@article{MTMT:34026831,
	title = {ENERGY AWARENESS EDUCATION APPEARING IN NATURAL SCIENCES TEXTBOOKS FROM GRADE 1 TO 12},
	url = {https://m2.mtmt.hu/api/publication/34026831},
	author = {Revákné Markóczi, Ibolya and Fehér , Virág  and Máth, János and Markóczi, Revák Iboilya and Fehér, Virág and Máth, János},
	doi = {10.33225/jbse/23.22.470},
	journal-iso = {J BALT SCI EDUC},
	journal = {JOURNAL OF BALTIC SCIENCE EDUCATION},
	volume = {22},
	unique-id = {34026831},
	issn = {1648-3898},
	abstract = {At the time of the current global energy crisis energy awareness education in school is increasingly important. Textbooks directly helping and influencing learning play an important role in this, especially in the case of natural sciences. Thus, the aim of this research was to show how science textbooks help to educate energy awareness (EA). Regarding this, 67 Hungarian science textbooks were analysed using a quantitative textbook analysis from grade 1 to 12. When studying the knowledge on EA, the occurrence of the key concepts related to EA included in the National Core Curriculum (2020) was examined according to content, pedagogical and structural dimensions. According to the results, the most common key concepts were renewable energy, and energy saving, while the least common was the concept of energy crisis. The textbooks studied increasingly communicate key concepts in the form of definitions in the main textbook text at the level of information, moving towards the upper grades, and paying less attention to the attitude-forming elements. There are few tasks that require the application of knowledge about EA, especially those that also develop digital competence. In this form, the textbooks studied are less suited to developing an attitude toward EA, which does not help in making the right decisions in relation to EA.Keywords: energy awareness, science textbooks, quantitative assessment},
	year = {2023},
	eissn = {1648-3898},
	pages = {470-492},
	orcid-numbers = {Revákné Markóczi, Ibolya/0009-0000-4331-5289}
}

@article{MTMT:33427221,
	title = {The Interpretation of Graphical Information in Word Processing},
	url = {https://m2.mtmt.hu/api/publication/33427221},
	author = {Csernoch, Mária and Máth, János and Nagy, Tímea},
	doi = {10.3390/e24101492},
	journal-iso = {ENTROPY-SWITZ},
	journal = {ENTROPY},
	volume = {24},
	unique-id = {33427221},
	abstract = {Word processing is one of the most popular digital activities. Despite its popularity, it is haunted by false assumptions, misconceptions, and ineffective and inefficient practices leading to erroneous digital text-based documents. The focus of the present paper is automated numbering and distinguishing between manual and automated numbering. In general, one bit of information on the GUI-the position of the cursor-is enough to tell whether a numbering is manual or automated. To decide how much information must be put on the channel-the teaching-learning process-in order to reach end-users, we designed and implemented a method that includes the analysis of teaching, learning, tutorial, and testing sources, the collection and analysis of Word documents shared on the internet or in closed groups, the testing of grade 7-10 students' knowledge in automated numbering, and calculating the entropy of automated numbering. The combination of the test results and the semantics of the automated numbering was used to measure the entropy of automated numbering. It was found that to transfer one bit of information on the GUI, at least three bits of information must be transferred during the teaching-learning process. Furthermore, it was revealed that the information connected to numbering is not the pure use of tools, but the semantics of this feature put into a real-world context.},
	keywords = {ENTROPY; Redundancy; Word processing; GUI; cursor; automated numbering},
	year = {2022},
	eissn = {1099-4300},
	pages = {1-16},
	orcid-numbers = {Nagy, Tímea/0000-0003-2609-1767}
}

@article{MTMT:32599559,
	title = {Cross-Curricular Connections and Knowledge-Transfer Elements in Data Management},
	url = {https://m2.mtmt.hu/api/publication/32599559},
	author = {Nagy, Tímea and Csernoch, Mária and Máth, János},
	journal-iso = {ACTA POLYTECH HUNG},
	journal = {ACTA POLYTECHNICA HUNGARICA},
	volume = {19},
	unique-id = {32599559},
	issn = {1785-8860},
	abstract = {In this study, we present the items and the results of a complex task in which the data management knowledge of students was measured in the 2018 academic year. Our results obtained from statistical analyses are in line with previous studies that analyzed informatics/computer science coursebooks and concluded that current books favour surface-based approaches and consequently, are unsuitable for developing students' computional thinking skills. Furthermore, our study found evidence that contrary to Prensky's unproven claim, digital children also need teachers' support in spreadsheet environments to learn effective computer problem-solving strategies, avoid common spreadsheet errors, and acquire basic algorithmic and programming skills. Our results, clearly show that the widely accepted low-mathability approaches should be excluded from the teaching-learning process due to their ineffectiveness, and should be replaced by high-mathability approaches, which support knowledge-transfer, effective end-user computing, and introductory studies to "serious" informatics/computer sciences.},
	keywords = {Informatics; algorithmic skills; computational thinking; computer problem-solving; knowledge-transfer},
	year = {2022},
	eissn = {1785-8860},
	pages = {133-149},
	orcid-numbers = {Nagy, Tímea/0000-0003-2609-1767}
}

