At the beginning of the 20 century, Hungary qualified as the citadel of gifted education in both its solutions and its results. It appears that today, in contrast, we may become the last disciples of an outdated approach. At the time when gifted education based on mechanic thinking appeared in international research, the outstanding teachers of Hungarian schools described individual attention, practical experience and sound judgment as the essential components in the development of talent. The practical result of this “outdated approach” was a number of Nobel prize-winning talents. There followed then a long break, when even the mention of gifted education was not allowed. In the eighties, as a result, we were a little late in joining in the international trend in the provision of gifted whose essence is the provision of talents identified through assessments. In the meantime, however, the international scientific approach of the 21st century to gifted appears to return to our own approach at the start of the 20th century. A number of research results have set off a scientific debate in Europe. Hungarian gifted education today should thus identify itself amidst conflicting views. The present study provides an overview of gifted education to this end.
Keywords: gifted, identification of the gifted, provision of gifted in Hungary, digital age (more…)
As part of the research aiming to explore the situation of German ethnic primary education both in the state education system and in schools, in the present study the author analyses the available statistical data from the school year 2010/2011. The database of the research was developed based on state education statistical data collection (KIRSTAT) conducted by the Ministry of National Resources. The data collected in previous 149 years are also presented as a comparison. First, an international outlook of minority policy is presented then Hungarian situation is described. The study discusses the changes in the number of participants in German ethnic education in comparison with the number of primary school students, the rate of primary school students taking part in German ethnic education according to educational programmes and the territorial distribution of institutions. An account of the situation of course books is also presented. Further research and better understanding is supported by the use of tables and charts.
Keywords: education, German ethnic primary education, state education, minority policy, educational programmes, financing, educator, school book
Action research – despite its short history – is deeply embedded in the human sciences. The present study highlights the special social role of action research, and examines which elements of it can be regarded as research and development program, and those particular cases when it can be defined as epistemology. The exploration of the literature of action research and the presentation of its theoretical and historical roots and significance underpin that action research is a new opportunity for the research of pedagogical practice. The judgement of action research cannot be separated from the theories concerning the genesis, possession and sharing of knowledge or from the paradigmatic change in scientific research. Despite its significance the spread of action research is slight in the Hungarian context. This study overviews the Hungarian action researches and their milestones.
Keywords: action research, history of science, pedagogical practice research and development, Hungarian action research
This article describes the Learning by Developing (LbD) action model developed to meet the future challenges. It takes into account the new role of higher education institutes in a world where changes are continuous and today’s truth is not competent tomorrow. The article discusses the new ways of ‘teaching’ by inviting to move from a knower’s world to a competent actor’s world. It further attempts to rediscover a pragmatic learning theory as a basis for the development of higher education. The article describes the development of LbD by following the changes in the nature of higher education guided by the expectations of the surrounding world. It begins with a competence – oriented approach and concludes by intruducing the LbD action model that integrates competence – producing learning and an innovative
research and development project.
This paper is the concise version of a longer study prepared in 2010 on the request of the Committee of Educational Sciences of the Hungarian Academy of Sciences. It is a “state of the art” analysis of global trends in educational research. Following an attempt to provide a practical deﬁnition of the terms “educational sciences” and “educational research”, and a short analysis of the changing position of this academic ﬁeld the author identiﬁes thirteen dominant global trends. All these trends are presented in detail, and also illustrated by examples taken from various countries.
This study aims to explore the relationship between the supporting factors and learning outcomes of a teaching practicum model for an initial teacher education programme in Hong Kong. Identifying the predictive relationships of the supporting factors for pre-service teachers’ teaching practicum and their learning outcome could help promoting the quality of the programme. There were 229 pre-service teachers participated to a questionnaire survey of a quasi-experimental design. Confirmatory factor analysis and reliability test were used to confirm the constructed validity and reliability of the survey instrument. A Structural Equation Model was applied to explore the predictive relationship between the supporting factors and their learning outcomes. Results show that campus-based courses, school mentor support and pre-service teacher’s self-efficacy were identified to be the supporting factors for their learning outcomes which include instructional design, managing learning activities and assessment. Strengthening school partnerships, providing mentor training and enhancing the element of assessment for learning in campus based course are recommended to the teacher education programme.
Keywords: Field Experience, Pre-service Teacher Education
The aim of this paper is to provide an overview of the major historical processes of the development of educational science and its trends that are still inﬂuential. In the introductory part, we present the main results of researches in the sociology of science concerning the sociology of knowledge, which provide foundations for the changes in the perspectives of recent studies in the history of educational science. Based on the most important ﬁndings of these researches, the other chapters of the paper will discuss the international processes of the development of science in three ways. ﬁrst we will look at the macro-level trends in the development of European science that also have an impact on the science of education, and we give an outline of the epistemological paradigms behind them. Then we turn to the process of how educational science, having developed together with modern universities and intellectual professions, became an academic discipline, and we present the most important historical models of its formation (the English, the American, the French and the German one). The longer, historical-synthesizing chapter will be based in part on our conclusions about the topics. This will on the one hand provide a concise overview of the various scientiﬁc trends of diﬀerent periods, which are most relevant from the point of view of educational science. On the other hand it will give a brief overview of the internationally accepted theories that still deﬁne professional-scientiﬁc discourses both in Hungary and abroad.
Recently new measurement methods have evolved to capture self-regulation as a process, providing valuable new information regarding self-regulatory processes. Shifting deﬁnitions of self-regulated learning have led to changing measurement methodologies, this article aims to present those innovative methods and recent research’s outcomes at international and national level too, which could aﬀect our understanding about the nature of self-regulated learning.
The aim of this study is to provide an introduction to and a comprehensive analysis of a methodological experiment related to the use of electronic book materials in public education. The aforementioned program titled e-Paper in the Hungarian public education system was carried out in 2010. One part of the experiment focused on international research results and experiences related to the application of e-Book equipment in various educational contexts. Inspired by said international results the present essay utilises a previously elaborated research criteria system comparing the applicability of electronic and traditional books, in addition to exploring the ergonomic aspects of e-Books, and their role in supporting the knowledge acquisition process at various levels of instruction, along with examining the use and application of e-Paper readers in educational and library environments. On the whole, considering the results gained in the local context, this study’s primary objective is to perform a comprehensive examination of this unprecedented 2010 pilot project The primary focus ranges from introducing the respective research conditions, criteria, and results via providing an overview of the pertaining international experiences to sharing the main ﬁndings and conclusions.