bluuebunny/crossref_metadata_2025 huggingface dataset:
Impact of socio-economic background of the students on the integration of mathematics Ideas into the learning of physical electronics course
Authors: Fasinu Vojo George
Published: January 2025

Background: The socio-economic background of students plays an important role in shaping their mathematics skills, especially when combining mathematical ideas with learning physical electronics. However, many engineering programs do not consider students' earlier school experiences when they are admitted. Factors like family background, the type of school they went to, and their age are some reasons why it is difficult to connect mathematics to their learning in physical electronics.Aim: This research aims to study how the socio-economic background of students affects their academic performance when they bring mathematical ideas into physical electronics education.Method: The study focused on university students taking a physical electronics course in South Africa. A mixed-method approach was used, including semi-structured surveys and interviews, to collect students' opinions about combining mathematics with physical electronics.Results: The results show that students' socio-economic backgrounds affect how well they can use mathematics in their learning. The findings include: 1) Students had different levels of preparation in mathematics and physics; 2) Performance differences were found between students from rural and urban schools, 3) Those with basic knowledge of mathematics and physics performed better when combining these concepts with physical electronics.Conclusion: This study found that connecting mathematics to physical electronics helps students understand concepts better. It also introduces a model called the Socio-Economic Based Practical Reward Mathematics Integrative Model (SEB-PRMIM), which is designed to reduce the effects of socio-economic differences and improve mathematics integration in engineering education.
Thematic approach and its effectiveness in improving learning outcomes, motivation, and critical thinking in natural and social sciences
Authors: Tulus Tulus , Aunurrahman Halida , Halida Halida , Dahlan Hesti , Wigati Ndaru , Mulya Hadi
Published: January 2025

Background: Thematic learning is an effective strategy to address the demands of 21st-century education by integrating critical thinking, collaboration, and creativity through contextual learning environments.Aim: This study aims to evaluate the effectiveness of the thematic approach in improving students' learning outcomes, motivation, and critical thinking skills in Natural and Social Sciences (IPAS) subjects at SMKN 1 Sukadana.Method: The research employed a quasi-experimental design with a pretest-posttest control group. A total of 70 grade XI students were selected as the sample through purposive sampling, divided into experimental and control groups (35 students each). Data were collected using learning outcome tests, motivation questionnaires, and observation sheets. Descriptive and inferential statistical analyses, including t-tests, were conducted after normality and homogeneity tests.Results: The thematic approach significantly enhanced learning outcomes, motivation, and critical thinking skills. The experimental group achieved a 100% success rate, compared to 48.57% in the control group. Variance in individual responses highlighted differing adaptations to this method.Conclusion: The thematic approach is effective in improving student engagement, motivation, and interdisciplinary learning outcomes, particularly in vocational education. These findings support its implementation as a cross-disciplinary teaching method and provide insights for educational policy development.
Exploring students' mathematical reasoning in solving HOTs problems based on thinking styles
Authors: Ma'rufi Ma'rufi , Ilyas Muhammad , Ashari Nur Wahidin , Kriswinarso Tri Bondan , Salwah Salwah
Published: January 2025

Background: The advancement of technology has facilitated rapid access to information, yet it poses challenges in discerning accurate information. In this context, critical thinking becomes essential for analyzing and evaluating information. Within mathematics education, exploring students' reasoning processes and their alignment with thinking styles is crucial for enhancing problem-solving skills, especially in addressing Higher Order Thinking Skills (HOTS) problems.Aims: This study aims to describe students' mathematical reasoning in solving HOTS problems on the topic of systems of three-variable linear equations, focusing on two distinct thinking styles: Abstract Random and Concrete Sequential.Methods: This qualitative descriptive study was conducted at Cokroaminoto Palopo University with 36 Mathematics Education students. Two subjects, representing each thinking style, were purposively selected based on a thinking style test. Data collection involved mathematical reasoning tests, interviews, and observations, with the researcher serving as the primary instrument.Results: The findings indicate that both Abstract Random and Concrete Sequential subjects demonstrated reasoning abilities that align with all six indicators of mathematical reasoning. Notably, the Abstract Random subject approached problems through hypothesis formation and fractional equations, while the Concrete Sequential subject systematically assigned values and developed mathematical models. Both subjects re-checked their solutions to ensure accuracy.Conclusion: This study concludes that students with both Abstract Random and Concrete Sequential thinking styles exhibit effective mathematical reasoning when solving HOTS problems. These results highlight the importance of tailoring instructional strategies to accommodate diverse thinking styles to enhance students' reasoning abilities in mathematics education.
Ethnoscience exploration of sago processing as a science learning resource for elementary school
Authors: Budiarti Indah Slamet , Kusdianto Kusdianto , Megawati Megawati
Published: January 2025

