{"id":31444,"date":"2024-07-12T15:58:46","date_gmt":"2024-07-12T15:58:46","guid":{"rendered":"https:\/\/end-educationconference.org\/?page_id=31444"},"modified":"2024-07-23T09:24:16","modified_gmt":"2024-07-23T09:24:16","slug":"education-and-new-developments-2024-volume-1","status":"publish","type":"page","link":"https:\/\/end-educationconference.org\/2024\/education-and-new-developments-2024-volume-1\/","title":{"rendered":"Education and New Developments 2024 \u2013 Volume 1"},"content":{"rendered":"

INDEX OF CONTENTS<\/strong><\/h4>\n

\"\"<\/a><\/p>\n

FRONTMATTER<\/strong><\/a><\/p>\n

ORAL PRESENTATIONS:<\/strong><\/p>\n

Teachers and Students<\/strong><\/em><\/p>\n

Development of didactics and pedagogy in the Danish pedagogy program through craft activities <\/strong>(pages 3-5)<\/a>
\nAstrid Margrehe Hestbech, & Louise Hvitved Byskov<\/em><\/p>\n

Pre-service teachers\u2019 knowledge base for teaching mathematics: The development of syntactic and substantive knowledge <\/strong>(pages 6-10)<\/a>
\nNatalia Karlsson, & Wiggo Kilborn<\/em><\/p>\n

Critical thinking in learning process of math in grades 5-6 in Latvia<\/strong> (pages 11-15)<\/a>
\nRima Rieksta<\/em><\/p>\n

One won\u2019t fit all: Designing a collaborative writing model to promote L2 writing for low-level learners
\n<\/strong>(pages 16-20)<\/a>
\nNgan Leng Ma<\/em>k<\/p>\n

Nurturing future educators: Exploring new frontiers of collaborative teacher training model
\n<\/strong>(pages 21-25)<\/a>
\nNoam Topelberg<\/em><\/p>\n

Adopting ChatGPT technology approaches in professional music training \u2013 The TUT experience
\n<\/strong>(pages 26-30)<\/a>
\nHua Hui Tseng<\/em><\/p>\n

Future teachers\u2019 knowledge, attitudes and practice regarding sustainable development goals
\n<\/strong>(pages 31-35)<\/a>
\nAlena Letina, & Marina Dikovi\u0107<\/em><\/p>\n

Imaging future sexuality educators: Attitudes and opinions of student teachers at Sapienza towards sexuality education <\/strong>(pages 36-40)<\/a>
\nValeria Bruno, Roberto Baiocco, & Jessica Pistella<\/em><\/p>\n

The training of the socio-pedagogical professional educator: An overview of the European context <\/strong>(pages 41-45)<\/a>
\nMaria Grazia Rionero<\/em><\/p>\n

Training the media-educational habitus: 21st century skills in digital didactic settings in teacher education <\/strong>(pages 46-50)<\/a>
\nGudrun Marci-Boehncke, & Matthias O. Rath<\/em><\/p>\n

The association between perceived discrimination profiles and career aspirations and expectations of high school students <\/strong>(pages 51-55)<\/a>
\nSabruna Dorceus<\/em><\/p>\n

Drawing and writing about friendship as a way to support social inclusion in primary grades
\n<\/strong>(pages 56-60)<\/a>
\nTiiu Tammem\u00e4e, Egle Hollman, Mari-Liis Lind, & Helin Puksand<\/em><\/p>\n

Teaching science through humanising pedagogies: The South African perspective <\/strong>(pages 61-65)<\/a>
\nTholani Tshuma<\/em><\/p>\n

Qualitative framework: An approach to the evaluation of student\u2019s written outputs <\/strong>(pages 66-70)<\/a>
\nImelda Braganza-Valera<\/em><\/p>\n

Teaching fractions and the concept of inverse operations: Scientific concepts in pre-service teachers\u2019 learning of mathematics for teaching purposes <\/strong>(pages 71-75)<\/a>
\nNatalia Karlsson, & Wiggo Kilborn<\/em><\/p>\n

