International Journal of Cognitive Research in Science, Engineering and Education @ijcrsee
Статьи журнала - International Journal of Cognitive Research in Science, Engineering and Education
Все статьи: 476
Teacher competence in reducing the level of aggression in the classroom
Статья обзорная
The authoress of the text raises the issue of teaching problematic students. This phenomenon mainly concerns the inappropriate behaviour of students in lessons of various subjects as well as inappropriate reactions of teachers. The authoress attempts to analyze the main problem, searching for the causes and consequences of this problem in education. In the following parts of the text, she shows and tries to resolve the development of the problem, trying to convince the reader of the practical and theoretical importance of discussing problematic situations in the process of education. The consequences of problematic student behaviour, preparing future teachers for coping with problem students, teaching activities aimed at weakening the actions of a “problematic” student, the importance of competence in interpersonal communication in activities correcting the attitudes of troublesome students are one by one discussed in the text. The selected contents are supplemented with references to the cited literature and with the opinions of the authoress. The article is closed by conclusions together with an indication of directions and areas of further research and practice.
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Teachers, students and extracurricular activities in primary education
Статья научная
In the scientific public, since long ago, there has been an interest in studying leisure time. Leisure time is a central issue of modern civilization, integral part of the structure of modern society and a significant factor for a person’s development. The goal of this research is to study the modern concept of and the benefits from the introduction of leisure (extracurricular) activities in the primary education process. Certain investigations show that teachers, through extracurricular activities, can have a significant role in building and improving the talents of students. From the answers received in the enquiry it can be seen that both teachers and students have different attitudes and interests regarding extracurricular activities. The school has still the best position and the hope for developing students’ skills for the wide world of extracurricular activities.
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Teachers’ key competencies for innovative teaching
Статья научная
The educational process is by its nature and essence very dialectical, so it necessarily requires teachers to have a developed whole set of various competencies. The aim of the research was to examine teachers on self-assessment of competencies that were crucial for innovating the teaching process. The sample of respondents included 1300 elementary and secondary school teachers in the territory of Southern Serbia. The instrument used was a five-point TCS scale of attitudes, with a total of 48 items (individual competencies). The results of the analysis showed that teachers, based on their self-assessments, highly value all diverse groups of competencies, which fully confirms the general hypothesis. The results also showed the existence of statistically significant differences in the degree of expression of attitudes about competency groups with regard to independent research variables, within special hypotheses, based on which the first was rejected, the second partially and the third and fourth special hypothesis fully confirmed. The issue of key competencies of teachers is certainly one of the fundamental issues when it comes to quality teaching, its innovation, generally successful and efficient dealing with the educational process. Based on these postulates, there is hope that the obtained research results will represent a good starting point and incentive for further research work in this field in the future.
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Статья научная
High achievements in the cognitive domain are the ultimate goal of any education, within it is important to understand the role of the teaching context. In this regard, the purpose of this research was to determine how teachers perceive the role of the teaching context on the pupils’ achievements in the cognitive domain in general technology education. For this purpose, a survey of teachers’ perception towards the influence of isolated elements of the teaching context, specific to technology education, on the achievements of learning objectives was conducted. The study was conducted as a survey on a stratified sample of technology education teachers (N = 194) from Croatia. ANOVA repeated measurements statistical procedure was used to process the research results. The analysis of the results showed that teachers give preference to certain contextual elements over others. These are activities with technological artifacts, models and simulations, service-learning activities, field trips, work in an appropriate space and the student’s presentation of their own results. These elements can be considered as a contextual basis for the cognitive development of pupils in general technology education. Teachers’ perception of the influence of other elements of the teaching context is not negligible, but obviously there is no priority over these elements, which is why further research is needed.
