Hungarian Educational Research Journal最新文献_第3页

Goodbye Colston, goodbye Columbus: Why we need to learn history in times of memorial controversies? 再见科尔斯顿，再见哥伦布:为什么我们需要在纪念争议时期学习历史?

Hungarian Educational Research Journal Pub Date : 2023-06-02 DOI: 10.1556/063.2023.00135

Stéphane Lévesque

引用次数: 1

Historical sources in exam tests: An analysis of school leaving exam tasks in terms of the use of primary sources 考试中的历史资料:从使用主要资料的角度分析学校毕业考试任务

Hungarian Educational Research Journal Pub Date : 2023-05-11 DOI: 10.1556/063.2023.00167

László Kojanitz

引用次数: 0

Factors influencing attitudes toward distance education in a sample of students learning in a disadvantaged area 影响弱势地区学生远程教育态度的因素

Hungarian Educational Research Journal Pub Date : 2023-05-11 DOI: 10.1556/063.2023.00186

Kitti Mercz-Madarassy

{"title":"Factors influencing attitudes toward distance education in a sample of students learning in a disadvantaged area","authors":"Kitti Mercz-Madarassy","doi":"10.1556/063.2023.00186","DOIUrl":"https://doi.org/10.1556/063.2023.00186","url":null,"abstract":"Investigating disadvantaged children is a priority area concerning education and health. However, little attention has been paid to pandemic-specific research in recent years. In the present study, we aim to explore the attitudes toward distance education in a sample (N = 305) of 7–8th grade students studying in disadvantaged settlements concerning the first wave of the coronavirus pandemic. Attitudes towards distance education were measured using a 16-item tool. Factor analysis was applied to detect the factors of attitudes towards distance education. Variables influencing these factors were measured by linear regression analysis including well-being, perceived stress and support, academic achievement, and sociodemographic background. The results indicate that four factors (learning difficulties, poor health, time saving and safety, and distance learning preference) can be distinguished. The effects of gender, type of settlement, deprivation and objective financial status is significant regarding distance learning preference and perceptions of poor health. Regarding health indicators, a protective role of support from teachers and a hindering role of stress indicators were found. The role academic performance was insignificant. Overall, the factors influencing attitudes towards distance education partly follow the trends of the factors influencing perceptions of traditional education. However, it is necessary to stress the crisis nature of the pandemic.","PeriodicalId":235465,"journal":{"name":"Hungarian Educational Research Journal","volume":"152 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121412468","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}

引用次数: 0

Gamification in foreign language teaching: A conceptual introduction 外语教学中的游戏化:概念介绍

Hungarian Educational Research Journal Pub Date : 2023-05-10 DOI: 10.1556/063.2023.00202

Fruzsina Szabó, M. Kopinska

{"title":"Gamification in foreign language teaching: A conceptual introduction","authors":"Fruzsina Szabó, M. Kopinska","doi":"10.1556/063.2023.00202","DOIUrl":"https://doi.org/10.1556/063.2023.00202","url":null,"abstract":"Over the past few years, the concept of gamification has gained increased attention in foreign language teaching research as it demonstrates potential to promote motivation and learner engagement. The authors of the paper believe that gamification can become an innovative and promising tool to help students overcome their motivational difficulties. When it comes to language learning and teaching, one of the major issues to be tackled is the differences among students in terms of academic achievement. Applying gamification in the field of education profoundly supports the process of teaching and learning by creating a supportive environment, which is reinforcing and enables individual progress. One specific feature of gamification is that it breaks down learning into elements, similarly to motivation theory, where goals are not uncommonly divided into subgoals. It also includes applying the characteristics of games, and implementing these in real-world situations, while generating specific behaviours within the gamified situation. The most important benefit of using gamification in language teaching is that it provides differentiation. Learners can progress at their own pace, their assessment is individualised, their motivation is strongly influenced by their own skills and abilities that are reinforced by gamification itself. As the process of learning meets the individual’s needs, differentiation can be brought about. This paper highlights the most important outcomes of research into gamification in language learning, while exploring its underlying principles in the field of motivation.","PeriodicalId":235465,"journal":{"name":"Hungarian Educational Research Journal","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125212266","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}

