Problems of Education in the 21st Century

5-7

Authors: Vincentas Lamanauskas

Nowadays a large discussion is open on the teaching/learning quality issue. It is clear that “learning is a process of construction in which the students themselves have to be the primary actors” (von Glasersfeld, 1995). By nowadays the view of the learner has changed from that of a passive recipient of knowledge to that of an active constructor of knowledge. It must be taken into account that “learning is a process of knowledge construction, not of knowledge recording or absorption” and “learning is knowledge-dependent; people use current knowledge to construct new knowledge” (Anthony, 1996). Having in mind this it is important to promote the active cooperation of science teachers in teaching process. Collaboration and cooperation (there are some important differences between these two terms and we prefer to use the second one) of science teachers are very important components of process of teaching and learning. It is a first step to the constructive, integrated process of teaching. Without adequate cooperation it is not possible to reach the appropriate level of integration, except for internal integration of teaching subjects at a lesson. But in that case a degree of integration is not high enough. Cooperation of science teachers is possibly at all stages of educational process. For example, such cooperation is very effective by preparation of joint teaching/learning programs (curriculum) and concrete plans of activity. Cooperation depends on many factors, for example, the psychological microclimate in collective, motivation of teachers to work better, motivations of pupils and their interest to natural sciences in general. We need teachers to go beyond traditional school science with its emphasis on “key” concepts (Eisenhart, Finkel, & Marion, 1996) and focus also on the processes of learning and thinking about learning (Watters, James, Ginns, Ian, 2000).

21-32

Authors: Ian Ball, Chris Perry

For this study on individual differences, predictions were made from the literature on the four temperaments in order to examine how teachers with particular temperaments might use their multiple intelligence strengths in their approaches to teaching and learning. From a cohort of 336 beginning teachers it was found that temperaments and multiple intelligences are two separate constructs. The differences in patterns of intelligence strengths confirm that each of the four temperaments is distinct from the other. Teachers adopting a Catalyst Temperament have above average strengths in Linguistic, Musical, Interpersonal and Intrapersonal Intelligences. Those with a Stabilizer Temperament display above average strengths in Logical-Mathematical and Interpersonal Intelligences. Teachers adopting a Theorist Temperament demonstrate strengths in Logical-Mathematical, Linguistic, Spatial and Intrapersonal Intelligences. Those with an Improviser Temperament show below average strengths in all except Bodily-Kinesthetic Intelligence.

51-59

Authors: Maria Zoe Fountopoulou, Stiliani Naki, Ioannis Trifiatis, Maria Loumou

In this chapter we present the implementation of new technologies in mother tongue learning and teaching based on the principles of cooperative learning. The data quoted come from an educational project named ‘Nereides’, which involved the creation of educational software in support of mother tongue teaching in both obligatory and non-obligatory Greek secondary education, and thus addressed schoolchildren aged from 12 to 18 years. Aiming at the optimization of the learning and teaching procedure, the educational tool presented here has sought to combine elements from mother tongue didactics and the use of new technologies in education. At first, educational scenarios were designed based on cooperative learning and teaching of mother tongue in combination with new technologies. This tool was then tested, first, and implemented, after, in the framework of an empirical research, in the school year 2007-2008 in certain Athens schools. The results of this empirical research were encouraging for the research team: pupils responded positively to the learning software, working groups were effective and Greek language teachers highlighted the participation even of students not particularly active in a conventional learning and teaching environment.

66-72

Authors: Ileana Hamburg, Timothy Hall, Mihnea Marin

Working environments will suffer significant changes with the introduction of new techno¬logies, materials and work processes. New designs for the working environment and a work culture supporting creativity and innovation in companies are required. Learning for creativity and innovation in organizations is often a slow process based on iterative cycles of experimentation. Lack of knowledge, skills and resources particularly in small and medium sized companies (SMEs) are often the cause of inability to innovate and/or to change modes of work. In this paper the issues linking work culture and environments are presented. Two learning approaches, which support the building of an innovative work culture and new working environments are discussed, viz. action learning and informal, cooperative learning in Communities of Practice (CoP), both supported by eLearning. Illustrative examples are given of these approaches being applied in SMEs.

80-85

Authors: Fatimah Hashim, Halimah Awang, Zahari Ishak

This paper examines the extent of cigarette smoking among 16 year old adolescents in Malaysian secondary schools. In particular, it examines the determining factors of smoking behaviours across several characteristics of the students and selected variables related to their aspirations and ambitions. A total of 4404 students participated in the survey comprising 1966 males and 2438 females. Overall, 13 percent of the respondents admitted to cigarette smoking. The proportion of smokers among males is 27 percent compared with two percent of the females. Almost 25 percent started smoking at 12 years or younger and that 35 percent smoked at least six cigarettes daily. The main reasons for smoking include stress and emotional problems, peer as well as parental influence. The data also showed the number of cigarettes smoked per day significantly increased with increasing hours students spent their time at the school library but decreased with increasing hours students spent on computers. Several variables related to the aspirations and ambitions were found to have significant influence on the number of cigarettes smoked per day among the adolescent smokers.

97-101

Authors: Blanka Frydrychova Klímova

Thinking is as natural as breathing, drinking and eating. People have an innate eagerness to discover things, to reason about the processes and activities they are involved in. But for adults learning a second language in an academic institution various dimensions of thinking play a significant role, including their beliefs, attitudes, their capacity to remember, and the use of strategies. The aim of the article is to list, categorize and define a few (lower order and higher order) thinking skills (according to Bloom’s Taxonomy of 1956 and Newcomb’s and Trefz’s model of 1987) which might contribute to the enhancement of communicative competence in learning and which students might need when studying at the university, particularly when learning the English language. Finally, an implementation of thinking skills and the development of the receptive and productive communication skills in teaching and learning are demonstrated on two university courses run in the English language.

