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001-es BibID:	BIBFORM120769
Első szerző:	Bujdosó Gyöngyi (informatikus, informatika, matematika, kémia tanár)
Cím:	Disruptive technologies in STEM education - A method for broadening the spectrum of IT teacher education / Bujdosó Gyöngyi, Teperics Károly, Roskó Tibor, Jász Erzsébet, Szilágyi-Czimre Klára, Molnár Ernő, Kapusi János, M.C. Novac, O.C. Novac
Dátum:	2023
Megjegyzések:	Technological changes constantly present new challenges to education which is especially true for disruptive technologies. Teacher roles are also changing at a high speed. The change is particularly marked in the case of information technology (IT) teachers, who, in addition to having to continuously renew themselves in the teaching methodology of their own discipline, which provides a constantly changing framework, must also participate in the teaching of other subjects. IT teachers have to support their colleagues in an increasingly sophisticated way. One of the highest-quality areas of this ? both from a technical and methodological point of view ? is the application of disruptive technologies in the education of various disciplines. Therefore, in the training of IT teachers and digital culture teachers, not only the methodology of IT teaching, but also the different methods of participation in the education of other fields of science should appear. This is necessary when non-IT teachers ask for help, and in the case of emerging technologies, they have to take a role in drawing attention of their colleagues to them and presenting their potential in education. In this paper, we focus on the methodological assistance provided to colleagues, and on the methods by which IT teachers can be trained for this. The method is presented by which we teach our IT teacher training students about the methodological application possibilities of disruptive technologies appearing in the education of some other disciplines. We focus on science subjects for certain reasons. We show examples and models of the potential emerging in the education of other subjects, which are not in the focus of IT teachers and digital culture teachers, related to the application of two disruptive technologies: virtual reality and eye-tracking. We give an overview of how we demonstrate to our students how STEM (science, technology, engineering, and mathematics) teachers can use these disruptive technologies to increase their student engagement and examine the effectiveness of STEM teaching. IT teachers also need to learn how to present these to their colleagues. As a result of our method, we present some student-designed ways to use these devices, tools and methods that demonstrate how to direct their colleagues' attention to them, and how to convince them that it is worth working in this area and it is worth spending time on these technologies.
ISBN:	978-84-09-52151-7
Tárgyszavak:	Műszaki tudományok Informatikai tudományok könyvfejezet könyvrészlet Disruptive technologies teacher training IT teacher teacher of digital culture teacher support teaching STEM eye-tracking Virtual Reality VR MaxWhere
Megjelenés:	EDULEARN23 Proceedings / Luis Gómez Chova; Chelo González Martínez; Joanna Lees. - p. 5684-5692. -
További szerzők:	Teperics Károly (1963-) (geográfus) Roskó Tibor (1992-) (informatikus) Jász Erzsébet (1990-) (földrajztanár) Czimre Klára (1974-) (geográfus) Molnár Ernő (1978-) (geográfus) Kapusi János (földrajz) Novac, Mihaela Novac, Ovidiu
Pályázati támogatás:	EFOP-3.6.3-VEKOP-16-2017-00002 EFOP MTA-DE MTA Korai Természettudomány-Tanulás Kutatócsoport MTA-SZTE MTA Földrajz Szakmódszertani Kutatócsoport
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001-es BibID:	BIBFORM104468
035-os BibID:	(WOS)000530109200097
Első szerző:	Bujdosó Gyöngyi (informatikus, informatika, matematika, kémia tanár)
Cím:	Virtual reality in teaching geography / Gyöngyi Bujdosó, Erzsébet Jász, Zsuzsa Császár M., Andrea Farsang, János Kapusi, Ernő Molnár, Károly Teperics
Dátum:	2019
Megjegyzések:	Teaching needs to find new ways all the time. This research aims to renew both the contents and the methodology of teaching the geography of Hungary in primary and secondary education by developing a package of new tools (tasksheets, online and ICT-based activities, teacher support material and even VR), which focus on a selection of regions, landscapes and settlements. It is based on the activities of a research group of the Hungarian Academy of Sciences established in 2016, involving both secondary school teachers, university lecturers and teacher trainees. The research is concluded within the methodological framework of problem-based (Barrows, Kelson) and project-based learning (Dewey, Kilpatrick), but also relies heavily on digital devices and Internet-based resources. The purpose of the research group is not only to expand teachers' inventory and skill set but to help modern methods and practices spread across teaching communities while offering students new ways to improve their skills and digital competence within their Geography studies. As part of this research, a sample learning environment has been developed to show secondary schools geography teachers how to use the VR environment for designing problem-based methods. The Lake Balaton area, one of Hungary's most visited tourist regions, is used to present the sample environment. We use the MaxWhere collaborative service (3D Web + 3D Cloud + 3D Apps) that provides predesigned and predefined working areas in which users (teachers and students) can manage their own projects with personalized and shared contents by using modern Web technologies in a very natural and creative way. In that particular case, students are encouraged to discover this new digital environment and create their own interactive Balaton projects, which require individual research and are all connected the recent geographical issues and problems raised in the teaching material. We believe the introduction of VR to Geography teaching is not only motivating for students and teachers but demonstrates some collaborative techniques that can be applied to knowledge transfer and the development of creative thinking in other subjects as well.
