Jancheski, Metodija

Preferred name

Jancheski, Metodija

Official Name

Jancheski, Metodija

Alternative Name

Јанчески, Методија

Main Affiliation

metodija.jancheski@finki.ukim.mk

Now showing 1 - 10 of 26

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EXPLORING COMPUTATIONAL THINKING IN EDUCATION: DEFINITIONS, PEDAGOGIES, AND INTEGRATION APPROACHES
(IATED, 2024-11)
Miceva, Gorica
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Nowadays, many academics agree that one of the essential 21st-century skills is computational thinking (CT). This study explores the diverse meanings of CT and their evolution throughout the years. It examines the complex connections between digital literacy/competence, programming, and CT, and clarifies their differences. The fundamental ideas and abilities of CT—abstraction, algorithmic reasoning, automation, decomposition, debugging, pattern recognition, and generalization—will be at the center of our discussion. We claim that CT serves as a catalyst for developing students' critical thinking and problem-solving skills, emphasizing its importance in education. Our paper evaluates the necessity of incorporating CT into curricula while discussing how it might promote economic growth. It investigates the best pedagogical approaches to support CT and looks into ways to incorporate it easily into current curriculum. Additionally, it looks into how dependent CT is on technology and how students' access to it affects CT-oriented education. A comprehensive review of relevant studies will be conducted, examining various methods of implementing and using CT in mandatory education worldwide. Finally, three primary approaches to integrating CT skills in compulsory education curricula will be examined: as a cross-curricular topic, as a standalone subject, and by integration within other subjects. Real-world examples of CT integration in compulsory education across various countries are provided, offering insights into successful implementation strategies.
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EXPLORING COMPUTATIONAL THINKING IN EDUCATION: DEFINITIONS, PEDAGOGIES, AND INTEGRATION APPROACHES
(IATED, 2024)
Miceva, G
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Nowadays, many academics agree that one of the essential 21st-century skills is computational thinking (CT). This study explores the diverse meanings of CT and their evolution throughout the years. It examines the complex connections between digital literacy/competence, programming, and CT, and clarifies their differences. The fundamental ideas and abilities of CT—abstraction, algorithmic reasoning, automation, decomposition, debugging, pattern recognition, and generalization—will be at the center of our discussion. We claim that CT serves as a catalyst for developing students' critical thinking and problem-solving skills, emphasizing its importance in education. Our paper evaluates the necessity of incorporating CT into curricula while discussing how it might promote economic growth. It investigates the best pedagogical approaches to support CT and looks into ways to incorporate it easily into current curriculum. Additionally, it looks into how dependent CT is on technology and how students' access to it affects CT-oriented education. A comprehensive review of relevant studies will be conducted, examining various methods of implementing and using CT in mandatory education worldwide. Finally, three primary approaches to integrating CT skills in compulsory education curricula will be examined: as a cross-curricular topic, as a standalone subject, and by integration within other subjects. Real-world examples of CT integration in compulsory education across various countries are provided, offering insights into successful implementation strategies.
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OVERCOMING THE CHALLENGES OF DISTANCE LEARNING DURING THE COVID-19 PANDEMIC IN MACEDONIA: WHAT CAN WE LEARN FROM THE NEIGHBORING COUNTRIES?
(IATED, 2022-03)
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Jancheska, Sofija
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The global health crisis caused by the COVID-19 pandemic required significant changes to the operations of educational institutions all across the world, as all classes were transitioned to remote instruction. Since these changes occurred abruptly, there was little time in creating strategies to effectively manage this transition. Unusual enrollment patterns and students’ grades during this period reflect these disruptions, not necessary the work of the individual students. It is important to also acknowledge that the educational systems in countries around the world were facing serious challenges even before the COVID-19 outbreak. These weaknesses became more evident during the pandemic which additionally contributed to weakening the quality of these educational systems. The existence of distance learning tools to some extent facilitated this abrupt transition from the traditional face-to-face teaching system to distance learning education during the pandemic, but not all countries in the world implemented the same exact set of distance learning tools and techniques within this short time span. In this paper, we aim to explore different tools and adaptation techniques for distance learning education implemented in developing countries with similar educational ecosystems. In particular, we are interested in distance learning frameworks adapted during the COVID-19 pandemic in four Balkan countries: Macedonia, Serbia, Bulgaria and Romania. We would like to examine the structure of online education in these countries, the extent to which they differ and whether they have yielded different results in students’ success and educators’ satisfaction levels. By conducting this case study, we also aim to identify the determinants of online effective learning. We would like to determine what online learning techniques have had a less positive effect on students’ learning effectiveness. Detecting the weaknesses of the system by looking at the challenges faced by students would enable to create practical solutions in order to improve their learning experience. Not only we are going to explore these issues from students’ point of view, but we are also including the educators’ perspective as an important variable in our study. We aim to analyze the difficulties educators in these four Balkan countries have been facing since the pandemic and how they have coped with them so far. Educators, just as students, come from a variety of technical backgrounds. While some have been exposed to the beauty and benefit of digital learning techniques and have previously used them in their teaching, others have not had the opportunity to explore them to the same extent. This is just one of the many variables we are taking into account when exploring the success of the transition from traditional to online teaching environment. We truly believe that developing countries can learn through the examples of their neighboring countries, especially since they have a tendency to have similar ecosystems, infrastructures and resources. By comparing the tools and techniques implemented in the online educational spheres in Macedonia, Serbia, Bulgaria and Romania, we aim to detect the issues during the transitional period of education in these countries and provide concrete suggestions to the existing frameworks. Our ultimate goal is to improve the overall experience of both students and educators in the educational system during this everlasting health crisis.
