Abstract Introduction: The Roma Mentor Project has originally been the experimental educational model of Open Society Institute for multiply disadvantaged Roma and non-Roma youth in the period 2006-2013. Following the closure of OSI’s experimental and alternative educational projects, it has been run further, during the 2016/17 academic year, with the support of the Norway Grant, by the Bhim Rao Association (located in Northern Hungary). Purpose: The Roma Mentor Project aims to establish the pedagogical model of the intellectual Roma friend in order to effectively overcome the sociocultural disadvantages of the Roma and non-Roma children with multiply disadvantages. Methods: Throughout the program a Roma mentor may be a Roma intellectual, artist or well-known figure from the media, whose primary goal is to act as a role model for the Roma children through presenting their own personal and professional life, as well as to become a friend of the mentored. Conclusions: A mentor from Roma origins appears during the project as a Roma intellectual friend in multiply disadvantaged Roma and non-Roma children’s lives, which is especially true considering that the Roma mentor draws tools of socialization from Roma culture.
{"title":"Roma Mentor Project: The Roma Intellectual Friend Model","authors":"Péter Bogdán","doi":"10.2478/atd-2023-0017","DOIUrl":"https://doi.org/10.2478/atd-2023-0017","url":null,"abstract":"Abstract Introduction: The Roma Mentor Project has originally been the experimental educational model of Open Society Institute for multiply disadvantaged Roma and non-Roma youth in the period 2006-2013. Following the closure of OSI’s experimental and alternative educational projects, it has been run further, during the 2016/17 academic year, with the support of the Norway Grant, by the Bhim Rao Association (located in Northern Hungary). Purpose: The Roma Mentor Project aims to establish the pedagogical model of the intellectual Roma friend in order to effectively overcome the sociocultural disadvantages of the Roma and non-Roma children with multiply disadvantages. Methods: Throughout the program a Roma mentor may be a Roma intellectual, artist or well-known figure from the media, whose primary goal is to act as a role model for the Roma children through presenting their own personal and professional life, as well as to become a friend of the mentored. Conclusions: A mentor from Roma origins appears during the project as a Roma intellectual friend in multiply disadvantaged Roma and non-Roma children’s lives, which is especially true considering that the Roma mentor draws tools of socialization from Roma culture.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125587112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: From the second half of the 20th century onwards, studies on the transfer effects of music learning have become increasingly common. Both in the domestic and international literature, we can read research with a solid scientific background that supports the transfer effects of music education on different aspects of life. Purpose: The aim of paper was to map the effect of learning music in childhood based on both the international and the Hungarian scientific literature. Methods: When analyzing the social impact of learning music in detail we distinguished five areas: 1. state of physical development, skillfulness, health; 2. cognitive skills; 3. personal development and emotional intelligence; 4. the role of compensating for deficit; 5. community building. In this study we present in detail the results of research studies in these fields. Conclusions: In our opinion music education institutions transmit several values and hidden curriculum to children the effect of which serves as a determining and formative factor throughout their whole lives. That is why it is important that, based on the research findings, teachers should be aware of it and consciously control it. In our view learning music can act as a supporting factor for the physical, spiritual and mental development of the children and apart from improving different areas of competence it can also influence their attitude to work.
