Original research. Рубрика в журнале - International Journal of Cognitive Research in Science, Engineering and Education
Learning Objectives in Older Adult Digital Education - Redefining Digital Inclusion
Статья научная
The article explores the redefinition of learning objectives within the context of digital education for older adults, addressing the critical need to enhance digital inclusion. It emphasizes the centrality of learning objectives as foundational elements in the design, implementation, and evaluation of educational programs. The study underscores the necessity of revising these objectives to promote the development of digital competences among older adults. As society becomes increasingly digitalized, traditional educational models must evolve to accommodate the dynamic digital landscape. The REMEDIS research initiative seeks to modernize educational frameworks and establish a more effective approach to cultivating digital skills in older populations. By employing SMART criteria and leveraging the expertise of senior and future trainers, the study identifies 12 key categories for contemporary educational objectives, including: basic computer and mobile device use, digital terminology, email communication, cybersecurity, online information retrieval, social media usage, instant messaging, culture and entertainment access, online financial management, e-commerce, smartphone software applications, and time management. The qualitative analysis of digital education objectives for older adults reveals a spectrum ranging from basic digital literacy to advanced e-service utilization, while also highlighting the importance of aligning these objectives with the practical needs of older adults.
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Learning problems in children with mild intellectual disability
Статья научная
School failure is one of the more complex, more difficult and unfortunately frequent problem that modern school meets. Many factors can cause school failure, such as: child development characteristics, family and school-originated factors. The purpose of the research is analysis of the specific learning problems in students with a mild intellectual disability. For our research we used ACADIA test, which contains 13 subtests for assessing the overall individual functioning. The research involved 144 students. We divided the sample into two groups, children with intellectual disability (our target group) and control group. We found that generally all students with the intellectual disability have special learning problems. According to individual subtests analysis we concluded that the ability for visual association is best developed among these students while on the subtest for auditory memory they achieved worse results. With the analysis of the control group we found that 13.75% of the students have special learning problems.
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Статья научная
Actualizing instructional intercessions to suit learner contrasts has gotten extensive consideration. Among these individual contrast factors, the observational confirmation in regards to the academic benefit of learning styles has been addressed, yet the examination on the issue proceeds. Late improvements in web-based executions have driven researchers to re-examine the learning styles in adaptive tutoring frameworks. Adaptivity in intelligent tutoring systems is strongly influenced by the learning style of a learner. This study involved extensive document analysis of adaptive tutoring systems based on learning styles. Seventy-eight studies in literature from 2001 to 2016 were collected and classified under select parameters such as main focus, purpose, research types, methods, types and levels of participants, field/area of application, learner modelling, data gathering tools used and research findings. The current studies reveal that majority of the studies defined a framework or architecture of adaptive intelligent tutoring system (AITS) while others focused on impact of AITS on learner satisfaction and academic outcomes. Currents trends, gaps in literature and ications were discussed.
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Leisure time for secondary school students
Отчет
Today, in education prevails the paradigm that is geared towards the complete and varied development of a person. This implies the development of the students ability for self-determination towards various other perspective offered by contemporary social residence. Meanwhile in the time of adolescence, the youth experience serious crises regarding their identity, in which the free time and the activities during the free time can be positively used with a cause to be interrupted unconstructive and chaotic use of the free time by the youth. In this thesis are being analyzed the contents and the ways with what the secondary school students in the Republic of Macedonia fulfill their free time outside the school, specifically there will be an examination about the gender differences i.e. the amount and manner of spending their free time. In the approach to the study of the problem of research, we decided to apply: inductive method, deductive method and the method of comparison.
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Статья научная
Argumentation has an important role in science education. One of the aims of science education is to develop argumentation skills as a basis for building scientific characterization. The role of argumentation in science education is one of the research topics that has received a lot of attention from academics. The purpose of this study was to analyze the research trend of argumentation in science education from 2015-2023. The research method used preferred reporting items for systematic reviews and meta-analyses and network meta-analyses, or PRISMA for short, which consists of identification, screening, eligibility, and inclusion. The articles analyzed were obtained using the publish or perish search engine from Scopus and Google Scholar, as many as 340 articles from a total search of 1013 articles. The analysis was conducted using content analysis and bibliometric using VOSviewer, which was reviewed based on network visualization, overlay visualization, and density visualization. The results were analyzed based on country of origin, research area, research method, research subject, research instrument, learning intervention, and argumentation type. The conclusion of this study shows that argumentation skills are one of the important topics in research that are linked with several other variables in science education and have received attention from researchers in recent years. Recommendations for future argumentation research should identify the characteristics of argumentation types and their relationship with teaching materials, learning models, and assessments in science education.
