International Journal of Cognitive Research in Science, Engineering and Education @ijcrsee
Journal articles - International Journal of Cognitive Research in Science, Engineering and Education
All articles: 525
Report
The Dynamic Occupational Therapy Cognitive Assessment for Children (DOTCA-Ch) is a tool for finding out about cognitive problems in school-aged children. However, the DOTCA-Ch was developed in English for Western children. For this reason, it’s not appropriate for Thai children because of the differences of culture and language. The objectives of this study were aimed at translating the DOTCA-Ch in Orientation, Spatial Perception, and Thinking Operations sub tests to a Thai version on a World Health Organization back-translation process, and to examine its internal consistency, inter-rater reliability and test-retest reliability. Participants consisted of 38 intellectually impaired and learning disabled individuals between the ages of 6-12 years. Results from this study revealed high internal consistency in the Orientation sub test (α=.83) Spatial Perception sub test (α=.82) and Thinking Operations sub test (α=.82); high inter-rater reliability in the Orientation sub test (ICC =.83), Spatial Perception sub test (ICC =.84) and Thinking Operations sub test (ICC =.74); and high test-retest reliability in the Orientation sub test (ICC =.84), Spatial Perception sub test (ICC =.86), and Thinking Operations sub test (ICC =.85). These results indicate that the Thai version of the Orientation, Spatial Perception, and Thinking Operations sub test might be used as an appropriate assessment tool for Thai children, based on psychometric evidence including internal consistency, inter-rater reliability and test-retest reliability. However, additional study of other psychometric properties, including, predictive validity, concurrent reliability, and inter-rater reliability during the mediation process of this assessment tool needs to be carried out.
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Representation of Roma content in curricula and textbooks at the initial education level in Serbia
Scientific article
The 1989 Convention on the Rights of the Child guarantees all children the right to an education, and this paper focuses on Roma children and that right. The extent of Serbia’s strategy documents was reviewed, particularly in light of their responsibility for guaranteeing equity, accessibility, and equal educational opportunities for all children. The study’s objective is to assess how content related to the Roma is portrayed in current curricula (N = 16) and textbooks (N = 93) for the 2022-2023 academic year. It was discovered that despite the objectives in each of the analyzed courses (Serbian language, The World around Us, Nature and Society, Music Education, and Civic Education) clearly promote equality, diversity, and mutual appreciation, democratic values, inclusion, and anti-discrimination, none of them explicitly mention the words Roma or the Roma people. Only a few times do the Roma people explicitly appear in textbooks on nature, society, and music, and then only as a numerical representation of the national minority; no mention is made of the positive traits of the Roma people, who have their own identity, tradition, and culture as well as well-known members. The results highlight the need for textbooks to include specific content about the Roma people as fundamental teaching tools. This content should also be included in the curriculum because it would help students of Roma origin feel less excluded and more empowered to participate in school on an equal footing.
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Representational Difficulty Across Cognitive Stages in Quadratic Functions: An APOS–Newman Analysis
Scientific article
This study aims to identify the types of students’ mathematical representation errors using Newman’s error classification and to analyze their relationships with the stages of cognitive development in the Action, Process, Object, and Schema theory. The study employed a qualitative descriptive approach involving 42 tenth-grade students from a senior high school. Data were collected through a mathematical representation ability test and in-depth interviews, and were analyzed qualitatively by mapping the types of errors and students’ cognitive development stages. The results indicate that students’ mathematical representation ability remains low, with symbolic representation the most challenging aspect across all ability levels. Comprehension and transformation errors were dominant among low-ability students, most of whom were at the Action stage. Moderate-ability students showed an emerging uneven pattern of cognitive attainment, with Schema-level attainment in the visual representation and, to a limited extent, in the verbal representation, whereas no Schema attainment was observed in the symbolic representation. Meanwhile, high-ability students demonstrated Schema-level attainment in the visual and verbal representations, whereas their symbolic performance remained at the Object stage because of persistent process-skill difficulties. These findings indicate that cognitive development is specific to the type of representation and does not occur uniformly across representations. This pattern of uneven cognitive attainment across representational forms is conceptualized in this study as asymmetrical representational development. The implications of this study suggest that the teaching of quadratic functions should emphasize coordination among visual, symbolic, and contextual representations through multi-representation approaches and gradual scaffolding to consistently support students’ conceptual understanding.