{"title":"The Role of Music Education in Childhood","authors":"Tímea Szűcs, E. Juhász","doi":"10.2478/atd-2023-0012","DOIUrl":"https://doi.org/10.2478/atd-2023-0012","url":null,"abstract":"Abstract Introduction: From the second half of the 20th century onwards, studies on the transfer effects of music learning have become increasingly common. Both in the domestic and international literature, we can read research with a solid scientific background that supports the transfer effects of music education on different aspects of life. Purpose: The aim of paper was to map the effect of learning music in childhood based on both the international and the Hungarian scientific literature. Methods: When analyzing the social impact of learning music in detail we distinguished five areas: 1. state of physical development, skillfulness, health; 2. cognitive skills; 3. personal development and emotional intelligence; 4. the role of compensating for deficit; 5. community building. In this study we present in detail the results of research studies in these fields. Conclusions: In our opinion music education institutions transmit several values and hidden curriculum to children the effect of which serves as a determining and formative factor throughout their whole lives. That is why it is important that, based on the research findings, teachers should be aware of it and consciously control it. In our view learning music can act as a supporting factor for the physical, spiritual and mental development of the children and apart from improving different areas of competence it can also influence their attitude to work.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133036661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: This article discusses a mentoring project that was aimed at improving the inclusive education practices of teachers. Methods: There were 10 mentors who were faculty members in science education and special education. Mentees were 59 teachers who have an inclusive student in their class or school. A qualitative approach was chosen. Results: Reported learning outcomes referred to changes in knowledge related to “Basic Concepts”, “Educational Support and Legislation”, “Assistive Technology”, and “Educational Accommodations”. Discussion: The results of this study points to the needs for more interdisciplinary collaboration studies in order to support teachers’ dealing with diverse students. Limitations: The results of the study are bound to the project duration and the place of the study. Conclusions: The current collaborative mentoring study has several contributions for teachers in terms of their knowledge and skills in implementing an effective inclusive education.
{"title":"Collaborative Mentoring as a Way of Meeting Teachers’ Inclusive Teaching Practices Needs: Investigating Learning Outcomes","authors":"Tuğba Kamalı-Arslantaş, Gülistan Yalçın","doi":"10.2478/atd-2023-0011","DOIUrl":"https://doi.org/10.2478/atd-2023-0011","url":null,"abstract":"Abstract Introduction: This article discusses a mentoring project that was aimed at improving the inclusive education practices of teachers. Methods: There were 10 mentors who were faculty members in science education and special education. Mentees were 59 teachers who have an inclusive student in their class or school. A qualitative approach was chosen. Results: Reported learning outcomes referred to changes in knowledge related to “Basic Concepts”, “Educational Support and Legislation”, “Assistive Technology”, and “Educational Accommodations”. Discussion: The results of this study points to the needs for more interdisciplinary collaboration studies in order to support teachers’ dealing with diverse students. Limitations: The results of the study are bound to the project duration and the place of the study. Conclusions: The current collaborative mentoring study has several contributions for teachers in terms of their knowledge and skills in implementing an effective inclusive education.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126213416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: This research aims to determine what makes children feel happy and unhapy at school, the determinants of their subjective well-being, and by using this information it attempts to develop recommendations for the ongoing process which is characterized by uncertainty and stress and for education due to the crisis created by COVID-19 and some implications for future research. Methods: This is a qualitative study using a phenomenological approach. The study group of the research consists of 34 primary school students in the 3rd and 4th grades (between the ages of 8-11) during the first term of 2019-2020 school year. A semi-structured interview form including three open-ended questions was used as data collection instrument. The data were analysed with descriptive analysis technique. Results: As a result of the study, the main determinants of children’s happiness were found as the relationships which they established with their friends and teachers and their academic achievement. Also, it was revealed that students made references to creating more time for courses such as physical education, music, art, etc. and more free time at school and renewal of school fixtures in order to contribute to their happiness. Discussion: Considering the students’ opinions about what makes them happy/unhappy at school and the factors that can contribute to their happiness, it can be argued that what is important for children’s happiness at school is their relationships with their friends and teachers. This finding of the research has itself an utmost importance in the current process which the children experience either limited or no relationship with their peers and teachers due to the COVID-19 crisis. Accordingly, this research discusses the children’s happiness within the framework of the researches that prompt us to rethink about students’ happiness in an atmosphere of stress and uncertainty. Limitations: Although the qualitative method used in this study provided a profound picture of the views of students about what makes them happy/unhappy at the school, its limited sample constitutes an impediment to generalize it to all students in Turkey and the whole participants of the research. Conclusions: Considering what makes students happy and unhappy in schools in that research, we can argue that even the existence of schools alone, as the main grounds of social relationships, can be considered as a means of happiness in the current process. Nevertheless, future research should aim to determine what makes children happy in a process which the students are deprived of all facilities which the schools provided.
