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Matematik Sembol Bilgisi ve Kullanımı

Author(s): Ömer Faruk Çetin / Language(s): Turkish Publication Year: 0

The aim of this study is to determine the mathematical symbols that the students enrolled in mathematics teaching and mathematics programs in 2005, 2006, 2007, 2008 and 2009 knew before university and the meanings they attributed to these symbols. The research is a longitudinal study, and it was carried out over a period of 5 years, namely 2005, 2006, 2007, 2008, 2009. The study was conducted with the case study model. The research was conducted with a total of 524 first-year students enrolled in the Primary Education Mathematics Teaching Program of the Faculty of Education and the Mathematics Program of the Faculty of Arts and Sciences of a University located in the Eastern Anatolia Region, determined by the purposeful sampling method. In the research, "mathematics background information" form was used as data collection tools. The data were analyzed by descriptive analysis. The results of the study show that 524 participants used mathematical symbols 5703 times by attributing the correct meaning, and on average, one participant used 11 mathematical symbols with the correct meaning. Again, the results of the research show that the participants used a total of 106 mathematical symbols and 13 Greek letters with the correct meaning, and the combination symbol was used at most 240 times. Again, although the results are small compared to the number of participants, some of the participants used 14 software that does not meet a mathematical concept but can meet a definition and will not be considered a mistake, 21 times in total. The results show that the participants attributed a total of 42 different meanings to the 12 mathematical symbols. A total of 238 different meanings were loaded. According to the results of the research, the participants attributed a total of 56 wrong meanings to 21 mathematical symbols and used 4 abbreviations and punctuation marks, which would not be considered as mathematical symbols, a total of 4 times. Again, the results show that the participants corresponded to 16 mathematical concepts with a total of 55 different symbols, signs or letters. Different symbols, signs or letters correspond to a total of 1300 mathematical concepts. Some participants are not even aware that they are using a mathematical symbol.

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Okul Öncesi Öğretmenlerinin Eğitimde Teknoloji Kullanımlarının İncelenmesi

Author(s): Özge Özel,Seden Yay / Language(s): Turkish Publication Year: 0

The pre-school teacher should also be a good role model for children and can keep up with innovations, having the necessary knowledge of the field and profession, culturally equipped, supporting the life skills of children by considering their developmental areas. One of the important indicators of this is to have the skills to use technology appropriately and effectively. Children are also enthusiastic about technology and are to keep up with technology quickly. A teacher who wants to improve educational environments and engage children will need to integrate technology into their lessons. For this reason, the aim of this research is to examine how preschool teachers approach technology, in what way and for what purpose they use technology, children's perspectives on technology from the views of teachers, teachers' interest in technology, their views on technology, and the negative aspects of technology according to teachers. The research was designed as qualitative research. The study group of the research consists of 33 female and 1 male preschool teachers, whose age ranges from 24-45, working in kindergartens and in the Central District of Burdur Province in the 2022-2023 academic year. Professional experience of teachers varies between 1 year and 35 years. The interviews were composed of semi-structured questions, and then two expert opinions were taken. Participants stated that preschool teachers would be more successful if the necessary technological tools and necessary seminars or trainings were provided, and they agreed that children are extremely curious about technology in terms of visual and auditory, but they agreed that their use of technology should be ensured in a controlled manner. It is also among the results that families should support their children in this regard and control their children in using technology.

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Otizm Spektrum Bozukluğu Gösteren Öğrencilere Etkinlikle İlgilenmenin Kazandırılmasında Kendini Yönetmenin Kullanımı: Sistematik Bir Derleme

Author(s): Akın Gönen / Language(s): Turkish Publication Year: 0

The aim of this study is to examine the studies on the use of self-management practice in helping students with autism spectrum disorder (ASD) acquire the behavior of being interested in activities. Within the scope of the study, EBSCO Host, Springerlink, Jstor and Web of Science databases were searched using the keywords "self-management", "on-task", "task engament" and "autism spectrum disorder". As a result of the detailed search, it was determined that there were 319 articles. As inclusion criteria in the study, (a) students with ASD are participating, (b) preferring the teaching practice in which self-management components are used, (c) interest in activity as a target behavior (d) designing with one of the single-subject research models, (e) electronic data and (f) publication of articles between January 2000 and August 2022. As a result of the detailed examination, 14 articles were included in the scope of the research and analyzed. When the findings were examined, it was determined that students between the ages of 8-18 with ASD participated in all of the studies, teaching activities were carried out in general education and special education classes, technology-based applications were generally used as a means of self-management, and there was an increase in the behavior of engaging in activities with the use of self-management application. The findings were discussed and suggestions were made for future research.

