bluuebunny/crossref_metadata_2025 huggingface dataset:
Stable dinitrile end-capped closed-shell non-quinodimethane as donor, acceptor and additive of organic solar cells
Authors: weixuan Liang , Peng Liu , Yiheng Zhang , weiya Zhu , Xinyang Tao , Zhicai He , Yuan Li
Published: November 2021

Non-fullerene acceptors exhibit great potential to improve photovoltaic performances of organic solar cells. However, it is important to further enhance chemical stability and device durability for future commercialization, especially for Y6-series small molecule acceptors with 2-(3-oxo-2,3-dihydroinden-1-ylidene)malononitrile (IC) type as ending group. In this work, an IC-free photovoltaic material YF-CN consisting of 2-fluoren-9-ylidenepropanedinitrile terminal was designed and synthesized by stille coupling. YF-CN exhibited closed-shell chemical structure with enhanced photostability and improved morphological compatibility with the binary PCE10:Y6 blend. The moderate energy level makes YF-CN could serve as a multifunctional material, such as donor, acceptor and the third component. When adding YF-CN as second donor into PCE10:Y6 system, an improved power conversion efficiency of 12.03% was achieved for as-cast device. Importantly, the ternary PCE10:YF-CN:Y6-devices showed enhanced storage durability maintaining 91% of initial PCE after the 360 hours. This work provides new perspective to understand the open-shell character of donor and closed-shell structure of acceptors, respectively, as well as promising design concept of stable IC-free acceptors for organic solar cells.
Improving machine learning performance on small chemical reaction data with unsupervised contrastive pretraining
Authors: Wen Mingjian , Blau Samuel M. , Xie Xiaowei , Dwaraknath Shyam , Persson Kristin A.
Published: November 2021

Machine learning (ML) methods have great potential to transform chemical discovery by accelerating the exploration of chemical space and drawing scientific insights from data. However, modern chemical reaction ML models, such as those based on graph neural networks (GNNs), must be trained on a large amount of labelled data in order to avoid overfitting the data and thus possessing low accuracy and transferability. In this work, we propose a strategy to leverage unlabelled data to learn accurate ML models for small labelled chemical reaction data. We focus on an old and prominent problem—classifying reactions into distinct families—and build a GNN model for this task. We first pretrain the model on unlabelled reaction data using unsupervised contrastive learning and then fine-tune it on a small number of labelled reactions. The contrastive pretraining learns by making the representations of two augmented versions of a reaction similar to each other but distinct from other reactions. We propose chemically consistent reaction augmentation methods that protect the reaction center and find they are the key for the model to extract relevant information from unlabelled data to aid the reaction classification task. The transfer learned model outperforms a supervised model trained from scratch by a large margin. Further, it consistently performs better than models based on traditional rule-driven reaction fingerprints, which have long been the default choice for small datasets. In addition to reaction classification, the learned GNN-based reaction fingerprints can also be used to navigate the chemical reaction space, which we demonstrate by querying for similar reactions. The strategy can be readily applied to other predictive reaction problems to uncover the power of unlabelled data for learning better models with a limited supply of labels.
The Importance of Visual Reading for the Interpretation of a Literary Text
Authors: Batič Janja , Haramija Dragica
Published: November 2021

In this paper, the two authors showcase the results of a research survey on the role of illustrations in the interpretation of literary texts. The survey sample included students of primary education and preschool education, who were given the poem Učenjak (Scholar) by Niko Grafenauer and asked to answer questions regarding the character’s personality and appearance, the literary space, and other factors. The first group of interviewees was given the poem illustrated by Lidija Osterc and the other the same poem illustrated by Marjan Manček. The results showed that the illustration had a significant impact on the message conveyed by the poem, particularly when the illustrator added the context by representing the character’s environment (which was not explicitly given in the text). Furthermore, the results showed the need for the comprehensive reading of an illustrated text, given that it is the interaction between the verbal and the visual that provides vital information necessary for the reader to understand the message of the dedicated literary work.
Pomen likovnega branja ilustracije pri interpretaciji leposlovnega besedila
Authors: Batič Janja , Haramija Dragica
Published: November 2021

