Nowadays, foreign language learning and acquiring, and obtaining information in foreign language often take place on the online platform, which requires that language learners possess the appropriate level of foreign language reading skills and online reading strategies needed to interpret and process information available in a foreign language. The aim of our research is to map the extent to which university students use their online reading strategies to help them obtain a variety of information in the digital space, and we have also investigated the relationship between students’ use of language learning strategies and online reading strategies. Oxford’s (1990) Strategy Inventory for Language Learning (SILL) questionnaire was applied to measure the use of language learning strategies, and Anderson’s (2003) Online Survey of Reading Strategies (OSORS) questionnaire was used to examine online reading strategies. The results indicated moderate strategy use for both questionnaires. Of the language learning strategies, the use of metacognitive strategies was the most common, while of the online reading strategies, the problem-solving strategy type was the most commonly employed. We detected significant relationships among the language learning and reading strategies in every case, and our results confirmed the functionality of our multidimensional model, which presumed that language learning strategies as a whole do not have, but certain factors exert significant impact on online reading strategy use. Among language learning strategies, the effects of memory, compensatory, and cognitive strategies were the most significant, and comprehensive reading strategies played central role in the process. Our research drew attention to the importance of teaching strategy use.
Keywords: language learning strategies, online reading, questionnaire, model development
The present research is part of a longitudinal comparative textbook analysis, excavating the stereotypical feminine image, feminine- and gender-specific content elements, and their structure presented by the history textbooks published in Hungary between 1949 and 1989, along a focus on textbook history, and with a background of education history. On the one hand, the objective of the research was to analyse the female dimensions of the history textbooks published in the era, and on the other hand, to identify the most important changes of the stereotypical image of women in respect of the ideological content included in the textbooks. The basis of the research-methodical conception of textbook analysis was a so-called feminine-image-dimension-model that illustrates the stereotypical woman-image of the given period based on three aspects: historical, content-wise and didactic context. The focus of the research is the historical-ideological-political dimension of the stereotypical image of women, in a form of a detailed analysis concerning historiographer traditions, deficiency of women, masculine legitimisation values of females and heroine symbols. We expect, that the research results, reflecting to the dimension of the history of women, will present, how the changes and transformations in the stereotypical image/ideal of women, affected by political-ideological standards were manifested in the history textbooks of the investigated period. This research could advance the expansion of feminine education history horizon of the era from the aspect of textbook history, as well as the inclusion of women’s history into contemporary history textbooks.
Keywords: textbook analysis, textbook as political subject, women’s history, woman-image dimensional model
In this study, I attempt to analyze the little boy depictions of Béla Czóbel by the method of childhood iconography and try to explore the motifs and typical patterns of history of ideas and child ideas of the relevant paintings. Czóbel (as the „outsider” member of the Eight) was influenced by the socialist and leftish movements and the new views and conceptions about people and child of life reform, therefore one can start the analysis by the conceptions of reform pedagogy, child, child’s study movement and life reform, similarly to my previous study in the Neveléstudomány. The present analysis reveals that the figure of the little boy in Czóbel’s paintings represents the „child messiah” topos from the rhetoric of reform pedagogy, who promises to return to the natural state of origin for people who are burdened by life frames of the civic way of life.
Keywords: iconography, history of childhood, The Eight, Béla Czóbel
In my paper I attempt to analyse child (little girl) depictions of Béla Czóbel as one of the members of the Eights, and I try to explore the ideological, cultural and historical effects on these works of art, endeavoring to map the progressive childhood-rethoric phrases and topoi of this era, starting from the social and spiritual sciences influencing the Eights deeply. The background of aesthetic considerations of Czóbel I found social attitudes and people views which oppose the social conventions, consequently I can connect viewpoints of composition and style analysis with aspects of analysis of child ideas, starting from the structure of the Panofsky model. In my paper I try to answer the question how child ideas appear, regarding the reflections for civic education.