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Breaking Down GeoGebra: Two Dimensions of the GeoGebra Software Application
(IATED, 2023-07)
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Jancheska, Sofija
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GeoGebra is a professionally produced, freely available, interactive and dynamic open-source educational mathematics software designed for teaching and learning mathematics at all levels of education, from elementary school to universities. In many educational systems around the world, the GeoGebra program is integrated into textbooks and various projects. GeoGebra is designed to combine the properties of dynamic geometry software and a computer algebra system into a single, integrated and easy-to-use tool for teaching and learning mathematics. GeoGebra has the ability to bridge the gaps that exist between different mathematical disciplines, combining the content of the fields: geometry, algebra, statistics, analysis, and tabular and graphical displays in a simple, convenient package. GeoGebra is equally popular among students and among teachers. It attracts students with its dynamism and interactivity, but also because it provides visual and conceptual feedback. It has been found that it encourages students to learn mathematics, helps them analyze different problems and simulate physical phenomena through dynamic structures. It offers unlimited opportunities for experimentation to students, which leads to better mastering of the teaching content and to effective learning. GeoGebra can also be used beyond the classroom: students can use it at home, when doing homework, for practice, for repeating lessons already learned and for preparing for future lessons. The use of GeoGebra modernizes teaching and positively affects the creativity of students and their critical thinking, helps to facilitate the acquisition and improvement of 21st century skills, intensifies the application of active learning methods. Apart from being a computer tool, many authors consider GeoGebra as a conceptual (ideal), pedagogical, cognitive and transformational tool in teaching and learning mathematics. In practice, we distinguish two main dimensions regarding the application of GeoGebra. On one hand, GeoGebra can serve as a tool for demonstration and visualization of formal mathematical knowledge. GeoGebra actually represents a virtual experimental mathematical laboratory, a place where hypotheses can be set up and tested; to monitor and verify scientific facts; to illustrate tasks and problems, their variations and sets of solutions; to analyze the properties of different geometric objects; to discover geometric places of points that satisfy certain conditions, to find significant points of functions; to prove mathematical statements; to demonstrate various proofs of mathematical statements and the like. On the other hand, GeoGebra can serve as an authoring tool for creating interactive learning materials. With GeoGebra, multimedia contents such as animations, simulations and computer games can be created that will serve as didactic tools, in the function of getting to know, studying and visualizing terms, concepts, ideas, ties or phenomena, as well as complex processes that cannot be easily described and explained in word and text, especially those involving some degree of abstraction. In this paper concrete examples of practical demonstration of these two dimensions of using the GeoGebra software will be presented and explained in detail.
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Teachers' Survey on the Teaching of Computing as a Compulsory Subject for Pupils of Age 8
(IATED, 2023-07)
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According to the European Union’s Council and the Commission on the implementation of the strategic framework for European cooperation in education and training, relevant and high-quality learning requires more innovative pedagogies and tools for developing digital competences, including e-literacy, computational and critical thinking, as well as coding and knowledge of algorithms. Furthermore, for this type of improvement, strong support for teachers, trainers and other educational staff is needed. In this paper we showcase the results of a survey analysis for the subject Computing for primary education, introduced in the academic year 2015/2016 in the Republic of Macedonia. The survey was conducted on a large sample of over 700 schoolteachers, who had been teaching the subject for a year, during the teacher training for the upcoming year. The survey covers 5 areas: the course format, computational thinking and coding topics, previous year’s training, questions on personal development, and conditions for realization of the course. We present and analyze the results and propose suggestions for improvements that may be valuable for every school system that tries to introduce this topic into the curriculum.
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УЛОГАТА, ПРИМЕНАТА И ВАЖНОСТА НА ТУТОРСТВОТО ВО ОБРАЗОВАНИЕТО НА 21 ВЕК
(Природно-математички факултет-Скопје, 2021)
Спасова, Анкица
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Илиеска, Викторија
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MULTIMEDIA APPLICATIONS IN EDUCATION
(IATED 2022, 2022-03-07)
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Jancheska, Sofija
