‘Our Goolay’yari Home’, by Chantel Jurcevic (aka Chantel Cabrera), a children’s story ebook, is set at the Goolay’yari (Cooks River, Sydney), and follows a girl and her aunty exploring the river, the history, biodiversity and relationship to place – intended for preschoolers and their families. The illustrations are mixed media of photographs and graphics. The 38 page book includes a 24 page story. And also includes acknowledgements of country and collaborators, a brief field guide, tips on interpreting the font, tips for exploring the river with young children, further notes on the history of Goolay’yari, and fostering environmental stewardship in children.

This CREDIBLE project report documents the making of 'Our Goolay'yari Home' and can serve as a guide for others to create similar resources.

You can access Our Goolay'yari Home' via https://www.flcgroup.net/our-goolayyari-home/

Early Childhood Care and Education (ECCE) is essential in developing young children's fundamental cognitive and social-emotional skills. This research examines the difficulties encountered by early ECCE in Punjab, Pakistan, specifically highlighting teacher shortages, insufficient teacher training, and the underutilization of available resources. Using a mixed-method approach, data were collected from 40 ECCE schools in Bahawalnagar District. Data were collected quantitatively from the School Information System (SIS), and qualitative data were gathered through interviews from caretakers of ECCE rooms and classroom observations. Research indicates a severe teacher shortage in Punjab, where 107,372 teaching positions are unfilled, with 3,984 vacancies concentrated in Bahawalnagar. More than 95% of ECCE teachers and caregivers are deficient in essential skills; conversely, over 50% of educational institutions cannot utilize ECCE kits to their full potential due to insufficient training. Overcrowding is widespread, with approximately 70% of schools combining ECCE, Playgroup, and Nursery classes under a single caretaker, ultimately compromising educational standards. The situation delivers fewer results because government policies fail and organizations waste available resources. The research recommends filling the vacant posts of teachers, launch teachers' trainings programs with ECCE. By addressing the challenges ECCE will be fruitful for ECCE learners.

Denna studie handlar om hur en digital läsresurs (Polyglutt) används i den svenska förskolan. Syftet med studien är att utforska och analysera digitala läspraktiker inom den svenska förskolan och frågeställningarna löd som följande: 1) Hur deltar barn och pedagoger i läsaktiviteter med den digitala läsresursen? och 2) På vilka sätt remedierar den digitala läsresursen läspraktiker i förskolan? Teoretiskt utgår studien från ett sociokulturellt perspektiv, med begreppen remediering, gemensamt uppmärksamhetsfokus, scaffolding och agens som centrala analytiska verktyg. Det empiriska materialet bestod av videoobservationer av sju läsaktiviteter i vilka 26 barn och åtta pedagoger deltog. Analysen indikerar att digitala läsaktiviteter kan ha potential att främja barns självständighet och agens. Samtidigt kan de också innebära minskad social interaktion och färre samtal om böckernas innehåll, särskilt om de genomförs utan en deltagande pedagog. Sammanfattningsvis ger studien en djupare förståelse för hur en digital läsresurs används i förskolan och för pedagogens roll i att strukturera och stödja dessa aktiviteter. Slutsatserna betonar vikten av att strukturera digitala läsaktiviteter så att de inkluderar social interaktion och uppmuntrar barn att diskutera text och bild.

The aim of this study is to prepare teaching materials supported by history of science and to examine the effect of this teaching material on students' understanding of the nature of science. The study was carried out with 20 students in the 7th grade light unit during 11 hours of 3 weeks. This work is an interpretive work because it focuses on the meanings that students place on the elements of the nature of science. The teaching material is based on the use of history of science in teaching. In order to be integrated into the teaching material, the history of science stories and materials in the textbook are arranged in the nature of science. The data of the study were collected by questionnaires of first-last on the nature science and semi-structured interviews. Each student’s before and after profiles of the nature of science were drawn and compared. In this way the influence of the activities on the students' understanding of the nature of science has been decided. This study has revealed that "weak" insights that students have about the elements of the nature of science have developed towards "adequate" level at the end of the study. Among the emphasized elements of the nature of science, it has been determined that the elements of "uncertain science" and "imaginative and creative" are more developed.

Bu calismanin amaci, Chambers tarafindan gelistirilen daha sonra pek cok arastirmaci tarafindan farkli yas grubundaki ogrencilere uygulanan “Draw A Scientist Test” (DAST) olcegini genisletip ilkogretim ogrencilerinin bilim insanina yonelik dusuncelerini hem cizim hem de acik uclu sorular kullanarak degerlendirmektir. Calisma deneysel olmayan nicel arastirma tasarimina sahip olup yapilis yontemine gore tarama modelindedir. Calismada, orneklemden veri toplanmasinda anket teknigi kullanilmistir. Calismanin orneklemini Kirsehir ili merkezindeki iki farkli ilkogretim okulunun 4, 5, ve 6. siniflarinda ogrenim goren toplam 184 ogrenci olusturmaktadir. Calismanin sonucunda, ogrenciler bilim insanini duzgun goruntuye sahip, laboratuvar onlugu giymis ve gozluklu olarak cizmislerdir. Ogrencilerin %60’inin bilim insanini erkek, %24’ unun bayan olarak dusundugu geriye kalan %16’lik kisminin da erkek veya bayan olmasinin fark etmeyecegini belirtmislerdir. Ayrica bilim insanlarinin kisisel ozellik...

Preschool children with special needs are educated in special education kindergartens, the number of which has increased in recent years in Türkiye. Teachers working in these schools have great responsibilities. It is known that teachers face some difficulties in this process. Identifying these difficulties is an important step in creating solutions later. Therefore, this study aimed to determine the difficulties experienced by teachers working in special education kindergartens. The research was conducted with the qualitative case study design, one of the qualitative research methods. The participants were 29 teachers working in special education kindergartens in the central districts of Konya province in the 2022-2023 academic year, selected by the maximum diversity sampling method, one of the purposeful sampling methods. In the study, a semi-structured interview form prepared by the researchers and on which expert opinions were taken was used as a data collection tool. The data obtained were analyzed using content analysis and descriptive analysis techniques. As a result of the study, it was seen that teachers had positive and negative opinions about students, school, administrators, families, materials, etc., and that they had support needs and demands. In line with these results, suggestions were made for the problems experienced by teachers working in special education kindergartens.