{"title":"Rethinking Happiness at School after COVID-19 and Some Implications for Future Research","authors":"Fatma Kesik, Aslı Yurttaş, Murat Taşdan","doi":"10.2478/atd-2023-0009","DOIUrl":"https://doi.org/10.2478/atd-2023-0009","url":null,"abstract":"Abstract Introduction: This research aims to determine what makes children feel happy and unhapy at school, the determinants of their subjective well-being, and by using this information it attempts to develop recommendations for the ongoing process which is characterized by uncertainty and stress and for education due to the crisis created by COVID-19 and some implications for future research. Methods: This is a qualitative study using a phenomenological approach. The study group of the research consists of 34 primary school students in the 3rd and 4th grades (between the ages of 8-11) during the first term of 2019-2020 school year. A semi-structured interview form including three open-ended questions was used as data collection instrument. The data were analysed with descriptive analysis technique. Results: As a result of the study, the main determinants of children’s happiness were found as the relationships which they established with their friends and teachers and their academic achievement. Also, it was revealed that students made references to creating more time for courses such as physical education, music, art, etc. and more free time at school and renewal of school fixtures in order to contribute to their happiness. Discussion: Considering the students’ opinions about what makes them happy/unhappy at school and the factors that can contribute to their happiness, it can be argued that what is important for children’s happiness at school is their relationships with their friends and teachers. This finding of the research has itself an utmost importance in the current process which the children experience either limited or no relationship with their peers and teachers due to the COVID-19 crisis. Accordingly, this research discusses the children’s happiness within the framework of the researches that prompt us to rethink about students’ happiness in an atmosphere of stress and uncertainty. Limitations: Although the qualitative method used in this study provided a profound picture of the views of students about what makes them happy/unhappy at the school, its limited sample constitutes an impediment to generalize it to all students in Turkey and the whole participants of the research. Conclusions: Considering what makes students happy and unhappy in schools in that research, we can argue that even the existence of schools alone, as the main grounds of social relationships, can be considered as a means of happiness in the current process. Nevertheless, future research should aim to determine what makes children happy in a process which the students are deprived of all facilities which the schools provided.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123145261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: The current development of the world economy defined as the Fourth industrial revolution (Industry 4.0) is rather determined by a larger social change caused by the interconnection of the physical, virtual, and social worlds. It affects the market of products, production factors, sectors, services, education, research, social systems, the labour market, the education, and specialization, including the legal framework, and the use of digital technologies for production and education purposes. Purpose: The aim of the literature review will be the description and analysis of Industry 4.0, which are digitization and the application of digital technologies, associated with new emerging jobs in the circular economy, artificial intelligence, cloud computing, development, sales of products and services and the focus on human resources, as Industry 4.0 requires new standards regarding Education 4.0. Methods: The study, analysis, evaluation and comparison of selected scientific papers and research reviews of international organizations (European Union, OECD, etc.) related to Industry 4.0 and Education 4.0 resulted in the need for a significant transformation of education and labour markets, because of newly emerging professions demanding new profiles of graduates. Conclusions: Calls for changes in the educational structure and new qualifications will be formulated regarding the Slovak economy by 2030. A successful transition to Industry 4.0 paradigm requires the linkage between industrial policy and educational, scientific, technical and innovation policies.
