(Auto)refleksja pedagogiczna nauczyciela edukacji wczesnoszkolnej. Wgląd w praktykę

Author(s): Beata Oelszlaeger-Kosturek / Language(s): Polish / Publication Year: 2020

The monograph (Auto)Reflection of an Early Childhood Education Teacher. A Practical View showcases theoretical, methodological and empirical aspects of early childhood education teacher’s everyday work. The volume concerns a certain reflection and auto-reflection on the part of the teacher, whose duties entail optimal planning and organization, as well as the subsequent realization, control and evaluation not only of their students’ work (in the teaching-learning process), but also their own. Moreover, the volume attempts to approach such reflection and auto-reflection on the part of the teacher in the context of the learning through doing theory proposed by Wojciech Kojs, and to showcase, in the light of this theory, the importance of the research agency of the subject.

(Táv)oktatás a koronavírus idején

Author(s): Zoltán Szűts / Language(s): Hungarian / Issue: 02/2021

This study examines how traditional classroom teaching methods can be transformed in the digital technology environment, building on digital communication and online media in both the classroom and distance learning dimensions. At the end of 2019, a new Coronavirus (SARS-CoV-2), an unprecedented threat, causing a disease called COVID-19, spread worldwide. In March 2020, European governments ordered various restrictive measures to slow the spread of the infection, including school closures. Thus, the importance of online learning and digital pedagogy that defines the methodological framework have become key. Globally, European educational governments have been at different levels of digitalization when, as a result of the pandemic, distance learning was introduced.

15 Challenges in Supporting Disadvantaged Children’s Access to Education during the COVID-19 Pandemic: The Experience of a Romanian Nonprofit Organization

Author(s): Simona Alexa,Elena Loreni Baciu / Language(s): English / Issue: 1/2021

Due to the crisis generated by the COVID-19 pandemic, the vulnerability of the children from families with disadvantaged backgrounds increased, and the risk of their exposure to poverty heightened. The subsequent closure of schools brought also an increased risk for their school dropout, since their parents’ financial and educational resources were not sufficient to assist them in keeping up with the requirments of an online education. The intervention of organizations providing educational support activities for disadvantaged children was crucial in assisting them to remain engaged in education and prevent school dropout. However, due to external factors such as the re-orientation of sponsors to health programs and the rapidly shifting regulations imposed by the central authorities on educational and schooling activities, these interventions did not go smoothly. On the contrary, the nonprofits providing educational support programs to disadvantaged children encountered many challenges along the way, during this very short period of time. In the current paper, based on the case-study of a Romanian organization providing educational support services to vulnerable children, we propose an incursion into the 15 challenges it faced during the pandemic, in its effort to continue assisting children from socially and economically vulnerable groups to remain engaged in education during the pandemic. This examination also reveals the measures and strategies employed by the organization to overcome these challenges.

1926 Yılından Günümüze İlköğretim Okullarının Programları ve Sosyal Bilgiler

Author(s): Mehmet Sait Korkmaz,Hatice Güler / Language(s): Turkish / Issue: 2/2020

Since the foundation of the Republic, some studies have emerged in the education programs. These changes in education programs have affected other courses as well as Social Studies lessons. In the field of Social Studies, subjects such as course subjects, units, class hours and the name of Social Studies course have been studied. This study was carried out using the method of document analysis of qualitative research methods. Throughout the study, the history of Social Studies from the Republic to the present, the educational programs and changes in The Social Studies courses were emphasized. In 1926, 1936, 1968, 1975, 1997, 2005 and 2012, changes in the education system and its impact on social studies courses were examined. History, Geography, Dormıtory Knowledge, Life Science, Community and Country Reviews, Citizenship, T.C. It is determined that the aims of the History of Revolution and Kemalism courses are the aims of social studies courses in general. The Social Studies courses, which were previously included in other education programs, were first included in the curriculum in 1968.

