Szkic aktualnej debaty nad naukometrią i bibliometrią w Polsce i zapomniane naukoznawstwo

A modern understanding of the cell and its functions has been translated into learning goals for K-12 students by Project 2061's Benchmarks for Science Literacy (American Association for the Advancement of Science [AAAS], 1993 ) and by the National Research Council's National Science Education Standards (NSES) (National Research Council [NRC], 1996 ). Nearly every state has used these national documents to develop their own science standards, so that there is now a fairly broad consensus on what it is that students need to know and be able to do in science generally and in biology more specifically. While this consensus represents an important first step toward improving science education, without curriculum, instruction, and assessments that are well aligned with these goals, teachers will find it extremely difficult to help their students achieve them. Here, we first highlight a few of the key findings regarding cell biology from Project 2061's study of high school textbooks and their alignment with standards. We then describe Project 2061's current efforts to develop new knowledge and tools that educators, researchers, and practitioners can use to help all students become literate in science, mathematics, and technology. Project 2061 is a long-term K–12 education initiative of the American Association for the Advancement of Science.

Development of Activity-Based Science Learning Models with Inquiry Approaches

Referebces

Gleichstellungspolitik in der Schweiz: Einführung in ein umstrittenes PolitikfeldFuchs, GesineOpladen, Verlag Barbara Budrich (2019), 263 p., ISBN 978‐3‐8474‐0

What Does Globalization Mean for Educational Change? A Comparative Approach

The Study of The Level of Environmental Consciousness and the Efficiency of Environmental Education Students

The Elementary School Journal Volume 81, Number 1 ? 1980 by The University of Chicago 0013-5984/81/8101-0008$0o1.00 In colleges and universities across the country, prospective and practicing teachers and administrators take courses on planning-curriculum-planning and instructional planning. During the courses, teachers and administrators usually study an objectives-first model of curriculumplanning. This model has four steps. Planners are expected to 1. Formulate objectives 2. Choose appropriate learning activities

Introduction. Recent trends in the sphere of internationalisation of higher education expand theoretical insights into the dialectical nature of correlation between pedagogical science and educational practice, as well as the relationship between the general direc tions of the development of higher education, its national and regional specifics. An analysis of the experience of internationalisation of universities is required for the development of various models to modernise higher education, including legal education, and to substantiate practical recommendations for reforming the Russian higher education system. To date, an understanding has been reached of the need to internationalise higher education in the context of globalization to increase the competitiveness of the Russian higher education system, as evidenced by the Federal project to maximise the competitive position of Russian universities among the world’s leading scientific and educational centres (The Russian Academic Excellence Project 5-100). Internationalisation, being the key to optimising the export potential of Russian higher education, is essential for the modernisation of legal education.Aim. The research aimed to evaluate the productivity of actual instruments of international cooperation between universities and to outline optimal approaches to the usage of successful practices of international and Russian educational space to enhance the attractiveness of Russian legal education, and, as a consequence, the creation of a sustainable competitive advantage of a higher education institution.Methodology and research methods. Complex, interdisciplinary goals and tasks of the present research predetermined the application of gnoseological and synergetic approaches to the selection of research tools. The gnoseological approach facilitated a more profound analysis of the nature of internationalisation and integration of education in the current international processes. The synergetic approach resulted in the integration of pedagogical and legal research methods to define an optimal internationalisation strategy for the training of multiskilled legal professionals.Results. The authors assessed the effectiveness of the existing ways of internationalization of Russian legal education according to foreign student demand. A comprehensive analysis of the legal, political and social aspects of the current state of attractiveness of the Russian market of educational services and the need to identify the specifics of the internationalization of higher legal education was carried out. The experience monitoring of inter-university international cooperation allowed the authors to determine the conditions for the effectiveness of joint legal programmes (creation of an innovative educational environment, project activities and a flexible management system); to analyse modern pedagogical technologies applicable to legal disciplines; to determine the best schemes used by Russian and European universities for external mobility of students and teachers; to develop the proposals for the introduction of disciplines (for Russian students) provided in foreign languages by Russian and foreign teachers; to propose measures to improve the state policy in the field of interest, aimed at stimulating Russian universities to develop international joint educational programmes.Scientific novelty. The article presented the analysis of positive and negative experiences of Russian universities in application of internationalisation key tools in legal higher education. The acknowledged internationalisation methods of higher education were systematised in general. The additional ways for the integration of Russian legal education, in particular, to the international educational space, were identified.Practical significance consists in the approbation of new methods based on competency and practice-oriented approaches. The authors developed the guidelines for the implementation of internationalisation to enhance university competitive advantage and to increase the demand for graduates in labour market.