Background: The integration of local wisdom into science learning is crucial to promote contextual and meaningful education, particularly in primary schools. Despite its importance, the use of ethnoscience in primary school science curricula remains underexplored, leading to a disconnect between abstract scientific concepts and students' everyday experiences.Aim: This study aims to explore the ethnoscience of sago processing in Sarmi Regency, Papua, and its application as a science learning resource for elementary schools.Method: A qualitative descriptive method with a case study approach was employed, involving data collection through observations, interviews, and documentation with local community participants.Results: The results reveal that traditional sago processing encompasses basic scientific principles, including simple machinery, energy transfer, friction, and sedimentation, which can be effectively contextualized in science lessons.Conclusion: The integration of sago processing into the curriculum enhances students' comprehension of scientific concepts, fosters cultural appreciation, and encourages sustainability. These findings underscore the need to incorporate local wisdom into educational practices to develop student-centered, culturally relevant, and sustainability-oriented learning environments.
It is All About Information: Six Common Fallacies in Financial Economics
Authors: Schredelseker Klaus
Published: January 2025

Based on the results of a simple Agent Based Model (ABM) six common and widely affirmed statements in financial economics are discussed: (1) The better an investor is informed, the higher his performance is expected to be, (2) There is a well-defined state of art how to make sound financial decisions, (3) High standards of public information create private as well as public value, (4) Highly skilled financial analysts usually decide better than their lousy colleagues, (5) The market loses informational efficiency if traders abstain from information, (6) To use Bayes’ updating rule means to make rational financial decisions. Financial markets are complex adaptive systems, in order to understand them, the interaction of autonomous agents has to be brought into the focus. As the ABM methodology allows to do this better than neoclassical methods, this simple technique is adopted and allows to evidence that all these beliefs, even if they may be deeply rooted in the profession, are probably false.
Effects of Financial Inclusion on Economic Growth: Evidence from MENA Countries
Authors: Yalta A. Talha , Yalta A. Yasemin
Published: January 2025

In recent years, financial inclusion has taken center stage in policy discussions regarding achieving higher growth rates and reducing poverty levels. The existing literature analyzing the relationship between financial inclusion and GDP growth mostly assumes a one-way relation from financial inclusion to GDP, often ignoring potential reverse causality. Furthermore, the literature commonly adopts a financial inclusion index, or focuses on specific indicators such as the number of bank branches, ATMs or the share of people having an account. Because financial inclusion encompasses multiple dimensions, it is important to analyze the causal linkages between different financial inclusion indicators and GDP. In this paper, we analyze the nature and the direction of the causality between GDP and a large number of financial inclusion indicators for MENA (Middle East and North Africa) countries by adopting the recently developed nonlinear and nonparametric Kernel causality approach. Our analysis suggests that financial inclusion increases as the share of women having bank accounts increases. It also increases with the share of adults with primary education having an account and the share of adults having a mobile account. We also identify the relationship between main barriers to financial inclusion and GDP, and find that affordability and having insufficient funds are associated with GDP.
The Effect Of Professional Development Programs On Improving Teaching Performance Among Arabic Teachers In Nigeria
Authors: Garba Ahmad
Published: January 2025

This research aims to explain the impact of training or professional development for teachers during their service, and the extent to which this is permitted in developing human resources in the workplace. The teaching profession, like other professions, needs to develop and improve the skills of its members to increase the effectiveness of their performance and carry out their roles optimally. Vocational training is part of achieving the goals of the educational process. For example, teachers need to update their knowledge and skills to develop students' abilities. Therefore, the development of professional qualitative programs serves to provide modern knowledge and advanced skills, as well as ensuring their application and integration into classroom activities. In this context, individual differences between teachers are taken into account in several aspects according to their level of experience and professional qualifications. It also pays special attention to the psychological needs of some school members, represented in the desire to support their peers and give them feedback, and the need for some teachers to participate effectively in developing their school. Due to the nature of research, researchers use a descriptive approach to obtain scientific information and material related to the subject. The research results concluded that professional development programs and their types had a positive impact on teacher development performance during their service.
Technology, Unemployment and Human Psychology: Journey to Strength from Crisis
Authors:   St Clements University Psychology Department Faculty Membery/United Kingdom, Sirakaya Assoc. Prof. Yesim
Published: January 2025

In today's world, the rapid advancement of technology causes radical changes in the business world and economy, causing significant transformations in the labor market. This article aims to discuss the advancement of technology and the effects of this advancement on unemployment from the perspective of human psychology. First of all, basic concepts and connections will be emphasized in order to understand the unemployment problem caused by the changes created by technology in the business world. It will be discussed how technology increases automation and how advanced technologies such as artificial intelligence affect labor demand. The social and economic consequences of unemployment crises will be examined, focusing on the direct effects of these changes on unemployment rates. The article will also discuss in detail the psychological experiences of individuals experiencing unemployment and the emotional difficulties they face in this process. The effects of unemployment on individuals will be examined in the context of factors such as self-esteem, stress and hopelessness, and how psychological resilience can be protected or strengthened will be emphasized. In addition, the focus will be on how people can develop coping mechanisms in times of crisis and how they can learn from these processes, and how individuals can achieve their journey of empowerment from crisis. Issues such as resilience, adaptation and retraining will be discussed as exit strategies from crises, and methods that will facilitate individuals' re-entry into the workforce will be discussed. As a result, this article aims to be an important resource for understanding the effects of technology on unemployment and discovering how individuals can emerge stronger from this difficult process. It aims to guide researchers, policy makers and social workers on how human psychology can be supported and how restructuring processes can be managed while dealing with unemployment crises.
Memória e literatura: reflexões a partir das biografias
Authors: Carvalho Claudia Pereira de Jesus
Published: January 2025

