Journal of Applied Technical and Educational Sciences
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The influence of multiple intelligences on learning styles in teaching and learning
Full text linkThe purpose of the study is to investigate the relationships between the multiple intelligences and learning styles. The quantitative approach was the method used in the research. A sample of freshman and sophomore students as a non- random systematic sample was selected to be investigated in the research. A structured questionnaire was used to gather the primary data from the students in the study. Chi-square test for independence is used to explore the relationship between multiple intelligences and learning styles’ categorical variables. Based on multiple intelligences-learning styles crosstabs outputs, there is an association between multiple intelligences dimensions: studying, problem- solving, equipment functioning, subject choosing, and telling a story and visual, auditory, and kinesthetic learning styles. According to Pearson Chi-Square values as well as on values of Cramer’s V there is an association between multiple intelligences and learning styles
Első éves hallgatók fenntarthatósággal és környezettudatossággal kapcsolatos attitűdjeinek vizsgálata a Széchenyi István Egyetemen
No full textAt the Apáczai Csere János Faculty, we have been teaching environmental and sustainability education in teacher training for over 20 years. Trainee teacher are prepared for their future profession - including environmental education - by considering the concept of sustainability. In our previous studies, we analysed the environmental attitudes of children before and after forest school programs. Our current research focuses on the older generation. We prepared a questionnaire for first-year students arriving at the Széchenyi István University in September. It was filled in electronically by 553 students of the nine faculties of the university. Our aim was to study the environmental awareness of the first-year-university-students. In addition we aimed to survey their environmental attitudes, to map their knowledge, behaviour and emotions related to sustainability and environmental issues. Our further goal is to increase the effectiveness of sustainability education in our higher education practice, considering the results of the study and our resources.Az Apáczai Csere János Karon a tanítóképzésben több, mint 20 éve foglalkozunk környezeti-és fenntarthatóságra neveléssel. A tanítójelölteket a fenntarthatóság szemléletének megfelelően készítjük fel leendő hivatásukra, a környezeti nevelési feladatokra. Korábbi vizsgálataink során kisgyermekek környezeti attitűdjeit mértük fel erdei iskolai programok előtt és után. Jelen kutatásunk az idősebb generációra irányul. A Széchenyi István Egyetemre szeptemberben érkező első éves hallgatók számára készítettünk egy kérdőívet, melyet elektronikus formában 554 fő töltött ki az egyetem kilenc karáról. Célunk a tanulmányaikat megkezdő egyetemi hallgatók környezettudatosságának vizsgálata volt, környezeti attitűdjeik felmérése, a fenntarthatósággal, környezeti kérdésekkel kapcsolatos ismereteik, magatartásuk, érzelmeik feltérképezése. További célunk a vizsgálat eredményeinek ismeretében és az erőforrások figyelembe vételével a fenntarthatóságra nevelés hatékonyságának növelése a felsőoktatási gyakorlatunkban
Introducing light pollution through nature trails
Full text linkThis study aims to present possible options for introducing light pollution through nature trails to the citizens. The first part of the study grants a general introduction about light pollution by explaining the concept, forms and sources of the phenomenon; as well as by describing possible ways of its reduction and prevention. The second part gives a summary about nature trails, based on general and certain special characteristics of the facilities. The goal of the third part is twofold: presenting possible ways of introducing light pollution through nature trails, as well as examining the different types of trails that might be appropriate for introducing the topic to the visitors
Light pollution as environmental problem appearance in national core curriculum and in other educational documents
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The paper presents the elaboration of light pollution environmental problems, the partial results of which can be seen in the National Core Curriculum (2020) (NCC in the following) i.e. the most relevant content of pedagogy in Hungary. Concepts related to the topic rarely appear in the analysed documents. The unified structure of the topic, the exploration of the causes and consequences of light pollution, and the students\u27 understanding of their role are equally missing. In the course of this approach, efficient lighting can be introduced and cost-effective methods can be developed. We have sought out professional workshops on research topics that, due to their current activities, contribute to the integration of light pollution into education.The study presents some of the key elements of the National Core Curriculum. The first part describes the content regulation and regulation levels of school education, the learning and educational goals, the principles of learning and teaching, and the educational stages. The second half of the description deals with competence development, learning areas and knowledge contents. During the characterization, issues related to light pollution also appear
