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New Challengesin Education New Challenges in Education Retrospection of history of education to the future in the interdisciplinary dialogue among didactics of various school subjects Mária Gallová, Ján Gunčaga, Zuzana Chanasová, Michaela Moldová Chovancová New Challenges in Education Retrospection of history of education to the future in the interdisciplinary dialogue among didactics of various school subjects Ružomberok 2013 Editors: Mgr. Mária Gallová Doc. PaedDr. Ján Gunčaga, PhD. PaedDr. Zuzana Chanasová, PhD., M.A. Mgr. Michaela Moldová Chovancová Reviewers: RNDr. Štefan Tkačik, PhD. PaedDr. Jozef Zentko, PhD. Dr. Jacek Stańdo Dr. Dorota Krawczyk-Stańdo Linguistic Editor Mgr. Jaroslav Chanas Cover Design Ing. Martin Kuniak Scientific monograph supported by grants Nr.13203-1069/RUZOMBE01 Erasmus Intesive programme Tento projekt bol financovaný s podporou Európskej Komisie. Táto vedecká monografia reprezentuje výlučne názor autorov a Komisia nezodpovedá za akékoľvek použitie informácií obsiahnutých v tejto vedeckej monografii. Publisher: VERBUM – vydavateľstvo Katolíckej univerzity v Ružomberku Námestie Andreja Hlinku 60, 034 01 Ružomberok http://ku.sk, [email protected], tel. +421444304693 kl. 308 ISBN 978-80-561-0065-3 CONTENTS PREFACE ............................................................................................................ 7 1 SOME INTERACTIVE ELEMENTARY MATHEMATICS LESSONS Edith Debrenti ...................................................................................................... 8 2 ORIGAMI AND MATHEMATICS Asuman Duatepe Paksu ..................................................................................... 17 3 NEW INEQUALITIES IN HIGHER EDUCATION: PRE-SERVICE TEACHERS IN PARTIUM REGION Ágnes Réka Dusa, Edina Kovács ......................................................................... 29 4 INSTRUCTIONAL SOFTWARE WITH FOCUS ON INSTRUCTIONAL GAMES IN MATHEMATICS AND CHEMISTRY EDUCATION Pavla Hanzalová, Kateřina Chroustová .............................................................. 44 5 ON A METHOD SOLVING SOME MATHEMATICAL PROBLEMS USING QUANTIFIER ELIMINATION Lukáš Honzík ...................................................................................................... 70 6 IMPORTANCE OF NARRATION IN PRIMARY EDUCATION Zuzana Chanasová ............................................................................................. 87 7 USE OF EDUCATIONAL SOFTWARE FOR MATHEMATICS AND COMPUTER SCIENCE Ján Gunčaga, Janka Majherová, Hedviga Palásthy ............................................ 97 8 EDUCATION IN SMART CITIES Sevinç Gülseçen, Serra Çelik, Şebnem Özdemir, Tuba Uğraş, Mustafa Özcan 118 9 EDUCATION OF THE PUPIL FOR LIFE IN THE COMPLEX SOCIETY AND THE ROLE OF TEACHER IN THIS PROCESS Giuseppe Mari ................................................................................................. 140 10 CURRICULA AND VALUES IN TEACHER TRAINING Silvia Matúšová ................................................................................................ 150 11 INTRODUCTION TO COMPUTER ANIMATION AND ITS POSSIBLE EDUCATIONAL APPLICATIONS Sajid Musa , Rushan Ziatdinov , Carol Griffiths ................................................ 177 12 PEDAGOGICAL TRAINING FROM THE PRE-SERVICE TEACHERS’ POINT OF VIEW AT THE UNIVERSITY OF DEBRECEN – A PILOT RESEARCH Zoltán Nagy, Krisztina Bánóczki, Eszter Gerják, Dániel Kárai, József Katona, Edina Malmos, Éva Fruzsina Rácz .................................................................... 205 13 SPRACHLICHE ATTITÜDEN DER SLOWAKEN IN SÜDOSTUNGARN – EINFLUSS ZUM SCHULWESEN Sándor János Tóth ........................................................................................... 232 14 SCIENCE EDUCATION – FORMAL VERSUS INFORMAL EDUCATION Zuzana Václavíková .......................................................................................... 260 PREFACE The intensive program “NCE - Retrospection of history of education to the future in the interdisciplinary dialogue among didactics of various school subjects” was the project in the frame of the Erasmus Intensive Programs. This project had following aims: 1. give the students a glance into the interdisciplinary approach in didactics of various school subjects. 