2018 FEN BİLİMLERİ DERSİ ÖĞRETİM PROGRAMINA YÖNELİK ÖĞRETMEN GÖRÜŞLERİ

Author(s): Esra Saraç,Mehmet Selim Yıldırım / Language(s): Turkish / Issue: 2/2019

In this study, it was aimed to reveal the opinions of the class teacher sand the branch teachers who gave the course of science for the renewed science curriculum in 2018. In this study was used phenomenological is one of the qualitative research designs. The criterion sampling method, one of the purposeful sampling methods, was used in the study group of this research. The study group consists of 4th grade teachers who attend science classes in primary school and science teachers in secondary schools. Focus group interview method was used to collect research data. Interview form was created for use in focus group interview. The data obtained in there search were analyzed by content analysis method. As a result of the study, it was seen that teachers’ opinions about the renewed science curriculum were generally positive. However, it was seen that teachers experienced some problems in achieving the objectives of the program in practice. One of the most important results of the study is the difficulties in applications related to science, engineering and entrepreneurship, which is one of the most important innovations of the current program.

4-6 Yaş Kur’ân Kursu Öğreticilerine Göre Mahremiyet Eğitimi ve Önemi

Author(s): Ramazan Diler / Language(s): Turkish / Issue: 41/2020

The Qur’an course is one of the major non-formal education institutions in our country. The primary goals of this institution is to teach the Qur’an and basic religious knowledge to its participants. This institution has expanded its working area in time in accordance with its mission. As a pilot application, Qur’an courses started to accept students in order to provide religious education to preschool children as of the 2013-2014 academic year. The current Qur’an course teachers undertook the education of children in this period. The courses that accept students in this way are known as Quran courses for ages 4-6. Based on the needs of the children, it is known that different activities take place in the context of values education in the Qur’an courses of ages 4-6. Recently, it has been observed that privacy training is also included in the courses for reasons such as frequent child abuse. However, the privacy education applied in the Quran courses is not directly expressed in the curriculum of the Qur’an course of 4-6 years of age. It can be said that privacy education is a religious, moral and culturally healthy sexual identity development education. Nevertheless, privacy education takes care and protection of the child’s own privacy; it is a comprehensive education that includes respecting someone else’s private spaces. The aim of this education is to raise children as a healthy individual from an early age. These practices and informations, which aim to make children gain positive qualities and to be sensitive to some negativities, should be considered important.It is worth exploring what the contribution of privacy education is to the child’s upbringing as a healthy individual. Examining the opinions of the instructors about privacy education is considered important for the curriculum development studies. Therefore, the science of religious education should investigate the competencies of the Qur’an course instructors in privacy education. This discipline should investigate teachers’ thoughts about privacy; accordingly, they need to analyze and evaluate what kind of privacy education they have developed. In addition, the opinions of the Qur’an course instructors aged 4-6 about the importance of privacy education should be revealed and analyzed. Scientific investigation of these dimensions is thought to make important contributions to curriculum developers and parents, especially those carrying out educational activities in the Qur’an courses. In this study, it was aimed to investigate the knowledge and attitudes of the Qur’an course instructors of 4-6 years of age as an example of a situation in the preschool period about privacy education. Understanding the thoughts of the teachers who carry out studies in an important area and guide learning about privacy education makes the study important. To the other teachers and employees who work in the preschool, especially the instructors of the Qur’an courses of 4-6 years of age of working with this experiment; it is thought that it will provide important contributions to parents, academicians working on privacy education, curriculum developers. Qualitative research model was preferred in this study. The case study design, one of the qualitative research designs, was chosen for the study. Case study is defined as “an empirical research method that works within a real life framework of a current phenomenon and examines the situations in many ways, systematically and in depth”. The sample in the study was determined by the typical case sampling method, which is one of the purposeful sampling methods. Typical case sampling means “selecting individuals who are likely to behave like others”. Interview was deemed appropriate as a data collection tool in this study. Interview is one of the most common data collection methods used in research in social sciences. Consequently, inter-viewing is a very effective method of obtaining information about individuals’ experiences, attitudes, opinions, complaints, feelings and beliefs. In the 2019-2020 academic year, 10 Qur’an Course instructors were interviewed in the center of Tokat province. Data obtained through study tools were analyzed with content analysis method. Content analysis is defined as “a systematic, repeatable technique in which some words of a text are summarized with smaller content categories with coding based on certain rules”. Some of the results obtained from the study are as follows; According to the Qur’an course instructors of 4-6 years of age, the concept of privacy has a wide content that can be associated with almost all of the personality, morality, adaptation, religion, society, education, family, school and behaviors in these institutions. There is no common understanding among the Quran course instructors regarding the definition of privacy education. Qur’an course instructors of 4-6 years of age think that there is a relationship between sexual education and privacy education, but privacy education is more comprehensive and more appropriate to meet needs. Instructors thought that privacy education should be directly related to morality and adaptability. In some opinions, it was suggested that training in morality or adaptability might be sufficient for the child’s sense of privacy. The tutorials mostly associated privacy education in some way with moral education. This shows that privacy education is understood as a comprehensive moral education. According to the teachers, privacy education is an education that children should definitely take. It was seen that the teachers were in full agreement on this subject. According to the instructors, this education can make a significant contribution to the child, such as knowing and respecting himself and others. Depending on this study, the following suggestions are included; New, different field studies with the theme of privacy education can be carried out for instructors and teachers working in all other institutions, especially preschool education institutions. This study demonstrated the need for privacy education in preservice training programs. Therefore, it can be suggested that teachers and instructors working in all levels and institutions of early childhood education should be provided with a planned and scheduled privacy training and included in this education.

