International Journal of Cognitive Research in Science Engineering and Education

Journal Information
ISSN / EISSN : 2334-847X / 2334-8496
Published by: FSFEI HE Don State Technical University (10.23947)
Total articles ≅ 204
Current Coverage
SCOPUS
DOAJ
ESCI
Archived in
EBSCO
SHERPA/ROMEO
Filter:

Latest articles in this journal

Ivana Ristić, Daliborka Popović, Boško Milovanović
International Journal of Cognitive Research in Science Engineering and Education, Volume 9, pp 265-274; https://doi.org/10.23947/2334-8496-2021-9-2-265-274

Abstract:
The evaluation of the educational system is performed through the prism of the relationship between the individual person and society, taking into account social and economic, political, cultural, socio-economic, family tendencies and directions of development. Therefore, the analysis of the influence of social, economic, welfare, psychological and school factors is necessary in order to identify the positive, but also the negative influences of the factors and thus prevents the poor academic results of the deaf and hard of hearing students. The research problem is aimed at a wider understanding of the factors of academic achievement or failure of the deaf and hard of hearing students in order to improve the quality of their education and upbringing of deaf and hard of hearing students in schools for the deaf and hard of hearing, but also in the field of inclusive education. This paper presents a part of the research results related to the correlation between the indicators of the wider social context and the academic performance of the deaf and hard hearing students. The sample consisted of 59 respondents attending schools for the deaf and hard of hearing students in the Republic of Serbia. For this research, the method of theoretical analysis and synthesis was used in the study of the relevant literature and the determination of theoretical facts important for the research problem, and the survey and content analysis were used as the research techniques. The results showed that there were no statistically significant differences in academic achievement in relation to the type of environment in which the students are living, or in relation to the presence of the cultural institutions in the environment. There is a difference in the academic achievements of the deaf and hard of hearing students in whose environment there are or there are no active organizations for the deaf and hard of hearing, which represents important data in order to create strategies to support the deaf and hard of hearing students.
Pelin Gür, Ahmet Yikmis
International Journal of Cognitive Research in Science Engineering and Education, Volume 9, pp 227-240; https://doi.org/10.23947/2334-8496-2021-9-2-227-240

Abstract:
The aim of this research is to determine, interpret and provide recommendations on instructional practices and evaluation of classroom teachers working with mainstreaming students at schools in the North Cyprus. A qualitative research method was used in the research. Data was collected through semi-structured interviews as one of the qualitative data collection methods. The interview form used in the research included 10 questions related to design and teaching practices as well as evaluation of the effectiveness of the instruction. Interviews were conducted with 12 classroom teachers working at mainstreaming classes under the North Cyprus Ministry of National Education and all interviews were recorded. These data were transferred to a digital environment where they were interpreted as code titles. The results showed that classroom teachers carry out in-class practices for teaching methods and activities of their mainstreaming students, and benefit from visual materials that they prepared with an assistant teacher. However, the classroom teachers also stated that they are unable to allocate time for their mainstreaming students because of the large numbers of students in the class and therefore they send their mainstreaming students to the special education teachers in their schools. It was determined that classroom teachers make their evaluations based on the level, interest and ability of students when evaluation the effectiveness of teaching.
International Journal of Cognitive Research in Science Engineering and Education, Volume 9, pp 253-264; https://doi.org/10.23947/2334-8496-2021-9-2-253-264

Abstract:
In the crisis conditions of entrepreneurs business functioning in Russian, it is important to develop critical thinking in conjunction with the skills of self-regulation of behavior. It is assumed that entrepreneurs with different styles of self-regulation differ in the level of critical thinking, and there is also a relationship between the styles of self-regulation and the level of critical thinking. The theoretical basis of the study is the idea of the relationship between the degree of formation of individual self-regulation and the productivity of performing various types of professional activities. The sample of the study consisted of 140 individual entrepreneurs engaged in entrepreneurial activity for more than two years, aged from 30 to 50 years. We used techniques to analyze the style of self-regulation of behavior, volitional self-regulation, critical thinking and mental abilities. The study allowed us to expand the understanding of the relationship between critical thinking and self-regulation, to reveal the content aspects of critical thinking of entrepreneurs with different levels of self-regulation of behavior. We found out that in the group of entrepreneurs with a high level of self-regulation of behavior, there is a high level of volitional self-regulation, perseverance, self-control, information processing skills and critical thinking skills. We came to conclusion that there are differences at the content and semantic level among entrepreneurs, differentiated by the type of self-regulation. For entrepreneurs with a low level of self-regulation, it is planned to conduct a program for the development of critical thinking.
Miriama Blahušiaková, Daša Mokošová, Erik Šoltés
International Journal of Cognitive Research in Science Engineering and Education; https://doi.org/10.23947/2334-8496-2021-9-2-203-226

