Showing papers in "Journal of education and human development in 2016"

Faculty and Student Issues with Group Work: What is Problematic with College Group Assignments and Why?

Abstract: Embry-Riddle Aeronautical University researchers analyzed 811 (118 faculty and 693 student) comments to determine perceptions of group work in the academic setting. The biggest issue noted by both groups was allocation of grades for group members. Students perceived that all students received the same grade in a group project, regardless of effort. Most faculties did not share that perception, but noted difficulties in assigning group grades as well. Faculty and students described difficulties encountered by students when working on group projects in online or distance learning settings due to limited interaction and time zone differences and/or different work schedules. Faculty and students also encouraged faculty to closely monitor group projects and mentor students through group formation and goal setting. Recommendations include future research on age, gender, ethnic background relative to group projects, and case studies identifying best practices and identification on where group projects should be placed in a college curriculum.

An Analysis of Local and Target Culture Integration in the English Textbooks for Senior High School in Palembang

Abstract: This study aimed to find out the percentage of local culture integration and target culture integration in the English textbooks for senior high school in Palembang. This research design was a content analysis with 4058 paragraphs and 2587 pictures as the study data. The procedure of analyzing the data started by classifying the data into local or target culture division, then it was analyzed based on Byram’s cultural content checklist (1993) while the pictures were simply classified into local culture or target culture. The result of the analysis was made in the form of percentage. The results show that for analysis of the paragraph, from nine books series with different publisher analyzed in this study, five of the books have higher percentage of Local Culture which presented through reading passage, Mean while, under pictures analysis, six of them promote more salient in Target Culture. Key Words: analysis, local culture integration, target culture integration, English text books.

Teacher Self-Efficacy and Student Outcomes: A Transactional Approach to Prevention

Abstract: Teachers who are in their first couple of years of teaching are vulnerable to leaving the profession at considerably high rates. Teacher retention rates are related to teachers’ feelings of self-efficacy. This study examined the effect of the universal preventive intervention, the PAX Good Behavior Game (PAX GBG), on teachers’ self-efficacy when delivered as professional development to practicing teachers. PAX GBG has demonstrated an effect on numerous student proximal and distal outcomes when implemented as classroombased prevention. However, the effects on teacher outcomes are less identified and researched as well as the reciprocal nature of teacher and student interactions during the implementation of a PAX GBG intervention. In this quasi-experimental design, practicing teachers reported significantly higher levels of self-efficacy after receiving training in PAX GBG suggesting the malleability of self-efficacy. The results were examined within the framework of the transactional model and demonstrate the need to further investigate teacher and student relationships and the related distal student outcomes as a result of increasing teacher self-efficacy.

An Evaluation of Internship Programme in Improving Graduate Skills and Marketability Among Arabic Language students in IIUM from the Perspective of Malaysian Job Market

Abstract: The requirement of employability in the job market initiated universities to conduct internship training as part of study plan. There is a need to train the students with the important knowledge and skills related to the workplace and their gained knowledge. This study attempts to investigate the performance of internship training programme in the Department of Arabic Language and Literature, at International Islamic University Malaysia (IIUM). Methodologically, this study was conducted to congregate the opinions and experience about internship programme among Arabic language and literature students. The participants were purposively selected from 57 students who have completed their three months internship either in the public or private sector from June to September 2015 by using an online survey and open-ended questionnaires. General findings from this study show that internship training has essentially improved their soft skills and increased their work-place literacy and well-being. Despite the poor perception of Arabic language in the mutual graduate employability as well as its practicality aspects and job market by the industry, Arabic language and literature students are well accepted in both private and public sectors to undertake their internship training as reported in this paper. In conclusion, internship training is crucial, particularly among Arabic language and literature students as it enriches their experiences, knowledge and skills both in the personal and social life. It also increased their level of confidence to explore their future opportunity in the Malaysian job market including setting up their own businesses through entrepreneurship knowledge and skill.

