3 September 18, 2019
The Problems of Contemporary Education
1. Senad Bećirović, Fatima Hodžić, Amna Brdarević-Čeljo
Critical Thinking Development in the Milieu of High School Education
European Journal of Contemporary Education, 2019, 8(3): 469-482.
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2. Josephine Cudjoe, Jacob Owusu SarfoEuropean Journal of Contemporary Education, 2019, 8(3): 469-482.
Abstract:
The need for developing critical thinking (CT) has been broadly discussed and its importance acknowledged in a myriad of disciplines. This quantitative study attempts to investigate the level of critical thinking skills as well as the impact of grade level, gender, and nationality on the development of these skills among 279 Bosnian-Herzegovinian and Turkish high school students. The instrument used for this research is a survey questionnaire which consists of 17 items made up of four subscales: Convictions that inhibit critical thinking development (CICTD), Application of critical thinking (ACT), Class activities that prevent critical thinking (CAPCT), and Teacher support for critical thinking development (TSCTD). The findings reveal that students’ nationality and grade level significantly impact critical thinking development, whereas students’ gender does not have a significant effect on the development of CT skills. These findings are widely applicable as they can be used by language teachers and teachers of general courses to contribute to their students’ critical thinking development by structuring their syllabi accordingly. The findings also point to an urgent need to revise the existing curricula and design more adequate ones which would include a greater number of activities fostering critical thinking skills.
The need for developing critical thinking (CT) has been broadly discussed and its importance acknowledged in a myriad of disciplines. This quantitative study attempts to investigate the level of critical thinking skills as well as the impact of grade level, gender, and nationality on the development of these skills among 279 Bosnian-Herzegovinian and Turkish high school students. The instrument used for this research is a survey questionnaire which consists of 17 items made up of four subscales: Convictions that inhibit critical thinking development (CICTD), Application of critical thinking (ACT), Class activities that prevent critical thinking (CAPCT), and Teacher support for critical thinking development (TSCTD). The findings reveal that students’ nationality and grade level significantly impact critical thinking development, whereas students’ gender does not have a significant effect on the development of CT skills. These findings are widely applicable as they can be used by language teachers and teachers of general courses to contribute to their students’ critical thinking development by structuring their syllabi accordingly. The findings also point to an urgent need to revise the existing curricula and design more adequate ones which would include a greater number of activities fostering critical thinking skills.
Number of views: 1229 Download in PDF
Improving Self-Esteem Levels among Ghanaian Junior High Students Using Designed Activities
European Journal of Contemporary Education, 2019, 8(3): 483-488.
Number of views: 1065 Download in PDF
3. Volkan Duran, Hüseyin MertolEuropean Journal of Contemporary Education, 2019, 8(3): 483-488.
Abstract:
The study explored the self-esteem levels of Junior High School students in Ghana. The researchers used designed classroom activities with local sociocultural themes to improve students’ self-esteem levels. Also, we examined students’ gender difference and association with their self-esteem scores. A total number of 40 students were selected using simple random sampling. The participants were made up of 21 females and 19 males, who were between the ages of 12 and 17 years old. At Phase 1 of the study, all the 40 participants undertook the pre-test assessment. Based on their scores, 11 of them who had low self-esteem scores were selected for both Phase 2 (intervention) and 3 (post-test). By means of a simple random sampling, 6 and 5 students were again assigned into Experimental and Control Groups respectively. Results at Phase 1 showed that there was no significant difference and association between students’ gender and self-esteem scores. However, there was a significant difference between the Experimental and Control Groups’ self-esteem scores following the intervention phase. Consequently, we recommend that the curricula for basic schools should incorporate self-esteem oriented topics and activities. In addition, future studies should employ a longitudinal approach to study students from the primary level until they reach high school.
The study explored the self-esteem levels of Junior High School students in Ghana. The researchers used designed classroom activities with local sociocultural themes to improve students’ self-esteem levels. Also, we examined students’ gender difference and association with their self-esteem scores. A total number of 40 students were selected using simple random sampling. The participants were made up of 21 females and 19 males, who were between the ages of 12 and 17 years old. At Phase 1 of the study, all the 40 participants undertook the pre-test assessment. Based on their scores, 11 of them who had low self-esteem scores were selected for both Phase 2 (intervention) and 3 (post-test). By means of a simple random sampling, 6 and 5 students were again assigned into Experimental and Control Groups respectively. Results at Phase 1 showed that there was no significant difference and association between students’ gender and self-esteem scores. However, there was a significant difference between the Experimental and Control Groups’ self-esteem scores following the intervention phase. Consequently, we recommend that the curricula for basic schools should incorporate self-esteem oriented topics and activities. In addition, future studies should employ a longitudinal approach to study students from the primary level until they reach high school.
Number of views: 1065 Download in PDF
Investigation of the Reasoning Styles of the Teacher Candidates in terms of Decision Making Styles, Learning Modalities and Gender (Süleyman Demirel University Education Faculty Case)
European Journal of Contemporary Education, 2019, 8(3): 489-505.
Number of views: 1044 Download in PDF
4. Milka Elena Escalera-Chávez, Arturo García-Santillán, Violeta S. MolchanovaEuropean Journal of Contemporary Education, 2019, 8(3): 489-505.
Abstract:
Aim: The main aim of this study is to investigate the reasoning styles of teacher candidates in terms of their gender, decision making styles, and learning modalities. Methodology: The study is a quantitative study based on correlational survey model. Population: The population consists of 4th-grade students (teacher candidates) in social studies education in Süleyman Demirel University who are in Formal Operational Stage of Cognitive Development of Piaget. Results: No significant difference was found in terms of gender for reasoning styles. No significant difference was found in terms of gender for those styles except avoidant decion making styles and visual learning modalitiy both for parametric and non-parametric dimensions of decision making styles and learning modalities. Rational decision making style is correlated all the sub-dimension of reasoning styles at moderate or weak level, whereas other decision making styles are partially correlated with them except avoidant decision making style and spontaneous decion making styles. It was found that there was a significant weak correlation among he sub-dimension of the reasoning styles with learning modalities. Tt was found that there was a significant weak correlation among rational decion making style and intuitve decision making style among physical, auditory and visual learning modalities. However, dependent decision making style and avoidant decion making style has only weak correlation with physical and auditory learning modalities. No correlation was found among learning modalities with spontaneous decion making style. Discussion: Findings have strong indication regarding the content validity of reasoning styles model in this regard.
