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: 453
Статья научная
Educational policy for children with intellectual disability in Republic of Macedonia is not always consistent with the practical implications. The subject of this research was to gain an insight into the current condition of the persons with intellectual disabilities in Macedonia, before all an insight into the barriers that they are facing in their attempts to access educational information and services. This was done through conducting a qualitative (desk-top analyses of the national legislations; semi-structured interviews with parents of persons with intellectual disabilities and focus groups with relevant stakeholders) and a quantitative research (quality of life research for the disabled persons). In the research a total number of 213 examinees were included. As in many other cases, and in many other countries, policy and practice are not always coherent. Legislation in the area of education in our country has to be modified and accommodated to the needs of the persons with disabilities and their parents or care-givers. The final conclusion from our research is that the persons with ID are still on the margins of society, and they lead everyday battles to prove that their needs must be taken into consideration in context of their human rights. Although awareness for the importance of the rightful treatment of this problem is not on a satisfactory level, still we can notice a shift in perception and liberation of prejudice.
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Статья научная
This study aims to present educators’ views on the importance of incorporating traditional music during activities with preschool-aged children to develop their socio-emotional competencies. The sample consisted of 88 educators from preschool institutions in the Republic of Serbia. The results showed that most educators frequently use traditional music in their work. Its significance for the development of emotional intelligence, social skills, and cultural awareness in children was particularly emphasized. The analysis showed that educators who regularly incorporate traditional music content report higher levels of socio-emotional competencies in children, highlighting the importance of this practice. Although the educators’ age, work experience, and place of residence did not have a statistically significant impact, regional differences were observed. Educators in different parts of Serbia assessed socio-emotional competencies in a specific way, reflecting the cultural and pedagogical particularities of those regions. The conclusions confirm the importance of integrating traditional music into preschool curricula as a way to develop socio-emotional competencies and children’s cultural identity. The research contributes to the understanding of the role of cultural heritage in the contemporary educational context, providing recommendations for further improvement of pedagogical practices.
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Статья научная
The article is devoted to the experimental research of efficiency of solving psychodiagnostic tasks by the students-psychologists with different thinking styles. In the theoretical part a style of thinking as a determinant of successfulness is concerned. The hypothesis is the supposition that efficiency and ways of diagnostic tasks made by the students-psychologists are determined by a dominating thinking style. For the examination of the hypothesis the following methods were used: questionnaire “Styles of thinking” by Brams Harrison, the method of experiment (solution of 6 tasks from real consultative practice), content-analysis of protocols and correlation analysis by Ch. Spirman. The research has been done during some years with students of 4 and 5 courses in South-Russian Humanitarian Institute. The results are the following. Students-analysts are rather successful. They demonstrate good diagnostic process, put forward adequate hypothesis and choose adequate methods, but they don't formulate recommendations. For the students-realists it is important to render support to the client and give feedback. The quality analysis showed that they are inclined to individual forms of work. Pragmatics are characterized by chaotic behavior, they don't put forward hypotheses, offer standard methods. Idealists are the worst. They have difficulties in logics and formulating questions to the client. Synthetics on the whole display insufficient success, but they can solve the task correctly due to guessing or hypotheses. Synthetics operate with the methods poorly. Experimental data demonstrate that the thinking style often defines diagnostic search; variety and quality of put forward hypotheses, adequacy of choosing methods of research.
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Статья научная
Students’ ability to master critical thinking skills and creativity is often found in current learning. This research aims to test the effectiveness of the Ethnoecological-Science, Technology, Engineering and Mathematics based on Project Based Learning (E-STEM PjBL) learning model in improving mastery of science concepts and critical thinking skills as well as the creativity of prospective science teachers. This model is an innovative project-based learning model integrated with Ethnoecology-STEM in the Environmental Physics course with a project on the use of water hyacinth with the following syntax: Learn, Discuss, Perform, Elaborate, Convey, Practice, Evaluate, and Use. The research method used was quasi-experimental with a one-group pretest-posttest design. The research subjects were 31 science education students at Universitas Islam Negeri Salatiga, Central Java, Indonesia. Data collection techniques use test instruments and observation sheets. The instrument was validated empirically by four experts and analyzed using Aiken’s V formula. Data was analyzed using SPSS on concept mastery test data with the Paired-Sample t-test, and critical thinking skills test data with the Wilcoxon Signed Ranks Test. The average N-Gain value is obtained for each data point, while the creativity data is the average creativity of two observers. The research results showed a significant and quite effective increase in science concepts mastery, critical thinking skills, and creativity in the good and very good categories. This research concludes that the application of the E-STEM PjBL model is effective in increasing mastery of science concepts, critical thinking skills, and creativity of prospective science teachers.
