Volume 2 Number 4

Published: 31 December 2009

Responsible Editor: Iuliana Marchis


1.Text comprehension – learning styles – school performance  

Krisztina Bartha, Rita Fóris-Ferenczi (Romania)


Abstract: The following study interprets the results of a research carried out in 2008 in Romania, on a smaller sample. The aim of the study is the analysis of the text comprehension skills of 14 year old pupils, and the presentation of the connections with the social background, learning styles and school performance. The gathering of the data was completed during the survey with the analysis of the native language curricula and textbooks, class monitoring, as well as with a questionnaire addressed to teachers. The present paper presents the data on text comprehension, as well as the correlations with social background and learning. It summes up the result of the class monitoring, as well as those of the teacher interviews, emphasizing the aspects which are relevant from the point of view of text comprehension developing.

Key-words: text comprehension, social background, learning styles, school performance, developing text comprehension


Received 2 November 2009, accepted 17 December 2009

Pages 1-16.           Download PDF

2. Adaptive teaching via e-learning form

Kateřina Kostolányová (Czech Republic)


Abstract: The proposal of the adaptive form of teaching stems from the analysis of tested student characteristics. The testing involved modified questionnaires localized to Czech conditions of teaching (LSI, ISL, …) in context with e-learning teaching. Based on tipped, most frequently occurred groups of student characteristics, the optimum procedures for presentation of the content of study according to learning styles of individual students are proposed. Students will be recommended the optimum method of the passage through the course, but at the same time, they will be offered other forms and methods of presentation of a particular topic of study. The contribution deals with the proposal of teaching tools according to most frequently occurring clusters of student characteristics.

Key-words: Adaptive teaching, eLearning


Received 22 November 2009, accepted 19 December 2009

Pages 17-20.           Download PDF

3. Ways to use ICT in schools to optimize the impact on teaching and learning

Ulf Fredriksson, Elzbieta Gajek, Gunilla Jedeskog (Sweeden, Poland, Sweeden)


Abstract: The European eLearning Forum for Education 2 (ELFE2) is a project initiated by the ETUCE (European Trade Union Committee on Education) and builds on the conclusion of its predecessor ELFE1. ELFE2 aims, as ELFE1, to contribute to a better understanding of the strengths and weaknesses of using ICT in education. It identifies ways used to optimize the benefits of ICT in education. To explore how ICT can be used to support teaching and learning two schools each in Denmark, England, Latvia, Poland, and Slovenia were selected based on information that indicated that they were regarded nationally as schools with an advanced ICT practice. The idea behind this selection is that by studying schools with what is experienced as an advance practice it will be possible to get some hints about problems and challenges other schools will be faced with. ELFE2 indicates that a number of ways are used in the schools to optimize the positive impact of ICT. Most of these ways are perceived by teachers and students as positive, but there are also factors that make the picture more complex. Some factors seem to be an obstacle for the introduction of ICT in the schools.

Key-words: e-learning, ICT, teaching, learning


Received 30 October 2009, accepted 28 November 2009

Pages 21-32.           Download PDF

4. Risks associated with the use of the Internet and its Impact upon students' awareness of perverse issues: literature review

Abdulkarim A. Al Saif (Kingdom of Saudi Arabia)


Abstract. There are a lot of studies that have dealt with the different facets of the use of the internet. Most studies have identified entertainment and amusement as the major motivation for internet use with seeking knowledge and making social relationships coming as distant second and third respectively . Varying lines of investigation have been taken in this regard by different researchers notable among which are the impact of internet use on cultural and religious values, national language, loyalty to the home country, family ties and relationships, psychological stability and well-being, attitudes towards learning, educational usages…etc. While few question the learning and educational benefits of internet use, many authors have voiced their concerns over the adverse effects on religion and the national culture. Fears have also been expressed of internet addiction and related problems which may negatively affect the social behavior of youthful people. However, the evidence on the impact of internet use remains somewhat mixed and more research –work is needed.

Key-words: Internet use, motivation, impact, learning benefits


Received 29 October 2009, accepted 3 December 2009

Pages 33-38.           Download PDF

5.  Experiences of meaning and the multilingual existence

Erika Mária Tódor (Romania)


Abstract. The aim of the article is to analyse the qualitative and quantitative aspects of the skills of reading and text-understanding, focusing on the comparative analysis of experiences of meaning in native language, Romanian and English in the case of Hungarian pupils. We attempted to present the qualitative indexes and factors of the process of reading texts written in native, secondary and foreign language with the help of questionnaires, the students’ data and tests measuring the performances of reading. The collection of data was realized in the spring of 2009. Through the collected data we attempted to answer the following questions:  What kind of skills of understanding text do the pupils in the last year of primary school (i.e. 8th grade) possess? Which are the determining socio-cultural background factors? Can we differentiate between the common and specific features of reading and meaning-construction done in different languages? Can we speak about similar difficulties of reading and about the phenomenon of transfer in the case of meaning-discovery in different languages? The present study offers the possibility of creating training programs and teaching strategies based on local specificities, as well as of drafting curricula based on the pupils’ knowledge of language, desires and interests.

