"Mislim, realno, tko voli školu?": Iskustvo školovanja osnovnoškolskih dječaka s ADHD-om

Author(s): Andreja Bartolac / Language(s): English,Croatian / Issue: 1/2021

Although attention deficit hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders observed in childhood, ADHD research in Croatia, especially studies involving children, are extremely rare. Therefore, the aim of this paper was to describe the personal everyday school life experiences of boys with ADHD who were studying in elementary schools. This study included a purposive sample of 14 boys with ADHD aged 8 to 11 years who attended mainstream elementary schools. Three semi-structured phenomenological interviews were conducted with each boy. Special attention was given to ensure that the methodological approach used in this study was child-centred, child-friendly, and child-safe. Interpretative phenomenological analysis was used to analyse the data. Data collected on the school experiences of the boys with ADHD are presented via two themes: (1) challenges of schooling with ADHD, and (2) support at school: the importance of recognition, sensitivity, and relationships. This study demonstrates that boys with ADHD can recognize the challenges associated with their schooling and find it very difficult to take part in school activities that require directing and maintaining attention, organization, perseverance, flexible attention, and working memory. Consequently, the boys reported that they experience failure, frustration, and reduced self-confidence in their own abilities. Boys participating in this study were able to recognize the support received at school from their teachers and teaching assistants, as well as the obstacles that occurred due to misunderstandings, lack of sensitivity to their neurodiversity, and failure to apply the Individualised Education Program. The boys also provided clear descriptions of the adjustments necessary to make their school experience easier. The results of this study illustrate that children with ADHD face specific psycho-social risks, followed by recommendation that their experiences should be considered during the development of educational policies, given their participatory rights and their role as equal stakeholders.

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

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

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.

(Nie)profesjonalizm matematyczny adeptów zawodu nauczyciela edukacji wczesnoszkolnej

Author(s): Barbara Nawolska / Language(s): Polish / Issue: 12/2018

To meet the challenges of modern times, we must educate people who think logically and critically. It is about thinking understood as a process of modifying the uncertainty of evaluations(judgments) under the influence of information obtained both as a result of logical and experimental analyses. To make it possible, the teachers themselves should have such a skill, they should bemasters in conducting research, in investigating, in solving problems and formulating correct judgments. Are future teachers professionals in this field? To be able to become them, they must makea huge effort and learn a lot more. If this does not happen, we will suffer an educational failure

(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.

10. SINIF TÜRK DİLİ VE EDEBİYATI DERS KİTABINDAKİ METİNLERDE TÜRK KÜLTÜRÜNÜN İZLERİ

Author(s): Gonca Al / Language(s): Turkish / Issue: 8/2019

The culture is the totality of the material and spiritual elements made throughout history of a nation. The individuals and nations who know their own culture and embark on it will improve those who do not care about their culture and those who forget their past will disappear. Language is the most important carrier and transmitter of culture. In our country, culture transfer is also made in schools through education and teaching activities. In this article, the elements of Turkish culture in narrative literary text of 10th grade Turkish Language and Literature textbook were examined. Through the cultural elements and foreign words in the language was also seen how the texts were influenced by cultural change in historical periods. Warfare, wolf, respect to deceased person, religion, horse, hospitality, minstrel, playing a stringed instrument, singing folk song, toys, feast, sigh etc. belonging to Turkish culture are included in the texts. It can be seen that the textbook is rich in terms of Turkish culture.

10–16 metų mokinių nuostatos dėl matematikos ir metakognityvaus sąmoningumo sąsaja

Author(s): Raminta Seniūnaitė,Birutė Pociūtė / Language(s): Lithuanian / Issue: 35/2015

