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001-es BibID:	BIBFORM097537
Első szerző:	Biró Piroska (informatikus, matematikus)
Cím:	Algorithmic Skills Vs. Time Spent On Computers And Mobile Devices / Piroska Biró, Mária Csernoch, Katalin Sebestyén, Eszter Gombos
Dátum:	2018
ISSN:	2146-7242 1303-6521
Megjegyzések:	We tested first year BSc students of Informatics at the beginning of their tertiary studies, after finishing their studies in high schools and passing the school leaving exams of Informatics. Three pseudo-codes, a flow-chart with visual objects, and a logical problem were presented. The pseudo-codes and the logical problem were borrowed from the Hungarian programming contest prepared for students of 5-8 grades. The flow-chart was created by our team based on one of the pseudo-codes. We were interested in how the participants were able to read and summarize what the presented algorithms do. All except the logical problems were answered with natural language sentences, while each logical problem was answered with a whole number based on the output of the presented algorithm in the range of [0, 3]. Considering the nature of the answers, the logical problem was different from the others. Beyond the students' results, we were also interested in how the final scores are influenced by the time students spend on computers and mobile devices functioning as computers. In general, we found that the time students spend on computers affects their results. The heavy and the moderate users scored similarly in the test, while the occasional users scored significantly lower. In the case of mobile devices, the heavy users scored the lowest, while the moderate and occasional users performed better, with similar results. These findings prove that mobile devices do not have positive effects on decoding; furthermore, heavy mobile usage has a negative effect on these activities. Considering computers, the pattern is somewhat different. We have found that in general, there is no difference between the results of the heavy and the moderate computer users. On the contrary, the results of the occasional users were significantly lower than the results of the other two groups.
Tárgyszavak:	Természettudományok Matematika- és számítástudományok konferenciacikk folyóiratcikk
Megjelenés:	Turkish Online Journal of Educational Technology. - 1 : Spec. Iss. (2018), p. 133-141. -
További szerzők:	Csernoch Mária (1963-) (informatika tanár) Sebestyén Katalin (1990-) (informatika tanár) Gombos Eszter (1963-) (történelem, német, filozófia, informatika szakos pedagógus)
Internet cím:	Szerző által megadott URL Intézményi repozitóriumban (DEA) tárolt változat
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001-es BibID:	BIBFORM070632
Első szerző:	Gombos Eszter (történelem, német, filozófia, informatika szakos pedagógus)
Cím:	Meet visible teaching / Gombos Eszter, Csernoch Mária, Biró Piroska
Dátum:	2015
Megjegyzések:	We have found by analyzing the Hungarian pedagogical literature that John Hattie's research of 800 meta-analysis, more than 50,000 smaller studies and more than 80 million pupils is hardly known in Hungary. In our presentation we would like to call attention to Hattie's approaches towards the teaching-learning process and to his results focusing on the teachers' role in the education process. He states that teachers are the major players, and emphasizes that "what teachers do" or "what ♭some' teachers do" plays a crucial role.To prove his statements, Hattie created a parameter entitled effect size (ES), a simple measure for quantifying the difference between two groups or the same group over time. We can calculate the effect size both for individual students and classes. Hattie uses the following formula for calculating ES:ES = (Average post ? Average pre)/spread (sd)orES = (Average class1 ? Average class2)/spread (sd),where spread (sd) is the standard deviation for the pre-test and post-test data calculated individually then averaged.Based on his meta-analysis and his ES parameter, Hattie found that the effectiveness of teaching increases when teachers act as activators instead of as facilitators, in summary, the nature and quality of instruction in the classroom what matters. He argues that teachers' beliefs and commitments are the greatest influences on student achievement. We are convinced that Hattie's results would have a great influence on our learning-teaching process.
Tárgyszavak:	Bölcsészettudományok Neveléstudományok előadáskivonat visible learning effective size teacher as activator students' achievement
Megjelenés:	Körkép a hazai oktatáskutatásról HuCER 2015 / Kerülő Judit. - p. 1
További szerzők:	Csernoch Mária (1963-) (informatika tanár) Biró Piroska (1983-) (informatikus, matematikus)
Internet cím:	Szerző által megadott URL Intézményi repozitóriumban (DEA) tárolt változat
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001-es BibID:	BIBFORM066442
Első szerző:	Gombos Eszter (történelem, német, filozófia, informatika szakos pedagógus)
Cím:	A hibakezelés szintjei és sajátosságai a tanítási folyamatban / Gombos Eszter, Biró Piroska
Dátum:	2016
Megjegyzések:	Errors are an essential part of our everyday life. This explains that handling them play a crucial role in the teaching-learning process. If we accept that errors are the bias from the norms then we are faced with two questions: (1) What are the norms? The testing of norms is nothing else but the articulation of the objective and subjective acceptances. (2) How to handle effectively these discrepancies?The level of knowledge plays a crucial role in the handling of errors. The first level is the previous knowledge, which is mainly superficial. This knowledge should be elevated to the second level, to the depth of knowledge, to reach a permanent knowledge. However, the school practices mainly strengthen the first level. Beyond that the increasing number of comparative tests focusing on the students' level of knowledge further strengthens this approach. The schools prepare their students for the tests, so the focus is on the reproduction of a certain piece of knowledge, instead of giving them the real knowledge. The efficiency strategy is built on the requirements of these competency tests. Reaching the conceptual level is not even the goal of most of the students.The role of the teacher is to call attention to the errors. This role requires the subject knowledge, excellent pedagogical skills, and the knowledge of avoiding strategies. In this approach the characteristics of the teachers get more emphases and their effect on the teaching-learning processes, in which they reflect to the changes in the learning process, interact, and provide guidelines if it is necessary. In the continuous changes of guiding and feedback the results are formed, which leads to a knowledge where the student is able to control their own errors.
ISBN:	978-973-0-23076-5
Tárgyszavak:	Műszaki tudományok Informatikai tudományok könyvfejezet norm-validation dilemmas and their resolving classification of errors roles of errors
Megjelenés:	A pedagógusképzés XXI. századi perspektívái / szerk. Péntek Imre, Szállassy Noémi, Zsoldos Marchis Juliánna. - p. 187-193. -
További szerzők:	Biró Piroska (1983-) (informatikus, matematikus)
Internet cím:	Szerző által megadott URL Intézményi repozitóriumban (DEA) tárolt változat
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