Kerged tekstid
Report on the conference “Kerged tekstid” held at Tallinn University at 9th of November 2012.
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Report on the conference “Kerged tekstid” held at Tallinn University at 9th of November 2012.
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Humanitaarteadused on Eestis ajalooliselt olnud suhteliselt hinnatud, viimasel ajal ning eriti XXI sajandi edenedes on niisugune tunnustus aga oluliselt kõikuma löönud. Tõtt-öelda osutub humanitaarteaduste positsioon olevat poleemiline päris ulatuslikult, vähemalt Euroopa lõikes kindlasti. Need arengud on omakorda sundinud meid n-ö ridu koondama, leidmaks uusi lahendusi tekkinud oludega hakkama saamiseks. Üheks abivahendiks sel teel võib pidada interdistsiplinaarsust, st mitmekesiste võimaluste teadvustamist ja rakendamist ning koostöövormide ja -võimaluste otsimist. Koostöövajadust kannustab tahe ühise eesmärgi nimel lahkhelid ületada, ent kaunitel ideaalidel on ka pragmaatilised põhjused, nagu võimalus hankida majanduslikku tuge. Tulemiks on võrgustike loomine, sidemete sõlmimine nii distsipliini sees kui ka väljas, kooli vms institutsiooni raames või ka erinevates asutustes killustunult oma rida ajavate teadlaste vahel. Nii ei soosi olukord humanitaaridele sageli harjumuspärast vaikset omaette nokitsemist, vaid sunnib suhtlema ja suhteid otsima.
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The education policies of the European Union countries have their own specificities and differences. These differences can be seen not only in direct educational activities, but also in the legislatively binding curriculum documents for pre-primary education. The present study deals specifically with the comparison of the State Curriculum for Pre-primary Education in Kindergartens 2016 (Slovak Republic) and the National Education Programme 2012 (Hungary).
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In recent years, Romania has started to develop a fully-fledged national internationalisation strategy targeting both internationalisation of education and of research (Deca and Fiț 2015). The strategy is aimed at encouraging and financially supporting higher-education institutions (HEIs) to offer joint degrees with universities from abroad and to undertake curricular reforms in order to provide full programmes in international languages (especially in English). In this context, English-medium instruction (EMI) is seen as a way to develop internationalisation at the institutional level, to promote staff and student mobilities, and to improve university ranking, so all important Romanian universities have included these objectives in their strategic plans. However, the actions taken in this direction are less visible, and only a small number of EMI-based study programmes have been included in the study offer in the last few years. Thus, in this article, we examine how institutional policies and strategies with regard to internationalisation and EMI are implemented at the University of Craiova (UCv), including the types of programmes and language use, and how it is conceptualised by different stakeholders (students and academic staff). To this purpose, we analyse a more ‘experienced’ English-taught programme at UCv, namely the Bachelor specialisation in Computer Science (English), started in 1993.
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The aim of the research is to compare the music teacher training programs implemented in Turkey and Romania. For this purpose, music teacher training programs implemented in the countries taken as a basis were examined comparatively in terms of course name and course type, and the similarities and differences of these programs in these dimensions were determined. The research is a descriptive study and scanning model was used. The study group of the research consists of music teacher training programs implemented in Turkey and Romania. Relevant data were obtained by literature review and document review. Content analysis was applied to the obtained data. In line with the research findings, it was determined that the lessons applied in the music teacher training programs in Turkey and Romania were divided into types and included in the program in both countries, this situation was similar in both countries in terms of classifying the lessons, but the naming of the lesson types in question was different in both countries. It was concluded that the names were mostly similar in the field education courses.
