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Purpose: The purpose of this scientific monograph is to show new and creative approaches to different school subjects in primary and secondary level. Methodology: Interdisciplinary and international comparative approaches were used. Now according to the 7th Framework Program, the preferred form of Science Education (www.scientix.eu) is preferred inquiry-based learning. Chapters in the monograph bring a lot of different kinds of motivation for teachers in practise. Results: Results indicate that using constructivist and inquiry-based learning methods bring positive results in motivation and development of key competencies by pupils in primary and secondary level. Conclusions: Results show that pupils who are working in groups and led by teachers as managers of theirs own activities have better results than pupils led in transmissive form. Recommendations: Educators need to increase their knowledge of the effects of constructivist teaching to pupils and need international and interdisciplinary exchange of best practices. Additional data: Monograph was supported by Erasmus Intensive Program. [Contents of this monograph are as follows: (1) Some Interactive Elementary Mathematics Lessons (Edith Debrenti); (2) Origami and Mathematics (Asuman Duatepe Paksu); (3) New Inequalities in Higher Education: Pre-Service Teachers in Partium Region (Agnes Reka Dusa and Edina Kovacs); (4) Instructional Software with Focus on Instructional Games in Mathematics and Chemistry Education (Pavla Hanzalova and Katerina Chroustova); (5) On a Method Solving Some Mathematical Problems Using Quantifier Elimination (Lukas Honzik); (6) Importance of Narration in Primary Education (Zuzana Chanasova); (7) Use of Educational Software for Mathematics and Computer Science (Jan Guncaga, Janka Majherova, and Hedviga Palasthy); (8) Education in Smart Cities (Sevinc Gulsecen, Serra Celik, Sebnem Ozdemir, Tuba Ugras, and Mustafa Ozcan); (9) Education of the Pupil for Life in the Complex Society and the Role of the Teacher in this Process (Giuseppi Mari); (10) Curricula and Values in Teacher Training (Silvia Matusova); (11) Introduction to Computer Animation and Its Possible Educational Applications (Sajid Musa, Rushan Ziatdinov, Carol Griffiths); (12) Pedagogical Training from the Pre-Service Teachers' Point of View at the University of Debrecen--A Pilot Research (Zoltan Nagy, Krisztina Banoczki, Eszter Gerjak, Daniel Karai, Jozsef Katona, Edina Malmos, and Eva Fruzsina Racz; (13) Sprachliche Attituden der Slowaken in Sudostungarn--Einfluss zum Schulwesen (Sandor Janos Toth); and (14) Science Education--Formal versus Informal Education (Zuzana Vaclavikova). [Individual papers contain bibliographies.]

This collection of research papers considers extensions of the Rasch model. In Chapter 1, K. C. Cheung explains how measurement and testing in the classroom can be made more meaningful, particularly through the use of Rasch family item response models. In Chapter 2, K. W. Koon and K. C. Cheung apply the Rasch model in constructing a part-whole concept continuum in mathematics. In Chapter 3, using a different conceptual framework, S. K. Cheung and M. L. Choo use the Rasch model to establish a proposed hierarchy of language skills. In Chapter 4, M. L. Choo and K. C. Cheung use Rating Scale Analysis--an extension of the Rasch model--to check on a newly constructed computer programming anxiety instrument normed on a sample of computer science students in junior colleges in Singapore. These papers demonstrate that it is possible to base qualitative interpretation on quantitative measurement. Chapters 2, 3, and 4 show that meaningful measurement is possible in the classroom. Five figures and two tables present supporting data. A 40-item list of references is attached. A multiple-choice test on fractions, and the computer programming anxiety scale are included. (SLD)