Discute as relações entre memória e literatura. Tem como objetivo explorar as Biografias enquanto subgênero literário e como produto do processo de registro de memórias individuais e coletivas. Pesquisa de natureza qualitativa, com adoção do método bibliográfico. Conclui-se que as Biografias têm a memória como base para sua construção. A memória, por sua vez, encontra nas biografias uma das possibilidades para registro; o registro permite a permanência e o compartilhamento; registros biográficos serão sempre carregados de subjetividade, de emoções despertadas pelas lembranças, entende-se esta literatura como um dos elementos de memória das sociedades. As biografias atuam na geração e disseminação da memória, permitem comunicação entre épocas e gerações, diálogos com o passado através da literatura. Nesse sentido, é possível compreender os trabalhos de mediação da informação literária, realizados em diferentes esferas, profissionalmente ou não, como contributos à construção, propagação e preservação da memória.
Kurzfassungen. Die geistig strukturierte Interpretation des Lehrbuchs der Christlichen Wissenschaft
Authors: Kappeler Max
Published: January 2025

Dieses Werk enthält die Strukturierung des Lehrbuchs der Christlichen Wissenschaft „Wissenschaft und Gesundheit mit Schlüssel zur Heiligen Schrift“. Es stellt somit die geistig abstrahierte Gliederung des Lehrbuchtexts auf unterschiedlichen Ebenen dar: Die Ordnung der Kapitel zueinander in Form einer Matrix der 4 Wirkungsweisen (Wort, Christus, Christustum und Wissenschaft) sowie innerhalb der Kapitel in Ober- und Untertönen der 15 Wurzelbegriffe für Gott bzw. das Prinzip des Seins (7 Synonyme, 4 Wirkungsweisen und 4 Ebenen).
Das Buch unterstützt die wissenschaftliche Herangehensweise an das Lehrbuch und trägt dazu bei, sich nicht darin zu verlaufen. Zugleich entspricht der Text einer überarbeiteten Version der Studienmaterialien zu den Audio-Kursen über die einzelnen Lehrbuchkapitel.
Combating Disinformation in the Digital Era Assessing Perceptions, Validation Practices and Educational Interventions
Authors: Antoliš Krunoslav , Pačelat Jurica , Strmečki Simona
Published: January 2025

In today’s digital world, disinformation presents a significant societal challenge due to the deliberate manipulation of information aimed at deceiving audiences (Iosifidis & Nicoli, 2019). Unlike fake news, which may involve accidental errors, disinformation is intentionally designed to distort reality and influence public opinion (Langmie, 2021). The use of advanced technologies like AI to alter text, voice, images, and videos amplifies the impact of modern disinformation. A 2018 report by the European Commission characterizes disinformation as false, inaccurate, or misleading information created with the intent to harm the public or generate profit, excluding illegal content such as defamation and hate speech (European Commission, 2018). Disinformation poses a threat to democratic systems by propagating authoritarian ideologies (Iosifidis & Nicoli, 2019; Langmie, 2021), particularly within ideologically homogenous communities known as echo chambers (Corbu et al., 2020). Historical examples, like those cited by Berliner in 1992 regarding educational reforms, demonstrate disinformation’s ability to shape public perception and policy (Berliner, 1992). Disinformation spreads through bots, troll farms, and targeted advertising, often creating an illusion of credibility by originating from multiple sources (Howard et al., 2021). The emergence of AI-generated synthetic media further complicates efforts to detect and counteract disinformatioPublic media services are crucial in fighting disinformation by providing context, content, and reliable services (Horowitz et al., 2020). Developing educational programs that equip young people with the skills to identify and challenge disinformation is essential (Howard et al., 2021). This study explores the perceptions, attitudes, and behaviours of young people concerning internet disinformation, particularly university and high school students. It investigates the relationship between disinformation awareness, the accuracy of information validation, social media use, and experiences with cyber threats. The research employs survey, comparative, and descriptive methods, supplemented by correlation analysis. The study highlights the importance of educational initiatives to improve disinformation recognition and critical thinking skills. It supports the use of project-based learning and innovative teaching methods to tackle these issues (Pérez-Escolar et al., 2021; Van der Linden et al., 2020). The roles of educators and librarians in disinformation education should be expanded (Farmer, 2019; Kaufman, 2021). Addressing disinformation in the digital age requires a coordinated educational approach and international cooperation to develop curricula that strengthen young people’s ability to resist misleading information.
Međugeneracijski prijenos stavova prema kažnjavanju ratnih zločina
Authors: Buljubašić Mirza , Bijleveld Catrien , Holá Barbora
Published: January 2025

