2013 OKUL ÖNCESİ EĞİTİM PROGRAMININ 21. YÜZYIL BECERİLERİ AÇISINDAN İNCELENMESİ

Author(s): Berrin Koçin,Mehmet Nur Tuğluk / Language(s): Turkish / Issue: 49/2020

The aim of this study is to examine the achievements that are included in the MEB 2013 Pre-School Education Program in terms of 21st century skills and to determine the level of reference skills. Content analysis method, one of the qualitative research methods, was used in the research. As a result of the research, it has been observed that the gains in the preschool program are mostly related to skills such as critical thinking, creativity, problem solving, communication, responsibility and awareness of different cultural characteristics. When the development areas are analyzed, it is seen that the gains related to these skills are mostly included in the field of social emotional development, followed by the language development field and the cognitive development field respectively. In addition, while these skills are very rare in the field of self-care skills, it has been determined that there are no encountered in the field of motor development. Technology and media literacy gains, which have become very important today and highlighted in 21st century skills, have not been observed. Some suggestions were made in line with the results obtained.

48-60 AYLIK ÇOCUKLARIN EĞİTİMİNDE UYGULANAN MÜZİK ETKİNLİKLERİNE YÖNELİK ÖĞRETMEN GÖRÜŞLERİ

Author(s): Rana Aydingöz Çayli,Damla Bulut / Language(s): Turkish / Issue: 51/2021

Aim of this study is investigating teacher opinions on applied musical activities in education of 48-60 months old children. According to this objective; musical activities which are applied by the teachers who teach to the relevant age group are evaluated in terms of desired attainments in stated age group. This study is a descriptive field research. Relevant data gathered by literature scanning and interview form which developed by the researchers. Study group of this research comprise 17 pre-school teachers who work in Sinop city center, Gerze and Ayancık. According to our findings pre-school teachers benefit; attainments in cognitive development field by singing and Orff technique, attainments in speech development by dramatization activities, attainments in psychomotor development field by rhythm activities and attainments in self care skills by singing activities.

60-72 Aylık Çocukların Bilişsel, Sosyal- Duygusal ve Özbakım Yeterliklerinin Çeşitli Değişkenler Açısından İncelenmesi: Kuzey Kıbrıs Örneği

Author(s): Sarem Özdemir / Language(s): Turkish / Issue: 97-1/2019

Preschool education is a critical period in terms of improving cognitive, social-emotional, language and self-care skills of a human’s life. The main purpose in this study is to investigate differences of competencies of children’s cognitive, social-emotional and self-care skills in terms of mothers’ employment status. Cross sectional survey method and descriptive analysis were used in this study. Target population was all mothers who have a child at age 6 and accessible population was mothers who live in Nicosia. Random sampling was used to assign the questionnaire. The items in the rubric were formed with related to the objectives mentioned in the preschool education curriculum. Participant mothers were asked to specify the degree of competency on cognitive, social-emotional and self-care learning skills. Data obtained in this study were collected in the February and March 2016. Questionnaire also included personal information about participants that are; employment situation, age, number of children, level of education and job of the mother. According to the results, children of mothers at home had higher scores on social-emotional and self-care skills. In addition, it was found that children with higher education level had higher social emotional development scores and self-care skills. It was also concluded that the older mothers’children had a better level of self-care skills.

60-72 Aylık Çocukların Konuşma Becerilerinin İncelenmesi

Author(s): Begümhan Yüksel / Language(s): Turkish,English / Issue: 1/2021

The aim of the study is to determine the speaking skill levels of children between the ages of 60-72 months. The research group of the study consists of 60 children between 60-72 months in the city center of Antalya. Data were collected using the "Speaking Skills Assessment Scale". For this, the children were watched a short cartoon movie, and then they were asked to describe what they had watched in their own words. The data of the research were obtained by analyzing the conversations acquired from these interviews. Speeches were evaluated in terms of pronunciation, fluency and language competency. According to the findings, it was determined that the speaking skills of the participant children were at a medium level in terms of pronunciation and fluency, and a lower level in terms of language competency. According to the other results obtained from the research pronunciation skill level fluency and fluency level also predict language competency. While girls are more successful than boys in terms of their pronunciation, there is no difference between them in terms of fluency and language proficiency. In addition, the six-month age difference is not a variable that makes a difference in terms of pronunciation, fluency and language consistency. Based on these results, it is recommended to conduct studies in other age groups and with different tools.