Se ha propuesto que la regulación de la emoción (RE) constituye un factor con capacidad predictiva sobre el desempeño académico. Sin embargo, los estudios empíricos son escasos y aún se conoce relativamente poco sobre la relación específica de las estrategias y habilidades de R E con diferentes indicadores del desempeño académico. El objetivo de este trabajo fue identificar el estado del arte de la relación de la regulación emocional (RE) con el desempeño académico. Se realizó una búsqueda sistemática de artículos en las bases Google Scholar, ERIC y PsyArticles combinando los términos regulación de la emoción y autorregulación de la emoción con: habilidades, competencia, logro, éxito, desempeño, aprendizaje (académico), escolar/escuela, alfabetización, aula/aúlico, educación, lectura, matemáticas. Se seleccionaron 17 artículos. El análisis permitió conformar dos grupos. En el primer grupo, fueron consideraron los artículos que evaluaron estrategias de RE. Entre estos estudios predominaron los diseños experimentales y los indicadores comportamentales como medidas de RE. En el segundo grupo, fueron considerados los estudios que evaluaron habilidades de RE. En este grupo, predominaron los estudios con diseños transversales y medidas de autoinforme o de informes de terceros para evaluar RE. Se concluye señalando recomendaciones para futuros trabajos. Palabras-clave: Emoción; aprendizaje escolar; revisión de literatura. : UMA REVISÃO SISTEMÁTICA DE RELAÇÕES EMPÍRICAS RESUMO. Foi proposto que a regulação da emoção (ER) é um fator com uma capacidade preditiva de desempenho acadêmico. No entanto, estudos empíricos são escassos e ainda relativamente pouco se sabe sobre a relação específica das estratégias e habilidades RE com diferentes indicadores de desempenho acadêmico. O objetivo deste estudo foi identificar o estado da arte sobre a relação entre regulação emocional e desempenho acadêmico. Uma pesquisa sistemátic a de artigos empíricos foi realizada nas bases de dados Google Scholar, ERIC e PsycArticles combinando os termos regulação de emoção ou auto-regulação emocional com: (acadêmico) habilidades, competência, realização, sucesso, desempenho, aprendizagem, escola, alfabetização, sala de aula, educação, leitura, matemática. Foram selecionados 17 itens. Análise possível formar dois grupos. No primeiro grupo, foram considerados os artigos que avaliaram estratégias de RE. Nestes estudos predominaram projetos experimentais e indicadores comportamentais como medidas de RE. No segundo grupo, foram considerados estudos que avaliam habilidades RE. Neste grupo predominaram estudos com projetos transversais e medidas de autorelato ou de relatórios de terceiros para avaliar RE. Concluiu-se apontando algumas recomendações para trabalhos futuros.

Arastirmanin temel amaci bagimsiz anaokulu mudurleri ile bunyesinde anasinifi bulunan ilkokul mudurlerinin okul oncesi egitime iliskin goruslerini belirlemektir. Arastirmada nitel yontem kullanilmistir. Arastirmanin calisma grubunu 2013-2014 egitim-ogretim yilinda Tokat ili merkez ve ilcelerinde gorev yapan on anaokulu muduru ile bunyesinde anasinifi bulunan on ilkokul muduru olusturmaktadir. Veriler acik uclu sorulardan olusan yari yapilandirilmis gorusme formu araciligiyla toplanmis ve icerik analizi ile analiz edilmistir. Arastirma sonuclarina gore, genel olarak okul mudurleri okuloncesi egitimin gerekliligi konusunda hem fikirdir. Okul mudurlerine gore okul oncesi egitimin amaci cocugun cok yonlu gelisimini desteklemek ve cocugu toplumsallastirmak olmalidir. Okul mudurleri, okul oncesi egitim programinin hem olumlu hem de olumsuz yonlerinin oldugunu dusunmekte; ogretmenlerden kendilerini mesleki olarak gelistirmelerini, olumlu mesleki tutum ve olumlu kisilik ozellikleri sergilem...

Toplumsal cinsiyet, toplumun kadin ve erkekten cinsiyetine uygun olarak bekledigi gorev, sorumluluk ve davranislar olarak tanimlanir (Vatandas, 2007). Toplumun belirledigi kulturel ve sosyal degerler, beklentiler ve cinsiyete ozgu kaliplasmis roller kadin ve erkegin ayirt edilmesini saglar. Toplumsal cinsiyet algisi kendisini meslekler uzerinde de gostermektedir. Mesleklere yonelik algilar ve cinsiyete uygun rollere dayali olarak kadin meslegi ve erkek meslegi seklinde ayrima gidilmektedir. Bu calisma, toplumsal deger ve yargilarin olusturdugu toplumsal cinsiyet kavraminin kazanilmasinda en uygun donem olan okul oncesi donemde cocuklarin mesleklere yonelik toplumsal cinsiyet algilarinin incelenmesi amaciyla yapilmistir. Calisma 2016-2017 egitim ogretim yilinda Izmir ili Buca ilcesinde ogrenim goren 48-60 ay arasinda toplam 30 cocuk ile gerceklestirilmistir. Calismada, okul oncesi donem cocuklarinin mesleklere yonelik toplumsal cinsiyet algilari, mesleklere yonelik cinsiyet algisi be...

