuhi Gevorgyan, M. Ispiryan, T. Mikayelyan","doi":"10.57028/s59-097-z1006","DOIUrl":"https://doi.org/10.57028/s59-097-z1006","url":null,"abstract":"The paper contains an attempt to cover one of the most popular topics recurrent in the realm of education sciences in theory and teaching/learning in practice. The adopted standpoint tries to uncover the highlights of critical thinking as a teaching/learning technique, elucidating the major principles that should be considered while planning the respective educational activities. From psychological, education management and specific methodological perspectives, the researchers have tried to offer a paradigm of the necessary concepts that might contribute to the educational output of critical thinking, contributing to the design and implementation of the methodology targeted, making the whole process much more measurable.","PeriodicalId":36253,"journal":{"name":"Scientia Paedagogica Experimentalis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42577777","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}
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