Aim: The main aim of this study is to investigate the reasoning styles of teacher candidates in terms of their gender, decision making styles, and learning modalities. Methodology: The study is a quantitative study based on correlational survey model. Population: The population consists of 4th-grade students (teacher candidates) in social studies education in Süleyman Demirel University who are in Formal Operational Stage of Cognitive Development of Piaget. Results: No significant difference was found in terms of gender for reasoning styles. No significant difference was found in terms of gender for those styles except avoidant decion making styles and visual learning modalitiy both for parametric and non-parametric dimensions of decision making styles and learning modalities. Rational decision making style is correlated all the sub-dimension of reasoning styles at moderate or weak level, whereas other decision making styles are partially correlated with them except avoidant decision making style and spontaneous decion making styles. It was found that there was a significant weak correlation among he sub-dimension of the reasoning styles with learning modalities. Tt was found that there was a significant weak correlation among rational decion making style and intuitve decision making style among physical, auditory and visual learning modalities. However, dependent decision making style and avoidant decion making style has only weak correlation with physical and auditory learning modalities. No correlation was found among learning modalities with spontaneous decion making style. Discussion: Findings have strong indication regarding the content validity of reasoning styles model in this regard.
Number of views: 1044 Download in PDF
Anxiety Toward Mathematics: Empirical Evidence on High School Students
European Journal of Contemporary Education, 2019, 8(3): 506-512.
Number of views: 1082 Download in PDF
5. Elena V. Frolova, Olga V. Rogach, Tatyana M. Ryabova, Anastasiya V. ZuykinaEuropean Journal of Contemporary Education, 2019, 8(3): 506-512.
Abstract:
In Mexico there is a complicated situation regarding the subject of mathematics, especially in the high school students who have shown low performance in the results of the tests applied by international and national organizations. Therefore, the aim of the study is focuses on testing whether the variables of the scale proposed by Fennema and Sherman (1976), measure level anxiety towards mathematics in of high school students, in the Mexican context. The study is carried out from the hypothetical-deductive paradigm, of non-experimental design and crosssectional. For the analysis of the data, a structural equation model (AMOS) is used. The main findings show significant weights only in five of the twelve variables proposed by the theoretical model of Fennema and Sherman. These findings correspond to variables that measure anxiety towards solve mathematical problems, which makes that the student in a situation of nervousness and irritation.
In Mexico there is a complicated situation regarding the subject of mathematics, especially in the high school students who have shown low performance in the results of the tests applied by international and national organizations. Therefore, the aim of the study is focuses on testing whether the variables of the scale proposed by Fennema and Sherman (1976), measure level anxiety towards mathematics in of high school students, in the Mexican context. The study is carried out from the hypothetical-deductive paradigm, of non-experimental design and crosssectional. For the analysis of the data, a structural equation model (AMOS) is used. The main findings show significant weights only in five of the twelve variables proposed by the theoretical model of Fennema and Sherman. These findings correspond to variables that measure anxiety towards solve mathematical problems, which makes that the student in a situation of nervousness and irritation.
Number of views: 1082 Download in PDF
Factors of Conflict in the Educational Environment of the Modern School
European Journal of Contemporary Education, 2019, 8(3): 513-523.
Number of views: 1203 Download in PDF
6. Elena E. Kabanova, Ekaterina A. VetrovaEuropean Journal of Contemporary Education, 2019, 8(3): 513-523.
Abstract:
The effectiveness and quality of the educational process in modern school depend, among other things, on the level of conflict in the team, on the confidence of interactions in the teacher-student-parent system. In order to analyze the factors of conflict in the educational space of the modern school, the authors conducted a study. The leading method was the survey of Moscow school teachers (N = 127). The study was split into blocks according to the types of interactions: teacher-student, teacher-teacher, teacher-administration, teacher-parent. In order to verify the obtained data, the method of focus groups was used (N = 11). The study revealed that the greatest likelihood of conflict situations is typical for teacher and student interactions. The dependencies between the occurrence of conflict situations in the educational environment on the teacher’s work experience, leadership style, and the level of interaction with parents were also identified. The main factors for the emergence of conflicts were limiting the ability of the teacher to apply legitimate disciplinary actions, reducing the authority of the teacher, the insufficient level of relevance of the content of educational material, forms and methods of conducting the level of training of students, their educational needs. During the interaction between the teacher and the administrative building of the educational organization factors for conflict situations are dysfunctions of the teacher’s work organization, lack of conditions for teacher’s professional development, uneven and/or unfair distribution of training and additional workload, redundancy of control, authoritarian management style. The one-sided nature of the interaction between the family and the school, the lack of effective feedback, the contradiction between the parents' expectations of the quality of education and the actual learning outcomes in the modern school, the commercialization of the educational space largely contributes to the development of conflicts in the process of interaction between the teacher and the parent community.
The effectiveness and quality of the educational process in modern school depend, among other things, on the level of conflict in the team, on the confidence of interactions in the teacher-student-parent system. In order to analyze the factors of conflict in the educational space of the modern school, the authors conducted a study. The leading method was the survey of Moscow school teachers (N = 127). The study was split into blocks according to the types of interactions: teacher-student, teacher-teacher, teacher-administration, teacher-parent. In order to verify the obtained data, the method of focus groups was used (N = 11). The study revealed that the greatest likelihood of conflict situations is typical for teacher and student interactions. The dependencies between the occurrence of conflict situations in the educational environment on the teacher’s work experience, leadership style, and the level of interaction with parents were also identified. The main factors for the emergence of conflicts were limiting the ability of the teacher to apply legitimate disciplinary actions, reducing the authority of the teacher, the insufficient level of relevance of the content of educational material, forms and methods of conducting the level of training of students, their educational needs. During the interaction between the teacher and the administrative building of the educational organization factors for conflict situations are dysfunctions of the teacher’s work organization, lack of conditions for teacher’s professional development, uneven and/or unfair distribution of training and additional workload, redundancy of control, authoritarian management style. The one-sided nature of the interaction between the family and the school, the lack of effective feedback, the contradiction between the parents' expectations of the quality of education and the actual learning outcomes in the modern school, the commercialization of the educational space largely contributes to the development of conflicts in the process of interaction between the teacher and the parent community.
