Teaching complex, abstract content is the key foundation of our civilization. Even before Internet there were technologies which thus significantly improved teaching and learning process and accelerated development of human society. With Internet and digital technology a number of new, powerful technologies are available to education. They significantly change the role of the teacher. No teacher can provide data, information, explanation, discussion or advice that cannot be found online nor can do it better than someone already did, or will do online. However, instead trying to do all for all, modern teacher should focus on doing something particular what they excel in for a fraction of students who truly need that teacher. Due to Internet the quantity of that small fraction of students will be larger than ever. Schools also need to transform, both physically and institutionally. Physically they need to provide spaces and resources for collaboration and exploration as well as cohabitation with their teachers. Institutionally they will specialize for some aspect of educational process from creation of new knowledge, its curation to its assessment.
{"title":"WHICH TEACHERS SHOULD BE REPLACED BY AI","authors":"P. Pale","doi":"10.33225/pec/23.81.296","DOIUrl":"https://doi.org/10.33225/pec/23.81.296","url":null,"abstract":"Teaching complex, abstract content is the key foundation of our civilization. Even before Internet there were technologies which thus significantly improved teaching and learning process and accelerated development of human society. With Internet and digital technology a number of new, powerful technologies are available to education. They significantly change the role of the teacher. No teacher can provide data, information, explanation, discussion or advice that cannot be found online nor can do it better than someone already did, or will do online. However, instead trying to do all for all, modern teacher should focus on doing something particular what they excel in for a fraction of students who truly need that teacher. Due to Internet the quantity of that small fraction of students will be larger than ever. Schools also need to transform, both physically and institutionally. Physically they need to provide spaces and resources for collaboration and exploration as well as cohabitation with their teachers. Institutionally they will specialize for some aspect of educational process from creation of new knowledge, its curation to its assessment.","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42398416","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}
Knowing humor development can be rather beneficial in terms of providing opportunities to better know children and evaluate their development. This study aimed to explore the process of humor development in preschool and primary school children in line with McGhee's humor development theory. The study employed a single screening model, specifically one of the commonly used screening models in general practice. The study group consisted of 101 children ranging in age from 2 to 11. Research data were collected through a 5.01-minute-long video which included scenes suitable for the stages in McGhee's humor development theory, semi-structured observation forms and a research diary. Descriptive analyses and content analyses were used to analyze research data. Children aged 2 produced the lowest amount of laughter response in the scenes in all stages, followed by those aged 3 and 4. The strongest laughter response occurred in 5-year-old children to the scenes pertaining to stages 2, 3, and 4. The scenes in stage 5 elicited the strongest laughter response in children aged 11. The humor development characteristics of the children in this study were found to be consistent with the general principles of McGhee's theory of humor development. Adopting research techniques that measure children's reactions to real-life situations could be useful in future research on the same topic. Research on children's production of humor may provide different insights into the development of humor. It is suggested that adults, such as parents and teachers, use examples of humor that are appropriate for the characteristics identified in this study and similar studies in order to build positive relationships with children. Keywords: humor development, child development, preschool education, incongruity theory, humor theories
{"title":"HUMOR DEVELOPMENT IN PRESCHOOL AND PRIMARY SCHOOL CHILDREN IN TURKIYE","authors":"Seda Eskidemir Meral, Hale Koçer","doi":"10.33225/pec/23.81.374","DOIUrl":"https://doi.org/10.33225/pec/23.81.374","url":null,"abstract":"Knowing humor development can be rather beneficial in terms of providing opportunities to better know children and evaluate their development. This study aimed to explore the process of humor development in preschool and primary school children in line with McGhee's humor development theory. The study employed a single screening model, specifically one of the commonly used screening models in general practice. The study group consisted of 101 children ranging in age from 2 to 11. Research data were collected through a 5.01-minute-long video which included scenes suitable for the stages in McGhee's humor development theory, semi-structured observation forms and a research diary. Descriptive analyses and content analyses were used to analyze research data. Children aged 2 produced the lowest amount of laughter response in the scenes in all stages, followed by those aged 3 and 4. The strongest laughter response occurred in 5-year-old children to the scenes pertaining to stages 2, 3, and 4. The scenes in stage 5 elicited the strongest laughter response in children aged 11. The humor development characteristics of the children in this study were found to be consistent with the general principles of McGhee's theory of humor development. Adopting research techniques that measure children's reactions to real-life situations could be useful in future research on the same topic. Research on children's production of humor may provide different insights into the development of humor. It is suggested that adults, such as parents and teachers, use examples of humor that are appropriate for the characteristics identified in this study and similar studies in order to build positive relationships with children.