http://ijcrsee.com/index.php/ijcrsee/issue/feed International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) 2018-11-16T09:46:10+01:00 Lazar Stošić editor@ijcrsee.com Open Journal Systems <p>The International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) is a multidisciplinary, peer-reviewed, open-access journal, which provides a platform for highlighting and discussing various cognitive science issues dealing with the problems of cognition (and its evolution) within some specific subject field - philosophical, psychological, linguistic, mathematical, psychogenetic, pedagogical, ergonomic.</p> <p>The main objective of the Journal is to discuss global prospects and innovations concerning major issues of cognitive science, to publish new scientific results of cognitive science research, including the studies of cognitive processes, emotions, perception, memory, thinking, problem solving, planning, education and teaching, language and consciousness study, the results of studying man’s cognitive development and the formation of basic cognitive skills in everyday life. The Journal seeks to stimulate the initiation of new research and ideas in cognitive science for the purpose of integration and interaction of international specialists in the development of cognitive science as interdisciplinary knowledge.</p> <p>IJCRSEE particularly welcomes articles on the results of scientific research in various fields of cognitive science (psychology, artificial intelligence, linguistics, philosophy and neuroscience) catering for international and multidisciplinary audience. Readers include those in cognitive psychology, special education, education, adult education, educational psychology, school psychology, speech and language, and public policy.</p> http://ijcrsee.com/index.php/ijcrsee/article/view/3 STUDENTS’ EMOTIONAL LITERACY IN THE DISCOURSE OF THE CONTEMPORARY SCHOOL IN SERBIA 2018-11-16T09:46:09+01:00 Jelena Djermanov, Dr. jdjer@ff.uns.ac.rs Stanislava Marić Jurišin, Dr. stashamaric@ff.uns.ac.rs <p>The results of the research on the emotional literacy of students are presented in this paper. The primary goal of the research was to examine the general level and characteristics of the emotional literacy profile. The secondary goal was to determine the similarities and differences in levels of emotional literacy between pupils in relation to their gender and age. 'Emotional awareness questionnaire' was used on the sample of 335 students of both sexes and two age groups (primary school pupils aged 14-15 years and high school students of 18-19 year). The research was descriptive, non-experimental and exploratory. The data obtained by the study were analyzed using the statistical package SPSS. The results of statistical descriptions of the empirical profile suggest that the general level of students' emotional literacy can be classified as average. Analyzes of differences related to gender and age on individual profile components, showed that the gender differences were statistically significant (p&lt;.001) on all components ('emotional numb­ness,' 'empathy' and 'interactivity'), while age differences were significant on the components: 'differentiation of emotions' and 'empathy' (p&lt;.001). The obtained findings were discussed in the context of the starting reference model of research. Recommended and needed future steps are the peda­gogical monitoring of emotional development of young people, systematic influence on the development of their emotional competences and a far more active role of the school in the development of the emotional literacy of both students and teachers.</p> 2018-08-20T00:00:00+02:00 ##submission.copyrightStatement## http://ijcrsee.com/index.php/ijcrsee/article/view/5 FEATURES OF CREATIVITY AND INNOVATION DEVELOPMENT IN STUDENTS AT SECONDARY AND HIGH SCHOOL 2018-11-16T09:46:09+01:00 Olga В. Mikhailova, Dr. olga00241@yandex.ru <p>The development of potential abilities and capabilities of the person in his/her adolescence is one of the important directions in the activities of contemporary psychologists-practitioners. A characteristic feature of this paper is the integration of psychological and pedagogical approaches to the analysis of the background foundations for the development of innovativeness and creativity in a personality in the educational environment of high school. The aim of the present work is to develop the technology of formation and realization of innovative potential of a personality basing on the empirical data. The study analyzed the qualitative and quantitative characteristics of the peculiarities of the innovation and creativity manifested by 13-14 and 16-18 year old students. The study is based on the following methods: 1) Creativity test composed by N. V. Vishnyakova; 2) “Self-evaluation scale devoted to innovative qualities” by N. M. Lebedev, A. N. Tatarko; 3) the method of “Personal readiness for changes” developed by Canadian scientists Rodnik, Heather, Gold and Hal. The authors used non-parametric U- criterion by Mann-Whitney and Spearman rank correlation coefficient as the main mathematical methods of research. Interpretation of the numerous data suggests that there are significant differences in the characteristics of creativity and innovativeness manifestation among students of different ages. Based on these data, the paper presents recommendations for the improvement of psycho-pedagogical technologies of supporting the formation of innovative potential of personality in high school.