The article focuses on the phenomenon of financial literacy of students. Financial literacy is treated as a combination of financial knowledge and the decision-making process where one has to make a ...choice based on experience and theory. The aim of this paper is to draw attention to the essence of financial literacy, including knowledge of banking(especially of young people). For this purpose, a literature review was used. Own research complements the topic as a case study, where the author verifies whether students assess their knowledge in a way that corresponds to reality and verifies whether students need to expand their financial knowledge sorely necessary nowadays. The survey was completed by 380 students from University of Information Technology and Management in Rzeszów, of both economic and non-economic field of studies. There are some unexpected results, for example the most important is that students from a financial field of studies end up with worse results than their peers from the non-financial degree programs.
Introduction: The skin of modern people is exposed daily to a number of irritants like stress, consequences of inadequate diet, exposure to chemicals and plastics. Those factors can pose a challenge ...not only for delicate skin of a child, or a woman, but also for more resistant skin of men. Every type of complexion requires individual care, adjusted to different conditions and life circumstances. The choice of proper skin care products should be based on basic skin type and also one's gender. Objectives: Evaluation of differences in students' knowledge about skin care in relation to their gender. Material and methods: Evaluation of students' knowledge concerning proper skin care guidelines was conducted among 210 students (150 women and 60 men) using anonymous survey. Results: Majority of male respondents determined their skin type as a normal one (56.6%), majority of female respondents as a combination type (51.3%). Men in contrast to women are more often unable to evaluate the type of their own skin (16.7% vs 4.0%). Acne was the most common skin condition students of both sexes complained about. Daily skin care activities are performed by 96.6% interviewed women and 63.3% men. The regular use of face skin care products was reported by 87.3% of women and 31.6% of men. Conclusions: 1. Majority of women evaluate their basic skin type as combination one, most men regarded their skin type as normal . 2. Women more often than men take care of their skin and use adequate skin care products. 3. Facial moisturizing lotion is the most frequently chosen skin care product by both women and men.
Introduction: The skin of modern people is exposed daily to a number of irritants like stress, consequences of inadequate diet, exposure to chemicals and plastics. Those factors can pose a challenge ...not only for delicate skin of a child, or a woman, but also for more resistant skin of men. Every type of complexion requires individual care, adjusted to different conditions and life circumstances. The choice of proper skin care products should be based on basic skin type and also one's gender. Objectives: Evaluation of differences in students' knowledge about skin care in relation to their gender. Material and methods: Evaluation of students' knowledge concerning proper skin care guidelines was conducted among 210 students (150 women and 60 men) using anonymous survey. Results: Majority of male respondents determined their skin type as a normal one (56.6%), majority of female respondents as a combination type (51.3%). Men in contrast to women are more often unable to evaluate the type of their own skin (16.7% vs 4.0%). Acne was the most common skin condition students of both sexes complained about. Daily skin care activities are performed by 96.6% interviewed women and 63.3% men. The regular use of face skin care products was reported by 87.3% of women and 31.6% of men. Conclusions: 1. Majority of women evaluate their basic skin type as combination one, most men regarded their skin type as normal . 2. Women more often than men take care of their skin and use adequate skin care products. 3. Facial moisturizing lotion is the most frequently chosen skin care product by both women and men.
In the current study, we address calls for research on the complex nature of integrations of pedagogical content knowledge (PCK) components. This is a multiple case study of six middle-school ...pre-service teachers (PSTs) as they taught science in their school practicum. We investigated the nature of PSTs’ integration between knowledge of students’ understanding (KSU) and instructional strategies (KIS), and their sources of these integrations. The primary data sources were two video stimulated recall interviews during which each PST viewed video recordings of their instruction, and shared reflections on their teaching. Results were represented as PCK maps. The PSTs frequently demonstrated integration of KSU and KIS, often developing topic-specific strategies. Instructional strategies served a variety of goals in response to students’ needs. PSTs referred to specialized science content courses, peer PSTs, learning experiences, and mentor teachers as sources that contributed to the integrations. Implications for research and teacher education are included.