Введение. Обсуждается формирование модели качественного образовательного процесса в медицинском вузе с целью подготовки высококвалифицированного специалиста и разносторонне образованной личности.
Постановка задачи. Задача исследования – проанализировать процесс формирования клинического мышления, интеллектуальных и коммуникативных компетенций в процессе подготовки будущих специалистов к профессиональной деятельности в медицинском вузе на основе применения интегративного подхода, оценки типа мышления и обучения, конституциональных особенностей обучающегося и преподавателя, метода семантического дифференциала.
Методика и методология исследования. Методология материала, представленного в статье, базируется на внедрении системного (целостного) подхода для изучения индивидуальных конституциональных (психических и физических) особенностей педагогов и студентов-медиков в связи с обучением и дальнейшей профессиональной деятельностью.
Результаты. В статье проанализированы современные тенденции и проблемные вопросы образовательного процесса в педагогике и андрагогике, обусловленные технологическим прогрессом, развитием цифровых технологий, дистанционных видов и форм обучения, формированием так называемого «цифрового поколения» студентов, требующие разработки и внедрения инновационных методологических подходов и методов в образовательный процесс подготовки специалистов в медицинских вузах. Продемонстрирована необходимость формирования не только интеллектуальных и коммуникативных компетенций в процессе овладения профессией, но и понятийно-логических схем клинического мышления с использованием метода семантического дифференциала. Показана роль конституциональных особенностей преподавателя и студента в подготовке будущих специалистов. Проиллюстрирована зависимость между профессиональными и личными качествами преподавателя высшей школы и обучающихся.
Выводы. Применение интегративного подхода в значительной степени способствует повышению качества образовательного процесса при профессиональной подготовке будущего специалиста медицинского профиля.

The study investigated the Impact of home and School Environment on Kindergarten Children's School Readiness in Makurdi Metropolis. Two research questions were formulated and answered in relation to the available literature. Descriptive survey research design was adopted, with 300 respondents which were randomly selected from public and private primary schools in Makurdi Metropolis. A 10-item structured questionnaire titled "Impact of home and School Environment on Kindergartens’ School Readiness questionnaire" (IHSEKSRQ), was used for data collection. Data collated were analyzed using descriptive statistics (mean and standard deviation) to answer the research questions. The findings revealed that the school physical environment influences kindergartens ‘school readiness (cluster mean =2.94); the school social environment influences kindergartens' school readiness, (cluster mean =2.99) home physical environment influences kindergarten children's school readiness (cluster mean =2.87) and home social environment influences kindergarten children's school readiness (cluster mean =2.85) in Makurdi metropolis. Based on the findings, it is recommended that the home and school should to provide the necessary gadgets like toys, writing materials, control technology among others to stimulate and enhance kindergartens’ readiness for school life.

Univerzitet u Beogradu Filozofski fakultet Apstrakt. Dečji vrtić ne postoji izolovano od svog okruženja, niti može obavlјati svoju vaspitno-obrazovnu funkciju izolovano od lokalne zajednice čiji je deo. Povezivanje dečjeg vrtića i zajednice gradi se kroz proces međuinstitucionalnih i interpersonalnih odnosa, usmerenih na transformaciju njihovog uzajamnog otvaranja i samim tim i na transformaciju konteksta ostvarivanja predškolskog vaspitanja i obrazovanja na nivou lokalne zajednice. U građenju takvog odnosa potrebno je šire sagledati i razumeti predškolsku ustanovu kao višefunkcionalnu i graditi etički pristup koji vodi promeni odnosa. Odnos koji vodi uzajamnoj transformaciji razvija se na osnovu osmišlјenih i planiranih načina saradnje, usmerenih na promenu uzajamnog delovanja dece i odraslih u zajednici i jačanje društvene integracije.

Design, implementation, and transfer analysis of a cognitive inhibition training task for school children. A pilot study A B S T R A C T Within a non-unitary approach to inhibition, cognitive inhibition is identified as the ability to remove from working memory irrelevant information which interferes with ongoing activity. Cognitive inhibition undergoes remarkable changes in development during elementary school age and is involved in core skills. Therefore, this work aimed to design, implement, and analyze the transfer effects of a training activity of cognitive inhibition in children over the first years of elementary school with typical development. The sample consisted of 39 children aged 6 to 8 years. An experimental design with pre-and post-test measures and a control group was implemented. After training, low performance effects on a cognitive inhibition task and visual-spatial working memory task were found.

Nowadays, artificial intelligence, which is used in different fields with the increase in the number of works and transactions carried out in digital environment, is also used in the field of education. The main purpose of this study is to examine the views about artificial intelligence of preschool children, their mothers and teachers. The research was planned with phenomenology research design, one of the qualitative research methods. The study group of the research was formed by selecting a total of 30 people in the convenience sampling method, including 5 preschool teachers teaching in public and private independent kindergartens, 1 student from each teacher's 5year-old class and his/her mother. The data were collected through interviews and the interview questions were prepared by the researchers as open-ended questions. According to the results of the research, it was concluded that although the teachers defined artificial intelligence on the correct scientific basis, they did not have sufficient knowledge, did not use it in educational environments to increase the productivity of children and were worried. Considering the answers given by mothers and children to the questions about artificial intelligence, it can be interpreted that artificial intelligence is not defined correctly and there is a lack of knowledge, mothers have concerns that artificial intelligence may be harmful for their children, and children see artificial intelligence as a living being that they can talk to.

Reggio Emilia, educational movement, started by the villager women's interference, recently have been come an education approach accepted by worldwide. This article has been constructed to find out the history, philosophical bases, training occasion, teacher and students' role, and education program of Reggio Emilia approach.

The advancement of information technologies has contributed to shaping a different vision of the life of society as a whole. In the age of digitalisation, society faces various changes in communication, as well as in everyday life. In the context of preschool education and upbringing, the use of technology is on the rise for the purposes of implementing numerous educational activities. Communication with parents, monitoring the children´s personal growth and their behaviour, discovering the talents and abilities of preschool children, and potential opportunities for preventing undesirable behaviour comprise activities which can be significantly improved by resorting to e-portfolios. Accordingly, this research aimed to explore the importance and methods of use of e-portfolios in working with preschool children, as well as to pin down the prevailing type of e-portfolio based on preschool teachers´ experiences. The research included 138 preschool teachers from the city of Pirot, Serbia. Research results show that preschool teachers resort to e-portfolios in preschool institutions mostly to monitor children´s personal growth and behaviour. Consequently, they use such e-portfolios to prevent undesirable behaviour (with a special focus on aggressive behaviour). Likewise, the results indicate that an in-depth assessment e-portfolio is predominantly used by preschool teachers, while the least frequently used is the subject-specific e-portfolio.