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Looking without seeing: the role of metacognitive blindness of student with high math anxiety
Статья научная
This study aims to reveal how metacognitive failure occurs during problem-solving experienced by the pre-service teacher with mathematics anxiety. The data collected are in the form of words obtained through interviews, pictures of the results of the subject’s work, and the results of the mathematics anxiety questionnaire as an instrument for selecting subjects. Description of data analysis and interpretation of the meaning of the findings apply text analysis. Analysis is conducted in all phases of problem-solving including the phase of understanding, analyzing, exploring, planning, implementing, and verifying. The presence of metacognitive blindness is identified through red flag, which is a warning sign to stop or retreat to the previous problem-solving phase and immediately take certain actions. Three types of red flag identified in this study include lack of progress (LP), error detection (ED), and anomalous results (AR). The results of the analysis show that students who experience math anxiety can experience metacognitive blindness during the problem-solving process. Red flag, which is dominant in metacognitive blindness, is error detection. This red flag occurs because subjects with mathematics anxiety pay less attention to the details of the problem, so they miss a lot of important information. The subjects see the problem only on the surface, based on the words they read in the problem presented.
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Статья научная
There is a current research interest into high-leverage teaching practices which are geared towards making concepts explicit to learners. Explanations are a common practice in science education for sharing and constructing meaning with students. However, current studies insufficiently articulate a framework for understanding pre-service teachers’ explanations; neither do they assess the practical criteria for development. This article documents various criteria for pre-service science teachers’ explanations as related to the cognitive science literature and their assessment in the context of an instrument designed for teacher education. A rubric was constructed which organized structural and supportive elements into three levels. A validation process is described, and its application in teacher education programs to detect possible patterns and changes in pre-service science teachers’ explanations. The results show the explanation strengths of pre-service teachers working with examples, graphs and images. However, difficulties were found in using and improving analogies, metaphors, and models, and also approaching mis-conceptions as a learning opportunity. Theoretical and practical issues are discussed from a cognitive perspective. We conclude that the signaling implications of using rubrics sensitive to progress-monitoring during teacher education for high-leverage teaching practices give opportunities to simulate and rehearse practices that are highly conducive to learning.
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Management and Organization of Human Resources in Science and Technology of the Republic of Serbia
Статья научная
The subject of this paper is human resources in the field of science and technology in the Republic of Serbia. The aim is to establish the state and tendencies regarding the number and structure of human resources in the mentioned field. Accordingly, several research questions were defined. Open data (2018-2021) of the Statistical Office of the Republic of Serbia were used. The results showed that the average number of employees who have either higher education or are employed in the field of science and technology was 991.9 thousand and on average their number was growing. The majority were women, whose number and share increased on average. The average number of employees who have higher education and are employed in the field of science and technology was 501.4 thousand and their number was growing on average, including people of both genders. The majority were women, whose share was constant with a tendency to minimal decrease. The average number of employees aged 15-74 who are employed in the field of science and technology was 731.2 thousand and on average their number was growing, including persons of both genders. The majority were women, whose share was constant with a tendency to minimal increase. The most important sector in the field of science and technology was education. It is concluded that there are positive tendencies regarding the number of human resources in the field of science and technology in Serbia, especially when it comes to women.
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Статья научная
The article investigates the manipulative potential of humor in business media discourse and its application in Language for Specific Purposes (LSP) teaching. Recognizing humor as a tool for simplifying complex ideas and engaging a broad audience, the study aims to identify the functional-stylistic means through which humor is conveyed in business media, focusing on its capacity to influence audience perceptions and attitudes. Employing continuous sampling along with descriptive, comparative, and discursive methods, the research analyzes utterances from Russian- and English-language business media to explore humor’s various functions – such as persuasion, focus-setting, and entertainment – and how these can be harnessed to facilitate linguistic manipulation. The findings reveal that humor, through rhetorical devices like metaphors, idioms, understatement, allusion, sarcasm, and oxymoron, plays a key role in making business concepts accessible and engaging. A “starter pack” of tools is identified for LSP education, equipping students to recognize and utilize humor’s manipulative power in professional contexts. This toolkit aims to prepare future business communicators to craft and recognize humorous statements. Implications for LSP educators, students, and business communication professionals are significant, advocating for an integrated approach in curricula that balances the creative and manipulative implementation of humor. This prepares students for global business communication, emphasizing humor’s strategic importance in effective leadership.