Learning science encompasses learning the language of science, which can pose considerable challenges to students due to its specialized features and structures. Addressing the three-language problem ...(the need to transition between daily, general school and disciplinary languages) and the specific language demands of science thus constitutes part of the larger goal of promoting disciplinary literacy. Most studies have focused on the conceptual demands of science learning and have not examined what knowledge teachers require to support students’ learning of the language of science. In this study, we focus on science teachers’ knowledge of students (KS) for addressing the language demands of science. This qualitative case study has two aims: (1) to unpack a teacher’s KS related to their language use in science and (2) to uncover how this KS informs teaching practices. Transcripts of teacher interviews, lesson planning sessions and lessons drawn from two Grade 4 science classrooms taught by a primary science teacher constituted the data for this study. We identify five aspects of KS (i.e. prior knowledge of and about language, difficulties with language, abilities across modes of language and across subject areas and learning progress) that inform four distinct teaching practices. This case study highlights and unpacks a dimension of KS that is often overlooked in the current literature on pedagogical content knowledge (PCK) for science teaching. The implications to teachers’ PCK, science teaching and teacher professional development are discussed in light of the findings.
In Indonesia, pre-service mathematics teacher education is strictly supervised so that Pedagogical Content Knowledge (PCK) becomes an important aspect to build the quality of learning. This study ...aimed to explore pre-service mathematics teachers’ PCK based on gender and academic skills. To obtain rich and in-depth data, a qualitative approach was used. A total of 70 subjects aged between 19 – 21 years old participated in this study. There were two subjects selected based on their academic skills and gender. Using a grounded theory approach, we conducted a preliminary analysis, open coding, axial coding to obtain the three PCK components, namely Knowledge of Subject Matter (KSM), Knowledge of Pedagogy (KP), and Knowledge of Student (KS). Research findings revealed that the pre-service teachers’ pedagogical content knowledge in terms of knowledge of subject matter was categorized as good in mathematics learning. As for their knowledge of pedagogy, the male subjects presented the concepts by employing the expository strategy, the female subjects with high skills used the guided discovery, and the female subjects with average skill also employed the strategy of expository. In the aspect of knowledge of students, the subjects with average skills overcame students’ misconception by explaining the procedures and using the strategy of asking, but the subjects with high academic skills did not only implement the two previous strategies but also used their reasoning behind every procedure of problem-solving that they carried out. These findings can be used as recommendations for the development of mathematics learning.
Introduction: Although there is ambiguity about the elements of teacher knowledge, all researchers accept that being able to anticipate what errors can be made, the reasons for and the strategies to ...overcome these errors, in short, the knowledge of students is important for student achievement. In this study, knowledge of students refers to being aware of students' possible errors and underlying reasons for these errors and knowing how to overcome these errors. Based on this consideration, the purpose of this study is to investigate pre-service elementary teachers' knowledge of students on the subtraction topic. Methods: Considering the purpose, the data were collected from 118 pre-service elementary teachers who were enrolled in a four-year Elementary Teacher Education program via a task-based questionnaire related to the topic of subtraction and semi-structured interviews following the questionnaire. The task-based questionnaire included three completed incorrect subtraction tasks and was prepared considering the related literature and the elementary school mathematics curriculum of Turkey. Each task in the questionnaire contained a different type of error. The pre-service elementary teachers' answers to the task-based questionnaire were categorized as correct, partially correct, wrong, or no answer by means of categorical analysis. The pre-service elementary teachers who gave correct and partially correct answers to the tasks were asked to participate in the second part of the study to learn their possible strategies to overcome the errors made in the tasks. Results: As a result of the quantitative and qualitative analysis of the pre-service elementary teachers' responses, it was found that their knowledge of students for subtraction is limited. Specifically, although the pre-service elementary teachers were partially able to identify the errors in the first and second task, they were not able to identify the error in the third task. Furthermore, they were better able to determine a more commonly occurring subtraction error compared to the uncommon ones. The pre-service elementary teachers could not identify the underlying reasons that led the students to the errors. They could not explain what conceptual knowledge