1,721,112 research outputs found
Developing Potentials for Learning : 12th European Conference for the Research on Learning and Instruction
Full text link
A metakogníció tárgykörében végzett legújabb kutatások eredményei : beszámoló az EARLI Metacognition szakcsoportjának (SIG, Special Interest Group) 2014-es konferenciájáról
Full text linkA metakogníció, azaz a saját tudásunkra, képességeinkre
vonatkozó tudás fogalmát a pszichológus Flavell használta először 1979-ben. A metakogníció kutatása szerte a világban fellendült. Hazánkban e témában 2007-ben jelent meg monográfia Csíkos Csaba (2007) tollából
„Használati útmutató” a kutatói szemléletmód kialakításához a tudásalapú társadalmak pedagógusképzésében – Könyvismertetés
Full text linkCsíkos Csaba (2020). A neveléstudomány kutatásmódszertanának alapjai. Elte Eötvös Kiadó, p. 118, Budapest. ISBN 978-963-489-248-9https://www.eltereader.hu/media/2020/12/web_Csikos-Csaba_Bevezetes__.pdfCsíkos Csaba (2020). A neveléstudomány kutatásmódszertanának alapjai. Elte Eötvös Kiadó, p. 118, Budapest. ISBN 978-963-489-248-9https://www.eltereader.hu/media/2020/12/web_Csikos-Csaba_Bevezetes__.pd
The Effect of Teaching Conceptual Knowledge on Students’ Achievement in, Anxiety About, and Attitude Toward Mathematics in the Kurdistan Region of Iraq
Full text linkRecommended from our members
The negotiations of teachers' professional identity in the socio-cultural context of work organisations
No full textRecent studies within a socio-cultural framework have addressed teachers’ professional identity as the interplay between self, structure and human agency. However, we need to go beyond the existing research to gain a more elaborated understanding of the interdependence between work organizations and teachers’ identity negotiations. This paper focuses on the question of how professional identities are negotiated between individuals and work organizations. We analyze and describe identity negotiations in two different work organizations: a vocational institution and a university department of teacher education. The vocational institution is large with a hierarchical structure and there have been under way many reforms. The teacher education department is a relatively large and traditional work community with a sustainable work culture, and there have been no dramatic organizational reforms. The empirical data consist of two separate data sets from the two organizations. The data were gathered by open-ended interviews focusing on individual teachers’ own experiences. The data were analysed in accordance with various data-driven qualitative approaches. Our findings demonstrate how different organizations provide spaces and resources for teachers’ professional identity negotiations. Our results show, that teachers are more committed to their work organizations if they have enough professional autonomy in their organizations. Interaction and relations between the socio-cultural context of work organizations and teachers’ identity negotiations are discussed in terms of the meaning of professional autonomy and power relations
Recommended from our members
The ecology of childen's conceptual thinking and learning of science: PICCO research programme
No full textThis poster introduces an ongoing research project, which investigates children’s conceptual thinking and learning of science in early years classrooms. Whilst taking an ecological stand to human activity and learning, the project aims at widening theoretical, methodological and
pedagogical understanding of children’s science learning in activity contexts mediated by socially shared inquiry learning activities, and modern technological tools. The research program approaches conceptual learning from the perspective of cognitive and socio-cultural approaches in
order to illuminate the socio-cognitive processes of science learning when modern multimedia technological possibilities are in children’s use. Consequently, the unit of analysis of the present research programme are to be found in both the individual and the social and their inter-dynamics. Theoretical and methodological foundations of the research project are laid by theories and set of
concepts derived from cognitive and social psychology, cognitive science, studies of discourse, learning and social practice. The empirical data of this research project have been collected among young children aged between six to eight years, with a classroom community of 22 children. During science units children had possibilities to explore science phenomena using versatile tools, including a multimedia tool, PICCO. The data of the research programme have been collected by means of video-recordings of children’s interviews before and after the science units. Videorecordings have also captured children’s interaction processes during the actual participation in inquiry-based learning activities. Children’s exploration paths in the multimedia environment have also been recorded. The analyses of the empirical data of this research project are currently undergoing. The main aim in the analysis will be to model children’s collaborative inquiry and conceptual learning in science learning. The results of the research will be important for theoretical and applied research on conceptual thinking and learning as well as for educational practice with early years science learners
A zenei hallási képességek fejlődése és összefüggése néhány alapkészséggel 4-8 éves kor között
Full text link- …