The manuscript is devoted to European educational policy through the prism of legal regulations as their influence is very significant for the development of educational system especially at the tertiary level. 
 The purpose is to study peculiarities of the shaping and development of European educational policies within the realm of higher education, where legal and pedagogical sciences intersect. The tasks are: to find out what place educational sector takes in Europe and why; to reveal the most significant legal documents in the sphere of education and follow the path of development of European policy development in the higher education domain by drawing insights from these documents; to determine the value of legal documents in the sphere of education for the development of European educational policy, based on their essence. 
 The research methods used are analysis and syntheses of European legal documents related to the higher education field aimed at collecting the materials for researching the problem both from a legal and pedagogical position and for drawing the conclusion. 
 The results revealed that the beginning of the European countries’ cooperation in educational sphere (1970s) led to the development of a common educational strategy. Enhanced collaboration in higher education across various tiers evolved significantly following the recognition of the pivotal role played by skilled human resources in driving economic and social progress, a realization that first emerged in 1985. This recognition led to the endorsement of several significant agreements, including the Single European Act in 1987, the Magna Charta Universitatum in 1988, and the Memorandum of Higher Education in the European Community in 1991. The most important EU Treaties concerned the educational sector as well that led to the signing the Bologna Declaration, the establishment of the European Higher Education Area, and the regular meetings of the European Ministers of Education. Education has become the basis for shaping European community and the core for economic stability. 
 The conclusion is that European statesmen consider the educational sector to be the key one because it is the basis of economic, social and human development; the EU Higher Educational Policy has gone from the auxiliary industry in the context of shaping the internal market (1950s) to one of the priority sectors that is developing in response to the demands of society.