Poor results in mathematics, negative attitude towards mathematics, anxiety during math lessons and the lack of confidence in the capabilities of solving math problems are the most serious problems in today’s school environment. The aim of this study was to measure the relationship and expression of 10–16-year-old children’s attitudes towards mathematic and met cognitive awareness. In the present quantitative research, 4–9 grade learners took part. The participants filled in a questionnaire which consisted of a measurement of self-efficacy (Pajares, Miller, 1997), Junior Met cognitive Awareness Inventory (Jr. MAI) (Sperling et al., 2002), Attitude towards Math Inventory (ATMI) (Tapia & Marsh, 2004), problems from the “Kengūra“ contest. Firstly, learners tried to predict their ability to solve three mathematical problems. After that they solved these problems. Finally, they filled all the questionnaires. The results have shown that the attitude towards mathematics is positively related with the met cognitive awareness and self-efficacy. Met cognitive awareness is linked with academic achievements. The attitude to mathematics correlates 10–16-YEAR CHILDRENS’ ATTITUDES TOWARDS MATHEMATICS RELATIONSHIP WITH METACOGNITIVE AWARENESS Raminta Seniūnaitė, Birutė Pociūtė Summary with age, gender and academic achievements. Met cognitive awareness was the same among different grade students. Older learners showed the tendency to have a lower attitude to mathematics, in contrast to younger learners. Younger children are more confident in their abilities in mathematics and enjoy more this discipline. In this research study, the girls had a lower attitude to mathematics than boys. In addition, girls dominated among the learners who had a lower than average attitude to mathematics. Older learners showed the tendency to overrate their capabilities to solve math tasks while younger learners rated their capabilities more accurately. Learners with higher academic achievements showed a more positive attitude to mathematics. According to multiple regression results, the attitude towards mathematics is a predictor of academic achievements, while met cognitive awareness is a predictor of the attitude towards mathematics. According to the results, the positive attitude towards math could be formed by teaching met cognitive awareness.

12-14 Yaş Grubu Tenis Ve Basketbol Sporcularinin Sürekli Dikkat Becerilerinin Karşilaştirmasi

Author(s): Bülent DURAN / Language(s): Turkish / Issue: 53/2022

Attention is an indispensable part of life and we continously with it all the time. Attention is a selective behaviour against to a special item among lots of stimulant around. Present researches of attention mostly studied with children and about attention deficit disorder. In this study we aimed to compare attention skills of tennis player and basketball player children. Participants of this study are 218 children containing 92 female and 126 male children from Istanbul. Data analysed with SPSS and appropriate statistical tests. Statistical mean accepted as (p < .05). According to results of the research, tennis player children showed more attention skills compared to basketball player cohort. Gender differences didn’t show any statistical meaning (p > .05). As a conclusion basketball player children have higher attention skills than tennis player children also gender differences have no effects on this observation.

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.

2018 Sosyal Bilgiler Öğretim Programının Öğretmen Görüşlerine Göre Değerlendirilmesi: İzmir Örneği

Author(s): Nalan Altay / Language(s): Turkish / Issue: 03/2020

As it is known, a curriculum should be prepared considering the needs of the age and society. The aim of the research is to reveal the opinions of the teachers about the social studies curriculum that has been applied since 2018 in Turkey. Program acquisitions, problems encountered in the implementation of the program and the elements that an ideal social studies program should possess are determined according to the opinions of the teachers. This research was designed as a case study, one of the qualitative research methods. The data obtained were analyzed by content analysis method. According to the results of the research, the number of teachers who stated negative opinions about the updated program outcomes is more than the number of teachers who claimed positive opinions about them. It has been revealed that issues related to the discipline of history and geography in the current curriculum are heavy and intense. It turned out that there are many shortcomings in the implementation of the program. These are deficiencies due to the textbooks, physical inadequacy of the schools, problems arisen due to the socio-economic level of families and fewer hours for the lessons.

2018-2019 EĞİTİM-ÖĞRETİM YILI SOSYAL BİLGİLER ZÜMRE TOPLANTI TUTANAKLARININ İNCELENMESİ: İSTANBUL ÖRNEĞİ

Author(s): Büşra Elçiçeği,Kaya Yilmaz / Language(s): Turkish / Issue: 21/2021

This research was conducted in order to describe and evaluate the minutes of Social Studies group meetings of primary schools in Istanbul for the 2018-2019 academic year. Based on qualitative research, this study used document analysis. The minutes of 12 Social Studies group meetings in the first and second semesters of the 2018-2019 academic year in Istanbul were examined comparatively in the study. A total of 107 Social Studies teachers, 67 male and 44 female, 2 principals and 5 vice principals attended the meetings. The data consisting of meeting reports were analyzed by content analysis method. The subjects that constitute the agenda, teaching-learning process, measurement and evaluation, decisions taken to increase the success of students and the future, and decisions about work health and safety were analyzed in the reports of the group meetings. As a result of the analysis, it was found that the minutes of Social Studies group meetings were prepared in the form of copies of each other with an approach or work habit far from reality. The fact that only some minor changes were made in the agenda items of the group meetings and the use of lots of stereotypes indicates that the changing time in the meetings, specific conditions of schools and student needs were not taken into account adequately. It was detected that the reports of the group meetings in 1st semester are more detailed in terms of the number of pages, agenda items and the decisions taken, and that there are not many details in the reports of the group meetings in the 2nd semester.