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Requirements for reorganization of the first cycle of primary education in the Republic of Macedonia
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As one of the two basic aims in the key fields of intervention in the National Program for Development of the Education in the Republic of Macedonia for 2005-2015, the issue of increasing the primary education, from 8 to 9 years, was posed. The requirements in this period are mainly initiated by the developmental characteristics of the children. The need for more intensive application of play and the activities of play has been shown to be the most appropriate approach in the process of acquiring of knowledge, abilities, skills and habits, and as an educational reform it should be respected in school conditions. The subject of scientific research refers to the didactic-methodic components of the activity of play in the first educational cycle. The methodology, methods and techniques that were applied during the course of the research are: the method of analysis (analysis of content and structural analysis), the descriptive method and the method of comparison, as well as the techniques of analysis of pedagogical documentation, observation and surveying. On the basis of the received results, it can be concluded that: the organization and realization of the activity of play partially depends on the professional training of the teachers; the majority of teachers believe that the syllabi are appropriate for the realization of the activity of play as a methodical concept; the necessity of appropriate didactic-methodical preparation of the teachers for realizing the activity of play.
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Scientific article
The purpose of this analysis is to look at publication trends in research on technological innovation in the process of mathematics learning analyzed by bibliometric analysis. Using predetermined keywords, the authors analyzed 262 documents that had been selected by the PRISMA method, with the next step being bibliometric analysis with the R Program and VOSviewer. From the analysis, research on technological innovation in mathematics learning started in 1987 and showed significant growth until 2024, with a clear surge in publications since 2010 and a peak in 2023. The United States and Australia lead the way in the number of publications and citations, demonstrating their great influence in this field. Universiti Putra Malaysia, along with leading universities in Australia and South Africa, show dominance in publications related to this topic. Journals in the Q1 category play a major role in advancing knowledge about technology in mathematics education, In the keyword grouping, new trends are emerging such as the use of technologies like “Artificial Intelligence” and “Blended Learning” which are becoming new directions in technological innovation in the process of mathematics learning.
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Research Work in the Educational and Cognitive Activities of School Students
Scientific article
The increasing complexity of the modern educational environment requires schools to develop students’ ability to independently identify problems, find solutions, and reflect on their own learning experiences. In this context, students’ research activities are considered as the most important component of educational and cognitive activities that contribute to personal and intellectual development. The purpose of this study is to substantiate the theoretical foundations and test the model of the organization of scientific research work of schoolchildren at different stages of general secondary education The study used a longitudinal pedagogical experiment conducted in a natural school environment, which involved students in grades 1-11 and teachers involved in the learning process. The research project combines qualitative and quantitative methods, including observations, surveys, diagnostic tests, and expert assessments. The experimental work was carried out in four stages: information-evaluation, fragmentary-technological, sequential-technological and creative-technological. The results show a positive trend in the development of students’ research activities at all levels of secondary education, manifested in increased motivation, independence and reflective skills. The presented model has proven its effectiveness in creating conditions for the gradual development of research competence and students’ readiness for independent cognitive activity. The results obtained confirm the educational potential of research activities as a means of improving the quality of education and supporting students’ self-development.