ISBN:	978-84-09-14755-7
Tárgyszavak:	Műszaki tudományok Informatikai tudományok tanulmány, értekezés könyvrészlet Virtual Reality VR MaxWhere Motivation Teaching Geography
Megjelenés:	ICERI2019 Proceedings / Chova L. Gómez; Martínez A. López; Torres I. Candel. - p. 659-665. -
További szerzők:	Jász Erzsébet (1990-) (földrajztanár) M. Császár Zsuzsa Farsang Andrea (1967-2022) (geográfus) Kapusi János (földrajz) Molnár Ernő (1978-) (geográfus) Teperics Károly (1963-) (geográfus)
Pályázati támogatás:	MTA-TKI Educational Research Programme (2016-2020) Egyéb EFOP-3.6.3-VEKOP-16-2017-00002 EFOP
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001-es BibID:	BIBFORM124123
035-os BibID:	(WoS)001323790700001 (Scopus)85205105916
Első szerző:	Czimre Klára (geográfus)
Cím:	Potentials in Using VR for Facilitating Geography Teaching in Classrooms: A Systematic Review / Klára Czimre, Károly Teperics, Ernő Molnár, János Kapusi, Ikram Saidi, Deddy Gusman, Gyöngyi Bujdosó
Dátum:	2024
ISSN:	2220-9964
Megjegyzések:	The application of virtual reality (VR) in geography education is regarded as a progressive and proactive method that has still not gained sufficient attention in the educational policy in Hungary. The aim of our review is to find the ways and means to make it happen. We selected 47 works that are closely linked to geography teaching and analyzed their bibliometric (authorship and journal characteristics, types of works and applied methods, keywords, referencing, and co-citation networks) and contextual characteristics (research objectives, demographic, gender and social background, hardware and software specifications, advantages and disadvantages, conclusions, and predictions) which we expected to help us to understand the slow implementation and undeserved marginalization of VR in the curricular geography education. We used a mixed-method research analysis combining elements of quantitative and qualitative analysis using inductive reasoning. Our preliminary assumption that the application of VR technology is an effective and useful way of teaching geography was proved by our findings. The methods used by the authors of the reviewed empirical works, together with the recommended future research topics and strategies, can be applied to future empirical research on the use of VR in geography education.
Tárgyszavak:	Természettudományok Földtudományok idegen nyelvű folyóiratközlemény külföldi lapban folyóiratcikk virtual reality geography teaching public education educational effectiveness educational technology research methods learning and teaching networking
Megjelenés:	ISPRS International Journal of Geo-Information. - 13 : 9 (2024), p. 332-376. -
További szerzők:	Teperics Károly (1963-) (geográfus) Molnár Ernő (1978-) (geográfus) Kapusi János (földrajz) Saidi, Ikram Gusman, Deddy (1986-) (PhD student) Bujdosó Gyöngyi (1963-) (informatikus, informatika, matematika, kémia tanár)
Pályázati támogatás:	MTA Közoktatás-fejlesztési Kutatási Program 2022-2026 Egyéb
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