Open Journal for Educational Research

1-14

Authors: Lorraine A. Jacques

Problem solving follows a cycle of inquiry where the individual iterates between finding possible paths and exploring their likely effectiveness before selecting one as a possible solution. The cycle is enhanced through proximal processes because the number of paths that can be explored in depth are greater when more people work on the same problem. This paper discusses the cognitive aspects of problem solving, how proximal processes, specifically collaborations, affect problem solving, and how proximal processes work in formal and game problem solving environments. The primary finding is that proximal processes benefit problem solving mostly by providing explanations, but only when the collaboration is structured so that a lesser-skilled participant in the collaboration is explaining to a higher-skilled participant. This finding is common to both formal and game environments.

31-48

Authors: Davut Saritaş & Emin Tamer Yenen

In this study, it was aimed to determine the harmony and integration levels of the material prepared by the science teacher candidates with the methodical approach they adopted. In this case study, the data was obtained from observations of material practices and documents introducing the materials. In the study of 41 teaching materials prepared by 3rd grade teacher candidates prepared at different levels considering the achievements of the Science curriculum, the data were analyzed by descriptive analysis, content analysis and the “methodological approach-material integration level” rubric developed by the researchers. In the findings it was determined that although teacher candidates design materials in three different categories in accordance with three different teaching approaches of science (discovery learning; inductive reflective materials, expository teaching; direct reflective materials, research method; multiple systematic reflective materials), they mostly use materials with inappropriate methodological approaches and low level of integration during the application process.

67-76

Authors: Margarita Koleva

In the Bulgarian public space social distances and stereotypes regarding the Roma ethnicity are still difficult to overcome. This process’ impact on the social development of the Roma child is an indisputable fact that has negative social implications when the child joins the school community. Predicting and overcoming these consequences implies conceptual researches amongst basic and innovative resources of teaching practice. The educational environment and its components have a social supporting effect in view of the permanent processes of social development of the child from the Roma ethnic group. There is no doubt that the teacher and the children from the class community have a stimulating role in this process.

39-52

Authors: Jason P. Herron & Maeghan Nichole Hennessey

The purpose of this study is to examine organizational decision-making processes of problem-solving groups. This experimental design study utilized a case study method bounded by a fictional problem-solving scenario to illicit problem solving in groups. Fourteen undergraduate pre-service teachers were placed into six groups and given 45 minutes to create a collaborative solution to the problem-solving scenario. Data sources consisted of group observations and focus group interviews. Data were analyzed using an inductive thematic technique. Results indicated seven themes that illuminate the nature of the group’s organization of cognitive processes and possible solutions. The results of this study may help understand how groups organize information, solutions, and cognitions in a complex group decision-making environment.

67-80

Authors: Ntokozo Mthembu

The post-apartheid era in South Africa was intended to be a period in which to redress past injustices in almost all social spheres, including education, particularly in terms of curriculum transformation to include African-centered knowledge systems. However, research reveals the limitations posed by compensatory education, particularly when it comes to the provision of skills that instil self-reliance abilities. In attempting to gain a better understanding of such experiences, the qualitative research design was used to collect data by conducting face-to-face interviews with young people residing in the labor reserves in South Africa. Findings indicate that although some individuals possess certain academic qualifications, such qualifications tend to be limited in securing their livelihoods. Based on these findings, it is recommended that the curriculum incorporate the African knowledge systems to offer alternatives to assess the untapped skills that could be useful to individuals to secure their daily life needs.

95-108

Authors: Isaac Frausto Hernandez

This article aims to highlight how those who have migrated between both Mexico and the United States, and whom will be referred to as transnationals, arrive to an understanding of their professional identity developing as English teachers throughout central Mexico. A qualitative approach was selected to explore the lived epistemologies of the participants and the construction and reconstruction of their professional identity through phenomenology. The data suggests that the past migrating experiences of the participants play a crucial role in how they are viewed within their English teaching practice.

1-12

Authors: Astalini Astalini, Dwi A. Kurniawan, Nugroho Kurniawan & Lika Anggraini

Purpose: Attitude is expression or response of students regarding learning. Attitudes in the form of expressions of like, dislike or rejecting an object. The purpose of this research is to describe the attitudes of students towards the three attitude indicators at middle school in Jambi Province Indonesia. Research Methods: Type of research is survey research. The research instrument was in the form of a questionnaire consisting of three indicators with 27 statements and also interviews. The number of students in research samples is 2,815 which are middle school students in Jambi Province, Indonesia Regency. Results: The results of research on three dominant attitude indicators are in the good category. Adoption of scientific attitudes shows a good category with a percentage of 58.4%. The pleasure of learning science is categorized as good with a percentage of 66.3%. Whereas a career in science is categorized as sufficient with a percentage of 41.8%.

