Problem-based learning in formal and informal learning environments

Problem-based learning (PBL) is a student-centered instructional strategy in which students solve problems and reflect on their experiences. Different domains need different approaches in the design of PBL systems. Therefore, we present one case study in this article: A Java Programming PBL. The application is developed as an additional module for the Learning Management System (LMS). This way the LMS is extended by PBL functionality and the LMS learning resources can be used in PBL.     

On the history of national physics in physics teaching

At this time big and important transformations of the social system are taking place in my country. In consequence of this process, practically all concepts, notions, traditions and criteria are changing. So Slovak society is in need of new ideas. Undoubtedly, history may become a source of such ideas. One can expect this for the history of physics in Slovakia too.     

Algebraic criteria for positive realness relative to the unit circle

A purely algebraic algorithm is developed for testing positive real character of real rational functions and matrices relative to the unit circle in the complex plane. Since the algorithm is entirely recursive and is performed in finite number of steps, it is suitable for machine computations.     

Families of children on the autism spectrum: experience of daily life and impact of parent education

Information and support for families of children on the autism spectrum is limited in south-east Europe. A three-year project, Equity and Social Inclusion Through Positive Parenting (ESIPP), was established to develop and provide parent education (PE) in autism for families in Croatia, Cyprus and North Macedonia. This paper presents findings from Croatia regarding family life and the impact of PE. Data were collected via pre- and post-PE questionnaires and semi-structured interviews. Participants discussed the impact of autism on family life, the difficulty of obtaining a diagnosis, the importance of family support (and varying experience of formal support), common experiences of stigma and social exclusion and concerns for the future. The value and benefit of PE is identified, and recognition of its impact within Croatia has ensured its ongoing provision.     

Slovenian young researchers’ motivation for knowledge transfer

A programme for the promotion of science and doctoral studies called the Young Researchers Training Programme has been developed in Slovenia. Since it began, the programme has been substantially funded and over 6,000 young people have participated in it. However, no evaluation of the programme’s effectiveness has yet been conducted. In this study we identified young researchers’ motivation for entering the programme, their assessment of the training and links to knowledge transfer into practice as the principal idea behind the programme. Two training groups, university based young researchers and company based young researchers, are compared in order to assess whether the type of training affects knowledge transfer. The analyses show that young researchers in the economy are more involved in direct knowledge transfer and their motivation to do so is mainly intrinsic. On the other hand, university based young researchers need extrinsic incentives to cooperate in projects in economic sector, for their motivation is more oriented towards academic research. Implications for Slovenia, as well as for other countries’ higher education policies, are discussed.     

Musculoskeletal anatomy knowledge in Australian chiropractors

Anatomy is a key knowledge area in chiropractic and is formally offered in the undergraduate component of chiropractic education. There is the potential for loss of anatomy knowledge before the opportunity to apply it in a clinical setting. This study aimed to determine whether chiropractic clinicians retain a level of anatomy knowledge comparable to that of chiropractic students and to compare chiropractors' self-rating of their anatomical knowledge against an objective knowledge assessment tool. A previously validated multiple-choice test was utilized to measure retention of limb musculoskeletal (MSK) knowledge in Australian chiropractors. One hundred and one registered chiropractors completed the questionnaire and responses were scored, analyzed, and compared to scores attained by undergraduate and postgraduate chiropractic students who had previously completed the same questionnaire. The results indicated that practitioners retained their anatomy knowledge, with a significantly higher total mean score than the undergraduate group [total mean score = 36.5% (±SD 13.6%); P < 0.01] but not significantly different to the postgraduate group [total mean score = 52.2% (±SD 14.1%); P = 0.74]. There was a weak positive correlation between chiropractors' self-rated knowledge and test performance scores indicating the effectiveness of this Australian chiropractic group in self-assessing their anatomy knowledge. This study found that Australian chiropractors' knowledge of MSK anatomy was retained during the transition from university to clinical practice and they accurately evaluated their own test performance.     

Teacher and parental views on inclusive education policy lending in the Czech Republic

In international education policy articulations by organisations such as the UNESCO, inclusive education is defined rather vaguely, usually in terms of human rights. Yet, national reception it is more or less taken for granted. Analyses of policy lending show that when national education traditions are not respected, the lack of clarity about the concrete form of inclusion is further augmented by resistance to a foreign import. Taking the example of the implementation of inclusive education in the Czech Republic, a secondary analysis of survey results on responses from teachers and parents is presented. This analysis contributes to a better understanding of the reactions of two groups of actors who have had only a marginal involvement in preparing the implementation of inclusion; specifically, teachers at ordinary schools and parents of pupils with special education needs. Teachers are critical of inclusion, which they regard as special care for individual pupils with special education needs. It is only in schools which have lengthy experience with integration that a transformation of the school culture and the teaching profession in the direction of greater teamwork has taken place. The imperative of inclusion coming from above is regarded more as interference with what is a spontaneous development. The view of parents to pupils with special education needs was that systemic support to inclusion was lacking. Parents are forced to be intermediaries between other actors, but often do not have enough information and are not respected by teachers as experts on their children.