Key words: bi- and multilingual existence, reading, text-understanding


Received 29 October 2009, accepted 3 December 2009

Pages 39-50.           Download PDF

6.  Modern French and Russian media education in XXI century (2000-2009)

Alexander Fedorov (Russia)


Abstract. The author of this article thinks, that the basic difficulties of wider introduction of media education in the Russian and French universities & schools first of all are connected with patent defect purposefully prepared of media educators; with the certain inertness of many educational establishments; with traditional approaches of the education ministry structures concentrating the attention on support of training computers’ courses and information technologies and much smaller attention to actual media education problems. The target to give media education movement a new pulse is connects with the consolidation of all educational and media educational organizations and media communities. As a whole the comparative analysis modern media education in France and Russia in  XXI centuries has shown  that, despite of the certain distinctions, it has common extremely actual in epoch refined media manipulations vector - aspiration to development of critical and democratic thinking, creative abilities on media material - at all levels of training.


Keywords: Media education, media literacy, media competence, comparative analysis.

Received 29 August 2009, accepted 13 October 2009

Pages 51-64.           Download PDF

7. Children between sustainable development and commercials

Lilla Péter, Szilvia Balázs (Romania)


Abstract: Our paper deals with the relationship between sustainability, media advertisements and their effect on children. This topic is highly actual today, as the children of today, who grow up in front of the TV will be the consumers of tomorrow. The perpetual growth of consuming and sgathering material goods is not serving the sustainable development.  However advertisements keep on telling us that we should purchase, buy, have things, as we all are what we can buy. On can buy happiness or become like protagonists featuring in the advertisements. Regardless of the actual programme, this is the overall message of the advertisements. Adults may be able to look at these ads from a critical point of view, but children, who are much more vulnerable in front of the effects of television, tend to take a dreamworld for reality. The aim of the paper is an empirical research on 7-9 years children. The primordial question of our research is the way how the commercials had effect on the children’s view on the world, view on themselves, their own and their family’s present and future consuming habits.

Key-words: children, sustainable development, commercials


Received 8 November 2009, accepted 17 December 2009

Pages 65-74.           Download PDF

8.  Several characteristic features of children’s representations 

Maria Eliza Dulamă, Oana-Ramona Ilovan, Cornelia Vanea (Romania)


Abstract: The purpose of our research was to test the following hypothesis: 6 and 7 years old children’s representations were strongly influenced by the environment they lived in. Representations are interiorised models of objects, phenomena and events, independent of present use of our senses and of the presence or absence of objects. We realised our research in Grădiniţa cu Program Normal Floreşti/Floreşti Kindergarten, Cluj county, during the 2008-2009 school year. The sample was represented by twelve children in their last year of kindergarten, preparing for school. We analysed nine of those children’s drawings. We identified the representations that appeared in several of children’s drawings and in the same child’s drawings for several times, then we identified for each child her or his singular representations and compositions as a reflection of the world they were living in or of an imaginary world. After analysing children’s drawings we realised that it confirmed the hypothesis that 6 and 7 years old children’s drawings were influenced strongly by their environment. We noticed the following: kindergarten children’s representations were very diverse, but they were characterised by a certain peculiarity of the place they inhabited; some objects appeared more often than others, and that meant that kindergarten children knew them better and could represent them graphically more easily; kindergarten children preferred drawing familiar objects that they had drawn before; some drawings included the essential features of the represented objects and that proved that kindergarten children had the respective concept and could represent it in drawings, while one could not identify other objects without writing down what the child said he or she meant.

Key-words: drawing, perception, environment, concept, process, mental image


Received 13 November 2009, accepted 15 December 2009

Pages 75-90.           Download PDF

9.  The units tell you what to do

Simon Brown (Australia)


Abstract: Many students have some difficulty with calculations.  Simple dimensional analysis provides a systematic means of checking for errors and inconsistencies and for developing both new insight and new relationships between variables.  Teaching dimensional analysis at even the most basic level strengthens the insight and confidence of students, and provides them with a tool that can be applied in almost any context.    

Key-words: activity coefficient; dimensional analysis; equilibrium coefficient; pH


Received 31 October 2009, accepted 21 December 2009

Pages 91-100.           Download PDF

10.  Is algebra really difficult for all students?

Gunawardena Egodawatte (Canada)


Abstract. Research studies have shown that students encounter difficulties in transitioning from arithmetic to algebra. Errors made by high school students were analyzed for patterns and their causes. The origins of errors were: intuitive assumptions, failure to understand the syntax of algebra, analogies with other familiar symbol systems such as the English alphabet and interference from arithmetic. There were other psychological factors such as carelessness, anxiety, overconfidence, and lack of motivation. Three major error types are discussed with their causes using a cognitive psychological approach. Solution methods of another group of students show that they were eager to use algebraic methods over arithmetic procedures even though arithmetic procedures are more straightforward. The paper argues that creative methods used by some students should be used to reinforce the learning of other students.

Key-words: Algebra, error analysis, misconceptions in algebra


Received 25 November 2009, accepted 18 December 2009

Pages 101-106.           Download PDF

11.  Chemistry inreach: university employees’ children experiencing university chemistry

Amanda J. Shaw, Timothy G. Harrison, Dudley E. Shallcross, Marcus I. Medley (United Kingdom)


Abstract: Many university departments provide public engagement activities, often referred to as ‘outreach’ to school students, their teachers and other members of the public. It is less common for University Departments to run activities for their employees let alone the children of these employees. This paper looks at the value put on an engagement activity both by participating students and their parents who are employees of the host university. Analysis shows that the students welcome the opportunity to experience aspects of their parents’ workplace and those parents are extremely supportive of such initiatives.   

Key-words: public engagement, inreach, chemistry, aspiration raising.


Received 26 October 2009, accepted 16 December 2009

Pages 107-112.           Download PDF