Abstract:
The pandemic related to COVID-19 has affected education particularly in terms of the massive shift towards online teaching and study. Students and teachers had to face new challenges they had not met before. The aim of the paper is to research how both, students and teachers perceive the online educational process, to identify advantages and disadvantages of online teaching, as well as to analyze and evaluate the quality of online teaching in comparison with the attendance form of education from both students’ and teachers’ perspective. In order to fulfill this purpose, we carried out two separate questionnaire surveys (among students and teachers at the Faculty of Economic Informatics at the University of Economics in Bratislava). Based on conclusions resulting from our research, we can affirm that both students and teachers prefer the attendance form of education rather than online teaching, students mainly because of need of socialization, personal contact with teachers and classmates, better and faster communication with teachers, and active class discussion. The attendance form of education eliminates technology related problems, such as outages of the Internet, electricity, missing technology equipment, and this form of education is performed on higher quality level in comparison with online education. Among the most frequently limitations of online education mentioned by teachers were anonymity of students, complexity of preparation of study materials, and cheating during exams and tests. There are also some advantages the online education offers, such as time savings, more effective, creative and flexible modern way of teaching, and recording lectures.
Barbara Šteh, , Jasna Mažgon
International Journal of Cognitive Research in Science Engineering and Education, Volume 9, pp 147-159; https://doi.org/10.23947/2334-8496-2021-9-2-147-159

Abstract:
This article discusses the topic of schools as a learning communities from the perspective of the collaboration of two groups of school workers - teachers and school counsellors. The introduction defines how the concept of schools as learning communities is understood and how it is related to the concept of learning organizations. It also further elaborates on the key characteristics of learning communities. The first premise of the contribution is that through joint effort and collaboration, counsellors and teachers can more efficiently face the practical challenges of their work, both in providing help and encouragement to students and in ensuring better classroom work on the level of the whole school. The second is that they are important partners to each other in their professional development through joint reflections of their educational principles and expectations. The article further focuses on the quality of cooperation between counsellors and teachers in primary and secondary schools in Slovenia. The results of the empirical research show that both groups of school workers tend to evaluate their cooperation as either very good or good while teachers tend to be more satisfied. The questionnaire responses show that teachers believe collaboration can benefit them, however that they frequently leave decisions about work with specific students or classes to the counsellors. Establishing and maintaining partner collaboration is always a challenge, however, it is also crucial for effectively confronting contemporary challenges and ensuring quality learning for all and the contribution thus concludes with guidelines for establishing such a beneficial collaboration.
Jelisaveta Šafranj, Aleksandra Gojkov Rajić,
International Journal of Cognitive Research in Science Engineering and Education, Volume 9, pp 189-202; https://doi.org/10.23947/2334-8496-2021-9-2-189-202

Abstract:
Theoretical basis of this paper is the heuristic L2 Motivational Self System (L2MSS). The research aims to determine the degree to which the ideal L2 self can be regarded as a significant factor with regards to its power to make a difference in students’ actual motivated behaviour in L2 communication. The research sample consists of 396 students. The ideal L2 self is a predictor variable. Willingness to communicate and the obtained grades are criterion variables. Gender, period of time spent learning English / German, and whether students are residing in the country where the target language is spoken are all moderator variables. Systematic non-experimental observation method based on Dörnyei and Taguchi´s survey was used in this study. Cronbach’s alpha indicated high reliability in the presented sample (.92). Willingness to communicate was investigated using McCroskey´s questionnaire. The findings indicate a rather complex picture of the observed L2 MSS constructs and the importance of their components in the field of L2 learning. Therefore, for further research, it is suggested that the ideal L2 self should be divided into two constructs: obligations that the individual would like to comply with and obligations that others expect him/her to comply with. The contribution of the L2 learning experience should also be considered because otherwise, it is difficult to determine the progress of the model design and what to do with it in practice.
Pavel N. Ermakov, Ekaterina Belousova
International Journal of Cognitive Research in Science Engineering and Education, Volume 9, pp 279-289; https://doi.org/10.23947/2334-8496-2021-9-2-275-289

