The International Education and Learning Review <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> Global Knowledge Academics en-US The International Education and Learning Review 2659-5915 Those authors who have been published in this journal accept the following terms:<ol type="a"><li>Authors will keep the moral copyright of the work and they will transfer the commercial rights. In this way, the author will only be able to upload the <strong>author’s original version</strong> into his/her personal Website or into the university (or research center) institutional archive, but the <strong>publisher’s version </strong>won’t (copyright, commercial rights). You can see a explanation of the <em>author’s original version</em> and <em>publisher’s version </em><a href="/index.php/learner/about/editorialPolicies#authorSelfArchivePolicy">here</a>.</li><li>After <strong>two years </strong>in publication, publisher’s version shall thereafter become <strong>in open access </strong>online from our editorial website, but our review will retain the work’s copyright. In other words, publisher’s version will be accesible for everyone and permanently from our editorial Website, but it may not be upload in any other website. Anyone wanting to read or to download publisher’s version must visit our editorial website. In this way, if you want to reference publisher’s version in your personal website or into any institutional archive, you may link to our editorial website to reference publisher’s version.</li><li><strong> </strong>In case authors wanting to get publisher’s version in order to <strong>their works could freely circulate </strong>(for example,to upload publisher’s version in their personal’s website or into any institutional archive) they can do it on condition that they will have to pay an <strong>85€ fee</strong>. In this case, our editorial will permanently assign to the publisher’s version. In such a way, an open license <strong><span>Creative Commons</span></strong> <strong>(CC)</strong> will be assigned by us. This license will allow for a free work circulation by the Internet, without anybody being able to appropriate it at no time. The authors may choose the type of license they wish, but it’s important to decide soundly which type of license they want. If you choose this option, we would be glad to offer free advisory service soyoy can safely choose the one that is best for you and for your particular case.</li></ol> Conceptions about Electrical Circuits of English and French Pupils from Nova Scotia in Canada <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> Abdeljalil Métioui Copyright (c) 2020 The International Education and Learning Review 2020-02-04 2020-02-04 2 1 1 11 10.37467/gka-edurev.v2.2229 The Potentiality of Black Women Narratives for Inclusive Education: Developing other Subjectivities at School <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> Viviane Ines Weschenfelder Copyright (c) 2020 The International Education and Learning Review 2020-03-02 2020-03-02 2 1 13 24 10.37467/gka-edurev.v2.2259 Theoretical Framework for Research on Mathematical Olympiads in Latin America <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> Oscar F. Bernal Pedraza Copyright (c) 2020 The International Education and Learning Review 2020-03-02 2020-03-02 2 1 25 30 10.37467/gka-edurev.v2.1568 The Good, the Bad and the Ugly . A Broad look at the Adaptation of Technology in Education <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> Vladislav Ilin Copyright (c) 2020 The International Education and Learning Review 2020-04-12 2020-04-12 2 1 31 44 10.37467/gka-edurev.v2.2306 Critical Thinking and Physics Problems <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> Anna Trúsiková Klára Velmovská Copyright (c) 2020 The International Education and Learning Review 2020-05-02 2020-05-02 2 1 45 52 10.37467/gka-edurev.v2.2226