Ova studija istražuje međugeneracijsku sličnost (tj. međugeneracijski prijenos) u stavovima prema kažnjavanju ratnih zločina u Bosni i Hercegovini, postkonfliktnom društvu koje se još bori s naslijeđem rata. Koristeći vinjetnu studiju, istraženi su (dis)kontinuiteti o stavovima prema kažnjavanju ratnih zločina između roditelja, koji su iskusili rat, i njihove djece, koja nemaju izravnog iskustva s tim događajima. Podaci su prikupljeni iz prigodnog uzorka. Distribuirane vinjete bile su usredotočene na željenu duljinu kazne u scenariju iskonstruiranog zločina s varijacijama u rangu počinitelja, mjestu suđenja i isprikama. Također, prikupljeni su demografski podaci ispitanika, uključujući dob, spol, etničku pripadnost, obiteljske uloge i osobna iskustva sukoba. Studija je otkrila skromnu, ali dosljednu korelaciju između stavova prema kažnjavanju roditelja i djece, s primjetnim kvalitativnim razlikama u njihovu razmišljanju. Ovi nalazi pridonose razumijevanju nijansi međugeneracijske sličnosti u stavovima prema kažnjavanju u post[1]konfliktnim okruženjima, ističući potrebu za širim procjenama kako bi se u potpunosti shvatili dugoročni učinci rata i zločina na društvene stavove
Pravne pretpostavke za upućivanje policijskih službenika u mirovne misije i operacije
Authors: Franulović Dalibor
Published: January 2025

Sudjelovanje Republike Hrvatske u međunarodnim misijama i operacijama važna je sastavnica vanjske, sigurnosne i obrambene politike Republike Hrvatske. Cilj je ovog rada utvrditi pravne pretpostavke koje trebaju biti ostvarene prilikom upućivanja i sudjelovanja policijskih službenika u mirovnoj misiji. Prezentirat će se postupak Odluke Vlade Republike Hrvatske o sudjelovanju policijskih službenika u konkretnoj misiji, provedba internog natječaja za kandidate za sudjelovanje u misijama, kao i pravni aspekti upućivanja i sudjelovanja policijskih službenika u mirovnoj misiji. Zaključno će se predložiti rješenja za poboljšanje postojećeg stanja u skladu s aktualnim potrebama i uvjetima za sudjelovanje policijskih službenika u civilnim misijama Europske unije
Perspective on Future Infrastructure for Scholarly Blogs in Germany
Authors: Ochsner Catharina , Höfting Jonas , Pampel Heinz
Published: January 2025

On December 6th, 2024, we hosted the first workshop of our project Infra Wiss Blogs (Ochsner and Pampel 2024), funded by the German Research Foundation (DFG). The aim of the workshop was to bring together scholarly bloggers and experts from information infrastructure institutions, so they could exchange experiences, wishes and challenges concerning scholarly blogs.
The influence of the pharmacodynamic properties of drugs on indications for their use: Sodium-glucose cotransporter 2 inhibitors (SGLT2 inhibitors)
Authors: Denda Nikola , Maletin Nemanja , Atanasković Marko , Vučković Biljana , Rašković Aleksandar
Published: January 2025

Introduction: Sodium-glucose cotransporter type 2 (SGLT2) inhibitors play a crucial role in type 2 diabetes treatment, exerting effects on proximal tubules to reduce glucose reab-sorption and enhance urinary excretion, offering cardiovascular and renoprotective benefits. This study aims to explore the pharmacodynamic advantages of SGLT2 inhibitors, expanding their therapeutic indications and assessing variations in pharmacological effects among different representatives. Methods: A thorough review of literature from 2000 to 2023 via PubMed focused on SGLT2 inhibitors' pharmacology and clinical impact on T2DM, heart failure, and chronic kidney disease. Twenty relevant studies were analyzed to understand differences between these inhibitors, refining their efficacy and safety profiles. Topic: On May 20, 2024, 16 original human studies examining the effects of SGLT2 inhibitors were found. Additionally, 4 original animal studies investigating the impact of SGLT2 inhibitors on laboratory mice were discovered. Conclusion: SGLT2 inhibitors show promise in improving patients' quality of life and reducing diabetes-related complications. Continuous safety and efficiency monitoring is crucial for optimizing their therapeutic use, given limited data on their long-term safety and comparative effectiveness.
The influence of COVID-19 pandemic on secondary prevention in non-COVID patients with cardioembolic stroke
Authors: Lučić-Prokin Aleksandra , Bogdanović Milan , Pustahija Tatjana , Stamenković Marija
Published: January 2025