\u0000Keywords: humor development, child development, preschool education, incongruity theory, humor theories","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45811661","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}
A. Ivanchuk, T. Zuziak, O. Marushchak, Viktor Solovei, Iryna Krasylnykova, Vitalii Hlukhaniuk, V. Krupka
A typical didactic problem associated with teaching the discipline "Health, Safety, and Fundamentals of Occupational Safety" is the low level of student interest in the content of the educational material. The purpose of the study was a critical comprehension of the results of using narratives about alcohol phenomena in the process of studying a specific topic of this discipline by students of a pedagogical higher education institution. Two hundred and forty-six first-year students of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University took part in the experiment. The data collection tool was a questionnaire that contained eight questions about alcohol phenomena. The level of students' interest in the educational material at the beginning and at the end of the academic year was assessed to determine the reliability of the shift in its features in the experimental and control groups. The significance of the shift in the values of cognitive interest indicators for students of the experimental and control groups was assessed using the G-sign test. The theoretical framework covered the integration of psychological and medical knowledge around the process of forming alcohol addiction. According to the results of the study, the experimental group showed an increase in cognitive interest in the new content of the educational material. The results of the study may be of international importance if they are used to educate students to consciously choose their own range of acceptable alcohol consumption. Keywords: alcohol-related phenomena, cognitive interest, integrated approach, narrative approach, safe behavior
{"title":"INTEREST OF THE PRE-SERVICE TEACHERS IN THE ALCOHOL-RELATED ISSUES","authors":"A. Ivanchuk, T. Zuziak, O. Marushchak, Viktor Solovei, Iryna Krasylnykova, Vitalii Hlukhaniuk, V. Krupka","doi":"10.33225/pec/23.81.206","DOIUrl":"https://doi.org/10.33225/pec/23.81.206","url":null,"abstract":"A typical didactic problem associated with teaching the discipline \"Health, Safety, and Fundamentals of Occupational Safety\" is the low level of student interest in the content of the educational material. The purpose of the study was a critical comprehension of the results of using narratives about alcohol phenomena in the process of studying a specific topic of this discipline by students of a pedagogical higher education institution. Two hundred and forty-six first-year students of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University took part in the experiment. The data collection tool was a questionnaire that contained eight questions about alcohol phenomena. The level of students' interest in the educational material at the beginning and at the end of the academic year was assessed to determine the reliability of the shift in its features in the experimental and control groups. The significance of the shift in the values of cognitive interest indicators for students of the experimental and control groups was assessed using the G-sign test. The theoretical framework covered the integration of psychological and medical knowledge around the process of forming alcohol addiction. According to the results of the study, the experimental group showed an increase in cognitive interest in the new content of the educational material. The results of the study may be of international importance if they are used to educate students to consciously choose their own range of acceptable alcohol consumption.\u0000Keywords: alcohol-related phenomena, cognitive interest, integrated approach, narrative approach, safe behavior","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45132148","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}
H. Memišević, Inga Biscevic, Selmir Hadzic, Azur Kuduzovic