Avtorici predstavljata izsledke raziskave o vlogi ilustracije pri interpretiranju leposlovnega besedila. V raziskavo sta vključili študente razrednega pouka in predšolske vzgoje, ki so ob pesmi Nika Grafenauerja Učenjak odgovarjali na vprašanja o značaju in videzu lirskega subjekta, književnem prostoru idr. Prva skupina anketiranih je odgovarjala ob pesmi z ilustracijo Lidije Osterc, druga pa ob pesmi z ilustracijo Marjana Mančka. Rezultati so pokazali, da ilustracija bistveno spreminja sporočilo besedila, predvsem kadar ilustrator z upodobitvijo okolja (ki v pesmi ni eksplicitno določeno) dodaja kontekst. Rezultati kažejo na nujnost celostnega branja ilustriranih besedil, saj je interakcija med besedilom in ilustracijo tista, ki podaja ključne informacije za razumevanje sporočila literarnega dela.
Towards Competence-based Practices in Vocational Education – What Will the Process Require from Teacher Education and Teacher Identities?
Authors: Nissilä Säde-Pirkko , Karjalainen Asko , Koukkari Marja , Kepanen Pirkko
Published: November 2021

Competence-based education refers to the integration of knowledge, skills, attitudes and interactivity as the intended outcomes of learning. It makes use of lifelong learning and lifelike tasks in realistic settings and requires the cooperation of teachers. This research was prompted by the desire to explain why collegial cooperation often seems to be problematic in schools and universities. Are there certain social structures or behavioural patterns that influence the cooperative culture in teacher communities? The research material was collected in 2013 and 2014 in Oulu, Finland. The target groups were both newly qualified and experienced vocational teachers at all educational levels (N=30). The data collection methods were open questions in interviews and questionnaires. The research approach and analysis methods were qualitative. The theoretical background is in humanistic-cognitive and experiential learning as well as in dynamic epistemic conceptions. The findings show that the prevailing model in teacher communities is individualistic, disciplinedivided and course-based, especially among older teachers. The obstacles refer to teachers’ self-image and a deeply rooted fear of criticism or revelation of incompetence. The promoters of cooperation were connected to the changing practices and desire of sharing with colleagues.
Fostering the Quality of Teaching and Learning by Developing the “Neglected Half ” of University Teachers’ Competencies
Authors: Marentič Požarnik Barica , Lavrič Andreja
Published: November 2021

For too long, the quality of teaching and learning in universities has been undervalued in comparison to research. Current social, economic, ecological and other challenges require that more attention be given to measures to improve the situation. Academic staff should receive incentives, policy support and high-quality pedagogical training to develop key competencies for excellence in teaching. Examples of key competencies in this area in different countries are presented as well as some schemes of policy support and pedagogical training. The casestudy from the University of Ljubljana is based on experiences gathered from four groups of participants during a course on Improving University Teaching in 2013 and 2014. They gave their opinion on the relative importance of different competencies in teaching, to what extent have they developed them during the course and, finally, which activities and methods used have most contributed to their development. At the end, some measures to foster excellence in teaching at the level of policy are proposed, as well as areas for further research.
Use of Online Learning Resources in the Development of Learning Environments at the Intersection of Formal and Informal Learning: The Student as Autonomous Designer
Authors: Lebeničnik Maja , Pitt Ian , Istenič Starčič Andreja
Published: November 2021

Learning resources that are used in the education of university students are often available online. The nature of new technologies causes an interweaving of formal and informal learning, with the result that a more active role is expected from students with regard to the use of ICT for their learning. The variety of online learning resources (learning content and learning tools) facilitates informed use and enables students to create the learning environment that is most appropriate for their personal learning needs and preferences. In contemporary society, the creation of an inclusive learning environment supported by ICT is pervasive. The model of Universal Design for Learning is becoming increasingly significant in responding to the need for inclusive learning environments. In this article, we categorize different online learning activities into the principles of Universal Design for Learning. This study examines ICT use among university students (N = 138), comparing student teachers with students in other study programs. The findings indicate that among all students, activities with lower demands for engagement are most common. Some differences were observed between student teachers and students from other programs. Student teachers were more likely than their peers toperform certain activities aimed at meeting diverse learner needs, but the percentage of students performing more advanced activities was higher for students in other study programs than for student teachers. The categorization of activities revealed that student teachers are less likely to undertake  activities that involve interaction with others. Among the sampleof student teachers, we found that personal innovativeness is correlated with diversity of activities in only one category. The results show that student teachers should be encouraged to perform more advanced activities, especially activities involving interaction with others, collaborative learning and use of ICT to plan and organize their own learning processes.
Relations between Students’ Motivation, and Perceptions of the Learning Environment
Authors: Radovan Marko , Makovec Danijela
Published: November 2021