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Effectiveness of Virtual Co-Teaching: A New Perspective on Teaching
Статья научная
The teaching method of virtual co-teaching helps the mutual sharing of new experiences and methods of pedagogues in teaching in formal education, through digital technologies. It also facilitates the involvement of practitioners in teaching, which can be a key mechanism for ensuring quality education. This article focused on comparing the effectiveness of co-teaching in two environments, face-to-face and virtual. In terms of methodology, an experiment was used, which was implemented in three independently selected schools, from which eight groups of thirty students were formed. The phenomenon measured was the level of understanding of the material taught during these lessons of history, mathematics and a foreign language. The test results of the individual groups were subsequently analyzed. From the results, we can confirm the null hypothesis based on the independent samples t-test and the Mann-Whitney U test, which indicates that there is no statistically significant difference between the test results of the two groups. However, it is essential to emphasize the added value in virtual co-teaching, which is primarily in the economic aspect and flexibility. Specifically, it is a reduction in the cost of commuting, reduced time and easy availability of experts. These results form the basis for follow-up research that can focus on improving the quality of teaching using this method.
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Статья научная
The main purpose of this research is to promote language and cultural learning among novice teachers in Kazakhstan through the implementation of technology-oriented learning strategies. To assess the success of this strategy, a primary survey methodology combined with a quantitative research methodology was used. In the process of data collection, I distributed the survey instrument to a sample of 105 individuals, including 65 males and 40 females. Next, the gathered data were analyzed by SPSS, the software that was used for descriptive statistics, correlation analysis and ANOVA. This research was designed to identify the complicated connections between the introduction of technology and the language and cultural skills of preservice teachers. The significance of this study for educational practice in Kazakhstan cannot be overestimated. They promote the involvement of technology-based strategies as a source of fostering educational spaces that are more open and culturally relevant.
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Encouraging self-regulated learning in kindergarten
Статья научная
This paper presents a part of the research carried out among educators in Slovenian kindergartens on the self-regulated learning of children in kindergarten and the role of educators in this process. The aim of the research was to find out how educators self-assess their knowledge of self-regulated learning in relation to their level of education, workplace (educator and assistant educator), and work experience. The research was conducted in June and July 2021 via the 1Ka website for online surveys. The questionnaire was sent by e-mail to the kindergarten directors throughout Slovenia. One-way analysis of variance indicates that there are no significant differences on the scale of knowledge about self-regulation and self-regulated learning in relation to the level of education, F (4, 494) = 0.96, p> 0.05. One-way analysis of variance indicates that there are statistically significant differences on the scale of knowledge about self-regulation and self-regulated learning in relation to work experience, F (3, 495) = 3.20, p = 0.023. LSD post hoc test was applied to examine the differences between individual groups. Educators and assistants with more than 31 years of service (AS = 3.62) have significantly higher results on the scale compared to those with up to 10 years of service (AS = 3, 40). as well as in relation to those with work experience from 11 to 20 years (AS = 3.39). Educators and assistants with more than 31 years of service (AS = 3.62) have significantly higher results on the scale compared to those with up to 10 years of service (AS = 3,40). ) as well as in relation to those with work experience from 11 to 20 years (AS = 3.39).