115-127

Authors: Marit Moistlik

The article deals with the relationship between experience and memories gained in music lessons of general education school and current music activity and attitude towards music and analyses the effect of that experience on musical behaviour in further life. The focus is on music teacher’s role in that process. The sample of the qualitative study consisted of 20 university students, ten of whom were actively involved with music (singing in the university choir) and ten were not. A phenomenographic approach was used to analyse the interviews. As the result of the analysis, four profiles were developed – two of the profiles characterising those involved with music and two those not involved with music. The profiles are viewed in the article in the context of the experience of music lessons at school. Gaining awareness of those profiles may help music teachers to understand different behaviours of pupils and their relationship with music as a subject, and create diverse learning situations for representatives of different profiles.

138-150

Authors: Palle Qvist

Preparing students for a life as active citizens in a democratic society is one of the aims within the Bologna process. The Council of Europe has also stressed the importance of focus on democracy in Higher Education. Higher Education is seen as important to develop a democratic culture among students. Teaching democracy should be promoted in lessons and curricula. It has been argued by many that practising citizenship is more effective in relation to “learning about”. Universities should rather be seen as ‘sites of citizenship’ and democracy than promotion democracy in terms of lessons and curricula (Biesta, 2005; Biesta, 2007; Biesta & Lawy, 2006; Van der Veen et al., 2007). Creating democratic learning systems in institutions of higher education could be the answer to reaching the aim related to democracy. A democratic learning system can be defined as a system where decisions, processes and behaviour related to learning are established through argumentation (discussion) or negotiation (dialog), voting or consensus (alone or in combination) between those affected by the decision simultaneously reaching the learning outcomes, the technical and professional knowledge and insight. In principle the participants must be equal with equal rights and feel committed to the values of rationality and impartiality (Qvist, 2005). The Aalborg Model practised at Aalborg University is a learning system which has collaborative democratic elements built into the model. This paper brings results from an online quantitative, questionnaire survey between nearly 200 engineering and science students in their second semester at Aalborg University. The main findings are: Nearly 85 percent of the respondent’s state that their group uses discussions quite often or always to reach technical decisions. And a little more than 85 percent say that they use discussions to reach decisions related to project management. Almost 60 percent of the respondents state that the group is participant controlled quite often or always. Less than 4 percent are of the opinion that the group is controlled by the facilitator (quite often/always). 90 percent of the respondents are of the opinion that their group is democratic, 3 percent that it is elitist.

161-166

Authors: Tatyana Barysheva

In the paper the actual problem of modern professional education are examined. For the present stage of professional education some approaches to development of metacognitive, reflexive aspects of teacher's professional mentality are offered. The main goal of professional education is development of professional mentality of students. Many researchers note a wide range of desirable qualities that should be developed at the undergraduate level of educational programs for successful future work in educational sphere. These qualities with an emphasis on the student’s personality and professional development should be achieved through the process of self-development and self-planning. Teacher's activity demands high level of reflexive habits. But my diagnostic research of reflexivity has shown their low level of development at students- psychologists. Development of metacognitive, reflexive aspects of professional mentality is important problem of modern professional education of the teachers- psychologists. The preparation of psychologists also includes their acquaintance to methodical problems of teaching activity, training to skills of teaching. Teaching practice in psychology is directed to the development of a set of methods and techniques of didactic work. The concept of reflection is an important system-building attribute of these processes. The structure of teaching practice consists of several modules with specific problems. Each module comes to the end with the analysis of performance by the student of corresponding teaching function. The analysis of performance is carried out by probationers of teaching function by the special criteria. Activation of a valuable metareflective position can be considered as the precondition of student's methodical skill. In this article different techniques and procedures which contribute to intensive development of students’ reflexive position are shown. The reflective model of training is focused on the professional growth and on the actualization of personal potential of the student. After studies in sequential strategy of directed reflection the output competence should be some kind of blending of skills, knowledge end evaluation competence.

5-9

Authors: Vincentas Lamanauskas

Theoretic and empiric research conducted by a number of scientists has indicated that a well-grounded content of teaching and a purposefully planed process of natural science education create opportunities for pupils to better understand an environment, to perceive themselves as active members of the ever-changing world and to take responsibility for the future of our planet. Though there have been plenty of local ecology crises throughout the history of mankind, today we can clearly face a new global ecology crisis approaching. It requires a new organization of the evolutionary process of the world that is the basis for the renovation of the correlation among Human Being, Nature and Society.

16-24

Authors: Bogdana Borota, Andrej Brodnik

Modern technology is an important factor influencing the strategies of learning and teaching music. In Slovenia the information-communication environment Musical Image Format, Rhythm created by the authors represents the first example of the transfer of image format of music into the computer environment. There are two important elements of successful learning in this environment, i.e., properly conceived system architecture and graphic user interface, which enables simple and transparent as well as creative and problem based learning in the virtual community. At the same time the elaborated computer environment proved to be an adequate didactic tool in the establishment of the conditions for blended learning. The pedagogical evaluation of the prototype has shown that pupils have achieved the highest difference in their average marks before and after the research in the area of the use and the understanding of image music format. Significant results are achieved also in the field of recording and performing music format.

