The Comparison of Self-Perception of the Use of Learning Strategies in Spanish and Lithuanian Secondary Students When Learning Science

Improving students' learning strategies is important for them in order to learn successfully. This article compares the self-perception of the use of learning strategies in Spanish and Lithuanian secondary schools students when learning science and analyse the students understanding of these strategies to determine the sociocultural environment influence on this perception. Results emphasize the need to include support actions to improve the management of strategies in secondary school

Informacinių technologijų valstybinio brandos egzamino praktinių užduočių ypatumai

Informacinių technologijų valstybinio brandos egzamino sudėtis: IT ir programavimo testas sudaro 50 %, praktinės programavimo užduotys – 50 %. Egzamino programoje numatyta, kad egzamino medžiaga turi tenkinti tokius reikalavimus: žinios ir supratimas – 30 %, praktiniai įgūdžiai – 30 % ir problemų sprendimas – 40 %. Testu tikrinamos žinios ir praktiniai įgūdžiai, praktinėmis užduotimis tikrinamas mokinių gebėjimas savarankiškai, priimti sprendimus, parašyti racionalią programą. Straipsnyje nagrinėjama užduoties sprendimo būdo parinkimo, duomenų struktūrų sukūrimo ir gebėjimų taikyti algoritmus svarba rengiant mokinius informacinių technologijų valstybiniam brandos egzaminui.The Peculiarities of Practical Tasks of Information Technology State ExaminationJonas Blonskis, Renata Burbaitė, Valentina Dagienė SummaryThe composition of Information Technologies State examination (IT SE) is the following: the test of IT and programming composes 50 % and practical programming tasks – 50 %. In the examination program, it is determined that the examination material has to meet the following requirements: knowledge and understanding – 30 %, practical skills – 30 % and problem solving – 40 %. While the test examines the knowledge and practical skills, the practical tasks are used to examine pupils’ ability to think independently, make decisions and write a rational program. It involves selecting a way to solve the task, creating data structures and realizing algorithms to work with data in the mentioned structures, and ability to fi nd nonstandard ways of algorithms application. Some teachers also ascribe task diffi culty to the aforementioned

Peculiarities of Emotional Intelligence of Pedagogues and Parents of Children in Private and Public Sector Pre-School Education Institutions

Background. A child’s personality is formed at an early age. This is the most favorable time to develop a child's emotional intelligence (EI), which is an important factor for further social, emotional, and cognitive development. Parents and teachers are important actors in a child’s social environment and can have a significant impact on a child's emotional development and behavior. Adults with high emotional intelligence can teach a child empathy, emotional perception, problem-solving, and other skills, as well as help the child learn to manage their emotions, understand and express feelings, and find appropriate ways to control inappropriate behavior or resolve conflicts. High emotional intelligence also correlates with the ability to understand a child's behavior better and choose appropriate educational strategies. In Lithuania, there is a lack of comprehensive research on the expression of EI among pre-school children’s parents and teachers, and differences identified between the public and private pre-school education sectors can be useful in further analyzing factors related to education quality. In this context, we aim to analyze the characteristics of EI among parents and teachers of pre-school children, as well as the differences that occur between representatives of private and public education sectors. Methods. Emotional intelligence was assessed using the Schutte Emotional Intelligence Scale, which consists of 33 statements (Schutte et al., 1998). Results. It was determined that the overall EI score of the participants was higher than average. After comparing EI indicators of different education sectors, it was determined that private sector educators have statistically significantly higher EI scores than their public sector counterparts. Parents with children in private sector education institutions had the highest EI level, while educators of the public sector education institutions had the lowest. No emotional intelligence differences based on gender were identified. Conclusions. Educators in the private education sector have higher EI compared to their public sector counterparts. Parents choosing private education sector for their children have the highest EI levels in the entire study population. Keywords: emotional intelligence; teachers; parents; early education; different types of educational institutions

Programavimo pagrindų mokymo analizė mokinių požiuriu

Teaching programming in a comprehensive school is a long and difficult process, which is why it should be analysed from various points of views. An analysis of pupils’ opinion on the lesson of programming basics has been carried out by combining pedagogical observation method with continuing questionnaires of pupils. Having processed the data of analysis, it has been determined that pupils’ cooperation with teacher and friends has a considerable influence on the success of learning programming. Moreover, the analysis has revealed that not only the final result is important but also the process of learning. In this article, the most common difficulties that pupils encounter when learning programming are discussed and their reasons are indicated. Having processed the results of pupils’ test task solutions, an attempt was made to determine if the pupils evaluate their knowledge, abilities and skills objectively. Finally, recommendations to teachers are given on the grounds of the results of the analysis.Programavimo mokymas bendrojo lavinimo mokykloje – ilgas ir sudėtingas procesas, todėl  būtina jį analizuoti  įvairiais požiūriais. Atliktas mokinių požiūrio į programavimo pagrindų  pamokas tyrimas pedagoginio stebėjimo metodą derinant su tęstinėmis anketinėmis mokinių apklausomis. Apdorojus tyrimo duomenis nustatyta, kad didelę įtaką programavimo mokymosi sėkmei turi mokinių bendradarbiavimas su mokytoju ir draugais, taip pat atskleista, kad labai svarbus yra ne tik galutinis darbo rezultatas, bet ir procesas. Straipsnyje aptariami programavimo mokymosi sunkumai, su kuriais dažniausiai susiduria mokiniai,  įvardijamos sunkumų priežastys. Apdorojus mokinių kontrolinių užduočių sprendimų rezultatus bandyta nustatyti, ar mokiniai savo žinias, gebėjimus ir įgūdžius vertina objektyviai. Remiantis atlikto tyrimo rezultatais pateikiamos rekomendacijos mokytojams

