Citizenship Education in the Mathematics Curriculum after the Reform of the Education Content in Latvia

Andersone, Rudite; Helmane, Ineta

doi:10.22616/reep.2021.14.002

Cited by 6 publications

(20 citation statements)

References 9 publications

(12 reference statements)

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“…voting); and informal and non-institutionalised action (e.g. protests, social movements, use of social media, and ad hoc participation) (Pietrzyk-Reeves & McMahon, 2022;Andersone & Helmane, 2021;Akin et al, 2017).…”

Section: Active Citizenshipmentioning

confidence: 99%

“…Active citizens should have a sense of responsibility; respect for individual differences and diversity; and a willingness to cooperate with each otherwhich, in turn, plays an important role in building social capital and trust (Andersone & Helmane, 2021;Akin et al, 2017). Participation in voluntary or community associations and activities can contribute to more social and institutional trust; and help to create strong social and political institutions (Ishiyama et al, 2018).…”

Section: Trust and Cooperationmentioning

confidence: 99%

Section: Case Study: Study Tours To Polandmentioning

confidence: 99%

“…Case study: Latvia STEM (science, technology, engineering, and mathematics) education can be considered essential for being an actively engaged and responsible citizen, with the knowledge, skills, competencies and values that enable active citizenship (Andersone & Helmane, 2021). STEM programming, however, has often taught science (including mathematics) in a way detached from societal implications (Andersone & Helmane, 2021). A study of the mathematics curriculum in Latvia (Grades 1-12), based on data from 2013 and 2020, finds that it has specifically incorporated transversal skills, including civic participation, in the learning outcomes (Andersone & Helmane, 2021).…”

Section: Case Study: Study Tours To Polandmentioning

confidence: 99%

“…STEM programming, however, has often taught science (including mathematics) in a way detached from societal implications (Andersone & Helmane, 2021). A study of the mathematics curriculum in Latvia (Grades 1-12), based on data from 2013 and 2020, finds that it has specifically incorporated transversal skills, including civic participation, in the learning outcomes (Andersone & Helmane, 2021). The curriculum contains references to social and moral responsibility, including learning to behave responsibly towards others; contributing to a safe environment; and respecting social perspectives and different points of view (Andersone & Helmane, 2021).…”

Section: Case Study: Study Tours To Polandmentioning

confidence: 99%

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Fostering a Democratic Culture: Lessons for the Eastern Neighbourhood

Haider¹

2022

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Political culture is the values, beliefs, and emotions that members of a society express about the political regime and their role in it (Pickering, 2022, p. 5). Norms, values, attitudes and practices considered integral to a “culture of democracy”, according to the Council of Europe, include: a commitment to public deliberation, discussion, and the free expression of opinions; a commitment to electoral rules; the rule of law; and the protection of minority rights; peaceful conflict resolution. The consolidation of democracy involves not only institutional change, but also instilling a democratic culture in a society (Balčytienė, 2021). Research on democratic consolidation in various countries in Central and Eastern Europe (CEE) finds that a key impediment to consolidation is the persistence of old, authoritarian political culture that undermines political and civic participation. This rapid review looks at aspects of democratic culture and potential ways to foster it, focusing on educational initiatives and opportunities for civic action — which comprise much of the literature on developing the values, attitudes and behaviours of democracy. Discussion on the strengthening of democratic institutions or assistance to electoral processes is outside the scope of the report.

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Section: Active Citizenshipmentioning

confidence: 99%

Section: Trust and Cooperationmentioning

confidence: 99%

Section: Case Study: Study Tours To Polandmentioning

confidence: 99%

Section: Case Study: Study Tours To Polandmentioning

confidence: 99%

Section: Case Study: Study Tours To Polandmentioning

confidence: 99%

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Fostering a Democratic Culture: Lessons for the Eastern Neighbourhood

Haider¹

2022

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An Overview of the Characteristics of a Modern School/Nastava u suvremenoj školi