39-48

Authors: Majda Cencič, Mara Cotič, Vida Medved Udovič, Bogdana Borota

The ICT occupies a central position both in the knowledgeable information society and in the development strategies of education systems. The ability of working with knowledge, technology and information is one of the three key competences determined by the European Common Principles for Teachers’ Competences and Qualifications, as well as one of the eight key competences for lifelong learning as provided by the European Qualification Framework. Comparison with EU shows that Slovenian schools have, despite highly motivated teachers for using the ICT as well as good equipment and broad band internet access, quite low usage of ICT for instruction in general. Hence, it is a challenge to study the use of ICT for the instruction of some compulsory subjects in the Slovenian schools. Our research involved 468 pedagogical workers. Teachers of lower grades classroom teaching level with higher education prevailed. The questionnaire they answered, and which was verified by the factor analysis and Cronbach coefficient alpha in regard to the measurements characteristics, was a combination of numerical rating scales and some open ended and closed questions. The results have shown that computer programmes are used the most for the instruction of mathematic and Slovenian language and the least for musical education. Similar results were obtained for the use of internet sites, which are used the most for teaching Slovenian language, as well as for teaching mathematics and the least for teaching music. The reasons could be found in the shortage of adequate didactic materials and weak equipment of classrooms. The results on the relations among the above mentioned subjects concerning the use of ICT are quite interesting, too. We discovered a positive and a statistically significant correlation, which is the highest between the subjects of Slovenian and mathematics and the lowest between the subjects of mathematics and music.

58-71

Authors: Maureen L. Ellis, Eric Kisling

Professional staff development is a continual process of individual and group assessment where the goal is to inform and improve practice in a school environment. The overall goal is to allow educators and communities of learners the ability to make complex decisions, identify and solve problems; and connect theory into practice to improve student outcomes in the classroom. It is an absolute necessity to ensure teachers continually improve their skills to meet the high standards of learning set for every child. Professional staff development is not only necessary for the benefit of improving instruction but is a requirement by the majority of school corporations in the United States. Continual professional staff development enables educators the ability to offer students learning opportunities to meet outstanding standards in specified content areas and to successfully assume real-world roles and responsibilities for life beyond the classroom. In today’s current economic landscape, with budget cuts at unforeseen highs, professional development teams are exploring alternative delivery modes to ensure teachers continue to learn with effective and efficient methods. This article explores steps for developing teacher professional development for the online delivery systems for K-12 school corporations and best practices, which include second life options, to meet school corporation requirements. We explain the long-range vision and strategic plan necessary for moving beyond the traditional delivery methods and provide and in-depth guide, which leads readers through a step-by-step process of the online instructional delivery.

97-106

Authors: Ondrej Jerabek, Renata Holubova

The aim of this paper is to discuss the non-ttractivity of the solving of quantitative examples in Physics. The problem was find out not only in teaching and learning Physics at secondary and high schools, but also during various competitions (Physical Olympiad, Physical Kaleidoskope, Fermi Questions tournament). The discussion in this paper will be based on the research that was done in 2009. More than 335 respondents completed our questionnaire about examples. The questions inquired about reasons why students solve examples, if they understand the settings or if they will prefer an animation (video) of the situation and the problem of the classification rating. The statistical evaluation was realized by using the chi quadrate test. The results of this research will be used in our next activity - we will prepare a set of interactive physical examples to make use of the motivation effect of multimedia and ICT technology in Physics education.

119-124

Authors: František Látal, Jan Říha

The paper deals with the remotely controlled physical experiment which is located at the Department of Experimental Physics at Palacky University in Olomouc. A remote experiment is a real experiment with real laboratory instruments and equipment that can be controlled by a teacher or a student or any user from their computer through the Internet. The article presents our first remote experiment (comparison of volt-ampere characteristics between incandescent light bulb and energy saving light bulb with using AC) which is available free on-line on the website http://www.ictphysics.upol.cz/remotelab/. This paper outlines our current research and reflection of remotely controlled experiments and it describes the educational point of view of the remotely controlled system.

134-151

Authors: Mariel Musso, Eduardo Cascallar

Education has been impacted by the shift from an industrial society to an information-based environment. We are now shifting again to an “innovation-based” society which requires what Sternberg (2000) calls “successful intelligence”. As the practice of educational assessment evolves, developments in cognitive science and psychometrics along with continuing advances in technology lead to new views of the nature and function of assessment (Dochy, Segers & Cascallar, 2003; Braun, 2005). Mathematics and reading have been highlighted as crucial indicators of quality in education providing essential knowledge tools and constituting the foundations for lifelong learning skills (European Report on the Quality of School Education, 2000). New methodologies and technologies, and the emergence of predictive systems, have focused on the possibility of assessments which use a wide range of data or student productions to evaluate their performance without the need of traditional testing (Boekaerts & Cascallar, 2006). This article presents the application of educational assessments utilizing neural network predictive systems in two pionneering studies in reading readiness and mathematics performance. It introduces the application of these methodologies in education, and evaluates the results and quality of the predictive systems. Results from these methods achieved excellent levels of predictive classification. Their impact on educational quality and improvement, as well as accountability is highlighted.