Relationship between Need Supply Major Fit and Demand Ability Major Fit with Academic Achievement

Abstract: Recently, despite the high budget that has been allocated for education in Malaysia, the educational performance among students remains low (Blueprint, 2013). Pascarella and Terenzini (2005; 1991) have identified four theories and models that affect students’ learning, namely; (a) psychosocial, (b) cognitivestructural, (c) typological, and (d) person-environment interaction. This study focuses on the effects of person-environment interaction on academic achievement. The interactionist approach emphasizes that, neither personal characteristics nor situational factors alone are able to identify the attitudes or responses of people, but the interaction between them can be highly influential (Schneider, 1982; Terborg, 1981). Personenvironment fit arguments were raised by interactionists who discussed that particular attitudes, behaviours and cognitions are the results of the interaction between situational factors and individuals (Chatman, 1989; Muchinsky & Monahan, 1987; Ostroff & Schulte, 2007). The present study used academic achievement that is one of the outcomes of person–environment (P–E) fit. This research employed different types of P-E fit such as, objective and perceived interest major fit. The main aim of the present study was to examine the relationship between the P-E fit and academic achievement. The study was carried out in University Putra Malaysia (UPM). The participants of the study included 2503 undergraduate students from 12 different faculties of UPM. The findings for the relationship between P-E fit and academic achievement revealed that there was a positive significant relationship between need supply major fit and demand ability major fit with academic achievement.

The Educational Positioning of the Preschool-Class at the Border between Social Education and Academic Demands : An Issue of Continuity in Swedish Early Education?

Abstract: This study’s overarching aim is to produce knowledge about the educational position of the preschool-class in a changing educational landscape. This position is analyzed through teacher’s own descr ...

The Relationship Between Preschool Teachers’ Tendency of Liking Children and the Levels of Professional Burnout

Abstract: The aim of this study is to examine the differentiation state of preschool teachers’ liking of children and their professional burnout according to their personal characteristics and the predictive state of their professional burnout related to the teaching profession of the teachers’ liking of children. 225 preschool teachers that were determined randomly on a voluntary basis from Ümraniye district on the Anatolian side and Küçükçekmece district on the European side of Istanbul participated in the study in the 2014-2015 academic year. The data were collected using a personal information form developed by the researcher, the “Barnett Liking of Children Scale” developed by Barnett and Sinisi (1990) and the “Maslach Burnout Inventory” developed by Maslach and Jackson (1981) and adapted into Turkish by Çam (1989)Ergin (1992). The data obtained were analyzed using the statistical package. The teachers’ level of personal accomplishment demonstrates significant differences according to gender, the institution of employment and work efficiency, and depersonalization level demonstrates significant differences according to the institution of employment and work efficiency. While the level of the teachers’ emotional exhaustion shows significant differences according to the willing professional choice and the opinion on work efficiency, it does not show significant differences according to the institution of employment. The teachers’ burnout level demonstrates significant differences according to the institution they work in, the state of the willing professional choice and the opinion on work efficiency. The teachers’ tendency of liking children shows significant differences according to gender, marital status, the number of children, the opinion on work efficiency, the institution they work in and the state of the willing professional choice. The differences observed between the scores obtained from the teachers’ personal accomplishment and depersonalization scales are not significant. The teachers’ tendency of liking children demonstrates a significant relationship with depersonalization, emotional exhaustion, personal accomplishment and burnout.

Preparation Model of Student Teacher Candidate in Developing Integrative Science Learning.

Abstract: According to 2013 Curriculum in Indonesia, science learning process in Junior High School is integrally held between physics, chemistry, biology, and earth science. To successfully implementing the 2013 Curriculum in school, the education institution which generates science teacher should prepare the student, so that they can develop integrative science learning. Based on that background, this research aims to find the model of student teacher candidate preparation in developing integrative science learning. To find the model, the design of this study used research and development design. The first stage of the research: curriculum analysis to identify good learning model or suitable with 2013 Curriculum and students expectation. Based on the result of this first stage, the preparation of science teacher candidate in developing integrative science learning will be developed. Moreover, this research will also test the validity, effectiveness, and practically through expert consideration and series of testing model.

