Language: English

Language: English

Abstract/Notes: During a Design and Technology class, engagement is both required to start creative hands-on work and a sign of pupil’s creative thinking. To find ways to achieve engagement, we can look to the Montessori tradition. Due to the fact that learning is regarded as feeding insight through experimenting, tasks have to offer pupils the opportunity to gain knowledge about isolated details of the learning situation. This is realised by brief, simple and objective tasks combined with liberty to approach the hands-on work in one’s own way. Applied to Design and Technology, we can define brief, simple and objective tasks with a focus on a technique as an isolated detail of the learning situation. Offering liberty during hands-on work enables creative thinking. The deployment of well-defined tasks with a focus on a technique is possible by dividing a complex assignment into a collection of brief tasks with single problems and working towards single objectives in the topic, making use of a single technique. Such a collection is a format that has the potential to enable ongoing engagement. This case-study researches the actual effect of a stepwise organised collection of tasks on the design performance of pupils of nine to twelve years old. The results show that the tasks turned out to be useful in initiating engagement. In combination with joint presentations, ongoing engagement was achieved resulting in well-considered designs and products. In addition, dialogue with disengaged pupils delivered solutions towards engagement. As a side-effect of dialogue the teacher-pupil relationships and the pupil-pupil relationships improved.

Language: English

ISSN: 1360-1431

Language: English

ISSN: 2215-1249, 2772-7319

Abstract/Notes: This thesis essay looks at the genre of creative nonfiction in children’s picture books to find literary and design elements that are utilized in award winning books and how those components transfer to the first three planes of development in the Montessori method of education. The three creative works of the thesis, Under the Surface: A Sea Mammal’s Day, Dive into a Kelp Forest, and Reef are picture books with an environmental, ocean theme. Each book corresponds with one of the first three planes of development put forth by Maria Montessori in her philosophy of education. Analysis of these works show how literary and aesthetic devices, as evidenced in award winning genre picture books, pertain to and contribute to the sensitive periods of learning for each plane and its corresponding age group.