Keywords: Iconography, History of Childhood, The Eight, Béla Czóbel
The present study examines the conceptual features of the contemporary chapters of the Hóman history textbook series, those that refer to the so called ‘wishful thinking’ deviated from the reality of the power elite of the Horthy era. The study primarily aims to enrich the research results of textbook history writing, but at the same time it puts some historical works on the subject of analysis. These works are mainly aimed at the foreign policy public thinking of the power elite and at outlining the ideas of the great powers, especially the German Empire, about Hungary.
Keywords: history textbooks, textbook historiography, textbook series from Hóman
Applying gamification in education is an adaptation of a marketing strategy. In a gamified (educational) process, a bigger goal is set, which is divided into smaller steps to reach. The aim at each step is to keep the participants in the process by using smaller incentives in a way that at a certain point or by a certain deadline the participants fulfil a requirement or act for a desired reward. The aim of this adaptation and continuous modernisation of the gamification strategy is to establish a motivated and proactive student attitude. Using this strategy, students can effectively plan, prepare and implement their actions and learning processes that are necessary to reach their goals. The aim of this study – based on national and international research – is to highlight the elements, methods and motifs of gamified teaching, and to show how gamified teaching plays an important role in reaching inner motivation (gamification 2.0) through outer motivation. In light of recent research, this study backs up the following definition of gamified teaching suggested by the authors: applying gamification in teaching is a motivating method that ensures transparent progression and development. It provides great freedom to find variable and expanded learning frames, and also to evaluate them; at the same time, it builds on the learning controlling role of the social factor. Its predominant aim is to encourage autonomous, self-controlling learning, to teach students to be responsible for their own learning by finding inner motivation and experiencing the flow.
Keywords: gamification, motivation, autonomous, proactive students
This theoretical paper presents the notion and structure of abduction in qualitative research by focusing on qualitative content analysis. It argues that in social research, abduction can be seen as a creative process that appears as an alternative to the dichotomy of inductive and deductive methods, and it also points out that abductive conclusions cannot be based upon formal logic. The paper stresses the elements of deductive and inductive ways of setting up categories / codes in qualitative content analysis. It also reflects on the role of abduction for the creation of a code map during qualitative content analysis. The paper stresses that abduction is not a method of collecting and evaluating data, but a form of thinking that is present in every research.
Keywords: abduction, qualitative content analysis, category, code map
The digital transformation of Hungarian higher education is key to quality teacher education. Not only in terms of device use, but also in terms of digital competences of those involved in education. Our paper presents the results of a survey-based research aiming to adapt the DigCompEdu questionnaire in Hungarian higher education along with institutional support, and self-reflection regarding teacher educators. After presenting the context of digital transformation in education, our paper provides a more detailed analysis regarding the state of digital competencies in Hungarian teacher education, exploring the strengths and weaknesses of teacher educators given by the framework. In addition, there is a strong emphasis on demonstrating the relations between teacher educators’ self-reflective activities, perceived institutional ICT-support and their level of digital competencies. The current study, by exploring the digital competencies of teacher educators, is the first step of a higher education pedagogy development project initiated by the ICT Research and Training Centre of the Károli Gáspár University of the Reformed Church in Hungary.
Keywords: ICT, higher education, teacher education, self-reflection, institutional support
In this paper I write about the chances of the children taken into a child abuse prevention at school. Growing up in this prevention and becoming adults these children and young people might be stucked into the lower part of society. Their social integratism is also doubtful because of the lack of the social discrimination, the valuable relation, the financial, cultural and social capital. The knowledge getting at school might be the key of their upwards. Well-organised educational system and well-trained teachers might give chance and help to get this knowledge, to become educated, trained. That is why I set out to search the school difficulties and specific problems of these teachers working with these protected children in elementary schools in Bács-Kiskun County. The strategy of my research consist of the characteristics of both inductive and deductive strategies. I chose the method of document analysis, oral interview and written questioning. In Bács-Kiskun County, there are issues that can be themed in the school setting and school success of pupils in child protection. Teachers are not prepared enough for individual treatment of pupils living in child protection, and to improve their school performance. Most of the teachers do not participate in further training that focuses specifically on teaching methods that can be successfully applied to pupils in child protection. In general teacher education, the curriculum of compulsory courses does not specifically address the knowledge of pupils living in child protection.
Keywords: child protection, chance, educators