QUALITY IN HIGHER EDUCATION: STORIES OF ENGLISH AND CZECH ACADEMICS AND HIGHER EDUCATION LEADERS

This study was conducted to find out the impact of graphical advance organizers on the development of higher order thinking skills among ninth grade biology students. Due to the increasing complexity of the scientific content, especially at secondary stage, there is a need for cognitive tools to develop the higher order thinking skills. Graphical advance organizers are the visual instructional tools presented before learning and are designed to bridge the gap between prior knowledge and the new content to make the learning more meaningful. This quasi-experimental research utilized a pre-test/post-test control group design involving 57 Grade 9 students in one urban public school; Government Girls High School Westridge No. 3, Rawalpindi (Pakistan). The experimental group (30 students) received instruction in biology using graphical advance organizers while the control group (27 students) was taught using conventional lecture-based methods without visual aids. Data were collected using a validated analysis skill assessment tool specifically developed to measure students’ ability to interpret, compare, analyze, and evaluate biological information. The findings revealed that students exposed to graphical advance organizers demonstrated significantly higher gains in higher order thinking skills (analysis and evaluation) than those in the control group. This study contributes to the growing body of literature on instructional strategies in science education and emphasizes the importance of incorporating graphical organizers in the secondary classrooms to promote analytical and evaluating skills. Recommendations are offered for educators, curriculum developers, and policymakers to embed visual learning tools at secondary level biology instruction to foster higher order thinking skills. References Ajaja, P. O. (2011). Effects of advance organizers on attainment and retention of students' concept of gravity in Nigeria. Mediterranean Journal of Social Sciences, 4(2), 743-752. https://doi.org/10.5901/mjss.2013.v4n2p743 Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman. Ausubel, D. P. (1963). The psychology of meaningful verbal learning. Grune & Stratton. Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart & Winston. Brookhart, S. M. (2013). How to assess higher-order thinking skills in your classroom. ASCD. Bulut, D. (2022). Investigation of students' graphical and narrative type advance organizer use in an undergraduate course: A mixed method study [Master's thesis, Middle East Technical University]. Gambo, H. M., & Atomatofa, R. (2024). Effects of advance organizers on upper basic science students' achievement and retention in Giade Local Government, Bauchi State, Nigeria. ATBU Journal of Science, Technology and Education, 12(1), 45-56. Gentz, K. L. (2013). Graphic organizers and their impact on higher-level secondary math students [Master's thesis, Minnesota State University]. Haladyna, T. M., & Downing, S. M. (2004). Handbook of test development. Lawrence Erlbaum Associates. Hattie, J. (2009). *Visible learning: A synthesis of over 800 meta-analyses relating to achievement*. Routledge. Horton, P. B., McConney, A. A., Gallo, M., Woods, A. L., Senn, G. J., & Hamelin, D. (1993). An investigation of the effectiveness of concept mapping as an instructional tool. Science Education, 77(1), 95-111. https://doi.org/10.1002/sce.3730770108 Kalyani, D., & Rajasekaran, K. (2018). Innovative teaching and learning. Journal of Applied and Advanced Research, 3(1), 23-25. https://doi.org/10.21839/jaar.2018.v3i1.162 Mehmood, N., Anwer, M., & Tatlah, A. (2017). Effect of combined teaching strategies on higher order thinking skills (HOTS) of biology students. Global Regional Review, 4(1), 312-319. https://doi.org/10.31703/grr.2019(IV-I).33 Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76(3), 413-448. https://doi.org/10.3102/00346543076003413 Novak, J. D. (1990). Concept maps and Vee diagrams: Two metacognitive tools to facilitate meaningful learning. Instructional Science, 19(1), 29-52. https://doi.org/10.1007/BF00377984 Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge University Press. Safdar, M. (2012). Concept maps: An instructional tool to facilitate meaningful learning. European Journal of Educational Research, 1(1), 1-10. Scott, L. C. (2015). The futures of learning 3: What kind of pedagogies for the 21st century? UNESCO Education Research and Foresight Working Papers, 15. Shihusa, H., & Keraro, F. N. (2009). Using advance organizers to enhance students' motivation in learning biology. Eurasia Journal of Mathematics, Science and Technology Education, 5(4), 413-420. https://doi.org/10.12973/ejmste/75284 Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285. https://doi.org/10.1207/s15516709cog1202_4 Tenzin, S., Rai, R., & Gyeltshen, D. (2024). The effectiveness of graphic organizers in fostering the learning of chemical bonding in chemistry. Anatolian Journal of Education, 9(2), 43-54. https://doi.org/10.29333/aje.2024.924a Uzomah, T. N., Achor, E., & Jack, G. U. (2023). Fostering students' academic achievement in physics through graphic organizer-enhanced learning strategy. Edukasiana: Jurnal Inovasi Pendidikan, 3(2), 1-10. https://doi.org/10.56916/ejip.v3i2.706 Vekiri, I. (2002). What is the value of graphical displays in learning? Educational Psychology Review, 14(3), 261-312. https://doi.org/10.1023/A:1016064429161 Yuliati, S. R., & Lestari, I. (2018). Higher-order thinking skills (HOTS) analysis of students in solving HOTS question in higher education. Perspektif Ilmu Pendidikan, 32(2), 181-188. https://doi.org/10.21009/PIP.322.10

Language skills are significant predictors of early academic and social-emotional outcomes of children and are important predictors of school readiness. This study aims to improve children's language skills through the application of mind mapping learning methods. This classroom action research used Kemmis and Taggart's cycle model. The research subjects were 12 children in group B consisting of eight boys and four girls. The data was collected through observation, interviews, and documentation with the validity of the data using source triangulation and method triangulation. This research uses data analysis techniques in the form of data condensation, data presentation, and drawing conclusions. The results showed that the children's language skills through the application of the mind mapping method in the first cycle were 75%, and in the second cycle had increased to 92%. Based on the results of teacher observations in the implementation of cycle I, the children's language skills obtained a percentage value of 61.5%, and in cycle II increased to 92.3%. While the results of observations of children's activities in the implementation of the first cycle obtained a percentage of 54%, and in the second cycle, it increased to 85%. This study found that the teacher's assessment of this mind mapping method was an easy method to understand so that it was easy to apply in classroom learning. The implication of this research is that it is necessary to carry out further research on the application of the mind mapping method for other aspects of development.
 Keywords: Early Childhood, language Skills, Mind Mapping Learning Methods