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Farabi, who sees education as an action based on scientific abilities; Although he lived a thousand years ago, it is stated in the literature that he came very close to contemporary views with his understanding of education. Farabi, who wrote in every branch of science, has been defined as a Philosopher and a Turkish educator who gives direct place to the subject of Education. He is said to have more than 100 works with his views on how to teach and how toteach method definitions and research methods. His works are from the13th century to the 17th century. taught at EuropeanUniversities. Avicenna's child education, child and play, individual differences, talent distinction and education, who thinks that education should start with birth, which attaches great importance to education and science. He presented views on the importance of physical education, teacher characteristics and teaching methods in line with the latest findings of pedagogy and psychology. Avicenna, whose field of study is mathematics and medicine, was also seen as an educational philosopher. He accepted experimental science; He wrote medical science subjects and curriculum; His works in the field of medicine have been used as textbooks in European medical faculties for more than five centuries. Europe has greatly benefited from these important thinkers. In this study; It was aimed to bring the Educational views of Farabi and Avicenna, one of the greatTurkish thinkers who presented a wide range of information and works, to the agenda as much as possible; included in primary sources and research Educational views, which are fundamental to the present, are included, and literature review has been carried out with content-analysis method.
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Classroom-based science teaching tends to be dominated by teaching that stifles the students’ natural curiosity and eagerness to discover their surroundings. Knowledge makes sense to students particularly when it is learned within the context of an authentic experience. Thus classroom-based science needs to be complimented by out-of-classroom activities which offer direct and relevant information that influences students’ learning. Students build new knowledge on already existing schema, thus it is important for both teacher and students to question and evaluate their knowledge to be able to build on solid grounds. This paper illustrates examples of meta-cognitive tools (i.e. Vee diagrams and concept maps) used before and after site-visits to explore the contribution of out-of-classroom activities to the students’ biological cognitive development. This research shows that site-visits are a necessary part of science learning because they help students develop observational and reasoning skills, link biology to personal life experiences and contextualise inert classroom knowledge, making it more meaningful and easier to remember.
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The methodology and ideas behind educational robotics arise from the 1960s, when the first hardware platforms together with computers were used in research studies in schools. Since the 1990s, the market for educational robotics has grown, and there are many solutions available to use in schools. Despite a wide variety of platform approaches for using robots in education, they are still based on ideas that are decades old. This study evaluates different approaches used nowadays to teach with robots. Problem-based, constructionist, and competition-based learning are identified as the most common uses of robots under observation. Each approach is analysed qualitatively based on the published literature. Each has positive and negative properties; though none have been studied thoroughly using quantitative methods. Results indicate that all these approaches are used in schools with robots interdisciplinary. The current reasons for using robots are based mostly on teachers’ and students’ impressions. However, robotics can be seen as a “tool” to create many approaches to science education, such as inquiry learning and problem solving.
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The rapid expansion of social networking websites is raising several issues regarding the influence on the individual and social behavior of users. It is without doubt, that social networking websites are a phenomenon of a contemporary society, which has to be explored in various aspects. It is only because SNW are becoming more and more important for the whole society, especially for the youth, after all, they undoubtedly change the world. Their penetration is observed in various society life spheres. Education is not an exception. It can be stated, that SNW change educational processes. However, the main question is: how change? Can they harm, or maybe on the contrary – help in terms of education. Having carried out empiric research, a hierarchical and multidimensional measurement model was developed to explore the negative effects of these websites. The model has been tested on one sample and cross validated on another sample. It has been stated, that SNW negative effects is a multidimensional construct, having several facets that describe distinct aspects.
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Through this research, it was aimed to determine the Pre-Service Teachers’ perceptions and opinions about greenhouse effect. The research was carried out with 395 Pre-Service Elementary Teachers. The data in the research were collected through the questionnaire consisting of 36 items with likert type 5 related to greenhouse effect adapted into Turkish by Kılınç, Boyes and Stanisstreet (2008) developed by Boyes and Stanisstreet (1993) and an open-ended question. The quantitative data obtained from the questionnaire used in the research were analyzed using SPSS package program. The qualitative data obtained from an open-ended question were evaluated using the descriptive analysis technique. According to the results of the research, it has been observed that Pre-Service Teachers are not equipped with the sufficient knowledge about environmental problems. It has been concluded that Pre-Service Elementary Teachers established the false cause-effect relationship between environmental problems such as greenhouse effect, ozone layer problem, acid rain.
