TY - CHAP AU - Nagy, Márió Tibor AU - Korom, Erzsébet ED - Habók, Anita ED - Nagy, Márió Tibor TI - Negyedik évfolyamosok természettudományos gondolkodási képességeinek fejlettsége T2 - XX. Pedagógiai Értékelési Konferencia = 20th Conference on Educational Assessment : PÉK 2024 = CEA 2024 : program és összefoglalók = program and abstracts PB - Szegedi Tudományegyetem Neveléstudományi Doktori Iskola CY - Szeged SN - 9789633069820 PY - 2024 SP - 39 EP - 39 PG - 1 UR - https://m2.mtmt.hu/api/publication/34826863 ID - 34826863 LA - Hungarian DB - MTMT ER - TY - CHAP AU - D. Nagy, Fruzsina AU - Korom, Erzsébet ED - Habók, Anita ED - Nagy, Márió Tibor TI - Matematikai készségek szerepe az egyetemi hallgatók kémiateljesítményében T2 - XX. Pedagógiai Értékelési Konferencia = 20th Conference on Educational Assessment : PÉK 2024 = CEA 2024 : program és összefoglalók = program and abstracts PB - Szegedi Tudományegyetem Neveléstudományi Doktori Iskola CY - Szeged SN - 9789633069820 PY - 2024 SP - 23 EP - 23 PG - 1 UR - https://m2.mtmt.hu/api/publication/34826859 ID - 34826859 LA - Hungarian DB - MTMT ER - TY - CHAP AU - Wicaksono, Azizul Ghofar Candra AU - Korom, Erzsébet ED - Habók, Anita ED - Nagy, Márió Tibor TI - Exploring the effect of attitude towards science and science motivation in complex problem solving T2 - XX. Pedagógiai Értékelési Konferencia = 20th Conference on Educational Assessment : PÉK 2024 = CEA 2024 : program és összefoglalók = program and abstracts PB - Szegedi Tudományegyetem Neveléstudományi Doktori Iskola CY - Szeged SN - 9789633069820 PY - 2024 SP - 19 EP - 19 PG - 1 UR - https://m2.mtmt.hu/api/publication/34826857 ID - 34826857 LA - English DB - MTMT ER - TY - JOUR AU - Bónus, Lilla AU - Nagy Lászlóné Antal, Erzsébet AU - Korom, Erzsébet TI - Digital game-based inquiry learning to improve eighth graders’ inquiry skills in biology JF - JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY J2 - J SCI EDUC TECHNOL PY - 2024 SN - 1059-0145 DO - 10.1007/s10956-024-10096-x UR - https://m2.mtmt.hu/api/publication/34572141 ID - 34572141 N1 - Doctoral School of Education, University of Szeged, Petőfi sgt. 32–34, Szeged, H–6722, Hungary Institute of Education, University of Szeged, Petőfi sgt. 32–34, Szeged, H–6722, Hungary MTA–SZTE Science Education Research Group, University of Szeged, Petőfi sgt. 32–34, Szeged, H–6722, Hungary MTA–SZTE Digital Learning Technologies Research Group, University of Szeged, Petőfi sgt. 32–34, Szeged, H–6722, Hungary Biology Methodology Group, Department of Physiology Anatomy and Neuroscience, University of Szeged, Közép Fasor 52, Szeged, H–6726, Hungary Export Date: 13 April 2024 Correspondence Address: Korom, E.; Institute of Education, Petőfi sgt. 32–34, Hungary; email: korom@edpsy.u-szeged.hu LA - English DB - MTMT ER - TY - JOUR AU - Korom, Erzsébet AU - Nagy, Márió Tibor AU - Majkić, Maja TI - First-Year Teacher Education Students’ Epistemological Beliefs About Science and History: Domain-Specific Profiles and Relationships JF - SCIENCE AND EDUCATION: CONTRIBUTIONS FROM HISTORY, PHILOSOPHY AND SOCIOLOGY OF SCIENCE AND MATHEMATICS J2 - SCI EDUC-NETHERLANDS PY - 2024 SN - 0926-7220 DO - 10.1007/s11191-023-00483-y UR - https://m2.mtmt.hu/api/publication/34446429 ID - 34446429 AB - This study investigates the developmental levels of epistemological beliefs (EBs) about science and history among first-year teacher trainees ( n = 146) through domain-specific questionnaires. A between-person analysis was used to examine the effect of academic studies and gender differences. Further, we employed a person-centred approach, k-means cluster analysis, to identify EB profiles for both domains. The results show that the impact of academic studies is greater on discipline-specific epistemological beliefs in history than in science, while the effect of gender is not significant in either area. We identified three EB profiles for both domains and found a significant positive correlation between the domain-specific EB profiles. A quarter of student teachers have a sophisticated profile in both science and history. Our research confirms the approach that individuals’ domain-specific epistemological beliefs develop in relation to domain-general beliefs. The results, in addition to contributing to a better understanding of the development of epistemological beliefs, also carry important implications for teacher education. LA - English DB - MTMT ER - TY - JOUR AU - Hégető, Katalin AU - Korom, Erzsébet TI - A romániai magyar pedagógusok továbbképzésekkel kapcsolatos motivációjának és