@article{MTMT:32504417,
	title = {Developing computational thinking skills with algorithm-driven spreadsheeting},
	url = {https://m2.mtmt.hu/api/publication/32504417},
	author = {Csernoch, Mária and Biró, Piroska and Máth, János},
	doi = {10.1109/ACCESS.2021.3126757},
	journal-iso = {IEEE ACCESS},
	journal = {IEEE ACCESS},
	volume = {9},
	unique-id = {32504417},
	issn = {2169-3536},
	abstract = {The paper presents the details of a four-year project to test the effectiveness of teaching spreadsheeting with spreadsheet programming, instead of the traditional, widely accepted surface approach methods. The novel method applied in the project, entitled Sprego (Spreadsheet Lego), is a concept-based problem-solving approach adapted from the didactics of other sciences and computer programming. In the experimental group contextualized, real-world programming problems are presented in a spreadsheet environment. A semi-unplugged data-driven analysis is carried out based on each problem, which is followed by the building of a feasible algorithm, expressed by natural language expressions. The coding is completed in the following step by applying a limited number of spreadsheet (Sprego) functions, multilevel, and array formulas. The final steps of the process are discussion and debugging. On the other hand, classical, tool-centered approaches are applied in the control groups. Our research reveals that the traditional surface approach methods for teaching spreadsheeting do not provide long lasting, reliable knowledge which would provide students and end-users with effective problem-solving strategies, while Sprego does. Beyond this finding, the project proves that Sprego supports schema construction and extended abstraction, which is one of the major hiatus points of traditional surface navigation methods. The project also reveals that developing computational thinking skills should not be downgraded, and the misconceptions of self-taught end-users and user-friendly applications should be reconsidered, especially their application in educational environments. Gaining effective computer problem-solving skills and knowledge-transfer abilities is not magic, but a time-consuming process which requires consciously developed and effective methods, and teachers who accept the incremental nature of the sciences.},
	year = {2021},
	eissn = {2169-3536},
	pages = {153943-153959},
	orcid-numbers = {Biró, Piroska/0000-0001-5997-2515}
}

@{MTMT:32492840,
	title = {A tanárok és tanulók jóllétének összefüggései az észlelt iskolai szervezeti légkör függvényében},
	url = {https://m2.mtmt.hu/api/publication/32492840},
	author = {Fodor, Szilvia and Tömöri, Lilla and Máth, János},
	booktitle = {Út a reziliens jövő felé. A Magyar Pszichológiai Társaság XXIX. Országos Tudományos Nagygyűlése},
	unique-id = {32492840},
	year = {2021},
	pages = {84-85},
	orcid-numbers = {Fodor, Szilvia/0000-0002-0107-7128}
}

@article{MTMT:31962737,
	title = {A tanórán és iskolán kívüli tanulási elfoglaltságok motivációjának kvalitatív vizsgálata kiemelkedő kognitív képességű tanulóknál},
	url = {https://m2.mtmt.hu/api/publication/31962737},
	author = {Fodor, Szilvia and Páskuné Kiss, Judit and Máth, János and Fehér, Ágota},
	doi = {10.1556/0016.2021.00012},
	journal-iso = {M PSZICH SZLE},
	journal = {MAGYAR PSZICHOLÓGIAI SZEMLE},
	volume = {76},
	unique-id = {31962737},
	issn = {0025-0279},
	year = {2021},
	eissn = {1588-2799},
	pages = {393-420},
	orcid-numbers = {Fodor, Szilvia/0000-0002-0107-7128; Fehér, Ágota/0000-0002-6671-8563}
}

@article{MTMT:31013132,
	title = {PRIMARY AND SECONDARY SCHOOL STUDENTS’ KNOWLEDGE RELATED TO RENEWABLE ENERGY AND SOME OF ITS INFLUENCING FACTORS},
	url = {https://m2.mtmt.hu/api/publication/31013132},
	author = {Revákné Markóczi, Ibolya and Jász, Erzsébet and Kovács, Enikő and Teperics, Károly and Ütőné Visi, Judit and Máth, János},
	doi = {10.33225/jbse/19.18.924},
	journal-iso = {J BALT SCI EDUC},
	journal = {JOURNAL OF BALTIC SCIENCE EDUCATION},
	volume = {18},
	unique-id = {31013132},
	issn = {1648-3898},
	year = {2019},
	eissn = {1648-3898},
	pages = {924-942}
}

@article{MTMT:30876081,
	title = {A reziliencia és a proaktív megküzdés összefüggéseinek vizsgálata},
	url = {https://m2.mtmt.hu/api/publication/30876081},
	author = {Szabó, Renáta Krisztina and Máth, János and Sztancsik, Veronika},
	doi = {10.17627/ALKPSZICH.2019.4.73},
	journal-iso = {ALKALMAZOTT PSZICHOLÓGIA},
	journal = {ALKALMAZOTT PSZICHOLÓGIA},
	volume = {19},
	unique-id = {30876081},
	issn = {1419-872X},
	year = {2019},
	pages = {73-99}
}

@article{MTMT:3279280,
	title = {Szkizofréniával élők megbélyegzettségének mérése},
	url = {https://m2.mtmt.hu/api/publication/3279280},
	author = {Sztancsik, Veronika and Máth, János and Pék, Győző},
	doi = {10.17627/ALKPSZICH.2017.1.41},
	journal-iso = {ALKALMAZOTT PSZICHOLÓGIA},
	journal = {ALKALMAZOTT PSZICHOLÓGIA},
	volume = {17},
	unique-id = {3279280},
	issn = {1419-872X},
	year = {2017},
	pages = {41-57}
}

@article{MTMT:3305244,
	title = {Alitosi e sua correlazione con le abitudini di salute orale in Ungheria (Halitosis and its association with oral health behaviour in Hungary)},
	url = {https://m2.mtmt.hu/api/publication/3305244},
	author = {Papp, Zsuzsa and Alberth, Márta and Rácz, Nóra and Máth, János and Nemes, Judit},
	journal-iso = {DENTISTA MODERNO},
	journal = {DENTISTA MODERNO},
	volume = {34},
	unique-id = {3305244},
	issn = {1827-3726},
	keywords = {Oral Hygiene; halitosis},
	year = {2016},
	pages = {160-167}
}