Introduction: Since March 2020, when the World Health Organization declared the global pandemic of the Coronavirus disease 2019 (COVID-19), an era of great challenges for the entire healthcare system has begun. A new organization of the healthcare system was needed to balance care not only for cases tested positive for COVID-19, but also for those that did not. Data indicate a reduction in the functioning of stroke units, a decrease in neuroimaging diagnostic procedures, and changes in therapeutic interventions for stroke patients. Aim: This research investigates the assumption that these changes in medical care have affected the secondary prevention of cardioembolic stroke (CS) in non-COVID patients. Material and Methods: A cross-sectional study was conducted among 338 out of 1,928 non-COVID patients with CS and non-valvular atrial fibrillation (NVAF), comparing demographic, therapeutic recommendations between the period before and during the COVID-19 pandemic. Over a five-year period, data of the possible complications of therapeutic management for secondary stroke prevention were collected. Results: Among two groups, only chronic renal insufficiency emerged as a significant risk factor during COVID-19 (p=0.0365), while previous stroke was characteristic of the first period, before COVID-19 pandemic (p=0.0081). The most common therapeutic recommendations for secondary prevention of CS with NVAF included apixaban (p=0.0336) and bridging therapy: low-molecular weight heparin with acetylsalicylic acid (LMWH+ASA) (p=0.0011), both during the COVID-19 period. Complications were registered in 20 (8%) patients. Although not statistically significant, the highest proportion of systemic and neurological complications occurred in patients using dabigatran (25%) Recurrent stroke was registered in 20% of patients using apixaban, while 15% patients using rivaroxaban had systemic bleeding (15%). Conclusion: Our results demonstrate preserved stroke care quality during the COVID-19 time period. It is crucial to carefully evaluate the possible causes of any ischemic stroke, anticoagulant therapy with direct oral anticoagulants is the mainstay of NVAF management of CS stroke with the dominance of apixaban and bridging therapy. No intracranial bleeding was noted.
Shvatanje konteksta za učenje u savremenim empirijskim istraživanjima
Authors: Medar-Zlatković Jelena , Radulović Lidija
Published: January 2025

Iako se sintagma kontekst za učenje često sreće u pedagoškoj literaturi, značenja koja se pridaju ovom pojmu različita su te se neupitno može reći jedino da je njegova suština kompleksna i teško dokučiva. Cilj ovog rada jeste da sagledamo shvatanja konteksta za učenje u savremenim empirijskim istraživanjima kroz odgovaranje na pitanja: kakva je priroda konteksta za učenje; šta čini sadržaj ovog pojma; kakva je uloga obrazovnih aktera u građenju konteksta za učenje; koji se obim pojma konteksta za učenje nalazi u fokusu istraživanja i mogu li se prepoznati tipični obrasci u shvatanju konteksta. Metodom sinteze tekstualnog narativa odabranih empirijskih istraživanja (N=20) utvrdili smo da se kontekst za učenje najčešće shvata kao skup objektivno postojećih karakteristika okruženja, iako se javljaju i radovi u kojima se kontekst razume kao subjektivni doživljaj aktera. Sličan je broj radova u kojima se elementi konteksta posmatraju kao zasebne komponente a njihovi odnosi zanemaruju, kao i onih u kojima se kontekst razume kao mreža odnosa između elemenata ili holistički. U sličnom broju istraživanja obrazovni akteri se posmatraju kao pasivni korisnici konteksta i kao oni koji grade kontekst. U analiziranim istraživanjima najčešće se istražuje kontekst na mikro nivou učionice. Na osnovu analize odnosa između pojedinih dimenzija može se zaključiti da se u savremenim istraživanjima mogu prepoznati dva načina konceptualizovanja konteksta koja se temelje na polazištima empirijsko-analitičke i ekološko-interpretativne paradigme. Budući da teorijski okvir i istraživački instrument koji je razvijen za potrebe ovog rada omogućavaju sagledavanje definišućih dimenzija konteksta za učenje, verujemo da rad može biti koristan za buduća istraživanja.
Stavovi nastavnika redovnih osnovnih škola prema inkluzivnom obrazovanju učenika sa smetnjama u razvoju
Authors: Dražić Milana , Zrnić Lana
Published: January 2025

Cilj ovog istraživanja bio je ispitivanje stavova nastavnika redovnih osnovnih škola prema inkluzivnom obrazovanju učenika sa smetnjama u razvoju. Posebne pretpostavke bile su da se stavovi nastavnika razlikuju u zavisnosti od dužine radnog staža, radnog mesta te prethodnog iskustva u radu sa ovim učenicima. U istraživanju su učestvovala 52 nastavnika, zaposlena u redovnom sistemu obrazovanja. Za procenu nastavničkih stavova prema inkluzivnom obrazovanju korišćena je Skala o stavovima nastavnika prema inkluzivnim odeljenjima (Scale of Teacher's Attitudes Toward Inclusive Classrooms). Faktori koji su se dovodili u vezu sa formiranjem stavova nastavnika, ispitani su posebno konstruisanim upitnikom, koji je obuhvatao relevantne sociodemografske karakteristike nastavnika. Rezultati ukazuju na prisustvo neutralnih nastavničkih stavova prema inkluzivnom obrazovanju (M=3.44, SD=0.65). Neutralni stavovi zapaženi su na subskalama koje se odnose na profesionalna pitanja inkluzije (M=3.43, SD=0.98) i prednosti i nedostatke inkluzije (M=3.03, SD=0.69). Najpozitivniji stavovi primećeni su u okviru subskala koje se odnose na filozofska (M=3.86, SD=0.88) i logistička pitanja inkluzije (M=3.75, SD=0.92). Utvrđeno je kako statistički značajan uticaj na stavove nastavnika ima dužina radnog staža, dok ostali faktori ne utiču na njihove stavove u značajnoj meri. Zaključeno je kako nastavnici redovnih škola pokazuju neutralne do blago pozitivne stavove prema inkluzivnom obrazovanju. Praktične implikacije sprovedenog istraživanja ogledaju se u potrebi za osposobljavanjem starijeg nastavnog kadra za inovativnije pristupe nastavi, kao i u organizovanju radionica koje bi, kroz lični kontakt sa učenicima sa smetnjama u razvoju, pospešile formiranje pozitivnih stavova prema inkluzivnom obrazovanju.
Percepcija (budućih) vaspitača o obrazovnim robotima u radu sa decom
Authors: Matović Sofija
Published: January 2025

