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• Professional Competence in science education

  129-137

  Karl Josef Fuchs

  Views:

  14

  The article begins with a brief introduction aimed at sensitizing the reader to the perception of a trend in Mathematics and Computer Science Education publications towards empirical studies. Contrary to the stated trend, the characterization of Professional Competence is intended to serve as the guiding concept for the paper. The role of Professional Competence is discussed in various areas incorporating context-relevant publications in consecutive chapters. The discussion starts with the area of material development, covering Educational Standards and ends with Didactic Principles.

  Subject Classification: 97xxx, 94xxx

• Application of a color education software to improve color aptitude

  267-285

  Erika Perge

  Views:

  111

  The ability to handle colors smoothly and consciously may be vital to professionals in various fields, including engineers specializing in architecture or design. Education in sciences related to colors and a developed color aptitude are essential. In our experience, many secondary school graduates in Hungary exhibit inadequate competence and need to be trained in both fields by college instructors, thereby laying the foundations for their future professional work. In our paper, we introduce a computer-based method to teach color theory using a self-developed interactive educational software. We also demonstrate the results of a test measuring the efficiency of the software. Our method was shown to be capable of familiarizing students with the basic fields of visual computing, e.g. graphics and image processing.

• Analysis of the affective factors of learning mathematics among teacher trainees

  225-254

  Erzsébet Zsinkó

  Views:

  111

  The Hungarian National Core Curricula gives primacy to the development of abilities and the practical application of knowledge. The task of the training programme is primarily to prepare teacher trainees for the teaching and educating profession. As teachers, they are going to plan, organize, help, guide, control and evaluate the learning of mathematics of individuals and groups of students from the age of 6 to 10 (12), and cultivate their mathematical skills, thinking and positive attitude towards any mathematical activities. In order to train educators who are able to meet the above requirements on high standard, it is necessary to update the teacher training programme based on the trainees' preliminary knowledge and motivation level.
  The key to learn about the child's mind and achieve conscious development is the systematization of factual knowledge and methodological awareness. The modern, flexible approach to subject pedagogy, based on pedagogy, psychology and epistemology, qualifies trainees to educate learners who understand and like mathematics. Therefore, it is essential to develop the trainees' positive approach to mathematics and arouse their demand for continuous professional improvement. (Programme of the four-year primary school teacher training, 1995.)
  In our research we are looking for ways of ascertaining the starting parameters which have influence on the planning of the studies of mathematics and subject pedagogy. In this article we introduce a questionnaire by the means of which we collected information on the trainees' attitude and its changing towards mathematics. With the help of the analysis of the answers we paint a picture of the ELTE TÓFK (Eötvös Loránd University, Faculty of Elementary and Nursery School Teacher's Training) third year students' attitude to the subject, and we compare it to the tendencies noticed in the mass education. The energy invested in learning is influenced by the assumption of the relevance and importance of the subjects. Therefore we considered it also our task to reveal. Besides the students' attitude toward mathematics and their assumption about their own competence we have collected data also on their performance in the subject. Summarising the research results we show the advantages of the questionnaire, and summarise the observations which would indicate need for methodological changes in the mathematics teacher training.