Scientific journals play a critical role in disseminating knowledge, and staying up to date with research findings in a particular field can be challenging given the vast number of journals and research topics available. Therefore, there is a need for researchers to occasionally summarize the main research topics in order to help fellow researchers navigate the contents more effectively. In this context, this article aims to review the research topics published in the Problems of Education in the 21st Century journal between 2018 and 2022. A total of 285 abstracts were retrieved from the Web of Science database and analyzed to identify the most common research topics and the contributing countries. The top 10 research topics identified were self-efficacy, distance education, professional development, critical thinking, foreign language, thinking skills, Covid-19, academic achievement, emotional intelligence, and special education. The authors of the papers came from 62 countries, with most of the papers coming from Türkiye, South Africa, Indonesia, Brazil, Slovakia, Czech Republic, Malaysia, Sweden, Lithuania, and Serbia. In conclusion, this study highlights the relevance and diversity of research topics in the Problems of Education in the 21st Century journal, underscoring the need for a nuanced, context-specific approach to education research. The findings of this study have important implications for researchers, policymakers, and educators seeking to address the key challenges and opportunities facing education in the 21st century. Keywords: content analysis, scientific journals, Problems of Education in the 21st Century, research topics
{"title":"EXPLORING CURRENT TRENDS IN EDUCATION: A REVIEW OF RESEARCH TOPICS IN THE PROBLEMS OF EDUCATION IN THE 21ST CENTURY JOURNAL","authors":"H. Memišević, Inga Biscevic, Selmir Hadzic, Azur Kuduzovic","doi":"10.33225/pec/23.81.258","DOIUrl":"https://doi.org/10.33225/pec/23.81.258","url":null,"abstract":"Scientific journals play a critical role in disseminating knowledge, and staying up to date with research findings in a particular field can be challenging given the vast number of journals and research topics available. Therefore, there is a need for researchers to occasionally summarize the main research topics in order to help fellow researchers navigate the contents more effectively. In this context, this article aims to review the research topics published in the Problems of Education in the 21st Century journal between 2018 and 2022. A total of 285 abstracts were retrieved from the Web of Science database and analyzed to identify the most common research topics and the contributing countries. The top 10 research topics identified were self-efficacy, distance education, professional development, critical thinking, foreign language, thinking skills, Covid-19, academic achievement, emotional intelligence, and special education. The authors of the papers came from 62 countries, with most of the papers coming from Türkiye, South Africa, Indonesia, Brazil, Slovakia, Czech Republic, Malaysia, Sweden, Lithuania, and Serbia. In conclusion, this study highlights the relevance and diversity of research topics in the Problems of Education in the 21st Century journal, underscoring the need for a nuanced, context-specific approach to education research. The findings of this study have important implications for researchers, policymakers, and educators seeking to address the key challenges and opportunities facing education in the 21st century.\u0000Keywords: content analysis, scientific journals, Problems of Education in the 21st Century, research topics","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44513255","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}
Jelena S. Osmanović Zajić, Jelena Ž. Maksimović, Sanja R. Sretić
This research is focused on the necessity to determine the impact of reflective practice on the quality of teaching conducted by means of various network platforms since the beginning of the Covid-19 pandemic. The aim of this research was to examine teachers’ attitudes towards the applicative potentials of reflective practice considering the improvement of online teaching and learning. These attitudes were studied by means of the empirical method, i.e. the quantitative research method and the scaling technique. The sample comprised Serbian primary school teachers and was voluntary. The results of the research showed that teachers’ reflective practice influenced the quality of online teaching during the pandemic. The findings proved that the influence of reflective practice on the quality of online teaching was recognized by primary school teachers, but that it was not applied consistently and accordingly by all teachers. The obtained results confirmed that for the reflective practice to become an inherent attribute of contemporary teachers, it would be necessary that it be acquired both as part of teachers’ university education and their continuous professional training. There has been little research on reflective practice and its impact on the quality of teaching. Therefore, this study contributes to a further understanding of the reflective practice aspects that directly influence online teaching within the framework of the Serbian educational system. Keywords: contemporary teacher, Covid-19 pandemic, quality of online teaching, reflective practice
{"title":"REFLECTIVE PRACTICE: THE ONLINE TEACHING QUALITY IN THE TIME OF THE CORONAVIRUS PANDEMIC","authors":"Jelena S. Osmanović Zajić, Jelena Ž. Maksimović, Sanja R. Sretić","doi":"10.33225/pec/23.81.269","DOIUrl":"https://doi.org/10.33225/pec/23.81.269","url":null,"abstract":"This research is focused on the necessity to determine the impact of reflective practice on the quality of teaching conducted by means of various network platforms since the beginning of the Covid-19 pandemic. The aim of this research was to examine teachers’ attitudes towards the applicative potentials of reflective practice considering the improvement of online teaching and learning. These attitudes were studied by means of the empirical method, i.e. the quantitative research method and the scaling technique. The sample comprised Serbian primary school teachers and was voluntary. The results of the research showed that teachers’ reflective practice influenced the quality of online teaching during the pandemic. The findings proved that the influence of reflective practice on the quality of online teaching was recognized by primary school teachers, but that it was not applied consistently and accordingly by all teachers. The obtained results confirmed that for the reflective practice to become an inherent attribute of contemporary teachers, it would be necessary that it be acquired both as part of teachers’ university education and their continuous professional training. There has been little research on reflective practice and its impact on the quality of teaching. Therefore, this study contributes to a further understanding of the reflective practice aspects that directly influence online teaching within the framework of the Serbian educational system.