Tidsskrift for Børne- og Ungdomskultur havde i sit foregående nummer som tema Den fænomenale leg, og det indeholdt artikler om leg set i politiske, kulturelle og pædagogiske kontekster og forståelsesrammer. Det viste sig efter udgivelsen, at dette tema hverken for tidligere eller nytilkomne bidragydere til tidsskriftet var uddebatteret. Legetemaet breder sig i disse år næsten eksplosivt ud over stadig nye kontekster, og redaktionen har derfor med nr. 63 ønsket at både fastholde og udvide det kulturanalytiske og praksis-sensitive blik på legens forekomster. Vi har navngivet temaet for nr. 63 som Den fænomenale leg fortsætter. Dermed peger vi på, at bidragyderne til dette nummer fortsat er optaget af spørgsmålene: Hvordan gøres leg? Hvad sker der i leg? og Hvad kan leg? Hertil kommer spørgsmålene: Hvem leger? Hvor leges der? og Hvornår leges der? Svarene på sådanne fundamentale spørgsmål finder vi bl.a. i artikler, som fører os ind i en ofte overset kulturhistorisk kontekst. Læseren v...

Çocukların bilime ve bilim insanına yönelik tutum ve kalıplaşmış yargıları onların bilime olan ilgilerini ve bilimsel alanlarda kariyer yapma isteklerini, bilim insanı olmaya yönelik eğilimlerini etkileyebilmektedir. Bu makalede ilköğretim ve ortaöğretim çağındaki çocukların bilime ve bilim insanlarına karşı tutumlarının, kalıplaşmış yargılarının neler olduğu ve nasıl ortaya çıktığı ele alınmıştır. Bilim ve bilim adamlarına yönelik tutumların ve kalıplaşmış yargıların oluşmas; yaş, cinsiyet, öğretim kademesi, ebeveyn tutumları ve televizyonun etkisi açısından incelenmiştir. Bilim ve bilim insanına yönelik tutumların ve kalıplaşmış yargıların oluşmasında ailelere, eğitimcilere ve politika yapıcılara düşen görev, rol ve sorumlulukların da önemli olduğu düşünülerek Türkiye'de yapılabilecek çalışmalar, öneriler başlığı altında değerlendirilmiştir.

Bu çalışmada rol oyunlarının sosyal etkileşim ve dilsel gelişim üzerindeki etkileri araştırılmıştır. Oyunlar sadece çocuğun okulöncesi dönemde kendi kendine oynadığı serbest faaliyetler değildir, artık yaygın ve örgün eğitim içinde yer almaktadır: Okulöncesi eğitim ve öğretim kuruluşlarının müfredat programları içinde yer aldığı gibi aynı zamanda eğitimde bir öğretim metodu olarak da kullanılmaktadır. Oyun adeta gelişmenin zengin bir kaynağı gibidir. Bu sayede çocuklar birçok yönden yeti ve becerilerini geliştirebilmektedir. Günümüzde sayısızca oyun çeşidi vardır; bunların da farklı eğitici ve geliştirici yönleri vardır. Bizim araştırma konusu olarak seçtiğimiz rol oyunlarının çocuğun sosyal ve dilsel gelişimine doğrudan katkıda bulunduğu gözlemlenmiştir. Oyunlar, en az iki kişiyle oynandığı için her şeyden önce sosyal etkileşim meydana gelmektedir. Sosyal etkileşim ise diyaloga ve iletişime vesile olmaktadır. Çocuk sözlü, sözsüz iletişim kurmayı öğrenmekte ve bu vesileyle konuşma becerilerini geliştirebilmektedir. Sosyal etkileşim ve iletişim esnasında başka bir takım dilsel beceriler de gelişmektedir. Bu beceriler daha çok bilişsel sürece bağlı elde edilen dilbilimsel ve dilbilgisel gelişmelerdir. Oyun bilhassa anlamlama döneminde somuttan soyut kavram edinimine geçişi sağlamakta ve sembol edinimine önemli katkılarda bulunmaktadır. Rol oyunlarının başka faydaları da vardır. Örneğin çocuğun sosyalleşme sürecine ve kişilik geliştirmesine yardımcı olmaktadır.

O artigo apresenta a experiência de uma oficina didática realizada por licenciandos em Ciências Biológicas e Ciências Agrárias da instituição de ensino Esalq/USP, junto a estudantes de Ensino Médio da rede pública do Estado de São Paulo. A atividade teórico-prática, orientada pelo Ensino por Investigação, abordou tópicos de Taxonomia e Botânica e teve como finalidade a promoção da Alfabetização Científica de jovens estudantes. A partir da identificação de espécies vegetais presentes em uma área escolar, termos, conceitos, conhecimentos, materiais e procedimentos próprios das ciências foram utilizados no desenvolvimento da oficina. Com o objetivo de fazer das experiências adquiridas uma oportunidade para que professores de Ciências e Biologia fomentem um ensino voltado à ampliação da cultura científica de estudantes, são propostas reflexões sobre as manifestações dos participantes e o planejamento e execução das atividades pelos educadores. Os dados obtidos apontam que a proposta didática pode favorecer a Alfabetização Científica de adolescentes, uma vez que estes são estimulados pelos educadores e por elementos da atividade, tais como seus materiais, métodos, ferramentas e ambiente. Além disso, sustentamos que para o fomento à busca autônoma por informações, é pertinente que os estudantes desenvolvam a habilidade de reconhecimento da qualidade, autenticidade e credibilidade das informações científicas buscadas nesses e em outros meios. Palavras-chave: formação de professores; ensino de biologia; informações científicas.

