scholarly journals Metacognitive Knowledge and Mathematical Intelligence—Two Significant Factors Influencing School Performance

Mathematics ◽  
2020 ◽  
Vol 8 (6) ◽  
pp. 969 ◽  
Author(s):  
Vlastimil Chytrý ◽  
Jaroslav Říčan ◽  
Petr Eisenmann ◽  
Janka Medová
Keyword(s):  
School Performance ◽  
School Success ◽  
Educational Practice ◽  
Metacognitive Knowledge ◽  
Dimensional Model ◽  
The Czech Republic ◽  
School Subjects ◽  
Zero Correlation ◽  
Mathematical Problems ◽  
Significant Factors

Metacognitive knowledge and mathematical intelligence were tested in a group of 280 pupils of grade 7 age 12–13 years in the Czech Republic. Metacognitive knowledge was tested by the tool MAESTRA5-6+. Mathematical intelligence is understood as an important criterion of a learner’s ability to solve mathematical problems and defined as the specific sensitivity to the six particular phenomena: causality, patterns, existence and uniqueness of solution, geometric imagination, functional thinking, and perception of infinity. The main objective of the research is to explore relationships and links between metacognitive knowledge and mathematical intelligence of the learners and discover the scope of impacts of their metacognitive knowledge on the school success rate. Based on the collected answers and nearly zero correlation (r = 0.016) between the researched domains, a two-dimensional model considering the correlations between metacognitive knowledge and mathematical intelligence was designed. The developed model enables to describe an impact of the domains on the learner’s school performance within the selected school subjects, and concurrently, it emphasizes their importance within the educational practice as such.

scholarly journals Effect of water features proximity on farmland prices in a landlocked country: the consequences for planning

2017 ◽  
Vol 12 (No. 1) ◽  
pp. 18-28 ◽  
Author(s):  
P. Sekáč ◽  
M. Šálek ◽  
A. Wranová ◽  
P. Kumble ◽  
P. Sklenička
Keyword(s):  
Water Resources Planning ◽  
The Czech Republic ◽  
Explanatory Variables ◽  
Land Prices ◽  
Five Factors ◽  
Real Estate Brokers ◽  
Farmland Prices ◽  
Agricultural Use ◽  
Resources Planning ◽  
Significant Factors

Conversion of farmland to non-farm uses significantly influences the spatial variability of farmland prices. We tested 12 factors of land prices that experienced real estate brokers indicated to be the most important determinants for the conversion of farmland to non-agricultural use. Five factors can be described as landscape, four as geographic, and three as climatic explanatory variables influencing farmland prices. Our results indicate that the two most powerful factors in explaining the sales price per square metre were proximity to a river and proximity to a lake. In both cases, the price of land diminished significantly with the increasing distance from the edge of water bodies, so the prices in their immediate vicinity are 3.5 to 3.7 times higher than the prices of similar lands more than 5 km from the edge of a water body. The other significant factors were population size of the nearest municipality and percentage representation of forest. The fact that the two most powerful factors indicate the distance to a river, brook, lake or pond shows how important are these freshwater features as determinants of farmland prices in a landlocked country such as the Czech Republic, where this study was performed. The consequences of this finding for water resources planning and management are discussed.

scholarly journals A simple model for the estimation of the number of fatalities due to floods in central Europe

2014 ◽  
Vol 14 (7) ◽  
pp. 1663-1676 ◽  
Author(s):  
M. Brazdova ◽  
J. Riha
Keyword(s):  
Central Europe ◽  
Pairwise Comparison ◽  
The Czech Republic ◽  
Factors Affecting ◽  
Hazard Exposure ◽  
Proposed Model ◽  
River Floods ◽  
Using Data ◽  
Human Losses ◽  
Significant Factors

Abstract. In this paper a model for the estimation of the number of potential fatalities is proposed based on data from 19 past floods in central Europe. First, the factors contributing to human losses during river floods are listed and assigned to the main risk factors: hazard – exposure – vulnerability. The order of significance of individual factors has been compiled by pairwise comparison based on experience with real flood events. A comparison with factors used in existing models for the estimation of fatalities during floods shows good agreement with the significant factors identified in this study. The most significant factors affecting the number of human losses in floods have been aggregated into three groups and subjected to correlation analysis. A close-fitting regression dependence is proposed for the estimation of loss of life and calibrated using data from selected real floods in central Europe. The application of the proposed model for the estimation of fatalities due to river floods is shown via a flood risk assessment for the locality of Krnov in the Czech Republic.

