Number 1. (in 1 part) December 05, 2014
1. Marina Drushlyak
Computer Tools “Trace” and “Locus” in Dynamic Mathematics Software
European Journal of Contemporary Education, 2014, Vol.(10), № 4, pp. 204-214.
Number of views: 2408 Download in PDF
2. Alexander FedorovEuropean Journal of Contemporary Education, 2014, Vol.(10), № 4, pp. 204-214.
Abstract:
The article describes the results of use of tools "Trace" and "Locus" in dynamic mathematics software. Examples of solutions of stereometric locus problems to construct static traces in software GeoGebra5.0, Cabri3D and plane geometry problems to construct both static traces and traces that are perceived as independent dynamic objects in software MathKit and GeoGebra are given. Attention is focuses on the differences of the actions of these tools. Author notes the possibility of forming a logical and constructive thinking with their use.
The article describes the results of use of tools "Trace" and "Locus" in dynamic mathematics software. Examples of solutions of stereometric locus problems to construct static traces in software GeoGebra5.0, Cabri3D and plane geometry problems to construct both static traces and traces that are perceived as independent dynamic objects in software MathKit and GeoGebra are given. Attention is focuses on the differences of the actions of these tools. Author notes the possibility of forming a logical and constructive thinking with their use.
Number of views: 2408 Download in PDF
Russian Ural and Siberian Media Education Centers
European Journal of Contemporary Education, 2014, Vol.(10), № 4, pp. 215-227.
Number of views: 2417 Download in PDF
3. Vladlen K. Ignatovich, Svetlana S. IgnatovichEuropean Journal of Contemporary Education, 2014, Vol.(10), № 4, pp. 215-227.
Abstract:
The comparative analysis of the models and functions of the media education centres showed that despite having some definite differences and peculiarities, they have the following common features: - differentiated financing resources (public financing, grants, business organizations, etc.) and regional media information support; - presence of famous Russian media teachers heading the media education centres; - a target audience of a wide age-specific and professional range (with the predominance of students of different educational institutions, teachers, media experts); - the chief aim of a media education centre is multi-aspect, as a rule, but in the whole, it can be generalized under a common assertion – development of the audience’s media competence. And under media competence of a person we mean a sum-total of an individual’s motives, knowledge, skills, abilities (indicators: motivation, contact, information, perception, interpretation/evaluation, activity, and creativity) to select, use, critically analyze, evaluate, create and spread media texts of different types, forms and genres, and to analyze complex phenomena of media functioning in the society. - the objectives of the media education centres are also varied, but in the whole, there predominate the objectives aimed at developing media competence of different social groups: development of the audience’s skills to find, transfer, accept, and create media information (media texts) using television, video, computer and multi-media technologies; teaching the audience to acquire and critically analyze media information; delivering courses in media education for teachers; support of festival, film club and amateur film movements and others.
The comparative analysis of the models and functions of the media education centres showed that despite having some definite differences and peculiarities, they have the following common features: - differentiated financing resources (public financing, grants, business organizations, etc.) and regional media information support; - presence of famous Russian media teachers heading the media education centres; - a target audience of a wide age-specific and professional range (with the predominance of students of different educational institutions, teachers, media experts); - the chief aim of a media education centre is multi-aspect, as a rule, but in the whole, it can be generalized under a common assertion – development of the audience’s media competence. And under media competence of a person we mean a sum-total of an individual’s motives, knowledge, skills, abilities (indicators: motivation, contact, information, perception, interpretation/evaluation, activity, and creativity) to select, use, critically analyze, evaluate, create and spread media texts of different types, forms and genres, and to analyze complex phenomena of media functioning in the society. - the objectives of the media education centres are also varied, but in the whole, there predominate the objectives aimed at developing media competence of different social groups: development of the audience’s skills to find, transfer, accept, and create media information (media texts) using television, video, computer and multi-media technologies; teaching the audience to acquire and critically analyze media information; delivering courses in media education for teachers; support of festival, film club and amateur film movements and others.
Number of views: 2417 Download in PDF
Socio-cultural Foundation of Students ' Choices Individual Educational Route
European Journal of Contemporary Education, 2014, Vol.(10), № 4, pp. 228-238.