Language: English

Published: Roanoke, Virginia, 2022

Abstract/Notes: The purpose of this research is to investigate the effect of Montessori Method which is widely used among alternative training models, on the readiness, mathematics and reading and writing skills of first grade elementary students. As the research model, nested pattern being among mixed method research patterns has been preferred. In the quantitative side of the study, experimental design has been used and in the qualitative side, interview and observations have been used. Research study group was composed of 23 learners attending two different elementary schools in Burdur Altinyayla district within academic period of 2017-2018 as well as class teacher of experimental group and the parents. In the preparation of teaching design that is based on Montessori Method that is applied in the study, ADDIE approach has been taken as basis. In the first period of academic years of 2017-2018, in the experimental group Montessori Method has been applied and in the control group, MEB teaching program events have been applied. Quantitative data of research have been obtained by using 'Metropolitan School Maturity Test' (Oktay, 1980), 'Early Mathematics Skills Test (TEMA-3)' (Erdoğan, 2006) and reading and writing skills assessment forms developed by the researcher (reading speed, comprehension, writing speed, writing speed, legibility). "Metropolitan School Maturity Test' and 'Early Mathematics Skills Test" have been applied as pre-test and post-test, while reading and writing skills assessment forms have been applied as post-test and permanency test. In gathering qualitative data, teacher and parent interview forms, researcher observations (notes, photography and video records) and teacher diaries have been used. In the analysis of quantitative data, for dependent and independent samples groups, t-test, Mann Whitney U Test and Wilcoxon Marked Sequences Test have been used and impact sizes have been calculated. In the analysis of qualitative data, Miles and Huberman Model has been used. According to the quantitative results of research, Montessori Method improves readiness, mathematics and reading, writing skills. According to qualitative research results, it has been determined that the method enables easy and permanent learning with its integrated thematic approach and that it improved communication, creative thinking, decision taking skills as wells as hand skills of learners and that it improved collaboration of learner-learner and learner-teacher-parent. It has been seen that qualitative outcomes of research supported the quantitative results. It has been observed that Montesori Method has been effective in first class of elementary school. Longitudinal studies can be performed as relating with implementation of Montessori Method in elementary school. / Bu araştırmanın amacı, alternatif eğitim modelleri arasında yaygın olarak kullanılan Montessori Yöntemi'nin, ilkokul birinci sınıf öğrencilerinin hazırbulunuşluklarına, matematik ve okuma yazma becerilerine etkisini incelemektir. Araştırma modeli olarak karma yöntem araştırma desenlerinden iç iç geçmiş desen tercih edilmiştir. Çalışmanın nicel kısmında yarı deneysel desen, nitel kısmında ise görüşme ve gözlem kullanılmıştır. Araştırmanın çalışma grubunu 2017-2018 öğretim yılında, Burdur Altınyayla ilçesinde iki ayrı ilkokula devam eden 23 öğrenci ile deney grubu sınıf öğretmeni ve velileri oluşturmaktadır. Çalışmada uygulanan Montessori Yöntemi'ne dayalı öğretim tasarımının hazırlanmasında ADDIE yaklaşımı temel alınmıştır. 2017-2018 öğretim yılının birinci döneminde deney grubunda Montessori Yöntemi, kontrol grubunda MEB öğretim programı etkinlikleri uygulanmıştır. Araştırmanın nicel verileri, 'Metropolitan Okul Olgunluğu Testi' (Oktay, 1980), 'Erken Matematik Yeteneği Testi' (Erdoğan, 2006) ve araştırmacı tarafından geliştirilen okuma yazma becerileri değerlendirme formları (okuma hızı, okuduğunu anlama, yazma hızı, yazı okunaklılığı değerlendirme formu) kullanılarak elde edilmiştir. 'Metropolitan Okul Olgunluğu Testi' ile 'Erken Matematik Yeteneği Testi (TEMA-3)' ön test ve son test olarak, okuma yazma becerileri değerlendirme formları ise son test ve izleme testi olarak uygulanmıştır. Nitel verilerin toplanmasında öğretmen ve veli görüşme formları, araştırmacı gözlemi (notlar, fotoğraf ve video kayıtları) ve öğretmen günlüğü kullanılmıştır. Nicel verilerin analizinde bağımlı ve bağımsız örneklemler için t-Testi, Mann Whitney U Testi ve Wilcoxon İşaretli Sıralar Testi kullanılmış ve etki büyüklükleri hesaplanmıştır. Nitel verilerin analizinde Miles ve Huberman Modeli kullanılmıştır. Araştırmanın nicel sonuçlarına göre Montessori Yöntemi; hazırbulunuşluluğu, matematik ve okuma yazma becerilerini geliştirmektedir. Nitel araştırma sonuçlarına göre yöntemin bütünleştirilmiş tematik yaklaşımı ile kolay ve kalıcı öğrenme sağladığı, öğrencilerin iletişim, yaratıcı düşünme, karar verme becerileri ile el becerilerini geliştirdiği, öğrenci-öğrenci ve öğrenci-öğretmen-veli işbirliğini artırdığı belirlenmiştir. Araştırmanın nitel sonuçlarının nicel sonuçları desteklediği görülmüştür. İlkokul birinci sınıfta Montesori Yöntemi'nin etkili olduğu görülmüştür. Montessori Yöntemi'nin ilkokulda uygulanması ile ilgili boylamsal çalışmalar yapılabilir.

Language: Turkish

Published: Burdur, Turkey, 2019

Abstract/Notes: O diálogo entre arquitetura e pedagogia intensificou-se nota velmentenas últimas décadas, contudo, no âmbito italiano os exemplos de escolas que fogem aos rígidos modelos tradicionais representa mainda casos isolados. Esta dissertação pretende aprofundar o processo de desenho de projeto para uma Escola Primária pública situada em Itália, em Crespano del Grappa na região de Vêneto, enquadrada no Programa Nacional Scuole Innovative que, através do lançamento de um concursopara 51 novas escolas, representa uma tentativa de inovação no panorama escolar italiano. Apoiado na pedagogia Montessori, ou, mais especificamente, centrando-se na possibilidade de relação entre as suas pioneiras práticas educativas e o desenvolvimento de um ambiente de ensino que possa revelar-se realmente estimulante à aprendizagem, opresente projeto tenta conjugar todas estas preocupações, com osentido do lugar e da escola entendida como equipamento público de referência para a comunidade. [The dialogue between architecture and pedagogy has intensified considerably in the last decades; however, in the Italian context, examples of schools that try to flee the rigid traditional models still represent isolated instances. This dissertation intends to deepen the process of designing a Public Primary School located in Italy, in Crespano del Grappa, in the Veneto region, as part of the national program Scuole Innovative which, through the launch of a competition for the construction of 51 new schools, embodies an attempt to innovate in the Italian school scenery. Based on the Montessori pedagogy or, more specifically, focusing on the possible relationship between its pioneering educational practices and the development of an educational environment, that could be really stimulating to learning, the present project tries to combine all these concerns, with the sense of the place, the landscape and the school as a public reference equipment for the whole community.]