{"title":"Labour and Education Markets in Industry 4.0","authors":"Silvia Matúšová, V. Kollár","doi":"10.2478/atd-2023-0001","DOIUrl":"https://doi.org/10.2478/atd-2023-0001","url":null,"abstract":"Abstract Introduction: The current development of the world economy defined as the Fourth industrial revolution (Industry 4.0) is rather determined by a larger social change caused by the interconnection of the physical, virtual, and social worlds. It affects the market of products, production factors, sectors, services, education, research, social systems, the labour market, the education, and specialization, including the legal framework, and the use of digital technologies for production and education purposes. Purpose: The aim of the literature review will be the description and analysis of Industry 4.0, which are digitization and the application of digital technologies, associated with new emerging jobs in the circular economy, artificial intelligence, cloud computing, development, sales of products and services and the focus on human resources, as Industry 4.0 requires new standards regarding Education 4.0. Methods: The study, analysis, evaluation and comparison of selected scientific papers and research reviews of international organizations (European Union, OECD, etc.) related to Industry 4.0 and Education 4.0 resulted in the need for a significant transformation of education and labour markets, because of newly emerging professions demanding new profiles of graduates. Conclusions: Calls for changes in the educational structure and new qualifications will be formulated regarding the Slovak economy by 2030. A successful transition to Industry 4.0 paradigm requires the linkage between industrial policy and educational, scientific, technical and innovation policies.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130273425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: Among its contemporaries, the updated Bloom’s taxonomy is perhaps the most widely used cognitive process model. It is a categorization paradigm that emphasizes the cognitive levels beginning with remembering the information and progressing to more complicated levels such as producing the knowledge. Education psychologists want to assist instructors, policymakers, and curriculum creators in designing education that enables students to effectively retain, retrieve, and apply the selected content. Classifying information in a precise sequence that is durable in a person’s memory can aid learners in effectively storing, retrieving, retrieving, and using facts; otherwise, the whole learning process may be impeded. Thus, it is imperative that students acquire the fundamental knowledge prior to attempting to interpret current information to develop meaningful knowledge (Darwazeh, 2017). The purpose of this research was to determine the degree to which the updated Bloom’s taxonomy is included into the reading sections of EFL textbooks developed for Turkish high school students. According to the results of the research, the evaluated textbooks lacked the higher level cognitive abilities outlined in the updated Bloom’s taxonomy. Consequently, based on the results, certain hypotheses have been formulated to indicate how reading sections of textbooks now being written or to be published might reference the updated Bloom’s taxonomy. Methods: The objective of this research is to determine the degree to which EFL textbooks incorporate higher and lower level questions based on the updated Bloom’s taxonomy. In the study, the overall reading sections of the EFL textbooks were examined. In other words, the cognitive level of the reading passages was determined using the updated Bloom’s taxonomy. Consequently, the approach used in this study is descriptive content analysis in qualitative research. The updated cognitive levels of Bloom’s Taxonomy were referenced in the classification of reading questions in EFL textbooks. Results: The data indicate that the reading text questions did not target higher cognitive levels. Given that remembering is associated with working memory and short-term memory, it is doubtful that it can assess long-term memory. To reinforce knowledge in the long-term memory, it is necessary to engage higher cognitive processes. It is rare that learners of a foreign language would reinforce lexical, syntactical, and contextual knowledge unless they analyze or assess the corresponding information in the texts. Measuring mainly lower levels of cognition gives them with little data. Additionally, it is crucial to apply integrated activities while reading texts. Reading and writing, or speaking and listening, are examples of integrated tasks. Thus, reading text queries were unable to assist students in producing meaningful texts. Pure and concrete inquiries have just a superficial relationship to understanding. Discussion: The r