159-167

Authors: Petra Poulova, Ivana Šimonova

In the course of last ten years eLearning has become a standard in tertiary education. It is time we considered the whole process, which is not long but has been part of everyday life, and influenced the current way of education at all levels. The article deals with the history of the process at Czech universities. It presents documents which supported establishing eLearning as an inseparable part and form of instruction but even set its role in the process of accreditation of new study programmes; it introduces ways of evaluation of the whole process and single possibilities which eLearning tools offer for teaching various subjects; it provides survey on how eLearning is really used at Czech universities. As the University of Hradec Kralove, mainly the Faculty of Informatics and Management, was the leader in this process, methods used in the process of ICT implementation and ways of evaluation could have been later applied at other Czech and other universities.

176-187

Authors: Tiia Rüütmann, Jüri Vanaveski

The article introduces effective teaching strategies and models suitable for teaching engineering, implemented at Estonian Centre for Engineering Pedagogy. Strategies are general approaches to instruction, used to meet a range of learning objectives: skilled questioning, clear communication, organizing lessons, effective feedback, starting lessons with a review and ending with closure, applicable in all teaching situations. Models are specific approaches to instruction having four characteristics: they help students acquire deep understanding and develop critical thinking abilities; they include a series of specific steps intended to reach the objectives; they are grounded in learning theory; they are supported by motivation theory. Introduced models are designed to capitalize deep understanding and critical thinking in teaching engineering. Accordingly students will be able to explain, find evidence and examples, generalise, apply, analogise and represent a topic in a new way. At least four different kinds of knowledge are essential for expert teaching: knowledge of content; pedagogical content knowledge; general pedagogical knowledge; and knowledge of learners and learning. The goal of the article is to help engineering teachers acquire knowledge in each of these areas.

196-202

Authors: Yordanka Stefanova, Maria Minevska

Scientific description, explanation, prediction as cognitive procedures are inherent to science and deal with understanding the phenomena in the world around us. This explains the fact many studies exist on the nature of scientific description, explanation, prediction and the relationship between them. In the majority of studies on description and explanation in teaching, the emphasis is placed on the role of the teacher as explainer of chemical phenomena and less attention is paid to student’s activity in description and explanation of studied phenomena. In this article we try to overcome such one-sidedness in addressing these cognitive procedures. We discuss the relationship between description, explanation, prediction in the study of chemical phenomena in high school, as well as the activity of teacher and student in constructing them. Taking into account the purposes of chemistry teaching, the characteristics of chemistry knowledge, the necessity of student-oriented training, the possibilities for change of learning environment, we propose a methodical model for description, explanation, prediction in the study of chemical substances and phenomena in the light of the basic ideas of constructivism.

5-7

Authors: Vincentas Lamanauskas

Science education is an integral phenomenon that can be grasped as a whole science. Science education plays a very important role in broadening pupils` world outlook. The science classes always discuss real, concrete things and phenomena, which are a part of pupils` reality and even every day life. It is very important that natural sciences should help learners to formulate a clear concept of natural history based on the latest knowledge of the world strongly emphasizing the character of the correlation between nature and society, civilization and culture. The world is multidimensional, and therefore we must strive to acknowledge it. This is a winning goal of contemporary science education (Lamanauskas, 2003). Finally, some words about international cooperation. It is undoubtedly an important issue. I cannot imagine nowadays scientific research or scientific activity in general without international cooperation. Science is science and it has international character. Moreover, such cooperation is crucially important for scientists from former Soviet Union countries, because they had no possibility to communicate with colleagues from abroad or such cooperation was strongly limited. Another argument is that science education today is the most dynamic part of the science of education (Toshev, 2008). It is obvious, if we want to obtain the necessary scientific information about different things, to enlarge technological possibilities of societies and so on, generally speaking, to make our world more safe and better, international cooperation among scientists is essential. Only all together we will be able to meet a broad range of global challenges today and tomorrow.

16-22

Authors: Renata Bilbokaitė

The modern visualization is created to help in education processes and it is oriented to the evaluation of knowledge. It is very important for science education to have perfectly prepared aids that could show invisible phenomena and could foster deeper motivation. This research encloses that students like to use internet for their purposes. The most important purpose is to use search for visualizations because students have aspiration for deeper knowledge. Also, results enclose negative aspects in this field. Students do not search for visual information in the internet because they feel lack of need; there are bad conditions in the classroom. The last reason could be identified as highlighted prominence of pedagogues’ role. All this could improve that students who have low interest to search in the internet could be called as unmotivated.

30-39

Authors: Martin Bílek, Petra Skalická

The combination of real and virtual environments in general science (chemistry) education is a current challenge for school curriculum in the period of information society. The article describes theoretical background, starting points and design of a research project in this area. Possibilities of real and virtual school chemical experiment and their combination will be analyzed. These approaches are named remote and virtual laboratories. They are the important part of a virtual learning environment (VLE) as the up-to-date trend in natural science instruction supported by ICT. They bring a new dimension not only to laboratories, but also to everyday life of students, teachers and every other person interested in science education. New possibilities to measure, to control anything from any computer, to receive current data from the opposite part of the world – these are and will bring immense motivation. The project design, including pilot results, is presented on the example of laboratory work “pH measuring”. Two as much as identical scenarios were prepared using either real or virtual pH-meter, managed by worksheets containing tasks of three levels: pH measuring of different solutions, answers to problem-based questions and open-task to create set of next pH measuring. The project is ready for piloting in the K-LaMPa Centre, which is situated in laboratories of the Chemistry Department, Faculty of Education, University of Hradec Kralove, and enables running experimental activities of primary and secondary school pupils and students. The received results will be presented and discussed on conferences and relating actions. Now the authors offer the cooperation concerned to widening of the research.