25-38

Authors: Panagiota Andreopoulou & Loukas Moustakas

Learning is essential throughout human life. Accordingly, teachers and educators seek ways to strengthen learning. The use of play in the learning process seems to promote learning. Therefore, this research attempts to study how the integration of play in the learning process favors skills upgrading, using the quantitative research method and in particular the questionnaire. The sample consists of primary, secondary teachers and adult educators. In its context, variations in the attitudes of the participants in the sample arise, as regards their gender, the level of education, in which they work, and the years of service in it. The research results are in line with existing literature confirming the contribution of play to the improvement of skills and underline the need for further research and sensitization of the educational community so that it forms an integral part of the educational process, from formal up to adult education.

57-72

Authors: Daimond Dziva, Maroni Runesu Nyikahadzoyi, Dimitrios Koliopoulos & Konstantinos Ravanis

This study explored the teacher knowledge manifestation of Integrated Science (IS) teachers who have specialised in Chemistry, Biology or Physics during their pre-service teacher education. 60 experienced Integrated Science teachers responded to an ‘Integrated Science Teacher Knowledge’ questionnaire which embraced different dimensions of teacher knowledge. The results of the study indicate that the IS teachers have a common set of knowledge, skills, and dispositions that are, in their professional opinion, needed and in some instances, would enable them to teach IS. The research participants had considerable knowledge as well as clear views about what it meant for them to be IS teachers. It however should be noted that there was a marked variance in the perception of the three cohorts of teachers towards teaching through Practical Work, importance of pre-service teacher education specialisation towards teaching IS and knowledge of students’ culture. This study provides contextual inputs to effective IS teacher education re-alignment informed by the IS teacher practitioners, those with the craft knowledge of the contextual environment of the IS classrooms.

89-102

Authors: Antonia Skopelitou, Panagiotis Giavrimis & Ekaterini Nikolarea

This study presents, discusses and assesses the findings of a research into All-day School (AS) and All-day Primary School (APS) institutions and the teacher’s role in them in Greece. The AS in kindergarten and primary school emphasizes the children’s process of development and learning, is flexible to shape the curriculum, prepares children for the next day’s lessons, thus pedagogically utilizing students’ free time; it helps change the pedagogical climate, develops new forms of teaching and is considered educational innovation. As far as the participants of the present research is concerned, it is made up of 22 Primary School teachers who worked in the APS in the past. The criteria for their selection were gender, years of service in Primary Education and whether they had worked in an APS. In terms of gender, the men who participated in the research were 9 and the women were 13. According to the teachers, the APS was established having the best standards. Teachers seem to support the institution and recognize the important role it can play in the students’ all-round development. However, the problems that arise are many and teachers have been trying to do their utmost with the few resources available and the absence of the State. The State must ensure that the APS will find its place in the education system and will play its social and pedagogical role.

1-18

Authors: Konstantina Gene, Konstantinos Zacharos, Konstantinos Lavidas & Gerasimos Koustourakis

his study aims to analyse the content of school Mathematics textbooks, based on whether they are cross-thematic in character, or not. In other words, it examines the connection of the mathematics content to knowledges drawn from other school subjects, something that is promoted as much by the curricula of Greek compulsory education, as by the institutional agencies of the European Union, in their attempt to formulate community education policy for the shaping of school knowledge. More specifically, in this research school mathematics textbooks from two consecutive Greek school grades, in which the pupils are between 12 and 13 years old approximately, and which are linked to the transition from primary to secondary education, are examined. The content analysis method was used for the approach to the research material. The results of this study revealed that Greek school textbooks do, to a small extent, achieve the pedagogical goal of a cross-thematic approach to knowledge, linking mathematics to other subjects on the curricula of Greek compulsory education.

31-44

Authors: Ružica Tokić

The number of single parent families is on the rise. There is a lack of father figure both in the family and kindergarten where children are exposed to female influence. Eurostat statistical data (2015) show that female teaching staff is dominant in pre-school education with 95%. The number of female preschool teachers in France is 83%, in Netherlands 86.6%, in the United Kingdom 90%. Male preschool teachers are a rare breed in Croatia too, only 2.3% work in preschool institutions. The aim of the research was to examine motivation of male students for preschool teacher profession. Interviews with all male students enrolled at Undergraduate preschool education in Osijek and Slavonski Brod were conducted. The results showed four clusters of male preschool students’ motivation. Students are intrinsically motivated and see this profession as a calling. This topic sheds new light on family pedagogy and opens up insufficiently explored area of research.