A tanulmány egy viszonylag elhanyagolt, de egyre népszerűbb terület, az iskolai és óvodai nyelvi tájkép rövid tudománytörténeti, terminológiai és módszertani áttekintésére vállalkozik főleg a magyar szakirodalom alapján. Bemutatja az iskolai és óvodai nyelvi tájkép fogalmának tágabb és szűkebb értelmezéseit, valamint ismerteti a kvalitatív és kvantitatív kutatásokban rejlő lehetőségeket. A tanulmány elsősorban a téma iránt érdeklődő szakemberek és szakdolgozók számára hivatott átfogó képet adni a vizsgált problémakörről.

Σελ.2473 02.Θ.Ε. Αναλυτικά προγράμματα νηπιαγωγείου και δημοτικού σχολείου Σελ.2480 02.Θ.Ε. Διδακτικό σενάριο στην εκπαιδευτική ενότητα «Ρελέ προστασίας» Σελ.2486 02.Θ.Ε. Διδακτικό σενάριο: Φύλλο εργασίας για τον όγκο του αέρα στο ευρύτερο πλαίσιο διδασκαλίας των φυσικών επιστημών με βάση το κονστρουκτιβιστικό μοντέλο. Σελ.2492 02.Θ.Ε. Εκπαιδευτικές τεχνικές σε σχολεία δεύτερης ευκαιρίας και εσπερινά Γυμνάσια/Λύκεια Σελ.2503 02.Θ.Ε. Εργαλείο ανάπτυξης επιχειρησιακής κουλτούρας. Δημιουργία και διαχείριση σχολικού κυλικείου Σελ.2513 02.Θ.Ε. Εργαστήριο στο μάθημα: Αρχές Οικονομικής Θεωρίας Γ' Λυκείου. Οικονομίες κλίμακας σε επιλεγμένους βιομηχανικούς κλάδους Σελ.2520 02.Θ.Ε. Ερευνητικό πρόγραμμα παραγωγής γραπτού λόγου με εστίαση στη συλλογική επαναδιατύπωση γραπτού κειμένου Σελ.2528 02.Θ.Ε. Η γεωμετρική πρόοδος μέσα από το χαλί του Sierpinski

Öz Bu araştırmanın amacı; "okul öncesi" ve "sınıf öğretmenliği" ana bilim dallarında okuyan öğretmen adaylarının öğrenme biçemlerini belirlemek, bulundukları programa, cinsiyetlerine, ekonomik düzey değişkenlerine göre öğrenme biçemlerinin farklılıklarını tespit etmektir. Araştırmada betimsel tarama modeli benimsenmiştir. Araştırmanın çalışma grubunu, Necmettin Erbakan Üniversitesi Sınıf Öğretmenliği ve Okul Öncesi Öğretmenliği'nde okumakta olan 399 öğretmen adayı oluşturmaktadır. Çalışmada veriler "Big 16 Öğrenme Biçemleri Envanteri" kullanılarak toplanmıştır. "Big 16 Öğrenme Biçemleri" envanterinin (Şimşek, 2002) toplam puan düzeyindeki iç tutarlılık güvenilirliği 0,84'tür. Ayrıca öğretmen adaylarının öğrenme biçemlerinden aldıkları puanlar istatistiksel yöntemler kullanılarak değerlendirildiğinde öğretmen adaylarının öğrenme biçemlerinin cinsiyetlerine göre bedensel ve işitsel biçemde farklılık bulunduğu tespit edilmiştir. Ayrıca öğ...

Portugal é um dos cinco países Europeus, em vinte e sete, com maior percentagem de adolescentes obesos (Inchley et al., 2017). O elevado índice de obesidade registado deve-se à adoção de maus hábitos alimentares, sedentarismo e falta de atividade física. A Escola, em geral, e a disciplina de Ciências Naturais, em particular, desempenham um papel central na educação para a prevenção de maus hábitos alimentares e do sedentarismo e para a adoção de comportamentos saudáveis. Dado que os manuais escolares são os recursos didáticos mais utilizados pelos professores nas suas aulas (Khine, 2013), importa verificar se estes possuem a qualidade necessária para motivar a adoção de hábitos saudáveis, nomeadamente os alimentares. No contexto escolar, os conceitos de ciências, especialmente os mais abstratos, poderão ser mais facilmente compreendidos pelos alunos com apoio de ilustrações adequadas (Khine, 2013; Leite, Morgado & Dourado, 2016). As ilustrações incluem representações como fotografias, desenhos, diagramas, quadros e gráficos (Cook, 2008) e têm o potencial de estimular diferentes campos sensoriais dos alunos, motivando-os para a aprendizagem, e promovendo uma compreensão adequada e aprofundada dos conceitos (Khine, 2013). Contudo, para alcançarem esses objetivos, as ilustrações devem: ser de boa qualidade gráfica e científica; conter elementos potencialmente motivadores para os alunos (caricaturas, banda desenhada, etc.); apelar à consciencialização do aluno sobre o seu conhecimento prévio; ser bem integradas no texto; ser de diferentes tipos, consoante os destinatários e os conteúdos em causa (Khine, 2013).

Öz. Bu araştırmanın amacı, okulöncesi etkinliklerinde anlatı tiyatrosunun alıcı dil gelişimine etkisini incelemektir. Ön test-son test kontrol gruplu modelin kullanıldığı araştırmanın çalışma grubunu 2012-2013 eğitim-öğretim yılı Ankara ili, Yenimahalle ilçesi bir okulöncesi eğitim kurumundaki 42-66 aylık 8 kız ve 10 erkek toplam 18 öğrenci oluşturmaktadır. Yansız olarak atanan dokuzar kişilik iki gruptan birine deney grubu olarak, oluşturulan anlatı tiyatrosu eğitimi etkinlikleri uygulanırken diğer gruba kontrol grubu olarak klasik anlatım yöntemi olarak hikâye anlatımının kullanıldığı etkinlikler uygulanmıştır. Araştırmanın ön test ve son test puanlaması alıcı dil düzeyini belirleyen "Peabody Resim Kelime Testi" ile yapılmış ve test sonuçları istatistik programı aracılığıyla değerlendirilmiştir. Ayrıca bu puanlamaları desteklemek amacı ile tasarlanan standart gözlem formları kullanılmıştır. Uygulamalardan elde edilen sonuçlara göre deney ve kontrol gruplarının son test toplam puanları arasında anlatı tiyatrosu yönteminin uygulandığı deney grubu lehine anlamlı bir fark olduğu görülmüştür. Gözlem formlarından elde edilen veriler de bu sonucu destekler niteliktedir. Bu sonuçlar dikkate alındığında, anlatı tiyatrosu yönteminin öğrencilerin, alıcı dil gelişimi üzerinde önemli bir etkiye sahip olduğu söylenebilir. Bu bakımdan eğer ulaşılmak istenen kazanım dil gelişimini özellikle de sözcük dağarcığını geliştirme yönünden alıcı dil gelişimini amaçlıyorsa anlatı tiyatrosu kullanabileceğimiz en iyi yöntemlerin başında gelmektedir.