In this research, we have examined the characteristics of university students’ motivation and its connection with perceptions of the learning environment. Higher education teachers often find it challenging to decide how to organize their lectures and what instructional strategy they should use to be most effective. Therefore, we endeavoured to determine which  characteristics of the learning environment best predict the motivational orientation of students and their satisfaction with the course. The survey included 120 postgraduate students of the Faculty of Arts at the University of Ljubljana. In order to measure their motivation, we employed several scales of the Motivated Strategies for Learning Questionnaire (Pintrich etal., 1991). For the purpose of this research, we created a new questionnaire for their evaluation of the learning environment. The results revealed a high correlation between the intrinsic goal orientation, self-efficacy, and control beliefs. The most important factors of the learning environment that are connected with the formation of intrinsic goal-orientation and the enjoyment of education are the perception of the usefulness of the studied topics, a feeling of autonomy, and teacher support. To an extent, these findings are supported by the findings of those authors who recommend using those methods of teaching that are in compliance with the student-centred understanding of teaching and learning.
The (Co-)Construction of Knowledge within Initial Teacher Training: Experiences from Croatia
Authors: Vujičić Lidija , Boneta Željko , Ivković Željka
Published: November 2021

“Learning by doing” within and together with a “community that learns” ought to become the fundamental method of learning – not only for children, but also for their teachers and other participants in the educational process. To what extent are students of early and preschool education involved in such work methods, and what have their experiences been like?An example of a research-based, reflective approach to practice grounded in action research and the co-construction of knowledge with students shall be presented as an example of quality practice at the Faculty of Teacher Education in Rijeka. Such a form of practice creates knowledge through the action itself and through contemplation of one’s actions and the actions of others, all with the purpose of strengthening the practical competencies of future teachers. Our conclusion is that mutual learning, as propounded by the social constructivist approach to education, within the context of the mutual discussions between students and teachers that we organized directly contributed to the development of (self-)reflectioncompetencies among future teachers, while also immersing all participants in an environment conducive to deliberation and the (re)definition of oneself and one’s own pedagogical work.
Students’ Gender-Related Choices and Achievement in Physics
Authors: Jugović Ivana
Published: November 2021

The goal of the research was to explore the role of motivation, gender roles and stereotypes in the explanation of students’ educational outcomes in a stereotypically male educational domain: physics. Eccles and colleagues’ expectancy-value model was used as a theoretical framework for the research. The research sample included 736 grammar school students from Zagreb, Croatia. The variables explored were expectancy of success, selfconcept of ability and subjective task values of physics, gender roles and stereotypes, and educational outcomes: academic achievement in physics, intention to choose physics at the high school leaving exam, and intention to choose a technical sciences university course. The results showed that girls had a lower self-concept of ability and lower expectancies of success in physics compared to boys, in spite of their  higher physics school grades. Hierarchical regression analyses showedthat self-concept of physics ability was the strongest predictor of physics school grades, whereas the utility value of physics was the key predictor of educational intentions for both genders. Expectancy of success was one of the key predictors of girls’ educational intentions, as well. Endorsement of a typically masculine gender role predicted girls’ and boys’ stronger intentions to choose a stereotypically male educational domain, whereas acceptance of the stereotype about the poorer talent of women in technical sciences occupations predicted girls’ lower educational outcomes related to physics. The practical implication of the research is the need to create gender-sensitive intervention programmes aimed at deconstructing the gender stereotypes and traditional gender roles that restrain students from choosing gender-non-stereotypical careers.
Europe’s Got Talent: Setting the Stage for New Teachers by Educative Mentoring
Authors: Da Rocha Karin
Published: November 2021

Growing challenges, demographic change and the need to deal with various demands in one’s professional and private life call for a high flexibility and willingness to learn, especially among teachers, who serve as role models in this respect. Consequently, professional development has to focus on reflective and introspective processes. At the beginning of a teaching career, educative mentoring can provide valuable support. In the course of planning a new teacher-training program in Austria, the University College of Teacher Education Styria, in Graz, is conducting a mentoring project in primary schools from 2012 to 2014. It takes place in two Styrian districts and is accompanied by evaluation research. Local mentors support new teachers. Moreover, in-service training for new teachers, mentors and principals is provided. The topics of the courses correspond to the participant groups’ roles and interests, foster social and digital networking, and encourage peer discussion and cross-group communication. The qualitative research entailed in the project investigates supporting factors of educative mentoring and communication processes by applying questionnaires, expert interviews and group discussions. This article focuses on the role, challenges and duties of a mentor, taking into account the value of educative mentoring for professional learning communities and individual learning processes.
Will Academics Drive or Obstruct the Slovenian Government’s Internationalisation Agenda for Higher Education?
Authors: Flander Alenka , Klem Manja
Published: November 2021