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The Use of Turkish Legends to Develop Reading and Writing Skills in Teaching Turkish as a Foreign Language

Author(s): Müjgan Bekdaş,Kudret Altun / Language(s): English Publication Year: 0

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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Sanat Eğitiminde Çağdaş Öğretim Yöntemlerinin Öğrenme Üzerindeki Etkisi

Author(s): Tuba Şevgin / Language(s): Turkish Publication Year: 0

Bu çalışmada sanat eğitimi yöntemlerinin kişinin duygu ve düşsel kapasitesini bulmasına yardımcı olması ve yaratıcı bir aşama olarak çocuğu özgür çalışmaya, özgür düşünmeye yöneltmesi amaçlanmıştır. Çalışma kapsamında öğretim yöntemleri öğrencinin ders içi motivasyonunu ve konuya yönelik hedeflenen kazanımın sağlanması yönündeki beklentileri karşılaması açısından önemlidir. Sanat eğitimi, genel eğitimin oldukça önemli bir bölümüdür. Çağdaş bir eğitim; bireyin sorgulayıcı, araştırıcı, yaratıcı, öğrendiklerini uygulayabilen özellikler kazandıran, kişilik geliştirici bir eğitimdir. Bununla alakalı olarak çağdaş eğitimde ezbere dayanan, çokça bilgi yükleyici, aktarılan bilginin değiştirilmeden benimsenmesini, ezberlenen bilgilerin tekrardan aktarılmasını öngören bir yönteme ve sisteme yer yoktur. Sanat eğitimindeki çağdaş yöntemler: kopya yöntemi, bellek eğitimi yöntemi, kolaydan zora yöntemi, psikolojik yöntem, drama yöntemi, müzikli yöntem, gösteri (demonstrasyon) yöntemi, çocuk sanatı yöntemi, sanat yoluyla eğitim yöntemi olarak verilmiştir. Bu yöntemler detaylı bir şekilde ele alınarak tanımlanmıştır. Asıl olan öğrenecek kişide öğretilmek istenenin kalıcı olması ve bir davranış değişikliğine dönüşmesidir. Öyle ise öğretim esnasında en uygun yöntemi seçmek, öğretmenin alan bilgisine, eğitim formasyonuna ve yaratıcılığına kalmaktadır.

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Evaluation of the Effectiveness of Integrating Textlinguistics Into Translation Courses

Author(s): Esin Akyay Engin,Muhlise Coşkun Ögeyik / Language(s): English Publication Year: 0

Textlinguistics deals with the process and development of written communication and the positions of reader and writer in mutual interaction. Günay (2007) defines the study area of texlinguistics as it investigates the organization of a text including social, intellectual, imaginary and many other constructions in it. Textlinguistics which is the scientific study of texts, deals with texts, it is connected with human interrelations (Balcı, 2009; Şenöz-Ayata, 2005).

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Eksperimentiranje sa feminističkom pedagogijom i tehnologijom u učionici