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Teaching ESP online: a guide to innovation in the aftermath of the COVID-19 crisis
Статья научная
The paper studies the student experiences related to online teaching of English for Specific Purposes (ESP) in order to determine which computer-mediated learning practices were perceived as purposeful and should be incorporated in traditional in-person teaching. The sample comprised of 60 students from two faculties of the University of Belgrade, Serbia. Descriptive statistics were obtained. The gathered data were subjected to qualitative and quantitative data analysis. The results indicate that the positive experiences are related primarily to synchronous conferencing in the form of real-time written communication as an integral part of the classes offered via videoconferencing. The use of video content and availability of various learning materials uploaded to the learning platforms proved to be helpful. Loss of concentration, technical difficulties and a lack of in-person communication were perceived as obstacles to effective learning. The most salient conclusion of the study refers to the necessity of incorporating real-time comment writing in the traditional classroom. The results also urge the need for addressing the issues of large classes and inadequate auditoriums in the traditional mode of teaching. The conclusions provide the guidelines for the improvement of in-person teaching of ESP based on specific computer-mediated learning practices that were found facilitative of the development of the students’ language competencies.
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Статья научная
This is a multidisciplinary paper presenting a synthesis of informational, educational, and ecological factors. This author discusses the inter-relationship between the aforementioned factors by means of an analysis of a comprehensive model of information-communication technology (ICT) support in the teaching and learning of ecology for students of vocational schools. In other words, the objective of the paper is to define accurately the manner, time, and extent to which computers, educational software, internet, as well as other modes of information - communication technology (ICT) are used in the ecology-related subjects taught in vocational schools, i.e. to offer a model of ICT support the implementation of which will be possible not only in ecology lessons, but other subjects with associated ecological contents as well.
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Teaching methods used in special education: a content analysis study
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This study aims to reveal the situation and trends in teaching methods used in special education. Content analysis and citation analysis were used in this study as a research model. Published documents were obtained from Scopus by using the keywords ‘teaching method’ and ‘special education’ and a total number of 63 documents were obtained. The published documents were examined based on the previously determined content analysis criteria involving year of publication, name of the journals, authors, affiliations, countries, document type, subject area, keywords, language and citations. Data were analysed and provided with frequency and percentages. Results generally showed that there is an increase in the number of researches on teaching methods and special education throughout the years, most of the published documents were articles and from the areas of social sciences and psychology. All of the results were discussed with the relevant literature and recommendations for further research and practices were presented.
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Technique of thinking style evaluating
Статья научная
The results of psychometric analysis of the new technique of thinking styles diagnostics are presented. The fundamental principles of thinking style concept by A. Belousova, according to which the thinking style is determined by the dominance of a person's function in the structure of thinking activity during the problem solving, are covered. In accordance with A. Belousova's ideas that the collaborative thinking activity as a self-organizing system is carried out by means of functions assumed by each participant: function of generating ideas, the function of selection (review and evaluation of information), functions of sense transfer and function of implementation. Thinking of adult, acting as a complex self-organizing system, combines the same functions: generation, selection, sense transfer and implementation. In this connection, we believe that the thinking style is defined as a characteristic set of functions actualized by a person in different situations of the problem solving. Domination of generation function determines the development of initiative thinking style, selection - critical, sense transfer - administrative, implementation - practical. The results of testing the reliability and validity of a new questionnaire for the thinking style diagnostics on a representative sample of Russians are given. The author's version of the questionnaire is presented.
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Статья научная
The research in question investigates the technologies of initiating independent activity within the framework of distance learning and their psychological aspects. The authors' classification of educational technologies of initiating students into independent cognitive activity is presented. Such technologies utilize various psychological mechanisms of exciting students' cognitive interest, intensifying cognitive processes, developing independent activity skills, and, as a result, increase motivation for independent activity and learning on the whole. These include such types of technologies as developmental technologies, interactive technologies, technologies of information transfer, technologies of meaning-making initiation. The research of the attitude of distance learning educators to independent activity of students and the content of the academic courses were done at Moodle-based education programs. The findings show the differences in retention rate among distance learning educators whose competence in terms of initiating students into independent (self-guided) activity varies. It's emphasized that interactive lectures, videoconferences, audio-visual aids, interactive seminars, glossaries, interactive tests are considered the most efficient technologies in initiating students into independent (self-guided) activity. The obtained results have made it possible to stress the developmental effect of distance learning technologies and the technologies of initiating students into independent (self-guided) activity in various psychic spheres of students: cognitive, individual, emotional. We mention the changes in motivational sphere of students and their meaning-making activity. In the course of correct development of distance learning we notice the development of voluntary and nonvoluntary cognitive activity. A student starts actively participating in educational process, he becomes the creator of his own world.