The present article is concerned with the question of how conducive the academic culture and climate in Slovenian higher education institutions are to internationalisation. Our underlying assumption is that academic staff represent either an important driving force or an obstacle to the implementation of internationalisation policies formulated at the national level and diffused into institutional practices. Specifically, we investigate whether the present academic attitudes and behaviours are in line with the internationalisation aims and objectives stated in the National Higher Education Programme 2011–2020. Our findings point to generally favourable attitudes of academics towards internationalisation. We also find that academics’ own priorities regarding internationalisation tend to be higher than the perceived priorities of their respective institutions. At the same time, however, the preferences of academics regarding the various activities associated with the “internationalisation of study at home”, especially conducting courses in foreign languages, are lower and highly divergent, and might therefore obstruct the government’s agenda in this regard.
Community Resilience and the Fulfilment of Child Rights in the Family, School and Community
Authors: Mataga Tintor Arijana
Published: November 2021

The present paper presents the experience of researching the resilience of the local community and the fulfilment of the rights of the child. The aim of research was to place the assessment of the rights of the child in the function of local community resilience, focusing on one particular group of rights: the right to participate. This concept is defined throughthe view of the local community from the perspective of children, parents and teachers, within the context of the realisation of child rights at the local level, which has a direct influence on the development and upbringing of children. The local community selected for study was the town of Velika Gorica in the Republic of Croatia, and the research included qualitative data collected through interviews in seven focus groups. The study included 13 children, 9 parents and 10 teachers. The results show that the key element of children’s understanding of the concept of child rights is respect and appreciation from adults despite differences in the amount and type of power possessed by children. The understanding of the concept of child rights from the perspective of adults is based on the need for these rights due to children’s dependence, immaturity and need for protection. Discussion about resilience opens up a new dimension for nonprofessional interpretation. The concept of resilience produced ambiguous reactions among children, parents and teachers, being perceived in two ways: as “positive” and “negative”. In all three focus groups, participants agree that there is a connection between child rights and resilience. They explain the connection as clear, logical and conditioned by interaction.
Some Aspects of Collaboration in Inclusive Education – Teachers’ Experiences
Authors: Bouillet Dejana
Published: November 2021

The main aim of the present article is to analyse some aspects of collaboration in inclusive educational practice in Croatian schools by analysing teachers’ experiences. Special attention is devoted to the professional support resources available to teachers, as well as to teachers’ views on the content and usefulness of the professional support they utilise. The article presents partial results of a larger research project regarding various components of inclusive practice in Croatian primary schools, organised at the Faculty of Teacher Education in Zagreb.A total of 69 primary school teachers were interviewed regarding the elements of inclusive practices in their own schools. Each teacher also completed a short questionnaire about their opinions on elements that weaken inclusive practices in their school, as well as on some general data about schools. The  data obtained were analysed on both the qualitative and the quantitative levels. The results suggest that, at the present time, collaboration in Croatian schools is not well organised and defined. It is shown that only a relatively small numberof various professionals who could support teachers and students in inclusive processes work in schools. Furthermore, it is established that schools do not compensate for this problem with stronger collaboration between schools and professionals in local communities. Teachers would like to receive more specific advice, as well as more concrete assistance in the education of students with disabilities. The author concludes that a better conceptualisation of collaboration between schools and local communities is needed (especially a higherlevel of team work). This would certainly contribute to improving the quality of inclusive education in Croatian schools.
Life-Cycle Thinking in Inquiry-Based Sustainability Education – Effects on Students’ Attitudes towards Chemistry and Environmental Literacy
Authors: Juntunen Marianne , Aksela Maija
Published: November 2021

The aim of the present study is to improve the quality of students’ environmental literacy and sustainability education in chemistry teaching by combining the socio-scientific issue of life-cycle thinking with inquiry- based learning approaches. This case study presents results from an inquiry-based life-cycle thinking project: an interdisciplinary teaching model designed by chemistry teachers. The strength of the project is that upper-secondary students (N=105) are allowed to investigate the life cycle of an optional product based on their own interest. Studentcentred teaching methods are suggested to promote the students’ interest in studying. The research question was: How does an inquiry-based life-cycle thinking project in chemistry education affect students’ chemistry attitudes and environmental literacy? The research methods used included surveys and semi-structured interviews. The study shows thatthe project positively affected students’ attitudes towards chemistry learning: they valued the independent and collaborative learning setting. The changes in the students’ environmental literacy were evident in their new realisations: they emphasised the importance of environmental protection and recycling, but perceived that changing their own behaviour is still difficult. The inquiry-based teaching of life-cycle thinking can be seen as an effective approach to more motivating and sustainable chemistry education. Further research should address the kinds of knowledge outcomes that this type of inquiry-based life-cycle teaching creates in students. Furthermore, other useful approaches to teaching sustainable development in chemistry lessons should be shared.
Critical Thinking as a Dimension of Constructivist Learning: Some of the Characteristics of Students of Lower Secondary Education in Croatia
Authors: Topolovčan Tomislav , Matijević Milan
Published: November 2021