{"title":"Revised Bloom’s Taxonomy in Reading Texts in EFL/ESL Settings","authors":"D. Köksal, Ö. Ulum, Nurcihan Yürük","doi":"10.2478/atd-2023-0007","DOIUrl":"https://doi.org/10.2478/atd-2023-0007","url":null,"abstract":"Abstract Introduction: Among its contemporaries, the updated Bloom’s taxonomy is perhaps the most widely used cognitive process model. It is a categorization paradigm that emphasizes the cognitive levels beginning with remembering the information and progressing to more complicated levels such as producing the knowledge. Education psychologists want to assist instructors, policymakers, and curriculum creators in designing education that enables students to effectively retain, retrieve, and apply the selected content. Classifying information in a precise sequence that is durable in a person’s memory can aid learners in effectively storing, retrieving, retrieving, and using facts; otherwise, the whole learning process may be impeded. Thus, it is imperative that students acquire the fundamental knowledge prior to attempting to interpret current information to develop meaningful knowledge (Darwazeh, 2017). The purpose of this research was to determine the degree to which the updated Bloom’s taxonomy is included into the reading sections of EFL textbooks developed for Turkish high school students. According to the results of the research, the evaluated textbooks lacked the higher level cognitive abilities outlined in the updated Bloom’s taxonomy. Consequently, based on the results, certain hypotheses have been formulated to indicate how reading sections of textbooks now being written or to be published might reference the updated Bloom’s taxonomy. Methods: The objective of this research is to determine the degree to which EFL textbooks incorporate higher and lower level questions based on the updated Bloom’s taxonomy. In the study, the overall reading sections of the EFL textbooks were examined. In other words, the cognitive level of the reading passages was determined using the updated Bloom’s taxonomy. Consequently, the approach used in this study is descriptive content analysis in qualitative research. The updated cognitive levels of Bloom’s Taxonomy were referenced in the classification of reading questions in EFL textbooks. Results: The data indicate that the reading text questions did not target higher cognitive levels. Given that remembering is associated with working memory and short-term memory, it is doubtful that it can assess long-term memory. To reinforce knowledge in the long-term memory, it is necessary to engage higher cognitive processes. It is rare that learners of a foreign language would reinforce lexical, syntactical, and contextual knowledge unless they analyze or assess the corresponding information in the texts. Measuring mainly lower levels of cognition gives them with little data. Additionally, it is crucial to apply integrated activities while reading texts. Reading and writing, or speaking and listening, are examples of integrated tasks. Thus, reading text queries were unable to assist students in producing meaningful texts. Pure and concrete inquiries have just a superficial relationship to understanding. Discussion: The r","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129356388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: The purpose of this paper is to contribute to the international history of community culture and culture-based adult learning through showing the initiatives of a Post-Socialist country through introducing some initiatives from 1950, without claim for completeness. Additions to the History of Community Culture and Culture-based Adult Education and Learning in Hungary. Purpose: Our questions include how the political and legal environment, and the spread of the mass media influenced the cultural activities and the community culture, and what culture-based adult learning initiatives and activities can be identified in the area of culture. Methods: To its realization we chose horizontal and vertical analysing viewpoints. The horizontal viewpoint of our investigation is the linearity of timeline, while the vertical analysing viewpoint is the characteristics of political and legal environment having influence on culture-based adult education (cf. non-formal and informal cultural learning) and showing the work of some significant personalities, through synthetizing archive sources and literature background. Conclusions: The changing of the regime brought reform on this area, too, it basically changed the profession and the training as well: the community culture builds on local initiatives and active participation, includes the training, creating artistic, informational activity of the citizens, based on their self-activities.
{"title":"Non-Formal Learning Activities – Adult Learning Initiatives","authors":"Szilvia Simándi","doi":"10.2478/atd-2023-0005","DOIUrl":"https://doi.org/10.2478/atd-2023-0005","url":null,"abstract":"Abstract Introduction: The purpose of this paper is to contribute to the international history of community culture and culture-based adult learning through showing the initiatives of a Post-Socialist country through introducing some initiatives from 1950, without claim for completeness. Additions to the History of Community Culture and Culture-based Adult Education and Learning in Hungary. Purpose: Our questions include how the political and legal environment, and the spread of the mass media influenced the cultural activities and the community culture, and what culture-based adult learning initiatives and activities can be identified in the area of culture. Methods: To its realization we chose horizontal and vertical analysing viewpoints. The horizontal viewpoint of our investigation is the linearity of timeline, while the vertical analysing viewpoint is the characteristics of political and legal environment having influence on culture-based adult education (cf. non-formal and informal cultural learning) and showing the work of some significant personalities, through synthetizing archive sources and literature background. Conclusions: The changing of the regime brought reform on this area, too, it basically changed the profession and the training as well: the community culture builds on local initiatives and active participation, includes the training, creating artistic, informational activity of the citizens, based on their self-activities.