A „mintha” színházi valósága

Author(s): Mónika Rancz / Language(s): Hungarian / Issue: 4/2020

In my thesis I will be making the theatrical “as if” a question of cognition, I investigate how stage work opens up to our perception. I define this particular reality’s inner workings as the essence of the work, play-opportunity, theatric experience. At the end of my research the “as-if” shows up as reality whose quest is to step in from behind the scenes upholding its own truth.

A CASE STUDY OF THE APPLICATION OF HIPPOTHERAPY IN SCHOOL-AGE CHILDREN WITH MULTIPLE DISABILITIES

Author(s): Kristýna MIŠKOVSKÁ,Markéta JANATOVÁ,Kateřina Čapková,Martin VÍTĚZNÍK / Language(s): English / Issue: 4/2020

Introduction: Hippotherapy is a physiotherapeutic method based on influencing the patient by three-dimensional mechanics of horseback movement. The method is used mainly in pediatric patients with various types of disabilities to improve motor and cognitive functions. Aim: The aim of the study is to evaluate the effect of hippotherapy in children with multiple disabilities. Material and methods: Within this case study, impact of hippotherapy on three school-age patients with multiple disabilities was observed. Heart rate was measured and recorded during the therapy and during the contact with the horse before and after the therapy. Prior to the study and after 6 weeks period, an examination was performed by physiotherapist. Results: Significant drop in heart rate was observed in all three patients, corresponding with getting in the contact with the horse, getting on the horse and at the beginning of the ride. Heart rate raised again when the patient conducted active physical exercise. Based on the final examination improved body posture and gait was observed. Conclusion: We verified in the scope of three cases that impact of hippotherapy on children can be assessed based on detecting changes in heart rate. Improvement in fields on which this therapy aims was observed.

A COGNITIVE MODEL TO ANALYSE PHYSICS AND CHEMISTRY PROBLEM-SOLVING SKILLS: MENTAL REPRESENTATIONS IMPLIED IN SOLVING ACTIONS

Author(s): Vanessa Álvarez,Tarcilo Torres,Zulma Gangoso,Vicente Sanjosé / Language(s): English / Issue: 5/2020

In physics and chemistry, the development of problem-solving skills is necessary to become an expert. A simple cognitive model to analyse such development is proposed and tested. An exploratory research was conducted with expert professors and students in initial and advanced years. A think aloud procedure was used to obtain relevant data while the participants tried to solve undefined, open problems. Solving these problems required a particular skill representative of expertise: modelling reality using science. More than 1350 solving actions were collected and related to the mental representations elaborated, developed and inter-related by solvers. The proposed model was able to account for expert-novice differences in terms of the respective distributions of solving actions among the mental representations. Large differences appeared in the mental representation of Conceptual scientific Model. In addition, advanced and initial students showed similar and significant averages of unproductive actions, while experts took very few. Experts showed high convergence in their distributions of actions among the mental representations. If the outcomes were replicated with higher external validity, the model could help researchers to analyse the cognitive mechanisms in problem-solving, and teachers to better focus their efforts on specific students’ lacks.