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The Correlation Between Academic Media Multitasking and Achievement-a Meta-Analysis
Статья научная
Academic media multitasking specifically refers to the phenomenon where students or academics divide their attention between learning-related activities, such as studying or reading scholarly material, and non-learning activities like texting friends, checking social media, or browsing unrelated websites. Studies confirm a negative correlation between media multitasking and academic achievement, with some reporting small to moderate effects or no correlation at all. This topic is particularly important today due to the pervasive use of media among younger generations and its impact on attention, focus, academic performance, and cognitive load. This meta-analysis aimed to quantitatively integrate individual correlational studies and draw general conclusions about the relationship between academic media multitasking and academic achievement. The sample comprised studies published in English scientific journals from 2010 to the present, with methodological characteristics matching the context of this analysis. A total of 11 studies were included in the final analysis. Correlation coefficients were used as a measure of effect size, with both fixed and random effects models applied to calculate the overall measure of effect size. The quality of the included studies was assessed, and potential publication bias was examined using a symmetry graph and Trim and Fill analysis. The results confirmed a low-intensity negative correlation between digital multitasking and academic achievement with a weighted average correlation coefficient of r=−0.252 (fixed effects model) and r=−0.246 (random effects model) and high heterogeneity (I² = 93.98%) among the studies, suggesting variability in the findings. The present meta-analysis also revealed high heterogeneity among the studies, suggesting variability in the findings. This heterogeneity opens avenues for exploring potential mediating relationships or covariates that impact why students engage in digital multitasking.
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Статья научная
The European Union’s Artificial Intelligence Act (EU AI Act), adopted in 2024, and introduced the first comprehensive legal framework for regulating artificial intelligence across sectors, including education. This paper explores the dual implications of the Act—contractual and pedagogical—within the context of digital education, with a particular emphasis on IT curricula. It examines the risks of diminishing foundational knowledge in algorithmic thinking, programming, and system architecture as AI tools become more prevalent in academic settings. The paper analyzes legal obligations arising from the use of AI in education, such as transparency, informed consent, and liability, situating them within the law of obligations and contract law. It argues that AI integration in education, particularly in high-risk domains, requires more than technical compliance: it demands sustainable, ethical, and pedagogically informed implementation. Drawing on EU policies, UNESCO frameworks, and recent academic literature, the paper proposes strategic recommendations to ensure that digital education not only complies with legal standards but also upholds the core mission of higher education—critical thinking, ethical responsibility, and the cultivation of foundational knowledge.
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Статья научная
Critical and creative thinking skills are essential in 21st-century education, but conventional learning approaches are still less effective in developing these skills. This study aims to analyze the influence of the Citizen Science Project learning model on the critical and creative thinking skills of high school students in Indonesia. The research method used experiments with post-test control groups, involving 70 students divided into experimental and control groups (35 students each). Instruments in the form of essay questions were used to measure students’ critical and creative thinking skills, while data were analyzed using quantitative descriptive analysis and inferential statistics using the MANOVA test. The results showed that the Citizen Science Project model significantly improved students’ critical and creative thinking skills compared to conventional learning (p < 0.05). This improvement demonstrates the effectiveness of the model in facilitating high-level thinking skills. These findings indicate that the Citizen Science Project can be an innovative strategy in learning to improve 21st-century skills. Therefore, this model is recommended to be applied in Education.
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The Effect of Emotional Charge of Visual Stimuli on Memorization and False Recognition
Статья научная
Various sensory stimuli, including visual ones, carry certain emotional characteristics. Given that the brain continuously processes a vast number of sensory inputs, inevitably, memory and emotions are intrinsically linked. This study aims to explore the connection between experience and cognitive performance. Through a quantitative experimental design, it has been demonstrated that individuals are more likely to remember emotionally charged visual stimuli compared to neutral visual stimuli. Additionally, a significant effect of emotional charge on memory recall was identified, with a positively charged stimuli being remembered more effectively than neutral ones. From the perspective of specific emotional charge, a preference for greater enjoyment of positively charged emotional stimuli over negatively charged ones was also observed. However, the effect of emotional charge on the occurrence of false associations was not confirmed, as no differences in false associations were found between emotionally charged and neutral visual stimuli. This knowledge can enhance our understanding of cognitive processes within the Slovak population and may serve as a foundation for future research in the field of cognitive sciences.