\u0000Keywords: contemporary teacher, Covid-19 pandemic, quality of online teaching, reflective practice","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49330667","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 focus of the present study is the learning processes of concepts related to hydrogen bonds, which were developed using a didactic sequence (DS). Based on the perspective of Imre Lakatos, it was observed whether the explanatory models created by upper-secondary students form progressive transition sequences, which are similar to what Lakatos, in his text The History of Science, calls a “problem” that increases the explanatory/heuristic power of the model. To evaluate the evolution of these models, which generally consist of progressive transitions, four phases were developed: 1) the categorization of answers obtained in the DS in Realist, Empiricist or Rationalist zones, as well as an attribution of scores; 2) the determination of a score range for said zones; 3) hierarchical cluster analysis (HCA) and 4) an analysis of the progressive transition of the explanatory models. A continuous review of the ideas expressed by the students during their learning of the subject revealed that a significant share of students progressed conceptually. In a general way, it can be said that the activities developed in the DS contributed substantially to the progressive transition of the explanatory models made by most students. Furthermore, the approach of the DS toward the subject of hydrogen bonds allowed the students to interpret the phenomena studied using their knowledge of Chemistry. Keywords: London force and dipole-dipole interactions, progressive transition, chemistry teaching
{"title":"CONTRIBUTIONS OF LAKATOSIAN THEORY TO THE EVALUATION OF EXPLANATORY MODELS OF INTERMOLECULAR FORCES MADE BY UPPER-SECONDARY SCHOOL STUDENTS","authors":"A. C. G. Miranda, M. Pazinato","doi":"10.33225/pec/23.81.176","DOIUrl":"https://doi.org/10.33225/pec/23.81.176","url":null,"abstract":"The focus of the present study is the learning processes of concepts related to hydrogen bonds, which were developed using a didactic sequence (DS). Based on the perspective of Imre Lakatos, it was observed whether the explanatory models created by upper-secondary students form progressive transition sequences, which are similar to what Lakatos, in his text The History of Science, calls a “problem” that increases the explanatory/heuristic power of the model. To evaluate the evolution of these models, which generally consist of progressive transitions, four phases were developed: 1) the categorization of answers obtained in the DS in Realist, Empiricist or Rationalist zones, as well as an attribution of scores; 2) the determination of a score range for said zones; 3) hierarchical cluster analysis (HCA) and 4) an analysis of the progressive transition of the explanatory models. A continuous review of the ideas expressed by the students during their learning of the subject revealed that a significant share of students progressed conceptually. In a general way, it can be said that the activities developed in the DS contributed substantially to the progressive transition of the explanatory models made by most students. Furthermore, the approach of the DS toward the subject of hydrogen bonds allowed the students to interpret the phenomena studied using their knowledge of Chemistry. \u0000Keywords: London force and dipole-dipole interactions, progressive transition, chemistry teaching","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45592245","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}
Globalization has made the world a more interdependent and multicultural society. Global issues, including regional conflicts, pandemics, and climate change, affect human life across boundaries and cultures and require people to collaborate in solving problems. Under this context, teachers with a global perspective and diverse values can enhance students' world views, foster respect for difference, and develop responsibility for a more sustainable and inclusive world. Thus, the need for professional development to prepare teachers to be globally competent has been extensively recognized. Recently, the study abroad program as an effective means of developing global competence has been increasingly researched and implemented in teacher education program (Huang et al., 2023; Okken et al., 2019). Unlike stand-alone training courses, studying abroad provides immersive opportunities for participants to expose themselves to different educational systems and cultures. Such intercultural encounter experiences can broaden teachers’ pedagogical repositories and skills to teach diverse students, enhance understanding of global issues, and facilitate reflection on personal and professional identities.