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Research of cognitive exchange specifics in teachers academic training
Scientific article
The paper discusses the transformation of the educational environment issues of university pedagogical subjects. The ideas of constructivism and connectivity, of moral philosophy and social psychology, are fundamental. By defining the content parameters of the educational environment in their dichotomous condition: reproducibility - proactivity; customization - dialogue; individualization - differentiation, this research highlights the specific characteristics of the learning process, which determine the qualitative cognitive exchange in the academic training of pedagogical subjects. A compound research is conducted of the learning by registering the self-assessment and the parallel-reflecting assessment of the students in the pedagogical specialties. The analysis of the results emphasizes the urgent need to change the traditionally established patterns in the organization of the teaching process in the higher pedagogical education, the application of student-oriented practices to stimulate self-organization in learning, the development of proactive technology incorporating the characteristics of formal and nonformal education in a networked and technological environment.
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Research trends in media pedagogy: between the paradigm of risk and the paradigm of opportunity
Review article
The use of computers, internet, and smartphones in the learning and teaching process has become an irreversible fact. Information and communication technologies (ICT) are now one of the fundamental teaching resources and even one of the principal teaching environments. The widespread use of ICT stands in positive correlation to the growing number of studies on educational aspects of the use of new media in schooling. The dynamically growing number of publications in this field requires reflection on the directions of research in the intensely developing sub-discipline of education science, i.e. media pedagogy. The aim of the article is to explore the two dominant directions of research on didactic and upbringing aspects of ICT use in education. The text presents the assumptions and processes assigned to both the opportunity paradigm and the risk paradigm of media pedagogy. These paradigms clash, giving rise to research directed at positive or negative phenomena related to the digitalization of schooling and educational processes. The text is an attempt to draw attention not only to the development of media pedagogy, but also to methodological errors resulting from anchoring research to only one trend.
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Russian and Chinese Students: Proactive Behaviour and Economic Activity Characteristics
Scientific article
The relevance of the study of young people’s economic behaviour features is beyond doubt, because the younger generation is the future social capital and economically active population of any country. The purpose of the presented study was to identify the specifics of proactive behaviour and economic activity (as indicators of economic behaviour), their demonstration and interrelation among Russian and Chinese students. One hundred and two Russian and Chinese students took part in the study. The following techniques were used: 1) “Proactive behaviour” Methodology by A.I. Yerzin; 2) “Questionnaire of economic activity” by E.V. Zabelina and Yu.V. Chestyunina; 3) “Questionnaire of subjective economic well-being” by V.A. Khashchenko; 4) “Monetary attitudes” Questionnaire by B. Klonts and T. Klonts adapted by D.A. Bayazitova and T.A. Lapshova. Mathematical analysis methods: Mann-Whitney U-test and Spearman’s rank correlation coefficient. The results showed that the indicators of proactive behaviour demonstrated by the Russian students were higher than those demonstrated by Chinese students. The cognitive economic activity indicators were higher among the Chinese students. The Chinese students appeared to be more vigilant and careful with finances. The Russian students showed better results in experiencing a lack of financial resources. The specificity of economic behavior in Russian students is manifested through internal behavioral determination and constructive proactivity. Chinese students demonstrate cognitive economic activity and responsibility in relation to money. Based on the acquired results, the paper presents recommendations for the Russian and Chinese students’ economic behaviour development and correction.
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STEM-Focused Science Identity Questionnaire Based on the PISA 2025 Framework: Rasch Model Validation
Scientific article
This study developed and validated a Science Identity Questionnaire for secondary school students based on the PISA 2025 framework using a Rasch model analysis. The questionnaire aimed to measure key aspects of science identity, including science capital, attitude toward science, and environmental awareness. A total of 496 students (200 males and 269 females) from various Indonesian provinces participated. The data were analyzed using the Rasch model to examine item validity, reliability, and demographic bias. The results indicated that the questionnaire fit the Rasch model excellently, confirming its validity, with Outfit and Infit Mean Square values within acceptable ranges. Reliability analysis yielded person and item reliabilities of 0.72 and 0.99, respectively. No significant bias was detected between male and female students or between urban and rural respondents. These findings support using this tool to assess science identity and its role in promoting long-term STEM engagement. This instrument can inform interventions that aim to foster inclusive science education.