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Measuring Inclusion in Vocational Education and Training through the Prism of Justice of Education
Статья научная
The highest possible level of inclusion and justice are the primary goals of most contemporary education systems, including vocational education and training. The Index for Inclusion, which was developed two decades ago, defines inclusion on three levels, i.e. policy, culture and practice, and provides a methodological framework for measuring the inclusive orientation of schools. This paper raises the question of whether the selected Index for Inclusion indicators can be used to also measure different dimensions of justice, which is defined as a multidimensional concept. The just redistribution of basic goods is complemented by recognition, representation and relationality. A study with the aim to determine the multidimensionality of the implementation of inclusivity in Vocational Education and Training institutions using statistical analysis was carried out. An online questionnaire was created and completed by 427 education professionals (head teachers, teachers and school counsellors) employed in vocational education and training. The dimensionality of the measured constructs was checked using a set of 28 variables with factor analysis, i.e. the Maximum Likelihood method and Varimax rotation. It was found that the statements that had been formulated on the basis of the Index for Inclusion can also be used to measure different dimensions of justice. The final version of the questionnaire (modified questionnaire), which contains a set of twenty items, adequately measures the redistribution and recognition aspects of justice, whereas the representation and relational aspects have proven to be two-dimensional concepts. A modified questionnaire could be a suitable starting point both for the self-evaluation of schools and a general measurement of inclusion in terms of justice.
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Media exposure and education of first six grade children from Slovenia
Статья научная
The family environment plays an important role in influencing the way that children use the media and the degree of their exposure to media, however the mediating role of parents in this process is not sufficiently understood. The present paper presents the results of a 2016 Slovenian national survey in which opinions of 2,825 parents concerning their children’s exposure to media were collected and analysed using the SPSS PSAW Statistic 18 software package. Our results show that exposure to media by children from the first to the sixth grade increases with age, that children of parents who are themselves heavy media users are more likely to be heavy users and that children who are heavy media users also receive lower test scores.
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Mental representations as the students' academic success predictor
Статья научная
The analysis is aimed at defining peculiarities of mental representations in homogeneous cluster groups, represented by the students characterized by different (high, average or low) academic progress levels. Deductive and correlation design of the research is defined here as a general method. Statistic design: the research is held taking into account a mixed method, including several qualitative and quantitative techniques of data processing and interpreting; more specifically cluster analysis (used for relatively homogeneous groups defining), multiple regression analysis (used to determine the impact of mental representations characteristics on academic success) as well as Kruskal-Wallis rank sum test. The average value of the regression model significance reflects the veracity of the research results. The attained statistic results prove that mental representations have peculiar impact on students' academic success and there is an effect of the students' academic activity progress splitting. On the one hand, the research helps to identify cluster groups of students characterized by success exteriorization indices growth and academic success indices reduction. On the other hand, non-linear impact of mental representations characteristics on students' academic success was identified (the effect of inversion); i.e. some mental representations indices are highly developed, but the quality of education is low and individual resource is hard to implement in everyday life. Academic progress index, high level of studying and professional competences acquirement orientation as well as the activity factor are defined as measures of academic success mental representations splitting in groups. These results and conclusions prove the scientific fact that mental representations have an influence on the students' academic success. This influence is multidimensional and vague. These facts offer a challenge of the research in considering highly-effective psychotechnologies for developing mental representations in general and students' academic success in particular.