全球化使世界成为一个更加相互依存和多元文化的社会。全球问题，包括地区冲突、流行病和气候变化，影响着跨越国界和文化的人类生活，需要人们合作解决问题。在这种背景下，具有全球视野和多元价值观的教师可以增强学生的世界观，培养对差异的尊重，并培养对一个更可持续、更包容的世界的责任感。因此，人们普遍认识到，需要进行专业发展，使教师具备全球能力。近年来，留学项目作为培养全球竞争力的有效手段，在教师教育项目中得到了越来越多的研究和实施（Huang et al.，2023；Okken et al.，2019）。与单独的培训课程不同，出国留学为参与者提供了身临其境的机会，让他们接触不同的教育体系和文化。这种跨文化接触体验可以拓宽教师的教学知识库和技能，以教授不同的学生，增强对全球问题的理解，并促进对个人和职业身份的反思。
{"title":"STUDY ABROAD AND PRE-SERVICE TEACHERS’ GLOBAL COMPETENCE","authors":"Ching-Ching Cheng, K. Huang","doi":"10.33225/pec/23.81.172","DOIUrl":"https://doi.org/10.33225/pec/23.81.172","url":null,"abstract":"Globalization has made the world a more interdependent and multicultural society. Global issues, including regional conflicts, pandemics, and climate change, affect human life across boundaries and cultures and require people to collaborate in solving problems. Under this context, teachers with a global perspective and diverse values can enhance students' world views, foster respect for difference, and develop responsibility for a more sustainable and inclusive world. Thus, the need for professional development to prepare teachers to be globally competent has been extensively recognized. Recently, the study abroad program as an effective means of developing global competence has been increasingly researched and implemented in teacher education program (Huang et al., 2023; Okken et al., 2019). Unlike stand-alone training courses, studying abroad provides immersive opportunities for participants to expose themselves to different educational systems and cultures. Such intercultural encounter experiences can broaden teachers’ pedagogical repositories and skills to teach diverse students, enhance understanding of global issues, and facilitate reflection on personal and professional identities.","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45075917","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}
Hands-on dissections of animals are traditionally regarded as an essential part of biology education. Nowadays, regardless of the reported educational benefits, there is a gradual change in the concept and acceptance of hands-on dissection, leading in many cases to its abandonment in schools and its replacement with alternatives such as 3D models, figurines, plastination and computer-based alternatives. However, the position of hands-on dissection has recently been challenged, mostly by computer-supported alternatives. The aim of the study was to explore whether teacher self-efficacy can be recognized as a predictor of the application of the different kinds of animals in hands-on and virtual dissections in Biology lessons. Based on responses from 405 Czech Biology teachers there are differences in the acceptability and implementation of organisms for hands-on and virtual dissection. It was established, that self-efficacy is not a predictor of either the acceptability of organisms or actual behaviour in both variants of dissection. Keywords: biology lessons, biology teachers, hands-on dissection, teacher self-efficacy, virtual dissection
{"title":"PREDICTIVE POWER OF BIOLOGY TEACHER’S SELF-EFFICACY ON ACCEPTABILITY AND APPLICATION OF VIRTUAL AND HANDS-ON DISSECTIONS","authors":"V. Havlíčková, A. Šorgo, M. Bílek","doi":"10.33225/pec/23.81.188","DOIUrl":"https://doi.org/10.33225/pec/23.81.188","url":null,"abstract":"Hands-on dissections of animals are traditionally regarded as an essential part of biology education. Nowadays, regardless of the reported educational benefits, there is a gradual change in the concept and acceptance of hands-on dissection, leading in many cases to its abandonment in schools and its replacement with alternatives such as 3D models, figurines, plastination and computer-based alternatives. However, the position of hands-on dissection has recently been challenged, mostly by computer-supported alternatives. The aim of the study was to explore whether teacher self-efficacy can be recognized as a predictor of the application of the different kinds of animals in hands-on and virtual dissections in Biology lessons. Based on responses from 405 Czech Biology teachers there are differences in the acceptability and implementation of organisms for hands-on and virtual dissection. It was established, that self-efficacy is not a predictor of either the acceptability of organisms or actual behaviour in both variants of dissection.\u0000Keywords: biology lessons, biology teachers, hands-on dissection, teacher self-efficacy, virtual dissection","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47706174","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}
