University of Szeged
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Tutor általi tanulás az általános iskolai természettudományos nevelésben: egy fejlesztőprogram hatásainak vizsgálata tanulók és tanárok körében
Full text linkThe research explores cross-age peer tutoring in the early stages of science education, through sessions centred on student-led experiments.
In the first phase of the research series, we used a program evaluation questionnaire to gather the opinions of teachers (n = 22) who participated in the implementation of a school-wide extracurricular science program called Twin Class Experiment Afternoons. During the program, upper-grade students presented experiments to lower-grade students over the course of one school year — one session per class, totalling 12 sessions. Teachers evaluated the program positively, primarily noting its role in developing students' social skills and increasing their interest and motivation. However, they also reported challenges related to scheduling, time constraints, and selecting age-appropriate, easy-to-implement experiments.
Building on this successful practice, we conducted a second study to examine the experiences of a semester-long classroom program involving monthly sessions. This study included fourth-grade students (n = 31) and sixth-grade tutors (n = 12). The tutored students rated the program significantly more favourably than the tutors, highlighting the impressive experiments and the enjoyable atmosphere. The tutors found the program beneficial for trying out the role of a teacher and for deepening their understanding of the curriculum. Both groups identified noise as a challenge, and the tutors also struggled with maintaining discipline.
In the third, quasi-experimental study, we investigated the impact of the extracurricular version of the program developed in the second study on students' motivation toward science learning and self-concept using a pre- and post-assessment design with experimental and control groups. The study employed the Science Motivation Questionnaire II (Glynn et al., 2011), the Self-Description Questionnaire I (Marsh, 1990), and program evaluation questionnaires. The program lasted six months and consisted of six extracurricular sessions, each 45 minutes in length. Fourth-grade students (n = 130) conducted experiments on various science topics under the guidance of sixth-grade tutors (n = 62). Control group members (4th grade, n = 144; 6th grade, n = 193) did not participate in these activities. A total of ten educators, including classroom and science teachers, were involved in the program.
The results indicated a small positive effect on certain components of the tutored students' science motivation, peer-related self-concept, and general school self-concept. The tutors' science motivation and general school self-concept remained unchanged, but their peer-related self-concept showed slight improvement. Both students and teachers found the program beneficial. Based on these findings, we conclude that peer tutoring can be effectively implemented in extracurricular formats within elementary school science education
A fém nanorészecskék szerepe a tumorsejtek és makrofágok közötti kommunikáció szabályozásában
Full text linkDeveloping an Integrated Spatial Framework for Flash Flood Risk Assessment Using GIS, Multi-Criteria Decision Models, and Empirical Village-Level Data
Full text linkFlash floods are one of the most destructive natural hazards, especially in rural areas where communities are highly exposed and have limited capacity to adapt. Their rapid onset, short warning times, and the intense transport of sediments pose serious risks to settlements, infrastructure, and livelihoods. In the Gorganrood watershed of Golestan Province, the combination of diverse climatic conditions, land use patterns, and various environmental, social, and economic vulnerabilities further exacerbates these risks. The goal of this research is to create a detailed model for assessing the risk of flash floods and their impacts on rural communities. This study examines the factors that contribute to flash floods and the vulnerability of rural populations. Additionally, it aims to provide a comprehensive scientific basis for understanding flash flood dynamics and their impacts, which can support community preparedness and effective risk reduction measures. The study employs a mixed-methods approach that combines spatial analysis with field-based data collection. A structured questionnaire was distributed to 75 participants, including residents, experts, and local officials, to assess the significance of various indicators: physical, institutional, socio-cultural, economic, and environmental. Statistical analysis was conducted using SPSS, and GIS was utilized to examine spatial patterns and identify hotspots of vulnerability. The findings show that land-use dynamics are the most influential factor in determining flash flood risk, receiving the highest mean score (3.41), while environmental indicators ranked lowest (2.94). Risk assessments further revealed that villages in central and northern sub-basins face the greatest exposure, though vulnerability patterns remain fragmented and lack spatial coherence. Importantly, socio-cultural and institutional factors—including income, education, preparedness, governance, and coordination—were consistently prioritized by both experts and community members as decisive drivers of resilience. The principal outcome of the study is an integrated spatial model that combines hazard parameters with socio-economic and institutional vulnerabilities. Structured across five analytical stages, the model provides a comprehensive framework for identifying high-risk areas and explaining variations in community resilience. By demonstrating the interplay between physical drivers and social dynamics, the research advances the understanding of flash flood risks in rural settings and delivers practical insights that can guide more effective preparedness and risk reduction measures
A szociálisprobléma-megoldás, az asszertív kommunikáció és a megküzdési stratégiák vizsgálata és fejlesztése drámapedagógiai módszerekkel
Full text linkOver the last decade, substantial research has shown that an increasing number of children and adolescents experience communication difficulties, use less effective problem-solving strategies, and struggle to address problems in various context, facing a myriad of challenges at school, among their peers, and in other communities (Denham et al., 2012; Ibabe, 2016; Kasik, 2015; Reid et al., 2007; Zsolnai, 2013). Research also highlights the need for school interventions that develop multiple areas in a complex way, taking advantage of the interconnections between the areas to be developed (Webster-Stratton, 2011). Additionally, a growing body of research emphasizes the importance of accurately identifying gender differences and mapping age-specific characteristics before initiating a development program (Perzow et al., 2021). In Hungary, there are few comprehensive studies and school-based interventions, but both national and international research (Webster-Stratton, 2011) confirm that the consciously and systematically developing components of social competence is essential at an earlier age.