48-53

Authors: Celeste Ferreira, Agnaldo Arroio

The accelerated development of information and communication technologies followed by several studies in the cognitive theory area, have promoted the construction of many visual tools (3D concrete models, statics or dynamics virtual 2D and 3D images, simulations, animations, interactive software’s, etc) that have been placed to the disposition of instructors. When they introduce systematically these tools in there classes, with the purpose of getting better learning results, we verify a changing in the teacher’s role. He is no longer the source nor the transmitter of knowledge, but the mediator between the source and the student. The class dynamic frequently changes without the perception of the teacher. The information was predominantly presented in the verbal and gestural modes, with some punctual introduction of graphics, tables and models, with the purpose of merely illustrating the teacher’s verbal presentations. With the frequent use of these tools, images became the main vehicle of information, and if the learning impact is bigger so is the risk of misconceptions if the image’s choice is inappropriate. What pre-service educational training do teachers have to deal with learning/instruction processes strongly supported in visualization tools? What conceptions they have about visualization, representations and images, etc? These are the two questions that we are trying to answer throughout the development of this work. The research is qualitative. We applied a questionnaire with 12 open questions answered by 24 pre-service chemistry teachers. We concluded that their training course discusses these topics in some subjects but in superficial way. We also found that their conceptions are not solid, and sometimes even become misconceptions.

59-65

Authors: Boris Yarinovsky, Ilmars Kangro

Ecological toxicology (ET) - one of is natural-scientific (NSE) courses for which studying theoretical knowledge of mathematics is necessary, for chemistry, biology and others NSE courses. Biological experiments are necessary for fastening of theoretical knowledge on laboratory animal and biological test objects. For carrying out of such experiments laboratory animals, biological objects are required, and also the necessary equipment, reactants, etc. Considering the humane relation to animals and restriction of their use in experiments, methods of mathematical modeling in course studying "ЕТ" are offered. Besides, use of interactive control facilities by the information allows modeling some processes in ET. Authors conduct researches at engineering faculty of the Rezekne Higher Education Institution by preparation of engineers of protection of environment. As a result of the spent researches it is established that at students the greatest interest to studying as course ET, and a course - "Mathematical methods in environmental science" is shown. Students can visually see practical use of mathematical methods in is natural-scientific courses. ICT application supplements better mastering of a material at a studied course. Mathematical modeling with use ICT in course studying ET raises progress of students and gives the chance to use theoretical knowledge on the mathematician. 

74-79

Authors: Eleonora L. Melnik

This article is devoted to one of the aspects of the research focused on a general problem of interaction between a human being and the environment for person’s orientation in it. We see pedagogical orientation as a process: a) creation of conditions encouraging students to study environmental objects and understand the integrity of environment; and b) as a result – expansion of living space of students in the environment. Method of zoology practical training in city environment aiming at study of the animal world acts as learning instrument in environmental education. It is based on scientific observation of animal life in different biotopes of the city, their conditions, behavior throughout the year that was made by students with the help of visual aids – photo camera and computer. Educational material includes pictures of animals and traces of their activity, characteristics of biotopes, description of animal species, their biology, peculiarities of behavior depending on season. Results of the natural objects’ study were presented by students in the form of report – presentation in Microsoft PowerPoint programme. Use of observation method with the help of visual aids during the practical training increased students interest to studying the natural world of the city, fostered development of their individual collection of materials devoted to animal life in the city which can be used as materials for lessons on fauna of their home region; helped them to get more experienced in using photo camera as an instrument for observation of natural objects in motion and in use of computer.

89-94

Authors: Margarita Shishonok, Eugene Makarenko

The automated technology of the conversion of various materials that are used by a teacher in their activity, into the uniformly issued electronic and further printing (paper) forms is offered. The technology is based on standards and requirements to digital prepress of the book edition, allowing to obtain the first-rate quality of the polygraphic press. The basic text of lectures and static graphic components, and also the dynamic graphic components in aggregate named the lecture material, it is necessary to unite in a breadboard model (layout) of lectures. The imposition is carried out by means of program complex InDesign of Adobe Systems Inc. The text is typed by vector fonts of Adobe Type 1 format. All static graphic components, except for photos, are created in EPS vector format. These formats provide the greatest possible smoothness of lines of symbols and drawings at any degree of increase/reduction. Two basic forms of representation of the lecture material are distinguished: for the press on paper and for demonstration on the audience screen – slide-show. For the purpose of uniform design of lectures they are combined in a book for the subsequent press in printing house or on an office printer. The book layout serves the base and the most difficult in technical aspect as the form of representation of the lecture material. By means of scripts in JavaScript language of scenarios it can be completely automatically practically obtained each chapter-lecture in the form of slide-show from the book layout. The basic software for creation of formulas, drawings, diagrams and ways of elimination of program defects are described.