2. discussion and training course on how computers can help in the educational process; creation and use of e-learning and modern educational materials. The final results of our work will be produced during practical exercises in the branch of educational techniques (cooperative learning, drama pedagogy, etc.), 3. practical course in the branch of practical pedagogy, school conception politics in the range of EU countries (mainly partners of this group), picture of the teachers in society in the view of media, curriculum and values in pedagogical process, curriculum and society. This scientific monograph is a contribution to the results of mentioned project. The interdisciplinary approach to the primary and secondary education in didactics of various school subjects supports relationships between these school subjects. It is very important because knowledge presented in educational process is often isolated. The contribution of information and communication technologies, different manipulative activities and components of drama pedagogy in education can motivate pupils in the process of gaining the knowledge. Every country has its own tradition. The chapters of this monograph bring possibility to compare different school traditions and educational techniques. Scientific monograph is devoted to the teachers of primary and secondary schools in the process of the lifelong learning, pre-service and in-service teachers and doctoral students in the study programs of the didactics of various school subjects. Ján Gunčaga 7 1 SOME INTERACTIVE ELEMENTARY MATHEMATICS LESSONS Edith Debrenti Abstract According to George Pólya once someone has discovered the joy of mathematics, they will never forget it. In this research paper I present a set of activities that were carried out during the previous academic year among second grade student (aged 7 - 8) living in Oradea. The purpose of these activities is to make the student enjoy and like studying mathematics and to make them motivated in gaining mathematical knowledge. Moreover, I was applying methods that can make math classes interesting and efficient. Different interactive methods were applied using elements of Drama Pedagogy, didactical games and some components of the cooperative method. Our main standpoint was to let student be a part of solving process of the mathematical problem and to encourage them to cooperate as often as possible. Our intention was to show students that they should not be afraid of trying to solve the problems and that they should not be afraid of failure. Thus they can enjoy solving problems even on their own. Key words: experience, skill development, action-oriented and child-centered learning, sense of achievement, intrinsic motivation. 1.1 Introduction. Alternative pedagogies In the 60s in Hungary, Varga Tamas and his work team have brought about a new revolutionary method of teaching mathematics, which is a complex system of curriculum, teaching strategies, methods and teaching aids. This teaching method is known abroad as the Varga- C. Nemenyi method of teaching mathematics and it has been under implementation in Finland since 2000. “The playfulness is served by clever, constructive games. The main occupation of a child is the play because it brings along excitement, enthusiasm and enjoyment. At the beginning of the class it can raise the interest or it could close a learning stage. The play may help dissolve the phenomena that inhibit the thinking procedure. (KIKOVICSNÉ et al 2006, 26-27) We owe to Tamás Varga the discovery that the young pupils need to be taught not only counting and measuring, but need to be initiated into other fields of mathematics. He thinks that a prolonged experience in acquiring knowledge is necessary. 8 “If the children are in an accepting atmosphere in group where they meet problems specific to their age and interests, they will experience the freedom and joy of independent thinking. We cannot exclude some teaching procedures from our schools, such as: amazement, recognition, the pleasure of solving a problem, the experience of surpassing oneself, the group work, being together with peers, thinking together, the joy of creating. Excluding all those, we would exclude the joys of life from schools.” (KIKOVICSNÉ et al 2006, 33) “The more teaching methods we use, the more learners we reach. And the more ways we apply to reach them, the deeper the knowledge embeds”. (Spencer Kagan) Few of the main objectives of the alternative pedagogies (such as Waldorf, Montessori, cooperative teaching, teaching through drama) are: the education for an individual thinking, the use of such methods, techniques and plays which develop the child's imagination and sentimental education. Instead of filling the child's mind with a pack of information that he will soon forget anyway, I chose to make use of the possibilities which lie in the circle plays. Thus the time spent playing made learning more effective and our work more successful. The children memorized more things because they were an active part of the learning process. (Finser 2005, 28.) Finser M. Torin, a Waldorf teacher, who tries to teach mathematics similar to the Varga method to children aged between 7-14 asserts that his aim is not only to make them practise some skills but to develop their talent, too. To develop
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