4th International Scientific Conference SEC - IASR 2019

4th International Scientific Conference SEC - IASR 2019

Author(s): Simona Marin,Petronel Moisescu / Language(s): English / Publication Year: 2020

4th International Scientific Conference "Sports, Education, Culture - Interdisciplinary Approaches in Scientific Research", SEC-IASR 2019, Galati, Romania, 7th – 8th June, 2019

A comparative study of reading comprehension skills among Hungarian students in Hungary and Slovakia

Author(s): Ildikó Vančo,Viktória Gergelyová / Language(s): English / Issue: 1/2020

The present study aims to map the reading comprehension skills of the primary school students in Hungary and Slovakia and to see what differences there are in the reading habits, self-assessment and actual performance in reading comprehension between the two groups. A total of 240 survey respondents from the two countries and belonging to two age groups participated in this phase of research. The survey consisted of two parts. The first part was a self-completed questionnaire consisting of 23 questions, in which the students' sociological background, language use, reading habits, and subjective opinions related to the assessment of reading comprehension skills were assessed. The second part was a reading comprehension test, which consisted of three sets of texts and questions adapted to the cognitive abilities of the two age groups. An analysis of the answers shows that there is no significant difference between the self-evaluation of students in the two countries regarding their reading comprehension skills. There is however a difference between the reading habits of Hungarian students in Hungary vs. in Slovakia in both age groups, and a significant difference between the results of the reading comprehension test in the groups of students from the two countries.

A Continuum of Approaches to School Inspections: Cases from Europe

Author(s): Rossitsa Simeonova,Yonka Parvanova,Martin Brown,Gerry McNamara,Sarah Gardezi,Joe O’Hara,Laura Del Castillo Blanco,Zacharoula Kechri,Eleni Beniata / Language(s): English / Issue: 4/2020

School inspection systems have undergone a transformation in response to the changing social and economic scenarios across Europe. However, two major approaches can easily be identified that also define the two ends of the continuum of the approaches to school inspection. On one end is a high stake sanctions oriented inspection while on the other end is the low stakes advisory inspection. The elements that contribute to the rigour of school inspection include governance arrangements, statutory powers of the inspectorate including powers of sanction, the forms and frequency of inspection visits, the level of emphasis on school self-evaluation and action planning for improvement; and availability of support services for the schools. The current paper presents four cases from Europe: Bulgaria, Ireland, Greece and Spain (Extremadura) describing how school inspection is organised in these countries as defined in the governing legislation and to which end of the continuum their inspection system is tilted in the light of that case’s performance on the above indicators. Towards the end, this paper makes a comparison of the cases and suggests why the relationship of trust and respect between inspectors and the inspected is stronger in some cases and how developing inspection systems can benefit from analysing the established systems.

A CROSS-AGE COMPARISON OF SCIENCE STUDENT TEACHERS’ CONCEPTUAL UNDERSTANDING OF SOIL EROSION

Author(s): Sibel Er Nas,Muammer Çalık / Language(s): English / Issue: 5/2018

The relevant literature has shown that student teachers hold alternative conceptions of soil erosion. Even though Turkish science student teachers are expected to teach the concept of ‘soil erosion’ in lower secondary schools (grades 5-8), none of the earlier studies have explored their conceptual growth and/or mental models throughout a 4-year undergraduate program. Indeed, science (student) teachers, who play a pivotal role in teaching the sustainability of soil as an environmental heritage, are able to transfer their environmental knowledge and mental models to younger generations. Therefore, the aim of this research was to elicit science student teachers’ (SSTs) understanding of soil erosion. In a cross-age comparison, the sample of the research was comprised of the first-year (n=54), second-year (n=62), third-year (n=60), and fourth-year of a four-year science education program (n=65), a total of 241 SSTs, enrolled at the Department of Science Education in Karadeniz Technical University in Turkey. A questionnaire with 4 open-ended questions and semi-structured interviews were used to collect data. The results indicated that the majority of the SSTs confused the concept of ‘soil erosion’ with the one ‘landslide’. For this reason, the current research suggests the development of analogies and computer simulations to overcome this confusion.

