https://journals.eagora.org/EDUrev/issue/feed The International Education and Learning Review 2020-05-25T10:09:20+02:00 Editorial Board publishing@gkacademics.com Open Journal Systems <p><em>The International Education and Learning Review</em> (EDUrev) works to foster research, to serve as an invitation to take part in dialogue and to build a body of knowledge on the nature and future of learning. This journal is of interest on academics, teachers, professors, higher education students as well as education’s managers and administrators. Both theoretical and practice orientated texts are accepted, either prescriptive or descriptive approaches, including the narratives of practices in Education and Learning and the effects of such practices. Articles presenting the state of the art in each sub-disciplines are especially welcome, as well as texts that propose methodological prescriptions.</p> <p><span id="result_box" lang="en"> </span><span id="result_box" lang="en">The journal is peer-reviewed and accepts original articles written in English.</span></p> https://journals.eagora.org/EDUrev/article/view/2229 Conceptions about Electrical Circuits of English and French Pupils from Nova Scotia in Canada 2020-05-25T09:42:49+02:00 Abdeljalil Métioui metioui.abdeljalil@uqam.ca <p><em>The present research was intended to identify the conceptual of 84 students from the region of Clare in French-language public schools and 54 from the Argyle region in French immersion public schools in Canada on the operation of simple electrical circuits. To this end, they completed a pencil-and-paper questionnaire of sixty minutes duration. The analyses of the data show clearly the preponderance of erroneous conceptions about the current and voltage concepts like those identified in the international review of the literature. Thus, despite the cultural and language differences, their conceptual understandings related to the simple electrical circuit are similar.</em></p> 2020-02-04T00:00:00+01:00 Copyright (c) 2020 The International Education and Learning Review https://journals.eagora.org/EDUrev/article/view/2259 The Potentiality of Black Women Narratives for Inclusive Education: Developing other Subjectivities at School 2020-05-25T09:41:40+02:00 Viviane Ines Weschenfelder vweschenfelder@unisinos.br <p>The paper aims to present the results of a research developed with narratives written by Brazilian Black Women, as well as to discuss its educational potentiality. The research data was composed of 36 autobiographic narratives published by Black women in a blog called Blogueiras Negras, between 2013 and 2016. The research relies on post-structuralism perspective, articulating Foucaultian Studies, the field of Multicultural Education, and the Critical Race Theory-CRT. The analysis shows that the blog works as an essential educative place, where women of color feel safe to share their experiences. The narratives about the school are mostly discriminatory and painful, which made it possible to problematize the processes of learning and teaching. The paper concludes by discussing how the autobiographic narratives of Black women in classrooms can help students and teachers to work forward an inclusive education.</p> 2020-03-02T00:00:00+01:00 Copyright (c) 2020 The International Education and Learning Review https://journals.eagora.org/EDUrev/article/view/1568 Theoretical Framework for Research on Mathematical Olympiads in Latin America 2020-05-25T10:09:20+02:00 Oscar F. Bernal Pedraza obp205@nyu.edu <p>This theoretical framework is intended to serve as guide to research on national Mathematical Olympiads in Latin America. Research with the goal to elucidate critical factors involved in the existence and results obtained by Latin American teams in the International Mathematical Olympiad (IMO) and other international contests, may find a stepping stone in this framework and the references cited in it. From the way local committees see themselves and their indicators for success. to the feedback subsumed in the IMO results, different comparable metrics for success must be developed to understand the specific challenges faced by these organizations and the goals set by themselves and the educational communities in their own countries. As for Latin American countries the IMO is not the only competition they attend or their single metric for success, reference to the IMO is provided as the evolving opportunity leading to the creation of local olympiad committees, the committees this framework presents as an opportunity for research and understanding of the search for talent in developing countries. As a way of closing the document, a few questions are proposed, offering both quantitative and qualitative research areas and with the possibility to reach findings helpful for those organizations, for the school students in their respective countries, and for similar organizations in other countries.</p> 2020-03-02T00:00:00+01:00 Copyright (c) 2020 The International Education and Learning Review https://journals.eagora.org/EDUrev/article/view/2306 The Good, the Bad and the Ugly . A Broad look at the Adaptation of Technology in Education 2020-05-25T09:40:37+02:00 Vladislav Ilin vlad.ilin@gmail.com <p class="1">Technology in education is a global phenomenon affecting learners of all ages. The breadth and variety of available tools make it difficult to implement a standardized method for assessing the impact of technology on learning. The lack of a consensus on good and bad practices results in inconsistent application and mixed learning results.</p> <p class="1">&nbsp;</p> <p class="1">This article takes a look at the adaptation of technology to education and examines the various tools used to enhance learning. We discuss the advantages and disadvantages of using technology, as well as review methodologies for evaluating the impact.</p> <p class="1">&nbsp;</p> <p class="1">The essay concludes by identifying several problems with the way technology is evaluated and offer<strong>s</strong> suggestions for further research to address those problems.</p> 2020-04-12T00:00:00+02:00 Copyright (c) 2020 The International Education and Learning Review https://journals.eagora.org/EDUrev/article/view/2226 Critical Thinking and Physics Problems 2020-05-25T09:44:25+02:00 Anna Trúsiková anna.trusikova@fmph.uniba.sk Klára Velmovská klara.velmovska@fmph.uniba.sk <p><span lang="EN-GB">Critical thinking is considered to be one of the most important abilities which help us to solve problems, interpret information or make decisions in everyday life. Every person needs to use critical thinking, therefore, it is important to develop students` critical thinking in all classes including Physics. We summarize various definitions of critical thinking and we describe the survey, where students solve problems whose solution requires critical thinking. We compare students` results to see if they can solve problems without physics content with better successfulness than the problems with physics content and to see how the school attendance impacts its development.</span></p> 2020-05-02T00:00:00+02:00 Copyright (c) 2020 The International Education and Learning Review