Readers will find several papers that address high-level issues in the use of technology in education, for example architecture and design frameworks for building online education materials or tools. Several other chapters report novel approaches to intelligent tutors or adaptive systems in educational settings. A number of chapters consider many roles for social computing in education, from simple computer-mediated communication support to more extensive community-building frameworks and tools. Finally, several chapters report state-of-the-art results in tools that can be used to assist educators in critical tasks such as content presentation and grading. This book contains the following chapters: (1) A Model of Project-Based Learning to Develop Information Systems Engineers and Managers through "Collaborative Management" Approach (Yoshiaki Matsuzawa and Hajime Ohiwa); (2) Educational Modelling Languages and Service-Oriented Learning Process Engines (Jorge Torres, Cesar Cardenas, Juan Manuel Dodero and Eduardo Juarez); (3) Multi-agent Architecture for Retrieving and Tailoring LOs in SCORM Compliant Distance Learning Environments (Pierpaolo Di Bitonto); (4) E-Testing Construction Support System with some Prediction Tools (Pokpong Songmuang and Maomi Ueno); (5) Adaptative Learning Environment for Geometry (Vanda Santos and Pedro Quaresma); (6) Personalized Learning Path Delivery (Hend Madhour and Maia Wentland Forte); (7) Advances in Artificial Intelligence to Model Student-Centred VLEs (Paulo Alves); (8) M-PLAT: Multi-Programming Language Adaptive Tutor (Alberto Nunez, Javier Fernandez and Jesus Carretero); (9) Adaptive and Collaborative Learning Using netUniversity, an Interoperable LMS/LCMS (Amir Benmimoun and Philippe Trigano); (10) wConnect: A Developmental Community for Women in Computer and Information Science (Mary Beth Rosson, John M. Carroll, Dejin Zhao and Hansa Sinha); (11) EduWiki: A Knowledge Construction System for Collaborative Learning (Tomoo Inoue and Naoko Yoshimura); (12) Realization of Swift and Expressive Chat in CSCL: Reach Project (Wataru Tsukahara, Shingo Akamatsu, Xin Wan and Toshio Okamoto); (13) Network of Schools as a Framework to Support E-Learning within Educational Communities (Virginija Limanauskiene, Vytautas Stuikys and Christoph Hornung); (14) Visual Analytics to Support E-learning (Diego Alonso Gomez Aguilar, Cristobal Suarez Guerrero, Roberto Theron Sanchez and Francisco Garcia Penalvo); (15) Informing Instructional Design Using Microgenetic Analysis of ICT-based Collaboration: A Misconceptions Perspective (Sofia Hadjileontiadou); (16) An Analysis Using Eye-Mark Recorder of the Effectiveness of Presentation Methods for E-learning (Masahiro Ando and Maomi Ueno); (17) Pedagogical Use of Automatic Graders (Isidoro Hernan-Losada, Cristobal Pareja-Flores and J. Angel Velazquez-Iturbide); and (18) An Item Response Theory for Peer Assessment (Maomi Ueno).

The nine articles in this collection were selected because they represent concerns central to computer science, emphasize topics of particular interest to mathematicians, and underscore the wide range of areas deeply and continually affected by computer science. The contents consist of: "Introduction" (S. V. Pollack), "The Development of Computer Science" (S. V. Pollack), "Programming Languages and Systems" (W. E. Ball), "Specifying Formal Languages" (R. V. Book), "Formal Analysis of Computer Programs" (T. W. Pratt), "Computational Complexity" (F. P. Preparata), "Computer Science and Artificial Intelligence" (J. R. Slagle), "The Impact of Computers on Numerical Analysis" (E. R. Buley and R. H. Pennington), "Computer Simulation" (M. Franklin), and "Computational Tools for Statistical Data Analysis" (C. F. Starmer). (MNS)

Assembled to provide an introduction to computer and communications technology, systems analysis, and networking for school librarians, this booklet brings together articles, addresses, and teaching materials prepared by the compilers for journals, conferences, and a series of continuing education courses for school librarians in Australia. The collection is divided into three sections: (1) a set of background readings, (2) a series of working notes on information system technology and processes, and (3) course outlines. Among the background readings are: "Technology, Systems, and School Librarians: An Approach to Continuing Education,""Information Retrieval in the School Library,""Sharing Technology in School Libraries,""School Libraries and Networks," and "Computer Applications for School Libraries: Some Considerations." A selected bibliography and glossary of acronyms accompany the papers. The working notes address such topics as computer technology, machine readable cataloging (MARC) and bibliographic records, keyword indexing, flowcharting, systems analysis, and system costing. Programs for 2- and 4-day courses on school libraries and information needs and a sample keyword-out-of-context (KWOC) index are appended. (JL)