Readability of a Rhetorically Linked Expository Paragraph

1980 ◽  
Vol 51 (1) ◽  
pp. 245-246
Author(s):  
William J. Vande Kopple
Keyword(s):  
High School ◽  
School Subjects ◽  
New Information ◽  
Expository Prose ◽  
A Chain ◽  
Significant Factors

This research is part of an attempt to discover significant factors of readability for connected expository prose. Keeping the content of two paragraphs identical, I varied their forms using the Functional Sentence Perspectivists' rule for relating old and new information within the sentences of discourse. The rule-governed form contains a chain of old and new information; in the variant this chain is disrupted. In two tests involving subjective readability decisions, a significant number of 272 high-school subjects found the rule-governed paragraph more readable than the variant. This is additional evidence that we should follow the Functional Sentence Perspectivists' rule in writing discourse.

scholarly journals Inclusão: a expectativa do professor quanto ao desempenho acadêmico do aluno surdo

2019 ◽  
Vol 86 (213/214) ◽  
Author(s):  
Andreza Leão ◽  
Maria Costa
Keyword(s):  
Academic Performance ◽  
School Performance ◽  
Private Schools ◽  
Teaching Methods ◽  
School Success ◽  
Deaf Students ◽  
Academic Production ◽  
Academic Activities ◽  
Educational Implications ◽  
The City

Analisa as expectativas dos professores quanto ao desempenho escolar dos alunos surdos incluídos, comparando-o ao dos ouvintes, e, a partir disso, verificar os efeitos para situações de sucesso ou fracasso escolar. Os instrumentos utilizados foram: um questionário, notas acadêmicas nas disciplinas de Língua Portuguesa e Matemática, análise da produção acadêmica e diário de campo. Participaram do estudo 16 professoras de alunos surdos incluídos nas redes de ensino públicas (estadual e municipal) e particular da cidade de São José dos Campos, SP. As professoras avaliaram 32 alunos, sendo 16 surdos e 16 ouvintes. Quanto aos alunos surdos, verificou-se terem demonstrado um desempenho acadêmico inferior ao apresentado pelos ouvintes: as notas por eles obtidas nas duas disciplinas consideradas no estudo foram inferiores às dos alunos ouvintes. Quanto à produção acadêmica e anotações do diário de campo, foi verificado também diferença entre eles, sendo que os surdos demonstraram mais dificuldades que os ouvintes para realizar as atividades. Os resultados mostram que as expectativas dos professores quanto ao aspecto acadêmico desses alunos são compatíveis, ou seja: realmente, os alunos surdos apresentaram um rendimento acadêmico inferior ao obtido pelos ouvintes. Inúmeras são as implicações educacionais desta constatação, tanto no que se refere à formação do professor quanto à prática pedagógica por ele adotada e suas repercussões no desenvolvimento, na aprendizagem e na motivação dos alunos. Para que isso não interfira negativamente no desempenho acadêmico dos alunos surdos, faz-se necessário preparar adequadamente os docentes. Palavras-chave: avalição de desempenho; rendimento escolar; surdos. Abstract The present study aims at analyzing the expectations of teachers in relation to school performance of deaf students, comparing it to hearing students, and to verify situations of school success or failure. The instruments used were: a questionnaire, scores in Portuguese and in Mathematics, an analysis of the academic production and field journals. Sixteen teachers of deaf students of public (state and municipal) and private schools in the city of São José dos Campos/SP participated in the study. The teachers evaluated 32 pupils, being 16 deaf and 16 hearing. Concerning the deaf students, one verified that they presented an inferior academic performance when compared to the hearing ones. The scores achieved by deaf students, in the two disciplines considered in the study, were inferior to the ones achieved by hearing students. In relation to the academic production and notations on the field journal, one verified that there was a difference between these pupils, being that the deaf students had presented more difficulties than the hearing students to carry through academic activities. These results point out that the expectations of teachers in relation to the academic performance of these pupils are compatible, i.e, deaf pupils had really presented an inferior academic performance when compared to the hearing students. There are innumerable educational implications from this result, as much as it relates to teachers' formation, as to their teaching methods and to the repercussions in the development, learning and motivation of the students. In order not to negatively intervene with the academic performance of deaf students, it is necessary to adequately prepare teachers. Keywords: inclusion; deaf students; school performance and expectation.