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Encouraging the motivation of students in primary school - a case study
Статья обзорная
The aim of the research is to examine the current practice of encouraging motivation for learning in the teaching process in the elementary school “Dr Boško Vrebalov” in Melenci from the perspective of teachers and students. The sample of students consisted of 22 teachers and 159 students. Two instruments, constructed in the form of a five-point Likert-type scale, were used in the research: the Instrument for Teachers and the Instrument for Students. The applied instruments collected data on the prevalence of procedures for stimulating students’ motivation to learn from the perspective of teachers and students. Also, the opinion of students on the motivational role of the observed procedures of the teaching process on the motivation to learn was examined. Motivational procedures included three segments: preparation and planning of the teaching process, activities of teachers during the teaching process and the use of information and communication technology (ICT) in teaching. The results presented in this paper showed that all the observed procedures during the planning of teaching and learning, as well as the procedures related to the application of ICT, are very common in the teaching process. With minor deviations, there is agreement between teachers and students on their representation. The lowest prevalence and the greatest disagreement in the opinion of teachers and students concernen the application of ICT in teaching. Teachers notice that students use ICT to a lesser extent in teaching in relation to students’ opinions. The obtained results showed that students assigned a high motivational role to all examined procedures, which suggests that students should be more stimulated to use computers in teaching and extracurricular activities for educational purposes.
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Enhancing Legally-Based E-Government Services in Education Through Artificial Intelligence
Статья научная
Through the utilization of artificial intelligence (AI), governments can automate the analysis of publicly available government datasets. This process aids in the recognition of patterns and the development of a more profound comprehension of various socio-economic factors and empowers governments to base their policy decisions on data, effectively tackling societal issues, and optimizing the allocation of resources. In this paper we present AI’s application in the realm of e-government, with particular emphasis on its potential influence on the advancement of this field through e-government services and their significance for a range of stakeholders. Moreover, we have conducted comprehensive review of existing literature on the subject and the identification of avenues for enhancement along with consideration of legislation as a potent instrument to guide the progression of AI within the sphere of e-government, thereby amplifying its transformative effect. We emphasize the importance of education in area of AI in order to ensure it’s high quality implementation in this and other areas.
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Enhancing teacher competencies with emotional and ethical capacity
Статья обзорная
A key element in contemporary qualifications frameworks is the specification of learning outcomes. The learning outcomes usually are described by the use of active verbs expressing knowledge, comprehension, application, analysis, synthesis, evaluation, etc. All this verbs describe a sphere of cognitive intelligence. But, rationality is only a part of the broad human potentials and powers. From there, affective components of learning can provide a valuable tool that helps teachers to enhance their competencies with emotional and ethical capacity. Those who have authority over others, such as the teachers, should be wary against the misuse of the power of their positions. For this reason, when we talk about the teachers’ competency standards, we must take into account the feelings, reflections, interactions and ethical attitudes in education. This paper focuses on the important emotional and ethical aspects of the relationships that teachers have with their students.
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Ethical aspects of science and technological innovations
Статья обзорная
The progress of civilization depends on both science and ethics, on two different ideas. Unlike ethics, which deals with moral principles and ideals that guide human behavior, science is based on logical argumentation, empirical data, and methodical testing. However, as science develops, it often raises ethical questions that must be addressed. As a result, science and ethics are intertwined and both are essential for the moral and long-term advancement of science. This research examines the results of two interconnected processes: the quick development of science and technology and its moral ramifications, or the harm it does to people’s lives all around the world. The writers highlight the need for a qualitative shift in attitudes toward nature and society as a whole in order to address environmental challenges and remove the threat of a global ecological disaster by analyzing the substance and impact of these processes.
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Evaluation of anxiety control in school-age sports
Статья научная
Anxiety is the main manifestation of stress in competitive sport. This study evaluates anxiety control in school-age sport, according to gender, age, type of sport (individual / team) and sports modality. The research follows a descriptive quantitative methodology, using a survey. The sample was composed of 816 young athletes aged between 12 and 18 (411 men and 405 women), who practise different individual and team sports in Castilla-La Mancha (Spain). The sample size was calculated taking several aspects into consideration: the population is infinite; the population variance was calculated according to the worst-case scenario where “P” and “Q” are equal with 50% each; and the confidence interval was 95.5%, with a margin of error of ± 3.5%. The questionnaire used was Psychological Characteristics related to Sports Performance (CPRD). The results show statistically significant differences in relation to gender, since men have greater anxiety control. No statistically significant differences appear in relation to age, type of sport (individual / team) and sports modality. Likewise, correlations are evident with other relevant psychological dimensions such as motivation, influence of performance evaluation and mental ability, with the exception of team cohesion. Prevention measures should be implemented by coaches / educators, parents and young athletes, in order to strengthen their levels of self-confidence and simultaneously reduce the levels of anxiety generated in school-age sports.