Diagnostic tests have been developed previously to measure algebraic thinking skills; however, the tests do not specifically address algebraic problem-solving. Thus, an Algebraic Thinking Test (ATT) Instrument was developed to measure algebraic thinking skills in problem-solving involving linear equations. ATT comprises nine open-ended questions with three algebraic thinking constructs: Generalized Arithmetic, Functions and Modeling. Generalized arithmetic involves students in efficient calculation and generalization; functional involves identifying number patterns, while modelling involves solving open-ended problems, identifying similarities, and performing calculations involving variables. This study is meant to determine the quality of ATT instruments through the validity and reliability analysis using the Rasch Measurement Model. The sample consisted of 120 seventh graders aged 12 to 13, selected from two secondary schools in the Tuaran district, Malaysia. The instrument was found to have a strong dimensionality and high construct validity. The reliability of Cronbach Alpha (KR-20) demonstrated a value of .90 (very high), and item and respondent reliability of .98 (excellent) and .86 (good), respectively, with an item separation index of 6.29 and 2.45 for the person separation index. ATT has good validity and high reliability in measuring algebraic thinking skills among seventh graders in secondary schools. Keywords: algebraic thinking skills, linear equations, problem-solving, Rasch analysis, validity and reliability
{"title":"AN ALGEBRAIC THINKING SKILL TEST IN PROBLEM-SOLVING FOR SEVENTH GRADERS","authors":"Janet Jahudin, N. M. Siew","doi":"10.33225//pec/23.81.223","DOIUrl":"https://doi.org/10.33225//pec/23.81.223","url":null,"abstract":"Diagnostic tests have been developed previously to measure algebraic thinking skills; however, the tests do not specifically address algebraic problem-solving. Thus, an Algebraic Thinking Test (ATT) Instrument was developed to measure algebraic thinking skills in problem-solving involving linear equations. ATT comprises nine open-ended questions with three algebraic thinking constructs: Generalized Arithmetic, Functions and Modeling. Generalized arithmetic involves students in efficient calculation and generalization; functional involves identifying number patterns, while modelling involves solving open-ended problems, identifying similarities, and performing calculations involving variables. This study is meant to determine the quality of ATT instruments through the validity and reliability analysis using the Rasch Measurement Model. The sample consisted of 120 seventh graders aged 12 to 13, selected from two secondary schools in the Tuaran district, Malaysia. The instrument was found to have a strong dimensionality and high construct validity. The reliability of Cronbach Alpha (KR-20) demonstrated a value of .90 (very high), and item and respondent reliability of .98 (excellent) and .86 (good), respectively, with an item separation index of 6.29 and 2.45 for the person separation index. ATT has good validity and high reliability in measuring algebraic thinking skills among seventh graders in secondary schools.\u0000Keywords: algebraic thinking skills, linear equations, problem-solving, Rasch analysis, validity and reliability","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43810277","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}
Digital citizenship participation refers to the utilization of digital technology by individuals or groups for the purpose of engaging in networked participatory behaviors. It involves four interconnected elements: individual, policy, political, and social participation. This study surveyed 446 college students from a private university in China and conducted interviews to explore their digital citizenship participation. It is found that college students' digital citizen participation is characterized by "strong individual interest-driven participation", "weak political concern", and "good digital citizen literacy". In order to improve college students' participation as digital citizens, it is crucial to cultivate digital literacy by applying the core competency framework of digital citizenship as a guiding principle. To create a sustainable path for students' participation, a four-pronged approach is proposed involving multi-stakeholders, namely society, government, schools, and teachers. Keywords: college students, digital citizenship participation, multi-stakeholders, optimization path, participation characteristics
{"title":"DIGITAL CITIZEN PARTICIPATION OF COLLEGE STUDENTS: REALITY AND OPTIMIZATION PATH","authors":"Haili Lu, Kefeng Fu, Xiaolin Liu, Wanshan Hu","doi":"10.33225/pec/23.81.244","DOIUrl":"https://doi.org/10.33225/pec/23.81.244","url":null,"abstract":"Digital citizenship participation refers to the utilization of digital technology by individuals or groups for the purpose of engaging in networked participatory behaviors. It involves four interconnected elements: individual, policy, political, and social participation. This study surveyed 446 college students from a private university in China and conducted interviews to explore their digital citizenship participation. It is found that college students' digital citizen participation is characterized by \"strong individual interest-driven participation\", \"weak political concern\", and \"good digital citizen literacy\". In order to improve college students' participation as digital citizens, it is crucial to cultivate digital literacy by applying the core competency framework of digital citizenship as a guiding principle. To create a sustainable path for students' participation, a four-pronged approach is proposed involving multi-stakeholders, namely society, government, schools, and teachers. \u0000Keywords: college students, digital citizenship participation, multi-stakeholders, optimization path, participation characteristics","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46490989","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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