引用次数: 0

“History teaching, national myths, and civil society” “历史教学、民族神话与公民社会”

Hungarian Educational Research Journal Pub Date : 2023-05-10 DOI: 10.1556/063.2023.00142

Karl Benziger

{"title":"“History teaching, national myths, and civil society”","authors":"Karl Benziger","doi":"10.1556/063.2023.00142","DOIUrl":"https://doi.org/10.1556/063.2023.00142","url":null,"abstract":"One of the critical issues facing Historians today has been the emergence of Strong State regimes and the politicized pseudo history they produce in countries claiming to adhere to democratic norms. The attack on the Capital of the United States was based on a series of lies about voter fraud supported by President Donald Trump and members of Congress. Countering ideology based on a complete disregard for truth is now of paramount importance in the United States. This paper studies Trump's promise to Make America Great Again (MAGA) as a further evolution of Lost Cause mythos that began after the Civil War. The original story casts the enfranchisement of African Americans as a failure touting white supremacy and the righteousness of Jim Crow laws. How can History teachers counter these highly politicized myths? I suggest that the methodology of our profession may provide us with some important tools. John Dewey underscored the importance of critical inquiry to the preservation and advancement of democracy. Teaching students how to think historically goes a long way in the process of producing citizenry who are ready to participate in civil society. To that end I conclude this essay with a course that I teach entitled “Witches, Aliens, and Other Enemies.” The course is designed to set moments of mass hysteria and paranoia in the American narrative against the background of reason and rational legal law utilizing the Salem witch hunt at the end of the seventeenth century and the “red scare” following World War II as case studies to stimulate student exploration.","PeriodicalId":235465,"journal":{"name":"Hungarian Educational Research Journal","volume":"138 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116353159","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}

引用次数: 0

Alternativitás és pluralizmus a magyar közoktatásban és pedagógusképzésben a rendszerváltozástól napjainkig [Alternativity and pluralism in Hungarian public education and teacher training from the system change until today]

Hungarian Educational Research Journal Pub Date : 2023-05-10 DOI: 10.1556/063.2023.00228

Andrea Óhidy

引用次数: 0

Validation and psychometric properties of the sense of coherence scale in a Hungarian child and adolescent sample 匈牙利儿童和青少年连贯性感量表的有效性和心理测量学特征

Hungarian Educational Research Journal Pub Date : 2023-05-09 DOI: 10.1556/063.2023.00176

Olney Rodrigues de Oliveira, D. Őri, E. Kiss

{"title":"Validation and psychometric properties of the sense of coherence scale in a Hungarian child and adolescent sample","authors":"Olney Rodrigues de Oliveira, D. Őri, E. Kiss","doi":"10.1556/063.2023.00176","DOIUrl":"https://doi.org/10.1556/063.2023.00176","url":null,"abstract":"Sense of coherence (SOC) is a relevant contributor and predictor of the individuals' mental and physical health. There are a number of studies about SOC, but only two validation articles of the sense of coherence scale (SOCS) were found on adolescents and none on children. The aim of this research was to validate the SOC scale in youth under 18. We hypothesized that younger children and children without psychiatric problems will have higher SOC than older ones, and children with psychiatric symptoms. We also wanted to examine the factor structure of both the 13 and the 29 item versions of the scale to study which is more valid in child and adolescent population. 199 children and 198 adolescents were included in the study; the mean age was 14.3 (SD 2.1) years. The sample included average youth from schools and youth under psychiatric treatment. Strength and Difficulties Questionnaire (SDQ) and Inventory of Life Quality (ILK) were used for validation of the SOCS. SOCS-13 was applied to compare SOC of children and adolescents. Children had higher SOC than adolescents in both samples. Males had higher SOC than females in children but not in adolescents. Psychiatric and behavioral symptoms were associated with a lower SOC regardless of age. Confirmatory factor analysis proved a three-factor structure model for both the 13 and the 28 item versions of the SOCS. The short form of the sense of coherence scale is valid and reliable to be used with children and adolescents from 10 to 18 years of age.","PeriodicalId":235465,"journal":{"name":"Hungarian Educational Research Journal","volume":"- - 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127186032","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}