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Статья обзорная
Education of children and adolescents with special needs due to health problems requires particular forms, conditions and assistance by pedagogues and psychologists. A psychological, medical and educational committee (PMEC) appoints a certain program of special education based on the complex evaluation of the psychic state and (dis)abilities of the child. In 2013, inclusion of children and adolescents with deviant behavior in the competence of PMEC became a new challenge for their traditional activities. Development of recommendations for special educational programs aiming at deviant behavior prevention differs greatly from their original tasks, requires comprehensive psychological evaluation, better psychodiagnostic skills and knowledge of various ways of subsequent work with children. The problems arising and ways of their solution are discussed in the article.
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Статья научная
The article explores the characteristics of evoked brain activity during food preference decisions, emphasizing the role of psychological and neurophysiological mechanisms. The relevance of studying eating behavior as a multifaceted phenomenon is highlighted, with attention to the cognitive, emotional, and physiological factors that influence food preferences. The study involved 40 participants (70% female). Psychological testing included the Dutch Eating Behavior Questionnaire (Russian version by I.G. Malkina-Pykh, 2007), the Thought and Behavior Questionnaire (adapted by A.V. Anikina and T.A. Rebeko, 2009), the Three-Factor Eating Questionnaire (Russian version, 2018), and the General Nutrition Knowledge Questionnaire (translated version of Kliemann, 2016). Neurophysiological data were collected using EEG tasks based on a Go/NoGo paradigm. Mathematical and statistical methods included the Shapiro-Wilk test, Mann-Whitney U test, Student’s t-test, and k-means cluster analysis. The study revealed significant differences in brain activity between groups with varying psychological characteristics and levels of nutritional knowledge. These findings align with previous research, confirming the link between cognitive control, impulsivity, and food preferences. Enhanced activation in the temporo-occipital regions was observed in participants with higher nutritional awareness. The role of psychological traits was found to outweigh knowledge levels in shaping dysfunctional eating patterns, highlighting the need for individualized approaches in prevention and treatment. The limitations, including the sample size and absence of participants with clinical eating disorders, are discussed alongside recommendations for future research.
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The academic achievement of students can decrease if they fail to use mathematics study strategies well. This situation may lead to negative opinions and attitudes among students towards mathematics. In this study, it was aimed to examine the mathematics study strategies of students enrolled at secondary schools in terms of academic achievement and multiple variables. Relational survey method, one of the quantitative research methods, was used to obtain the data. The universe of the study consists of a total of 9,072 students in the 6th, 7th and 8th grades of secondary schools under the Secondary Education Office of the Ministry of National Education and Culture of Northern Cyprus during the 2019-2020 academic year. In the study, the simple random sampling method was used to include 1,012 students. In order to collect the research data, the mathematics study strategies of secondary school students were used; on the other hand, mathematics grades were employed to assess their academic achievement. As a result of the research, when the mathematics study strategies of secondary school students are examined, it is seen that their mathematics study strategies are at the medium level. In this study, a comparison of mathematics study strategies in terms of gender showed that the average score of female students for mathematics study strategies was higher compared to the males. It was also seen that students’ mathematics study strategy scores were similar regardless of whether they were attending extra-school study centres or preparatory schools, and students’ mathematics study strategies scores were similar regardless of whether they received private tutoring. Regardless of the grade levels of the students, we can also claim that their mathematics study strategies are at the medium level. Generally, it has been observed that secondary school students with high academic achievement use their mathematics study skills better than students with low academic achievement.