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116534512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: Assuming responsibility of learning and showing flexibility in case of changes and problems in learning could make this process more conscious and fruitful. This is significant, particularly at a time when traditional universities are increasingly moving into online education. To address the gaps in previous self-regulated learning and cognitive flexibility research, the current study examined the students’ perceived online self-regulated learning and cognitive flexibility, and looked into the probable relationship between them. Methods: The present study used mixed-research design. The data were gathered from 115 English-major students both quantitatively and qualitatively. The quantitative data were collected through two different scales as Online Self-regulated Learning Questionnaire (OSLQ) and the Cognitive Flexibility Scale. Two open-ended questions probing into both online self-regulation and coping skills of the students constituted the qualitative data. Results: The results revealed that online self-regulated learning and cognitive flexibility correlated positively although the relationship was found to be quite slight, and the students had online self-regulated learning and cognitive flexibility at relatively high level. Students also provided examples of online self-regulated learning strategies they used, and they presented probable solutions to their problems they experienced in improving their level of English. Discussion: Online self-regulated learning and cognitive flexibility, which were positively correlated, are likely to feed the language learning and improving processes since both variables could enable students to take decisions multidimensionally, without confining them to only one type of study skill. Higher level of cognitive flexibility which is associated with adapting to new situations and problem solving could help students to better manage their online learning. However, it should be noted that both self-regulation and flexibility require time and effort, and they are not products, but processes, in the journey of learning; therefore, they could be achieved through raising awareness, providing opportunities for students to self-direct their own learning and to cope with their problems, and undoubtedly instructors’ role-modelling. Higher self-regulation and cognitive flexibility could turn students into autonomous and lifelong learners. Limitations: The study was conducted among undergraduate students in Turkish context. The participants were English majoring students. It could also be carried out among non-English major students because self-regulation and coping skills should be supported in every department at tertiary level. The number of participants could be increased, and students in different departments or in different years of education could be compared. Different variables such as age, gender and language proficiency levels could be included into the study to measure the influences of
{"title":"Online Self-Regulated Learning and Cognitive Flexibility through the Eyes of English-Major Students","authors":"Gökçe Dişlen Dağgöl","doi":"10.2478/atd-2023-0006","DOIUrl":"https://doi.org/10.2478/atd-2023-0006","url":null,"abstract":"Abstract Introduction: Assuming responsibility of learning and showing flexibility in case of changes and problems in learning could make this process more conscious and fruitful. This is significant, particularly at a time when traditional universities are increasingly moving into online education. To address the gaps in previous self-regulated learning and cognitive flexibility research, the current study examined the students’ perceived online self-regulated learning and cognitive flexibility, and looked into the probable relationship between them. Methods: The present study used mixed-research design. The data were gathered from 115 English-major students both quantitatively and qualitatively. The quantitative data were collected through two different scales as Online Self-regulated Learning Questionnaire (OSLQ) and the Cognitive Flexibility Scale. Two open-ended questions probing into both online self-regulation and coping skills of the students constituted the qualitative data. Results: The results revealed that online self-regulated learning and cognitive flexibility correlated positively although the relationship was found to be quite slight, and the students had online self-regulated learning and cognitive flexibility at relatively high level. Students also provided examples of online self-regulated learning strategies they used, and they presented probable solutions to their problems they experienced in improving their level of English. Discussion: Online self-regulated learning and cognitive flexibility, which were positively correlated, are likely to feed the language learning and improving processes since both variables could enable students to take decisions multidimensionally, without confining them to only one type of study skill. Higher level of cognitive flexibility which is associated with adapting to new situations and problem solving could help students to better manage their online learning. However, it should be noted that both self-regulation and flexibility require time and effort, and they are not products, but processes, in the journey of learning; therefore, they could be achieved through raising awareness, providing opportunities for students to self-direct their own learning and to cope with their problems, and undoubtedly instructors’ role-modelling. Higher self-regulation and cognitive flexibility could turn students into autonomous and lifelong learners. Limitations: The study was conducted among undergraduate students in Turkish context. The participants were English majoring students. It