&nbsp;</p> 2018-11-09T00:00:00+01:00 ##submission.copyrightStatement## http://ijcrsee.com/index.php/ijcrsee/article/view/7 TOWARDS DEFINING MEDIA SOCIALIZATION AS A BASIS FOR DIGITAL SOCIETY 2018-11-16T09:46:09+01:00 Valentina Milenkova, Dr. vmilenkova@swu.bg Dobrinka Peicheva, Dr. peichevad@swu.bg Mario Marinov, Dr. mario_marinov@swu.bg <p>The present article analyzes media socialization as one of the key factors for the formation of a digital society, involving the participation of individuals and communities. The objectives of the article are: to justify the impact of family educational institutions and community environments as contributing to the development of digital skills, attitudes and media literacy. The analysis is based on three rounds of European Social Survey (ESS) - national representative surveys carried out in 2006, 2009, 2012/2013, and 2012/2013 that analyzes the participation of the Bulgarian population in the social and political life of the country. In addition, the results of empirical studies conducted at the South-West University “N.Rilski”, Blagoevgrad, Bulgaria for the period 2003-2017 are presented. The main conclusion of the article is that media socialization, based on media ecology information is important, because people acquire a clearer perspective as to how to evaluate a situation and to the increased opportunities for personal realization and development.</p> 2018-08-20T00:00:00+02:00 ##submission.copyrightStatement## http://ijcrsee.com/index.php/ijcrsee/article/view/8 THE TEACHER’S ROLE AND PROFESSIONAL DEVELOPMENT 2018-11-16T09:46:09+01:00 Danijela Makovec, Dr. danijela.makovec@ff.uni-lj.si <p>The text addresses the theme of teachers’ professional development. The role of a teacher is defined by cultural and social events and the environment, and they influence the differences that occur in the concept of teacher roles within different cultures, societies, including the geographic environment. Thus, in the first part of the paper, based on an analysis of the literature, we identify factors that significantly influence teachers’ perception of their role and consequently, determine their professional identity. In the second part, based on the results of the empirical research, we show that factors such as teachers’ beliefs about their own qualifications, as well as years of work experience and subject area, statistically significantly influenced the development of the teachers’ professional identity. The main findings of the study are that teachers with several years of service experience feel better qualified to perform their duties (tasks related to planning and teaching were rated the most highly) than teachers with less work experience, and that teachers with more work experience evaluated the claims related to their educational activity statistically significantly higher. An important finding is that teachers define their professional identity and consequently, their role through their personality traits, which shows that we must not ignore teachers’ personality traits, as they play an important role in teachers’ professional development and identity.</p> 2018-08-20T00:00:00+02:00 ##submission.copyrightStatement## http://ijcrsee.com/index.php/ijcrsee/article/view/9 MENTORING IN TEACHING PROFESSION 2018-11-16T09:46:09+01:00 Sonja Petrovska, Dr. sonja.petrovska@ugd.edu.mk Despina Sivevska, Dr. despina.sivevska@ugd.edu.mk Biljana Popeska, Dr. biljana.popeska@ugd.edu.mk Jadranka Runcheva, Dr. jadranka.runceva@ugd.edu.mk <p>Mentoring as a form of strengthening the competencies of teachers is widely accepted in the educational system of the Republic of Macedonia. Generally, experienced teachers and those who are new perceive this process as inevitable for strengthening and retaining quality staff. The goal is to explore what teachers think about mentoring novice teachers in teaching. In line with the stated goal, we tried to answer the following questions: Are there differences in teachers’ views and opinions about the mentoring process regarding their work experience? Does mentoring as a process contribute to/for teachers’ professional development? Are there differences in views and opinion of teachers for the mentoring process regarding their experience and involvement in the mentoring of novice teachers? The obtained results pointed to the weaknesses that the mentoring process in our country is facing with. Although mentoring as a process is regulated by law, in practice there are still inconsistencies in its realization, both from the aspect of the approach and from the aspect of effectiveness. The recommendation to schools is to try, in addition to mentoring, to offer other forms of support to novice teachers and to try to support the teaching profession through a continuous investment (staff and financial).