The Relationships among Parents’ Socioeconomic Status, Parental Involvement and Academic Achievement in Taiwanese Middle School Students

Abstract: The higher academic performance of Chinese students is a subject that raises interest and concern among many educators and psychologists. Parental involvement has been recognized as an important explanation. The present study explored the various types of parental involvement Taiwanese parents have to promote their children’s school success and how parental involvement mediated the indirect effect of socioeconomic status on children’s achievement. Utilizing structural equation modeling, questionnaires were administered to 363 eighth grade students in central Taiwan. The results indicated that Taiwanese parents had high expectations, stress academic pressure, and were willing to make sacrifices for their children’s education. Among the various types of parental involvement, parental encouragement/psychological support was found to be the most significant indicator. Parents’ socioeconomic status has an indirect effect on children’s academic achievement through the mediating effects of parental involvement, and has direct influence on children’s academic achievement. The implications of the findings are explored and suggestions are made for further research regarding related issues.

Why Prosody Awareness Training is Necessary in Training Future Interpreters

Abstract: Establishing comprehensive rules and guidelines for speech production and teaching of prosody is difficult compared with the specific second language learner problem in pronunciation which can be easily corrected in second language learning classes. The nature of prosodic features is inherently complicated and because of the complexity of prosodic feature errors, no specific teaching methodology deals with them appropriately and most of the teaching methods are focused on segmental aspects in second language learner’s pronunciation problems. Despite the helpfulness of computer-aided analysis of voice characteristics, there should be cooperation with experts in voice and signal processing in getting conclusions about these aspects. Teaching prosody should be of utmost importance in the interpreter training curriculum. Additionally, in this respect, appropriate materials and data should be chosen carefully according to the learners of mother tongue and the data analysis should be done by professionals to see the gaps in teaching and in students’ learning processes. The choice of methodology in teaching prosody can be an important aspect as well. It should target individual differences among learners in different contexts.

Ability Grouping is on the Rise, but Should It Be?

Abstract: Ability grouping is on the rise in American schools. Teachers engage in this classroom organizational strategy with the purpose of meeting individual learners’ needs, improving student learning, and increasing test scores. However, there is opposition to ability grouping. Teachers who do not practice ability grouping often question its significance, believe it has a negative outcome on student achievement and self-concept, or prefer teaching whole-group instruction. This review of the research literature sought to determine the effectiveness of ability grouping on kindergarten through sixth grade students. Specifically, this review examined what ability grouping encompasses and the varying methods for implementing ability grouping at the elementary level. In addition, we investigated the effect of ability grouping on the academic achievement of advanced, on level, and below level elementary students. Finally, we explored how ability grouping influences the psychological and social welfare of young students.

Importance of Training and Development on Performance of Public Water Utilities in Tanzania

Abstract: Training and development is a fundamental human resource management practice for any organization that aimed at a competitive advantage in the contemporary business management. Training and development enables the organization to cope with technological changes and challenges and effectively adopting new rules in the business context. This study sought to examine the importance of training and development on performance of public water utilities in Tanzania. The study adopted both descriptive and correlation research designs. A sample size of 417 employees selected based on Krejcie and Morgan (1970) formula. The total population of 1355 employees in public water utilities was targeted. Both primary and secondary sources were used. Questionnaire was employed to collect the necessary and relevant data from the respondents. The collected data were analyzed using descriptive and inferential statistics with the application of the SPSS Version 20.0. The descriptive statistics involved frequency and percentage table while inferential statistics involved Pearson moment correlation and ANOVA. The results of finding signified ANOVA at (F=2.047, df=5,19, p=0.118) and Pearson-moment correlation correlated at r(370)= 0. 550**, p<0.01 which implied that training and development is statistically positive correlated on the performance of the public water utilities. The study recommends the implementation of the training needs assessment and setting aside funds for implementation of the training and development programs as they hold positive influence on performance of the public water utilities through improved employee behavior, attitude, knowledge and skills.