Jelovica,

Alajbeg

2023

Croatian Journal of Education

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Education plays a key role in the development of human civilisation. Learning and teaching methods are still evolving and undergoing numerous changes as a result of scientific knowledge and revolutionary ideas of stakeholders in the education system, and the development of advanced technologies. We are all familiar with traditional ways of learning wherein educational process is conducted in such a way that the focus is primarily on content. Jan Amos Komensky, the alpha and omega of education science, laid out the class-subject-lesson traditional education system and designed, as early as the 17th century, the school as an institution capable of meeting the mass educational demands of the time. Because these traditional methods use repetition and memorisation of information as the principal means of acquiring knowledge, students are unable to develop their critical thinking, problem-solving and decision-making skills. In the 21st century, teaching should be focused on the effective cooperation between teachers and students who are actively participating in the teaching process, because such an approach ensures the training of innovative individuals who go on to become qualified professionals and responsible citizens, thus creating a more affluent and safer society in general. This paper provides an overview of the important characteristics of modern schools, as well as some modern teaching strategies. Keywords: modern teaching strategies, quality of teaching, teaching--- SažetakObrazovanje ima ključnu ulogu u razvoju ljudske civilizacije. Metode učenja i poučavanja još uvijek se neprestano razvijaju i prolaze kroz brojne promjene zahvaljujući znanstvenim spoznajama, revolucionarnim idejama osoba uključenih u obrazovni sustav kao i razvoju naprednih tehnologija. Svi smo dobro upoznati s tradicionalnim načinima učenja u kojima se obrazovanje provodi tako da je fokus usmjeren na sadržaj. Jan Amos Komensky, alfa i omega pedagoške znanosti, tvorac razredno-predmetno-satnoga tradicionalnog sustava obrazovanja, već je u 17. stoljeću osmislio školu kao instituciju primjerenu zahtjevima tadašnjega vremena za masovnim obrazovanjem. Budući da te tradicionalne metode koriste ponavljanje i pamćenje informacija kao temeljni način stjecanja znanja, učenici ne razvijaju svoje kritičko razmišljanje, vještine rješavanja problema i donošenja odluka. Nastava u 21. stoljeću treba biti usmjerena na učinkovitu suradnju nastavnika i učenika koji su aktivno uključeni u nastavni proces jer takav pristup osigurava osposobljavanje inovativnih pojedinaca koji postaju kvalitetni stručnjaci i odgovorni građani te na takav način stvaraju bogatije i sigurnije društvo u cjelini. U ovom radu dan je pregled bitnih obilježja suvremene škole, kao i nekih suvremenih nastavnih strategija.Ključne riječi: kvaliteta nastave, nastava, suvremene nastavne strategije

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Learning Skills Acquired at School for Stem Studies at the University

Birzina,

Cedere,

Kalnina

2023

PEC

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In order to acquire science, it is necessary to perform hands-on activities, make experiments and scientific inquiry with the obtained data, to be able to evaluate critically and understand the scientific concepts, as well as to collaborate and communicate. STEM learning promotes inquiring minds, logical reasoning, and communication and collaboration skills. Studying science at the university, students need both hard – cognitive and subject specific skills and soft – interpersonal and intrapersonal skills. The aim of the study was to clarify the appropriateness/usefulness of the learning skills acquired at school for STEM studies at the university. The study consisted of two parts: a systematic review of Web of Science and SCOPUS databases and surveys of 242 first-year science students of the University of Latvia about the learning skills acquired at school performed in 2018–2020. The qualitative data processing program AQUAD was used for processing data obtained from students’ survey. Data coding was performed according to the code system developed specifically for this purpose. The qualitative data was transferred into a quantitative format, based on relations between students’ statements, and linkages among codes were created. The study allowed concluding that cognitive, interpersonal and intrapersonal skills acquired at school are intrinsic learning skills during the first study year in higher education. There are no principal differences in the evaluation of hard and soft skills in the systematic review and students’ responses that proves the appropriateness/usefulness of the 21st-century learning skills acquired at school for science studies at the university. Keywords: learning skills, STEM education, first-year university students

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Citizenship Education in the Mathematics Curriculum after the Reform of the Education Content in Latvia

Cited by 6 publications

References 9 publications

Fostering a Democratic Culture: Lessons for the Eastern Neighbourhood

Fostering a Democratic Culture: Lessons for the Eastern Neighbourhood

An Overview of the Characteristics of a Modern School/Nastava u suvremenoj školi

Learning Skills Acquired at School for Stem Studies at the University

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