related to the topic of subtraction the student lacked that resulted in the errors. As the pre-service teachers did not attain these reasons, they were not able to provide strategies to overcome these errors different than restating the rules or procedures to overcome students' errors. Discussion: Only being able to identify the errors is not enough to make the instruction effective. Teachers also need to know and provide a rationale for why the errors happen and how to overcome them (Even & Tirosh, 1995). Contrary to this statement, the pre-service elementary teachers in this study could not attempt to understand the students' thinking or could not explain the reasons behind students' errors with the notion of subtraction. Son (2013) emphasizes that pre-service teachers tend to explain the reasons for students' errors as procedural. Similar to this emphasis, the pre-service teachers identified the errors as resulting from not applying procedures carefully or not enough knowing algorithms to find correct solutions. However, without addressing the reasons or focusing on procedures does not promote students' understanding of the related topic (An, Kulm, & Wu, 2004). The pre-service teachers' difficulties in identifying the possible conceptual reasons may result from deficits in knowledge of students (Fennema & Franke, 1992; Ball et al., 2008). Limitations: The findings were limited with the responses of the pre-service elementary teachers participating in this study. Moreover, the pre-service elementary teachers' knowledge of students was investigated within the scope of subtraction. Conclusions: Although the pre-service elementary teachers could identify students' errors on subtraction, they had difficulty in identifying the reasons and suggesting strategies to overcome the errors. Therefore, it can be concluded that the pre-service teachers' knowledge of students for the topic of subtraction is limited. An implication of this is that teacher educators need to include error-analysis tasks to help pre-service teachers be aware of the importance of their knowledge of students.
The aim of this case study is to examine mathematics teachers’ knowledge of students’ thinking and its evidences in their teaching. The participants were three secondary mathematics teachers. Data ...were gathered from interviews and observations. While analyzing the data, the framework about teachers’ knowledge of students’ thinking was used. The findings showed that each teacher mainly considered the knowledge of students’ thinking as knowing students’ prior knowledge. They expressed that they benefited from the questions to reveal students’ ideas, encouraged their students to use different solution ways for the problems, and had ideas on misconceptions and difficulties their students might be confronted. The participants also considered students’ prior knowledge in their lessons, but they did not tackle their difficulties, errors and misconceptions unless students asked questions to them. They had the limited approaches for building on students’ mathematical ideas, promoting students thinking mathematics, triggering and considering divergent thoughts, engaging students in mathematical learning, and motivating students learning.DOI: http://dx.doi.org/10.22342/jme.8.2.4144.199-210
In the article the researchers are exploring the integration of traditional and distance learning methods identified as a result of quarantine measures during the coronavirus in high school. The main ...complex contradictions are revealed. Methods and decisions of a complex problem are developed. The tendencies of the development of distance education are researched. Scientific assumptions about an educology methodology are formed. Main stages of modern educational technologies in universities are defined. The study of integration processes between traditional and distance learning is carried out. The relations between subjects and objects of the university department are learned. It was revealed that the structure of the educational process is complicated due to the use of mobile means of communication and distance forms of educational communications in it, which leads to a change in teaching methods and forms. The features of the learning processes of modern students have specific features now. The necessity of using mobile devices and new software is analyzed. Attention is drawn to the fact that not all teachers are well versed in modern means of online group communications. The basic means of group communications such as: Moodle, Zoom, Skype, Teams and others, providing remote communication of students and teachers are analyzed. The features and specificity of these means of communication are considered. Their possibilities are being studied. Results of reengineering studies at the department are presented. The results of testing student training based on modeling methods are presented too. A digital platform of knowledge models, which consists of two components is created and used. The first component is an interconnected set of models of academic disciplines developed by teachers, and the second component is the knowledge models of these disciplines that students create during their studies. Teaching methods based on integrated intelligence during pandemic in universities are made. Ways to improve learning technologies based on the use of integrated intelligence are proposed in high school.
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