30 години катедра „Предучилищна педагогика”

Author(s): Radka Gaydova / Language(s): Bulgarian / Issue: 2/2014

3-oji tarptautinė mokslinė konferencija „Švietimo politika ir kultūra: nuoseklios ir radikalios transformacijos“

Author(s): Justina Garbauskaitė-Jakimovska / Language(s): Lithuanian / Issue: 37/2016

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

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

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

6 – 12 Yaş Grubu TÜBİTAK Çocuk Kitaplarının Değerler Eğitimi Yönünden İncelenmesi

Author(s): Salim Pilav,Mustafa Orhan / Language(s): Turkish / Issue: 03/2020

The purpose of this study is to analyse the books published by TUBITAK (The Scientific and Technological Research Council of Turkey) for the 6-12 age groups in terms of values education and to put forward these books’ contribution to values education. In this study, 11 narrative books belonging to the 8 - 12 age groups are examined, which are randomly selected among 215 TÜBİTAK children's books for the 6 - 12 age groups. This analysis shows that in the books the value of love is referred the most (156 times) while the value of justice is alluded the least (22 times). In this study, descriptive research method and scanning model are used because it is aimed to reveal an existing situation. 215 books in the 6-12 age groups published by TÜBİTAK constitute the population of this research. In this population, randomly selected 11 narrative books belonging to the 8 - 12 age groups are chosen samples. The research is limited to 11 books. Findings obtained are given within the framework of related titles.

8. Sınıf İnkılap Tarihi Ders Kitabının Edebi Eserler Açısından Değerlendirilmesi

Author(s): Meltem Elif Çelik,Hacer Dolanbay / Language(s): Turkish / Issue: 03/2021

The history of the revolution of the Republic of Turkey is a lesson that conveys to generations the war of independence of the Turkish nation, our national heroes. The aim of this study is to examine the literary products contained in the 8th-grade history of revolution and Kemalism textbook taught by the Ministry of National Education in our country in the 2020-2021 academic year. Document analysis from qualitative research methods was used in the study. The data were analyzed by content analysis. As a result of the study, the textbook is quite rich in literary works, but the book mostly uses the same types of literacies. On the other hand, it has been found that genres such as songs and folk songs that will feed students emotionally have never been used, and literary genres such as memoirs, stories, and novels have not been adequately used.

8-12 YAŞ GRUBU ÇOCUKLARA ÇEVRE BİLİNCİ KAZANDIRILMASINDA OYUN TASARIMININ ROLÜ

Author(s): Merve Saylik,Levent Mercin / Language(s): Turkish / Issue: 2/2020

Game is one of the important methods that support the development of children for centuries and can contribute to their learning easily. Early ages are the periods when children are most open to learning. Researches show that games play a big role in child development. This indicates that the game method can be used as an educational tool in education. From this point of view, it is understood that the game method and relevant tools can also be used to raise environmental awareness as it can be used in all fields. The game design increases the interest and motivation in raising awareness and provides the memorability of what is learned. This study examines the contribution of game design to raising environmental awareness. Accordingly, an example of computer-aided game was developed to raise environmental awareness in individuals in their early childhood period based on the data obtained. The data and form of game design were produced by the researchers. Based on the data obtained in the process of study, solution recommendations were developed for the researchers who will conduct a similar study in a way that they can follow when designing a game and adapt the game to older age groups.

A BIOENERGY COMPETENCY ASSESSMENT TOOL: DEVELOPMENT AND VALIDATION

Author(s): Tingxuan Li,Kari L. Clase,Weiling Li,Anne Traynor / Language(s): English / Issue: 2/2019

This research is motivated by the perspective that when empirical studies and assessment frameworks inform each other, assessments can enrich science education and strengthen its connections to modern science. The research proposes a bioenergy competency assessment for science education. It uses an argument-based approach to validation. Multiple types of validity evidence were collected to support the proposed scores use and scores interpretation. Along with reporting a series of psychometric properties of response data, the findings indicated that empirical response data corresponded to the hypothesized data structure. The latent logistic scale estabished through a generalized partial credit model (GPCM) seemed useful in measuring students’ bioenergy competency.