Problems of Education in the 21st Century

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Authors: Editorial Board

Problems of Education in the 21st Century, ISSN 1822-7864 Volume 35, 2011

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Authors: Raffaele Pisano

In history of science we have significant examples of textbooks written by professional scholars, researchers during their teachings job. Thus the research (on foundations of science) and pedagogical aspects are presented, but not at all of them in the same way. Many and various factors are included. Without going too much back, one can consider the newborn theories of heat and thermodynamics and related textbooks used at the end of the 19th century: Jean Baptiste Joseph Fourier’s (1768–1830) Théorie analytique de la chaleur ) and the positivist Gabriel Lamé’s (1795–1870) Leçons sur la théorie analytique de la chaleur focusing the physical–mathematical relationship in the theory of heat and without considering experimental aspects of the scientific process of knowledge.

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Authors: Valentin Cosmin Blândul

According to the European Commission, e-learning can be defined as the use of new multimedia technologies and the Internet to improve the quality of the learning process, access to resources and services, as well as remote exchanges and collaboration. Therefore, e-learning can be understood as an innovative, interactive and student-centred approach to the educational process. Although the advantages of e-learning are obvious, in Romania the e-learning system is only in its initial stage, and the process of teachers’ continued training is almost nonexistent. This research is an important activity within the project entitled "Inter-regional network of e-learning training for teachers in pre-academic education", which aims to provide teachers with the opportunity to browse on-line courses for life-long /continued education. The objective of this study was to explore teachers' opinions on the usefulness of information technologies, as well as on the difficulties and the opportunities that arise from using these new technologies for continued training. The sample consisted of 200 teachers who teach in preschools and in primary schools in Bihor County, Romania. As research method a 14 item questionnaire was used, out of which only 4 were analysed within this research. The results of the study show that most teachers use computers for accessing and processing information, their main difficulties being related to the absence of direct and immediate feedback, while the main advantages are given by the special opportunities for personal and professional development. In such circumstances, regardless of chronological age, training teachers using e-learning is a huge challenge, since 79% of the respondents answered that they wanted to participate in such educational programs.

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Authors: Nitza Davidovich, Gregory Agranovich, Yuri Ribakov, Ido Halperin

A laboratory for teaching computer programming and engineering concepts related to control applications was recently established in the Department of Electrical Engineering and Electronics at the Ariel University Center of Samaria. The new laboratory provides hands-on experience in the design of control systems used in different fields of engineering. The lab offers an excellent introduction to programming concepts and research concepts that are often troublesome for the undergraduates. This paper describes the general approach and practical application of MATLAB and Simulink in the frame of a laboratory for teaching control. The main aim of the laboratory is to help students gain a deep understanding of typical problems in control applications. Students prepare codes in MATLAB and Simulink, based on knowledge acquired in a preliminary course on the theory of control. These codes are further used to investigate and design various control systems. In this way, control lab assignments with models of various physical processes are performed.

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Authors: Thomas Falkenberg

Traditionally mathematical subject matter knowledge for teachers was defined with reference to the academic discipline of mathematics. Since the 1990s, however, a reconceptualization of what Shulman has called content knowledge for teachers has been suggested. In mathematics education, it has been conceptualized by some researchers through the notion of mathematics-for-teaching: the mathematics teachers need to know derives from the practice of teaching mathematics at the school level. The study reported upon in this article inquired into the mathematics-for-teaching used by elementary school teachers during joint lesson planning sessions. Implications for teacher education are discussed.

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Authors: Richard P. Kimiti, Samuel N. Waweru, David M. Mulwa, Elizabeth N. Muema, Titus M. Kituka

Economic status of students, gender and family size have been found to affect students’ achievement in mathematics. However, there seems to be limited research on the effects of knowledge and affective skills acquired from other subjects on students’ achievement in mathematics. The research objectives of the study were to determine whether the cognitive and practical skills acquired in woodwork affects students’ achievement in mathematics. The study also sought to find out whether the learning of similar topics in woodwork affected students’ achievement in mathematics. The research methodology applied was ex-post facto design. The study was carried out in four secondary schools which offered woodwork in Machakos County, Kenya and involved a student sample of 158. Data was collected by use of three mathematics tests and a questionnaire for woodwork students. The results revealed that cognitive and practical skills acquired in woodwork have a positive effect on students’ achievement in mathematics. The learning of similar topics in woodwork and mathematics has a positive effect on students’ achievement in mathematics.

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Authors: Danuše Nezvalová

Pedagogical content knowledge (PCK) has been embraced as a way of describing the knowledge possessed by teachers and developing models of science teacher education. We try to analyse the possibility of improving quality of science teacher training on the basis of PCK development. The Taxonomy of PCK Attributes addresses the distinctions within and between the knowledge bases of various disciplines, science subjects and science topics. The concept of PCK conceived by Shulman (1986) embraces the idea that successful teachers have a special understanding of content knowledge and pedagogy which they draw on in teaching that content. Over the past two years we researched the pedagogical content knowledge (PCK) of pre-service and experienced Czech science teachers. The aim has been to capture, document and share teachers' PCK about specific science topics in ways that may be accessible to teachers and researchers involved in science education. One of the tasks of the science teacher is to help students to understand some of the content knowledge of science. In doing so, Shulman (1986; 1987) posited that teachers make use of pedagogical content knowledge (PCK), a special kind of knowledge that teachers have about how to teach particular content to particular students in ways that promote understanding.We are more interested in finding ways of helping pre- and in-service teachers to improve their practice.

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Authors: Valbona Softa

The aim of this study is to investigate scientifically the impact that the learning environment has in learning foreign languages, with the main focus English language. This study was based on both qualitative and quantitative techniques of research, by using as instruments of research the case study in a non public language institution and the application of a questionnaire for a number of 230 students. The results revealed that the learning environment in the form of language labs rather traditional classrooms affected the student cooperative skills, interpersonal attitudes of the respondents and also the level of motivation in learning English. The results revealed that for each of two scales measured in the motivation test, the average score is approximately 56 out 70, which stands for the fifth alternative in answer choices, a moderate agreement to the statements of importance for use of technology and motivation from learning environment (LE). The students reflected a more positive attitude and a feeling of relief while performing in a technologically advanced environment, like not getting emotional or anxious when expressing in English or making a question in English to the teacher. They would often look around the classroom to find hints for what they had to perform in class or check computers, play the CDs as practical means of operating in the English class.

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Authors: Raquel Suriá Martínez

The Information and Communication Technologies are a decisive element to normalize the conditions of the students' life with special needs, and in some cases, one of the options for the access to a school curriculum. However, in the context academic, the development of the new technologies has favored the appearance in new ways of social exclusion. In presented study it was analysed the availability of the necessary resources to these students, checks the usage of the available technology and examines up to what point the students recognise the support of the teachers using information and communication technologies - ICT, to help them succeed in their studies. Thirty-seven students with special needs participated in this study, coming from a secondary school in Alicante and from the University of Alicante. Was prepared a questionnaire to investigate the use, experience and recognition of the support given by the teachers using ICT with these students. The results indicated that these students felt ready to use the technology resources in their studies. However, they did not receive support by the teachers and they noticed differences in approach, depending on the stage of the educational course and the type of disability. There still exist important obstacles in obtaining a total integration for disabled students; in particular making the role of the teacher a vital issue to provide an educational answer to such diversity.