Obrazovni roboti imaju značajno mesto u unapređenju predškolskog obrazovanja obezbeđujući učenje na dinamičan i interaktivan način, što je u skladu sa teorijama konstruktivizma. Postavlja se pitanje kakav stav zauzimaju budući vaspitači po pitanju ove tehnologije koja ima potencijal da unapredi vaspitno-obrazovnu praksu. Rad analizira percepcije o pedagoškim potencijalima obrazovnih robota u predškolskom obrazovanju, s ciljem da se razjasni kako (budući) vaspitači percipiraju obrazovne robote, koje prednosti i izazove prepoznaju, te da li njihove percepcije variraju u zavisnosti od nivoa studija. Uzorak je uključivao studente sa smera za obrazovanje vaspitača, od kojih većina nije imala prethodno radno iskustvo u vaspitno-obrazovnom radu zbog čega su tretirani kao budući vaspitači. Primenjena je deskriptivna statistika za analizu podataka pri čemu je pouzdanost instrumenta korišćenog prilikom skaliranja potvrđena Kronbahovim alfa koeficijentom od 0.715. Primećene su razlike u stavovima između studenata - studenti osnovnih studija pokazali su veće prisustvo miskoncepata. Rezultati ukazuju da (budući) vaspitači uglavnom imaju pozitivan stav prema potencijalima obrazovnih robota, prepoznajući ih kao sredstvo koje može doprineti unapređenju vaspitno-obrazovne prakse i razvoju logičkih struktura kod dece. Međutim, postoje značajni miskoncepti što je povezano sa nedostatkom adekvatnog znanja i digitalnih kompetencija studenata. Identifikovane su implikacije koje podrazumevaju unapređenje nastavnog plana i programa osnovnih studija kroz organizovanje radionica i praktičnih obuka koje će omogućiti osposobljavanje (budućih) vaspitača za efikasnu primenu obrazovnih robota.
Contextual learning in the modern preschool curriculum
Authors: Veselinov Danica , Kelemen-Milojević Ljiljana , Mirković Jasmina
Published: January 2025

The modeling of a modern preschool curriculum is contextually conditioned and represents a complex process. Each kindergarten has its own identity, its DNA, just as children, preschool teachers and other participants in the educational process have their own individual equations. Contextual learning is at the heart of contemporary theoretical and value-based principles of education, encompassing dimensions of child well-being: cognitive, conative, and social. It focuses on creating an environment that ensures a sense of connection with other social subjects, a sense of competence, and a sense of autonomy in expression and action. Modern perspectives on education and upbringing, and consequently on pedagogical and didactic implications, are based on the theoretical foundations of postmodern discourse: contemporary understandings of the philosophy of education, sociocultural theory, postmodernism, and poststructuralism. The problem that initiated this research is marked by the question: To what extent do preschools/kindergartens provide employed preschool teacher-students with opportunities for collaborative work, autonomy, (self-)reflection, critical thinking, emancipatory approaches in creating contextual practices, and decision-making (as actors of educational policy)? The paper presents the results of action (qualitative) research conducted with a sample of 40 preschool teachers employed in Vršac and Pančevo. The aim of the research is to determine, from the preschool teachers' perspective, the extent to which the kindergarten is a place of contextual and reflective practice and, based on these insights, to devise steps for its improvement. Through a semi-structured questionnaire, preschool teachers shared their insights regarding the context and specificities of the kindergarten and the educational group: group specificities; the greatest advantage and the greatest challenge in terms of contextual conditions; the extent to which different perspectives are respected in the institution; the extent to which preschool teachers accept perspectives differing from their own; and the extent to which preschool teachers act as decision-makers in building reflective practices. The research results highlight the importance of continuous reflection and adaptation of educational practices in preschools to better meet children's needs and support their overall development. While a desire for improvement and change is evident, challenges such as a lack of resources, organizational constraints, and the complexity of implementing new concepts and approaches remain significant. This study merely touches upon the significance of these questions and, we believe, opens new avenues for research to further improve educational practices.
Antecedents of pharmacy students' performance in Nigerian universities: A cluster analysis study
Authors: Ehidiamen Oamen , Oluwadare Jegede
Published: January 2025

