We teach, we educate. Our first-hand experience gives us knowledge only of fragments. In so far as our experience is real, it still justifies only limited interventions. We employ strategies, since we have an opinion about everything. The philosophies concerning our world are never in such a ready, cut-and-dried state that our knowledge of the world cannot be improved. These strategies extend as far to the horizon as reason can reach. We are not scholars in the eyes of our students. We still have to carry on, even if we ourselves doubt the meaningfulness of events, or think otherwise than others. An adult looks back on his childhood; and he takes this as a benchmark for imagining the situations, requirements and intentions of others. As adults, we can bring experience to our relationship with our students. Coping is not just for its own sake; we can benefit from it in many ways. Teaching the ability to cope, the acquisition of necessary attitudes by students, is an opportunity that presents itself in adulthood; since not only knowledge but life experience make for effective professional practice. Biological, psychological and sociological processes run in parallel with individual and communal attitudes and behaviour, and so abet further personal development. Research into attitudes and behaviour suggests that personal adaptation and self-control are the two key factors which render possible accommodation to, or control of, another person, when two individuals, an individual and a community, or two communities come into contact with each other.
The aim of the research is to find the success criteria of getting into higher education. Who are successful? We consider those students successful who gain admission to a higher education institution in the year when they finish the secondary school by passing the school leaving examination. The previous researches focused on the existence and elements of cognitive competencies and on their influence factors and mechanisms. Our hypothesis it is not only the academic knowledge acquired in school that determine a successful admission to higher education. There are direct influence factors and we have to take such aspects acting as catalysts into consideration that exert an indirect influence on the educational mobility of young people. During our research we developed new measuring tools and methodological processes.
For some time, we have come across the concept of 'social competence' increasingly frequently in the specialist literature of pedagogy. In our study, we intend to explore the various meanings of this very complex technical term.
History education in Hungary faces new challenges due to Hungary having joined the European Union in 2004. This means, for example, concentrating on and contextualizing the so called European culture, and in parallel with this it also means the balanced discussion of world, European, regional and national histories. What does history didactics mean nowadays in Hungary? What kind of sub-fields constitute the contextualization of history methodology in Hungary, and how does this discourse fit the European streams? What space is constructed for gender history, the history of minorities, or for national, European and world history on the power matrix of history teaching?
The experience of attachment in the family affects our entire life, influences the development of our social competence as well as our personality. There can be major changes in the formation of interpersonal relationships due to the lack of a family, or a different social environment supplementing or sometimes totally substituting the family. Children have poorer, more insecure attachments in such an environment, and children's homes belong to this category. This study attempts, with the help of related writings and empirical research data, to present some of the major influences in the social life of young people who live in such homes, and to analyze their global personal attachment system.
In this paper we focus on the question how the 1st graders' everyday concepts change on the effect of instruction planned on the basis of the Rostock Model, and especially how the everyday and scientific concepts connect with each other. We used knowledge space theory to explore the connections among the 'everyday' and 'scientific' concepts regarding the 1st graders' description of water, and to answer the following research questions: (1) What are the characteristic models of the pupils' thinking patterns in describing water with everyday and scientific concepts? (2) Is there any change in the pupils' thinking patterns during their instruction? Our research shows that the teaching unit planned on the basis of the Rostock Model has significant effect on the 1st graders' thinking patterns in describing water with everyday and scientific conceptions. The best model for the representation of children's cognitive structure regarding the water contains only everyday concepts before the teaching unit. After the instruction this model changes into models containing both everyday and scientific conception, however these concepts are either totally separated from each other or scientific conception is built on the everyday conception. However in pupils' thinking patterns the 'particle' has two meanings: particle with macroscopic properties or particle in the continuous substance. Because of the lack of the formal thinking in pupils' mind we could not find the 'scientifically preferable' model to be a good model for representation of children's thinking patterns.
The aim of this paper is to investigate the role of mathematics tests in the assessment of mathematical literacy in PISA 2003. The article analyses the different types of tests, their advantages and disadvantages, their characteristics, methods of solving mathematics tests and some experiences in solving tests.
To be able to adapt the changes in the last few decades, teachers should take on new roles in their profession. Since all information is available via the Internet, teachers should redefine their old role as a director and rather become a facilitator. Today their task is to teach students how to handle information: how to find the suitable one and how to eliminate wrong data with healthy scepticism. Due to family problems and the loss of old values , children, mainly, adolescents stay without their parents' support. Finding help only in peer groups, teenagers may turn to deviant habits. Teachers should be prepared to deal with students' personal problems, to give advice on them as well as to mediate the values of adult society. Performing this new role together with other low social status, a salary may cause stress and burnout in the teaching profession. The symptoms of burnout - general, psychosomatic and psychosocial - make teachers unable to deal with their students. In order to cpme to terms with the difficulties of the teaching profession, teachers should learn coping strategies: both reactive ones to be able to fight successfully against burnout and proactive ones to be able to avoid it.
The Nature of Reading. The position of reading among other skills. The reading process. Important aspects of teaching reading. Objectives of a reading lesson. Reading subskills. Reading strategies. Selecting the text. Reading the text. Levels of reading. General process of teaching reading. Problems of teaching reading. Classroom research. Exploring reading in the classroom. Focus on the reader. Focus on the text. Focus on the classroom reading procedures. Analysis of sample reading comprehension tasks. Analysis based on the difficulty of the tasks. Analysis based on students's attitude. Evaluation of the sample reading comprehensions. Reading comprehension as a part of the exam.
I welcome you to read about the Year of an Alien. This short story is about things experienced in Hungary. It is not written to hurt anybody or to mock that culture: it is just about a stranger in a new culture.
ISSN 1788-2591 (Online)
ISSN 1788-2583 (Printed)