ethanporcaro/eric-fulltext-meta huggingface dataset:
Chemistry Education in Kosovo: Issues, Challenges and Time for Action
Author: Berisha, Fatlume
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Chemistry,Science Education,Educational Development,Elementary School Science,Secondary School Science,Science Teachers,Preservice Teacher Education,Educational Change

Although several reforms have shifted the direction of education, a debate on the strengths and limitations of science education in Kosovo has not yet been initiated. The present article analyses the development of chemistry education in Kosovo and encourages questions that could shape science education practices in general. In particular, the article analyses the pre-university chemistry curriculum in Kosovo over the years, as well as examining chemistry teacher education programmes. The analysis is based on descriptive research of data and document analysis. The multidimensional analysis of the issues and challenges of chemistry education will provide recommendations for future research on chemistry education and chemistry teaching practices in order to make chemistry education and the pre-university chemistry curriculum relevant to the context of Kosovo. As pre-university education curricula, especially the curriculum for the natural sciences, and the preparation of both pre-service and inservice teachers in Kosovo are considered challenging, a firm conclusion for actions has not been reached. Nevertheless, the article seeks to spark a debate in the field.
Initial Beliefs of Preservice Chemistry Teachers in Croatia
Author: Šojat, Lana
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Chemistry,Science Teachers,Beliefs,Student Attitudes,Educational Change,Classroom Techniques,Behavioral Objectives,Epistemology

In the past thirty years, there have been many political changes in Croatia. These changes have had an impact on the education system, as well. The success of such educational changes depends on the teacher. The importance of teachers' knowledge and their beliefs about teaching and learning for their action in the classroom is well known. Beliefs influence teachers' representation of science, science knowledge and the organisation of knowledge and information. Keeping teacher professional development in mind, preservice teachers' beliefs need to be sought out and examined by educators. These beliefs should be developed in the direction of teaching chemistry taking into account recent reforms, as well as teaching and learning theories. Various studies have been undertaken in different education backgrounds and systems regarding the beliefs of both preservice and in-service teachers. These studies show different results depending on the context in which they are undertaken. Transferring data to the Croatian system is therefore difficult. However, there are no studies in Croatia focusing on the teachers' beliefs regrading teaching and learning chemistry. The present study evaluates the initial beliefs of preservice chemistry teachers in Croatia. The participants were instructed to draw themselves as chemistry teachers in a typical classroom situation in chemistry, and to answer four open questions. Data analysis follows a pattern representing a range between the predominance of more traditional orientations versus more modern teaching orientations, in line with educational theory focusing on: 1) beliefs about classroom organisation, 2) beliefs about teaching objectives, and 3) epistemological beliefs. The data revealed mostly traditional and teacher-centred knowledge among all of the participants. In the present paper, the data will be discussed and the implications for Croatian chemistry teacher training will be established.
Experimental Workshops in Student Labs and at School -- What Influence Do Location and Personality Traits Have on Learners&apos; Motivational Variables?
Author: Röllke, Kerstin
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Education,STEM Education,Workshops,Science Laboratories,Situated Learning,Learning Motivation,Personality Traits,Science Interests,High School Students,Foreign Countries,Biotechnology,Student Interests

To support science education, more than 350 student labs have been established throughout Germany in the last decades. The goal of these out-of-school facilities is to foster the students' scientific literacy and promote interest in STEM (science, technology, engineering, and mathematics) by providing the students with the opportunity to conduct experiments. Primarily, they are located at universities, other research facilities, or in companies. The present study investigates whether an experimental workshop dealing with DNA in the context of a lab-on-tour model can yield the same motivational outcome in terms of situational interest and flow experience as the same workshop held at a school. 110 high school students participated in the workshop at the authentic biotechnology laboratory &quot;teutolab&quot;-biotechnologie at Bielefeld University; 177 high school students participated in the workshop, with the same equipment and the same tutors in their biology classrooms at school. The results of (M)ANOVA showed no differences between the groups with respect to the students' perception of the motivational variables (situational interest and flow experience). In addition, the study investigated the influence of personality traits: Individual interest was found to have an impact on situational interest and flow experience. In contrast, gender and a student's biology grade were not found to influence these motivational variables. In conclusion, an experimental workshop designed for a student lab can be provided as a lab-on-tour model with the same motivational outcome. The professional and technical expertise of specialists in lab work can be used as a valuable support for the educational system.
Chemical Education Research in Slovenia after 1991: A Systematic Review
Author: Devetak, Iztok
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Chemistry,Educational Research,Teacher Education,Scientific Concepts,Science Education,Elementary Secondary Education,Models,Animation,Molecular Structure,Science Teachers,Science Experiments