Cultural Capital Efficacy in Parental and Student Aligned Expectations for Postsecondary Matriculation

Abstract: This exploratory study uses a cultural capital framework to examine the critical issue of goal alignment between parent and student expectations in predicting postsecondary matriculation. Addressing cultural capital in terms of functional specificity, the research expands and contributes to the related literature by focusing particularly on aligned ambitions and by delving deeper into the documented “action steps” taken by students to reach their stated postsecondary goals. Also, by separating twoand four-year college enrollment outcomes, clear differences are revealed among student expectations and action steps relative to overall college matriculation and educational attainment goals.

Teaching to Mobilize Creative Experience

Abstract: What does it take to teach creatively? To amplify creativity and teacher agency in schools, this qualitative study operationalized Csikszentmihalyi’s creative process, observed essential teaching dispositions for leading a creative classroom, informed curricular design process, and ultimately argued for creativity’s centrality in education. A research circle involved recent University of Nebraska-Lincoln graduates, now in-service Secondary English teachers, electing to meet for one year. Their desire to research and professionally dialogue came from a perceived lack of creative self-identification, a need for complex and informed understanding of creativity’s nature and process, and additional ways to address creativity’s de-emphasis within their curriculum. Participants had periodic conversations in which they reviewed research literature, analyzed existing curriculum to observe opportunities for creative experience, and were encouraged toward curricular experimentation, revision, and implementation. After engaging informally, participants were invited to advance the work toward local and national presentation toward eventual publication. The facilitating professor and one participating early career teacher advanced the work to those final levels. This article reflects their culminating work.

Impact of recruitment and selection on performance of the public water utilities in Tanzania

Abstract: Recruitment and selection of employees affects the effectiveness and efficient performance of an organisation. The public water utilities in Tanzania have suffered great loss because of undue processes of recruitment and selection. The main purpose of this study was to examine the impact of recruitment and selection on performance of public water utilities in Tanzania. Both correlation and descriptive research designs were used. The study targeted a total population of 1355 employees in public water utilities. A sample size of 417 employees was selected. Data was collected using questionnaires to employees and face to face interview with line managers. Descriptive statistic used included frequency, means, standard deviation, percentages and tables while inferential used ANVOVA. The results revealed a statistically significant relationship between recruitment and selection to organisational performance of public water utilities. It was thus recommended that due diligence, recruitment and selection policy and strategy to be put in place in public water utilities to guide in the process of recruitment and selection .

Low SES and High Mathematics Achievement: A Two-Level Analysis of the Paradox in Six Asian Education Systems

Abstract: Although the impact of family socioeconomic status (SES) on student academic achievement has received much attention in the western literature, studies focusing on the Asian education systems were limited. Guided by Bourdieu’s capital theory and the success frame notion proposed by Lee and Zhou, this study examined whether a paradoxical relationship between family SES and the mathematics achievement of students exists across six Asian education systems. Results from a two-level hierarchical linear modeling of PISA 2012 data revealed a positive and significant linear association between family SES and student mathematics achievement in all six Asian education systems as well as a negative and significant quadratic relationship in two of the six education systems. The study provides important understanding about the role of family SES in shaping the academic performances of students in these Asian education systems, especially those from the most socioeconomically privileged families.

Mathematical Modeling in Problem Situations of Daily Life

Abstract: The study focuses on the elements involved in mathematical modeling. Some of the problem situations dealt with include the following: athletics, throwing a ball, the time it takes to warm up a car or an oven, filling and emptying containers, cycling, the movement of a wheel as it turns upon its axis or that turns without skidding, a pendulum, a real and a toy car, the movement of a motorcycle. The video that was taped by the students was treated using the Tracker software and analyzed in order to relate the verbal, graphic, analytical and numerical approaches with the problem situation chosen by each collaborative group. We have concluded that this manner of working generates knowledge, interest in learning mathematics individually and collaboratively, as well as fostering values the likes of punctuality, honesty, responsibility and respect, to mention only a few, all of which are so necessary in current society.