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Examining Multimodal Literacy Skills Among EMI Teachers in Kazakhstan
Статья научная
The integration of English as a Medium of Instruction (EMI) in Kazakhstani universities necessitates effective multimodal communication in teaching. However, limited research has explored EMI instructors’ multimodal literacy—their ability to utilize verbal, visual, and textual elements to enhance instruction. This study investigates the relationship between EMI instructors’ ability to express and interpret multimodal content and their preference for multimodal communication in teaching at a Kazakhstani university. A quantitative research design was employed, utilizing a validated survey instrument to assess 120 teachers’ multimodal literacy levels in one Kazakhstani university. The collected data underwent reliability analysis, descriptive statistics, and Pearson correlation analysis to examine the relationships among multimodal expression, interpretation, and preference. The results indicate that while teachers acknowledge the value of multimodal approaches, they encounter significant challenges in integrating them effectively. Variations in internal consistency suggest that certain aspects of multimodal communication remain difficult to master. Additionally, the findings reveal that teachers who demonstrate strong multimodal interpretation skills do not necessarily prefer using such methods in teaching. These findings suggest a gap between EMI instructors’ multimodal literacy and their instructional preferences, highlighting the need for targeted faculty development programs that enhance multimodal teaching strategies.
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There will be difficulties in moving forward the project for educating and cultivating outstanding engineers, therefore, based on the outstanding project, it’s crucial to come up with an efficient method to deal with the issues in the practice of school-enterprise cooperation engineering. This thesis is going to deliver the discussions in the following aspects: a. The forms and contents of how to build the school-enterprise cooperation practice; How do we conduct engineering practice; c. How do we make sure enough teachers and working places for engineering practice are provided; d. How do we guarantee the quality of engineering practice and build its related valuation system.
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Statistical literacy (hereafter SL) has been considered an important learning outcome in statistics learning in higher education, yet studies that focus on investigating the factors and conditions that influence students’ SL, especially mathematics education students, are still limited. This study seeks to uncover the factors and conditions that significantly contribute to the SL of mathematics education students. This survey study involved 1,287 mathematics education students from 21 higher education institutions in Indonesia. Linear regression analysis involving four predictor variables (i.e., gender, status of higher education institution, laptop ownership, and research preference) was performed to determine the variables that contributed significantly in predicting SL achievement. The results revealed that gender, higher education institution’s status, and laptop ownership contributed significantly, but research preference was not significant in predicting mathematics education students’ SL. Furthermore, laptop ownership was found to have the highest contribution in predicting mathematics education students’ SL. All findings and their implications are discussed.
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Clustering techniques are mostly unsupervised methods that can be used to organize data into groups based on similarities among the individual data items. Fuzzy c-means (FCM) clustering is one of well known unsupervised clustering techniques, which can also be used for unsupervised web document clustering. In this chapter we will introduce a modified method of clustering where the data to be clustered will be represented by graphs instead of vectors or other models. Specifically, we will extend the classical FCM clustering algorithm to work with graphs that represent web documents [1,2,3]. We wish to use graphs because they can allow us to retain information which is often discarded in simpler models.
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This study aimed to assess the influence of students’ intrapersonal factors, namely Academic Intrinsic Motivation (AIM), Perceived Creativity Fostering Teacher Behavior (P-CFTB), Academic Self-Efficacy (ASE), and Self-Regulated Learning (SRL) on student engagement in undergraduate psychology students taking online Statistics courses. A cross-sectional and quantitative design was used from October to December 2022. The data collection procedure used a convenience sampling technique, with questionnaires distributed online (via social media) and offline (via lecturers, the Student Executive Board, and the Association of the Faculty of Psychology from various universities in Indonesia). The research participants were psychology undergraduates who had studied and passed the Statistics courses online, with 671 filling out the questionnaire. The results showed that all students’ intrapersonal factors, namely AIM, P-CFTB, ASE, and SRL, can determine student engagement by 66.9%, with ASE having the highest influence (23.99%) and P-CFTB having the lowest impact (9.78%). Moreover, the correlation value between SRL and SE was r = 0.700, p < 0.001, signifying a robust positive relationship between both variables.
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