Por meio deste trabalho, serao apresentados resultados de uma pesquisa que buscou compreender a concepcao de futuros docentes de quimica acerca do Pensamento Critico. A pesquisa foi desenvolvida com um grupo de alunos do quarto ano do curso de Licenciatura em Quimica, no âmbito da disciplina de Estagio Supervisionado II. Nos ancoramos nas contribuicoes teoricas do campo de Pensamento Critico defendidas por Vieira e Tenreiro-Vieira. A analise dos dados foi realizada a partir dos pressupostos da Analise de Conteudo e permitiu identificar tres categorias finais que foram discutidas a luz do referencial teorico, indicando que os futuros professores precisam de uma formacao especifica para apreender os pressupostos a respeito do pensamento critico no contexto dos processos de ensino e aprendizagem.

"Through non directive conversations and class observations this article examines how misbehaviour in French pre-schools within the educational system of an average town is differentiated based on the pupil’s gender. It highlights both hidden educational "programs" produced by teachers and gender stereotypes in the misbehaviour of pupils."

Çocukların okul öncesi dönemde cinsiyet farklılıklarının farkına varmalarının kolaylaştırılması ve kendi cinsiyetlerine uygun rolleri benimseyebilmeleri için önce çocukların mevcut cinsiyet algılarının ortaya koyulması, sonrasında ise yaşlarına uygun cinsel eğitimin bu yaşlardan itibaren ele alınması önemlidir. Ancak Millî Eğitim Bakanlığının okul öncesi eğitim programları incelendiğinde "cinsel eğitim" kavramına yeterince yer verilmediği ve okul öncesi dönemde bu alanda yapılan akademik çalışmaların sınırlı sayıda olduğu görülmektedir. 3-6 yaş dönemindeki çocukların cinsiyetlerine ilişkin algılarının çeşitli değişkenler açısından incelenmesi amaçlanan bu çalışma "karma yöntem araştırması" olarak tasarlanmıştır. Karma yöntemler, bir çalışmada nitel ve nicel araştırmaların ve bunların verilerinin birleştirilmesini ya da bütünleştirilmesini gerektirmektedir. Karma yöntem araştırması; felsefi varsayımları ve kuramsal çerçeveleri içeren farklı araştırma desenlerinin kullanılmasını, nitel ve nicel verilerin toplanmasını ve bu iki veri türünün bütünleştirilmesini kapsayan bir araştırma yaklaşımıdır. Ayrıca karma model nicel ve nitel araştırma yöntemlerinin zayıf yönlerinden uzaklaşarak daha fazla veri ve geniş bir bakış açısı sağlamaktadır (Creswell, 2017). Veriler "3-6 Yaş Çocuklarının Cinsiyet Algıları Görüşme Formu" ile elde edilmiştir. Araştırma bulguları 3-6 yaş dönemindeki çocukların cinsiyet algılarının kılık-kıyafet ve oyun-oyuncak seçimi ile fiziksel görünüş üzerine odaklı olduğunu ortaya koymuştur. Demografik açıdan incelendiğinde sadece anne ve baba eğitim düzeyi açısından anlamlı bir farklılığın olduğu tespit edilmiştir.

Resumo Este artigo visou analisar documentos oficiais que orientam o Ensino Secundário Geral, em Moçambique, no que concerne às eventuais propostas metodológicas que apresentam para um ensino contextualizado de conteúdos de Microbiologia. Os documentos analisados foram a Lei n° 6/92, sobre o Sistema Nacional da Educação, o Plano Curricular do Ensino Secundário Geral e os Programas de Biologia da 8ª à 12ª classe. A análise de conteúdo desses documentos centrou-se na presença ou ausência de seis dimensões, identificadas com base na literatura, e que permitiam averiguar se, para os conteúdos em causa, é ou não fomentado o ensino contextualizado de conteúdos de Microbiologia. Os resultados do estudo mostram que, apesar de não terem sido encontradas evidências de todas as dimensões consideradas em todos os documentos analisados, a Lei n° 6/92 preconiza o ensino contextualizado, acontecendo o mesmo com o Plano Curricular e os Programas de Biologia, que são documentos que orientam políticas e estratégias de ensino. Assim, nas escolas, deveriam ser adotadas metodologias promotoras do ensino contextualizado dos conteúdos de Microbiologia.

Our research programme, a part of which is presented in this paper, looked at four year old children’s ability to use manipulatives in the construction of cube models. We looked at how pre-school children managed the creation of cube nets as a mathematical problem and whether graphical representations of solutions could become a useful tool in a child’s quest for solving the nets of a cube mathematical problem. We followed the work of twenty four-year old children who were asked to solve a cube creation geometry mathematical problem. In order for the problem to be successfully solved, graphical representations of solutions had to be developed. The data analysis showed that, during the course of the programme, children developed the ability to use manipulatives in order to solve the mathematical problem. The development of strategies for graphically representing the solutions also seemed to have played an important role in solving the specific mathematical problem.