102-110

Authors: Violeta Šlekienė, Loreta Ragulienė

This paper deals with application of Computer based real lab work (CBRLW) as a platform for helping students to acquire a functional understanding of physics. CBRLW can be described as an “active engagement” learning environment in a practical works, where computer-assisted data acquisition and analysis tools are used together with experiment equipment and carefully developed worksheets. CBRLW are interpreted as cognitive educational tools and not only as technological ones. The specific technical equipment and software of PASCO scientific and FHYWE were applied in laboratory works of general and special physics of Šiauliai University. Laboratory works of Mechanics, Thermodynamics, Electricity, Optics and Solid State Physics were created and improved by using this universal interface-measurement-system. The varieties of sensors use the same interface box and the same software format. Students are able to focus on the investigation of many different physical phenomena without spending a large amount of time learning to use complicated tools. It provided to integrate modern science tools into physics teaching labs and made it possible to prepare and carry out experiments with a minimum of preparation time and a maximum of technical comfort. An attachment of interface (Figure 1) with a suitable sensor to the computer created very powerful system for collection, analysis and display of experimental data. Two CBRLW are discussed in this paper (Investigation of linear motion using an Atwood's Machine and Investigation of Frictional Force).

5-8

Authors: Vincentas Lamanauskas

One of the quality theory models, undoubtedly, is quality management. At the end of the 20th century and at the beginning of the 21st this model becomes perhaps the most fashionable in management theory. We can say straight away that what can be fashionable it is not always right and reasonable. Is it in reality so? It is hard to pretend to exhaustive analysis in this article however, it is purposeful to pay attention to some things. Another argument – history knows plenty of examples when different theories wouldn’t grow from “infancy” stage, wouldn’t pass on to a practice level, at best they would remain only a mass of pompous slogans. Speaking about quality, such attitude, undoubtedly, has its own positions. Alternative approach has positions as well which claims that quality management ideology and philosophy is not only a common short-term campaign, but a serious universal movement.

20-28

Authors: Andrea Bencsik, Ildiko Trunkos

Lifelong learning is indispensable to develop successfully into a knowledge-based economy and society. Educational level is the most important determinant of employability. According to experience those who have higher qualifications can adapt faster and better to changing circumstances and new tasks than those who have a lower-level education. That is why adult education and training is essential to competitiveness and economic growth. In several Western European countries, e.g. in Denmark, Germany and Sweden where adult training has long traditions, the high level, high quality adult training is a determining factor of economic competitiveness. Nowadays the term “lifelong learning” is familiar even in Hungary, which includes/would include old age learning as well. However, practically there is no opportunity for it; life-long learning means only the training of those employable in the labour market. Nevertheless, a lot of old aged people would learn new things with pleasure. In most Western European countries there are opportunities to do so. The question naturally arises: to what extent can old people be burdened, what are they capable of either at school or in the labour market? It should not be treated only as an employment problem: it is also indispensable with regard to life quality.

41-48

Authors: Ana Bruton, Rebecca A. Robles-Piña

The purpose of this study was to examine the literature that suggests that the academic gap between Hispanic and White students may be due to cultural deficit thinking. The methodology used for conducting this research was to search through databases using the following key words: deficit thinking, cultural deficit, teacher effectiveness, racism in education, student stereotyping, teacher rating of Hispanic students, and achievement gap. Examination of the theory of cultural deficit thinking was applied to the literature and thus non-significant results were obtained. Practical solutions include changing teacher dispositions through self-reflection and education, recognition of deficit thinking and its effect, communicating high academic expectations to Hispanic students, and the implementation of curriculum that demands egalitarian instruction for all students.

60-77

Authors: Luisa Cerdeira

There has been a worldwide tendency to implement Higher Education (HE) funding policies based upon cost-sharing (Johnstone, 1986, 2002, 2003, 2004, 2005, 2007; Woodhall, 2002, 2003; Vossensteyn, 2002, 2005; Ziderman and Albrecht, 1995). Such trend has taken many forms: introduction or increase of the tuition fees value; introduction of loans programs, or change of social support from study grants to loans; and incentive and support to the outcome and development of private education. Due to the European Higher Education diversity we must perspective a comparative analysis by enhancing the dominant situation in several European countries. In this article we will discuss the relationship of tuition fees policies to the HE accessibility and affordability: • What are the HE funding policies followed over the last two decades? • What results do are the policies of tuition fee have on HE accessibility? In summary, we will demonstrate that in most European countries cost-sharing policies have been implemented, with the adoption of tuition fees with diversified impacts on Higher Education accessibility and affordability. Loans and grants could also be analysed, but we will focus our attention only on the tuition fees policy.

90-98

Authors: Martha Abrahão Saad Lucchesi

Brazilian universities, like the educational system in a great deal of Latin American countries, are experiencing a significant process of transition. They are facing several challenges posed by new education policy settings, mainly in higher education, on the one hand and by social and economic changes on the other. The modern university, as a more recent phenomenon linked to science, also appeared. Born in medieval Europe, transformed in modernity, and expanded worldwide, modern university today seeks a new face capable of accounting for globalization without losing its identity and its ethos of generating, difffusing and guarding knowledge, of the place where this very knowledge may be overcome. Our discussion will be based on theoreticians such as Freire (1996), Bobbio(1987), Carnoy(1997 ) to show that it is necessary to analyze these issues from many points of view. Studies and research about the Brazilian educational agenda developed by local policy makers, consultants and advisers reveal a process in which international institutions and the process of Bologna play a central role. Procedural method is the comparative one, since we are comparing the European reality with that of emerging countries, especially Brazil, in relation to overcoming borders in higher Education. We also analyse the relationship between knowledge production and professional formation.