The continuous development of information and communication technologies undoubtedly leads to the development of multimedia and its increased use in many other fields, including science and education. Multimedia is a medium that combines several content formats: text, graphic, animations, audio (sound, music, speech) and video. The modern educational process cannot be imagined without multimedia. Multimedia has a huge impact on both classical and distance education. It can be used at all levels of education and applied to various fields. It can positively affect students’ acquisition of knowledge and skills. Multimedia has the power to improve the process of teaching and learning, to increase the interaction between students and teachers, but also to encourage inspiration, excitement and motivation among students. Multimedia tools create effective learning environments that allow students to explore, experiment, hypothesize, ask questions, and provide answers to a variety of real-world situations. In the first part of the paper, we analyze Meyer’s cognitive theory of multimedia learning and its basic principles as a theoretical basis. Through the prism of this framework, we dedicate a special section to the pedagogical basis and standards in the application of multimedia in education. We also analyze several multimedia applications, including animations, simulations and computer games. For the same specific teaching content, we create different models of multimedia applications. Through concrete examples, we demonstrate the benefits and advantages, but also the disadvantages of these models’ application. In the final part of the paper, we provide appropriate recommendations to educators, educational institutions and education authorities regarding the importance and proper use of multimedia in education. Finally, this paper attempts to answer the following questions: What should be the preparation of teachers to use multimedia in teaching and learning? How to make an appropriate choice of multimedia tools? Which are the necessary conditions for proper use of multimedia tools? Which criteria should be taken into consideration when adapting multimedia content to students? How to properly combine multimedia tools? To what extent the application of multimedia should be included within one lesson? How to effectively recognize the concepts and phenomena in the curriculum in which the adoption of multimedia can play a key role?
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Improving Teaching and Learning Computer Programming in Schools through Educational Software
(2017-07)
Computer programming is the universal language of our planet and a basic literacy in the digital age. There is no doubt that learning computer programming at a young age is helpful for all students at least in their everyday life. The benefits of learning programming help young students to gain advantages in thinking, processing and communication. These benefits can support acquiring, developing and improving the 21st-century skills among youth. One of the main challenges of scientists and educational practitioners in the field is how to make computer programming attractive and interesting for the students in primary and secondary schools. The use of various educational software could have positive impact on this issue. There are many successful examples of educational software used in schools. This paper emphasizes the usefulness of Scratch, Logo, ToolKid and other similar education software tools in teaching and learning computer programming fundamentals. Some of the most important features of such tools, including immediate feedback (instant positive reinforcement), visually, block-based, text-based and object-oriented programming are explained in details. The author presents several practical examples of how the educational software tools mentioned above can improve teaching and learning computer programming.
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Multidisciplinary, Multilingual, Multilevel and Multipurpose Usage of GeoGebra Software in Education
(2019)
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Jancheska, Sofija
The technical characteristics of GeoGebra have been examined, its various views and tools have been described, with special emphasis on interactive tools. The use of GeoGebra in education has been depicted, mainly in mathematics. We emphasized the importance of sharing GeoGebra digital learning materials within the GeoGebra community, which is present and active in more than 190 countries now and is growing astonishingly fast. In this context, various forms of organizing GeoGebra digital learning materials are reviewed: GeoGebra Materials, GeoGebra Wiki, GeoGebra Tube, GeoGebra Books and GeoGebra Exercises. The author demonstrates the universal and effective application of the GeoGebra software in four dimensions. First, GeoGebra can be applied in a variety of disciplines, primarily in mathematics and computer science, and in subjects in the field of natural and technical sciences. Second, the use of GeoGebra also covers a wide range of applications, from primary education to higher education. Third, GeoGebra enables the creation of multilingual digital learning content. Finally, various variations of animations and simulations with different weights can be made in GeoGebra, which can enhance the individualization of teaching within multiple levels of education and enable conditions for programmed instruction. A detailed overview of three conducted researches and the obtained results are provided. The researches include filling in questionnaires by teachers and students, as well as performing teaching lessons in Mathematics and Physics in two secondary schools with students divided into experimental groups (where GeoGebra animations and simulations were applied) and control groups (where the classes were held in classical, traditional way, without the use of educational software). According to our researches and observations, free and open-source software like GeoGebra is a great opportunity that should be used to the fullest extent in our education especially in the conditions of obvious need for educational software and digital educational materials, corresponding to our education curricula. In the concluding observations, we give concrete conclusions, suggestions and recommendations for implementing GeoGebra in the educational system.
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МАТЕМАТИКА И МАТЕМАТИЧЕСКО ОБРАЗОВАНИЕ
(2009-04-01)
The paper consists of four general parts. After a brief review of the worldwide responsible institutions for teachers’ trainings in the framework of their continuous education, the paper will discuss the characteristics of national teachers’ training programmes. Some of the educational systems prefer pedagogical skills, some of them prefer ICT skills, but the best solution is in their integration. The ICT-enhanced skills are also recognized as synergy between, so called, soft skills and ICT skills. Follows examples of ICT support services in some European schools, as well as, the defined main roles, and actors. The last part discusses the different experiences of assessment and evaluation the ICT competencies of teachers and the variety of teachers’ ICT certification. The paper includes the Macedonian experience in the field of teachers’ continuous education which is on the main crossroad taking into account the current mass computerization of the Macedonian schools. In each chapter, the author gives some proposals for improvement the use of ICT in Macedonian schools, as well as, for increasing the teachers’ ICT skills and their implementation.

Jancheski, Metodija

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