Gender and students\u2019 mathematical literacy abilities <\/strong>(pages 76-79)<\/a>
\nEleni Nolka, & Chryssa Sofianopoulou<\/em><\/p>\n

Phonological-orthographic stimulation program for schoolchildren with learning difficulties
\n<\/strong>(pages 80-84)<\/a>
\nL\u00edvia Nascimento Bueno, & Simone Aparecida Capellini<\/em><\/p>\n

Facilitating flexible learning experiences <\/strong>(pages 85-89)<\/a>
\nRalucca Gera<\/em><\/p>\n

Current and prevalent technologies in web curriculum <\/strong>(pages 90-93)<\/a>
\nRonald J. Glotzbach<\/em><\/p>\n

Unlocking creativity: Knots and Sona drawings in mathematics teacher professional development <\/strong>(pages 94-98)<\/a>
\nAndreia Hall, Ana Breda, Paula Carvalho, & S\u00f3nia Pais<\/em><\/p>\n

Post-teaching observation feedback in the United Arab Emirates: College mentor and student-teacher perspectives <\/strong>(pages 99-103)<\/a>
\nSarah Hyde<\/em><\/p>\n

Importance of facilitating cross-cultural online discussion <\/strong>(pages 104-108)<\/a>
\nTricia Hudson-Matthew, & Shawn Worthy<\/em><\/p>\n

Peer mentoring in multidisciplinary final bachelor\u2019s thesis of engineering studies <\/strong>(pages 109-113)<\/a>
\nMar\u00eda Gonz\u00e1lez Alriols, Eneritz Onaindia, Jos\u00e9 David Nu\u00f1ez, Isaac Barrio, Ainara S\u00e1nchez,
\n& M. Mirari Antxustegi<\/em><\/p>\n

On scoring competence <\/strong>(pages 114-118)<\/a>
\nMagne V. Aarset, & Stig Ytterstad<\/em><\/p>\n

The impact of a first-year orientation team-building event<\/strong> (pages 119-123)<\/a>
\nJohn Smallwood, & Chris Allen<\/em><\/p>\n

Guess who’s coming to dinner! The impact of (virtual) guest speakers in a business class: A student perspective <\/strong>(pages 124-128)<\/a>
\nAnn Kirby, & Brian Turner<\/em><\/p>\n

Perceptual-visual-motor skills and speed and legibility of handwriting in mixed subtype dyslexia
\n<\/strong>(pages 129-132)<\/a>
\nNat\u00e1lia dos Santos, Monique Herrera Cardoso, Ilaria D\u2019Angelo, Noemi Bianco, <\/em>Catia Giaconi,
\n& Simone Aparecida Capellini<\/em><\/p>\n

The contribution of a collaborative approach in understanding resistance factors <\/strong>when implementing change <\/strong>(pages 133-137)<\/a>
\nMarie Br\u00fbl\u00e9, Chantal Viens, Julie Larochelle-Audet, Andr\u00e9anne G\u00e9linas-Proulx, & Laurie Carlson Berg<\/em><\/p>\n

Increasing geometric literacy skills of future mathematics teachers through 3D printing activities in GeoGebra environment <\/strong>(pages 138-141)<\/a>
\nLilla Korenova, & Angelika Schmid<\/em><\/p>\n


\nTeaching and Learning<\/strong><\/em><\/p>\n

\u201cOpening minds\u201d: The impact of a culturally and linguistically immersive teaching experience for pre-service teachers <\/strong>(pages 142-146)<\/a>
\nCory A. Bennett, Wendy Ruchti, & Mona Nelson<\/em><\/p>\n

Socio-economic status and students\u2019 mathematical literacy abilities <\/strong>(pages 147-150)<\/a>
\nEleni Nolka, & Chryssa Sofianopoulou<\/em><\/p>\n

Giving thanks is the key to transform things that happened into good things and positive emotions <\/strong>(pages 151-155)<\/a>
\nWei-Yu Liu<\/em><\/p>\n