Number of views: 2505 Download in PDF
4. Anastasia LevitskayaEuropean Journal of Contemporary Education, 2014, Vol.(10), № 4, pp. 228-238.
Abstract:
The article contains the substantiation of socio-cultural problems of the readiness of students to design the individualized educational route as a new kind of educational activity. The concept of socialization of the baseline scenario is considered as a socio-cultural context of this activity. The article shows the features of individual educational route designed for students with a particular scenario of socialization. The general characteristics of these activities are given to define the internal position of the entity.
The article contains the substantiation of socio-cultural problems of the readiness of students to design the individualized educational route as a new kind of educational activity. The concept of socialization of the baseline scenario is considered as a socio-cultural context of this activity. The article shows the features of individual educational route designed for students with a particular scenario of socialization. The general characteristics of these activities are given to define the internal position of the entity.
Number of views: 2505 Download in PDF
Regional Media Education Centers (for non-professionals in the media fields) in the European Part of Russia
European Journal of Contemporary Education, 2014, Vol.(10), № 4, pp. 239-252.
Number of views: 2820 Download in PDF
5. B. Ece Şahin, Neslihan Dostoğlu,European Journal of Contemporary Education, 2014, Vol.(10), № 4, pp. 239-252.
Abstract:
In the European parts of Russia (Archangelsk, Belgorod, Vladimir, Voronezh, Kazan, Krasnodar, Penza, Rostov-on-Don, St.Petersburg, Saratov, Smolensk, Taganrog, Tambov, Tver, Tolyatti and so on.) there is a lot of pedagogues, who strive to develop media competence among different age groups with different social status. More and more media educational centers are emerging. The dean at the Faculty of Journalism of Belgorod State University, professor A.P. Korochensky, has become a founder of a leading Scientific Media Critic School in Russia. A new media Philosophic School has been opened in St. Petersburg (professor V.V.Savchuk is the leader) and a school of theory and journalistic practice (professor S.G.Korkonosenko is the leader). A scientific school media physiology school exists on the ground of Saratov State University. There are media educational schools in Samara and Smolensk. Although, according to our analysis, the most fundamental theoretical and practical results in the area of media education, have been achieved at the regional media educational centers of Tver, Voronezh and Taganrog.
In the European parts of Russia (Archangelsk, Belgorod, Vladimir, Voronezh, Kazan, Krasnodar, Penza, Rostov-on-Don, St.Petersburg, Saratov, Smolensk, Taganrog, Tambov, Tver, Tolyatti and so on.) there is a lot of pedagogues, who strive to develop media competence among different age groups with different social status. More and more media educational centers are emerging. The dean at the Faculty of Journalism of Belgorod State University, professor A.P. Korochensky, has become a founder of a leading Scientific Media Critic School in Russia. A new media Philosophic School has been opened in St. Petersburg (professor V.V.Savchuk is the leader) and a school of theory and journalistic practice (professor S.G.Korkonosenko is the leader). A scientific school media physiology school exists on the ground of Saratov State University. There are media educational schools in Samara and Smolensk. Although, according to our analysis, the most fundamental theoretical and practical results in the area of media education, have been achieved at the regional media educational centers of Tver, Voronezh and Taganrog.
Number of views: 2820 Download in PDF
Evaluation of Kindergarten Group Rooms in the Context of Size: Children and Teacher’s Perspective in Turkey
European Journal of Contemporary Education, 2014, Vol.(10), № 4, pp. 253-264.
Number of views: 2547 Download in PDF
6. Elena SemenikhinaEuropean Journal of Contemporary Education, 2014, Vol.(10), № 4, pp. 253-264.
Abstract:
Physical qualifications of group rooms are highly important in terms of child development during preschool education. First of all, the required space should be provided in order to create ideal conditions in a group room. The standards of the required space for a child in group rooms vary among countries. It is stated that in Turkey minimum 1.5 m2 space per child in group rooms is enough. This paper studies whether this standard rate, which is stated as insufficient according to various studies, is seen enough by the users; hence, 30 children and their teachers from three different kindergartens were interviewed. It is seen that the standards in Turkey which are considered as sufficient are actually not enough according to the comments of children and teachers. The purpose of this study is to present an example constructed on the idea that the standards should be defined according to the experiences of users, so to be able to reach the right solutions which meet the needs of users.