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Статья научная
The present research compares the effects of mentally recreating the experience of realizing that a desirable goal had been achieved (outcome simulation exercise) with those of mentally recreating the actions that might lead to the desirable goal (process simulation exercise). It asked whether the performance benefits of process simulations over outcome simulations, which have been reported in students enrolled in face-to-face classes, would generalize to an online environment. The process simulation exercise was expected to foster attention to the antecedents of good grades, thereby improving class performance relative to the outcome simulation exercise which was intended to be merely motivational. College students from the Middle East, who were taking classes online due to the COVID-19 pandemic, participated. Type of simulation impacted students’ performance on assignments, but differently depending on the timing of the assessment. It did not influence behavioral engagement, midterm test performance, or predictions of performance before or after the test. Instead, process simulation enhanced students’ confidence in their predictions. These findings suggest that process simulation exercises may be useful learning props for activities that challenge students’ problem-solving skills (e.g., assignments) rather than engage well-practiced study habits (e.g., tests).
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Mentoring in teaching profession
Статья научная
Mentoring as a form of strengthening the competencies of teachers is widely accepted in the educational system of the Republic of Macedonia. Generally, experienced teachers and those who are new perceive this process as inevitable for strengthening and retaining quality staff. The goal is to explore what teachers think about mentoring novice teachers in teaching. In line with the stated goal, we tried to answer the following questions: Are there differences in teachers’ views and opinions about the mentoring process regarding their work experience? Does mentoring as a process contribute to/for teachers’ professional development? Are there differences in views and opinion of teachers for the mentoring process regarding their experience and involvement in the mentoring of novice teachers? The obtained results pointed to the weaknesses that the mentoring process in our country is facing with. Although mentoring as a process is regulated by law, in practice there are still inconsistencies in its realization, both from the aspect of the approach and from the aspect of effectiveness. The recommendation to schools is to try, in addition to mentoring, to offer other forms of support to novice teachers and to try to support the teaching profession through a continuous investment (staff and financial).
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Статья научная
A sequential exploratory mixed-methods study is implemented to develop an instrument that allows for the evaluation of the metacognitive strategies used by engineering groups of students when solving mathematical modeling problems. The findings of the qualitative study guided by observations and interviews reveal the use of metacognitive strategies of ‘planning’, ‘monitoring and, if necessary, regulation’, and ‘evaluation’. In this article, we present the final categories of the qualitative analysis and discuss how these data were shaped into a theoretical construct and items of an instrument to measure metacognitive strategies. The psychometric properties of the instrument are analyzed, and it is argued that it has a similar interpretation among males and females, as there are no significant differences in these results. The development of the present study demonstrates how the qualitative method can support the adaptation of an instrument to measure metacognitive strategies, thus contributing to validity and applicability.
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Статья научная
The analysis is aimed at determining characteristics of relationships between metacognitive abilities and socio-psychological adaptation in homogeneous cluster groups represented by people of mature age. The main research methods were: cluster analysis, which allows us to identify relatively homogeneous groups; “bootstrap” method to check the normality of the distribution. The study also used factor analysis to determine the relationship between the characteristics of metacognitive abilities and socio-psychological adaptation. The total following variance in the factor models (86.24%, 99.77%, and 100%) as well as the levels of predictive consistency (p≤0.01 to p≤0.05) reflect the reliability and significance of the results obtained. Data processing and interpretation were carried out using qualitative and quantitative statistical methods: Fisher's angular transformation criterion (φ*) for comparing two samples according to the occurrence frequency of the effect which is interesting to the researcher; Kruskal-Wallis rank sum test (IBM SPSS Statistics). The results of the study allow us to talk about ambivalence in the manifestation of metacognitive abilities formation in people of mature age: on the one hand, a general tendency towards a decrease in the development of metacognitive abilities was discovered, on the other hand, an increase in the degree of structural organization of the entire metacognitive system was revealed in the process of growing up, which generally compensates for the natural decline of potential resource capabilities of adults. This ambiguity in the manifestation of metacognitive abilities is reflected in their relationship with indicators of socio-psychological adaptation of adults. The identified features of the relationship in terms of harmony/inconsistency, integrity, and the content of crystallizing factors generally indicate a multidimensional structure of the relationship between metacognitive abilities and socio-psychological adaptation, when only in some cases can we talk about a direct correlation of these variables: a high level of development of metacognitive abilities determines high social-psychological adaptation.