&nbsp;</p> 2018-08-20T00:00:00+02:00 ##submission.copyrightStatement## http://ijcrsee.com/index.php/ijcrsee/article/view/10 BLENDING PEDAGOGY AND DIGITAL TECHNOLOGY TO TRANSFORM EDUCATIONAL ENVIRONMENT 2018-11-16T09:46:09+01:00 Elena A. Makarova, Dr. helen_makarova@mail.ru Elena L. Makarova, Dr. elmakarova@sfedu.ru <p>This article shows efficacy of competences-oriented education model, representing effectiveness of pedagogy technology and digital tools blending in transforming education while using tutor’s support. In correspondence to contemporary requirements and education system special features, connection between digital education tools and tutor technology contributing to students’ key competences development is determined. The paper contributes to the field by summarizing some theoretical issues and offering implementation suggestions for effectively integrating digital technologies into teaching and learning. The use of digital technologies in educational activities opens up new opportunities, adequate methods for dissemination and management of digital information, development of necessary competencies on the basis of digital literacy, ensuring equitable access for all who wish to obtain necessary knowledge and decision-making skills, ensuring demand for school graduates in the world labor market in situation of digital economy. Innovative technologies become a problem adding difficulties to students’ burden. Tutor becomes an intermediary between students and digital technologies to promote students’ active learning practices; there are not so many students who can appreciate digital learning practices and get the most of it. The role of tutoring in digital literacy promotion is hard to overestimate. Tutor support is a pedagogical activity in individualization of education aimed at identifying and developing students’ educational motives and interests. To form students’ key competencies in education system, it is necessary to supplement traditional education with tools of digital educational technologies, new trends in pedagogies such as tutoring, which is becoming an integral part of modern learning process.</p> 2018-08-20T00:00:00+02:00 ##submission.copyrightStatement## http://ijcrsee.com/index.php/ijcrsee/article/view/11 METHODOLOGICAL PERFORMANCE EVALUATION BY TEACHERS IN PRESCHOOL EDUCATIONAL INTITUTIONS 2018-11-16T09:46:09+01:00 Natalia Anatolyevna Stepanova, Dr. professor_stepanova@mail.ru Lilia Nailevna Sannikova, Dr. sannikova.lilia@rambler.ru Nataliya Ivanovna Levshina, Dr. levshina.n.i@yandex.ru Svetlana Nikolayevna Yurevich, Dr. s.n.yurevich@gmail.com Galina Vyacheslavovna Ilyina, Dr. ilyina.galina@inbox.ru <p>The article describes a technology of teachers’ assessment of methodological performance as an aspect of preschool educational establishment management. Theoretical methods have been the major problem research methods: analysis of normative legal documents; theoretical and methodological analysis; system analysis; design approach; empirical methods: ascertaining experiment, questionnaire survey, interviews with preschool teachers. The authors have determined a theoretical and methodological framework for the study of the problem of effective methodological performance evaluation by teachers in preschool educational institutions; principles of implementing this technology have been proposed. In addition to the methodological performance evaluation technology by teachers, which includes research and monitoring stages and a decision-making stage, the authors have developed implementation charts for assessing methodological performance by teachers in preschool educational establishments and defined the criterion and level characteristics of methodological performance. Carrying out the procedure for assessing methodological performance in a PEI will ensure support for the organization’s processes, as well as facilitate a transfer of the organization from a merely functioning state to the state of dynamic development.