An empirical research to re-contextualise the idea of care in preschool education <\/strong>(pages 156-160)<\/a>
\nIlaria Mussini<\/em><\/p>\n

Early marriage as a huge problem against education and career development <\/strong>(pages 161-164)<\/a>
\nMelano Beridze, & Nano Patchkoria<\/em><\/p>\n

Generative Artificial Intelligence (AI) in education: A cross-national survey on university teachers\u2019 perceptions on the use of ChatGPT <\/strong>(pages 165-169)<\/a>
\nKavita Karan, & Wellars Bakina<\/em><\/p>\n

Which is more difficult, listening or reading? <\/strong>(pages 170-174)<\/a>
\nHelin Puksand, Tiiu Tammem\u00e4e, Kerli Haav, & Elika Klettenberg<\/em><\/p>\n

A digital tool to help work-oriented project studies in higher education institutions <\/strong>(pages 175-179)<\/a>
\nTaina Lintil\u00e4, Tuija Marstio, & Suvi Siv\u00e9n<\/em><\/p>\n

Integrating the arts into kindergarten curriculum: A case study with children in Croatia <\/strong>(pages 180-184)<\/a>
\nZlata Tomljenovi\u0107, Aleksandra Smoli\u0107 Bateli\u0107, & Svetlana Novakovi\u0107<\/em><\/p>\n

Zoonym phraseological units as hate speech in youth vocabulary <\/strong>(pages 185-189)<\/a>
\nAna Vitanova Ringaceva, Darinka Marolova, Dragana Kuzmanovska, & Biljana Ivanova<\/em><\/p>\n

Vernacular and dominant literate practices in Latin American scientific literature <\/strong>(pages 190-194)<\/a>
\nDavid Alberto Londo\u00f1o-V\u00e1squez, & Alvaro Ram\u00edrez-Botero<\/em><\/p>\n

Discovering statistical misconceptions as students create notes for tests! <\/strong>(pages 195-197)<\/a>
\nAnne D\u2019Arcy-Warmington<\/em><\/p>\n

Effective Teams Workshop: A case study in higher education to teach teamwork competency
\n<\/strong>(pages 198-202)<\/a>
\nLiliana Maritza Melo Ramos, Carola Hern\u00e1ndez, & Marco Antonio Azuero Isaza<\/em><\/p>\n

Games and calculus <\/strong>(pages 203-207)<\/a>
\nMaria Paula Oliveira<\/em><\/p>\n

A web and simple clicks to understand chemical concepts <\/strong>(pages 208-212)<\/a>
\nAlbert Poater<\/em><\/p>\n

Interactive project-based teaching \u2013 Meeting the challenges of the coming generations of students <\/strong>(pages 213-217)<\/a>
\nJohn Lindgren, & Anna Isaksson<\/em><\/p>\n

Co-constructing and evaluating an endocrine disruptor education program for teenagers in schools: The COPE-ADOS program <\/strong>(pages 218-222)<\/a>
\nV\u00e9ronique Regnier Denois, Laetitia Marcucci, Camille Lassalle, Clarisse Russias, <\/em>& Julien Masson<\/em><\/p>\n

POSTERS:<\/strong><\/p>\n

Teachers and Students<\/strong><\/em><\/p>\n

Factorial structure validation of the Entrepreneurship Qualities Questionnaire 2.0 <\/strong>(pages 225-227)<\/a>
\nEric Yergeau, Mathieu Busque-Carrier, Marcelle Gingras, & Fr\u00e9d\u00e9rique L\u00e9pine<\/em><\/p>\n

Development of an assessment method for individual grading of a group project work
\n<\/strong>(pages 228-230)<\/a>
\nG\u00f6ran Fafner, & Valentina Haralanova<\/em><\/p>\n

Domain of cognitive-linguistic, reading and writing skills of Brazilian students in the initial literacy phase in the post-pandemic context <\/strong>(pages 231-233)<\/a>
\nCaroline Fernandes Brasil, Stephany Schunemann, Patr\u00edcia Mendes Comassio, <\/em>& Simone Aparecida Capellini<\/em><\/p>\n

