Problems of Education in the 21st Century

3-4

Authors: Editorial Board

Contents, Vol. 54, PEC, 2013

7-13

Authors: Andrea Burrows, Gabriel Wickizer, Helen Meyer, Mike Borowczak

Two activities, one on heat/work and one on dynamic equilibrium, are described for three high school classes (n=55) in the USA. The curriculum addressed showcases strategies to use with science, technology, engineering, and mathematics (STEM) students. The two lessons described follow the context ACS method (Application, Career opportunities, and Societal impact). ACS, or real-world context application, relies on a strong foundation of teaching concepts while developing enhanced learning experiences for K-12 students. The research described probes the problem of student engagement and content learning in STEM coursework and provides evidence for the potential of utilizing context ACS. The activities demonstrate how to use ACS to maximize student engagement and emphasize formative assessment during lesson implementation. Analysis of the data shows that students exposed to ACS lessons drawing from partnerships to connect real-world applications to core content make gains of 17% in aggregate.

22-38

Authors: Sirpa Kärkkäinen, Laura Haukipuro, Anna-Maija Rummukainen, Tuula Keinonen, Heikki Simola

The purpose of this study was to clarify sixth graders’ (aged 12-13, N=87) perceptions about environmental problems and environmental responsibility. Four classes from two Finnish primary schools participated in the study. In the first case (n=62) which focused more on perceptions about environmental problems, the data was collected using a questionnaire. It was found that sixth graders perceived the most important environmental problems as being littering, pollution, climate change, and how much we waste. Pupils also highlighted environmental responsibility. Their answers revealed a wide range of ways for protecting the environment such as recycling, sorting, and favoring the use of environmentally cleaner vehicles. The second case more closely examined responsibility for the environment; with the aid of a picture/image to stimulate their perceptions, pupils were able to recognize environmental problems. The data comprised of writings in connection with the image (n=25) and interviews (n=12). Pupils were categorized into four groups according to their perceptions about responsibility: environmental citizens, daily active persons, free riders and disinterested persons. Environmentally responsible behavior in sixth graders was most significantly influenced by the home, being dependent upon which action model of sorting and recycling was in use there. Both data collection methods supported each other, providing similar results. The sixth graders were not only well aware of environmental problems, they were also committed to take the environment into account and act in an environmentally friendly way. In conclusion, sixth graders’ environmental education could include discussion about actions on behalf of the environment, but additional sensitization towards the environment is still needed for some pupils.

53-59

Authors: Francisca Mendoza, Martha Gaeta, Virginia Sedeño

One of the main purposes of education today is to develop student’s ability to think in a systemic, analytical and logical manner to become self-directed, critical thinkers. Hence, students need to be efficient in one or more basic cognitive skills (BCS), since they are the foundational skills for the continued growth of these and other intellectual higher level abilities. According to constructivist theorists, the development of students’ deep conceptual understanding takes place when they are engaged in learning tasks that explicitly makes them aware of their BCS, based on students’ previous knowledge and matter content. From this perspective, teachers can promote BCS in the classroom through the design of constructivist-based strategies. Therefore, the main purpose of the present study was to examine how the BCS of analysis and synthesis are attained in a university physiology course, examining differences in two groups of students from different classes using different learning methods: problem-based learning (PBL) and PBL plus diagrams. A self-report questionnaire was designed for this purpose. A knowledge exam was also applied to both groups at the end of the intervention to evaluate students’ basic knowledge attainment. Results indicate that there were no significant differences between the two groups in their BCS acquisition. Exam scores were not different between groups either. However, a significant relationship between BCS and basic knowledge attainment was found. Results are discussed in more detail within the document.

76-90

Authors: Robert Podstawski, Elżbieta Wesołowska, Renata Gizińska, Andrzej Sołoma

Despite the growing interest in health and the abundance of health-promoting programs and campaigns, there is a noticeable lack of such undertakings at colleges and universities. This is worrisome, considering the fact that the first-year of studies is the last phase of education in which it is possible to promote and establish a healthy lifestyle. The purpose of the research was to evaluate the health attitudes and behaviours of first-year university students. A total of 700 first-year male students aged 19-20 attending the University of Warmia & Mazury in Olsztyn (Poland) took part in the study by filling out anonymous questionnaires concerning health behaviours and attitudes regarding physical activity, nutrition, tobacco and alcohol use, stress and pro-health activities. The results indicate that physical activity of the respondents was limited to participation in the obligatory physical education classes during high school and while at university. Moreover, the students were concerned more about personal hygiene and appearance than physical fitness and proper nutrition. The majority of them did not have a regular schedule of meals and did not take vitamin supplements. The percentage of respondents who declared drinking alcohol regularly (once a week) and even every day is quite worrisome. One out of ten students reported losing consciousness multiple times as a result of binge drinking and over a third blacked out at least once during the first few months of their studies. Although only a small margin of the students surveyed can be considered to be addicted to smoking, nearly half of them admitted to smoking occasionally. Although a significant portion of students expressed a fear in stress generating situations during their studies, the majority possessed a very limited knowledge of stress coping methods. The research results indicate a clear need to implement adequate health promoting programs at the university level of education to help counteract the observed negative tendencies.

99-111

Authors: Nyet Moi Siew, Sopiah Abdullah

Question-asking is a basic skill required for the development of students’ thinking. However, the way in which physics teachers conduct laboratory activities do not usually stimulate student thinking by asking productive questions. This study addressed this concern by investigating the physics student teachers’ ability to generate productive questions using the Elgeest’s and Alfke’s questioning model with a set of manipulative learning (EAM) strategy. The manipulative consisted of simple electrical components that could be explored and manipulated. The study investigated if there was a difference in student teachers’ productive questions in terms of number of questions in each category and level of thinking between before and after a lesson using EAM strategy. A further purpose was to find out students’ thought regarding their experiences using the EAM strategy in generating productive questions. A total of 34 Third Year undergraduate physics student teachers took part in the study. They worked in a group of 3-4 to discuss and construct questions before and after the instruction. Student teachers’ generated questions and written reflections were used as data collection methods. Questions were analyzed and classified according to Dillon's (1984) classification of questions: properties, comparisons, and causal relationships. It was found that before learning using the EAM strategy, student teachers tended to ask questions of the properties category. In contrast, students tended to pose causal relationship-type questions following instruction with the EAM strategy. Overall, the students indicated that the EAM strategy had increased their ability to generate productive questions at higher categories and cognitive levels. Physics teachers who conduct laboratory activities could use the EAM strategy to lead students in the generating productive questions that foster their thinking.

125-137

Authors: Ilya Levin, Mark Korenblit, Vadim Talis

The present study is an analysis of the learning activity, which constitutes simulation of networks and studying their functioning and dynamics. The study is based on using network-like learning environments. Such environments allow building computer models of the network graphs. According to the suggested approach, the students construct dynamic computer models of the networks' graphs, thus implementing various algorithms of such networks’ dynamics. The suggested tool for building the models is the software environment comprising network analysis software NodeXL and a standard spreadsheet Excel. The proposed approach enables the students to visualize the network's dynamics. The paper presents specific examples of network models and various algorithms of the network's dynamics, which were developed based on the proposed approach.