Number of views: 1203 Download in PDF
The Use of Modern Electronic Gadgets in the Educational Process of the University
European Journal of Contemporary Education, 2019, 8(3): 524-533.
Number of views: 1247 Download in PDF
7. Tatyana I. Kulikova, Ksenia S. Shalaginova, Svetlana A. Zalygaeva, Elena V. DekinaEuropean Journal of Contemporary Education, 2019, 8(3): 524-533.
Abstract:
Recently, humanity has become a prisoner of electronic technology. Regardless of gender, age, level of education, ethnicity, economic status, modern people actively use gadgets in their life, having quick access to any information, being constantly in touch with their friends, relatives, colleagues, regardless of their location. It is no surprise that, at present, modern electronic technologies have become firmly embedded in education. With the development of the functionality of mobile devices, an increasing number of students cannot imagine their study at the university without gadgets. This article presents data from the results of a sociological study that reveal the degree of importance of the use of gadgets in the educational process for students. It reveals the advantages and disadvantages of electronic media used in the educational activity.
Recently, humanity has become a prisoner of electronic technology. Regardless of gender, age, level of education, ethnicity, economic status, modern people actively use gadgets in their life, having quick access to any information, being constantly in touch with their friends, relatives, colleagues, regardless of their location. It is no surprise that, at present, modern electronic technologies have become firmly embedded in education. With the development of the functionality of mobile devices, an increasing number of students cannot imagine their study at the university without gadgets. This article presents data from the results of a sociological study that reveal the degree of importance of the use of gadgets in the educational process for students. It reveals the advantages and disadvantages of electronic media used in the educational activity.
Number of views: 1247 Download in PDF
Dynamics of Students' Axiological Orientations in the Learning Process at Pedagogical University
European Journal of Contemporary Education, 2019, 8(3): 534-541.
Number of views: 1025 Download in PDF
8. Romualdas K. Malinauskas, Tomas SauliusEuropean Journal of Contemporary Education, 2019, 8(3): 534-541.
Abstract:
The system of axiological orientations determines the content direction of the personality and forms the basis of its views on the world around, other people, oneself, basis of world outlook, core of motivation and "philosophy of life". Axiological orientations are considered as the most important component of the internal structure of the personality. They provide stability and continuity of its behaviour and activities, and are reflected in the worldview, moral ideas, principles, and beliefs. The author presents the results of a case study to identify the dynamics of students' axiological orientations in the process of teaching at a pedagogical university and to determine the possibility of optimizing the development of individual axiological orientations through targeted psychological impact and training. Under the influence of such training, there is a change in the perceptions of subjects on the values associated with future life and professional activity. The study involved 58 people – third- and fourth-year students. There were used such surveys as the Rokeach Value Survey (RVS), the Schwartz Value Survey (SVS) and S.S. Bubnova's survey "Diagnosis of the real structure of individual's axiological orientations". The obtained experimental data indicate that the system of students' axiological orientations has a dynamic nature, and the formation of students' axiological orientations is one of the most important ways of solving the problem of training a specialist.
The system of axiological orientations determines the content direction of the personality and forms the basis of its views on the world around, other people, oneself, basis of world outlook, core of motivation and "philosophy of life". Axiological orientations are considered as the most important component of the internal structure of the personality. They provide stability and continuity of its behaviour and activities, and are reflected in the worldview, moral ideas, principles, and beliefs. The author presents the results of a case study to identify the dynamics of students' axiological orientations in the process of teaching at a pedagogical university and to determine the possibility of optimizing the development of individual axiological orientations through targeted psychological impact and training. Under the influence of such training, there is a change in the perceptions of subjects on the values associated with future life and professional activity. The study involved 58 people – third- and fourth-year students. There were used such surveys as the Rokeach Value Survey (RVS), the Schwartz Value Survey (SVS) and S.S. Bubnova's survey "Diagnosis of the real structure of individual's axiological orientations". The obtained experimental data indicate that the system of students' axiological orientations has a dynamic nature, and the formation of students' axiological orientations is one of the most important ways of solving the problem of training a specialist.
Number of views: 1025 Download in PDF
Social Self-Efficacy and Prosocial Behaviour Among Students of High and Youth Schools
European Journal of Contemporary Education, 2019, 8(3): 542-549.
Number of views: 1106 Download in PDF
9. Marta Nevřelová, Jana RužičkováEuropean Journal of Contemporary Education, 2019, 8(3): 542-549.
Abstract:
In this study, the differences in social self-efficacy and prosocial behaviour between students of high and youth schools were investigated. The random sample consisted of 394 students. Participants comprised 213 male and 181 female students; 198 of them were high school students, and 196 of them were youth school students. A Social Self-efficacy Scale (SSES) and a Revised Prosocial Tendencies Measure (PTM-R) were used. The findings indicated that students' social selfefficacy and prosocial behaviour scores were higher in high schools than in youth schools. The social self-efficacy of girls was found to be significantly higher than those of boys, however girls and boys did not differ significantly in overall scores of prosocial behaviour.
In this study, the differences in social self-efficacy and prosocial behaviour between students of high and youth schools were investigated. The random sample consisted of 394 students. Participants comprised 213 male and 181 female students; 198 of them were high school students, and 196 of them were youth school students. A Social Self-efficacy Scale (SSES) and a Revised Prosocial Tendencies Measure (PTM-R) were used. The findings indicated that students' social selfefficacy and prosocial behaviour scores were higher in high schools than in youth schools. The social self-efficacy of girls was found to be significantly higher than those of boys, however girls and boys did not differ significantly in overall scores of prosocial behaviour.
Number of views: 1106 Download in PDF
Educational Potential of Educational Trails in Terms of Their Using in the Pedagogical Process (Outdoor Learning)
European Journal of Contemporary Education, 2019, 8(3): 550-561.
Number of views: 1155 Download in PDF
10. Valery Okulich-Kazarin, Mykola Zhurba, Yuliia Bokhonkova, Olga LosiyevskaEuropean Journal of Contemporary Education, 2019, 8(3): 550-561.