During the last three decades, chemical education in Slovenia has developed mainly in two chemistry education research groups, one located at the University of Ljubljana and the other at the University of Maribor. The present study aims to identify research papers in the field of chemical education published between 1991 and 2019 through a database survey. From a total of 273 identified research papers in the field of chemical education, an analysis of the papers published in respected international and Slovenian journals and monographs revealed four main research fields: (1) Submicrorepresentations, Models and Animations, (2) Chemistry Teacher Education, (3) Experimental Work, and (4) Conceptions of Basic Chemical Concepts. For further analysis, only papers published in English in respected peer-reviewed international journals were used (N = 41). Based on citations in Web of Science or Scopus, it seems that papers published in the first field have the greatest impact on the international research community. Some research monographs published in Slovenian aim specifically at contributing to bridging the gap between chemical education research and classroom practice, but further actions are necessary to achieve this goal in the future.
Influence of Family and Pedagogical Communication on School Violence
Author: Garcés-Prettel, Miguel
Date: 2020-00-00
Type: Journal Articles
Subjects: Violence,Educational Environment,Bullying,Aggression,Interpersonal Communication,Parent Teacher Cooperation,Adolescents,Victims,Antisocial Behavior,Gender Differences,Parent Child Relationship,Predictor Variables,Discipline,Teacher Influence,Foreign Countries,Secondary School Students

School violence alludes to peer bullying and aggression in school. The field of communication has studied school violence by analyzing the influence of media and interpersonal relationships on aggressive behaviors. This article provides a perspective on school violence and concentrates on determining the influence of interpersonal communication with parents and teachers on adolescent aggressors and victims in school contexts. A non-experimental correlational-transverse design was used with a sample of 1,082 adolescents (M=15,61; DT=0,90). Three reliable scales were implemented to assess adolescent aggression and parental and pedagogical communication. Findings indicate that aggressions among adolescents at school and the interpersonal communication with parents and teachers present differences associated with gender (p=0,00). At the family level, it was found that offensive communication among parents and children ([beta]=0,225; p=0,00) predicts an increment on school victimization. At the pedagogical level, it revealed that teacher communication intended to discipline students ([beta]=-0,297; p=0,00) and make them see the importance of school and learning ([beta]=-0,120; p=0,04) predicts a decrease in aggressive behavior among adolescents and school victimization. These new findings in education evidence the need to strengthen students' interpersonal communication with their parents and teachers to obtain better results when implementing strategies to intervene and prevent school violence.
Problematic Internet Uses and Depression in Adolescents: A Meta-Analysis
Author: Lozano-Blasco, Raquel
Date: 2020-00-00
Type: Journal Articles
Subjects: Internet,Depression (Psychology),Adolescents,Cultural Differences,Gender Differences,Age Differences,Secondary Education,Comorbidity,Foreign Countries,Social Media,Addictive Behavior,Computer Use

Widespread use of the Internet in 21st century society is not risk-free. This paper studies the comorbidity of some problematic uses of Internet with depression in order to assess their correlation. With that aim, a meta-analysis of 19 samples obtained from 13 different studies (n=33,458) was carried out. The subjects of these studies are adolescents between the ages of 12 and 18 years ([mu]=15.68) from different cultures and continents (Europe, Euro-Asia, America and Asia). The effect size obtained from the use of a random-effects model (r=0.3, p&lt;0.000) is significant, moderate and positive, thus confirming the relation between pathologic uses of the Internet and depression. Moreover, meta-regression test results showed that 9% of the variance (R2=0.09) is associated with the male gender, while age and culture are not significant variables. The variability rate of the studies is high (I2=87.085%), as a consequence of heterogeneity rather than publication bias, as Egger's regression test shows (1-tailed p-value=0.25; 2-tailed p-value=0.50, and [sigma]=1.57). Therefore, the need for specific interventions in secondary education dealing with this issue is evident to ensure that it does not extend into adult life.
Pre-Service Teachers&apos; Probabilistic Reasoning in Constructivist Classroom
Author: Hokor, Evans Kofi
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Logical Thinking,Abstract Reasoning,Probability,Constructivism (Learning),Misconceptions,Mathematics Education,Bias,Teacher Educators,Teaching Methods,Learning Activities

