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The paper presents accounting concepts and competences set out in secondary education curricula. Innovative digital technologies used in their teaching are reviewed.
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In Turkey, on the website www.mülteciler.org.tr the number of Syrians who are registered and under temporary protection status is stated as 3 million 535 thousand 898 people as of 19 January 2023. The distribution of these numbers according to age groups is 555,249 between 0-4, 518,916 between 5-9, 405.768 between 10-14, 252,126 between 15-18. According to the statement made by the Ministry of National Education on 8 June 2021, the number of Syrian students in Kindergarten, Primary, Secondary and High School is 938 thousand 138 (35 thousand 707 in kindergarten, 442 thousand 817 in primary school, 348 thousand 638 in secondary school and 110 thousand 976 in high school). The number of children of education age who do not go to school is 432 thousand 956. Education is the most effective tool in ensuring the social adaptation of these children, and in this context, schools, school administrators, teachers and other stakeholders have great responsibilities. The aim of this study is to create a resource to guide teachers and school administrators with children under temporary protection in their schools and classrooms. In this direction, teaching content, teaching strategies, teaching tools and materials, measurement and evaluation tools and methods, and management of undesirable student behaviors are examined in the context of supporting the social adaptation of students under temporary protection.
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21st century skills are skills that include communication, creativity, critical thinking and collaboration and are claimed to make individuals better prepared for the future. Blended learning, on the other hand, is characterized as a model that offers different learning experiences to students and provides learning opportunities integrated with technology by going beyond traditional classroom environments. Blended learning, which combines face-to-face teaching and online learning for a specific purpose, supports students to solve real-life problems, actively participate and learn in context by using online resources and interactive Web 2.0 materials. Research show that 21st century skills targeted and supported in blended learning environments positively affect students' academic achievement, interest levels and motivation. It is thought that blended learning environments are important for students to make sense of information and make connections by providing active participation in the learning process. It is also believed that examining the blended learning approach and 21st century skills will contribute to raising awareness on the subject which will lead to integrating these approaches and skills with each other and raising more equipped individuals.
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Rapid technological advancement has led to significant changes and transformations in the field of education. This transformation has facilitated active student participation by making learning processes more interactive and diversifying learning environments to make them more engaging. This situation positively impacts students' learning motivation and outcomes. "Innovative Science Teaching with Digital Solutions" provides teachers with the opportunity to deliver more effective science education to their students by using digital technologies. Students can better understand science topics and access learning materials more easily through online educational resources. Teachers can utilize various digital tools to track students' progress and intervene in the learning process according to their needs. This technological development also brings about a change in learning environments. Traditional classroom settings are being replaced by online interactive learning environments that students can access from anywhere. As a result, students can manage their learning processes at their own pace and choose learning materials based on their individual needs. This study thoroughly examines the topic of "Innovative Science Teaching with Digital Solutions: Learning Environments and Technologies."
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Digital literacy is an essential skill that teachers need to effectively use technology in their classrooms. The relationship between middle school mathematics teachers' digital literacy and their levels of technology use in the classroom is important for facilitating the effective use of technology in educational processes. However, there is a lack of sufficient empirical studies examining the meaningful relationship between these two skills. This study aims to investigate the relationship between middle school mathematics teachers' digital literacy and their levels of technology use in the classroom. The research was conducted using a correlational survey model, and 132 middle school teachers participated voluntarily, selected through convenient sampling method. Data were collected using a personal information form, a digital literacy scale, and a scale for determining the level of technology use in mathematics classes. The collected data were analyzed using descriptive statistics, Pearson correlation coefficient analysis, and multiple linear regression analysis. The research findings indicate that middle school mathematics teachers have a high level of digital literacy and a moderate level of technology use in mathematics classes. Furthermore, a significant positive correlation at a moderate level was found between these two skills. The study also revealed that the sub-dimensions of digital literacy, namely attitude, technical, cognitive, and social variables, together significantly predicted the levels of technology use in middle school mathematics teachers' classes, explaining 36% of the variance in technology use. According to the importance order, it was determined that the social, attitude, and cognitive sub-dimensions were significant predictors of technology use in mathematics teachers' classes, while the technical sub-dimension was not a significant predictor.
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Tribal School was established by the instructions of Abdulhamid II and is a product of his effort to restore the central authority of the Ottoman Empire by making use of local powers. This school, which was established for the children of prominent families of Arab (Urban) tribes, wanted to include the children of Albanian and Kurdish tribes, and the scope of the school was expanded. This school, which was established during the disintegration period of the Ottoman Empire, is an important example of the use of education to strengthen the authority. This school aims to instill Turkish and Ottoman culture in the children of strong families in its regions, to ensure that the graduates have a say in the administration and thus to increase their loyalty to the sultanate and the caliphate. The primary aim of this study is to reveal the work and functioning of the school, which undertakes such an important task, to examine Turkish lessons. For this purpose, historical documents were examined by using content analysis, one of the descriptive analysis methods, and compared with other studies in the literature, it was tried to be revealed impartially. In conclusion; The use of Turkish lessons and the teaching of lessons in Turkish in this school, which was established with the aim of resurrecting an empire, shows that the unifying power of the language is being used. When we examine the Ottoman Empire's understanding of education in terms of the Tribal School, we see the value given to the student and the understanding that aims to raise the student morally as well as academic success.