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The study focuses on how best to foster the science process skills and improving achievement of secondary schools students in Riau Indonesia. This research used a quasi-experiment method which involved two experimental groups and one control group. The first experimental group used an environment learning module based on Information Communication Technology (ICT), whilst the second experimental group used the environmental module without ICT. The third group went through the teaching and learning process using conventional methods. The instruments used were the Science Process Skills test and students’ achievement test. Analysis of the findings was done descriptively followed by subsequent inferential analysis using ANOVA and MANOVA tests. It was found that there exist significant differences in science process skills and achievement between the two experimental groups and the conventional group. Based on the findings, it is suggested that science teachers need to be adroit in varying their teaching approaches as well as orientating themselves in using ICT in their teaching.
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Roundhouse diagram is a visual tool which helps to reveal what a student think about science topics and reflects information that students organise in their mind. The purpose of this study was to investigate the effect of using roundhouse diagrams on prospective classroom teachers’ understanding of ecosystem, food chain, energy flow and material cycles. The roundhouse diagram was used with the experimental group (n = 44), while a traditional teaching method was employed with the control group (n = 43). Environmental Achievement Test consisting of 25 questions was administered to the 87 preservice teachers as pretest and posttest. The results indicated that the use of roundhouse diagrams significantly improved prospective classroom teachers’ understanding of ecosystem, food chain, energy flow and material cycles. In the light of the obtained results, some practical implications are discussed.
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More and more LEGO NXTs are applied to combine with different courses for designing multimedia instructional materials. Therefore, understanding the factors affecting the teachers’ intention of using Lego NXT has been an eager research issue. The purpose of the current research is to explore the teachers’ intention of using Lego NXT in primary school. A model combining the Technology Acceptance Model (TAM) as well as system and participant characteristics is proposed. Data were collected from forty seven primary school teachers in Kaohsiung and Pingtung county. Structural Equation Modelling (SEM) is used to test the hypothesis.
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The purpose of this study is to explore pre-service secondary science teachers’ images of themselves as science teachers. Also, the association between instructional style, and domains was explored. 130 secondary science teachers (biology, chemistry and physics) from 26 public universities participated in the data collection for this study. The Draw a Science Teacher Test Checklist (DASTT-C) was used as a data collection instrument. The results of study showed that pre-service science teachers’ images is 24.62% student-centred, 53.85% between student and teacher-centred, and 21.4% teacher-centred teaching style approaches. A significant association was found between domain and instructional style. Pre-service chemistry teachers were more willing to use student-centred teaching style rather than pre-service biology and pre-service physics teachers.
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This structural equation modeling study aimed to investigate both direct and indirect relationships among self-efficacy for learning and performance, cognitive self-regulated learning strategies (CSR), metacognitive self-regulated learning strategies (MSR), time and study environmental management strategies (TSEM), effort regulation strategies and biology achievement of Turkish high schools students. Results of a path analysis showed that students who have high self-efficacy, MSR, TSEM and organizational strategies to complete a task in the face of difficulties can become successful in biology. Also, the findings were found that higher levels of self-efficacy directly associated with CSR, MSR, TSEM and effort regulation strategies. Moreover, mediator analyses explained several mediator effects between these variables that are discussed with the importance of motivational and learning strategies in achievement.
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Science education is one of the key areas of general education in comprehensive school (Lamanauskas, 2009). The major argument for defining the relevancy of the introduced subject is the universality and integrity of science education. For the last two decades, particularly this field of education has faced a number of different changes in the majority of countries: variations in the content of education, search for efficient forms and methods of teaching, innovative approaches, etc. are only a few questions that must be properly discussed. On the other hand, needs for the quality of provided services necessary for modern society are emphasized. The present community finds knowledge of science and ability to apply the acquired information in practice as the main priorities.