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Scientific article
There are a variety of extra curricular activities and programs that aim to promote Science, Technology, Engineering, and Mathematics (STEM) education, but there are limited examples of extending STEM curriculum by employing scenario-based eLearning opportunities in a mobile lab learning environment. Following students participation in a first of its kind STEM Mobile Lab program that uses a scenario-based eLearning approach for instruction, twelve educators from four Title I elementary schools were asked about their perceptions of the influence of the Mobile Lab program on the STEM education of their students. The semi-structured interview protocol contained questions intended to explore participants’ perceptions regarding the influence of a scenario-based eLearning Mobile STEM Lab program on the STEM interest and achievement of students. The study found that a scenario-based eLearning Mobile STEM Lab can influence STEM interest and achievement of elementary students. This promising finding leads to a recommendation for educators to use this approach and similar programs to make students more interested in science and improve their grades. Efforts by educators to design and implement scenario-based eLearning opportunities lead to increased learner engagement.
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Scientific article
Over the years, research has demonstrated that individuals with autistic spectrum disorders are a heterogeneous group. In recent years, the concept of inclusive education has provided additional insight into the possibilities of working with children with ASD in mainstream schools. The purpose of this study is to outline the specific strengths, capacities, and opportunities for supporting children and students with ASD in mainstream schools. The Classification of Functioning, Disability, and Health for Children and Youth (ICF-CY) indicators were used as a basis and applied to different forms of ASD diagnosis, looking for more detailed individual profiles and common resources outlined despite the possible differences by gender, age, diagnoses, and according to specific difficulties and areas where children and students have difficulties. Sample comprised 201 children and students, aged 3-19 years. The results highlight the strengths and resources of a large number of the respondents with ASD, outlining their capacity in communication, language mastery and thinking. From one-fifth to more than half of the respondents do not encounter challenges when the environment and context are supportive. The reported results highlight the implications of the universal tool that teachers and educators have for thorough and in-depth outlining the personal development scope and areas. It can serve as a screening instrument in mainstream setting, alerting mainly teachers, but also families about the measures that address needs of children and students with ASD in view to facilitate personal growth.
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Self-confidence in metacognitive processes in L2 learning
Scientific article
The study aims to identify the role of self-confidence, meta-cognition, personality traits, and motivation (predictive variables) as factors of success in second language (L2) learning. It is assumed that there is a high correlation between the observed variables in the meta-cognitive process, which distinguishes academically gifted students from regular students, and that self-confidence is an autonomous factor of success and has a significant role in the self-regulated motivation of gifted students. The results on the Language Proficiency Test are a criterion variable, while gender, residence in the country of the native speaker, duration of L2 learning, and average grade in studies are moderator variables. The sample is convenient, and consists of 460 students from the University of Novi Sad and the University of Belgrade. The research was carried out using a quantitative approach and a method of systematic non-experimental observation. The following instruments are used: the Big Five Personality Traits Questionnaire, the Meta-cognitive Awareness Inventory, the Memory and Reasoning Competence Inventory, the English Language Motivation Questionnaire, the Rosenberg Self-esteem Scale, and the L2 Proficiency Test. The main findings confirmed the hypothesis of a high correlation between the observed variables in the meta-cognitive process that distinguishes academically gifted students from regular students, as well as that self-confidence is an autonomous factor of success and plays an important role in the self-regulated motivation of the gifted. This confirms the significance of self-confidence in self-regulation and provides an indirect role in L2 learning achievements. Students should be aware of meta-cognitive processes and try to self-regulate their knowledge and learning strategies.