A Lesson in Discrimination. Segregation of Romani Children in Primary Education in Slovakia

Author(s): Specified No Author / Language(s): English / Publication Year: 2017

The European Roma Rights Centre and Amnesty International have been monitoring and researching Romani children’s access to education in Slovakia since 1996 and 2006, respectively. This joint report presents a bleak picture: the piecemeal reforms and periodic declarations of intent by successive governments cannot obscure the fact that the discrimination and segregation of Roma in primary education remains widespread and that the Slovak authorities are fundamentally failing to address them. Under national, European and international law, discrimination in the field of education is prohibited in Slovakia. However, in practice, Slovak authorities have not accompanied the ban on discrimination with concrete measures to address or prevent it. In the longer term, the failure to enforce the prohibition of discrimination in access to education has far-reaching consequences for thousands of Romani children who remain segregated in inferior education that traps them in a cycle of poverty and marginalization. Nominal prohibitions are worth little without concerted, proactive measures to address pervasive prejudice and structural flaws that facilitate discrimination and encourage segregation.

A Low Vision Student at a Younger School Age in Public School. A Case Study

Author(s): Agnieszka Twaróg-Kanus / Language(s): English / Issue: 2/2020

In the case of visual impairment, compensatory activities are focused on early intervention and diagnosis combined with a programme for the development of visual skills, especially in public schools, where importance is attached to educational success and the development of individual personality traits, as well as adapting the support, rehabilitation and education programme to the person with special educational needs. The challenges of cooperation with a visually impaired student are related to the equaling of educational opportunities, combining theoretical content with practical action, searching for programmes, the use of technology and communication (TiK), and working with the child’s resources. Vision impairments affect school difficulties in the cognitive, social, emotional, volitional and physical field. The unadjusted refractive defect (especially hyperopia) and weakened binocular vision contribute to creating an individual model of working with the child with visual impairment. The presented case study shows supporting and therapeutic actions, with emphasis on the use of solution-oriented therapy.

A magyar nyelvű oktatás versenyképessége Romániában. Érettségi eredmények, 2012–2016

Author(s): Gergő Barna / Language(s): Hungarian / Issue: 4/2019

A médiaműveltség értelmezési keretei a magyarországi tanárok körében

Author(s): RICHÁRD RAJNAI / Language(s): Hungarian / Issue: 3/2020

In my essay, I will introduce various elements of the media literacy concept of Hungarian teachers through a large samplesize, representative research. Our study focused on the relationship between educational environment and media literacy,competence development as well as the practice of media education. Data collection was carried out at the turn of 2018/2019.Our fi ndings revealed that the teachers’ concept of media literacy already encompasses the same paradigms present inthe scientifi c discourse concerning media literacy. Nevertheless, the multidimensional concept of media literacy misses an exactdefi nition of media literacy applicable for the entire educational policy, which could provide a clear guideline for teachers.Therefore, the understanding of the concept is based mostly on individual impressions and experiences, simultaneouslymirroring the expectations towards teachers as well as refl ections on the challenges emerging from media usage.

A NEW ASSESSMENT OF HOCS-ORIENTED LEARNING FOR STUDENTS’ HIGHER-ORDER THINKING ABILITIES BY MARZANO’S TAXONOMY

Author(s): King-Dow Su / Language(s): English / Issue: 2/2021

This research focuses on students’ higher-order cognitive skill (HOCS)-oriented learning to construct effective hierarchical thinking abilities in their chemical particulate nature of matter. For in-depth knowledge and profound understanding, this research deals with students’ positive developments towards HOCS with a special guidance to Marzanos’ taxonomy. The methodology starts from the retrieval and comprehension of HOCS-centered assessment instrument to students’ analysis and knowledge utilization of transitional performances. 326 participants were assigned to take natural science curriculum in 2019 academic year. With the help of 7 scholars’ implements, the importance of content validity and inter-rate reliability were constructed through instrument developments of students’ HOCS performances. All research results indicated that more distributions of HOCS thinking abilities reached up to the target response of 38.0% analysis task and 27.30% knowledge utilization in Marzanos’ spectrum. This research is beneficial and advantageous that students will be capable of additional learning efficiency in their multiple interactive engagements with academic resources and suggestions from instructors, researchers, and science educators.