A Critical Analysis of Cognitive Explanations of Afterlife Belief

Author(s): Sayyed Mahdi Biabanaki / Language(s): English / Issue: 2/2020

The Cognitive Science of Religion (CSR) is a scientific approach to the study of religion that seeks to provide causal explanations of religious beliefs and practices. Proponents of CSR seek to explain the process of the formation, acceptance, transmission, and prevalence of religious beliefs by explaining the natural features of the human mind and how it functions. One of the religious beliefs that exists in all human cultures, and has attracted the attention of many CSR scholars in the last decade, is the belief in afterlife. According to CSR researchers, this belief is rooted in the natural structures of the human mind. They see the belief in life after death as a non-reflective or intuitive belief that results from the functioning of mental tools. They have proposed various theories to explain the formation, development, spread, and transmission of belief in life after death. But among these theories, two theories have been more widely accepted, intuitive dualism theory and simulation constraint theory. Intuitive dualism theory says that all humans have the two mental tools: Intuitive Biology and Intuitive Psychology. Intuitive Biology in the face of a dead person makes us believe that he is no longer alive because he cannot move and act. Intuitive Psychology continues to attribute invisible features (such as desires, thoughts, beliefs, and emotions) to the dead person automatically. The simultaneous functioning of the above two mental tools makes the human mind believe that a part of the dead person is immaterial and remains after the physical death. Simulation constraint theory says that all humans have the mental tools to process information from the environment and acquire religious beliefs. None of the mental tools can imagine or simulate the nonexistence of one's desires, thoughts, beliefs, and emotions. Therefore, the human mind in the face of the dead person, although easily imagining his physical death, continues to believe in the existence of another part of the person (thoughts, desires, etc.). Both of these theories seem to face challenges and limitations in explaining the formation of belief in afterlife. These include inability to provide causal explanation, the lack of distinction between the natural and the rational foundations of belief in afterlife and disregarding the supernatural foundations of the afterlife belief. Neither of the two theories seems to provide a sufficient causal explanation for the formation of belief in the afterlife. Both theories attempt to present a possible story about the formation of afterlife beliefs based on how mental tools function. They provide only a reasonable story of the process that has led to the belief in afterlife. What these two theories offer is a description (not causal explanation) of the human mind and its tools and how they function. This in itself does not explain that these tools have produced a belief in the afterlife. Therefore, the claim that belief in the afterlife is the result of the functioning of mental tools requires a causal relationship between mental tools and this belief. Neither of these two theories can explain this causal relationship, and they merely describe a reasonable story of the relationship between them. Furthermore, distinction between rational foundations of religious belief and natural foundations of religious belief shows that finding a natural origin for believing in the afterlife or describing the cognitive mechanisms associated with it does not in any way mean rejecting or discrediting that belief. Cognitive theories about the natural origins of the belief in the afterlife cannot show us whether this belief is rational or irrational. These explanations can only (if they can) show us the natural roots of the formation and prevalence of this belief. Also Religious belief is a complex notion. Firstly, it is a natural notion, in that sense it is rooted in the human nature and is related to human cognitive systems and mental tools. Secondly, it is a cultural and social notion, in that sense it is both influenced by cultural and social change, and also affects it. Thirdly, it is a supernatural notion, in that sense it is deeply connected with both revelation and prophecy, and with the immaterial aspect of human. Belief in afterlife seems to require all three levels of explanation.

A multi-perspective analysis of adult learner differences in foreign language learning: Motivation, autonomous learning and self-regulation

Author(s): Emese Schiller,Helga Dorner / Language(s): English / Issue: 3/2020

Leaner autonomy, self-regulatory strategies and motivational factors play a significant role in learning English as a foreign language (EFL) which can, nevertheless, show considerable changes in the lifetime of learning. There are thus numerous studies that investigate the dynamic nature of these constructs by exploring possible learner differences between younger and older adult population. However, research that discusses particularities within the age group of older adult learners is scarce. Hence, this paper examined the relationship among autonomous learning, self-regulation, and learner motivation by considering older adults’ age and educational background. Results indicate that there are statistically significant differences among specific aspects of motivational and autonomy-related constructs when participants’ age was taken into account. Certain self-regulatory and autonomous learning skills showed further differences when older adults’ age and educational attainment were considered. Finally, we present practical pedagogical recommendations based on our empirical findings.