The aim of this study was to examine the characteristics of the frequency of constructivist learning and its dimensions, including critical thinking, the differences in them with regard to certain demographic characteristics, and correlations with the frequency of use of certain new media in teaching students in the final grade of lower secondary education in Croatia(N = 703). The results show that students assessed a significantly higher incidence of critical thinking in relation to the other four dimensions of constructivist learning. In respect of every latent dimension of constructivist learning, (all) students with higher grade point averages are inclined towards a higher assessment of the frequency of the personal relevance of learning, critical thinking, and collaborative learning. Girls are more likely to highlight the personal importance of studying, critical thinking, and student negotiation, while there is no difference in the assessments regarding gender in the control of studying and the uncertainty of learning with new media. Students, regardless of where they live, assess the incidence of generalconstructivist learning equally, also in regard to each dimension, i.e. the personal relevance of learning, the uncertainty of learning (with new media), critical thinking, shared control, and collaborative learning. The frequent use of new media is associated with the increased incidence of all the dimensions of constructivist learning. An interpretation of the resultsindicates that critical thinking is by far the most prominent dimension of  constructivist learning, whereby the gender of students and their grade point average are, to some extent, key factors in the differences in critical thinking, but also in most other dimensions of constructivist learning. This paper explains in detail the didactic implications of its research results.
Primary School Student Teachers’ Perceived and Actual Knowledge in Biology
Authors: Yli-Panula Eija , Jeronen Elia , Pongsakdi Nonmanut
Published: November 2021

Individuals’ perceptions of their knowledge can have an important role in shaping their cognition and influencing their behaviour. However, there has been a scarcity of studies in biology on how perceived knowledge relates to actual knowledge. The focus of this article is on quantitative results analysing and interpreting student teachers’ perceived knowledge of biological content in relation to their actual animal and species name knowledge linked to the ecosystem in which they live. K-means cluster analysis and ANOVA were used. The results show a high- and low-level perceived knowledge cluster group among the participants. They further indicate that the difference in actual animal and species name knowledge betweenthese cluster groups remained the same during the five years of the study. The student teachers with a higher level of perceived knowledge tended to have better actual animal and species name knowledge than those in the low-level group. The actual animal name knowledge in these cluster groups was similar with regard to the local Finnish ecosystems but differed concerning the exotic species by year. The year that the participants enrolled in the study programme had an impact on their actual animal and species name knowledge. Strategies for coping with work-related demands and maintaining engagement in one’s career would be important additions to the teacher education curriculum.
Cooperation between Parents and Preschool Institutions through Different Concepts of Preschool Education
Authors: Berčnik Sanja , Devjak Tatjana
Published: November 2021

This paper analyses the importance, role, and methods of cooperation between parents and preschool institutions through the different concepts of preschool education and different educational approaches and formal frameworks. Through educational approaches, the authors analyse how cooperation affects the implementation of preschool education in alternative educational approaches, such as the Waldorf, Montessori, and Reggio Emilia approaches, and Slovenian public preschool institutions. They envisage that different educational approaches in preschool education perceive the importance and role of cooperation with parents differently and conclude that there are various models of cooperation, which can be demonstrated through a theoretical analysis of the aforementionedalternative preschool approaches. In their view, partnership promotes a shared commitment to the quality realisation of educational goals; it also develops understanding and an ethos of openness in the relationship between all actors in the process of care and education ofpreschool children.
Approaches to Building Teacher-Parent Cooperation
Authors: Cankar Franc , Deutsch Tomi , Sentočnik Sonja
Published: November 2021

The purpose of this study was to explore the areas of cooperation in which parent and teacher expectations were the same and where they differed. Data were obtained from a sample of 55 randomly selected primary schools. We analyzed school-to home communications, parentalinfluence on school decisions, and parent involvement in different school activities. At the same time, we also explored building cooperation among the teachers, students, and their parents, within the framework of the program ‘Reading and Conversation’. The findings indicated that the third- and ninth- grade lead teachers were mostly in agreement about theimportance of parent involvement and as such represented a fairly homogenous group. The third-grade lead teachers were more open about actual involvement of parents in instruction than their ninth-grade colleagues, who were more cautious and restrained. In contrast to the lead teachers who represented a relatively narrow professional group, parents’views were much more diverse. Parental education was the best predictor of their readiness to become involved in the life and work of their children’s school. Whether the area in which the families lived was urban or suburban did not make any difference. The evaluation of the one-year ‘Reading and Conversation’ programme revealed increases in parents’motivation tocollaborate with the school as a consequence of the program’s approach to work, as well as improvement in mutual relationships and dialogue.
»Vulnerable Families«: Reflections on a Difficult Category
Authors: Bauer Petra , Wiezorek Christine
Published: November 2021