The Impact of Flipped Instruction on Middle School Mathematics Achievement

Abstract: The purpose of this causal comparative quantitative research study was to examine the effectiveness of flipped instruction on middle school mathematics achievement. The effectiveness of the flipped classroom in closing the existing achievement gap among students of various ethnic sub-populations, socio-economic statuses, and within pre-AP mathematics classes was investigated in this study. Propensity score matching was used to match students taught by the same teacher within control and treatment groups using 1:1 nearest neighbor matching with a caliper of 0.25 SD. The matched student data were analyzed using multilevel modeling. The results indicated that no significant differences existed between the STAAR Mathematics scale scores of African American, Hispanic, White, economically disadvantaged, non-economically disadvantaged, and pre-AP mathematics students in flipped or traditional classrooms. Time is a valuable resource, and strategies are needed to increase learning and teaching time. Educational leaders can impact student achievement through the selection and implementation of effective instructional strategies (Onorato, 2013). Flipped instruction, or the flipped classroom, is an instructional approach that allows educators to “radically rethink how they use class time” (Tucker, 2012, p. 82). It is gaining momentum and attention in the learning community and could be selected by educational leaders to positively influence student achievement. The flipped classroom essentially ‘flips’ what is traditionally done in class and what is traditionally done as homework. The flipped classroom is an “inverted approach in which the students’ homework is to view a recording of the lecture, and class time is used for active problem-solving activities with instructor guidance” (DeMaio & Oakes, 2014, p. 340). In the traditional mathematics classroom, students listen to the instructional lecture during class time and practice mathematics problems in the time remaining at school and finish at home. In contrast, in the flipped mathematics classroom, students view instructional lecture videos at home and practice mathematics problems during class time. The flipped classroom could offer a solution for teachers and administrators who want to maximize the use of class time to increase student achievement (DeMaio & Oakes, 2014). In the flipped classroom “students learn by doing, and ... the doing is happening within a hand-raise of the teacher. Students are no longer at home in isolation and unsupported while they do the difficult work of learning” (Fulton, 2012, p. 22). When students watch lecture videos prepared by their teacher outside of class time, they are prepared to engage in meaningful practice during class. This also allows the teacher to differentiate for students and work with individual students or small groups each day. Differentiated instruction points to “achievement gains on standardized tests, including mathematics assessments” (Chamberlin & Powers, 2010, p. 116). 1 Mathematics Facilitator, Mesquite Independent School District. amandamartin831@gmail.com 2 Assistant Professor, Master’s Degree and Principal Preparation Program Coordinator, Texas A & M University Commerce, Department of Educational Leadership, USA. Melissa.Arrambide@tamuc.edu, 214-405-5619 3 Assistant Professor, Interim Department Head, Texas A & M University Commerce, Department of Educational Leadership, USA. Chuck.Holt@tamuc.edu, 903-353-4112 Martin, Arrambide & Holt 99 Teachers can engage students in learning activities tailored to their needs and “most importantly, all aspects of instruction can be rethought to best maximize the scarcest learning resource – time” (Tucker, 2012, p. 82). Time for practice and solving problems is valuable, and using technology maximizes learning time in the flipped classroom. Significance of the Research The intent of the causal comparative quantitative study was to identify whether the flipped instructional strategy was an effective approach to increase mathematics achievement for middle school students. Closing the achievement gap among ethnic sub-populations is a goal for many academic programs (Chamberlin & Powers, 2010). African American and Hispanic students are expected to exemplify success on state assessments at the same level as their White peers, and an instructional approach must be found to close the achievement gap. Mathematics achievement trends “suggest that the gap between some minority and White students persists and may even be widening” (Bol & Berry, 2005, p. 33). Student achievement is paramount, and educational leaders seek effective instructional strategies to employ in the learning environment to close the achievement gap among students of various ethnic sub-populations. In addition, studies reveal that economically disadvantaged students typically perform below their mainstream counterparts and “there is a considerable gap in test performance between students from poor families and those from non-poor families” (Flores, 2007, p. 30). Teachers and administrators need instructional approaches that positively impact student achievement and creatively use valuable instructional time. Statement of the Problem The accountability system in Texas is rigorous and holds districts, administrators, teachers, and students to high standards. Students in the state of Texas are evaluated annually for performance on the State of Texas Assessment of Academic Readiness (STAAR). School districts in Texas must ensure that all students learn required content and must look carefully at achievement gaps between students of various ethnicities and socio-economic statuses (Texas Education Agency, 2010). In the state of Texas, 79% of students in all grades met expectations on the 2013 State of Texas Assessment of Academic Readiness (STAAR) Mathematics assessment. However, an achievement gap exists between ethnic sub-populations. White students outperform their African American and Hispanic peers. In addition, students who are economically disadvantaged perform slightly lower than non-economically disadvantaged peers. Efforts must be made to close the achievement gap. Teachers are looking for innovative ways “to instruct technology age students, administrators are seeking new ways to lead teachers in an age of increasingly uncertain resource allocations, and district officers are looking for new ways to train instructional leaders for the 21st century” (Smith & Addison, 2013, p. 135). As new instructional strategies are needed to close the achievement gap and engage students, flipped instruction was examined. Purpose of the Study The purpose of this quantitative study was to examine the effects of the flipped classroom on middle school mathematics achievement when compared to the traditional classroom. Another aim was to determine the effectiveness of the flipped classroom as an instructional approach in closing the existing achievement gap among identified student groups, including African American, Hispanic, White, and economically disadvantaged and noneconomically disadvantaged. The effectiveness of the flipped classroom in the instruction of students within pre-AP classrooms was also examined. To measure student achievement, scale scores from the STAAR Grade 8 Mathematics and STAAR Grade 7 Mathematics, used as a covariate, were reported, collected, and analyzed. Flipped instruction is a new instructional strategy used in the classroom with little research regarding its effectiveness. The results of the study can inform educational leaders as they choose effective instructional strategies to implement in the learning environment.

