Abstract/Notes: The aim in the research was to investigate the effect of Montessori-based STEM education on the self-directed learning skills of pre-service pre-school teachers. A mixed method was employed in the research. The sample of the research consisted of 53 pre-service teachers enrolled in the Pre-school Teacher Education Programme at a mid-sized state university in northeast Turkey. During the research, Montessori-based STEM education was given to the pre-service teachers for two hours per week over 14 weeks. The Self-directed Learning Skills scale was applied to obtain the quantitative data and the Semi-structured Interview Form was used for the qualitative data in the research. After coding the data in content analysis, the themes of the coded data were written down. In order to contribute to the validity of the research, direct quotations from the participant group were included in the findings section and participant confirmation was carried out. In order to contribute to the reliability of the data analysis, the consistency of the results with each other was checked by five experts during the data analysis. The aim was to contribute to the reliability of the study by explaining the data collection and analysis sections in detail. At the end of the research, it was observed that there was a significant difference between the self-directed learning skills pre-test and post-test scores and that the qualitative analysis results supported this difference in direction with the development. These developments were determined from the statements by the pre-service teachers in their interviews stating that the training contributed greatly to their personal and social development and helped them gain learning and teaching skills about a subject. In line with the results obtained, it can be concluded that pre-school teacher candidates' self-directed learning skills such as self-confidence, perseverance, self-planned learning, and self-assessment were developed by Montessori approach-based STEM education. / Araştırmada Montessori yaklaşımı temelli STEM eğitimlerinin; okul öncesi öğretmen adaylarının öz yönetimli öğrenme becerileri üzerindeki etkisi incelenmiştir. Araştırmada karma yöntem kullanılmıştır. Araştırmanın örneklemini Doğu Anadolu’ nun orta ölçekli bir ilindeki devlet üniversitesinin Eğitim Fakültesi Okul Öncesi Öğretmenliği Bölümünde öğrenim gören 53 öğretmen adayı oluşturmuştur. Araştırmada öğretmen adaylarının öz yönetimli öğrenme becerilerindeki değişimi belirlemek amacıyla tek grup öntest sontest deseni oluşturulmuştur. Araştırmada nicel verilerin elde edilmesinde “Öz Yönetimli Öğrenme Becerileri” ölçeği ve nitel veriler için de “Yarı Yapılandırılmış Mülakat Formu” kullanılmıştır. Araştırma süresince toplamda 14 hafta boyunca haftada 2 ders saati olmak üzere adaylara Montessori yaklaşım temelli STEM eğitimleri verilmiştir. Araştırmada elde edilen nicel verilerin analizi ilişkili örneklem t testi ile nitel verilerin analizi ise içerik analizi ile yapılmıştır. İçerik analizinde verilerin kodlaması yapıldıktan sonra, kodlama yapılan verilerin temaları yazılmıştır. Araştırmanın geçerliliğine katkı sağlamak için, bulgular bölümünde katılımcı grubun doğrudan alıntılarına yer verilmiş ayrıca katılımcı teyidi gerçekleştirilmiştir. Veri analizinin güvenirliğine katkı sunmak için, veri analizi esnasında beş uzman tarafından sonuçların birbiri ile tutarlılığı kontrol edilmiştir. Araştırma sonucunda öz yönetimli öğrenme becerilerinin öntest ve sontest puanları arasında, anlamlı bir farklılık olduğu ve yapılan nitel analiz sonuçlarının da bu farkı gelişim yönünde desteklediği gözlenmiştir. Bu gelişimler öğretmen adaylarının mülakatlarında eğitimlerin kişisel ve sosyal gelişimlerine oldukça katkı sağladıklarını, bir konu hakkında öğrenme ve öğretme becerisi kazanma konusunda yardımcı olduğunu belirten ifadelerinden tespit edilmiştir. Elde edilen sonuçlar doğrultusunda Montessori yaklaşımı temelli STEM eğitimlerinin okul öncesi öğretmen adaylarının özgüven, sebat gösterme, kendi kendine planlı öğrenme, öz değerlendirme yapabilme gibi öz yönetimli öğrenme becerilerinin geliştiği yorumu yapılabilir.