Abstract:
Educational trails are marked in landscape by tourist or excursion routes of varying lengths, content focus and technical realization. The aim of the study was to create the method of evaluating the usability of educational trails in the pedagogical process in outdoor teaching. In the article, methodological procedures are presented for the creation and evaluation of educational trails intended also for pedagogical purposes. In the presented method educational potential of educational trails (EPET) is an expression of the information quality provided on phenomena and objects on the educational trail and its surroundings through information panels. The qualitative analysis according to the set of parameters points to the quality and quantity of information provided in the information panels of the educational trail according to the criteria of visual quality and interpretative quality. The educational potential of educational trails was expressed as a percentage by the proposed formula. The methodology is presented on the example of the nature trail around the Žitavský luh Nature Reserve, which represents large complex of alluvial meadow and marsh communities. The educational potential of the Žitavský luh educational trail reached 77 %, which means a good educational value in the overall assessment and good usability for outdoor teaching.
Educational trails are marked in landscape by tourist or excursion routes of varying lengths, content focus and technical realization. The aim of the study was to create the method of evaluating the usability of educational trails in the pedagogical process in outdoor teaching. In the article, methodological procedures are presented for the creation and evaluation of educational trails intended also for pedagogical purposes. In the presented method educational potential of educational trails (EPET) is an expression of the information quality provided on phenomena and objects on the educational trail and its surroundings through information panels. The qualitative analysis according to the set of parameters points to the quality and quantity of information provided in the information panels of the educational trail according to the criteria of visual quality and interpretative quality. The educational potential of educational trails was expressed as a percentage by the proposed formula. The methodology is presented on the example of the nature trail around the Žitavský luh Nature Reserve, which represents large complex of alluvial meadow and marsh communities. The educational potential of the Žitavský luh educational trail reached 77 %, which means a good educational value in the overall assessment and good usability for outdoor teaching.
Number of views: 1155 Download in PDF
Three Scientific Facts about Ukrainian and Polish Law-Students: Verification of Statistical Hypotheses about their Preferences of Learning at Lectures
European Journal of Contemporary Education, 2019, 8(3): 562-573.
Number of views: 1112 Download in PDF
11. Nina Pestereva, Veronika Kholina, Wang QiEuropean Journal of Contemporary Education, 2019, 8(3): 562-573.
Abstract:
The aim of the study was a verification of statistical hypotheses about the preferences of Ukrainian and Polish Law-students related the method of learning at lectures. There were two groups of Ukrainian Law-students and one group of Polish Law-students. The main research methods were the methods of sociological research. There are statistically proved three scientific facts in the study: 1. The general population of Ukrainian and Polish Law-students does not prefer the auditory learning method at lectures. 2. There is no a difference in the preferences of Ukrainian Law-students of 1 and 2 levels from the statistical viewpoint. So, the difference might not be taken into account. 3. There is a difference in the preferences of Ukrainian and Polish Law-students from the statistical viewpoint. So, the difference must be taken into account. All of the results are highly statistically significant (99.0 %). The results of the study have a great practical importance: they will help to adapt the forms of lectures to the needs of Law-students. Adaptation benefits both sides – both students and teachers.
The aim of the study was a verification of statistical hypotheses about the preferences of Ukrainian and Polish Law-students related the method of learning at lectures. There were two groups of Ukrainian Law-students and one group of Polish Law-students. The main research methods were the methods of sociological research. There are statistically proved three scientific facts in the study: 1. The general population of Ukrainian and Polish Law-students does not prefer the auditory learning method at lectures. 2. There is no a difference in the preferences of Ukrainian Law-students of 1 and 2 levels from the statistical viewpoint. So, the difference might not be taken into account. 3. There is a difference in the preferences of Ukrainian and Polish Law-students from the statistical viewpoint. So, the difference must be taken into account. All of the results are highly statistically significant (99.0 %). The results of the study have a great practical importance: they will help to adapt the forms of lectures to the needs of Law-students. Adaptation benefits both sides – both students and teachers.
Number of views: 1112 Download in PDF
The Russian Market for Exported Educational Services: the Shanghai Cooperation Organization (SCO) Network University
European Journal of Contemporary Education, 2019, 8(3): 574-586.
Number of views: 1044 Download in PDF
12. Sherzod Z. Ramankulov, Elmurat Dosymov, Aigul S. Mintassova, Amin M. PattayevEuropean Journal of Contemporary Education, 2019, 8(3): 574-586.
Abstract:
The research reported in this paper seeks to assess the potential of the Russian market for exported educational services through the example of the Shanghai Cooperation Organisation Network University (SCOU). The authors share the findings from their analysis of a set of educational models for the SCOU, provide an assessment of the role of backbone Russian and Chinese colleges in and their contribution to the implementation of priority areas for the training of specialists from SCO member states, share the findings from their statistical analysis of demand for joint export educational programs (JEEPs), and examine some of the key forms and characteristics of the academic mobility of students attending school via a JEEP, which they view as an indispensable part of today’s international educational process. The paper shares the findings from a sociological study which was conducted by the authors in the form of a questionnaire-based survey of students from top Chinese and Russian colleges participating in the SCOU program for the purpose of exploring the motivation of students in the context of planning out their individual educational path based on the pursuit of studies overseas. The work makes use of SCOU-related data from the Ministries of Education of China and Russia and various statistics websites on the Internet to analyze the results from the implementation of SCOU JEEPs and also explore the foreign student body attending school in Russia. In putting this work together, the authors employed a set of traditional methods of research, including classification, comparative analysis, summarization, juxtaposition, forecasting, and surveying by questionnaire. The authors’ assessments of the potential of the Russian market for export educational programs, based on the example of the Shanghai Cooperation Organisation Network University, have helped put together a set of recommendations on boosting the competitiveness and efficiency of the market for the export of educational projects and programs.
The research reported in this paper seeks to assess the potential of the Russian market for exported educational services through the example of the Shanghai Cooperation Organisation Network University (SCOU). The authors share the findings from their analysis of a set of educational models for the SCOU, provide an assessment of the role of backbone Russian and Chinese colleges in and their contribution to the implementation of priority areas for the training of specialists from SCO member states, share the findings from their statistical analysis of demand for joint export educational programs (JEEPs), and examine some of the key forms and characteristics of the academic mobility of students attending school via a JEEP, which they view as an indispensable part of today’s international educational process. The paper shares the findings from a sociological study which was conducted by the authors in the form of a questionnaire-based survey of students from top Chinese and Russian colleges participating in the SCOU program for the purpose of exploring the motivation of students in the context of planning out their individual educational path based on the pursuit of studies overseas. The work makes use of SCOU-related data from the Ministries of Education of China and Russia and various statistics websites on the Internet to analyze the results from the implementation of SCOU JEEPs and also explore the foreign student body attending school in Russia. In putting this work together, the authors employed a set of traditional methods of research, including classification, comparative analysis, summarization, juxtaposition, forecasting, and surveying by questionnaire. The authors’ assessments of the potential of the Russian market for export educational programs, based on the example of the Shanghai Cooperation Organisation Network University, have helped put together a set of recommendations on boosting the competitiveness and efficiency of the market for the export of educational projects and programs.