Investigating the Influence of the Level of Inquiry on Student Engagement

Abstract: Previous studies investigating student-generated questions in a laboratory class compared inquiry to a traditional approach without characterizing the inquiry level. This study investigated the influence of inquiry level on the quantity and quality of student-generated questions over one semester in a General Chemistry course with 356 participants. The researchers studied two types of inquiry in labs: structured inquiry and open inquiry. Quantity and quality of student-generated questions were analyzed and student attitudes were measured using a LIKERT survey while content knowledge was assessed via post-test. A close relationship was not found between the level of inquiry and the quantity or quality of student-generated questions, student attitudes or content knowledge. However, the data highlighted the importance of the teacher in the quantity and quality of student questions.

Money literacy, shopping and purchasing patterns among primary school students in Malaysia

Abstract: The purpose of this study was to identify the understanding of money literacy, shopping and purchasing patterns among primary school students in Malaysia. This study was conducted among 800 primary school students who were randomly selected using multistage sampling from five different states in Malaysia, including East Malaysia. Money literacy was measured using 11 questions related to subject while shopping and purchasing patterns were measured using 12 questions related to subject. Results showed that primary school students in Malaysia have moderate understanding regarding money. Most of the students understand only on the subjects that involved in their daily routines but they are lacking in other money matters which were not directly related or experienced by them. Results also showed that the patterns of spending and purchasing of primary school students in Malaysia still need changes for the better. Parental involvement or influences in the purchasing patterns of the students were low, plus the results also showed that there were less discussions about expenses between the two sides; parents and students. Surprisingly, findings also showed that there were already indebted practices among the students who are still in primary school and it is at high percentages.