The aim of the doctoral research was to examine the characteristics of social problem-solving, coping strategies and assertive communication and their relationship among students aged 10-11 and 12-13 years. Additionally, it sought to identify any gender differences in these areas. Based on the research findings, the research also aimed to develop a drama-based, communication-focused school intervention that promotes growth in these areas.
The first part of the thesis provides the theoretical background of the research, covering three specific areas (social problem-solving, communication and copig strategies) of study, the development opportunities identified, and an overview of drama pedagogy as a methodological approach. The second part outlines the research background, including details about the sample, the sampling process, research tools and methods used. It also presents findings related to the characteristics and the control group development with 10 to 11-year-olds. The communication-focused development program was designed to enhance social problem-solving skills, coping strategies, and assertive communication through drama pedagogy methods, which have been shown to be effective in promoting growth of social competence (DICE, 2010).
The one-year development program led to significant changes in three areas within the experimental group. The impulsive, emotion-focused problem-solving style and avoidant coping strategy were significantly reduced, while the use of confrontation as a coping strategy increased. Assertive communication has significant explanatory power in all three areas. Research findings suggests that this development can be an effective method for altering certain problem-solving styles and coping strategies. In case these strategies dysfunction, they can lead to life management difficulties or less effective coping overall
A kormányzat nélkül kormányzott terek és a dzsihádista hullámok közötti kapcsolat Kelet-Afrikában
Full text linkPedagógusok és tanárszakos hallgatók adathasználattal kapcsolatos vélekedéseinek és hatékonyságérzetének vizsgálata
Full text linkIn-service teachers’ everyday work includes using student data to enhance both instruction and learning. Student data originates from various sources (national competence assessments, oral exams, tests etc.), including demographic characteristics and absenteeism. Accessing, analyzing, interpreting, and appropriately utilizing data is challenging for teachers. International research has shown that data use for improving instruction and learning is greatly influenced by teachers' self-efficacy. There has been limited attention to investigating teachers' data use in Hungary. Therefore, the aim of our study is to understand in-service teachers' and pre-service teachers' beliefs and sense of efficacy regarding data use. Using the method of data triangulation, we conducted two studies, each preceded by pilots. Data were collected using self-developed instruments for data use, assessment, and background information, as well as two adapted instruments: the Data-Driven Decision-Making Efficacy and Anxiety Inventory (3D-MEA, Dunn et al., 2013) and the Data Use Practices survey (Reeves et al., 2016).The large-scale surveys yielded Nteachers=275 and Nstudent teachers=250 responses.
The results indicate that a high ratio of in-service teachers have high self-efficacy in accessing, interpreting, and utilizing information and assessment results from external sources in their teaching, albeit with high levels of anxiety associated with these activities. Student data is primarily used to support students, with only a small proportion being incorporated into instructional activities. In contrast, pre-service teachers vary in their self-efficacy of using student data, and many experience low anxiety about data or express greater reliance on data in the teaching-learning process. Furthermore, the findings suggest that data use courses in teacher education have a significant impact on both in-service teachers' and pre-service teachers’ self-efficacy beliefs regarding data use. It also became evident which courses significantly impact specific dimensions and the number of courses necessary to increase self-efficacy in a particular dimension.
This research highlights the importance of improving the use of commonly available student data for instructional purposes starting from teacher education programs. Data use courses significantly impact self-efficacy in this respect, which is an indicator of data-driven decision making and thus of increased student performance (cf. Dunn et al., 2013). Based on the results, the author believes that this research serves as a good starting point for future studies examining classroom data use from various perspectives and laying the groundwork for international comparative studies
Bridging the gap between experimental and human sepsis: Porcine models for sepsis research with improved clinical relevance
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