A Novel Reading of Thomas Nagel’s “Challenge” to Physicalism

Author(s): Serdal Tümkaya / Language(s): English / Issue: 4/2021

In passing remarks, some commentators have noted that for Nagel, physicalism is true. It has even been argued that Nagel seeks to find the best path to follow to achieve future physicalism. I advance these observations by adding that for Nagel, we should discuss the consciousness problem not in terms of physical and mental issues but in terms of our desire to include consciousness in an objective/scientific account, and we can achieve this only by revising our self-conception, i.e., folk psychology, to develop a more detached view of experience. Through the project of objective phenomenology, Nagel aims to achieve some sort of objective, detached, and scientific explanation of the subjective nature of experience. This project seeks to make the truth of physicalism intelligible and consciousness more amenable to scientific study, potentially raising an even broader concept than the one physicalism originally proposes.

A STUDY ON THE VARIABLES PREDICTING READING COMPREHENSION

Author(s): Mustafa Başaran / Language(s): English / Issue: 60/2021

The correlational survey design was used in this study in order to determine whether the attitude towards reading, text type and text subject, reading speed, correct reading, lack of prior knowledge and the amount of change in the surface structure of the text predict students' literal and deep reading comprehension skills. The study group of the research study is 180 students selected from amongst grade 4 students attending public primary schools in Esenler and Zeytinburnu districts of Istanbul province in the fall semester of the 2019-2020 academic year. According to the results of the regression analysis conducted in the study, the relative importance order of the variables that predict not being able to make deep meaning (meaning in depth of text) are the inability to make literal meaning, attitude towards reading, change in the superficial structure, attitude towards the subject, correct reading, attitude towards the narrative text, reading speed and pre-learning. Together, these factors explain 42% of not being able make deep meaning. The order of relative importance of the variables predicting the inability to construct literal meaning is make deep meaning, change in the superficial structure, attitude towards reading, correct reading, pre-learning, attitude towards the narrative text, attitude towards the subject and reading speed. Together, these factors explain 33% of not being able to make literal meaning.

ABAS-3 – AN INSTRUMENT FOR ASSESSING ADAPTIVE SKILLS IN PEOPLE WITH AN INTELLECTUAL DISABILITY

Author(s): Anna Prokopiak,Janusz Kirenko / Language(s): English / Issue: 2/2020

In its initial part, the article presents an analysis of the definition of intellectual disability and follows its development over the past half-century. In order to diagnose an intellectual disability, it is important not only to demonstrate an overall level of intelligence that is at least two standard deviations below the median score, but also to take into account the concurrent criterion of developmental age. Moreover, as discussed in this article, defining an intellectual disability also requires addressing limitations in adaptive behavior, i.e. cognitive, social and practical functioning skills. These diagnostic criteria are met by the “Adaptive Behavior Assessment System” (ABAS), published originally in 2000 by Harrison and Oakland. Its third edition came out in 2015. ABAS-based evaluations find a wide variety of uses, including assessing adaptive behavior of people with intellectual disabilities, diagnosing and classifying disabilities and disorders, documenting and monitoring progress over time, and determining entitlement to disability benefits. The instrument has many strengths, but it also exhibits limitations. For example, comprehensive examination is only possible if the localized adaptations of ABAS are suited for people in the age bracket of 0-89 years. The effective use of this instrument is also dependent on its compatibility with the formal disability assessment system and with the strategies for working with students who have intellectual disabilities. The level of this compatibility should be no less than the American variant. Only then will ABAS-3 be fully adaptable to the purpose for which the assessment is developed, and the results obtained will be useful and properly applied.

