Journal on Efficiency and Responsibility in Education and Science https://www.eriesjournal.com/index.php/eries <p><strong>Welcome to the Journal on Efficiency and Responsibility in Education and Science</strong></p> <p>The Journal on Efficiency and Responsibility in Education and Science is an international, open-access, double-blind-peer-reviewed and fully refereed scientific journal. The journal aims to publish perspectives of authors dealing with issues of efficiency and/or responsibility in education and related scientific disciplines. Authors may publish their original works here under the condition that the work deals with at least one of the key topics of the journal: efficiency of presented results and/or their responsibility (but also ethics, aesthetics, elegance, etc.).</p> <p>This e-journal contributes to the development of both theory and practice in the fields specified above. The journal accepts full research papers and short communications as well as review studies that contribute to delivering of&nbsp;scientific findings.</p> <p>&nbsp;</p> <p>Jaroslav Havlíček, Editor-in-Chief</p> en-US <p style="text-align: justify;">Authors declare with this manuscript&nbsp;intended for publication to ERIES Journal that:</p> <ul style="text-align: justify;"> <li>all co-authors agree&nbsp;with the&nbsp;publication of the manuscript even after amendments arising from peer review;</li> <li>all co-authors agree&nbsp;with the posting of the full text of this work on the web page of ERIES Journal and to the inclusion of references in databases accessible on the internet;</li> <li>no results of other researchers were used in the submitted manuscript without their consent, proper citation, or acknowledgement of their cooperation or material provided;</li> <li>the results (or any part of them) used in the manuscript have not been sent for publication to any other journal nor have they already been published (or if so, that the relevant works are cited in this manuscript);</li> <li>submission of the manuscript for publication was completed in accordance with the publishing regulations pertaining to place of work;</li> <li>experiments performed comply with current laws and written consent of the Scientific Ethics Committee / National Animal Care Authority (as is mentioned in the manuscript submitted);</li> <li>grant holders confirm that they have been informed of the submitted manuscript and they agree to its publication.</li> </ul> <p style="text-align: justify;">Authors retain copyright and grant ERIES Journal right of first publication with the work simultaneously licensed under a&nbsp;<a href="https://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution License</a> that allows others to share the published work with an acknowledgement of its initial publication in ERIES Journal. Moreover, authors are able to post the published work in an institutional repository with an acknowledgement of its initial publication in ERIES Journal. In addition, authors are permitted and encouraged to post the published work online (e.g. institutional repositories or on their website) as it can lead to productive exchanges, as well as earlier and greater citation of published work.</p> editor@eriesjournal.com (Jaroslav Havlíček) blahad@sic.czu.cz (Dominik Bláha) Mon, 01 Oct 2018 13:19:25 +0200 OJS 3.1.1.0 http://blogs.law.harvard.edu/tech/rss 60 Assessing Future Teachres' Knowledge on Fractions: Written Tests vs Concept Cartoons https://www.eriesjournal.com/index.php/eries/article/view/198 <p style="text-align: justify;">The contribution investigates opportunities that an educational tool called Concept Cartoons can offer in future teachers' education, namely in comparison with word problems in standard written tests. The referred empirical study was conducted in two separated consecutive stages, with two groups of future primary school teachers (the first one from the Czech Republic, and the second one from Slovakia). The participants of the first stage solved four word problems (T1, T2, T3, T4) with increasing difficulty within the written test, and a problem with a similar structure and difficulty as T3 but in the Concept Cartoon form. The second stage of the study served as a complementary stage, its participants solved only the word problem T3 and the Concept Cartoon. In both stages, the comparison of results and solution procedures revealed many participants who mastered the word problem(s) but displayed a fundamental misconception when working with the Concept Cartoon. Two thirds of the participants presented non-corresponding responses to these two corresponding tasks: they solved one of them correctly and the other one incorrectly. All of the problems in the study were based on the part-whole interpretation of fractions, the revealed misconception consisted of incorrect determination of the whole.</p> Libuše Samková ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 https://www.eriesjournal.com/index.php/eries/article/view/198 Mon, 01 Oct 2018 13:06:37 +0200 Mathematical Problem-Solving Heuristics Among Student Teachers https://www.eriesjournal.com/index.php/eries/article/view/165 <p style="text-align: justify;">The main purpose of the study is to understand the mathematical problem-solving strategies among student teachers. This study used both quantitative and qualitative type of research. Aside from the semi-structured interviews, data were gathered through participant's actual mathematical problem-solving outputs and the videotaped interviews. Findings revealed that the problem-solving strategies among student teachers in the Problem-Solving subject are cognitive, metacognitive and other strategies. The cognitive strategies used by the student teachers are rehearsal, elaboration, and organization. The metacognitive strategies are critical thinking and self-regulation. Other strategies are overlapping the cognitive and metacognitive strategies. These are prediction/orientation, planning, monitoring, and evaluating. The findings also suggest a significant influence of the strategies to the academic performance of the student teachers.&nbsp;</p> Melanie Gurat ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 https://www.eriesjournal.com/index.php/eries/article/view/165 Mon, 01 Oct 2018 13:07:11 +0200 Students Who Have Unsuccessfully Studied in the Past – Analysis of Causes https://www.eriesjournal.com/index.php/eries/article/view/193 <p style="text-align: justify;">With the increase in the number of university students, the number of those who do not finish successfully the tertiary education is also increasing. The article uses a specific data source and analyses only a part of the group of unsuccessful students who re-enroll. This is a specific group of students - they did not finish the tertiary study in the past, but after some time they returned to education. The aim of the paper is to find significant factors that influence the decision whether the student changes the studied school or field of study. Factors will be searched using decision trees and binary logistic regression. Both methods were significant for gender and the fact that a student is studying his preferred university. Logistic regression adds to the student's health disadvantage. The data were obtained from the EUROSTUDENT survey, which was held in the Czech Republic in 2016 under the auspices of the Ministry of Education, Youth and Sports. The results can be used to identify a risky candidate or student at the beginning of tertiary education.</p> Petr Mazouch, Veronika Ptáčková, Jakub Fischer, Vladimír Hulík ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 https://www.eriesjournal.com/index.php/eries/article/view/193 Mon, 01 Oct 2018 13:07:34 +0200