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In this study, it is aimed to investigate the effect of using Turkish legends in teaching Turkish as a foreign language on reading and writing skills. In addition, the opinions of the experimental group students about the Turkish legends practices were examined. Explanatory design of the mixed research method was used. The study was carried out with 100 C1-level students who are learning Turkish as a foreign language. Experimental and control groups were used in the quantitative process. In the experimental groups pretest and posttest were used and lessons were taught with activities prepared with Turkish legends for five weeks. In the qualitative process, semi-structured interviews were conducted with 12 students. The data were analyzed through content analysis. It was determined that there was a significant difference (p<0.05) in favor of the experimental group in terms of academic achievement. In the qualitative findings, it has been determined that the Turkish legends activities are different, interesting, entertaining, useful, instructive and reflect the cultural and historical realities of the Turkish society. It has been suggested to use Turkish legends as a unique and entertaining course material in terms of reading and writing skills, to plan legend-based lesson activities and to include such activities frequently in lessons.
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Sanjin je učenik koji je svako jutro dolazio u školu i jedva čekao da iz nje izađe jer mu ni tu nije bilo dobro. Nastavnici su ga stalno opominjali, drugovi ismijavali, drugarice izbjegavale. Sanjin ima majku koja nosi tugu u očima i sestru koja ima karcinom. Jedan dan, u školskoj radionici, Sanjin je uzeo veliku ručnu pilu i počeo mahati njom. Svi su se razbježali u strahu, a jednog druga je vrhom pile ozlijedio.
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Rodno utemeljeno nasilje predstavlja bilo koji modalitet nasilja nad nekom osobom samo zbog njene/njegove pripadnosti određenome rodu. Provodi se uporabom tjelesne ili psihičke sile i uključuje: tjelesno i verbalno zlostavljanje, seksualni napad ili uznemiravanje, silovanje, incest, pedofiliju, kontrolu društvenih kontakata, manipulacije, ekonomsku i obrazovnu deprivaciju i druge oblike zlostavljanja.
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Dvojbe: Vodeći djecu na prvi školski sat, bila sam uvjerena da znam što je škola. Tek kasnije sam shvatila svoju zabludu. Ni ono što sam znala o školi iz vlastitog učeničkog iskustva, ni moje iskustvo nastavnice nije bilo dovoljno da me pripremi za ono što je uslijedilo: 12 godina nedoumica, preispitivanja vlastitih stavova, eksperimentiranja, dugih razgovora sa mojom majkom – profesorkom u penziji – koji su se uvijek završavali pitanjem “Kako ste ti i tata uspjeli da postignete da sestra i ja zavolimo učenje?” Njen odgovor je bio: “Ne znam. To moraš sama otkriti.” I danas se pitam što sam mogla učiniti više i bolje da moja djeca razviju ljubav prema učenju u onoj mjeri u kojoj sam ja imala i imam još uvijek.
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Osnovni uslov za aktivnosti na prevenciji nasilja u školi je stvaranje pozitivne školske klime koja podrazumijeva poticajnu sredinu koja će potkrepljivati zdrava i funkcionalna ponašanja učenika i svih zaposlenika škole. (Na primjer, uzajamno poštovanje uposlenika škole, učenika u razredu, nastavnika i učenika, sportske igre u kojima će učestvovati svi učenici, sloboda iskazivanja vlastitog mišljenja, mirno rješavanje konflikata, odgovoran odnos prema školskoj zgradi i dvorištu, odgovoran odnos prema prirodi.) Postizanje ovakve atmosfere u školi je proces koji mora inicirati uprava škole prema uposlenicima, koji će dalje takvu atmosferu prenositi na svoje učenike u odjeljenjima.
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Koliko je puta učenik/ca izgovorio/la rečenicu iz naslova? Kompetentan/a nastavnik/ ca zna da od prvog dolaska u školu i načina komunikacije s učiteljem/icom ovise osjećanja i stav učenika/ce prema školi. Pri prvom susretu pozitivno potkrepljenje može biti izrečeno riječima, pogledom, osmijehom ili pripremom ugodnog i zanimljivog učioničkog prostora.
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Za prepoznavanje i pravilan tretman vršnjačkog nasilja je potrebno razlikovati tri pojma: ljutnju, agresiju i nasilje. Ljutnja je potpuno normalna i zdrava ljudska emocija. Kada izmakne kontroli, pretvara se u bijes i postaje destruktivna te može prouzrokovati brojne probleme u odnosima s ljudima. Osobe obuzete bijesom ponekad imaju doživljaj da ljutnja upravlja njima i njihovim životom.