Adapting School to Meet the Demands of Students: A Condition for Forming an Efficient Learning Style

Author(s): Liana Tăuşan / Language(s): English / Issue: 1/2011

The paradigm of school adjustment to the demands and teaching possibilities of the student, a characteristic of education in the future, but also of education systems organized according to the network model, prompts for a diversification of learning situations and experiences, and setting them up according to the possibilities and needs of all student categories in order to meet the following principles: “inclusive school”, “school for all”, “integrated teaching”. One of the periods which gives evidence of frequent difficulties regarding school adjustment is represented by the beginning of preadolescence, phase which coincides, as for pupils, with the transition from the elementary school to the middle school, and during which, based on a fragile emotional and mental imbalance and on a personality still being shaped, numerous adaptive behaviors are assimilated. During middle school, in the process of studying different disciplines, a personal reasoning style is formed, the habit of thinking is consolidated and, consequently, the efficiency of the intellectual activity increases, and depending on the protesting attitudes of the preadolescent, the intellectual curiosity and the critical thinking develop. Considering the changes appeared in teenage, both in the bio-psychological, and the plan of educational-instructive activity, due to which, once the completion of gymnasium, a new learning style takes shape, the acknowledgement and correct evaluation problems of the students’ styles, of creating the necessary conditions to valorise the full learning potential, and also to help the student in adoption of a certain efficient intellectual activity style, adapted to the new requests, become more acute during this period.

Adolescent Coping Strategies in Social Conflict in Relation to Self-Esteem and Cognitive Appraisal of a Conflict

Author(s): Danuta Borecka-Biernat / Language(s): English / Issue: 1/2020

The aim of the research was to assess the role of self-esteem and cognitive appraisal of a conflict in generating destructive and constructive strategies of coping used by adolescents in social conflict situations. The following research tools have been used in the research: the Self-Esteem Scale (SES) developed by M. Rosenberg, adapted by M. Łaguna, K. Lachowicz-Tabaczek, and I. Dzwonkowska; the Stress Appraisal Questionnaire (SAQ) (Polish: KOS – Kwestionariusz Oceny Stresu) by D. Włodarczyk and K. Wrześniewski; as well as the Questionnaire for the study of adolescents 'coping strategies employed in social conflict situations (Polish: KSMK – Kwestionariusz strategii radzenia sobie młodzieży w sytuacji konfliktu społecznego) developed by D. Borecka-Biernat. The empirical research was carried out in middle schools (Polish: gimnazjum). The research involved 893 adolescents (468 girls and 425 boys) aged 13–15. Analysis of research results indicates that in the case of adolescents, lower assessment of one’s capacities and the appraisal of conflict in terms of threat or harm/loss, generally coincides with the tendency to react destructively when faced with a conflict. The research has also indicated that an adolescent with higher self-esteem, when involved in a conflict that is not assessed as threatening, implements a constructive strategy to cope with the situation.

Adolescent psychosocial development in Brno: An ELSPAC Study 2005–2011

Author(s): / Language(s): English

Our longitudinal findings are in line with published research describing current adolescence as a dynamic stage of life during which an individual‟s personal participation or influence on his or her development sharply increases. This leads, amongst other things, to higher variability of developmental changes and to an erosion of some stereotypes about the psychological and social life of adolescents. The respondents of the Brno longitudinal study (ELSPAC) represent a new generation of Czech adolescents. They were born in the time of turbulent social changes when political, economic and cultural conditions were significantly changing bringing along shifts in lifestyles, social norms and values of all generations including the parents of current adolescents. It can be hypothesised this society-wide change partially moderated the traditional inter generational conflict between adolescents and adults. We can speculate that the adults, not only the adolescents, partially spent the past two decades searching for a new personal and social identity (e.g. career changes, social security decrease, increase in personal freedom and responsibility of own life course). What was appreciated in the beginning of the 1990s as new possibilities – e.g. freedom in opinions and attitudes, opportunity to attain quality education, foreign travel, opportunities for self-actualisation etc. – is perceived as commonplace by today‟s adolescents.

Affect philosophy meets incongruity:

about transformative potentials in comic laughter

Author(s): Mark Weeks / Language(s): English / Issue: 1/2020

The emergence of philosophical affect theory, sourced substantially in Continental philosophy, has intensified scholarly attention around affective potentials in laughter. However, the relationship between laughter’s affect and the comic remains a complicated one for researchers, with some maintaining that the two should be approached separately (Emmerson 2019, Parvulescu 2010). While there is a credible academic rationale for drawing precise distinctions, the present article takes an integrative approach to laughter and the comic. It analyses, then synthesises, points of convergence between key texts in affect philosophy and certain elements of incongruity-based humour theory. Specifically, the article seeks to demonstrate that some integration can bring insight and clarity to discussion of transformative potentials sometimes attributed to forms of comic laughter, especially within cultural studies and social science following the philosophy of Deleuze. This approach may also usefully complicate the concept of incongruity itself.

