In this work we examine the role played by the illusion of proportion as held by students of the Technical High Schools in the understanding of the operation of sensors in automatic circuits. It is observed that students who examine diagrams of electrical systems (in this case sensors) often come to false conclusions about their operation because of the illusion of proportion. Thus the students apply a linear correlation in all situations without exception, which meet certain informal “pre-supposition”.
{"title":"The illusion of proportion in the explanation of the operation of temperature sensors","authors":"Andreas Marinos","doi":"10.57028/s59-003-z1002","DOIUrl":"https://doi.org/10.57028/s59-003-z1002","url":null,"abstract":"In this work we examine the role played by the illusion of proportion as held by students of the Technical High Schools in the understanding of the operation of sensors in automatic circuits. It is observed that students who examine diagrams of electrical systems (in this case sensors) often come to false conclusions about their operation because of the illusion of proportion. Thus the students apply a linear correlation in all situations without exception, which meet certain informal “pre-supposition”.","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":"48667800","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 goal of the empirical quantitative research conducted on a sample of 100 Slovenian preschool teachers in 2021 was to examine in more detail the self-perception of preschool teachers on indicators of their emotional competence. The narrower theoretical framework of the study was the concept of emotional competence. Relevant data were obtained through a self-created research instrument of satisfactory reliability and validity. Preschool teachers assess their own emotional competence as extremely high, and the categories of competence correlate strongly. There were differences in the development of emotional competence in relation to the work experience of preschool teachers (adaptability and self-regulation) in favour of more experienced preschool teachers, while in relation to the level of education there are differences only for the category of emotionally based communication in favour of more educated preschool teachers.
{"title":"Emotional competence of preschool teachers: the case of Slovenian preschool teachers","authors":"Jurka Lepičnik Vodopivec, A. Šindić","doi":"10.57028/s59-051-z1004","DOIUrl":"https://doi.org/10.57028/s59-051-z1004","url":null,"abstract":"The goal of the empirical quantitative research conducted on a sample of 100 Slovenian preschool teachers in 2021 was to examine in more detail the self-perception of preschool teachers on indicators of their emotional competence. The narrower theoretical framework of the study was the concept of emotional competence. Relevant data were obtained through a self-created research instrument of satisfactory reliability and validity. Preschool teachers assess their own emotional competence as extremely high, and the categories of competence correlate strongly. There were differences in the development of emotional competence in relation to the work experience of preschool teachers (adaptability and self-regulation) in favour of more experienced preschool teachers, while in relation to the level of education there are differences only for the category of emotionally based communication in favour of more educated preschool teachers.","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":"44790983","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":"A generalized \"pari de pascal\": a pedagogical, social, political challenge and strategy","authors":"F. Vandamme","doi":"10.57028/s59-097-z1005","DOIUrl":"https://doi.org/10.57028/s59-097-z1005","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":"44749736","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}
José-Manuel Sáez-López, E. Vázquez-Cano, M. Sevillano-García
This research evaluates the use of visual block programming-based instruction and its possibilities in mathematics, from the perspective of future teachers. A visual programming environment was employed to introduce pre-service teachers to prepare mathematics activities and programming. The study followed a pre-experimental design with a sample of 65 pre-service teachers. A Wilcoxon test was used to evaluate the gains in the participants’ knowledge of computational concepts and attitudes towards Scratch as a pedagogic tool in mathematics. We analyzed open questions to evaluate the participants’ attitudes concerning programming applications, and their perception of advantages in the implementation of programming in mathematics. Although there is no significant improvement in learning, positive results were obtained for programming in the classroom, with significant improvements in motivation, active learning, fun, and the possibility of learning Cartesian coordinates and other mathematical concepts.
{"title":"Scratch and visual block programming in mathematics: perceptions of preservice teachers in Columbia","authors":"José-Manuel Sáez-López, E. Vázquez-Cano, M. Sevillano-García","doi":"10.57028/s59-029-z1003","DOIUrl":"https://doi.org/10.57028/s59-029-z1003","url":null,"abstract":"This research evaluates the use of visual block programming-based instruction and its possibilities in mathematics, from the perspective of future teachers. A visual programming environment was employed to introduce pre-service teachers to prepare mathematics activities and programming. The study followed a pre-experimental design with a sample of 65 pre-service teachers. A Wilcoxon test was used to evaluate the gains in the participants’ knowledge of computational concepts and attitudes towards Scratch as a pedagogic tool in mathematics. We analyzed open questions to evaluate the participants’ attitudes concerning programming applications, and their perception of advantages in the implementation of programming in mathematics. Although there is no significant improvement in learning, positive results were obtained for programming in the classroom, with significant improvements in motivation, active learning, fun, and the possibility of learning Cartesian coordinates and other mathematical concepts.","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":"44933336","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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