Lyginamoji informacinių technologijų valstybinių brandos egzaminų analizė

The paper deals with the tasks of maturity information technologies exams of 2006, 2007 and the pilot exam of 2007 adequacy to calibre standards, question resolution and its toughness. It was identified, that the attitude to exam matrix of pupils, who were preparing themselves for the maturity exam, and attitude of experts, who were preparing tasks for mentioned exam, is unequal: experts and pupils differently perceive and treat knowledge and solution of problems. There were abstracted special question groups, which differentiate knowledge and abilities of pupil. It was also signified, which mistakes are more common for pupils, what are the reasons of them, giving recommendations for teachers.Straipsnyje nagrinėjamas 2006 ir 2007 metu informacinių technologijų valstybinių brandos egzaminų užduočių ir 2007 m. bandomojo egzamino atitikimas išsilavinimo standartams, klausimų skiriamoji geba ir sunkumas. Nustatyta, kad mokinių, besirengiančių laikyti valstybinį brandos egzaminą, egzaminų užduočių rengėjų ir ekspertų požiūris į egzamino matricą nesutampa. Užduočių rengėjai, ekspertai ir mokiniai skirtingai traktuoja žinias ir supratimą bei problemų  sprendimą. Išskirtos klausimų grupės, geriausiai diferencijuojančios mokinių žinias ir gebėjimus. Išryškinta, kurias klaidas mokiniai daro dažniausiai, įvardintos galimos jų priežastys, pateikiamos rekomendacijos mokytojams. &nbsp

Quantifying the Detrimental Impacts of Land-Use and Management Change on European Forest Bird Populations

The ecological impacts of changing forest management practices in Europe are poorly understood despite European forests being highly managed. Furthermore, the effects of potential drivers of forest biodiversity decline are rarely considered in concert, thus limiting effective conservation or sustainable forest management. We present a trait-based framework that we use to assess the detrimental impact of multiple land-use and management changes in forests on bird populations across Europe. Major changes to forest habitats occurring in recent decades, and their impact on resource availability for birds were identified. Risk associated with these changes for 52 species of forest birds, defined as the proportion of each species' key resources detrimentally affected through changes in abundance and/or availability, was quantified and compared to their pan-European population growth rates between 1980 and 2009. Relationships between risk and population growth were found to be significantly negative, indicating that resource loss in European forests is an important driver of decline for both resident and migrant birds. Our results demonstrate that coarse quantification of resource use and ecological change can be valuable in understanding causes of biodiversity decline, and thus in informing conservation strategy and policy. Such an approach has good potential to be extended for predictive use in assessing the impact of possible future changes to forest management and to develop more precise indicators of forest health

The morphonological principles of stressing of the Ist volume of the “Grammar of the Lithuanian language”

The main goal of this work is to research the accentuation in the “Grammar of the Lithuanian language” to analyse the words which contravene with the standards of modern accentuation. The attention is being paid as well to the morphonological principles of accentuation. There are not many detailed research works of this kind. Nevertheless, more language specialists appear now analysing the accentuation of the standard language based on the morphonological principles. The accentuation of the majority of nouns, given in the Grammar of the Lithuanian language is according to the rules of standard language. 257 words of different parts of speech are discussed in the work. The words for analysis were selected only those the accentuation of which controverse with accentutaion rules of the standard language or they have accent variations. Two accentuation tendencies of these words showed up: mostly (193 words) it was according to the accentuation of the period, given in the DŽ1, or it is based on the dialects (64 words), though it is not pointed out. The accentuation of some words can be proof‘s faults. The words given in the first volume of Grammar of the Lithuanian language are grouped into chapters according to word formation principles. Systematized and grouped material was described according to normative and morphonological aspects. The accentual power of the words collected is shown in formulas, schemes, discussed according to the morphonological principles of stressing. First of all the accenting of standard language is analysed, and then the accenting in the Grammar of the Lithuanian language is discussed. Codifed and non-codified accentuation is separated. The accentuation of these words is compared with the “Dictionary of the Lithuanian language” („Lietuvių kalbos žodynas“), “The dictionary of modern Lithuanian language” („Dabartinės lietuvių kalbos žodynas“), “The formation of the words of Lithuanian language” („Lietuvių kalbos žodžių daryba“) by P. Skardžius.Švietimo akademijaVytauto Didžiojo universiteta

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