could also be carried out among non-English major students because self-regulation and coping skills should be supported in every department at tertiary level. The number of participants could be increased, and students in different departments or in different years of education could be compared. Different variables such as age, gender and language proficiency levels could be included into the study to measure the influences of","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"146 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132895675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: The purpose of this study was to examine the relationship between lifelong learning (LL) and attitudes towards the teaching profession (ATTP) of pre-service teachers. LL and ATTP of pre-service teachers were compared in terms of gender, perceived success level and reading frequency variables. Methods: This correlational study was conducted with 515 pre-service teachers from a faculty of education located in Turkey’s Central Anatolia Region. “Lifelong learning tendency scale” and “Attitude toward the teaching profession scale” were used as data collection tools. Results: The results of the study showed that there was a positive and statistically significant correlation between pre-service teachers’ LL and ATTP. Gender, perceived success level and reading frequency are variables that affect LL and ATTP of pre-service teachers. Discussion: Pre-service teachers’ LL and ATTP provide important tools for improving teacher quality and learning quality of students, making it an indispensable integral part of the teaching profession in developed countries. Limitations: This study focused on pre-service teachers. A similar study can be designed with teachers and instructors. The quantitative research method was used in this study. A detailed examination with qualitative data was not carried out, which can be considered a limitation. Conclusions: It was revealed that the LL level of pre-service teachers was high and the ATTP level was very high. Being female affects LL and ATTP levels of pre-service teachers positively. Another result of this study is that the more successful pre-service teachers perceive themselves to be, the more lifelong learning tendencies they have. The more frequently pre-service teachers read books in daily life, the more their lifelong learning tendencies and attitudes towards the teaching profession increase. The results of this study revealed that there was a moderate, positive and statistically significant correlation between LL and ATTP.
{"title":"The Relationship between Lifelong Learning and Attitudes towards the Teaching Profession of Pre-service Teachers","authors":"Sultan Selen Kula","doi":"10.2478/atd-2023-0003","DOIUrl":"https://doi.org/10.2478/atd-2023-0003","url":null,"abstract":"Abstract Introduction: The purpose of this study was to examine the relationship between lifelong learning (LL) and attitudes towards the teaching profession (ATTP) of pre-service teachers. LL and ATTP of pre-service teachers were compared in terms of gender, perceived success level and reading frequency variables. Methods: This correlational study was conducted with 515 pre-service teachers from a faculty of education located in Turkey’s Central Anatolia Region. “Lifelong learning tendency scale” and “Attitude toward the teaching profession scale” were used as data collection tools. Results: The results of the study showed that there was a positive and statistically significant correlation between pre-service teachers’ LL and ATTP. Gender, perceived success level and reading frequency are variables that affect LL and ATTP of pre-service teachers. Discussion: Pre-service teachers’ LL and ATTP provide important tools for improving teacher quality and learning quality of students, making it an indispensable integral part of the teaching profession in developed countries. Limitations: This study focused on pre-service teachers. A similar study can be designed with teachers and instructors. The quantitative research method was used in this study. A detailed examination with qualitative data was not carried out, which can be considered a limitation. Conclusions: It was revealed that the LL level of pre-service teachers was high and the ATTP level was very high. Being female affects LL and ATTP levels of pre-service teachers positively. Another result of this study is that the more successful pre-service teachers perceive themselves to be, the more lifelong learning tendencies they have. The more frequently pre-service teachers read books in daily life, the more their lifelong learning tendencies and attitudes towards the teaching profession increase. The results of this study revealed that there was a moderate, positive and statistically significant correlation between LL and ATTP.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"132 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132398374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: Textbook tasks are considered as tools for implementing, endorsing mathematical thinking and thereby creating chances for mathematics learning. Therefore, textbook tasks can potentially influence and structure the way students think and can serve to limit or to broaden their views of the subject matter with which they are engaged. Among the essential sources of textbook tasks include worked examples and exercises. Because these worked examples and exercises in the textbooks are mostly used by students either in the classroom or at home, they definitely affect students’ conceptual understanding of mathematics and may inspire students to work individually or collaboratively with their peers. Thus, given