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Metacognitive awareness and academic self-regulation of HEI students
Статья научная
The presented manuscript has analysed the theoretical aspects of the concepts of metacognitive awareness and academic self-regulation of HEI students. A theoretical essence of the mentioned above phenomena has been theoretically studied. The role and importance of metacognitive awareness and its components for the learning efficiency and academic self-regulation of HEI students have been described. It has been determined that such a metacognitive characteristic of personality as metacognitive awareness determines not only the organization of mental and behavioral processes, but also relates to the academic success of the subject of learning activity - student. The results of empirical research with the use of Questionnaire “Academic Self-Regulation” by R. Ryan & D. Connell, Questionnaire “Metacognitive Awareness Inventory” by D. Everson & S. Tobias, G. Schraw & R. Dennison's questionnaire “Metacognitive awareness”, and correlation analysis with the use of the Pearson's and Spearmen's rank correlation coefficients, have proved that students with a high level of metacognitive awareness (involvement in activities) have high performance on the basis of identified and internal self-regulated learning activities. The students of this type are more autonomous in conducting their self-regulated learning activities, developing their metacognitive abilities, such as metacognitive knowledge, metacognitive monitoring, metamemory and meta-thinking. Summarizing the results of theoretical analysis and the empirical data evaluation, we can conclude that the learning behavior of modern student youth has been dominated by dependent types of self-regulation.
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Metacognitive awareness perceptions of students with high and low scores on TIMSS-like science tests
Статья научная
The current study explores the differences in metacognitive awareness perceptions of students who had high and low scores on TIMSS-like science tests. The sample consisted of 937 Omani students, 478 in Grade Five and 459 in Grade Nine. TIMSS-like tests were specially designed for both grade levels, and students also completed a metacognitive awareness perceptions inventory which explored their use of four main skills: planning, information management strategies, debugging strategies and evaluation. MANOVA was used to analyze the data. The findings indicated that students with high scores in the TIMSS-like test out-performed students with low scores in the test on all four metacognitive skills surveyed. This was true for all three performance areas analysed: performance in the TIMSS-like test as a whole, performance in lower-level test questions and performance in higher-level test questions. These findings highlight the extent to which students’ metacognitive skills influence their performance in science tests. The study recommends that students be trained to improve their metacognitive skills, reviews several methods for doing this, and suggests that such training might better prepare them for taking science tests. However, it also notes that further research is needed to explore the impact of metacognitive training on student performance in specific science examinations such as TIMSS.
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Methodological performance evaluation by teachers in preschool educational institutions
Статья научная
The article describes a technology of teachers' assessment of methodological performance as an aspect of preschool educational establishment management. Theoretical methods have been the major problem research methods: analysis of normative legal documents; theoretical and methodological analysis; system analysis; design approach; empirical methods: ascertaining experiment, questionnaire survey, interviews with preschool teachers. The authors have determined a theoretical and methodological framework for the study of the problem of effective methodological performance evaluation by teachers in preschool educational institutions; principles of implementing this technology have been proposed. In addition to the methodological performance evaluation technology by teachers, which includes research and monitoring stages and a decision-making stage, the authors have developed implementation charts for assessing methodological performance by teachers in preschool educational establishments and defined the criterion and level characteristics of methodological performance. Carrying out the procedure for assessing methodological performance in a PEI will ensure support for the organization's processes, as well as facilitate a transfer of the organization from a merely functioning state to the state of dynamic development.
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Modern students’ mental representations of success
Статья научная
The research is aimed at studying the success mental representations of students who are considered as the modern society members seeking for intellectual and personal resources integration. The article describes relevance and prospects of the success mental representations studying. These representations are considered to reflect personal real and potential success. Such methods as content and statistical analyses are used for the research. Quantitative analysis of signs/indices (total quantity: 555) and categories (total: 415) allowed the “success” concept cognitive structure characterizing. Categorizing the analyzed units helped to define modalities which become basic in the research and specified its conceptual scheme. Quadri classification of signs helped to find out the “success” concept organization style, having peculiarities based on the speed and accuracy of these signs selection, their structuring and integration. The summary of the research is based on the statistically significant conclusions. The level of the students' style cognitive and personal characteristics structuredness is determinantial for the success mental representations structural organization. The more complete and integral the success cognitive image is, the more mature and integrated the students' personal resource and experience are; in this case the students are highly motivated for reaching the success. The results of this research elaborate the idea and scientific facts about mental representations and can be informative and useful for cognitive psychology researchers and the persons working with students.
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