Exploring interactive online script creation as a novel assessment method in higher education
\n<\/strong>(pages 234-236)<\/a>
\nTobias Baumeister, Sascha Hofmann, Thomas Kob, & Dietmar Fey<\/em><\/p>\n

Perceptions of competencies among in-service socio-pedagogical professional educators: <\/strong><\/a>
\nA nationwide exploratory survey <\/strong>(pages 237-239)<\/a>
\nMaria Grazia Rionero, Patrizia Sposetti, & Giordana Szpunar<\/em><\/p>\n

Assessment of numerical cognition in preschoolers: Pilot study to verify the applicability of the developed instrument <\/strong>(pages 240-242)<\/a>
\nSilvia Cristina de Freitas Feldberg, Rita dos Santos de Carvalho Picinini, <\/em>& Simone Aparecida Capellini<\/em><\/p>\n

Project based learning in mechanical engineering education <\/strong>(pages 243-245)<\/a>
\nValentina Haralanova, Samir Khoshaba, & G\u00f6ran Fafner<\/em><\/p>\n

FLU-EM \u2013 Assessment of handwriting fluency: Development through criteria and agreement among judges <\/strong>(pages 246-248)<\/a>
\nMonique Herrera Cardoso, Priscila Biaggi Alves de Alencar, & Simone Aparecida Capellini<\/em><\/p>\n

The role of authentic experiences in foreign language learning: Road trips as a way to grasp the soul of a target language <\/strong>(pages 249-251)<\/a>
\nAlexandra-Monica Toma<\/em><\/p>\n

Teaching and Learning<\/strong><\/em><\/p>\n

Fostering critical thinking: Aligning assessment with educational expectations<\/strong> (pages 252-254)<\/a>
\nKathleen A. Siren<\/em><\/p>\n

\u2018Get me involved and i will learn it\u2019. Service-learning case of study at university <\/strong>(pages 255-257)<\/a>
\nTamara Robledo Carranza, & Jorge Mart\u00edn Dominguez<\/em><\/p>\n

Adopting consensual behaviours: A lesson plan <\/strong>(pages 258-260)<\/a>
\nEleni Varlami, Konstantinos Papakostas, Petros Karampet, Petros Christakopoulos, <\/em>
\n& Lefkothea-Vasiliki Andreou<\/em><\/p>\n

Behavioral rating scale for internalizing and externalizing problems in academic <\/strong>skills in Brazilian schoolchildren <\/strong>(pages 261-263)<\/a>
\nGraziele Kerges-Alcantara, & Simone Aparecida Capellini<\/em><\/p>\n

What do the learning diaries tell us about the language learning experience based <\/strong>on peer-teaching? <\/strong>(pages 264-266)<\/a>
\nMaarika Teral, & Raili Pool<\/em><\/p>\n

How corpus linguistics can help promote health education: The case of schizophrenia <\/strong>(pages 267-268)<\/a>
\nJames Balfour<\/em><\/p>\n

Good practices in teaching cognitive neuroscience to biology students in higher education
\n<\/strong>(pages 269-271)<\/a>
\nEleftheria Katsarou, Angeliki Boulala, Petros Karampet, & Lefkothea-Vasiliki Andreou<\/em><\/p>\n

Health and social care placements in today\u2019s changing work environments: A grounded theory study <\/strong>(pages 272-274)<\/a>
\nAnna Fiorentino<\/em><\/p>\n

Screening for difficulties in mathematical learning: Elaboration and pilot study <\/strong>(pages 275-277)<\/a>
\nRita dos Santos de Carvalho Picinini, Simone Aparecida Capellini, & Giseli Donadon Germano<\/em><\/p>\n