scholarly journals Bringing deep learning to the surface

2020 ◽  
Vol 4 (2) ◽  
pp. 25-41
Author(s):  
Øystein Winje ◽  
Knut Løndal
Keyword(s):  
Deep Learning ◽  
General Education ◽  
International Education ◽  
Curriculum Reform ◽  
National Curriculum ◽  
Cognitive Learning ◽  
Educational Practice ◽  
Learning Theories ◽  
Future Research ◽  
School Subjects

Deep learning is a key term in current educational discourses worldwide and used by researchers, policymakers, stakeholders, politicians, organisations and the media with different definitions and, consequently, much confusion about its meaning and usage. This systematic mapping review attempts to reduce this ambiguity by investigating the definitions of deep learning in 71 research publications on primary and secondary education from 1970 to 2018. The results show two conceptualisations of the term deep learning—1) meaningful learning and 2) transfer of learning—both based on cognitive learning perspectives. The term deep learning is used by researchers worldwide and is mainly investigated in the school subjects of science, languages and mathematics with samples of students between 13 and 16 years of age. Deep learning is also a prevalent term in current international education policy and national curriculum reform, thus deeply affecting the practice of teaching and learning in general education. Our review identifies a lack of studies investigating deep learning through perspectives other than cognitive learning theories and suggests that future research should emphasise applying embodied, affective, and social perspectives on learning in the wide array of school subjects, in lower primary education and in a variety of sociocultural contexts, to support the adaptation of deep learning to a general educational practice.

Measurement of Metacognitive Knowledge of Self, Task, and Strategies in Mathematics

2012 ◽  
Vol 28 (3) ◽  
pp. 227-239 ◽  
Author(s):  
Anastasia Efklides ◽  
Symeon P. Vlachopoulos
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Convergent Validity ◽  
Critical Role ◽  
Predictive Ability ◽  
Metacognitive Knowledge ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Mathematical Problems

The present study investigated the validity of the Metacognitive Knowledge in Mathematics Questionnaire (MKMQ), which taps the (1) metacognitive knowledge of the self (easiness/fluency vs. difficulty/lack of fluency the person has had in the past in basic mathematical notions); (2) the metacognitive knowledge of tasks (easy/low demands vs. difficult/high demands mathematical tasks), and (3) the metacognitive knowledge of strategies (cognitive/metacognitive strategies, competence-enhancing strategies, and avoidance strategies that serve coping with lack of fluency in mathematical task processing). The MKMQ was first administered to 311 junior high school students (grades 7 and 9) and then to 214 university students for crossvalidation. Confirmatory factor analyses confirmed the presence of 7-first-order interrelated factors. In both samples the convergent validity was tested correlating the seven factors with measures of self-concept in mathematics and mathematical ability. Predictive ability was tested using regression analyses in which the criterion variables were mean performance and feelings of difficulty in the processing of three mathematical problems. The findings support the theoretical claim that experience of difficulty is playing a critical role in the organization of metacognitive knowledge.

Child's Readiness for Compulsory Education in the Context of Research and Development Aimed at Czech Kindergartens

2019 ◽  
pp. 104-118
Author(s):  
Eva Šmelová ◽  
Karel Rýdl
Keyword(s):  
Czech Republic ◽  
Compulsory Education ◽  
Preschool Education ◽  
Educational Practice ◽  
Preschool Curriculum ◽  
The Czech Republic ◽  
Key Competences ◽  
Negative Impacts ◽  
Faculty Of Education ◽  
Research Studies