Author(s): Grace Yia-Hei Kao / Language(s): Bosnian Publication Year: 0

Profesorice koje primjenjuju feminističku pedagogiju vjeruju u stvaranje egalitarnijeg i kolaborativnijeg okruženja za učenje gdje se studentske perspektive o predmetnom materijalu računaju kao istinski doprinosi znanju. Prije aktualiziranja svojih opredjeljenja u učionici, međutim, feminističke profesorice moraju se izboriti sa nizom teorijskih i praktičnih pitanja, uključujući ono kako maksimizirati studentsko osnaživanje, a istovremeno održavati red u učionici. Oslanjam se na naučnu literaturu o feminističkoj pedagogiji i koristim svoju nastavu na predmetu Feministička etika u jesen 2011. godine kao studiju slučaja da istražim kako je moja eksperimentalna primjena zadataka zasnovanih na tehnologiji poboljšavala, ali i ometala postizanje ciljeva predmeta i pedagošku svrhu. Prvi zadatak bilo je sedmično pisanje bloga na tada tek osnovanoj blog stranici Feminism and Religion. Drugi je bio da studenti i studentice koriste wiki kao sredstvo učenja da bi ovladali teškim konceptima i pojmovima feminističke etike. U prvom dijelu ovog članka, dajem radnu definiciju feminizma i izlažem ono što ja vidim kao niz odlika feminističke pedagogije. U drugom dijelu objašnjavam kontekst u kojem sam pokušala primijeniti principe feminističke pedagogije kroz navedene zadatke. U trećem dijelu pokazujem kako su određeni principi feminističke pedagogije aktualizirani ili osujećeni kada su studenti i studentice završili zadatke. Zaključujem nekim zapažanjima o feminističkoj pedagogiji, a dajem i nekoliko savjeta za korištenje tehnologije u feminističke pedagoške ciljeve.

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Epistemičko nasilje vs. rodno uvjetovano nasilje na sveučilištu: susjecišta i protuslovlja

Author(s): Biljana Kašić / Language(s): Bosnian Publication Year: 0

Sveučilište je, uz suvremene neoliberalizacijske imperative i komodifikaciju znanja (Butler i Athanasiou, 2013; Kašić, 2016; Khajbakhteev, 2020) sve vrijeme i mjesto ovjere epistemoloških dosega i umijeća stjecanja i dijalogiziranja spoznaja kao i društvenosti, afektivnosti te socijalne pravednosti (Dotson, 2011; Pereira, 2017). Ideja ženskostudijskog i rodnostudijskog obrazovanja tijekom polustoljetnog usustavljanja u visokoškolski sustav na globalnoj razini oglašava se ne samo kao pokušaj uspostavljanja specifičnih kriterija u tom smjeru nego i kao čin dekonstrukcije epistemičkog nasilja (Spivak, 1988) zakrivenog lagodnom “objektivnošću”, ignorancijom i intencionalnom desubjektivizacijom. Kakvi su učinci ušutkavanja glasova Drugih i Drugotnih po spolnoj/rodnoj osnovi i/ili orijentaciji na epistemički registar znanja, te u kojoj su korelaciji epistemičko i rodno uvjetovano nasilje i modusi njihova su-bivanja, prijelaza i razobličavanja, neka su od pitanja koja nalažu feminističku artikulaciju. U fokusu analize, a na predlošku hrvatske sveučilišne prakse, jesu rodno osviještena politika (gender mainstreaming) i otpori spram njezinog usustavljanja u epistemološki prostor akademskog poučavanja (Kašić, 2016) i izvedba pedagogije nelagode (pedagogy of discomfort) (Boler i Zembylas, 2002; Mignolo i Walsh, 2018), odnosno njezina potencijalnost u aktiviranju pedagoških alatki koje potiču uznemirenost kao način transformativnog učenja kada su posrijedi tabuizirane teme (seksizam, spolno uznemiravanje, rasizam, LGBTIQ pitanja i sl.). Drugim riječima, kako razotkriti obmane tankog alibija, a tiču se nasilja unutar akademskog okoliša i/ili kroz akademske spoznajne leće i kako im se oduprijeti? Pritom je od posebne važnosti autoreferencijalna pozicija poučavatelja/poučavateljice u repozicioniranju moći i autoritetske kontrole te subvertiranju ustajalih mizoginih paradigmi u prilog dekolonizaciji znanja i feminističkog osnaživanja studentica/studenata.

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Osposobljavanje nastavnika za rad s učenicima na prevenciji i smanjenju nasilja

Author(s): Elma Omersoftić / Language(s): Bosnian Publication Year: 0

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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“Učiteljica je rekla da to trebam uraditi ovako”

Author(s): Snježana Petraš / Language(s): Bosnian Publication Year: 0

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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Šta ne zaboraviti?