The Impact of Arts Education to Enhance of Aesthetic Sense Ability for Basic Level Pupils

Abstract: This paper studies the impact of arts education to enhance of aesthetic sense ability for basic level pupils. The descriptive analytical and experimental methods are used in this research. The study sample consists of pupils totaling (20) pupils of the third level, batch (2005-2006) from (Rofida) Basic School a private girl’s school, one of the schools of: The private Education schools of the African council. Republic of the Sudan. The aim of this study is to recognize of aesthetic sense and the arts as essential components of a comprehensive education leading to the full development of the individual that will ensure full and harmonious development and participation in social and artistic life. The results showed there are significant differences in the experimental group after the test, which confirms that the teaching of art education leads to enhance of aesthetic sense ability for basic level pupils. The researcher recommended to recognizing that art education brings the aesthetic sense through engendering a range of cross-cutting skills and behaviors and values.

Inside We Learn, outside We Explore the World – Children’s Perception of a Weekly Outdoor Day in German Primary Schools

Abstract: The observable new attention for space in social and educational sciences since the 1990s (spatial turn) exhibits an increasing focus on the spatial constitution of children’s learning and living spaces. In particular, the classroom as a learning environment is of relative importance, but the discourse about the socio-spatial opening of school also brings extracurricular educational facilities into focus. Two perspectives, however, remain largely neglected: 1) The children’s point of view concerning lessons at extracurricular learning places and 2) The analysis of the children’s practices of appropriation of the (outdoor) school space. The present article uses approaches of spatial and activity theory as well as group conversations with primary school children as an empirical basis in order to shed light on this topic by analyzing the children’s practices of appropriating space during regular instruction at extracurricular learning places in the German outdoor school (Drau ßenschule).

The Effects of Teaching Critical Thinking Persist Over Time

Abstract: The aim of the work is to determine whether the skills of critical thinking persist over time; i.e., whether they endure after training. To accomplish this, we carried out a follow-up study of a sample instructed in critical thinking four years previously. We applied an instruction program, ARDESOS, to this sample and assessed the improvement in the basic skills of critical thinking. After checking the improvement in competencies we re-appraised it four years later. The results show that once the students’ university studies had been completed these competencies persisted and even improved with respect to those acquired after instruction in all the dimensions of critical thinking except one. Here we detail the whole process of evaluation and the results obtained.

Environmental Professional Competence Education: A Need of University Students and Present and Future Society

Abstract: This paper is aimed at analyzing professional competencies, particularly university students’ environmental professional competencies (EPC). Understanding the meaning and sense of professional competencies lead the authors to recognize the need of integrating conceptual, procedural and attitudinal knowledge, to distinguish between general professional competencies and environmental professional ones, and to design activities for educating and fostering their development on the basis of recognizing a distinctive character, determined by the social object of each career and its actual corresponding formative process. The study examines not only world-wide published materials on the topic but the university educational practices of several Latin-American countries. The findings also include a definition for EPC that takes their function and the specific environmental content into account. The importance of EPC in satisfying university education requirement is also appraised. From authors’ perspective an important reference is contributed for similar studies in other areas of education. These findings prove the necessity of a finest conceptual precision of environmental professional competence education in current conditions.

Utilizing Problem Based Learning in Pre-Service Teacher Education: Experiences of Prospective Teachers in Pakistan

Abstract: The quintessence of learning will be figuring out how to learn and think with a specific goal to meet the demands of the 21st century. Specifically, learners ought to be prepared to work in various situations with numerous unpredictable requirements. The present experimental study depicts the experiences of prospective teachers while studying a course through Problem Based Learning. The study was conducted by using a quasiexperimental design. The lecture-cum-discussion method was followed in the control group, whereas the lessons in the treatment group were implemented according to the 7-steps of Problem-Based Learning. A purposive sample of two groups (control and experimental group) of female prospective teachers studying the course of Educational Research enrolled in Department of Education, International Islamic University Islamabad was taken for the study. The experimental group (N=30) described their experiences of learning the course through PBL in interviews. The analysis was done through coding the responses and making themes.