The term “vulnerable families” refers to familial living situations that are considered problematic, with a particular need for socially responsible, professionally provided support. This means of categorising families is extremely ambivalent, indicating not only a need for society to support forms of family life and family achievements, but also a particular need to protect children growing up within the family. It also has implications for an understanding of interventions geared to the riskiness of family living situations and their standardisation, an understanding that risks losing sight of families’ variety and individual peculiarities. Families in need of support have a fundamental right for their individuality and parenthood to be recognised. A detailed case analysis of a social worker who is working with a family in which a child’s wellbeing is at risk shows how transferring standardising ideas about the family can damage that basic right. The article thus calls for the category of vulnerability to be applied to families with reflection on the specific case and on implicit normative leanings.
Partnerships in Teacher Education – Going Beyond the Rhetoric, with Reference to the Norwegian Context
Authors: Smith Kari
Published: November 2021

Teacher education plays a central role in education and relates to various stakeholders of education. Currently, teacher education is not perceived as the sole responsibility of higher education institutions, and they are expected to work closely together with other partners. In this paper, the concept of ‘partnership’ is defined and mutual benefits and challenges in partnerships with disciplines and institutions beyond teacher education programs are briefly discussed. Issues related to partnerships with students are addressed, and the last part of the paper discusses the partnership between teacher education and the practice field with examples from Norway. Three models illustrating such partnerships are described. The central argument of the paper is that partnerships in teacher education need to go beyond rhetoric.
Newly Qualified Teachers’ Needs of Support for Professional Competences in Four European Countries: Finland, the United Kingdom, Portugal, and Belgium
Authors: Harju Vilhelmiina , Niemi Hannele
Published: November 2021

The first few years in the teaching profession are usually demanding. Although initial teacher education forms an essential foundation for teachers’ work, it cannot fully prepare new teachers for the complexities of working life. This study focuses on investigating the need for professional development support among newly qualified teachers to determine what their professional learning needs are and how these needs differ among teachers from four different countries: Finland, the United Kingdom (England), Portugal and Belgium (Flanders). The research data was collected via a questionnaire from 314 teachers, each with less than five years of teaching experience, and both closed and open-ended questions were included. The quantitative data was analysed using descriptive statistics and factor analysis to identify the latent variables associated with their needs. Answers to the open-ended questions were used to gain deeper insight into the newly qualified teachers’ situation. The results indicate that new teachers need support, especially regarding conflict situations and in differentiating their teaching. In addition, when analysing the profiles of eight support-need latent variables, all of the teachers in the different countries viewed supporting students’ holistic development as the most important area. Although the results of this study cannot be generalised, they provide an important overview of new teachers’ learning needs that should be taken into account when planning and organising support for them.
Equality of Opportunity and Equality of Outcome
Authors: Kodelja Zdenko
Published: November 2021

The report on the findings of extensive empirical research on equality of educational opportunities carried out in the US on a very large sample of public schools by Coleman and his colleagues has had a major impact on education policy and has given rise to a large amount of research and various interpretations. However, as some interpreters have highlighted,even more important than the findings of the survey themselves has been Coleman’s redefinition of equality of opportunity, abandoning the then prevailing conception of equality of educational opportunities as equality of starting points and replacing it with the concept of equality of educational opportunities as equality of educational outcomes. The question is, therefore, whether equality of outcomes really is one of the two types of equality of opportunity. The purpose of the present article is to show that equality of opportunity and equality of outcomes are two different types of equality. If they are different, the interpretation that Coleman has redefined the concept of “equality of educational opportunity” turns out to be incorrect.
The Age of Studies and Reports: Selected Elements Concerning the Background of Encounters Defining the Power of Education
Authors: Tašner Veronika , Gaber Slavko
Published: November 2021

In the present paper, we discuss the time before the “age of reports”. Besides the Coleman Report in the period of Coleman, the Lady Plowden Report also appeared, while there were important studies in France (Bourdieu & Passeron, 1964; Peyre, 1959) and studies that inaugurated comprehensive education in Nordic countries. We focus on the period after the World War II, which was marked by rising economic nationalism, on the one hand, and by the second wave of mass education, on the other, bearing the promise of more equality and a reduction of several social inequalities, both supposed to be ensured by school. It was a period of great expectations related to the power of education and the rise of educational meritocracy. On this background, in the second part of the paper, the authors attempt to explore the phenomenon of the aforementioned reports, which significantly questioned the power of education and, at the same time, enabled the formation of evidence-based education policies. In this part of the paper, the central place is devoted to the case of socialist Yugoslavia/Slovenia and its striving for more equality and equity through education. Through the socialist ideology of more education for all, socialist Yugoslavia, with its exaggerated stress on the unified school and its overemphasised belief in simple equality, overstepped the line between relying on comprehensive education as an important mechanism for increasing the possibility of more equal and just education, on the one hand, and the myth of the almighty unified school capable of eradicating social inequalities, especially class inequalities, on the other. With this radical approach to the reduction of inequalities, socialist policy in the then Yugoslavia paradoxically reduced the opportunity for greater equality, and even more so for more equitable education.
Turning Windows into Mirrors: Digital Stories as a Teaching Strategy to Explore the Apprenticeship of Observation in Pre-Service Teachers
Authors: Botha Carolina S
Published: November 2021