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The Effect of Primary School Teachers Using Online Education on Their Professional Creativity
Статья научная
This study aims to examine the effect of online education on the professional creativity of primary school teachers. The research was carried out in a mixed method. The study group of the research consisted of 319 primary school teachers who work in various primary schools in Zhetysu Region, Kazakhstan, and have online education experience. The data collection tools of the research were the teacher creativity scale, whose Kazakh language validity was provided by the researchers, and the semi-structured interview form. The analysis of the quantitative data of the research was carried out with SPSS 25 statistical program. Content analysis was performed for the analysis of the qualitative data of the studies. As a result of the research, it was determined that the creativity levels of primary school teachers were high. According to the seniority variable among primary school teachers, it was determined that the creativity levels of those with medium seniority were higher than the others. The vast majority of teachers stated that online education has a positive effect on professional creativity. The study recommends increasing the creativity level of primary school teachers, by establishing in-service training programs for all teachers, especially those who are in the first and last years of their professions.
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Статья научная
This study aims to analyze the effect of individual (gender and education) and organizational (organizational sector) characteristics on work ethics in the United Kingdom, Serbia, and the United Arab Emirates. This research is centered around a survey conducted among managers, from the UK, the UAE, and Serbia. Their main task was to evaluate the aspects of the Multidimensional Work Ethic Profile (MWEP) short form. The MWEP was chosen for this study as it does not explicitly address work ethics with religion, making it a suitable tool for examining work ethics across three cultures with different religious practices. This study contributes to existing literature by exploring how organizational factors influence work ethics in three countries that share business interests and have cultural and economic ties. The findings indicate that these factors have an impact on work ethics in studied countries.
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The Impact of Performance on Students’ Reflective and Coping Strategies in Higher Education
Статья научная
This research aimed to track the impact of performance as a pedagogical technique on students’ reflective and coping strategies. The study was conducted at the National University of Ostroh Academy (Ukraine) in the first autumn semester of 2024 (from September to December) on a sample of 120 students from such study programs as Psychology and Public Health. The type of design was a pretest-posttest experimental design (PPED), where we measured indicators both before (pretest) and after (posttest) the performance intervention. The methodological framework consisted of three approaches: the Reflective Problem-Solving Strategies (RPSS) (Savchenko and Makienko), the Coping Inventory for Stressful Situations (CISS) (Endler and Parker), and the BASIC Ph model (Lahad and Leykin). The study presented descriptive statistics, a chi-square test (x2), and Pearson’s correlation analysis to show connections between reflective and coping strategies. The study stated that performance positively changes reflective strategies, transforming and adapting them to external conditions. In particular, the results showed that students most frequently employed reflective strategies such as “Criticality in Analyzing and Evaluating Information” and “Making Decisions Based on Internal Standards” to achieve a more effective and systematic analysis of problems that arise during problem-solving. The Pearson correlation analysis revealed that reflective strategies correlate most strongly with active and adaptive coping strategies, such as the Social Distraction Scale (CSSS) and Social Support (BASIC Ph), indicating the importance of social (group) interaction in the development of cognitive skills. Altogether, the avoidance coping strategies have been decreased significantly, indicating an increase in problem-solving, decision-making, and responsibility. The conclusion is that performance increases reflective strategies by directly solving problems, using external resources as emotional support and social coordination within the group. Performance can create open conditions for reflective problem-solving and deep emotional support between participants, which will further increase student achievement and learning motivation.
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Статья научная
In this study, the influence of the application of an online teaching model on the development of digital cometences of future teachers in preschool institutions was examined. The research that this study deals with was carried out on a sample consisting of N=125 students of the 3rd year of basic academic and professional studies in the study program of teacher in preschool institutions. As a research instrument, a five-point Likert-type scale of attitudes was used. The results show that there is a statistically significant difference in the attitudes of future teachers in preschool institutions when it comes to self-assessment of digital competencies before and after the implementation of online classes during the state of emergency in Serbia during the Sars-Cov-2 virus pandemic. The conclusion of the study is that the implementation of online teaching in processing the content of the Methodology of getting to know the environment affects the improvement of the digital competences of future educators when it comes to: 1) creating digital resources; 2) application of digital technologies in immediate educational work; 3) the role of digital technologies in professional development. The results of this research can be used to encourage teachers to step out of the usual pre-pandemic practice and enrich their pedagogical work with combined teaching (hybrid model) where part of the material would be analyzed in person, and part would be analyzed online using web tools, websites and videoconferencing applications.