Language: Portuguese

Published: Porto, Portugal, 2018

Abstract/Notes: This applied dissertation was designed to understand the experience of participants as they engaged in a process of transforming attitudes about teaching and learning through participation in a Montessori teacher-training program with a blended design. Participants were surveyed regarding their previous experiences in education as both student and educator, previous experiences in Montessori education, and previous experiences with distance education programs. Research questions guiding the study:Particular aspects such as self-directed learning, facilitating relationships, and learning in social contexts have been known to be considered best practice in constructivist program design, but what is the phenomenological experience of adult participants as they grapple with transforming best practice in teaching and learning with their own pre-kindergarten to eighth-grade students? 2. How do individual participants perceive the blended program influenced a personal transformation of teaching and learning? How does the perceptual transformation compare to others? 3. How do administrators perceive the blended program influenced changes to the overall school culture as a result of faculty participation in the program? 4. How consistent are standards of best practice in constructivist settings with individual perceptual transformations and perceptions of changes to school culture as well as to interactions with students?A comparative design was carried out for the study. Participant and administrator questionnaires were analyzed for patterns and insights regarding descriptions of change experienced during a blended distance education (DE) course using constructivist methodology. A final analysis of the data revealed that participants had various experiences with traditional education as students and as educational professionals. Most participants reported a lack of confidence teaching within the traditional system and subsequent relief when learning the constructivist, Montessori pedagogy and methodology. One surprising finding was that some educators were predisposed to using constructivist principles in teaching before any formal training. Another significant finding was that adults were able to guide school-age students in becoming self-directed and autonomous as learners. A third finding was that there were specific advantages of a blended DE training program design that were not present in other models of DE or face-to-face teacher training.

Language: English

Published: Fort Lauderdale, Florida, 2013

Language: English

ISSN: 1054-0040

Abstract/Notes: The individual through earliest recorded history reveals contradictory views of the human life-span. "Am I a free and unique individual, able to make choices and decide my own destiny?, or, "Am I only a victim of circumstance, a speck of dust in the universe's whirlwind of fate?" Each view is recognized in education and psychology, but the latter outlook is often prominent in schools which discourage decision making. Throughout the life-span, however, the individual must make choices. Allowing the young student to progress on the road to autonomy, requires a new educational outlook. How might teacher education focus on this new perspective? Rational Autonomy (RA) is an original conceptualization of the psychological foundations for a learning-teaching theory of practice; one which promotes autonomy and reasonable decision making in children and adults. Its purpose is to provide a framework for the development of an autonomous educator who may conceptualize the interaction between the dichotomies of autonomy and rationality. These values are imbedded within the leitmotif of liberty and freedom; individuality and socialization; creativity and cooperation all natural tensions within a democracy and a democratic classroom. Cognitive psychologies today advance a view reflecting an autonomous individual who is interactive, purposeful and capable of conscious decision making. Montessori (1870-1952) recognized these traits as inherent in most children. Viewing autonomy and reason as the individual's means to full cognitive and personality development, she proposed an expansive educational psychology which would anticipate this view in cognitive psychology. Until now, few psychological definitions were available to define Montessori's theories. Thus, this thesis defines existent psychology as providing a "Social Cognitive Field" frame in which to define her theories and derive a new concept. The concept of Rational Autonomy incorporates psychological principles from human development, social, personality and learning theories. Constructs are demonstrated by interaction models of the child, family and educator. These are exemplified in a school program through a site and case study. Elementary and early childhood teacher education extends the Design into a life-span theory. The mentor-teacher relationship, curricular implications, educator group facilitation and university aims are included in the RA Design.

Language: English

Published: Corvallis, Oregon, 1989