This article shares the critical reflections of a teacher educator who utilised digital stories as a teaching strategy in a professional development module for final-year pre-service teachers. Action research, through a participatory narrative inquiry approach, was employed, and data were gathered from digital stories, scripts, and reflective essays. The findings suggest that a platform was created for students to collaboratively share their perceptions, beliefs, and memories regarding teaching as a profession and to reflect on the impact that this lived experience had on their developing professional identity and ideas of good practice. Suggestions are made for recognising autobiographical stories as essential to all facets of teacher education and for acknowledging the influence of the apprenticeship of observation on individual pre-service teachers and on teacher-training programme curriculums.
ADAPTATION OF THE CHILD AT KINDER GARTEN – „MY FRIEND PINOCCHIO VISITING ME AT MY HOUSE”
Authors:   DG № 66 „Elitsa“, Sofia, Georgieva Mariana , Dragoeva Margarita ,   DG № 66 „Elitsa“, Sofia
Published: November 2021

Children’s play helps to gain sensory cognitive and motor experience, which is the basis for the development of emotional intelligent. Toys occupy an important place in the child’s play – not only as tools for its realization, but also as a means of expressing various social roles and relationships, through puppet theater and in particular the plush doll Pinocchio. The activities with the doll contributed to the development of the child’s intellect and the formation of a creative personality and healthy habits, knowledge about road safety and the various professions. Puppetry can help to create a number of everyday habits. The Pinocchio toy gave the children a sense of the magic of puppetry. Building trust by involving parents in the activities of teachers and children on the project and diversifying the forms of cooperation with the parent community and strengthening the relationship between the kindergarten and the institution „family“. The activities in the communication through the doll created conditions for easier adaptation of the children 3-4 years of age when entering the kindergarten.
DEVELOPMENT OF AUTHOR’S CURRICULUM IN CIVIC EDUCATION “ME AND GABROVO”
Authors:   DG “Mladost“ Gabrovo, Minkovska Pavlina , Drenska Tatiana ,   DG “Mladost“ Gabrovo
Published: November 2021

Our reasons for choosing and developing the scope of this Program is our understanding of the need for children to acquire a set of knowledge, skills and attitudes to the world around us and specifically to the city in which we live through modern pedagogical strategies, techniques, approaches and methods in the conditions of application of an interdisciplinary complex, implemented in all age groups, integrated in additional forms of pedagogical interaction, as an independent educational field in an author’s program system, and is aimed at acquiring social, civic and intercultural competencies and competencies related to health and maintaining a sustainable environment. We pay special attention to work with children with SEN and children from vulnerable groups. Determining the expected results will be the framework requirements for the results of civic education for preschool education according to the texts of Ordinance № 13 of 21.09.2016 on civil, health, environmental and intercultural education, with at least two areas of competence in each additional form. Key importance and emphasis in the Program are partnership interactions with Gabrovo cultural, educational and other institutions for enrichment of the educational process in the kindergarten.
STEM FORM – WORKSHOP FOR TEACHING MATHEMATICS IN KINDERGARTEN
Authors:   Kindergarten № 4 „Breza“, Stara Zagora, Borisova Penka
Published: November 2021

The dynamics of our time requires a change in the educational paradigm and in particular – the techniques and technologies of teaching in preschool education. With the development of information and communication technologies, there is a need to implement them in kindergarten. Innovative models in the learning process aim to support the formation and development of children’s cognitive abilities in a way that is interesting to them, through the use of modern technologies. The new needs of children require flexibility in teaching, which is different from the traditional methodology and conservative models of learning. This paper presents a theoretical and applied study of the STEM approach and derivation of interactive STEM forms and technologies for teaching Mathematics in a preparatory group of kindergarten: clarifies its nature and practical implementation in modeling STEM -educational technology – a model of a studio for adolescents in the preschool stage and its benefits.
THEATRICAL FORMS AND PROJECTS IN KINDERGARTEN
Authors:   Kindergarten Bratya Grimm, Shumen, Sabeva Kapka
Published: November 2021