Most student performance metrics are based on quantitative assessment from traditional test and examination scores. However, there is an apparent scarcity of exploratory qualitative studies to examine the characterization of traits, attitudes, and behaviors that may influence students' performance outcomes. Moreso because such characterization will contribute to informing and supporting appropriate corrective interventional strategies from educators. The study aimed to evaluate the antecedents of the academic performance of undergraduate pharmacy students using a cluster analysis framework. We examined the antecedents of interest as clusters depicting measures of relative strength of study behaviors, group study behavior, perceived lecturer support, perceived program difficulty, and a single demographic variable-age, evaluated in the context of self-reported academic performance. Using a structured questionnaire, cross-sectional survey data was obtained from 352 undergraduate pharmacy students in their third, fourth, and fifth year from three Nigerian pharmacy schools from April to May 2024 and analyzed using Two-step cluster analysis. Four distinct clusters emerged with perceived program difficulty and study behaviors as the highest predictors of cluster membership. Cluster 3 was the most dominant predictor based on the highest performance scores, followed by Cluster 2. Clusters 1 and 4 were identified by characteristically low (below average) study behaviors compared to the dominant clusters. The clustering method characterized the dominant proclivities, attitudes, and behavior of students which can potentially inform targeted interventional strategies from educators. The study findings provide more insight into prioritizing students' characteristics that enhance performance. Students should be encouraged to strive for an optimal mix of appropriate attitudes and behaviors to increase the likelihood of success in their academics. The study advocates periodic evaluation of students' perceptions of key performance antecedents to support adequate and informed remedial interventions. Implications of the study to educators and researchers are discussed.
Problems encountered by female school principals in Turkey
Authors: Topcu İhsan , Manolova Yalçin , Cingöz Orhan , Akkaya Sare
Published: January 2025

In this study, the problems faced by women principals in school administration were investigated. Phenomenology model was preferred in the study. The study group consisted of 17 female school principals working in public state schools in five central districts of Kayseri province. The data were collected through a semi-structured interview form and analyzed by content analysis method. Research results show that half of female managers believe that they fulfill their managerial duties and meet their previous expectations. Also the same half of those female principals have gained power and status, and overcome the difficulties faced by while the other half have not met their expectations. Those others have experienced regret and disappointment due to the challenging conditions and inequality of opportunities for themselves. Main problems are listed as male principals' gender discrimination, underestimation of women, lack of recognition of women's success and injustice in work distribution. It is found that the majority of the participants do not have problems with teachers and students. Yet, some female principals had problems with female teachers due to jealousy, envy and exclusion, and some of them had problems with male teachers due to gender-based prejudice and not accepting women as principals. The study showed that the majority of participants had problems with male parents and that the problem stemmed from the prejudice that women cannot be principals. It is seen that the majority of the participants do not have problems with the provincial and district national education directorates and the staff of other schools during the school management process. Regarding career planning, it was stated that the majority of the participants had plans to continue and advance in their current positions. It is seen that some female school administrators want to leave the school administration due to reasons such as long working hours, heavy responsibility, stress factor, concern about neglecting family and home responsibilities, loneliness and exclusion due to their position at the school.
The paradox of moral education
Authors: Prašević Nedžib
Published: January 2025

One of the most important problems in philosophy of education is known under the name of the paradox of moral education. The hypothesis from which we begin and the validity of which should be proved is reduced to the claim that this paradox arises when the basic categories of philosophy of education, such as autonomy, authenticity and the purpose of education, are assessed in the context of the metaphysics of free will, particularly in relation to the tacit libertarian premise on which these categories are founded. In order to overcome the paradox, this theoretical research examines in what manner Frankfurt's hierarchical theory may sustain the basic categories of philosophy of education, i.e., in what manner the metaphysics of free will can help in resolving this problem. The interpretation of Frankfurt's thought experiment and the logical analysis of the arguments in the basis of this theory about the hierarchical structure of the will, as well as examining the conclusiveness of the argument about the dilemma caused by determinism, will be the applied methods which will enable the examination of the proposed hypothesis. The research results will confirm the initial assumption according to which Frankfurt's insights can be substantially used for overcoming the challenges of the dilemma of determinism and the paradox of moral education by enable us to define differently the key concepts of philosophy of education, which can no longer be affected by (meta)physical assumptions about the order of the world that we accept noncritically and that have conditioned the emergence of the paradox of moral education.
Investigation of science teachers' anxiety about artificial intelligence: A phenomenological study
Authors: Yalçın Vildan , Gökçe Hasan , Nacaroğlu Oğuzhan
Published: January 2025