VIRTUAL PRESENTATIONS:<\/strong><\/p>\n

Teachers and Students<\/strong><\/em><\/p>\n

Investigating the impact of Gamma-Tutor on the development of technological Pedagogical Content Knowledge in chemistry teaching for science teachers <\/strong>(pages 281-285)<\/a>
\nMuthandwa Chinamhora Sincuba, Sakyiwaa Boateng, & Limkani Sincuba<\/em><\/p>\n

Emotional regulation \u2013 A training program for teachers <\/strong>(pages 286-289)<\/a>
\nEva Vancu, & Zuzana Hlinkov\u00e1<\/em><\/p>\n

Putting theory and practice together in preservice teacher training courses. Is it possible?
\n<\/strong>(pages 290-294)<\/a>
\nTeresa Lewin, Dina Ben Yaish, Barbara Shapir, Sofia Ben-Yair, & Samar Aldinah<\/em><\/p>\n

Meeting students\u2019 expectations: Cultural insights for enhanced educational program management <\/strong>(pages 295-299)<\/a>
\nAnastasios Athanasiadis<\/em><\/p>\n

Evaluation of learning outcomes in masters degree. The perception of the coordinators
\n<\/strong>(pages 300-304)<\/a>
\nJoaqu\u00edn-Lorenzo Burguera, Mar\u00eda-del-Henar P\u00e9rez-Herrero, Marta Virg\u00f3s-S\u00e1nchez, <\/em>
\nJos\u00e9 Miguel Arias-Blanco, & Natalia Rodriguez-Mu\u00f1iz<\/em><\/p>\n

Early detection of STEM skills during secondary education. A weak signals approach <\/strong>(pages 305-309)<\/a>
\nFlorentina Alina Grigorescu (P\u00eervu), & Cezar Scarlat<\/em><\/p>\n

Comparison of visual and phonological skills in dyslexia subtypes <\/strong>(pages 310-313)<\/a>
\nGiseli Donadon Germano, & Simone Aparecida Capellini<\/em><\/p>\n

Absence\/presence in \u2018green\u2019 imaginings of Indian schoolscapes <\/strong>(pages 314-317)<\/a>
\nTanaya Vyas<\/em><\/p>\n

Navigating the teachers\u2019 and the subject\u2019s identity: A case of social sciences<\/strong> (pages 318-322)<\/a>
\nNokuthula Diborah Nkosi, Sheri Hamilton, & Valencia Tshinompheni Mabalane<\/em><\/p>\n

Custom-made course administration spreadsheets as an electronic gradebook alternative
\n<\/strong>(pages 323-327)<\/a>
\nBrian G. Rubrecht<\/em><\/p>\n

Dramatic arts’ role in sustaining impactful education for community development amid 4IR challenges: A teacher’s perspective<\/strong> (pages 328-332)<\/a>
\nLimkani Sincuba<\/em><\/p>\n

Enhancing foreign language translation pedagogy through topology-imagery cognitive approaches <\/strong>(pages 333-337)<\/a>
\nJunwen Jia\u00a0<\/em><\/p>\n

Faculty development for emergency online teaching and learning: A case study <\/strong>(pages 338-342)<\/a>
\nAshley Salter, & Shelly Wyatt<\/em><\/p>\n

Expression of dialogue as an effective indicator of education quality in Lithuanian educational institutions <\/strong>(pages 343-346)<\/a>
\nInesa Vietien\u0117, & Zita Malcien\u0117<\/em><\/p>\n

The contribution of self-efficacy, emotion management, and mental resilience to fostering the educational climate among teachers in schools from Arab society in Israel <\/strong>(pages 347-349)<\/a>
\nSehrab Masri, & Nayif Awad<\/em><\/p>\n

Equity in the classroom for every child <\/strong>(pages 350-351)<\/a>
\nDelia Robinson Richards<\/em><\/p>\n

Exploring pedagogical practices: Integrating ICT tools in grade 10 life sciences education
\n<\/strong>(pages 352-355)<\/a>
\nSam Ramaila<\/em><\/p>\n

The role of the geography preservice teachers\u2019 service-learning in the development of map literacy <\/strong>(pages 356-360)<\/a>
\nNokuthula Diborah Nkosi, & Memoona Mahomed<\/em><\/p>\n