The present review study informs the readers about the development and the concept of school maturity and about research studies performed during the last 10 years at the Faculty of Education, Palacký University in Olomouc. The first part of the study presents an overview of experimental as well as theoretical approaches in the area of starting compulsory education in the context of chronological changes related to psychology, education, and education policy. The second part of the study comprises an overview of research studies and relevant outcomes in the context of preschool curriculum. The present study is based on research conducted at the Faculty of Education, Palacký University under various projects and theses. The third part of the study includes a critical analysis, the purpose of which is to identify positive and negative impacts of current approaches on preschool education. The final part includes recommendations for educational practice in kindergartens. The objective of the paper is to describe the development of the concept of school maturity, which has a significant effect on starting compulsory education and children's attitudes to school and learning. The results presented herein not only highlight the system of assessment of school maturity in the Czech Republic but also the problem areas that need to be addressed in order to achieve the objectives of the preschool curriculum and develop children's key competences. In many European countries, preschool education is being reformed to reflect on the introduction and verification of the preschool curriculum. The results have the potential to open a broad international debate on the issue of preparing children for starting school in the context of the development of their key competences. The present research study is of a mixed design. The basic method is a document content analysis. The analysis was performed from a historical development perspective and included relevant documents, legal acts, and data from previous research studies carried out in the Czech Republic. Based on the resulting data, an overall assessment was performed and practical conclusions for kindergartens formulated. The research was conducted between 2016 and 2017.

Weed vegetation of arable land in the Czech Republic: environmental a management factors determining weed species composition

Biologia ◽  
2014 ◽  
Vol 69 (4) ◽  
Author(s):  
Michaela Kolářová ◽  
Luděk Tyšer ◽  
Josef Soukup
Keyword(s):  
Czech Republic ◽  
Species Composition ◽  
Arable Land ◽  
Vegetation Period ◽  
Vegetation Composition ◽  
Weed Species ◽  
The Czech Republic ◽  
Winter Cereals ◽  
Root Crops ◽  
Significant Factors

AbstractThis paper reports on the current situation in weed vegetation composition on arable land in selected areas of the Czech Republic, assessment of influence of selected variables: applied management systems (conventional, organic), crops (winter cereals, root crops) and altitude and ranking of the importance of these particular factors. A phytocoenological survey was conducted from 2006 to 2008 during a vegetation period using relevés that were 100 m2 in size, placed in the central part of fields. In total, 202 relevés of agricultural vegetation were recorded. The combined environmental variables explained 10.6% of the variability. Based on the pCCAs, the highest effect was found at altitude, which explains 5.1% of the species composition variability. The second and third most significant factors are crop and management system, which explain 3.3% and 1.8% of the variability, respectively. The lowlands were generally characterised by the thermophilous summer annual weed species. The higher altitudes were populated by species that are typical for colder areas and poor, humid, and acidic soil types, such as cambisoil.

scholarly journals Correlative Study between Personality Traits, Student Mental Skills and Educational Outcomes

2021 ◽  
Vol 11 (4) ◽  
pp. 153
Author(s):  
Oussama Bouiri ◽  
Said Lotfi ◽  
Mohammed Talbi
Keyword(s):  
High School ◽  
Personality Traits ◽  
Educational Outcomes ◽  
School Success ◽  
Mental Skills ◽  
Quantitative Methodology ◽  
Pedagogical Intervention ◽  
Low Intensity ◽  
School Subjects ◽  
Cognitive And Metacognitive Strategies

The main purpose of this study is determining the correlations between personality traits, academic mental skills and educational outcomes using a quantitative methodology, based on a non-experimental, correlational study. In addition, the following variables are taken into consideration: gender, grade averages and school cycle. The sample is composed of 695 students: these are two institutions (middle and high school) under the provincial direction of Mediouna. In order to gather the information, participants were asked to complete the 16pf 5 questionnaire and scale measuring academic mental skills. Note that the results obtained are processed by the IBM SPSS 23 software. The results demonstrate that the 16 personality scales of the Cattell 16PF5 test and the 9 school grades have significant correlations: 77.77% of all correlations, with essentially the following factors: abstractedness, tension, emotional stability, dominance, social-boldness, vigilance and apprehension maintain (8/9) significant and positive relationships with 38.88% and low intensity (r = 0.031 to 0.0465). Additionally, mental skills (affective, cognitive and metacognitive strategies) and grades have significant correlations with 70.37% of all calculated correlations, with low, average and/or positive, negative intensities, according to each strategy with each grade of school subjects. In the end, it is necessary to make considerable efforts to better understanding the multidimensionality of school success and to ensure an effective and relevant pedagogical intervention.

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