elégedettségének vizsgálata JF - PEDACTA J2 - PEDACTA VL - 13 PY - 2023 IS - 2 SP - 33 EP - 46 PG - 14 SN - 2248-3527 DO - 10.24193/PedActa.13.2.4 UR - https://m2.mtmt.hu/api/publication/34747167 ID - 34747167 AB - The present paper reports on Hungarian-speaking teachers' experiences with in-service teacher-training courses provided by training centres in Romania – the Hungarian Teachers’ Association of Romania and the Apáczai Csere János Teachers’ House – as part of a broader questionnaire survey (n = 500). It examines levels of satisfaction and expectations concerning professional development courses, as well as the motivations for enrolling in such courses. The results indicate that both primary and secondary teachers, also teachers at different stages of their careers in terms of their teaching experience, found the training useful. Primarily, they are motivated by enhancing their knowledge on the subject they teach, improving their teaching skills, learning about new research and gaining credits. They prefer practical courses that encourage self-reflection and active participation. Both face-to-face and online formats are considered appropriate, yet the hybrid version is less so. LA - Hungarian DB - MTMT ER - TY - JOUR AU - Bánfi, Gréta AU - Korom, Erzsébet TI - Természettudományos vizsgálatok környezetismeret-órán: egy tutorprogram tapasztalatai a tutordiákok nézőpontjából JF - KÉPZÉS ÉS GYAKORLAT: TRAINING AND PRACTICE J2 - KÉPZÉS ÉS GYAKORLAT VL - 21 PY - 2023 IS - 1 SP - 33 EP - 42 PG - 10 SN - 1589-519X DO - 10.17165/tp.2023.1.33-42 UR - https://m2.mtmt.hu/api/publication/34446432 ID - 34446432 LA - Hungarian DB - MTMT ER - TY - JOUR AU - Nagy, Márió Tibor AU - Korom, Erzsébet TI - Measuring Scientific Reasoning Of Fourth Graders: Validation Of The Science-K Inventory In Paper-Based And Computer-Based Testing Environments JF - JOURNAL OF BALTIC SCIENCE EDUCATION J2 - J BALT SCI EDUC VL - 22 PY - 2023 IS - 6 SP - 1050 EP - 1062 PG - 13 SN - 1648-3898 DO - 10.33225/jbse/23.22.1050 UR - https://m2.mtmt.hu/api/publication/34445344 ID - 34445344 AB - Nowadays, the assessment of student performance has become increasingly technology-based, a trend that can also be observed in the evaluation of scientific reasoning, with more and more of the formerly paper-based assessment tools moving into the digital space. The study aimed to examine the reliability and validity of the paper-based and computer-based forms of the Science-K Inventory, which assesses children's scientific reasoning in three aspects: experimentation, data interpretation, and understanding of the nature of science. The pilot study involved 84 fourth-grade Hungarian students, with 39 students taking the paper-based test and 45 students taking the computer-based test. Rasch measurements and reliability tests have indicated that both the paper-based and computer-based test versions are equally valid for assessing the scientific reasoning skills of fourth graders. Students achieved high test scores in both mediums, and there were no significant differences between boys' and girls' scientific reasoning in either test type. The novelty of this research was that the Science-K Inventory had not yet been tested in a computer-based format. The results demonstrate that the Science-K Inventory can be effectively utilized in digital testing to provide teachers with rapid and valuable information for fostering the development of their students' scientific reasoning.Keywords: computer-based testing, paper-based testing, primary school, Science-K Inventory, scientific reasoning LA - English DB - MTMT ER - TY - CHAP AU - Nagy, Márió Tibor AU - Korom, Erzsébet ED - Bajzáth, Angéla ED - Csányi, Kinga ED - Győri, János TI - Az iskolai teljesítmény és a tanulási motiváció szerepe a kisiskolások természettudományos kutatással kapcsolatos tudásában és kutatási készségeiben T2 - Elkötelezettség és rugalmasság: a neveléstudomány útjai az átalakuló világban PB - ELTE Pedagógiai és Pszichológiai Kar (ELTE PPK) CY - Budapest SN - 9789634896111 PY - 2023 SP - 368 EP - 368 PG - 1 UR - https://m2.mtmt.hu/api/publication/34243986 ID - 34243986 LA - Hungarian DB - MTMT ER - TY - JOUR AU - Wicaksono, Azizul Ghofar Candra AU - Korom, Erzsébet TI - Attitudes towards science in higher education: Validation of questionnaire among science teacher candidates and engineering students in Indonesia JF - HELIYON J2 - HELIYON VL - 9 PY - 2023 IS - 9 PG - 11 SN - 2405-8440 DO - 10.1016/j.heliyon.2023.e20023 UR - https://m2.mtmt.hu/api/publication/34137793 ID - 34137793 LA - English DB - MTMT ER -