Language: English

DOI: 10.19160/e-ijer.1038793

ISSN: 1309-6265

Abstract/Notes: This community service activity aimed to assist teachers at Kanisius Demangan Baru Kindergarten about Montessori method-based learning so that teachers can apply it in their respective classes. The method applied in this service is the discussion method by explaining the material to be delivered, the question and answer method is used to explore the teacher's understanding of the material to be given and the workshop is used to train and guide teachers in compiling learning videos that are integrated into the classroom. The results showed that the Montessori method of teaching mentoring received a positive response. The teacher clearly understood the material presented, especially the daily life skills area and the sensorial area. For language and mathematics materials, teachers need to get further assistance. The data result also explains that the Montessori method is effective and can be developed in Kanisius Kindergarten, Demangan Baru. In addition, the Montessori method is also relevant to the learning process and curriculum used by Kanisius Demangan Baru Kindergarten in collaboration with reflective pedagogy.

Language: Indonesian

DOI: 10.24071/aa.v5i1.3949

ISSN: 2620-5513

Language: German

Published: Wien, Austria: Jugend & Volk, 2020

ISBN: 978-3-7100-4362-8 3-7100-4362-X

Abstract/Notes: Although Montessori's name is almost universally known in education circles today, and there are countless nursery schools throughout the world using the "Montessori Method," the real core of her thinking has remained largely misunderstood. Most people regard the method as a system for the education of very young children. And most who have some direct experience of it, either as parent or teacher, would regard it as involving a certain set of procedures and specialized educational materials with clear and elaborate instructions for their use. However, the essence of Montessori's philosophy of education is in reality far broader than this, and contains a powerful message for educators everywhere. What is less well-known about Montessori's work is that she began by establishing the effectiveness of her approach at the pre-elementary level, but also strongly encouraged the extension of her method to the higher levels of education. Wentworth's purpose in writing this book is to elucidate this vital aspect of Maria Montessori's life's work and to show how it applies to real-life teaching situations. She believed that by transforming the process of children's education she could help to transform the attitudes of the adults they will later become, and so those of society and the world at large--a message she promoted as vitally relevant to the future of humankind as a whole.

Language: English

Published: New York, New York: Routledge, 1999

Edition: 1st

ISBN: 978-1-4106-0440-8

Abstract/Notes: Ausgehend von der Beobachtung, dass in der Unterrichtsforschung Konzepte des „offenen Lernens“ für die Implementierung neuer Medien, wie dem Internet, empfohlen werden, wird der Zusammenhang zwischen reformpädagogischen Ansätzen und neuen Informationstechnologien hergestellt. Hier knüpfen die Untersuchungen der vorliegenden Arbeit an. Herausgegriffen wird das Konzept Maria Montessoris, untersucht in den USA, wo sich zum einen alternative Pädagogiken freier entwickeln können und zum anderen die Implementierung neuer Medien in den Unterricht offensiver vorangetrieben wird. Es wird angenommen, dass die Lernumgebung Montessoris unter dem Gesichtspunkt einer Modernisierung des Konzepts auf die heutigen Ansprüche eine optimale Lernlandschaft bietet, das Internet als natürliche Informationsquelle in den Unterricht zu integrieren. Die gegenwärtig kontroverse Umsetzung der Pädagogik Montessoris (AMI und AMS) sowie die zu diesem Zeitpunkt verwirklichte Internetnutzung in den Schulen werden am Beispiel der USA einer kritischen Reflexion unterzogen. Kapitel 1 dieser Arbeit betrachtet die Pädagogik Montessoris. Ein Abschnitt liefert Informationen über die kontemporäre Verwirklichung ihrer Pädagogik in den USA. Die Möglichkeiten des Internets für den Unterricht, die Aussagen der Forschung über das informationstechnische Lernen sowie seine Integration in den USA, wird in Kapitel 2 näher untersucht. In Kapitel 3 wird die Notwendigkeit des Interneteinsatzes in Schulen überprüft und die Eignung offener Strukturen als Basis dafür begründet. Die gewonnenen Erkenntnisse geben die Grundlage zu den in Kapitel 4 und 5 beschriebenen Untersuchungen, wie diese Implementierung in der Praxis nordamerikanischer Montessori-Schulen verwirklicht ist. Beschrieben wird sowohl eine Querschnittsuntersuchung als auch eine Fallstudie. Kapitel 6 schildert die pädagogischen Konsequenzen für die Nutzung des Internets im Unterricht. [Based on the observation that teaching research recommends concepts of “open learning” for the implementation of new media such as the Internet, the connection between reform-pedagogical approaches and new information technologies is established. This is where the investigations of the present work tie in. The concept of Maria Montessori is being singled out, examined in the USA, where, on the one hand, alternative pedagogies can develop more freely and, on the other hand, the implementation of new media in the classroom is being promoted more aggressively. It is assumed that the Montessori learning environment, from the point of view of modernizing the concept to meet today's requirements, offers an optimal learning landscape to integrate the Internet as a natural source of information into the classroom. The currently controversial implementation of Montessori pedagogy (AMI and AMS) as well as the internet usage in schools at that time are subjected to critical reflection using the example of the USA. Chapter 1 of this thesis looks at Montessori's pedagogy. A section provides information on the contemporary realization of their pedagogy in the USA. The possibilities of the Internet for teaching, the statements of research about information technology learning and its integration in the USA are examined in more detail in Chapter 2. Chapter 3 examines the necessity of using the Internet in schools and explains the suitability of open structures as a basis for this. The knowledge gained provides the basis for the investigations described in Chapters 4 and 5, how this implementation is realized in practice in North American Montessori schools. Both a cross-sectional study and a case study are described. Chapter 6 describes the pedagogical consequences for the use of the Internet in the classroom.]