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This study aims to develop an ESSMIM (Earth System-Science Museum Instructional Module) and evaluate its impacts on 11th grade high-school students’ expected and actual perceptions of a Science Museum invoked Learning Environment (SMiLE). The ESSMIM was designed following the principles of the “Earth System Education (ESE) learning cycle mode” (Chang, 2005): Engage, Explore, Analysis/Explain, as well as Apply and Evaluate. In terms of research design, a one group pretest posttest research design was adopted. The research subjects were a group of 11th grade students from a national senior high-school in Taiwan. Students’ expected and actual perceptions of SMiLE were investigated through the “SMiLE Inventory”. The results of this study showed that: (1) students’ scores, of expected SMiLE Inventory, both before and after the experimental teaching were higher than their actual SMiLE scores, (2) compared with previous actual experiences, ESSMIM created a SMiLE which was closer to students’ expectation, and (3) after experiencing the ESSMIM, the difference between students’ expectations and their actual experience of SMiLE was reduced.
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With this study, it is aimed to determine the views of primary school teachers about out-of-school learning environments. In the research, the phenomenology approach, one of the qualitative research designs, was adopted. The study group of this research consisted of 17 primary school teachers working in 8 different primary schools in the district center of Sarıkaya in Yozgat Province in the fall semester of the 2020-2021 academic year. Throughout the research, the participants contributed on a voluntary basis and ethical principles were taken into consideration. In the research, criterion sampling was used to determine the study group. Within the extent of the research, semi-structured interview forms were used. Some of these interviews were conducted face to face and some online. The data collected in line with the opinions received were analyzed by way of descriptive analysis. As a result of the research, it was observed that most of the classroom teachers planned at least one out-of-school learning activity. Classroom teachers expressed that out-of-school learning environments have a positive effect on getting students the learning outcome in the curriculum, they provide an environment for learning by doing, they embody theory, and for this reason permanent learning occurs in students. In addition, teachers stated that they had difficulties in issues such as permission, procedure, transportation, accommodation, cost, ensuring the safety and control of the student.
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Everyday developments have brought about an acceleration in terms of technology. It is very important for the development of the individual to adapt to these developments, to accept him, to motivate him. Interms of education, this situation is more important. Since education forms the basis formost of the individual's life, motivation of the individual is very important in this process. A motivated individual will get more efficiency in his education life. Considering there lation ship between motivation and perception level, thev alue of motivation becomes more prominent. Motivation is also directly related to the creativity of the individual. Individuals with high intrinsic motivation can take the initiative in problem solving and demonstrate their creative a bilities.The high motivation of people contri but estothe point of forcing their capacities and this leadsto develop them selves. The highly motivated person who is self a ware and knows his limits solves the problems that he will face in his education life, can take risks and shows leaders hip characteristics is an important thing that makes motivation valuable. Being a ware of what effects the person at the point of extrinsic motivation is a matter that both educators and families must know in terms of helping the person in education life. The success of individuals who are extrinsically motivated together with intrinsic motivation will increase in their educational life. Every individual is different by nature. A specific situation that motivates us may not motivate the others. Knowing the individual and knowing what is actually valuable for him is very important to motivate the individual. Considering these features in ourthesis, it is aimed to mention the importance of motivation and to reveal the factors affecting student motivation with teachers' opinions.
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The aim of this research is to reveal the level of perception of school culture in a public school by teachers. While doing this, whether the school culture existing in the school is perceived differently according to the gender, seniority and branch of the teachers in the school was also examined. The School Culture Scale, which was developed by Terzi (2005) to measure cultural structure, was used in the study. All teachers working in the school in the 2016-2017 academic year participated in the research. The organizational culture scale used in the research consists of four dimensions. These are support culture, duty culture, bureaucratic culture and success culture. According to the results of the research, it has been revealed that the duty culture is the dominant cultural dimension among the teachers working in public schools. It has been determined that bureaucratic culture is also the lowest cultural dimension.
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