Several studies revealed that probability misconceptions were widespread among students, but the activities for addressing the misconceptions has been lacking. This study designed activities that reflect real life situations for addressing equiprobability bias, positive and negative recency effects, belief bias and representativeness bias for teaching probability globally. Thirty-two pre-service teachers from one intact class were purposively sampled for the study. The instruments used in the collection of data were observation and questionnaire. The study found constructivist approach of teaching with critical questions asked by the teacher to be vital in addressing misconceptions. The findings suggest that teacher educators should use the constructivist approach of teaching targeting probabilistic misconceptions in training of teachers.
Challenges and Recommendations for Improving Chemistry Education and Teaching in the Republic of North Macedonia
Author: Stojanovska, Marina
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Chemistry,Science Education,Educational Development,Elementary School Science,Secondary School Science,College Science,Computer Uses in Education,Educational Change

The study aims to present the development of education in North Macedonia from the country's independence to the present day, as documented in several national reports and other official documents. The focus is on development and changes in chemistry education throughout the years of primary, secondary and higher education. Particular attention is devoted to the introduction of the new curricula of natural sciences courses in primary education, which is an adapted curricula of the Cambridge International Examinations, and the use of information and communication technology in increasing the efficiency of the education system. Despite numerous reforms over the years, the country is still faced with various challenges and issues regarding chemistry teaching. Investment in education is constantly decreasing and no notable improvements in conditions for teaching chemistry are being made. Recommendations are made regarding the need for appropriately educated, qualified and motivated teaching staff, well-equipped laboratories and teaching resources, continuous professional development of teachers, mutual cooperation of all stakeholders in the educational process, and continuous support from the authorities and policy makers for gifted pupils and chemistry teachers at all levels.
The Social Background of Functionaries in the Russian Empire&apos;s Public Education Sector in the First Half of the 19th Century: The Case of the Ukrainian Governorates
Author: Degtyarev, Sergey I.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Education,Educational History,European History,Educational Administration,Administrative Organization,Administrators,Administrator Characteristics,Socioeconomic Background,Social Class

This paper is focused on a specific component of the bureaucratic apparatus in the Russian Empire -- educational functionaries. More specifically, the work explores the social background of educational functionaries in the Ukrainian lands in the first half of the 19th century. The authors composed data samples on Taurida, Volhynian, and Poltava Governorates covering the years 1830 and 1850. Use was made of a body of little-known archival documentation from the State Archive of Kharkov Oblast and the Central State Archive of Ukraine in Kiev. The authors explored the regional characteristics of the way educational institutions in rightbank, leftbank, and southern Ukrainian governorates were staffed with functionaries. The work attempted to determine how the areas' numbers of members of the various social groups in pedagogical service correlate with each other. It was found that, despite the low popularity of pedagogical service among the nobility, there were quite many members of this estate serving in the public education sector. However, due to a major need for teacher functionaries the government had to express a favorable attitude toward the hiring of members of other social groups willing to serve in educational institutions across the Russian Empire. This explains the significant number of members of the lower estates employed in the sector as well.
Single-Sex School Graduates in the Post-School Mixed-Sex Environment: A Study in Kazakhstan
Author: Kocak, Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: Single Sex Schools,Program Effectiveness,Interpersonal Relationship,Coeducation,Work Environment,Spouses,Foreign Countries,Gender Differences,High School Graduates,Higher Education,Educational Environment

The main idea behind single-sex schooling is to reduce the interaction with the opposite sex for better academic, social and emotional development in a belief that this safe environment will eliminate destruction arrived created from opposite-sex classmates. In fact, single-sex schooling results in a decrease in the likelihood of attending the party and having romantic relationships at adolescence (Cardona, Kaufmann, 2017). But, does this perpetuate better outcomes in the short and long run for participants of this schooling type is an abiding interest in many studies? Debates over the pros and cons of single-sex schooling are widespread and some papers are taking an ideological stand, and holding upon polarizing views (Gordillo, 2017). Gordillo (2017) analyzed some meta-analysis studies and found that these papers did not include valuable research papers with opposing findings which give doubtful conclusions. Most of the existing studies evaluated the academic attainment of single-sex school students and comparative analyses are done to cross-analyze with coeducational students' achievement. This paper, on another hand, focuses on how single-sex school graduates find it challenging their relationship with the opposite sex in mixed-sex spaces in the post-school period. This study particularly focused upon challenges in relationships with individuals of the opposite sex at university, work-space and with the spouse. The study is taken place at Kazakhstan's educational foundations which run both single-sex and coeducational schools. Findings reveal graduates of single-sex schools have not faced significant challenges in relationships with the opposite sex at university, work-space, and spouse compared to coeducational school graduates.
The System of Public Education in Tiflis Governorate in the Period 1802-1917. Part 1
Author: Mamadaliev, Anvar M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational History,Foreign Countries,Public Education,Centralization,Educational Policy,Federal Government,Career Readiness,College Readiness,Elementary Secondary Education