Language: German

Published: Freiburg im Breisgau, Germany, 2003

Language: German

DOI: 10.5169/seals-312786

Language: English

ISSN: 1071-6246

Language: Japanese

ISSN: 0913-4220

Language: German

Published: Freiburg im Breisgau, Germany: Herder, 1993

ISBN: 3-210-25090-1

Abstract/Notes: Bu araştırma Montessori eğitim yöntemi ile okulöncesi eğitim alan ve anneleri "Montessori Anne Destek Programı"na katılmış deney grubu çocuklar ile "Pür Montessori" eğitimi alan 4-5 yaş kontrol grubu çocukların matematik ve günlük yaşam becerilerine etkisini incelemeyi amaçlamıştır. Çalışma grubunda, 2016-2017 öğretim yılında Konya ilinde bulunan Selçuk Üniversitesi, Sağlık Bilimleri Fakültesi, İhsan Doğramacı Uygulama Anaokuluna devam eden Montessori yöntemi ile okulöncesi eğitim alan, 8 deney, 11 kontrol olmak üzere toplam19 çocuk yer almıştır. Araştırmada deney ve kontrol gruplarından veri toplama aracı olarak Temel Okul Becerileri Envanteri Matematik ve Günlük Yaşam Becerileri alt Testi Uygulanmıştır. Testler çocuklara öğretmenleri tarafından deneme öncesi ve sonrası uygulanmıştır. Ayrıca deneme grubuna eğitim programı bittikten 12 hafta sonra tekrar uygulanmıştır. Araştırmada elde edilen verilerin analizinde Mann Whitney U ve Wilcoxon İşaretli Sıralar Testi uygulanmıştır. İncelenen bulgular deneme ve kontrol grubu arasında sontest puan ortalamaları arasındaMatematik de deneme grubu lehine anlamlı bir farklılaşma görülmüştür. Günlük Yaşam Becerileri sontest değerlendirmelerinde ise bir farklılaşma bulunamamıştır. Deneme grubu çocukların TOBEMAT ve TOBEGYBAT testi sontest ve izleme testi puan ortalamaları arasında anlamlı bir farklılaşma olmamıştır. / This research aimed to investigate the effects of Montessori education method on the mathematics and daily life skills of the children who took the preschool education and the mothers of the experimental group participated in the "Montessori Mother Support Program" and the children of the control group of 4-5 age "Pure Montessori". In the study group, 19th Montessori method, which took place in Selcuk University, Faculty of Health Sciences, İhsan Doğramacı Application Nursing School, located in Konya province in the 2016-2017 school year, took place. The Basic School Skills Inventory Mathematics and Daily Life Skills Sub-Test was applied as a data collection tool in the study. Tests were administered to children before and after the test by their teachers. In addition, the experimental group was reapplied 12 weeks after the end of the training program. Mann Whitney U and Wilcoxon Marked Ranks Test were applied in the analysis of the data obtained in the research. A significant difference was found in the mean scores of the post test scores between the findings and control groups examined in favor of the experimental group in Mathematics. In Daily Life Skills posttest evaluations, no differentiation was found. There was no significant difference between the BSSI-MAT and BSSI-DLS test posttest and follow-up test scores of the children in the experimental group.

Language: Turkish

Published: Konya, Turkey, 2018