109-117

Authors: Pamela Atieno Ochieng, Lydia Cheruto, Judith Achoka

There are more than forty ethnic groups in Kenya. The largest of these is the Kikuyu, representing 22 percent of the population. Fourteen percent is Luhya, 13 percent is Luo, 12 percent is Kalenjin, 11 percent Kamba, 6 percent Kisii, and 6 percent Meru. Others, including the Somalis and the Turkana in the north and the Boran in the Great Rift Valley, comprise approximately 15 percent of the population. These ethnic categories are further broken down into subgroups. One percent of the population is non-African, mostly of Indian and European descent (Population Survey, July 2000). The 2007 elections outcome may have triggered the ethnic and post –election violence, but the rate at which this degenerated into ethnic conflict showed how emotive the issue is. Today the country is trying to heal but the ethnic ‘overtones’ speak volumes. Many African countries have deep cleavages based on factors such as ethnicity and religion, (Assefa and Wachira, 1996,) This paper purposes to examine the elusive peace and social stratification among the Kenyan people. It further explores the role and utility of Kiswahili language in national unity and conflict management. The paper argues for the establishment of a language policy that would create a positive attitude toward a cohesive society, beginning with the Educational Institutions. The paper argues that proper language utility can introduce, guide and catalyze the National healing process in Kenya.

125-131

Authors: Kofi Poku Quan-Baffour, Akwasi Arko-Achemfuor

The word ‘micro’ denotes a very small portion of a bigger entity. In education domain micro-teaching refers to teaching practice that involves a small number of learners. Quality on the other hand connotes the degree of excellence, something which is up to standard or fits the purpose for which it is meant. In this ever changing competitive global society Higher Education institutions strive to achieve quality in the programmes, courses, qualifications and services offered to their clients. There is some misconception and myth among some people about the quality or standard of teachers trained at a distance. This paper debunks that myth and argues that micro-teaching can be used as a tool to ensure quality of pre-service teachers trained at a distance. The paper reviews relevant literature to support the experiences of the authors and explores the efficacy of micro-teaching in enhancing professional training of teachers through distance education mode. The literature study and the experiences of the authors are validated by a case study on micro-teaching by distance teacher trainee students.

139-144

Authors: Michael Sanson, Rebecca A. Robles-Piña

In light of the commonly shared view that the United States is the global superpower, one may assume that the academic performance of the nation’s students exceeds all others. However, based on international study, the United States falls sharply behind many industrialized countries, primarily countries within Asia, in mathematics performance. This review explores and compares the curricular, instructional, cultural, and stereotypical influences which reportedly impact mathematical proficiency among American and Asian students. The review concludes with a summarization of critical findings, as well as possible implications for future research.

155-162

Authors: Blandina Šramova, Eva Poliakova

The contribution is devoted to presenting multicultural education, which reflects influence of increasing diversity at schools. Competences of a teacher in given area are considered incredibly important, especially in attitude towards Roma ethnic. Negative attitudes, difficulties in bonding within social space under the influence of globalisation trend can unfavourably affect educational process of a pedagogue, as well as an assistant for Roma community. Therefore we focused our research study to findings of semantic space of identity forming notions, and also notions, which shows bonding of observed dimensions. Participants consisting of future teachers (N=215) and future assistant teachers for Roma community (N=164) expressed to notions, namely by choosing and assigning pictures by using the method the Test of semantic selection (Doležal). Final findings showed certain similarities as well as differences in semantic space, which was attributed to observed notions by future teachers and assistant teachers for Roma community. Particularly stereotypes represented by higher rate were shown with both observed groups. Higher rate of fear from the notion Roma was shown by future teachers on contrary to future assistants of Roma community.

169-177

Authors: Akbar Zolfaghari, Mohammad Shatar Sabran, Azam Zolfaghari

Literacy and community development have an unbroken connection. Literacy is a very important tool for community development. The main goal of community development is to improve the quality of life. In order to improve the quality of life, the government of Iran has implemented several programs to promote the level of literacy. CLCP is the newest and the most important literacy program in Iran post revolution that has been introduced by the Iran’s Development Plans. It has been emerged as a result of shortcomings of the previous literacy programs to solve the problem of illiteracy in the country. Therefore, the general objective of this study was to examine the role of the program in rural community adult literacy development while the specific objective of this study was to describe the factors contributed to the success of the program in Iran. For the purpose, two rural communities namely Golshan and Nasr Abad into two different states of Kerman and Yazd in Iran were selected as the case studies. The selection was based on their literacy level. The community with the lowest literacy level in each state was chosen

5-6

Authors: Boris Aberšek

The contributions gathered in this publication have been prepared within the framework of the Pedagogical Center (PC) of the Faculty of Natural Sciences and Mathematics (FNM) at the University of Maribor, which might seem to be a young center since it has only been established in 2009, nevertheless, the extensive experience and knowledge of its faculty tell a story of a much more established institution. “Pedagogical” is a defining term indicting that the center's activities are focused primarily on pedagogical programmes at FNM and on educating teachers at all levels in the broadest sense of the word. My hope is for the collected contribution to stimulate interest and discussion within the scientific community. I sincerely hope that the contributions will also encourage international links amongst experts from different areas. If so, then we have achieved one of the most important goals we initially set out to accomplish.

24-33

Authors: Vlasta Hus

The author of the present paper first theoretically describes the didactic concept of integrated lessons, then lay out the discussions on integrating lessons in subject Natural and social studies (now Environmental studies) with lessons in Slovene subject. In the empirical part she demonstrates the attitude of teachers in the first triad toward integrated lessons and how the subject Environmental studies is included into this concept. The findings show that the teachers included in the sample had different opinions about integrated lessons. They saw one of the basic advantages of integrated lessons compared to classical ones in the linking of the lessons with the pupils’ lives. In the integration of the subject Environmental studies with other subjects, the subject Slovene language plays an important role. Teachers, however, cannot find connections with some of the subjects, despite the fact that they are defined in the national curriculum. The teachers claim they have greatest difficulties in the phase of planning integrated lessons.