Este artigo tem como objetivo descrever uma sequência didática referente à Ecologia,fundamentada no ensino por investigação, com alunos de uma turma do 3º ano do EnsinoMédio bem como avaliar o posicionamento dos alunos a respeito da metodologia de ensinoutilizada. Também busca analisar em que medida os objetivos de ensino propostos foramalcançados. A abordagem metodológica amparada no ensino por investigação possibilita aoaluno: compreender o modo coletivo e ativo da produção científica; ampliar seu raciocíniológico, realizando explicações causais; e desenvolver suas habilidades investigativas. Paracompreender a percepção dos alunos sobre a abordagem metodológica desenvolvida,utilizamos os seguintes instrumentos para a constituição dos dados: gravações audiovisuaise anotações de campo, portfólios e entrevistas. Os resultados apontam que o envolvimentodos alunos no contexto da investigação faz com que o ensino de ecologia, muitas vezesentendido como um ensino descritivo e com muitos ...

The aim of this study is to determine the opinions of parents whose children attend a Waldorf kindergarten in Lithuania, and enquire the teachers who work in this school about Waldorf kindergartens. The study group chosen for this research consists of five parents whose children are enrolled in a Waldorf kindergarten in Lithuania, all of whom speak English, and two educators who also speak English and work in this school. Research data was collected using a semi-structured interview form. The data obtained from the research was analyzed qualitatively, using content analysis from interviews with the kindergarten faculty and parents. In the results of the study, we found that most parents stated that they preferred this school due to the time spent in the open area, the quality of Waldorf education, and the use of natural materials in the school. In addition, the parents stated that the Waldorf Kindergarten was different from other kindergartens because of its mixed age groups, nature-based education, flexibility, and family involvement in activities. Parents stated that the aims of a Waldorf Kindergarten is to prepare the child for primary school, ensuring that children learn through play, supporting their development and gaining awareness of values. Teachers also portrayed the Waldorf Kindergarten in a positive light, stating that its aims are to support the creativity of the children, encourage the socialization of the children, and ensuring that the children know themselves. Regarding the difference of Waldorf kindergartens from other kindergartens, teachers further expressed that children have a much longer time in nature than the former, and its adoption of nature-based education philosophy is good for the children's overall development.

Die Erwerbspartizipation von Müttern differiert in erster Linie mit dem Alter der Kinder. Dies ist auf mehrere Gründe rückführbar. Diese Arbeit geht von erweiterten Modellen des Arbeitsangebots aus, in denen der Einfluss der Haushaltsproduktion, sowie der persönlichen und institutionellen Kinderbetreuung als maßgebliche Kovariate identifiziert und quantifiziert werden. Die identifizierten Kovariate beeinflussen sowohl die dichotome Erwerbsentscheidung an sich als auch das realisierte Erwerbsausmaß. Insbesondere muss hier auf die Erwerbsbereitschaft in der untersuchten Familienphase geachtet werden, die über individuelle Werthaltungen erfasst und implementiert werden kann. Diese individuellen Werthaltungen stehen zu den gesellschaftlich vorherrschenden in permanenter Wechselwirkung. Ein internationaler Vergleich weist die deutlichen Unterschiede des Einflusses dieser Werthaltungen auf das funktionale Arbeitsangebot aus. Abstract in English The labor force participation of mothers dif...

Bu chòir Gàidhlig san dachaigh agus san teaghlach – a' togail chloinne le Gàidhlig – a bhith aig fìor bhunait ath-bheòthachadh cànain ann an Alba. Ach, ann an da-rìribh, 's e glè bheag de thaic a gheibh an raon deatamach seo ann am poileasaidh is ro-innleachd Gàidhlig. Tha an aiste a' beachdachadh air togail chloinne le Gàidhlig bho shealladh pearsanta. Bheir i sùil cuideachd air an fhianais shòiseo-chànanach, agus molaidh i cuid de na ceumannan practaigeach a dh'fheumas a bhith ann airson taic a chur ri teaghlaichean Gàidhlig san àm ri teachd.

[Faodar lethbhreac pàipeir de Buaidh 5 (2024) a cheannach an seo: https://www.gaelicbooks.org/rannsaich-an-bh%C3%B9th/ficsean/irisean/buaidh-iris-5?lang=gd Gabhaidh Buaidh 5 (2024) air fad a leughadh air-loidhne an seo: https://issuu.com/misneachd/docs/buaidh_ireamh_5_earrach_2024 Faodar taic a chur ri Misneachd an seo: https://ko-fi.com/misneachd]

The aim of the study was to identify the psychological, social and economic challenges faced by WHHs in the postwar context and the role of social work, to propose social work intervention to promote sustainable livelihood activities. The Karachchi is one of the DS Divisions that was by the armed conflict in the Northern Province. It's seen that the WHHs encounter many psychological, social and economic challenges in their livelihood initiatives. Although many have worked hard to create sustainable livelihood, not all have been successful due to ambiguity and lack of effort by the WHHs, lack of commitment and inefficiency in service delivery by government and non-government organizations. Sustainable livelihood refers to the lifestyle adopted to lead a satisfactory standard of living that includes adequate mechanisms to generate income for the future generation of the WHHs concerned. A qualitative method was used systematic stratified sampling. Respondents were selected in 42 Grama Niladari Divisions in Karachchi Divisional Secretariat and 20% villages were selected through systematic stratified sampling method and from them 61 respondents were selected based on Purposive Sample. The results show that 85.25% of WHHs face psychological challenges in improving livelihood. Also, 67.22% of WHHs face social challenges, physical illnesses, childcare, lack of family support. Social challenges include social exclusion, misperception of society, lashing out, bullying and jealousy. 87% faced economic challenges and 13% did not face economic challenges. Social work interventions by government and non-governmental organizations are found to be inadequate in improving livelihoods of women and those who have achieved subsistence livelihoods have improved due to self-effort and dedication. Therefore, more research on social work interventions can be done to encourage sustainable livelihood of WHHs.