Exploring the existence of mathematics-sciences anxious-endemic equilibrium among pre-service physical sciences teachers: A pathway to building resilience among STEM students <\/strong>(pages 361-365)<\/a>
\nSakyiwaa Boateng<\/em><\/p>\n

Career management skills for vulnerable youth. A career guidance and vocational training point of view <\/strong>(pages 366-370)<\/a>
\nNatalia Rodriguez-Mu\u00f1iz, Marta Virg\u00f3s-S\u00e1nchez, Mar\u00eda-del-Henar P\u00e9rez-Herrero,
\n<\/em>& Joaqu\u00edn-Lorenzo Burguera<\/em><\/p>\n

Pre-service teachers’ understandings of how social values can be integrated in life sciences teaching and learning <\/strong>(pages 371-375)<\/a>
\nEyitayo Julius Ajayi, & Lydia Mavuru<\/em><\/p>\n

Parent’s active role and specific involvement in child education: A South African teacher’s perspective <\/strong>(pages 376-379)<\/a>
\nLimkani Sincuba, & Andrea Mqondiso Buka<\/em><\/p>\n

Guiding first-year student teachers in the application of the skill of set induction in micro-teaching <\/strong>(pages 380-384)<\/a>
\nNdoyisile Moses Majola, & Paseka Patric Mollo<\/em><\/p>\n

Stabilising the link between secondary and higher education through lifelong learning programmes <\/strong>(pages 385-388)<\/a>
\nVanya Dobreva, & Boriana Buzhashka<\/em><\/p>\n

Facing the future: VET skills for today and tomorrow <\/strong>(pages 389-393)<\/a>
\nDenitsa Dimitrova, & Kamelia Nusheva<\/em><\/p>\n

Impact of physical activity on the health status and quality of life of children and school adolescents <\/strong>(pages 394-398)<\/a>
\nSnezana Stavreva Veselinovska, Sonja Petrovska, & Despina Sivevska<\/em><\/p>\n

The study of english listening problems of Thai EFL university students <\/strong>(pages 399-403)<\/a>
\nWaraporn Khampool<\/em><\/p>\n

Learning through peer assessment: Student perceptions before and after participation <\/strong>(pages 404-408)<\/a>
\nJonna K\u00e4pyl\u00e4<\/em><\/p>\n

Inclusive education and training during a pandemic and beyond – The new normal (identifying good practices) <\/strong>(pages 409-413)<\/a>
\nKamelia Nusheva, & Boryana Yankova-Hadzhieva<\/em><\/p>\n

Teachers\u2019 views on infusing IK into chemistry teaching at the junior secondary of Omusati region <\/strong>(pages 414-418)<\/a>
\nTomas Asino, Kgomotsego Samuel, & Washington Dudu<\/em><\/p>\n

Reminiscing training and special needs children <\/strong>(pages 419-423)<\/a>
\nGiulia Amorotti, Laura Guidotti, & Paola Corsano<\/em><\/p>\n

Life sciences teachers\u2019 understandings of integration of indigenous knowledge when teaching biodiversity of plants <\/strong>(pages 424-428)<\/a>
\nKhetha Xolani Makhunga, & Lydia Mavuru<\/em><\/p>\n

Teacher\u2019s views on challenges with the fostering of self-regulated learning skills and support from school management teams <\/strong>(pages 429-433)<\/a>
\nKeneilwe Agbenyegah, & Bernadette Geduld<\/em><\/p>\n

Leveraging ICT tools for teaching and learning in the domain of physical sciences <\/strong>(pages 434-437)<\/a>
\nSam Ramaila<\/em><\/p>\n

Transforming the learning environment through interactive pedagogies <\/strong>(pages 438-442)<\/a>
\nLydia Mavuru<\/em><\/p>\n

Exploring the ontological boundary of metacognitive awareness of pre-service educators
\n<\/strong>(pages 443-447)<\/a>
\nMatthews Makunye, Divan Jagals, & Julialet Rens<\/em><\/p>\n