44-55

Authors: Metka Kordigel Aberšek, Marija Ropič, Vlasta Hus

The paper represents the results of a quantitative research performed at the Faculty of Education, University of Maribor. The aim of the project was to establish the implementation of the concept of integrative education, which was recommended for the first triennium of elementary education in Slovenia in the 90s. The essence of Slovene integration concept should be the following: focusing on the structure and the process of child's assimilation as well as accommodation in/of the structure, his/her ability to communicate the content of the structure and his/her ability to express the process of changing the structure. Our results show that the majority of teachers follow the recommended curriculum guidelines for integration as the main didactical concept for teaching in the first triennium of elementary school taught as a part of the compulsory Teacher training program - teaching in the first triennium. Nevertheless a big proportion of elementary school teachers (year 1-3) are not entirely aware of the criteria that should be used for integration in the educational process. The same elementary school teachers have difficulties (aware or unaware) with the process of planning and performing the integration concept in the classroom.

65-69

Authors: Ivan Gerlič, Robert Repnik

Teaching and learning with computers (ICT) encompasses her help in educational process everywhere there where is this perhaps and reasonable. Using ICT as educated accessory mean search of optimal elements for teaching efficiency and for better achieving teaching objectives. Learning process of science, mathematic and technical subjects in elementary school in many situations demands practically and problem solved work. Conceptual learning of physics is computer based and its strategies lead pupils to a better understanding and use of more difficult processes (thinking, inferencing, using the knowledge). By conceptual way of learning we used „fizlets“as simulatory models. They are interactive materials, where processes happen in certain intervals and there is interaction between the model and the pupil. The main goal of study was to research the effects of conceptual way of learning in comparison with traditional classroom education when teaching the topics “Pressure and lifting power” in the eighth class of primary school. We tested four thinking processes of pupils (knowledge, analyses, inference and comparison). The main expected ascertainment of research was that the pupils, who were taught through the conceptual way achieved better results than those who were taught traditionally in the classroom. Hypotheses were confirmed. In general this article will show other users of teaching physics and science some didactic manners of preparing interactive educated materials.

77-83

Authors: Amand Papotnik

This contribution deals with the topic of inter-subject planning and connecting in technique and technology and as a factor of modern school by emphasizing the strategies of training-educational work in technique and technology. In this context the most suitable project task is being regarded as that strategy of training-educational work, in which the development of divergent thinking, creative compatibilities, acquiring, deepening, practicing and using the knowledge in the field of technique, technology, work organization, economics, ergonomics, ecology, informatics and computer science, industrial design, etc. is concerned. In such a constructed strategy the inter-subject planning and connecting can be represented and the tendency to acquire better knowledge can also be realized, because of the opinion of the constructivists who think that knowledge in its final form can neither be »given« to somebody else, nor it can be »accepted« by somebody else, but it should be rebuilt by everybody with his/her own mental activity and exactly in technique and technology the objective and subjective conditions for such a style and didactic system of training – educational work are being created.

94-108

Authors: Samo Repolusk

This article presents the current development of e-learning in Slovenia, with an emphasis on the domestic E-um web portal (URL: www.e-um.si) for teaching mathematics in primary and secondary schools. Based on findings from recent scientific research, the strengths and weaknesses of e-learning materials in education, particularly in mathematics classes, are analyzed. We are particularly interested in the advantages and disadvantages of interactive e-learning materials in comparison to traditional learning materials as well as in the quality of the E-um web portal in comparison to similar educational web portals at home and abroad. Theoretical findings are tightly interwoven with examples of teaching practice using the E-um interactive materials.

116-122

Authors: Darinka Sikosek

This article argues a greater stress to student-centered, active-learning approaches in teacher education beginning already in lectures by the subjects of DCEM methodological module. Our approach in increasing lecture's activity of students is involving them as teacher's co-lecturers. In order to monitor the efficiency and quality improvement of their outcomes-teacher's activities, we make use of the students'-co-lecturers, as well as students-listeners feedback, which continuously takes place at the end of a program of specific curricular units. Students self – reflections are confronted with techer's trainer noticings. Some significant findings are interpreted in compliance with teacher competences. CO-lecture's activities are valued regarding to optional AADIDG didactic pinciples.

135-143

Authors: Andreja Špernjak, Andrej Šorgo

Computer supported virtual and real laboratories are recognized as tools that can help in raising the quality of biology instruction, and raising development competences in students. Yet biology teachers have been treating the computer as typewriter, as a source of information and as a tool for communication, all of which usages are common to all subjects. The uses of ICT that can significantly help in developing scientific literacy and that are primary tools in science teaching – such as the use of data loggers – are only rarely on the syllabus. The lack of equipment is not the most important reason for failure to use such applications; instead, this is probably due to teachers’ attitudes, opinions and knowledge. Students cannot be recognized as an obstacle in working with ICT. Lower secondary school students aged between 10 and 14 performed three laboratory exercises (Activity of yeast, Gas exchange in breathing, Heart rate) using three different methods: classic, computer- supported and virtual laboratory. As a result of testing, we know that all three methods are suitable even for younger students. When students were asked which method they liked the most, their first choice was computer-supported laboratory, followed by classic laboratory, with virtual laboratory in third place.