Author(s): Nermina Vehabović-Rudež / Language(s): Bosnian Publication Year: 0

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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Svjetski etos u učionicama - sadržaj za učenje, odrastanje i življenje

Author(s): Nermina Baljević / Language(s): Bosnian Publication Year: 0

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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Inteligenţa artificială – catalizator al creativităţii în educaţia de arhitectură

Author(s): Marius Voica,Maria Tîlvescu-Nicula,Maria-Cristina Clenciu / Language(s): Romanian Publication Year: 0

A series of observations and consequences debated in this article, which are based on the contemporary issue raised by the artificial intelligence, reflect the pace at which technology progresses, this being verified and confirmed by developing an experiment, within the architectural studio, which proposes to the students to merge the traditional/classical design methods with innovative, expanding ones that target and capture the creative fields in which human beings operate.The subject of limiting or completely eliminating the aggression on the natural environment is a very topical one. Abandoned quarries represent "wounds" in the natural landscape, resulting from the exploitation of the mineral resources. The studio theme for the 5th year`s short project challenges us to imagine possible solutions to heal these "wounds". It proposes imagining a scenario in order to reactivate and revitalize the quarry – whose exploitation process has ceased. In developing the concept, the theme proposes the inclusion of special structures, biomimicry in architecture, but also experimental studies carried out with A.I. tools. The method approached preserved and adapted the classic study practices within an architecture workshop and joined them by accessing new technologies as working and learning tools. The studio organized a study trip where the students had the opportunity to visit the site – the Bididia Quarry and its surroundings. Continuing with the S.W.O.T. analysis, an attempt was made to decode the context of the intervention. The study using the models supported the students in developing a complete and coherent approach in a site with dimensions that are difficult to control/imagine without a direct experience. The studio leading team also encouraged the connection to new tools: listening to A.I. classes and the use of A.I. to stimulate and complement the student's creativity, the use of drones and 3D models obtained by photogrammetry.In order to have as clear a picture as possible and an effective mentor-student dialogue on the process of integrating artificial intelligence as a working tool, the studio gave the students a chance to express themselves by answering a few questions at the end of the exercise. Solving problems and making decisions when assisted by the artificial intelligence has obvious benefits, but it can also raise certain difficulties. In this context, we consider the preparation of the students and, of course, our own - the tutors, in a realistic way for the challenges they/we will encounter. Using A.I. in the exercise of the profession will undoubtedly become a routine, perhaps even a norm. As long as these algorithms - already infiltrated in all structures and at all levels of society - are used within the limits of certain restrictions and, at the same time, the scenario of the independent initiatives is excluded, the new reality imposed by the A.I. should not be seen as a threat, but as a new frontier that is about to open to us.

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VISUAL MEMORY TRAINING VIA GRAPHIC REPRESENTATIONS IN LEARNING

Author(s): Nina Bîrnaz,Nadejda Butnari / Language(s): English Publication Year: 0

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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IMPROVING SPEAKING AND WRITING SKILLS FOR FOREIGN STUDENT

Author(s): Mihaela Badea,Cristina Iridon / Language(s): English Publication Year: 0

Teaching Romanian as second language involves developing students’ abilities to communicate an oral or a writing message, beside their capacity to listen or to read and to efficiently decode the transmitted information. In the process of a new language acquisition an important role goes not only to the teacher who has to make a clever selection of the texts or of the listening material, all of them, preferable, based on authentic situations, but also to the students who should receive the information in a creative way in order to better understand it and to consolidate it for a long period of time. The article’s aim is to present a study case from the Petroleum and Gas University where students from the preparatory year show their creativity in solving communicational tasks. Even if the teacher provides them templates on different topics as: At the market, On holiday, At the restaurant, At the bank, At the doctor, etc. they are able to improve and to develop their knowledge and even to make a show from these interplays by adapting them to their intercultural and multicultural experience, fact that demonstrates they are able to understand, to internalize and to apply the new vocabulary and grammar information, and even to have fun during their lessons.