引用次数: 0

Best practice when engaging with the many aspects of the written word in history teaching 在历史教学中涉及书面文字的许多方面的最佳实践

Hungarian Educational Research Journal Pub Date : 2023-05-08 DOI: 10.1556/063.2023.00143

Yosanne Vella

{"title":"Best practice when engaging with the many aspects of the written word in history teaching","authors":"Yosanne Vella","doi":"10.1556/063.2023.00143","DOIUrl":"https://doi.org/10.1556/063.2023.00143","url":null,"abstract":"The purpose of this paper is to present a theoretical examination on the importance of writing in history teaching in schools to age groups 7–16 year old. It presents a discussion and an overview of best and meaningful practice in history teaching when using written historical sources as evidence for analyses in the classroom. It also looks at how educators can support pupils' own writing in history lessons in effective ways. The paper attempts to do this by reporting on various pedagogical research work conducted specifically on writing in history and its many facets when it comes to history learning in schools. The author offers various pedagogical recommendations based on her own as well as others' research work on the written word in history teaching. The paper looks at written sources from four different aspects. It discusses written sources as primary historical sources in themselves and how they can be made more palpable, that is more tangible and easier to use for pupils. It then looks at Secondary written sources, that is, historians' interpretation of history and how these can be presented to pupils, followed by how Primary written sources can also produce opportunity to practice the skill of detecting bias. Lastly pupils' own writing is discussed and how their writing in history can be made better.","PeriodicalId":235465,"journal":{"name":"Hungarian Educational Research Journal","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133750871","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}

引用次数: 0

Decolonising history teaching in the United Kingdom: Movements, methods, and curricula 英国的非殖民化历史教学:运动、方法和课程

Hungarian Educational Research Journal Pub Date : 2023-05-08 DOI: 10.1556/063.2023.00139

Gábor Szabó-Zsoldos

{"title":"Decolonising history teaching in the United Kingdom: Movements, methods, and curricula","authors":"Gábor Szabó-Zsoldos","doi":"10.1556/063.2023.00139","DOIUrl":"https://doi.org/10.1556/063.2023.00139","url":null,"abstract":"Toppling the statue of the slave merchant Edward Colston in Bristol, removing the monuments of King Leopold II from public places in Belgium, Black Lives Matter protests, and mass demonstrations targeting remembrance of certain chapters of the history of the Global North – these are some of the significant events that drew attention to the ongoing disputes around the legacy of colonialism during the summer of 2020. These developments form an integral part of the long-drawn-out process of decolonisation: decolonising the culture of the former mother countries. From museology through the natural sciences and linguistics to visual arts, vast areas of the academic, scientific, and cultural scene of the Global North are crucially affected by decolonizing tendencies, with the teaching of history arguably among the most disputed ones. This paper reviews the key decolonising aspirations of history teaching in the United Kingdom by studying the goals, messages, methods, and endeavours of three movements: Why Is My Curriculum White?, The Black Curriculum, and Rhodes Must Fall Oxford, address different levels of education and urge the transformation of numerous aspects of history teaching (teacher training, curricula, teaching methodology, etc). Source materials examined include the work, teaching aids, and written, audio, or video content published on various social media platforms by these three organisations, as well as parliamentary papers and reports of public and non-governmental bodies.","PeriodicalId":235465,"journal":{"name":"Hungarian Educational Research Journal","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130572607","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}

引用次数: 0

What English language teachers need to know: Vol. 3. Designing curriculum 英语教师需要知道的:第三卷。设计课程

Hungarian Educational Research Journal Pub Date : 2023-05-02 DOI: 10.1556/063.2023.00227

Fruzsina Szabó

引用次数: 0