Investigation of the effect of an environmental education package at school age
Full text linkTThe article is focusing on how the application of an environmental educational package affected 3rd and 5th-grade students\u27 relation to environment, nature and well-being. The possibilities of developing environmental awareness using an environmental education package based on experience- centred learning techniques is being demonstrated by the results of annual assessments. The effectiveness of the environmental educational package was investigated by a longitudinal study what compared the result of a study group against a control group. The performance of 3rd-grade participants of 2016/17 were compared to their own results in 5th grade in 2018/19. The result demonstrates the effectiveness of experience-based, differentiated environmental-awareness education within the scope of everyday learning. That there are significant differences in specific areas of knowledge between the study group and the control group. Among the examined topics the group utilizing the education package outperformed the control groups over a long timeframe. Experience-based methods are shown to be beneficial based on their utilization and tracking of the results
English
No full textSince 1996, fifth-grade students from the Alona School in the north of Israel have been leading “The Lesser-Kestrel” environmental education program designed to promote environmental literacy as well as the conservation of this endangered raptor. Therefore, the goal of this study was to examine the environmental literacy of fifth-grade pupils after one, two and three years. The study was based on quantitative questionnaires from 147 pupils completed during and after the program and also interviews with 6 of those pupils who had completed the program in the past. Pupils filled out the questionnaire at four different points of time throughout their educational program: prior to their studies in the environmental program, at the end of their studies in the program, about four months following their studies in the program and about one year after the completing of their studies. New research tools was used to evaluate the results included the Roth\u27s level of environmental literacy combined with Simmons\u27 components. The findings indicate that even three years after graduating, the pupils achieved a functional level of environmental literacy in all three components of these. In conclusion, it seems appropriate to promote long-term environmental educational programs that help retain environmental literacy for at least three years
The improvement of students’ academic performance by using the computer and using the e-mail
Full text linkThe study aimed to investigate the effect of using the computer and using the e-mail on students’ academic performance. Correlational research design and a structured questionnaire were used in the study. A random cluster sample of students from the bachelor\u27s degree program was taken. The study demonstrated that a positive correlation exists between using computer and academic performance. It can be concluded that using computer impacts academic performance. It is found that there is a negligible negative correlation between using the e-mail and academic performance. The findings of this study enhanced theoretical and practical understanding as information and communication technology skills is an important variable that impacts effective teaching and learning. It can be also concluded that using the e-mail does not influence academic performance
Perspectives of Teachers and Parents on Parent-Teacher Communication and Social Media Communication
Full text linkThe study was designed to examine the perceptions of teachers and parents on Parent-Teacher communication (PTC) and integrating social media Communication (SSC). Many studies have been done in this area, but little is known about how the perceptions of parents couple with their educational level plays a role in accepting technology. The study aligned with the mix-methods in both data collection and analysis. The study was divided into two stages. Whereas the first stage collected qualitative data through interviews, the second stage collected quantitative data using a questionnaire. The data was presented using quotes from participants and both correlation and descriptive statistics in SPSS. The study used random, purposeful, and snowball sampling techniques to recruit the participants for the study. It was revealed that both teachers and parents in the Sagnerigu District of Ghana have a positive stand on PTC that is centered on children educational development. Parents educational level has no effect on parents’ perception on PTC, but parents educational level has a positive significant correlation with social media acceptance. further, the study presented barriers that hinder the integration of SSC. Finally, the study proposed Social Media Integration Trinity (SMIT) for organizations’ SSC integratio