AFFORDANCE BASED FRAMEWORK OF HUMAN PROBLEM SOLVING: A NONREPRESENTATIONAL ALTERNATIVE

Author(s): Pankaj Singh / Language(s): English / Issue: 3/2021

Problem solving is a crucial higher-order thinking ability of humans. Humans’ ability to solve problems is a critical higher-order thinking ability. Mathematical problem solving, analogical problem solving, complex problem solving, situated problem solving, and so on are all examples of problem solving. Furthermore, distinct types of research analysis, models, and theories are based on the mechanisms and elements involved in diverse problem-solving types. The conventional approach to understanding human problem solving is a representation-laden description, which is similar to most cognitive explanations of psychological processes. On the other hand, the paper goes beyond representational theories and models to investigate nonrepresentational and situated aspects of human problem solving. Problem solving is a crucial higher-order thinking ability of humans. The paper is a rudimentary attempt to present a nonrepresentational, Affordance-Situation-Attunement (ASA) framework of human problem solving. The aim is to invoke ASA as an alternative framework, in contrast with the dominant representational explanation of human problem solving. The aim is not to disparage the representational theories and models of problem solving but to contribute a nonrepresentational working framework and elements for highlighting the situated nature of human problem solving.

Affordances in Dennett’s From Bacteria to Bach and Back

Author(s): Zuzanna Rucińska / Language(s): English / Issue: 2/2020

The purpose of this commentary is to elucidate the various roles that affordances play in Dennett's (2017) From Bacteria to Bach and Back. By looking at the multitude of ways that affordances are mentioned throughout the book, this commentary hopes to uncover the fruitful ways of talking about affordances in the philosophy of cognitive science.

Age and Technology in Digital Inclusion Policy: A Study of Italy and the UK

Author(s): Simone Carlo,Maria Sourbati / Language(s): English / Issue: 26 (2)/2020

The role of media and communication technologies in increasing the quality of life of the elderly is today a key topic in academic and policy debates. This article discusses findings from a study into the way public policy frames the role of technologies in later life. The aim of our study was to critically investigate the policy discourses on ‘old age’ and on the role of digital ICT in fixing challenges associated with ageing. Our focus was on digital inclusion policies of the UK and Italy, two countries experiencing similar trends in population ageing but different ICT diffusion patterns. We found that an age-based understanding of digital technology use was quite common, as was an enthusiastic embracing of the role of digital ICT in the implementation of Active Ageing and Information Society goals. We also found that the understanding of the role of digital technology and its relationship to (old) age has been changing over the last decade, starting to reflect social complexity as ICT diffusion increases among older age groups.

Aging in Online Communities: A Systematic Literature Review of Design Recommendations

Author(s): Ana Isabel Veloso,Sónia Ferreira,Liliana Vale Costa,Óscar Mealha,Carlos Santos / Language(s): English / Issue: 26 (2)/2020

The increase of computer-mediated communication use and the aging population has led to a renewed interest in online communities and social networks for active aging and social support in daily living. However, a systematic understanding of the design recommendations in Senior Online Communities is still lacking in scientific documentation. The aim of this paper is to identify the design recommendations used in online communities that support active aging. In addition, this paper highlights some of the benefits of using online communities by older adults. Twenty-three papers published between January 2015 and May 2020 in English-language, peer-reviewed publications, met inclusion criteria. The review presents a set of recommendations for designing online communities to enhance older adults’ social interactions. A process that aims for “engagement” is suggested to strategically guide the design of Senior Online Communities: Interacting – Sense of Belonging (Role-playing, Storytelling, and Legacy) – Engaging.