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Self-image in children of divorced parents
Scientific article
The family and its important role in the development of the child is the inspiration for many types of research that have the intention to emphasize certain aspects of family life and the consequences of the family relations in the development of the children. The issue of this research is to find out if there is a connection between the conflict in the family, the divorce of the parents and self-concept in the children of early school age. The research is conducted on 30 children of single-parent families. The children of these single-parent families are children who have lived in families with conflicts and they have been direct or indirect participants in the conflict of the divorced parents. In the process of research, we applied projective techniques: Machover which consists of drawing a person’s figure, as well as a drawing a house and a tree-HTP (House-Tree-Person).The results are obtained through qualitative analysis and interpretation of each drawing particularly. During the investigation the relation between the variables, it is confirmed that there is a considerable connection between the conflict in the family, the divorce of the parents and the self-concept in children. It is confirmed, during the process that the children of divorced parents from negative self-concept. In children of single-parent families it is indicated that this group of children in relation to the psychological picture for themselves presented the following characteristics: lowered EGO, mechanisms for defense, feeling of insecurity, low self-confidence, aggressiveness, great virility, and caution.
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Semiotics of social memory in urban space: the case of Volgograd (Stalingrad)
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Social memory as a kind of collective memory is connected with the strategies and practices of perpetuating the memory about important events, and city as a commemorative space can be viewed as a sign and as a text. The semiotic means encoding social phenomena and events represent the system of denotation, while the ways of place naming represent the culturally conditioned system of connotation operating behind the denotation code. The semiotics of social memory was examined by the example of the city of Volgograd (Stalingrad), the landscape of which appeals to a most significant historical event - the Great Patriotic War (World War II) - and can be conveniently described by means of Ch. S. Peirce’s classification of signs in which icons include signs denoting war heroes and represented by their sculptural images; indices include signs denoting artifacts associated with the war events; symbols are represented by toponymy signs characterized by the connotations of heroic deeds; all these signs representing cultural and political values specific for the Volgograd society. The semiotic density of social memory representation may be considered a ground for shaping the city’s ‘imagined community’ (the term suggested by B. Anderson, 1983) of a particular kind.
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Scientific article
This study looks into psychotechnics used in education and contributing to initiating logic among students, their personal growth and characterizes psychological features of “sense-deducting”. Here you will find a review of the sense-making techniques considering as one of the categories of psychotechnics. The described techniques are based on the human psychology, they improve the quality of instruction, create a favorable and unique system of values, take into account the individual characteristics of all types of education, and influence the sense-making process development among children. Sense-making techniques are stated in the author's classification and extended by practical methods. The study of psychological features of influence of sense-making techniques on the personality of a student lets us see new patterns in personal, subjective and “meta-subjective” results of acquiring of the school program via transformation and development of value/logic consciousness of a child. The work emphasizes that the use of sense-making techniques is effective in the educational and after-school activities of the educational organization. The achieved results make it possible to understand, to substantiate the naturalness and relevance of the sense-technical approach according to personal and academic indicators of students. In the process of competent and correct use of the semantic techniques, we see the possibility of conveying the best, productive and quality pedagogical experience, as well as the perspective of innovative developments in the psychological and pedagogical sciences. For children and adolescents, information, thanks to sense-techniques, starts to be personal in nature, knowledge is objectified, learning activity becomes an individual need.
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Shift from education to development: leaders and coaches in search of shared wisdom
Scientific article
This paper presents the results of qualitative study aimed to explore the relationship between the perception of behaviors that support people development, core coaching competences and values supporting them, and wisdom-related values. Our hypothesis was that the reflection on empowering behaviors focuses managers' attention on wisdom-related values that are very close to the core values of coaching and therefore facilitate their progress towards wisdom-related performance. Sample consisted of 306 managers (N = 306) interviewed in 28 groups (N = 28) within leadership development programs in Russia, Ukraine and France from 2008 to 2016. We used the open-ended questions method and qualitative content analysis. The results showed high homogeneity of responses and high degree compatibility between behaviors quoted by respondents and the International Coach Federation core competences. In the second part of the study the responses were analyzed from the point of view of beliefs and values that can support desired developmentally focused / coaching behaviors, and compared the outcome with the existing concepts of wisdom. The study confirmed that the professional training in coaching leads to the cumulative development of wisdom (wisdom-related values, wisdom-related knowledge, wisdom-related performance) because the core of the system of coaching values fundamentally coincide with wisdom-related values.