In the article the author considers first the project and its place in the kindergarten, and then the theatrical forms with their aspects of application. He then summarizes their possible connection and how they could be used together for the benefit of the educational process. The educational directions in which these strategies can be applied are considered. She then gives a number of examples of good practice, presenting the pedagogical examples she has worked with. Realized activities are indicated, which have brought added value in the work of the pedagogues from the indicated kindergarten. The results of this interaction are analyzed and conclusions are made about their importance. The author describes a number of ideas that can be used immediately by colleagues.
INNOVATIONS IN ENGLISH LANGUAGE TEACHING IN KINDERGARTEN
Authors:   Kindergarten „Edinstvo Tvorchestvo Krasota“, Vratsa, Tosheva Ani , Stoyanova Veneta ,   Kindergarten „Edinstvo Tvorchestvo Krasota“, Vratsa
Published: November 2021

This paper presents the activities of English language teachers from Kindergarten “Edinstvo Tvorchestvo Krasota“ Vratsa under the National Program “Succeeding Together”, Module 2: Innovative Kindergarten. Good practices of using new technologies in learning English by preschool children are presented – III age group (5-6 years) and IV age group (6-7 years). It reveals the possibilities for upgrading the competencies of each child through the effective use of information and communication technologies. The electronic educational resources created by the teachers and their implementation in the process of pedagogical interaction contribute to the maximum assimilation of language structures from the formal and content side of the Bulgarian and English languages.
#ALGORHYTHM – PARTICIPATE, CREATE, EXPERIMENT, PRODUCE
Authors:   Primary school „Hristo Botev“, Varna, Georgiev Boris
Published: November 2021

This report is dedicated to the creation and implementation of a curriculum based on the STEM methodology. The subject #AlgoRhythm combines three areas (natural sciences, music and information technology) in order to increase creativity, motivation to learn and encourage the imagination of students.
DEVELOPMENT OF STUDENTS’ ALGORITHMIC THINKING AND DIGITAL LITERACY THROUGH MINECRAFT: EDUCATION EDITION
Authors:   University of Plovdiv “Paisii Hilendarski”, Plovdiv, Peykova Deyana , Garov Kosta ,   University of Plovdiv “Paisii Hilendarski”, Plovdiv
Published: November 2021

The following work describes Minecraft: Education edition: Education Edition learning platform and its application in the educational process. The main element is gaming that builds teamwork skills, develops students’ creativity and engages them in real-world problems solving. Teachers use Minecraft: Education edition: Education Edition to teach a range of subjects, from history and chemistry to computer science and math, breaking curriculum standards and involving students in extracurricular activities and coding clubs. According to various educational experts, Minecraft: Education edition: Education Edition is one of the best existing digital tools for learning through entertainment. Bulgarian schools are provided by The Ministry of Education and Science with free access to the platform, which makes it an attractive tool that helps students to develop their algorithmic thinking and digital literacy. The article describes the main features of the game and gives specific examples of successful use of Minecraft: Education edition: Education Edition in the lower secondary stage of primary education.
STEM TRAINING THROUGH A VISUAL ENVIRONMENT FOR TYNKER PROGRAMMING IN EXTRACURRICULAR FORM OF TRAINING /FIRST HIGH SCHOOL STAGE/
Authors:   Professional Technical High School, Burgas, Zheleva Petya
Published: November 2021

Extracurricular activities create opportunities for upgrading the knowledge, skills and competencies, for the practical application of what has been learned, as well as for building and improving the young person’s personality and psychological profile. They „promote learning and cognitive activity, improve the characteristics associated with the dimension of emotional intelligence, develop thinking and stimulate self-regulation of personality. An opportunity to achieve integrated knowledge is created, with an emphasis on problem solving (s). The learning process is optimized, the development of the professional, personal competence and emotional intelligence of the student is catalyzed.
Use of SSR- markers for detection of stability of soy to cercosporosis
Authors:   Timirâzevskaâ selʹskohozâjstvennaâ akademiâ, Tarasova O. N.
Published: November 2021

As part of the development of the methodology for identifying alleles of microsatellite markers Satt244 and Satt547 associated with resistance to cercosporosis in two selected soybean varieties of the selection of the FSBSI FRC ARSRIS, an allele of Satt244-154 characterizing resistance to C. sojina was identified.
VARIETY OF TOBACCO IN THE STEPPE ZONE OF THE REPUBLIC OF KHAKASIA UST-ABAKAN
Authors:   Timirâzevskaâ selʹskohozâjstvennaâ akademiâ, Ivanov V. S.
Published: November 2021

The article presents the results of field studies of various varieties of tobacco in the steppe zone of the Republic of Khakassia for 2021.