Abstract:
The aim of the work is to identify strategies for transferring the meanings of information messages used by students in social networks, and how these strategies are related to the students’ meaning-of-life orientations. The study was conducted with the use of a theoretical method, as well as a survey, a content analysis, an expert method, a psychodiagnostic method, descriptive statistics, and also nonparametric tests, the Kruskal-Wallis H-test and Spearman’s rank correlation method. Among modern youth, social networks are one of the most common sources of obtaining and distributing information. Therefore, it is important to find out what strategies for transferring the meanings of information messages are used by respondents. The expert method and content analysis allow us to identify 6 strategies for transferring meanings that students use in communication when transferring the meanings of various publications in social networks. Further analysis shows that each strategy has its own features of the meaning-of-life orientations components and significant relationships between the strategies of the meanings transferring and the components of the meaning-of-life orientations of social networks users are also revealed. Thus, we can conclude that the features of the transferring of meanings are significantly influenced by the meaning-of-life orientations, in particular, goals in life. Thus, the study emphasizes the importance of the semantic communication in social networks, the results of which can influence the effectiveness of communication, training, and the interaction among users.
Tihana Kokanović, Siniša Opić
International Journal of Cognitive Research in Science Engineering and Education, Volume 9, pp 241-252; https://doi.org/10.23947/2334-8496-2021-9-2-241-252

Abstract:
The aim of this work is to point out the importance of the professionalization of the principal’s role in education institutions, with an accent on preschool institutions. The sample included principals (N=57) of preschool institutions in Central Croatia. The goal was to test the mediation relationship through SEM and examine the direct influence of interpersonal relationships within the preschool institution on the development of its work quality; furthermore, to test the indirect influence of these relationships by introducing the mediation variable of professional competence. The structured modelling in the AMOS was applied for testing the direct and indirect influence. The contribution of interpersonal relationships on the work quality is high and statistically significant (β=0,920), which confirms the direct influence. For testing the mediation effects, a bootstrapping method was designed that confirmed the indirect influence of interpersonal relationships on the work quality with the statistically significant serial mediator of professional competence (p= 0,016), thereby confirming partial mediation. This research determined that positive interpersonal relations, mediated by the principal’s professional competence, have a positive effect on the work quality of a preschool institution. In order for preschool institutions to reach the desired quality, it is necessary for them to be managed by professionally empowered and expert principals who promote prime cooperative relationships as the starting point in developing a high-quality institution. The results of this research contribute to a clearer perception and understanding of the professionalization of the principal’s role through key areas of his/her work and activity, and the possibility of their practical implementation into education institutions.
, Anastasiia V. Bakhchinaa,
International Journal of Cognitive Research in Science Engineering and Education, Volume 9, pp 291-299; https://doi.org/10.23947/2334-8496-2021-9-2-291-299

Abstract:
Task switching is a behavioral phenomenon that serves as a tool for assessment of individual cognitive abilities that becomes especially essential in our multitasking milieu. Factors of task-switching include cognitive load and cognitive effort, mostly derived from task difficulty, as well as age and practice. The analysis of brain activity on the level of single neurons shows that the activations that contribute to task performance and switching differ with respect to the protocol of learning the alternated tasks. We argue that task switching is affected by the history of learning and in turn it changes the structure of individual experience. On this basis we outline perspectives of task switching studies in the fundamental field of long-term memory and applied field of education and therapy.
, Andrey Shutenko, , Anastasia Koreneva, Galina Romanova, Irina Talysheva
International Journal of Cognitive Research in Science Engineering and Education, Volume 9, pp 173-188; https://doi.org/10.23947/2334-8496-2021-9-2-173-188

Abstract:
The study is aimed at finding the varieties of appealing spheres for realization of students’ potential in higher school. The authors substantiate and develop the concept of attractors for students’ self-realization, which designate the appealing spheres and forms of manifestation of students’ personal efforts and capacities in higher education. The methods of conceptual-applied reconstruction and psychological surveys are used to determine the attractive space for students’ self-development. The study identifies a group of potentially attractive spheres (learning-cognitive, research, sports-wellness, volunteer, artistic-creative, innovative-entrepreneurial, information-media, social-civic, sphere of cross-cultural communication). The study presents the results of diagnosing the subjective significance of these spheres for students of different specialties and different levels of self-realization in education. The conclusion is made about the tendency of influence of students’ involvement in attractive spheres on the success of their self-realization in educational environment. The prospects of applying and operating the category of attractors as socio-cultural predictors of successful self-realization and psychological well-being of students in the process of University training are shown.
Back to Top Top