Identifying what matters: Science education, science communication, and democracy

Participation in higher education has increased considerably over the last decades. The resulting budgetary pressure, in combination with the recent financial crisis, has led to reforms in the financing schemes for higher education many countries. These reforms often shift a substantial share of the costs towards students and their parents. Not only have tuition fees increased, but new modes of financing — for example, fees and grants that depend on study progress, or loan repayments that are contingent on future income — are increasingly introduced as well.Participation in higher education is unlikely to decline in the future and the resulting budgetary pressure is therefore likely to stay. In addition, other budgetary needs, in particular the financing of health care and pensions, are higher on the political agenda in many countries. Ad hoc reforms in the financing of higher education can alleviate some of the budgetary needs in the short-run, but there is a great need to design structural policies that are sustainable in the long run as well.The current review spells out economic arguments to guide our thinking about the financing of higher education. Such a review is not only useful to the current public debate in many countries, it also provides a well-timed update of the current academic literature. First, some of the older arguments, like externalities and signalling, turn out to be difficult to validate empirically, while others, e.g., credit constraints, have become more important over time. We review the empirical literature with special attention to the causal evidence that has become increasingly available over the last years. Second, recent insights from behavioural economics provide new arguments for intervention in higher education. Additionally, multiple recent studies in the public finance literature have analyzed the pros and cons of different innovative financing schemes, such as income-contingent loans and graduate taxes. We integrate the theoretical and empirical findings of behavioural economics and public finance in the current review.The starting point of our analysis in section 2 is the following question: do we need government intervention in higher education? The second welfare theorem provides a clear answer. If there are no market failures, if individuals behave rationally, and if non-distortive lump-sum transfers are feasible, then there is no need for government intervention other than redistribution based on lump-sum transfers.The obvious next question is: do these assumptions hold? Economic arguments for government intervention may arise if one of the assumptions fail. Insurance, credit, education and labour markets — all highly revelant to higher education — may malfunction in the absence of government intervention. In addition, there is ample evidence that individuals do not always behave rationally, and students turn out to be no exception. Finally, although non-distortive lump-sum transfers are (first) best, they are not feasible in reality.In sections 3, 4, and 5 we discuss market failures (incomplete insurance, credit constraints, externalities, and signalling), behavioural failures (misprediction, positional goods, and peer interactions), and first-best failures (distortions, perverse redistribution, and fiscal externalities). In each section we identify the theoretical problem, analyze the consequences for participation in higher education, and provide the available empirical evidence.The final section seeks to answer one last question: how should educational subsidies and redistribution policies look like? In section 6 we first take stock and identify the failures that we consider essential for an optimal policy design. Afterwards, we discuss the pros and cons of the different financing modes (general taxation, classical loans, income-contingent loans, and graduate taxes) in more detail.We focus on the economics of financing higher education, so other fields (e.g., psychology and educational sciences), other interventions (e.g., regulation), other educational levels (e.g., compulsory education), and other tasks of higher education (e.g., research) only enter the discussion if deemed essential. In addition, the current review is limited to the study of demand side aspects (versus supply and governance). In particular, we mainly focus on the participation decision (versus effort and success) in higher education from a welfare point of view (versus a political economy view).

Debate has continued throughout the last decade over the existence and possible causes of differences between males' and females' mathematical skills. Several observations recur as the focus of this controversy. First, adolescent boys have been found to score higher than girls on standardized mathematics achievement tests.' Second, males are more likely than females to engage in a variety of optional activities related to mathematics, from technical hobbies to careers in which math skills play an important role.2 Third, adolescent males typically perform better than their female