Specific competencies of student teachers: Identification of professional educational needs
\n<\/strong>(pages 448-452)<\/a>
\nLucija Tomac, Renata \u010cepi\u0107, & Petra Peji\u0107 Papak<\/em><\/p>\n

Teaching and Learning<\/strong><\/em><\/p>\n

Collaborative mathematical problem-solving with children: An illustration of shared and self-regulation in initial teacher training <\/strong>(pages 453-457)<\/a>
\nIsabel Piscalho, & Susana Cola\u00e7o<\/em><\/p>\n

The nature of learning tasks from perspective of children from marginalised Roma communities
\n<\/strong>(pages 458-462)<\/a>
\nM\u00e1ria Hu\u0161lov\u00e1 Ors\u00e1gov\u00e1, Katar\u00edna Van\u010d\u00edkov\u00e1, & Mari\u00e1n Trnka<\/em><\/p>\n

The method for interpersonal communication enhancement and fostering of resilience and emotional regulation <\/strong>(pages 463-465)<\/a>
\nEva Vancu<\/em><\/p>\n

Exploring factors beyond phonological instruction in primary education <\/strong>(pages 466-470)<\/a>
\nLaura Hern\u00e1ndez Sobrino, Eva Gutierrez-Sigut, & Virginia Gonz\u00e1lez Santamar\u00eda<\/em><\/p>\n

Journey to global competence: Teaching through a sustainable development goals lens
\n<\/strong>(pages 471-475)<\/a>
\nChaonan Xu<\/em><\/p>\n

Adapting the values engaged, educative evaluation framework to the evaluation of a community-based program <\/strong>(pages 476-480)<\/a>
\nNuria Jaumot-Pascual<\/em><\/p>\n

Considering automatic feedback in assessment for math learning <\/strong>(pages 481-485)<\/a>
\nCelina Aparecida Almeida Pereira Abar, Jose\u0301 Manuel Dos Santos Dos Santos, <\/em>& Marcio Vieira de Almeida<\/em><\/p>\n

Working with pre-service teachers: Developing mathematics and science resilience while addressing maths and science anxiety levels in South African schools <\/strong>(pages 486-490)<\/a>
\nSakyiwaa Boateng<\/em><\/p>\n

Understanding the learning space, a reflection on blended learning in higher education: A bibliometric analysis <\/strong>(pages 491-495)<\/a>
\nThoko Poppy Mahlangu<\/em><\/p>\n

Reflecting on new public-school teachers\u2019 practices in the pandemic in Brazil <\/strong>(pages 496-500)<\/a>
\nIzumi Nozaki, & Eliseu Pichitelli<\/em><\/p>\n

Level of physical activity among university students <\/strong>(pages 501-504)<\/a>
\nR\u00fat Lenkov\u00e1, Gabriela \u0160kre\u010dkov\u00e1, & Eva Luk\u00e1\u010dov\u00e1<\/em><\/p>\n

Teaching and learning practices in higher education institutions: Where has the theory gone?
\n<\/strong>(pages 505-509)<\/a>
\nGaby Probst, & Laura Zizka<\/em><\/p>\n

Simulation modeling of a production system <\/strong>(pages 510-514)<\/a>
\nChavdar Kostadinov, & Ivanka Peeva<\/em><\/p>\n

The contribution of the picture book as an educational tool to prevent child abuse <\/strong>(pages 515-519)<\/a>
\nMariline Rodrigues, C\u00e1tia Vidinhas, & Ana Catarina Silva<\/em><\/p>\n

The current state of financial literacy among graduating students in connection with the effects of crises <\/strong>(pages 520-523)<\/a>
\nAnton Lisnik, Piotr Mazur, Miroslav Warhol, Milan Majern\u00edk, & Martina Kuperov\u00e1<\/em><\/p>\n