This study aims to examine science teachers' views and concerns about artificial intelligence (AI). Phenomenology design, one of the qualitative research method designs, was used in the study. The study group consisted of five science teachers, one doctoral and four master's degree graduates. Semi-structured interview was preferred as a data collection tool. Inductive content analysis was used to analyze the data. Participants defined AI as robots with humanoid behavior and alternative learning tools. Teachers stated that AI increased academic achievement, motivation and class participation rate. It was found that the participants' concerns about AI stemmed from lack of experience and knowledge, security issues and reliability of information. It was also concluded that the participants were concerned about workload, asocialization, decrease in skills, and privacy of personal data. The participants stated that they had problems in terms of being technologically inadequate, not being able to adapt to AI and lack of knowledge, inadequate AI outputs, and difficulties in applied trainings. It is recommended that science teachers should be given practical trainings to reduce their concerns about AI.
Analyzing immigrant and non-immigrant belonging experiences through IRT in large-scale assessments: Insights from Costa Rica
Authors: Fabian Elizondo-Gonzalez
Published: January 2025

Studies across countries part of the Organization for Economic Cooperation and Development (OECD) suggest that learners' sense of school belonging is often influenced by their place of birth. However, large-scale assessment studies rarely explore whether differences in belonging scores between nonimmigrant and immigrant learners are due to test bias. This study fills that gap by examining belonging scores in Costa Rican high schools using the Programme for International Student Assessment (PISA) 2022 data, with a focus on test fairness. Utilizing Multiple-group Differential Item Functioning (DIF) analyses and Item Response Theory (IRT) modeling, results show that all items are DIF-free, confirming no test bias. An Independent Samples t-test reveals no significant differences in belonging scores between immigrant and non-immigrant learners, which is a positive finding. It suggests that Costa Rican educational environments foster a shared sense of belonging, regardless of learners' place of birth. The most discriminating items, identified through IRT modeling, relate to performative or participatory aspects of school belonging. This study highlights the importance of incorporating IRT modeling and fairness protocols in large-scale assessments. By confirming that sense of belonging is not impacted by place of birth, stakeholders can confidently make decisions that further support inclusive educational practices in Costa Rican classrooms, knowing the PISA sense of belonging index provides unbiased, reliable scores.
The Royal Game of Ur and mathematics
Authors: Živanović Milan
Published: January 2025

Most pedagogues believe that motivation is a key prerequisite for successful learning. Nowadays, especially at an older age, it is very difficult to get students interested in learning mathematical content. This paper will describe the Royal Game of Ur, the oldest board game originating from ancient Mesopotamia. We will also present several probability theory problems inspired by that game. Finally, an electronic version of the Royal Game of Ur, modeled by the author in the Geogebra software package, will be presented.
Reasoning of generative artificial intelligence in solving mathematical logical problems
Authors: Stanković Tatjana , Liđan Edin
Published: January 2025

One of the tasks of mathematics education is to develop students' logical thinking. Logical problems that require a certain level of sharpness, ingenuity, and rational reasoning present a good challenge that can further motivate students to engage with mathematics. The progress of science and technology has led to the emergence of numerous tools that can be used in mathematics education. With the advent of artificial intelligence, these tools got a more active role as communication with users reached a new user-friendly dimension resembling human-to-human interaction. The unpredictability of the flow and the speed of development of artificial intelligence raises the question of whether it will ever reach or surpass the level of human sharpness and ingenuity. This paper illustrates inaccurate and partially accurate reasoning of artificial intelligence in solving logical problems.
Basic issues and problems of classical liberal feminism
Authors: Vilić Dragana , Vilić Nataša
Published: January 2025

Classical liberal feminism represents the theoretical effort and political demand of feminism first manifested in the second half of the 18th century. In that period, numerous factors (economic, social, political), as well as movements in human thought, created the conditions for women to question the relationship of power and their own position in society (I. Milojević). Those first feminist efforts were related to the basic principles of liberalism (equality, freedom, independence), reformulated and extended to women (K. Lončarević). Given the complete civil, political and cultural disenfranchisement of women, classical liberal feminism focused its demands on the achievement of women's equality with men in terms of these rights. The main argument for this is the equality of men and women in terms of reason. Reason is the power of perfection, it represents the bond of the creation with the Creator from whom they all originate, therefore, everyone must have the same nature. The organization of civil society is criticized, which with its mechanisms (education, upbringing, exclusion from all civil and political affairs, etc.) prevents women from cultivating reason (M. Wollstonecraft). Women and men are born equal, therefore law, customs or prejudice should not create differences between them. Representatives of classical liberal feminism advocate the removal of all customary and legal obstacles that stand in the way of women having an active role in society and equal rights, as well as access to all jobs and rewards available to men. The legal subordination of women in itself is wrong and represents the main obstacle to the development of humanity (J. S. Mill). The habit of submission degrades and deadens people, making them incapable of any kind of resistance (H. Taylor Mill). Questions related to the private sphere of men's and women's existence remain outside the interest of liberal feminists in the 18th century (Olympe de Gouges and Mary Wollstonecraft), while representatives of classical liberalism in the 19th century (Harriet Taylor Mill and John Stuart Mill) extend their considerations to issues of marriage and divorce from different positions. Gender inequality has negative consequences for personal and public virtues, which should be based on reason and develop in freedom.