Jármai, E. M. (2008). A tanulasfelfogas uj paradigmaja vagy eleink pedagogiai gondolkodasanak esszenciaja nyer igazolast? Nyelvvilág, (7), 5-22.
Jin, H., & Wong, K. Y. (2010). Training on concept mapping skills in geometry. Journal of Mathematics Education, 3 (1), 104-119.
Maas, J. D., & Leauby, B. A. (2005). Concept mapping - Exploring its value as a meaningful learning tool in accounting education. Global Perspectives on Accounting Education, 2, 75-98.
Makk, G. (2010). „Az ut a fontos, nem az
Ágnes Maródi, Iván Devosa, János Steklács, Alice Fáyné-Dombi, Zsuzsanna Buzas and Melinda Vanya
Nowadays new education technologies and e-communication devices give new measuring and assessing tools for researchers. Eye-tracking is one of these new methods in education. In our study we assessed 4 figures from the anti-smoking heath issues of National Institute for Health Development. In the study 22 students were included from a 7th grade class of a Kecskemét primary school. Our results show that students concentrate on the text-part of the figures except if the picture is frightening. However if the text and the picture are not both frightening enough, the message will not be transferred to young students.
The article discussed the issue of the diagnosis with the use of task-support-task procedure. A theoretical model of diagnosis based on the concepts by L. S. Vygotski, R. Case, and A. Bandura was described and developed. The model was tested on a group of non-disabled preschool children, and children with mild and moderate intellectual disability who were paired up accordingly to their mental age. Each pair was given a set of developmentally adapted tasks. The tool (44 tasks) was reliable and valid. The task-support-task procedure significantly affected the level of the task performance in all the children and allowed to define the scope of potential abilities, especially in the children with mild and moderate intellectual disabilities. Most of the task they did fell into the zone of proximal development.
In today’s world the economic uncertainty, the huge overload of work, the expectations related to the work performance – which are not said –, the monotone work and the risk of violence contribute to the increase of psychosocial risks, which can lead to serious consequences in a company. If we succeed in preventing the negative impact of stress originating from the workplace, then the employer can keep the productivity of the company and besides that, the company gets rid of large expenses. The occupational health and safety is an important component of the social responsibility taking. One of the most efficient tools of prevention is the psychosocial risk assessment and the changes based on this in the company’s operation and regulation.
Contemporary curricula of preschool education are the result of the improvement of pedagogical and didactic theories. They imply a technical plan with which it is possible to achieve measurable objectives of preschool education. The curriculum is also defined as a tool for quality and equal education for all. It represents a reflection of the time, society and culture in which it exists, but also a model for future society and education. Thus an important research question arises as to what extent we recognize traditional ideas about learning and the development of a preschool child in contemporary preschool programs. Are traditional ideas about educating young children unjustly neglected or do we recognize them in contemporary pedagogical theory even today, at the same time forgetting about the past and declaring them innovations? This paper deals with the starting points for the development of a curriculum. The goal of the research was to determine to what extent can the starting points for the development of preschool children, which have existed in the first preschool programs in Serbia in the late 19th century, be recognized in contemporary preschool programs. A descriptive method was applied as well as a procedure for content analysis of program documents. Research results confirm that the elements of the first preschool programs, which remain relevant until today, can be recognized in contemporary preschool programs. They are related to target orientations, principles and functions of preschool education. However, these ideas are defined as contemporary tendencies, and the fact that they existed in preschool programs that were developed a long time ago is unjustly ignored.
., & Badler, N. (2003). Representing and parameterizing agent behaviors. In Prendinger, H., & Ishizuka, M. (Eds.), Life-like characters: Tools, affective functions and applications (pp. 19-38). Germany: Springer.
Arslan, A. (2006). Bilgisayar destekli eğitim yapmaya ilişkin tutum ölçeği. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 3 (2), 24-33.
Atkinson, R. K. (2002). Optimizing learning from examples using animated pedagogical agents. Journal of Educational Psychology, 94 (2), 416-427.
Atkinson, R. K., Mayer, R. E., & Meril, M. M. (2005