Number of views: 1044 Download in PDF
Assessment of Student Creativity in Teaching Physics in a Foreign Language
European Journal of Contemporary Education, 2019, 8(3): 587-599.
Number of views: 1074 Download in PDF
13. Gergely Ráthonyi, Kinga Ráthonyi-Odor, Elena Bendíková, Éva Bácsné BábaEuropean Journal of Contemporary Education, 2019, 8(3): 587-599.
Abstract:
Multilingual skills tend to be an integral part of modern society because a specialist able to speak, read and write in multi-languages is able to meet competition. Given that all the latest discoveries and achievements in the field of natural science have been published in English, in accordance with the theme of our study, Physics teaching in English becomes one of the topical issues. However, experience has proven that a few students realize the importance of language integrated learning (LIL) that was confirmed by statistical data from questionnaire made among students of specialties 5В060400 and 5В011000-Physics, the Faculty of Natural Sciences, the Akhmet Yassawi International Kazakh-Turkish University. Realizing the value of gained knowledge is directly related to the motivation and result of learning process. It is assumed that the solution to this problem lies in the competitive organization of language integrated learning in teaching namely in appropriate choice of teaching methods. This is valuable in the context of modern practice-oriented understanding of learning. These technologies include the ICT and case study method which help to change the students’ meaning of how the foreign language important from the point of view of their proficiency that was confirmed by statistical data. Some methodological aspects of the use of ICT and case-study in language integrated teaching as well as mechanisms of interdisciplinary coordination and cooperation between English teachers and Physics teachers that both contributed to the ICT and case-study integration in language integrated teaching as well as it is valuable for further research in this area. The staff of the Chair of Physics at the Akhmet Yassawi International Kazakh-Turkish University creates close ties worldwide and conducts extensive work in this direction. The theoretical and experimental studies that were carried out convincingly prove the need introduce into the educational process an innovative methods in the educational process as a case study and ICT for the formation of creativity of University students.
Multilingual skills tend to be an integral part of modern society because a specialist able to speak, read and write in multi-languages is able to meet competition. Given that all the latest discoveries and achievements in the field of natural science have been published in English, in accordance with the theme of our study, Physics teaching in English becomes one of the topical issues. However, experience has proven that a few students realize the importance of language integrated learning (LIL) that was confirmed by statistical data from questionnaire made among students of specialties 5В060400 and 5В011000-Physics, the Faculty of Natural Sciences, the Akhmet Yassawi International Kazakh-Turkish University. Realizing the value of gained knowledge is directly related to the motivation and result of learning process. It is assumed that the solution to this problem lies in the competitive organization of language integrated learning in teaching namely in appropriate choice of teaching methods. This is valuable in the context of modern practice-oriented understanding of learning. These technologies include the ICT and case study method which help to change the students’ meaning of how the foreign language important from the point of view of their proficiency that was confirmed by statistical data. Some methodological aspects of the use of ICT and case-study in language integrated teaching as well as mechanisms of interdisciplinary coordination and cooperation between English teachers and Physics teachers that both contributed to the ICT and case-study integration in language integrated teaching as well as it is valuable for further research in this area. The staff of the Chair of Physics at the Akhmet Yassawi International Kazakh-Turkish University creates close ties worldwide and conducts extensive work in this direction. The theoretical and experimental studies that were carried out convincingly prove the need introduce into the educational process an innovative methods in the educational process as a case study and ICT for the formation of creativity of University students.
Number of views: 1074 Download in PDF
Wearable Activity Trackers Usage among University Students
European Journal of Contemporary Education, 2019, 8(3): 600-612.
Number of views: 1153 Download in PDF
14. Elena V. SobolevaEuropean Journal of Contemporary Education, 2019, 8(3): 600-612.
Abstract:
In spite of the fact that physical activity is inevitable in sustaining health, there are more people in the world who do not take it into account than who do. A growing number of young adults have been using wearable activity trackers, particularly step counts, to keep an eye on their health in the past few years. In an online survey university students were interviewed as a focus group. All members were current wearable activity trackers. Data was analyzed with SPSS 22 version. Beside descriptive statistics we applied Pearson’s Khi square test (χ2) and independent samples test, as well. We considered the results of statistical tests significant in case of p< 0.05. The wearable devices that participants used were wristbands (65.1%, n=95) and smartwatches (34.9 %, n=51). Their number one purpose was to measure step counts (93.2%, n=136) and sleep patterns (63.7 %, n=93) with the devices. The highest number of people answered to the question of what is the main purpose of using these devices that they monitored daily physical activity with it (56.2 % n=82). The majority of the conveners do regular sports and in general exercise on 3.84 days for 30 minutes (Mode=3.0, Median=4.0, SD=1.78). Only 3.4 % of the (n=19) are not engaged in any sort of physical exercise. A significant discrepancy could be observed in the number of days spent doing sports between wearable activity tracker users and non-users in favour of users (users: Mean=4.26 SD=1.83; non user: Mean=3.69 SD=1.74; t=3.279, p< 0.01). 70.6 % of smart watch wearers claimed that using the device took positive effects on their physical activity and only 29.4 % stated that their habits were not altered by the trackers. 42.1 % of those wearing wristband trackers increased their physical activity as a result of wearing the gadget, whereas 57.9 % of them were not affected in their physical activity (χ2=10.839, df=2, p< 0.05). The publication is supported by the EFOP-3.6.1-16-2016-00022 project. The project is co-financed by the European Union and the European Social Fund.
