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• Entwicklung eines Messinstruments zu den Grunderfahrungen des Informatikunterrichts

  159-178

  Andreas Kiener

  Views:

  55

  The three basic experiences of computer science education (GI) take into account the personal perceptions and attitudes of students to computer science education. The aim of this study is to develop an inventory to capture these learners' perceptions and perspectives in order to select content or to track learners' development in relation to computer science. Exploratory factor analysis (EFA), partial least square analysis (PLS) and con rmatory factoranalysis (CFA) was used in this study to generate and select items and establish reliability and validity.

  Subject Classification: Q20, Q50

• Developing a method to determine teachers’ and pupils’ activities during a mathematics lesson

  25-43

  Maija Ahtee

  Erkki Pehkonen

  Anu Laine

  Liisa Näveri

  Markku S. Hannula

  Pirjo Tikkanen

  Views:

  38

  Third-graders from nineteen classrooms (N = 316) were asked to draw a picture on a mathematics lesson. Based on these drawings we have developed a data analysing method that allows us to find out how pupils present both their teacher's and their classmates' activities in their drawings. Two inventories were formed that contain, respectively, teachers' and pupils' activities during a mathematics lesson as seen in the pupils' drawings. The first inventory contains 14 separate items organized into six groups that contain teacher activities like asking questions and giving feedback on mathematics. Ten of the items are related to teaching and the rest contain items like keeping order in addition to the teacher's location in the classroom. Respectively, pupils' activities are organized into five groups that contain altogether 22 items. These contain the activities of a single pupil, and also pupil-teacher and pupil-pupil discussions on mathematics.

• Taking learning styles into consideration in e-learning based education

  385-396

  Péter Tóth

  Views:

  38

  In improving electronic teaching material processes we should take the student's learning styles or methods into consideration. The ways learners receive information may be shared into three categories (modalities): visual, auditory, kinesthetic (tactile). In this paper I present some pedagogical questions of the electronic teaching-learning environment, offer a brief survey of the different learning style theories and emphasise the importance of the modalities in encoding information. The electronic teaching material should encourage the learner to choose an appropriate form of syllabus by which his knowledge can become more efficient.