This paper addresses the development of the education system in the Russian Empire during the pre-revolutionary period. Its geographic scope is confined to Tiflis Governorate, and its chronological scope covers the period of integration of the system of public education in Tiflis Governorate into the all-Russian system of public education and its centralization -- 1802-1871 (this includes the &quot;departmental&quot; period, when there was in operation the Ministry of Religious Affairs and Public Education (1817-1824)). The work provides a short analysis of key sources on the issue of the development of the public education system in pre-revolutionary Russia, a brief historiographical survey, an outline of Tiflis Governorate's geographic, economic, and ethnic characteristics, and a summary of key issues relating to the topic's periodization. The authors' conclusion is that the process of integration of the system of public education in Tiflis Governorate into the all-Russian system and its centralization was completed by 1871. Throughout the country, there now was in operation a network of educational institutions with uniform standards in place with regard to school administration and curricula. This made it possible to move on to the next stage in the process of spreading literacy in the outlying regions of the Russian Empire -- to enable more of its citizens to receive public education.
Preparing Engineers of the Future: The Development of Environmental Thinking as a Universal Competency in Teaching Robotics
Author: Soboleva, Elena V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Robotics,Engineering Education,Teaching Methods,Thinking Skills,Manufacturing,Conservation (Environment),Futures (of Society),Statistics,Energy Conservation,Management Development,Innovation,Global Approach,Competition,Information Technology,Interdisciplinary Approach,Course Descriptions,Foreign Countries

The problem of the research is urgent due to the need to develop a special style of thinking. This type is based on problem cognitive activity, focused on lean production, resource conservation, and supported by an automated system that provides resources for solving socioeconomic problems in the conditions of the fourth industrial revolution and the digital economy formation. The purpose of the research is to theoretically prove and experimentally verify the need to change methods, tools, organizational forms of teaching robotics for the purposeful development of environmental thinking and lean manufacturing as the demanded competencies of future specialists in the context of digital transformation. The research methodology is the analysis of psychological and pedagogical work, development strategies, concepts of education; methods of mathematical statistics, methods of psychodiagnostics and survey. The pedagogical experiment is based on the example of assessing the ecological thinking formation and the energy conservation skill in teaching robotics to train engineering, technical and management specialists. The research results. The study clarifies the concepts &quot;environmental thinking&quot;, &quot;lean production&quot;, and &quot;environmental competence&quot; in the context of training specialists for the digital economy, in particular, engineering and technology. The study substantiates the didactic potential of a robotics course for the formation of environmental thinking as a demanded skill of future engineers. The authors describe didactic principles, a model for teaching robotics in a personalized environment for the formation of environmental thinking as the basis for the introduction of innovations and the challenges of automation, globalization and competitiveness. The authors conclude that a robotics course with specially organized interdisciplinary design forms of activity supported by appropriate means and training methods is necessary. It will create additional conditions for the formation of environmental thinking and lean production skills as key professional competencies in the training of demanded specialists in the digital economy.
Dynamics of the Sociability of Future PE Teachers in the First Decades of the 21st Century
Author: Malinauskas, Romualdas K.
Date: 2020-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Preservice Teachers,Physical Education,Interpersonal Competence,Social Environment,Educational Change,Social Status,Foreign Countries,Communication Skills

The article aims to answer the question, what is the dynamics of the future physical education (PE) teachers' sociability in the first decades of the 21st century? The study documented the peculiarities of sociability in future PE teachers in 2001. It was conducted in 2018 and aimed to answer the question of whether the changing social environment and educational reform in the last decades have recently been linked to changes in the sociability of future PE teachers. An analysis of sociability was made using the adapted Rogov questionnaire and the Bales System of process categories in the interaction process analysis. The research model was selected by interviewing a sample of 3rd and 4th year students (n = 139) in 2001 and in 2018 (n = 134). The survey data showed that in 2018 status striving of future PE teachers is statistically significantly stronger than in 2001. The research findings revealed that in 2001 during the teaching practice students (future PE teachers) were more committed to solidarity, encouraged others more frequently, were calmer, felt more satisfied, and communicated more easily than in 2018. In 2018 during the teaching practice students survived bigger tension and more frequently showed antagonism than in 2001.