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MATHEMATICS DIDACTIS AND ITS ROLE IN A SYSTEM OF SCIENTIFIC DISCIPLINES

Author(s): Anamaria Popescu / Language(s): English Publication Year: 0

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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PSYCHOLOGICAL PREPARATION FOR ARTISTIC MUSICAL LIFE

Author(s): Raluca Dobre-Ioniță / Language(s): English Publication Year: 0

Psychological preparation for appearing on stage should occupy an important place in the life of any artist. This side of instrumental practice must be planned and constantly capitalized from an early age until the completion of musical studies, because periodic appearance in front of an audience strongly stimulates the way of approaching work within the individual study. The instrumental preparation of a future performer takes a very long time. This whole process of preparation can only be emphasized by its appearance on stage in front of an audience. In fact, this is the purpose of any artist's existence, regardless of their profession. All this intensive work aimed at the instrumental and artistic improvement of the future musician is carried out in close collaboration with the pedagogue in order to reach the final ideal, to decipher the most hidden secrets of musical creations and to present them to the public in their most authentic and faithful form.

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PERSPECTIVE ALE CADRELOR DIDACTICE CU FUNCȚII DE CONDUCERE DIN ÎNVĂȚĂMÂNTUL PREȘCOLAR ASUPRA DESFĂȘURĂRII EDUCAȚIEI MORALE ÎN GRĂDINIȚE

Author(s): Nicoleta-Alina Petcu-Nicola / Language(s): Romanian Publication Year: 0

In order to obtain information regarding the importance of carrying out moral education activities in kindergarten, of carrying out educational projects in this field, of approaching the curriculum for early education regarding the existence of elements of moral education or the need to introduce such a field, we interviewed eight kindergarten directors and two school inspectors for early education and religious discipline. Following the analysis and interpretation of the answers provided, it can be found that there is a great need to carry out moral education activities in kindergartens, all the executives interviewed consider that moral education is not given its rightful place, the first place, and in the curriculum for early education in force there are not enough examples of moral education activities. At the same time, the respondents provide examples of moral values that should be promoted among preschoolers, they support the importance of using the moral model within the activities and claim the urgent need to carry out educational projects at the national level, in the field of moral education. A fact highlighted by this interview is the need to regulate moral education in preschool education, by introducing this field in the curriculum, because at the moment the carrying out of this type of activities remains at the discretion of each individual educator.

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ÎNVĂȚAREA AUTODIRIJATĂ LA STUDENȚI

Author(s): Maria Iulia Felea / Language(s): Romanian Publication Year: 0

Self-directed learning represents the process of independently acquiring a cognitive experience. In self-directed learning, the students establish their own learning plan, objectives and strategies that they will use in the process of acquiring new knowledge. In the research we have carried out, a series of essential elements were investigated that refer to the training scale for self-directed learning (SDLRS), drawn up by Guglielmino in 1977. In this regard, the article presents a series of essential elements about the studentsʼ self-directed learning from the study program Pedagogy of Primary and Preschool Education.

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INTERPRETĂRI FENOMENOLOGICE ALE PRIVIRII ÎN E-LEARNING

Author(s): CRISTINA URSU / Language(s): Romanian Publication Year: 0

In this analysis, we investigate whether the gaze is a simple ocular act or whether the eyes translate it, like a screen, into a two-sided act of subjectivity in relation to the Other. This can induce anxiety and shame in the disintegration of one's own universe, as highlighted by Sartre (eyes peering through the door frame, for fear of being seen in embarrassing poses); it can "touch" what it sees, taking place in a space of tangibility, as a palpation according to Merleau-Ponty; or it can be a call from the limits of the ego to the infinity of the Other, within an ethically grounded framework, as argued by Levinas. In the context of formal distance learning sessions, the act of looking is mediated by the webcam's "eye" – the webcam's pupil takes the place of the direct gaze, manifesting certain influences to both sides, observable in perspective. The teacher directs the gaze to the center of the frame, the circular center of the webcam which assimilates and transposes it onto the student's screen. The latter receives it in the absence of optical reciprocity, creating a unique situation where we look from one point on the screen, but are observed from all sides.

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