A New Proof of the Feuerbach Theorem

Author(s): Sava Grozdev,Hiroshi Okumura / Language(s): English / Issue: 2/2020

By using the Paskalev-Tchobanov distance formula, we give a new proof of the famous Feuerbach theorem.

A NEW TEACHING METHOD AIMED AT ELIMINATING THE CAUSES OF STUDENTS’ UNSUCCESSFUL ALGORITHMIC PROBLEM SOLVING WITH PARAMETER

Author(s): Dalibor Gonda,Anna Tirpakova / Language(s): English / Issue: 4/2018

The new method of teaching the problems with a parameter was designed based on the identification of the reasons for the low success rate of the kids in solving the problems. In order to identify these causes and to find ways of their elimination, pedagogical research was carried out in two phases at selected universities of Slovakia (126 students) in 2016-2017. In the first stage the validity of the research hypothesis was confirmed, that the cause of the kids´ poor success in solving problems with the parameter is an algorithmic approach to their solution, a misunderstanding of the concept of a parameter and a formal determination of solvability conditions. Based on this, a new method of teaching the tasks with a parameter was developed. Its main idea is focusing on understanding the term parameter and showing its creative use in solving multiple tasks. In the second stage of the research, the success of the new teaching method was also verified experimentally. The results of the experiment confirmed the success of the students in solving the problems with the parameter, confirming that the basis of the success in solving the problems is the understanding of the term parameter and the ability to find their own solution to the task. It has turned out that the transition from the method of solving equations with a parameter by algorithms to the solution method by understanding the basic concepts and possibilities of their use is one of the methods to improve the teaching of mathematics.

A Place Between School and Home: Exploring the Place of Shadow Education in Students’ Academic Lives in the Netherlands

Author(s): Daury Jansen,Louise Elffers,Monique L. L. Volman / Language(s): English / Issue: 2/2020

Worldwide, the use of private supplementary tutoring, commonly referred to as shadow education, has become increasingly prevalent since the turn of the millennium. Recently, participation rates in the Netherlands have substantially increased. This paper aims to explore the place of shadow education in students’ academic lives by studying the goals and experienced benefits that students identify. Data were collected through 37 semi-structured interviews with tutored students in secondary education in the Netherlands. Our findings indicate that students conceived of shadow education as a skill-building institution to which they turned to for self-study, to receive career support, and to boost their performance. Students’ reflections reveal that shadow education builds upon and extends, but does not replace, learning activities at home and school. Based on our findings, we discuss how shadow education can function as a “third place” between school and home, occupying an increasingly prominent position in students’ academic lives.

A Place with No Time: Re-Conceptualising Child–Adult Relations during ‘Homeschooling’ in the 2020 Pandemic

Author(s): Sarah Crinall,Edith Crinall Rowbottom,Xanthia Patricia Mariana Blom / Language(s): English / Issue: 2/2020

We have heard the warming planet’s calls for sustaining rhythms through many events. COVID-19 is one such song. We have returned home with our families to our places in a mandated ‘lockdown’. Competitive economics are troubled, and trouble our world with unsustaining patterns. An urgent, convergent conversation about how ‘we’ (writers entwining) might touch on sustenance more begins between our two families. The children amongst us want to thread into these convolutions too.

A projektoktatás bevezetése a matematikatanításba

Author(s): Jelena Knežević,Bojan Lazić,Sanja Maričić,Aleksandar Petojević / Language(s): Hungarian / Issue: 1/2019

Modern primary education permanently requires innovations that contribute to the modernization, rationalization and efficiency of the teaching process. The application of project work in the teaching of mathematics develops creative thinking and functional knowledge. In this paper, the term and the essential characteristics of the project teaching of mathematics are explained. Examples of project ideas and ways of implementing project work into mathematical contents as well as the existing plan and program are given. A sketch of a mathematical project in classroom is presented. It was pointed out that it is of the utmost importance that the project work be introduced in upper elementary teaching of mathematics and that its key ideas are applied by each teacher.