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Signature as a Trace of Identity: A Theoretical - Research Approach to Criminal Profiling
Scientific article
This paper examines the concept of the signature in criminal profiling as a key indicator that reveals the offender’s psychological structure and internal motivation. Unlike the modus operandi - which includes the technical and functional aspects of committing a crime - the signature reflects the offender’s emotional and psychological needs that extend beyond the purpose of the act itself. The signature is viewed as an expression of inner impulses and fantasies, manifested through stable behavioral patterns and rituals. The research emphasizes its applicability in contemporary profiling, particularly in the identification of serial offenders, where stable signature elements allow investigators to connect cases that initially appear unrelated. However, a signature is not always present - it may be absent due to situational factors, emotional fluctuations, or deliberate concealment of trace evidence. The examination of real investigative cases, along with examples from literature and film, shows that identifying the offender’s signature behavior helps investigators better understand the motives that drive the crime. Once the signature is recognized, it provides deeper insight into the offender’s internal impulses, making it easier to connect related crimes and contributing to their eventual resolution.
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Scientific article
The proposed scientific text describes an experimental study, the purpose of which is prioritized to test an interactive digitally based system Signmatics for mastering linguistic content in Bulgarian Sign Language (BGSL) by students who study it as a second language (E2). The formed sample includes 62 participants –- students studying in a bachelor’s program in the specialty of Special Education. The study uses a quasi-experimental design of non-equivalent groups: an experimental group of 30 students (48.39%) which was subjected to the digitally based intervention and a control group of 32 students (51.61%), trained in conventional ways. The verification of receptive and expressive language skills in BGSL at the level of phonetics, vocabulary and morphosyntax was carried out by applying a standardized language test, decomposed into 3 subtests. The comparative approach to the results of the study convincingly shows that the interactive Signmatics system applied in a real time frame has a high efficiency coefficient in mastering the visual language at the level of vocabulary (F=26.574, p<0.000), morphosyntax (F=1.423, p<0.001). At the phonetic level, no statistically significant difference was found between the two groups (F=0.001, p=0.971), an explanation for which can be sought in the specificity of the visual phonemes, as building blocks of the sign. The latter finding suggests the idea of maintaining continuity between modern digital technologies and traditional strategies for teaching and learning linguistic material which have stood the test of time.
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Scientific article
Sustainable manufacturing has become a strategic priority for organizations seeking to balance competitiveness with environmental and social responsibility. However, the successful implementation of sustainability initiatives depends not only on technological and economic factors but also on workforce competencies, organizational learning, and human-centered drivers. This study examines the cognitive and organizational determinants of sustainable manufacturing performance through the analysis of social, economic, environmental, and quality drivers in manufacturing organizations in the Republic of Serbia. Data were collected using a structured questionnaire administered to 153 employees in productionrelated positions. The research model integrates human, technological, and managerial dimensions of sustainability and evaluates their influence on six performance outcomes: environmental, social, economic, process, innovation, and stakeholder performance. Multiple regression analyses were applied to test the proposed relationships. The findings indicate that environmental and economic drivers exert the strongest positive effects on performance outcomes, while social drivers - reflecting employee engagement, training, and organizational culture - demonstrate moderate but significant influence. Quality drivers show mixed effects across performance domains. The results highlight the critical role of workforce involvement, knowledge development, and sustainability-oriented competencies in supporting organizational transformation toward sustainable manufacturing. This study contributes to the emerging cognitive-organizational perspective on sustainability by integrating human and technological drivers within a single empirical framework and providing evidence from a transition economy context.
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