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Bolja budućnost leži u što kvalitetnijem obrazovanju. Dakako, napredak i način života čovječanstva će uvelike ovisiti o tome koliko se obrazovanje bude uspijevalo prilagoditi izazovima i potrebama budućih generacija. „Osnovu za ocjenu kvaliteta obrazovnog procesa čine obrazovni ishodi koji obuhvataju znanje, sposobnosti, vještine i stavove učenika koji se stiču kroz formalno obrazovanje. Uspješnost obrazovanja ogleda se i u procentu učenika koji završavaju pojedine nivoe obrazovnog sistema“.
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Čovječanstvo je u posljednjih stotinu godina napredovalo koracima „u čizmama od sedam milja“ na svim poljima, a pogotovo na polju nauke i tehnologije. Svijet u kome živimo gotovo u potpunosti je postao globalan. S jedne strane je to jako dobro, ali ima i onu drugu, lošiju, stranu. Problemi čovječanstva su mnogostruko narasli, postali ozbiljniji i opasniji i ono što je nekad bilo lokalnog karaktera, danas postaje globalnog. Čovjek „može više nego što bi smio“, a nauka, tehnika i tehnologija u pratnji politike i ekonomije gotovo su potpuno lišene etike. Svijet je postao mjesto opasnog življenja. Nikada prije kao sad, čovjek nije dosegao kritične tačke na svim poljima, da može i više i dalje nego što bi smio i taj nesrazmjer je naprosto zahtijevao povratak etici ili obnovu etike. Prizivanje i oživljavanje zajedničkih principa univerzalne etike koji se nalazi u osnovama učenja svjetskih religija, ali i u drugim životnim filozofijama i načinima življenja koji nemaju uporište u religiji, sada ne u cilju spasa na budućem svijetu, nego u cilju spasa ovog svijeta i spasa na ovom svijetu, rezultiralo je projektom svjetskog etosa.
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Kraj dvadesetog i početak dvadeset i prvog stoljeća u Bosni i Hercegovini će ostati zapamćeni kao vrijeme snažnih turbulencija. Osim rata ovaj period je donio i demokratske promjene koje su bitno utjecale i na kruti obrazovni sistem i rezultirale obrazovnim reformama. Među najznačajnijim reformama svakako je uvođenje nastave vjeronauke u osnovne i srednje škole. Mada je bilo teško anticipirati rezultate reforme, s pravom se očekivalo da će vjeronauka u bitnome doprinijeti homogenizaciji društva jer je neosporan utjecaj religije na kolektivnu svijest.
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We live in an era of rapid information proliferation, which makes it challenging to retain excessive amounts of data during learning. However, the remarkable capacity of the human brain to store information comes to our assistance in this regard. Therefore, the role of the educator becomes a key factor as they design the instructional process to facilitate memorization. Significant emphasis is placed on visual memory and the methods for compressing information in teaching and learning. An efficient way to enhance the visual recall of input is via graphic representations. Thus, the academic staff must be familiar with and apply these methods during teaching/learning activities. This article outlines a set of graphical representations that allow for the logical structuring of information according to the instructional goals, thus engaging pupils/students in an interactive learning process.
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In this article, some approaches are presented for defining the didactics of mathematics and the relationship of mathematics with other scientific disciplines with which it is closely related. The relationship between mathematics teaching and scientific mathematics is an essential theoretical topic of the school mathematics curriculum. Following the presentation of these approaches, the teaching of mathematics prerogatives will be understood, the role of mathematics teaching in a science system will be characterized, the importance of the theoretical basis of mathematics and its transformation into the mathematics curriculum system in education will be understood. The process of mathematical didactics is guided by the systematic inclusion of insights from other related disciplines, thus exposing inevitable shortcomings and hidden pitfalls. of the whole process. There are different traditions in different cultures and different didactic schools of handling this process of choosing, preparing and evaluating mathematical topics for teaching purposes.
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The aim of the modern methodology of teaching Romanian language and literature at a younger school age is for students to become as independent as possible in the process of acquiring knowledge. Bearing this in mind, the authors emphasize the importance of the problematic process of processing a literary work on the example of the folk tale Three Friends, the application of which enables a more successful experience and understanding of literary texts, different forms of interpretation and creative expression in children of younger school age. The problem-based approach to the interpretation of literary texts engages the individual and creative abilities of students to the highest degree, which leads to an easier solution to the problem situation. The final part of the paper presents the results of the conducted research on the attitudes of students of younger school age who attend classes in the Romanian mother tongue, after the application of the problem-based procedure in the processing of the folk tale.
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In this paper, the author aims to contribute in the answer to the question of how to include pupils in the classroom teaching process, that is, what are the determinants of their inclusion. The answers to these questions was gained in experimental ways. The experiment was made according to the existing curriculum in BiH. The work was done in 20 hours time, ten in mathematics, and ten in the subject of my environment. Significant results have been made of which these results are in the rise: (1) expectations of success, (2) challenge and (3) mastering the target orientation of students. Reduced results are: (1) a motivation and (2) student activities during classes. Why activities, during classes of the conditions in which the teacher was trying to get students to work independently are lessened, it remains to be answered in some future research.
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