The present paper focused on problem-solving ability among meritorious school students. Problems are the real facts of life. Youth today faces different challenges in life in the changed world. Problem-Solving Ability may be said to be a deliberate and purposeful act on the part of an individual. The main aim of this study is to analyze the problem-solving ability among meritorious school students and find out whether gender, school-board and locality of school influenced the problem-solving ability of meritorious school students or not. The sample for the present study comprised of 120 meritorious school students (obtained 75% or above 75% in U.P. Board or 9 or more than 9 CGPA in CBSE in class X) and are presently studying in class 11 th of CBSE and U.P. Board schools from both urban and rural area of Varanasi district. The findings of the study revealed that there is very low problem-solving ability among meritorious school students. Meritorious boys showed higher problem-solving...

The dissertation examines the institution of forest kindergartens of Norway and especially the ways in which Fortet forest kindergarten operates. It aims to show the educational principles of Fortet as a forest kindergarten of Norway through literacy research and a case study example. Specifically, the dissertation intends to show the general educational orientation of the kindergarten, the educational methods which are used by the staff, the ways in which children acquire knowledge and gain skills, the kind of both and the role of the preschool teachers and the assistants during the educational process. The analysis of the case study was based mostly on observation, non-participant while visiting the kindergarten, as well as participant while working there as a trainee student. Other methods used was the diary method during observation and two informal interviews by the headmaster of Fortet forest kindergarten. Taking photos and videos were supportive tools, while formal papers from the kindergarten were studied. Fortet forest kindergarten focuses more in outdoor activities in natural environments and environmental education. Hands-on and cooperative learning methods are the main ones used and implemented through free and organized activities. The kind of knowledge which children gain is practical and it aims to a more efficient way of dealing with a variety of situations. It is mostly acquired through interaction of children with their peers, the staff and the natural environment.

Com este trabalho pretendeu-se compreender como os manuais escolares do 1º Ciclo do Ensino Básico (1º CEB) abordam a Reprodução Humana e Sexualidade, quer ao nível da importância atribuída ao tema, quer ao nível da qualidade e do rigor científico. Pretendeu-se também ...

Se presenta el apartado «A pensar» (Marder & Di Stefano, 2016) del Programa «Queremos aprender» (Borzone & De Mier, 2016) para el desarrollo infantil integral que abarca los aspectos: lingüístico y cognitivo, alfabetización y desarrollo socio emocional. Se comparten parte de los resultados del pre test de la «prueba piloto» en relación con la medición de las variables del constructo de Funciones Ejecutivas.

março 1990 7 Goodman não considera o seu modelo como descendente. Ao referir-se aos epítetos que os críticos lhe têm atribuído, afirma:"My model has also been referred to as a top-down model … this term developed as an alternative to bottom-up views...If the only alternative to a bottom-up view is a top-down view, that's where my theory is often put because it surely is not bottom-up. But I've always seen parts in relationship to wholes... Recent classifications of reading models create a third, interactive, category in which processing is simultaneous at many levels -all interacting. That's where I've always placed my view "(1979: 659). Esta mesma posição é reafirmada numa carta dirigida ao editor de Reading Research Quarterly (1981: 477-78) motivada pelo artigo de Stavonich a que também nos referimos nesta lição (1980). 8 Cf. Smith " The basic skill of reading lies more in the nonvisual information that we supply from inside our head rather than in the visual information that bombards us from the print" (1978:105). 9 Estes modelos, de características psicolinguísticas, têm exercido recentemente grande inf luência sobre o ensino da leitura em LE. Veja-se, por exemplo, Carrell (1982), Coady (1979) e Westhoff (1987), entre outros. em LM 19 20 , a aprendizagem da leitura em LE ganha, na minha opinião, se for apoiada pelos conheci mentos das teorias de leitura, por imperfeitas que elas neste momento ainda sejam. bibliograFia ADAMS, M. J. e A. COLLINS (1979) A schema-theoretic view of reading. Technical Report n 32. Center for the Study of Reading. University of Illinois at Urbana-Champaign.

The lock-downs imposed by the need to prevent the spread of the COVID-19 pandemic proliferation intensified a pre-existing trend of digitalization of cultural assets, thereby providing a new tool to History and Arts educators of prospective Early Childhood teachers. In the course of the pandemic, forced lock-downs eliminated field visits and lessons in History and Arts education. As a remedy, academic staff in these disciplines resolved to utilize virtual guides of such cultural assets as museums and archaeological sites. A critical enquiry of these resources in Albania and beyond, however, reveals that such resources are equally sharing the power constructions that one can also witness in physical field visits. Thus, it seems that the virtual presentation of cultural and historical heritage equally falls prey to cultural power politics one can bear witness of in field visits. The paper empirically discusses ways in which educators can turn this trend to their advantage fostering critical and transferrable competencies to their students.

The article focuses on the phenomenon of the first meeting between an educator and a child on the autism spectrum and the an educator’s experiences during the encounter. An analysis of the scientific literature shows that the number of autistic children in Lithuania is increasing. The text describes a meeting between a pre-school and a pre-primary school educator and a child with autism spectrum disorders. The analysis unfolds the experience of particular educators when they meet a child with ASD in an ordinary pre-school group. During a hermeneutical phenomenological analysis, the experience of the educators are based on two existential subjects: experienced relationship and experienced body. During the first meeting with a child with ASD, educators attempted to establish a relationship with the child. Although each participant of the analysis experienced this beginning individually, all of them were confronted with a challenge in communication while establishing these relationship...

In the current study, we aimed to investigate mothers’ and their 4-5 year old children’s attitudes toward gender roles in a semi-structured gender-tuned mother-child conversation. Participants were 65 Turkish mother-child pairs (Nchildren = 65; Nmothers = 65) and the age range was 45 to 69 months for children, and mothers’ age range was 25 to 44. Mothers filled out the Bem Sex Role Inventory and Mothering Role Praise scale. Mothering Role Praise Scale developed in scope of the current study to reveal how mothers conceptualize their mothering experience and integrate their maternal identity. Femininity and masculinity levels of mothers and how they conceptualize their mothering experiences were examined in order to explore the stereotypical gender knowledge and conventionality in their sentences during a semi-structured gender-tuned conversation with their children. Our findings showed that there were converging patterns of maternal and children’s outcomes. Both mothers, who showed h...