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Статья научная
This paper presents the findings of a study aimed at exploring teachers’ perspectives on environmental education for students in the first to fourth grades of primary school. The issue of environmental education for primary school students has gained significant attention in recent decades and is now seen as an educational necessity. The study’s objectives focus on understanding teachers’ views on the importance of teaching environmental topics in the first cycle of primary education and evaluating the school’s ability to support such teaching. The research was conducted through a survey involving 455 teachers from thirty-five primary schools across eight cities in the Republic of Serbia, using a questionnaire designed specifically for this study. The questionnaire featured a series of questions and rating scales based on a five-point Likert scale. Although there are some differences in respondents’ opinions based on factors such as work experience, school location, and the number of environmental seminars attended, the data suggest that teachers generally have positive views on the importance of including environmental topics in the first cycle of primary education. They also express favorable opinions about the conditions necessary to achieve the goals of environmental education in their schools. Teachers recognize the importance of studying environmental topics, not only for gaining knowledge, skills, and experiences but also for fostering students’ environmental awareness. The capacity of schools to support environmental education is most strongly influenced by extracurricular activities and various educational programs. This research highlights the crucial role of primary schools in meeting the goals of environmental education and lays the groundwork for further studies in this area, particularly focusing on teachers’ professional development and the acquisition of environmental competencies.
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The Influence of Organizational Factors on the School’s Achievements
Статья научная
The purpose of this paper is to examine the influence of the most significant organizational factors on primary school achievements, with a note that the achievement of the school is expressed through the quality of outcome knowledge. The research was conducted on a sample of 460 employees, from 21 primary schools, of which 439 are professionals and 21 are principals in the South Bačka County, Republic of Serbia. The collected data were processed using the Gretl software and AMOS for modelling structural equations. More precisely, the research is based on the application of exploratory and confirmatory factor analysis. A neural network based on a standard multilayer perceptron model was used in the paper to test the validity of the obtained results of the AMOS model. The results of the research show that school management is the most important factor in school achievement and that this influence is most pronounced through teaching staff and school infrastructure. The results, also show that teachers’ competencies have the strongest direct influence on the quality of outcome knowledge. The results obtained indicate that decision-makers and creators of social policies must pay special attention to the selection of school principals as well as their professional education, while school principals to the selection of teachers. Future researchers are recommended to use the Sobel test to precisely determine the indirect influences of school management on school achievement.
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The Influence of The Family on the Development of a Criminal Personality
Статья научная
The family is the fundamental unit of structure and function in every society, as well as for each individual as a part of that society. As a primary social group, the family plays a key role in shaping an individual’s personality and in the adoption of socially acceptable behavioral norms, while deviations in an individual’s behavior toward criminal tendencies have always been a subject of interest to society as a whole. This paper analyzes the influence of the family environment on the development of a criminal personality, focusing on dysfunctional family relationships, neglect, domestic violence, lack of supervision, and negative behavioral patterns transmitted across generations. Drawing on theoretical foundations from contemporary criminology and developmental psychology, as well as analyzing numerous empirical studies conducted in various social and cultural contexts, this work aims to provide a comprehensive insight into how adverse family conditions - such as emotional neglect, violence, divorce, dysfunctional relationships, and lack of parental supervision - may contribute to the development of deviant behavior in children and adolescents, as well as the formation of antisocial personality traits. Although criminal behavior is a complex social phenomenon that cannot be attributed solely to family influence, the findings of this research confirm that the family environment plays a crucial role in the socialization process and in shaping an individual’s moral compass. In other words, the family is recognized as one of the most influential factors in the formation of personal and social values that can significantly impact the development of criminal tendencies. The aim of this paper is to highlight the importance of prevention through the strengthening of family function and support for at-risk families as part of a strategy to combat criminal behavior.
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