In spite of the fact that physical activity is inevitable in sustaining health, there are more people in the world who do not take it into account than who do. A growing number of young adults have been using wearable activity trackers, particularly step counts, to keep an eye on their health in the past few years. In an online survey university students were interviewed as a focus group. All members were current wearable activity trackers. Data was analyzed with SPSS 22 version. Beside descriptive statistics we applied Pearson’s Khi square test (χ2) and independent samples test, as well. We considered the results of statistical tests significant in case of p< 0.05. The wearable devices that participants used were wristbands (65.1%, n=95) and smartwatches (34.9 %, n=51). Their number one purpose was to measure step counts (93.2%, n=136) and sleep patterns (63.7 %, n=93) with the devices. The highest number of people answered to the question of what is the main purpose of using these devices that they monitored daily physical activity with it (56.2 % n=82). The majority of the conveners do regular sports and in general exercise on 3.84 days for 30 minutes (Mode=3.0, Median=4.0, SD=1.78). Only 3.4 % of the (n=19) are not engaged in any sort of physical exercise. A significant discrepancy could be observed in the number of days spent doing sports between wearable activity tracker users and non-users in favour of users (users: Mean=4.26 SD=1.83; non user: Mean=3.69 SD=1.74; t=3.279, p< 0.01). 70.6 % of smart watch wearers claimed that using the device took positive effects on their physical activity and only 29.4 % stated that their habits were not altered by the trackers. 42.1 % of those wearing wristband trackers increased their physical activity as a result of wearing the gadget, whereas 57.9 % of them were not affected in their physical activity (χ2=10.839, df=2, p< 0.05). The publication is supported by the EFOP-3.6.1-16-2016-00022 project. The project is co-financed by the European Union and the European Social Fund.
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Quest in a Digital School: the Potential and Peculiarities of Mobile Technology Implementation
European Journal of Contemporary Education, 2019, 8(3): 613-626.
Number of views: 1036 Download in PDF
European Journal of Contemporary Education, 2019, 8(3): 613-626.
Abstract:
The problem of the research is due to the need to realize the didactic and interdisciplinary potential of mobile applications which are able to support the quest technology. Teachers have to understand peculiarities of organizing such a game form of activity in a digital school. The purpose of the study is to theoretically prove and experimentally test the effectiveness of using mobile game applications in the “quest” genre in order to form necessary competencies of future specialists in a digital school environment. The research methodology is the analysis and synthesis of psychological and pedagogical work, methods of mathematical statistics, and methods of psychodiagnostics. The pedagogical experiment of the study is the assessment of the formation of basic competences which provide the base in the field of computer science, cybernetics and artificial intelligence required by the state and society. Results of the study. The study proves the didactic potential of mobile applications which are able to support the quest technology in order to achieve high-priority objectives in the project “Digital School”. The authors describe ideas of the methodical approach, which reflect the necessary changes in the support of students' cognitive activity through mobile game applications in the quest genre. The study shows levels of differentiation of education depending on the individual and age characteristics of students and the choice of digital means. The authors prove that the “quest” technology, focused work to solve education tasks, motivates future professional activities, and also with the help of modern digital means, contributes to the development of such necessary cross-professional competencies of future specialists as project activities, systems thinking, interaction and interindustry communication. In conclusion, the authors confirm that the inclusion of mobile game applications in the “quest” genre in education activities will help to form key competencies and skills that meet the priorities of the digital school and are most in demand by society.
The problem of the research is due to the need to realize the didactic and interdisciplinary potential of mobile applications which are able to support the quest technology. Teachers have to understand peculiarities of organizing such a game form of activity in a digital school. The purpose of the study is to theoretically prove and experimentally test the effectiveness of using mobile game applications in the “quest” genre in order to form necessary competencies of future specialists in a digital school environment. The research methodology is the analysis and synthesis of psychological and pedagogical work, methods of mathematical statistics, and methods of psychodiagnostics. The pedagogical experiment of the study is the assessment of the formation of basic competences which provide the base in the field of computer science, cybernetics and artificial intelligence required by the state and society. Results of the study. The study proves the didactic potential of mobile applications which are able to support the quest technology in order to achieve high-priority objectives in the project “Digital School”. The authors describe ideas of the methodical approach, which reflect the necessary changes in the support of students' cognitive activity through mobile game applications in the quest genre. The study shows levels of differentiation of education depending on the individual and age characteristics of students and the choice of digital means. The authors prove that the “quest” technology, focused work to solve education tasks, motivates future professional activities, and also with the help of modern digital means, contributes to the development of such necessary cross-professional competencies of future specialists as project activities, systems thinking, interaction and interindustry communication. In conclusion, the authors confirm that the inclusion of mobile game applications in the “quest” genre in education activities will help to form key competencies and skills that meet the priorities of the digital school and are most in demand by society.
Number of views: 1036 Download in PDF
The History of Education
15. Aleksandr А. Cherkasov, Sergei N. Bratanovskii, Larisa A. Koroleva, Ludmila G. Zimovets
The Development of the School Education System in Vologda Governorate (1725–1917). Part 3
European Journal of Contemporary Education, 2019, 8(3): 627-637.
Number of views: 1038 Download in PDF
16. Svetlana V. Darchieva, Anzor V. DarchievEuropean Journal of Contemporary Education, 2019, 8(3): 627-637.
Abstract:
This paper explores the process of the origination and development of the school education system in Vologda Governorate in the period 1725–1917. This part of the set is focused on the development of the region’s public education system in the period 1860–1900. The authors draw upon a set of works covering prerevolutionary pedagogy, as well as a pool of contemporary Russian scholarly literature. In conducting the research reported in this paper, the authors employed both general methods of research, including concretization and summarization, and traditional methods of historical analysis. In addition, use was made of the historical-situational method, with a focus on exploring particular historical facts within the context of the given period in conjunction with various “neighboring” events and facts. The authors conclude by noting that from 1860 to 1900 Vologda Governorate enjoyed a period of dynamic development in its public education sector, which can be illustrated by the following figures: (1) an increase in the number of educational facilities from 154 to 1,046; (2) an improved girls-to-boys ratio (1 to 4 in 1900, as opposed to 1 to 6 in 1860). The region witnessed a major change in its system of secondary education, with almost similar numbers of boys and girls achieved by the 1900s. The governorate entered the 20th century with a literate population of a little over 30% (exclusive of children under nine). Given the extensive experience gained in the course of its work on enhancing the system of public education, the governorate’s leadership had come to realize that putting an effective system of education in place was possible only provided there was steady and sufficient funding available. And that is testimony that the 1860s experience had, actually, been taken into account.