Physical qualifications of group rooms are highly important in terms of child development during preschool education. First of all, the required space should be provided in order to create ideal conditions in a group room. The standards of the required space for a child in group rooms vary among countries. It is stated that in Turkey minimum 1.5 m2 space per child in group rooms is enough. This paper studies whether this standard rate, which is stated as insufficient according to various studies, is seen enough by the users; hence, 30 children and their teachers from three different kindergartens were interviewed. It is seen that the standards in Turkey which are considered as sufficient are actually not enough according to the comments of children and teachers. The purpose of this study is to present an example constructed on the idea that the standards should be defined according to the experiences of users, so to be able to reach the right solutions which meet the needs of users.
Number of views: 2547 Download in PDF
Development of Dynamic Visual Skills SKM MAPLE among Future Teachers
European Journal of Contemporary Education, 2014, Vol.(10), № 4, pp. 265-272.
Number of views: 2446 Download in PDF
7. Umer Shehzad, Zeeshan Fareed, Bushra Zulfiqar, Farrukh Shahzad, Hafiz Shahid LatifEuropean Journal of Contemporary Education, 2014, Vol.(10), № 4, pp. 265-272.
Abstract:
A short description of terms ‘visualization’ and ‘dynamic visualization’ has been analyzed. On the basic of aforesaid analysis and IT technologies in educational system, the authors have identified the need for studying dynamic visualization tools by future math teachers. The system of computer mathematics Maple has been identified as one of the most demanded and functional with dynamic visualization. The examples on formation of dynamic visualization skills are given. The article also features the examples of functions approaching solutions, Frene curvilinear motion and so on.
A short description of terms ‘visualization’ and ‘dynamic visualization’ has been analyzed. On the basic of aforesaid analysis and IT technologies in educational system, the authors have identified the need for studying dynamic visualization tools by future math teachers. The system of computer mathematics Maple has been identified as one of the most demanded and functional with dynamic visualization. The examples on formation of dynamic visualization skills are given. The article also features the examples of functions approaching solutions, Frene curvilinear motion and so on.
Number of views: 2446 Download in PDF
The Impact of Intellectual Capital on the Performance of Universities
European Journal of Contemporary Education, 2014, Vol.(10), № 4, pp. 273-280.
Number of views: 2676 Download in PDF
8. European Journal of Contemporary Education, 2014, Vol.(10), № 4, pp. 273-280.
Abstract:
Intellectual capital is a concept that is achieving researcher’s attention day by day. The main purpose of this research study is to explore the role and relationship of intellectual capital and its three components on the performance and efficient working of universities in Pakistan. Education sector especially universities were selected because it plays a critical role for the development and growth of knowledge intensive sector. So in this research study 3 components of intellectual capital such as human capital, structural capital and relational capital were taken as independent variables and institution’s performance is taken as dependent variable. In this research study a structured questionnaire is adopted from the past research studies and 800 responses have been collected from various public and private university students in Pakistan. Reliability analysis is conducted to check the reliability of constructs and Pearson’s correlation is applied to explore the relationship of three components of IC on institution performance. Results indicate that all the three components show a significant relationship with performance but among the three components, the relation of human capital is more prominent.
Intellectual capital is a concept that is achieving researcher’s attention day by day. The main purpose of this research study is to explore the role and relationship of intellectual capital and its three components on the performance and efficient working of universities in Pakistan. Education sector especially universities were selected because it plays a critical role for the development and growth of knowledge intensive sector. So in this research study 3 components of intellectual capital such as human capital, structural capital and relational capital were taken as independent variables and institution’s performance is taken as dependent variable. In this research study a structured questionnaire is adopted from the past research studies and 800 responses have been collected from various public and private university students in Pakistan. Reliability analysis is conducted to check the reliability of constructs and Pearson’s correlation is applied to explore the relationship of three components of IC on institution performance. Results indicate that all the three components show a significant relationship with performance but among the three components, the relation of human capital is more prominent.
Number of views: 2676 Download in PDF