the importance of mathematical literacy for learning and understanding of math, one should investigate the chances students can have through it. This study aims to reveal the inclusion of the mathematical literacy demands in the fifth-grade mathematics textbooks from Turkey, Singapore, and Australia. Methods: Being qualitative in nature, the current study employed a document analysis method to examine the textbooks. The cycle of mathematical literacy processes, defined in PISA framework, was used as a framework during the analysis to investigate mathematical literacy demands. Results: Findings of the analysis of mathematical literacy demand in real life problems indicated that textbooks from all three countries had provided more opportunities for the competencies of two mathematical literacy processes, formulating and employing, while a small portion of these problems requires higher level cognitive skills to interpret/evaluate their mathematical solutions and make decisions for real life, which is the third process in the cycle; therefore, most of the real-life problems in the textbooks could not provide the chances for completing the whole mathematical literacy cycle. Moreover, textbooks from all three countries provided more chances for experiencing mathematical literacy processes in to-be-solved questions rather than worked examples. Discussion: In general, textbooks from all three countries have included a small portion of the problems relating real life. Related literature also proves evidence for lack of real-life opportunities in the mathematics textbook tasks. Moreover, textbooks from all countries had provided more opportunities for the competencies of formulating and employing while a small portion of these problems requires higher level cognitive skills to interpret/evaluate their mathematical solutions and make decisions for real life. These results are not in accordance with the mathematics education calls voiced in national and international standards of mathematics education: Raising individuals with both mathematical thinking and reasoning skills and a useful foundation of mathematical knowledge and skills needed in all areas of life. Most of the real-life questions in the textbooks could not provide the chanc
{"title":"Identifying Mathematical Literacy Demands in Turkish, Singaporean and Australian Textbooks","authors":"Semahat Incikabi, M. Sadak, L. Incikabi","doi":"10.2478/atd-2023-0008","DOIUrl":"https://doi.org/10.2478/atd-2023-0008","url":null,"abstract":"Abstract Introduction: Textbook tasks are considered as tools for implementing, endorsing mathematical thinking and thereby creating chances for mathematics learning. Therefore, textbook tasks can potentially influence and structure the way students think and can serve to limit or to broaden their views of the subject matter with which they are engaged. Among the essential sources of textbook tasks include worked examples and exercises. Because these worked examples and exercises in the textbooks are mostly used by students either in the classroom or at home, they definitely affect students’ conceptual understanding of mathematics and may inspire students to work individually or collaboratively with their peers. Thus, given the importance of mathematical literacy for learning and understanding of math, one should investigate the chances students can have through it. This study aims to reveal the inclusion of the mathematical literacy demands in the fifth-grade mathematics textbooks from Turkey, Singapore, and Australia. Methods: Being qualitative in nature, the current study employed a document analysis method to examine the textbooks. The cycle of mathematical literacy processes, defined in PISA framework, was used as a framework during the analysis to investigate mathematical literacy demands. Results: Findings of the analysis of mathematical literacy demand in real life problems indicated that textbooks from all three countries had provided more opportunities for the competencies of two mathematical literacy processes, formulating and employing, while a small portion of these problems requires higher level cognitive skills to interpret/evaluate their mathematical solutions and make decisions for real life, which is the third process in the cycle; therefore, most of the real-life problems in the textbooks could not provide the chances for completing the whole mathematical literacy cycle. Moreover, textbooks from all three countries provided more chances for experiencing mathematical literacy processes in to-be-solved questions rather than worked examples. Discussion: In general, textbooks from all three countries have included a small portion of the problems relating real life. Related literature also proves evidence for lack of real-life opportunities in the mathematics textbook tasks. Moreover, textbooks from all countries had provided more opportunities for the competencies of formulating and employing while a small portion of these problems requires higher level cognitive skills to interpret/evaluate their mathematical solutions and make decisions for real life. These results are not in accordance with the mathematics education calls voiced in national and international standards of mathematics education: Raising individuals with both mathematical thinking and reasoning skills and a useful foundation of mathematical knowledge and skills needed in all areas of life. Most of the real-life questions in the textbooks could not provide the chanc","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"176 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124330624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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