Learning to solve simple mathematical operations with electrical software.

There are students who, despite the class level they are attending as Vocational High School students, have not been able to learn the simple mathematical concepts taught in much earlier classes (e.g. in Primary School) In this study we investigate whether, with the help of a computer programme representing electrical devices such as resistors, voltage current sources etc, in parallel with the understanding of the rules of electricity, we can also increase the mathematical ability of the students. The study was carried out with 102 students aged from 17 to 35 in three island regions of the South Aegean. Nearly all the students had computer experience and had been involved with or engaged professionally the profession of electrician in parallel with their school or holiday time (summer holiday jobs etc). The results show that using computer software to simulate electrical devices familiar to them increases their ability to solve simple mathematical exercises and perform arithmetic operations. More importantly, however, the mathematical knowledge acquired on this way is preserved for the future. This was proved by a repeat survey carried out about two months later. 

Effects of school calendar on primary education. A study in Cantabria.

María Luisa Sevillano-García, Carolina Pascual Moscoso and Paula Sainz-Ezquerra Barrio

 The main aim of this research is to know whether the two-monthly school calendar implemented in Spain’s Autonomous Community of Cantabria was effective and satisfactory for the school community. Three important social and educational indicators were analyzed: school coexistence, the teaching-learning process and family work-life balance, within the framework of this new school calendar. Three questionnaires were used to gather data for the objectives, and were applied to the principal agents involved in education, students (19), parents (22) and teachers (30). The uniqueness and originality of this study lies in crucial socializing aspects that are largely ignored in research, as is the subject of different school calendars.

The analyses and comparisons show that the results, which can be extrapolated to other analogical contexts in Spain and Europe, have been positive since the two-monthly calendar was implemented. An analysis of the PISA reports for the other regions in Spain and other countries showed that the mean for the dimensions analyzed tends to fall whereas in Cantabria the values remained constant and even increased. Family work-life balance improved, as did student learning, well-being and school coexistence in Cantabria, and this is related to the new two-monthly school calendar.

 Teaching students to think critically about morality using the paradigm of sciences.

Arshak Balayan

In this paper I outline teaching ethics to university students and claim that one effective way to introduce students to moral philosophy is leading them to apply the paradigm of sciences to moral issues. The central claim in this paper is that ethics instructors should invite their students to view ethics as a (non-empirical) science and to accept a researcher’s stance towards morality.

I start with briefly presenting some common misconceptions about ethics among university students and move on to discuss possible aims of introductory ethics courses offered by universities. I contend that ethics instructors should aim at helping their students to think critically and systematically about ethics. I dedicate a larger section of the paper to discussion of ideas from epistemology and philosophy of science that beginning ethics students can benefit from.

This paper presents examples of such notions and outlines their application to moral issues. I conclude the paper considering some objections to the approach.

 Elements of critical thinking in the school standards of "chess" subject.

Heghine Khachatryan, Serob Khachatryan & Naira Movsisyan

 Problem formulation and research purpose. The students' knowledge of this or that subject is not enough to be ready for the rapid changes of the current society, for the challenges, for responding to the modern developments, having their own worthy place and role. In this context, a number of competencies have been underlined by experts, among which particularly critical thinking stands out.

In this article we refer to the development of critical thinking through "Chess" subject lessons, as well as the reflection of that competence in the standards of chess taught as a compulsory subject in the 2^nd-4^th grades of the public schools of the Republic of Armenia.

Chess as an educational subject provides wide opportunities for the development of critical thinking. One of the requirements of critical thinking is to consider any issue or situation comprehensively. In this regard, one of the most important rules of chess is to comprehensively analyze any position. Before making a move, the child should evaluate the situation, choose a plan, consider multiple options, which allows to avoid one-sidedness, moreover, the chess player should not only consider his, but also the possible plans and moves of the opponent.

This article introduces the purpose of the “Chess” educational subject, the principles of standard building, teaching approaches and methods, and the expected learning outcomes.