This paper explores the process of the origination and development of the school education system in Vologda Governorate in the period 1725–1917. This part of the set is focused on the development of the region’s public education system in the period 1860–1900. The authors draw upon a set of works covering prerevolutionary pedagogy, as well as a pool of contemporary Russian scholarly literature. In conducting the research reported in this paper, the authors employed both general methods of research, including concretization and summarization, and traditional methods of historical analysis. In addition, use was made of the historical-situational method, with a focus on exploring particular historical facts within the context of the given period in conjunction with various “neighboring” events and facts. The authors conclude by noting that from 1860 to 1900 Vologda Governorate enjoyed a period of dynamic development in its public education sector, which can be illustrated by the following figures: (1) an increase in the number of educational facilities from 154 to 1,046; (2) an improved girls-to-boys ratio (1 to 4 in 1900, as opposed to 1 to 6 in 1860). The region witnessed a major change in its system of secondary education, with almost similar numbers of boys and girls achieved by the 1900s. The governorate entered the 20th century with a literate population of a little over 30% (exclusive of children under nine). Given the extensive experience gained in the course of its work on enhancing the system of public education, the governorate’s leadership had come to realize that putting an effective system of education in place was possible only provided there was steady and sufficient funding available. And that is testimony that the 1860s experience had, actually, been taken into account.
Number of views: 1038 Download in PDF
Issues of Education and National Culture in the Work of North Caucasian Deputies of the State Duma of the Russian Empire (1907–1912)
European Journal of Contemporary Education, 2019, 8(3): 638-645.
Number of views: 1018 Download in PDF
17. Anvar M. Mamadaliev, Natalia V. Svechnikova, Natal'ya V. Miku, Aude MédicoEuropean Journal of Contemporary Education, 2019, 8(3): 638-645.
Abstract:
The objective of the study is to analyze the activities of the North Caucasian deputies of the third-convocation State Duma of the Russian Empire in addressing issues of education and national culture. The people's deputies were focusing on the most relevant and vital questions of the Russian reality: democratization of political life, the problem of national and religious relations, education and enlightement, as well as many others. The role of North Caucasian deputies in the consideration of draft laws on the development of national education and the empowerment of indigenous languages of the region is defined. The analysis of the transcripts shows that the people's deputies constantly paid attention to the violation of the civil rights of the local population and discrimination on religious and national grounds (in particular, the prohibition of local judicial proceedings in the native language). In the State Duma of the third convocation, the North Caucasian deputies were able to amend the law "On the Transformation of the Local Courts", according to which judges were obliged to speak local languages (the law was approved by the Emperor on June 15, 1912). They also supported bills on the development of teaching in local languages, on the establishment of national and religious equality, on the development of culture and school management. After analyzing the materials and sources, the author comes to the conclusion about the high activity of the deputies in the elaboration of religious bills, as well as in solving the problems of national culture and education. However, the establishment of the June 3rd model of formation of the Duma led to ignoring the need for representation of the outskirts of the Empire in the all-Russian Parliament, which, in turn, brought about the stagnation and subsequent collapse of the entire political system.
The objective of the study is to analyze the activities of the North Caucasian deputies of the third-convocation State Duma of the Russian Empire in addressing issues of education and national culture. The people's deputies were focusing on the most relevant and vital questions of the Russian reality: democratization of political life, the problem of national and religious relations, education and enlightement, as well as many others. The role of North Caucasian deputies in the consideration of draft laws on the development of national education and the empowerment of indigenous languages of the region is defined. The analysis of the transcripts shows that the people's deputies constantly paid attention to the violation of the civil rights of the local population and discrimination on religious and national grounds (in particular, the prohibition of local judicial proceedings in the native language). In the State Duma of the third convocation, the North Caucasian deputies were able to amend the law "On the Transformation of the Local Courts", according to which judges were obliged to speak local languages (the law was approved by the Emperor on June 15, 1912). They also supported bills on the development of teaching in local languages, on the establishment of national and religious equality, on the development of culture and school management. After analyzing the materials and sources, the author comes to the conclusion about the high activity of the deputies in the elaboration of religious bills, as well as in solving the problems of national culture and education. However, the establishment of the June 3rd model of formation of the Duma led to ignoring the need for representation of the outskirts of the Empire in the all-Russian Parliament, which, in turn, brought about the stagnation and subsequent collapse of the entire political system.
Number of views: 1018 Download in PDF
The German System of Public Education in the Period between the 15th and Early 20th Centuries. Part 2
European Journal of Contemporary Education, 2019, 8(3): 646-654.
Number of views: 1057 Download in PDF
18. Olga V. Natolochnaya, Bella A. Bulgarova, Vladimir N. Denisenko, Aleksandr N. VolkovEuropean Journal of Contemporary Education, 2019, 8(3): 646-654.
Abstract:
The second paper in the set explores the evolution of the Prussian elementary school system on the cusp of the 18th and 19th centuries. The authors examine the activity of squire Friedrich Eberhard von Rochow with regard to the establishment of rural schools on his lands. The work’s materials are grounded in a body of related research and special literature. The study’s methodological basis rests on the principles of historicism, research objectivity, and systemicity, which are traditional in historiography. The authors have made use of the problem-chronological method to explore certain facts in the evolution of the German (Prussian) system of public education in the context of the then-existing historical situation. The use of this particular method has helped gain insight into the process of centralization of the German system of public education in the late 18th century. The authors conclude by noting that, essentially, by the end of the 18th century the pedagogical community and central government in Prussia had both reached a common understanding of key needs in the elementary education system. It is in this period that a set of bills were passed regulating the nation’s primary education system. Even dozens of years later, many of these pedagogy-related regulations would still retain their relevance, with modifications made to them only based on natural changes in the state of affairs in society.
The second paper in the set explores the evolution of the Prussian elementary school system on the cusp of the 18th and 19th centuries. The authors examine the activity of squire Friedrich Eberhard von Rochow with regard to the establishment of rural schools on his lands. The work’s materials are grounded in a body of related research and special literature. The study’s methodological basis rests on the principles of historicism, research objectivity, and systemicity, which are traditional in historiography. The authors have made use of the problem-chronological method to explore certain facts in the evolution of the German (Prussian) system of public education in the context of the then-existing historical situation. The use of this particular method has helped gain insight into the process of centralization of the German system of public education in the late 18th century. The authors conclude by noting that, essentially, by the end of the 18th century the pedagogical community and central government in Prussia had both reached a common understanding of key needs in the elementary education system. It is in this period that a set of bills were passed regulating the nation’s primary education system. Even dozens of years later, many of these pedagogy-related regulations would still retain their relevance, with modifications made to them only based on natural changes in the state of affairs in society.