A problem-based learning approach to introduce the enzyme inhibitors blind screening to undergraduate biochemistry students <\/strong>(pages 524-528)<\/a>
\nMelissa Garc\u00eda Caballero, Aurelio Moya Garc\u00eda, Jos\u00e9 Antonio Torres Vargas, <\/em>& Ana Rodr\u00edguez Quesada<\/em><\/p>\n

Enhancing deep comprehension in high school students through the use of graphic organisers
\n<\/strong>(pages 529-533)<\/a>
\nMaria Vittoria Battaglia, Ilaria Stragapede, & Alessandro Franceschini<\/em><\/p>\n

Phonetics and audio-visual help to improve and strengthen the pronunciation of the English language <\/strong>(pages 534-538)<\/a>
\n<\/strong>Bertha Molina-Quintana, Marco Alberto Valenzo-Jim\u00e9nez, Salvador Antelmo Casanova-Valencia,
\n& Arcadio Gonz\u00e1lez-Samaniego<\/em><\/p>\n

Skills development at the school subject of modern Greek language through debate <\/strong>(pages 539-542)<\/a>
\nFoteini Tsaliagkou, & Katerina Kasimatis<\/em><\/p>\n

Primary school teachers\u2019 training needs to meet the challenges of 21st century science education <\/strong>(pages 543-547)<\/a>
\nMonica Tombolato<\/em><\/p>\n

Effect of belief adherence and argumentation on belief flexibility during childhood, adolescence and young adulthood (<\/strong>pages 548-552)<\/a>
\nMarie Bousquet, Roger Fontaine, & Valerie Pennequin<\/em><\/p>\n

An analysis of generative artificial intelligence tools usage to adapt and enrich software development courses <\/strong>(pages 553-557)<\/a>
\nBranko Mihaljevi\u0107, Aleksander Radovan, & Martin \u017dagar<\/em><\/p>\n

Analyzing drug compositions in a problem-based learning experiment to stimulate undergraduate students\u00b4 autonomy <\/strong>(pages 558-562)<\/a>
\nAna Gonz\u00e1lez Moreno, Luisa M. Cabal\u00edn Robles, Antonio Heredia Bayona, <\/em>& Ana Rodr\u00edguez Quesada<\/em><\/p>\n

Pedagogical power of story-telling in high education to develop critical thinking <\/strong>(pages 563-566)<\/a>
\nLela Abdushelishvili<\/em><\/a><\/p>\n

WORKSHOP:<\/strong><\/p>\n

Teaching and Learning<\/strong><\/em><\/p>\n

Effects of critical thinking in literature education <\/strong>(pages 569-571)<\/a>
\nGepco de Jong<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

INDEX OF CONTENTS FRONTMATTER ORAL PRESENTATIONS: Teachers and Students Development of didactics and pedagogy in the Danish pedagogy program through craft activities (pages 3-5) Astrid Margrehe Hestbech, & Louise Hvitved Byskov Pre-service teachers\u2019 knowledge base for teaching mathematics: The development of syntactic and substantive knowledge (pages 6-10) Natalia Karlsson, & Wiggo Kilborn Critical thinking in […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"jetpack_post_was_ever_published":false,"footnotes":""},"class_list":["post-31444","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"jetpack_likes_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/PefuXO-8ba","_links":{"self":[{"href":"https:\/\/end-educationconference.org\/2024\/wp-json\/wp\/v2\/pages\/31444","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/end-educationconference.org\/2024\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/end-educationconference.org\/2024\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/end-educationconference.org\/2024\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/end-educationconference.org\/2024\/wp-json\/wp\/v2\/comments?post=31444"}],"version-history":[{"count":16,"href":"https:\/\/end-educationconference.org\/2024\/wp-json\/wp\/v2\/pages\/31444\/revisions"}],"predecessor-version":[{"id":31895,"href":"https:\/\/end-educationconference.org\/2024\/wp-json\/wp\/v2\/pages\/31444\/revisions\/31895"}],"wp:attachment":[{"href":"https:\/\/end-educationconference.org\/2024\/wp-json\/wp\/v2\/media?parent=31444"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}