&nbsp;</p> 2018-08-20T00:00:00+02:00 ##submission.copyrightStatement## http://ijcrsee.com/index.php/ijcrsee/article/view/12 PROBLEM-SOLVING ABILITY OF STUDENTS WITH DISCIPLINARY LITERACY INSTRUCTION 2018-11-16T09:46:10+01:00 Zulfah M.Pd. Zulfahzuu@gmail.com Senam Dr. rer. nat. Senam@uny.ac.id <p>The literacy movement has not been widely applied to the learning. This study aims to determine the effect of the application of disciplinary literacy instruction to cognitive learning outcomes, especially in problem-solving ability. The population of this study is all senior high school in Sleman, Indonesia and have implemented the literacy movement in habituation and development. Two classes in SMAN 2 Sleman becomes sample with experimental and comparative classes. Both classes performed daily tests on two consecutive materials to see the abilities in the two classes. The results were analyzed using SPSS program and showed normal and homogeneous results and significance values were above of 0.05 were 0.968 and 0.483 respectively. This indicates that there is no difference in the cognitive learning outcomes of the two classes. The research instruments consist of the syllabus, learning implementation plan, article, student worksheet, and questions. Validation used in the form of content validation to two experts and empirical validation to 150 students. The analytical technique used to analyze the influence of the application of disciplinary literacy instruction on problem-solving ability is ANOVA test at significance level 0.05. The results showed that both classes had normal and homogenous learning outcomes and significance value of 0.009, the value is below the level of significance 0.05. This number indicates that there is the influence of application of disciplinary literacy instruction on problem-solving ability in the electrolyte and non-electrolyte solutions material.</p> 2018-08-20T00:00:00+02:00 ##submission.copyrightStatement## http://ijcrsee.com/index.php/ijcrsee/article/view/13 APPLICATION OF COMPUTERS IN MODERNIZATION OF TEACHING SCIENCE 2018-11-16T09:46:09+01:00 Dragana Stanojević, Dr. draganastanojevic_vr@yahoo.com Dragan Cenić, MSc drcenic@gmail.com Stojan Cenić, Dr. scenic@ucfak.ni.ac.rs <p>The basic tendency of this paper is to point to the increasing application of information technology in teaching, and therefore also in the teaching of science and society. This means that educational process is constantly developing and improving, but teaching aids also are modernizing. Modern didactic and methodical knowledge are increasingly pointing out the shortcomings of traditional teaching and they offer solutions for overcoming these drawbacks, among the others, and through the modern informational technologies. In this sense, the use of computers is not just something that is recommended but it is becoming more necessary since it is the path to the active acquisition of knowledge and creativity. Multimedia teaching resources, contents and educational computer software enable students to critically use knowledge sources, to independently learn, analyze, systematize, compare and explore. The advantages offered by informational technologies are also in the fact that the teacher is relieved from one part of the obligation, teaching type, so it leaves him more time for the design of the teaching process. Purposefully use of teaching aids and forms of work, takes into account the capabilities of each student. The use of the computers and educational software in teaching provides a better flow of information since the presentation of information is performed through the multiple senses, so students can receive them visually or acoustically. Temporarily use of modern teaching aids (computers, educational software, etc.) allows students to come up quickly with different information and thus fulfill not only their increased interest in a particular area but also gain new knowledge.</p> 2018-08-20T00:00:00+02:00 ##submission.copyrightStatement## http://ijcrsee.com/index.php/ijcrsee/article/view/14 COGNITIVE THEORIES AND PARADIGMATIC RESEARCH POSTS IN THE FUNCTION OF MULTIMEDIA TEACHING AND LEARNING 2018-11-16T09:46:09+01:00 Zoran Stanković, Dr. zoran.stankovic@filfak.ni.ac.rs Jelena Maksimović, Dr. jelena.maksimovic@filfak.ni.ac.rs Jelena Osmanović, MSc jelena.osmanovic@filfak.ni.ac.rs <p>At present it is almost impossible to imagine formal and non-formal education without the use of computers and information and communication technology (ICT), and we can rightly say that modern education is increasingly taking place in a multimedia environment and relying on multimedia teaching and learning. In fact, multimedia with its existence and progress continually poses new challenges to educational technology, but also to the teaching process itself. As a result, classical traditional learning and teaching leaves classrooms, while parallel to that, multimedia becomes an unavoidable segment in the process of acquiring knowledge. The multimedia display provides a better understanding and understanding of teaching content that can be presented in many ways, and which gives a higher educational value. The focus of work is the importance and contribution of the theory of multimedia learning with a focus on activating cognition among students, as well as an analysis of the effectiveness of the use of media in teaching. Also, a special emphasis in the work is focused on the analysis of qualitative and quantitative research methods and techniques for examining the role, significance and efficiency of multimedia teaching and learning in the educational process.</p> 2018-08-20T00:00:00+02:00 ##submission.copyrightStatement##