Matematika oktatása a Dunaújvárosi Egyetem levelező képzésein
Full text linkThe proportion of correspondence students among the students of the University of Dunaújváros has been high for years, hence the institution spends a lot of energy on developing training methods that are suitable for them. Among other things, they can express their opinions at regular course evaluations. In the present work, the suggest ions of the correspondence students regarding the subject of Mathematics are investigated using the methods of descriptive statistics. This research helps to develop the curricula of the subject of Mathematics accordingly, thus enabling more and more complete student satisfaction.A Dunaújvárosi Egyetem hallgatói között a levelező tagozatosok aránya évek óta magas, így az intézmény nagy energiákat fordít a számukra megfelelő képzési módszerek kidolgozására. Többek között rendszeres kurzusértékeléseken mondhatják el véleményüket. Jelen dolgozatban a levelezős hallgatók Mérnöki matematika 1. tárgy vonatkozásában megfogalmazott javaslatait a leíró statisztika módszereivel elemezzük. Kutatásunk a tantárgy tananyagainak fejlesztéséhez nyújt segítséget, lehetővé téve ezzel a mind teljesebb hallgatói megelégedettséget
Középiskolások környezettudatossága eltérő socio-ökonómiai hátterű iskolákban
No full textThe importance of education for sustainable development and environmental sustainability (ESD) was acknowledged decades ago. Many studies investigated students\u27 environmental awareness, but the majority are simple descriptive ones. Only few studies try to investigate efficiency of ESD in schools and the causal background that shapes students\u27 environmental awareness. By means of questionnaires, environmental awareness of 845 students and their socio-economical background was measured in 13 Hungarian secondary schools. A pragmatic analysis was performed in order to explore which are the main factors, either student\u27s background or school\u27s background related factors, responsible for the huge variation observed in the environmental awareness of students. Different aspects of environmental awareness were investigated, such as self-declared behaviours (consumer habits, healthy food habits, thrifty habits, waste management) and environmental attitudes. In a preliminary study, teachers were also asked in detail on environmental education principles and the related infrastructural background in the schools. We found that aspects of environmental awareness are strongly determined by the students’ socio-economic background. Elaborated further analyses of schools’ environmental education principles (including eco-school title and practice) are needed to ascertain the effect of ESD on students’ attitudes and behaviours.A fenntarthatóságra nevelés jelentőségét évtizedekkel ezelőtt felismerték. Ennek kapcsán számos tanulmányban vizsgálták a diákok környezettudatosságát, azonban ezek nagyobb része egyszerű leíró tanulmány. Kevés kutatásban tűzték ki célul, hogy az iskolai fenntarthatóságra nevelés hatékonyságát, illetve a diákok környezettudatosságát alakító hátteret ok-okozati összefüggésben vizsgálják. Kérdőíves vizsgálatunkban 13 magyarországi középiskola 845 diákját kérdeztük környezettudatosságukról és szocioökonómiai hátterükről. Elemzésünkkel arra kerestük a választ, hogy mely – diákokhoz vagy iskolához köthető – változók felelősek a különböző iskolák diákjai között a környezettudatosság terén megfigyelhető jelentős különbségekért. A környezettudatosság különböző összetevőit vizsgáltuk, egyrészt saját bevallás alapján a környezettudatos viselkedést (fogyasztói szokásokat, egészséges táplálkozáshoz, takarékossághoz és hulladékkezeléshez kapcsolódó szokásokat), másrészt a diákok környezeti attitűdjét. A vizsgált iskolák tanárait is megkérdeztünk az iskola környezeti nevelési elveiről és gyakorlatáról, illetve az e kérdésben releváns infrastrukturális háttérről. Eredményeink szerint a környezettudatosság összetevőit erőteljesen meghatározza a diákok eltérő szocioökonómiai háttere. További részletes vizsgálatok szükségesek az iskolák környezeti nevelési gyakorlata (beleértve az öko-iskola cím és az öko-iskolák nevelési gyakorlatát is) és a diákok attitűdjének, illetve viselkedésének formálása közti kapcsolatok feltárása érdekében