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THE ’’T.É.M.A.: TUDOMÁNYOS ÉS MŰVÉSZETI ALKOTÓMŰHELY’ TALENT DEVELOPMENT PROGRAM
143-151Views:206The ’T.É.M.A.: Tudományos És Művészeti Alkotóműhely’ is a scientific and artistic talent development program that realizes in the frame of the NTP-INNOV-22-0095 project of the Kocka Kör during the 2022/2023 school year. The program is supported by the Hungarian National Talent Program and the Prime Minister's Office. This study summarizes the target system and expected results of this project.
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WHEN THE DRAMA IS EXPERIENCED: APPLICATION OF DRAMA PEDAGOGY IN THE HUNGARIAN LITERATURE CLASS OF MILD INTELLECTUAL DISABLITY AND TYPICAL DEVELOPED STUDENTS
47-63Views:783Practice-oriented teaching for children with mild intellectual disabilities is used interchangeably in the study, therefore the investigation presented in this study looks for the answer to how children evaluate a lesson in which they work with dramatic methods. Due to the comparison, three classes - a special education class, an integrative class, and a mainstream class - processed Aiszóposz: Mice and Cats using the methods of drama pedagogy. During the investigation, questionnaire data collection and participant observation were carried out. From the results, it can be concluded that the children in all three types of classes rated the lessons with drama pedagogical tools better.
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PROFESSIONAL RECOMMENDATION FOR THE TRAVELING TEACHER’S WHO ARE WORKING WITH THE VISUALLY IMPAIRED AND HABILITATION PERSONALITY DEVELOPMENT HIGH – SCHOOLER
101-107Views:321At the beginning of high school studies where visually impaired with young people have to outbrave with much daily difficultly. Orientation in the institution about high school ‘s rhythms higher class sizes and higher levels of attitudes and methods that require more independent thinking by class teachers are more challenging to them than their good companions. Particularly heavier situations are encountered by young people with visually impaired who have been studying in a segregated institution in previous years, where they have completed their studies in a smaller class community, an educator, a specialized tool, and individual development assistants. The travel ambulance service ensures that this supportive assistance is provided in an integrated environment both for students with visually impaired and secondary school teachers
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The Examination of Health-conscious Behaviour among Secondary School Students
45-54Views:77The development and everyday practice of health-conscious behaviour have become increasingly important in contemporary society. In the process of shaping a healthy lifestyle, the enhancement of awareness plays a key role; therefore, it is essential that education promoting regular physical activity and a health-conscious way of life begins at an early age. The aim of the present study was to explore the extent to which health consciousness and the pursuit of a healthy lifestyle are present in the lives of secondary school students in a small town, as well as to examine whether behaviours harmful to health occur in their everyday lives, with particular emphasis on the increasingly popular tobacco products. Furthermore, the study sought to investigate the influence of socialisation contexts, specifically the relationship between family background and willingness to engage in sports, and the impact of online social media applications on regular physical activity. The primary research was conducted using an online questionnaire survey to students in grades 9–11 (n = 69) at Derecske I. Rákóczi György Secondary Grammar School, Technical School, and Dormitory. The survey assessed students’ attitudes toward a healthy lifestyle. The findings indicate that students at the investigated secondary school are familiar with the key components of a healthy lifestyle and strive to incorporate them into their everyday lives. The family, as the primary socializing environment, appears to have a significant influence on their health consciousness. Health-risk behaviors such as smoking, alcohol consumption, and illicit drug use were not characteristic of the respondents. In contrast, the consumption of unhealthy foods, including fast food and sugar-sweetened beverages, was reported to be common among the participants. The impact of the internet and media on sporting habits was found to be substantial, with these factors exerting a predominantly negative influence on adolescents’ willingness to engage in regular physical activity.
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Sources of High Shool Students’ Anxiety
51-64Views:294Anxiety Related To the school environment adversely affects secondary school students in multiple respects. Sources of students’ anxiety may include social or peer situations, academic activities, various emotionally based experiences, life outside school, interactions with teachers, the broader educational context, and the experience of aggression. The aim of this study was to explore whether students’ gender and grade level have an impact on trait anxiety, on the perception of anxiety sources, and on the anxiety management strategies they are familiar with or apply. The research sample comprised 638 secondary school students aged between 14 and 20 years. The methods applied included the STAI-Trait subscale (Trait Anxiety Inventory), a questionnaire assessing students’ known and used anxiety management strategies, and the Sources of Students’ Anxiety (SZF-T) Questionnaire (available from the Author). According to the findings, gender had a significant influence on students’ sources of anxiety, trait anxiety levels, and their knowledge and use of anxiety management strategies. Grade level, however, showed no relationship with trait anxiety or with the number of strategies known or used, and only a limited association with anxiety sources. Based on participants’ responses, the most frequent and intense sources of anxiety were lack of free time, poor grades, and academic assessments (tests, oral recitations, exams). The investigation of anxiety and the identification of students’ anxiety sources constitute a relevant area of research in relation to the school adjustment and broader life success of the younger generation. Future research should be extended to include students from other types of educational institutions as well.
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Examination of Agility Development in Extracurricular Activities
59-69Views:302In contemporary sports, achieving higher levels of performance has become almost unimaginable without scientific support. This is equally true for modern football, where agility stands out as one of the most critical abilities. Agility is a multifaceted skill that encompasses components such as change-of-direction running, recognizing game situations, decision-making, and response time. While physical abilities contribute significantly to performance enhancement, the distinguishing factor in agility often lies in the speed of decision-making. The objective of our research was to investigate the trainability of agility. Specifically, we aimed to design an agility test that evaluates not only physical abilities related to direction changes – such as dynamic leg strength and running technique – but also agility in its full complexity, incorporating all related decision-making mechanisms. Our study sought to determine the extent to which agility could be developed in the examined age group through an 8-week training program consisting exclusively of agility tests. School sports clubs provided an appropriate foundation for the research, as participants were non-elite athletes, making short-term progress more likely. The study was conducted in 2023 at the gymnasium of Huszár Gál High School, Elementary School, Basic Art Education Institution, and Kindergarten. The participants were first- and second-grade boys, with an average age of 7.4 years. A total of 16 students took part in the research. At the start of the study, during the initial assessment, students performed several tests: a 20-meter straight-line sprint, a shadowing agility test, an auditory signal agility test, and a predetermined course agility test with a known route. Following this baseline measurement, an 8-week period commenced, during which students participated in sports club sessions twice a week. These sessions incorporated agility tests as training elements. Specifically, students performed three Agility T-tests and three Illinois agility tests during each session. After eight weeks, post-training assessments were conducted under identical conditions. The results indicated that incorporating agility tests as training elements led to significant improvements in time-based performance metrics. It was also evident that tasks requiring decision-making took longer to execute compared to those following predetermined routes. Our findings confirmed the hypotheses set before the research and provided answers to the research questions posed.