Number of views: 1057 Download in PDF
The History of the Public Education System in Vilna Governorate (the Second Half of the 19th and Early 20th Centuries). Part 1
European Journal of Contemporary Education, 2019, 8(3): 655-664.
Number of views: 1071 Download in PDF
19. Artyom Y. Peretyatko, Teymur E. ZulfugarzadeEuropean Journal of Contemporary Education, 2019, 8(3): 655-664.
Abstract:
This paper examines the public education system in Vilna Governorate in the period between the second half of the 19th century and the early 20th century. This part of the paper analyzes the system’s development in the period 1803–1880. In putting this work together, the authors drew upon a pool of statistical data published in Memorandum Books for Vilna Governorate in the period from the 1860s to the 1910s, as well as an array of statistical data on the Vilna Educational District published in the scholarly journal Zhurnal Ministerstva Narodnogo Prosveshcheniya. The authors also made use of several regulatory documents. The authors conclude by noting that the system of public education in Vilna Governorate had developed markedly distinct characteristics of its own. One of these characteristics was based on the motley ethnical and confessional composition of the area’s population. As a consequence, in the period 1803–1880 the region witnessed two Polish uprisings, which would ultimately have an effect on its system of public education. At the same time, the development of the system of public education in Vilna Governorate had a set of features common to other regions within the Russian Empire as well. More specifically, there was a sharp rise in the number of educational institutions subsequent to the 1861 reform, and afterwards there was a drop in that number in the second half of the 1870s.
This paper examines the public education system in Vilna Governorate in the period between the second half of the 19th century and the early 20th century. This part of the paper analyzes the system’s development in the period 1803–1880. In putting this work together, the authors drew upon a pool of statistical data published in Memorandum Books for Vilna Governorate in the period from the 1860s to the 1910s, as well as an array of statistical data on the Vilna Educational District published in the scholarly journal Zhurnal Ministerstva Narodnogo Prosveshcheniya. The authors also made use of several regulatory documents. The authors conclude by noting that the system of public education in Vilna Governorate had developed markedly distinct characteristics of its own. One of these characteristics was based on the motley ethnical and confessional composition of the area’s population. As a consequence, in the period 1803–1880 the region witnessed two Polish uprisings, which would ultimately have an effect on its system of public education. At the same time, the development of the system of public education in Vilna Governorate had a set of features common to other regions within the Russian Empire as well. More specifically, there was a sharp rise in the number of educational institutions subsequent to the 1861 reform, and afterwards there was a drop in that number in the second half of the 1870s.
Number of views: 1071 Download in PDF
«66 % of Literacy among the Male Population of School Age Brings it Closer to Common Education» vs «in the Largest Villages, it was Difficult to Meet a Literate Person»: the Main Statistical indicators of Primary Education among Don Cossacks in the XIX ce
European Journal of Contemporary Education, 2019, 8(3): 664-676.
Number of views: 1053 Download in PDF
20. Vladyslava M. Zavhorodnia, Anna S. Slavko, Sergey I. Degtyarev, Lybov G. PolyakovaEuropean Journal of Contemporary Education, 2019, 8(3): 664-676.
Abstract:
The question about the degree of development of primary education in the Don in the XIX century remains controversial among historians. Archival documents and testimonies of contemporaries allow us to cover this question in completely different ways (both quotes in the title are taken from them). The article attempts to summarize statistical information about the development of primary education in the Don Cossack environment from 1799 to 1899. A number of myths prevalent in historiography (for example, about the significant role of zemstvos in the creation of new educational institutions in villages or about the crisis of Don education in 1880−1890) are debunked.
The question about the degree of development of primary education in the Don in the XIX century remains controversial among historians. Archival documents and testimonies of contemporaries allow us to cover this question in completely different ways (both quotes in the title are taken from them). The article attempts to summarize statistical information about the development of primary education in the Don Cossack environment from 1799 to 1899. A number of myths prevalent in historiography (for example, about the significant role of zemstvos in the creation of new educational institutions in villages or about the crisis of Don education in 1880−1890) are debunked.
Number of views: 1053 Download in PDF
Implementing a Value-Oriented Approach to Training Law Students
European Journal of Contemporary Education, 2019, 8(3): 677-691.
Number of views: 1176 Download in PDF
21. European Journal of Contemporary Education, 2019, 8(3): 677-691.
Abstract:
This paper explores the potential for implementing a value-oriented approach in legal education. The authors share their findings from a pedagogical study conducted at Sumy State University, which was designed to test a set of learning methodologies aimed at cultivating in law students a set of skills of critical, value-oriented thinking and legal reasoning, with a focus on the ability to weigh values and balance interests. In addition, there was an objective to assess the effect of these methodologies on the development of a set of personal value-based guideposts for students that are crucial to the successful effectuation of the actual mission of the legal profession. Among the most efficient methods for achieving the above objectives were case study analysis and business simulation games (mock legal debates), as well as value-based analysis of regulatory and administrative documents. The authors draw the conclusion that the use of a value-oriented approach in modeling particular legal cases can be effective for fostering a lawyer’s ethical culture, help facilitate boosts in the significance of key values in legal practice, and help develop proper ethical mindsets, while also helping one acquire relevant knowledge, with a focus on cultivating appropriate professional competencies.
This paper explores the potential for implementing a value-oriented approach in legal education. The authors share their findings from a pedagogical study conducted at Sumy State University, which was designed to test a set of learning methodologies aimed at cultivating in law students a set of skills of critical, value-oriented thinking and legal reasoning, with a focus on the ability to weigh values and balance interests. In addition, there was an objective to assess the effect of these methodologies on the development of a set of personal value-based guideposts for students that are crucial to the successful effectuation of the actual mission of the legal profession. Among the most efficient methods for achieving the above objectives were case study analysis and business simulation games (mock legal debates), as well as value-based analysis of regulatory and administrative documents. The authors draw the conclusion that the use of a value-oriented approach in modeling particular legal cases can be effective for fostering a lawyer’s ethical culture, help facilitate boosts in the significance of key values in legal practice, and help develop proper ethical mindsets, while also helping one acquire relevant knowledge, with a focus on cultivating appropriate professional competencies.
Number of views: 1176 Download in PDF