Language: English

Published: Porto, Portugal: International Academic Forum (IAFOR), 2022

Pages: 75-88

DOI: 10.22492/issn.2758-0989.2022.6

Abstract/Notes: Primary School education in Germany is characterized by a strong belief that didactic theory and practice must move towards the “individualization” of teaching and learning. This is considered to be the best way of acknowledging the heterogeneity of learners: Each student should be able to learn on his or her own pace and follow his or her own way of learning. Although these concepts are rather popular in German pedagogical literature, empirical evidence supporting these arguments are rare. Most notably missing are studies on a micro-level of teaching and learning. The research which is reported in this chapter aims at discussing individualized teaching and learning at the level of classroom practices and practical demands. The chapter presents and discusses two pieces of empirical data. It shows an observation of a student working with a learning device called the “pharmacy”, a complex learning tool used in Maria Montessori schools. And secondly, it presents the transcript of a teacher-student-interaction on learning to read. The discussion points to the structure of child-centered teaching and learning: Many of the students’ activities have the character of a routine piece of work, the accuracy of the handling seems to be more important than the understanding. The interaction between teachers and students is characterized by the fact that it is one-to-one interaction within a group of learners who have diverse needs. Hence, the teacher-student-interaction is under pressure to make it result in a success. For “child-centered“ learning there seems to be a strong tendency to focus on procedures keeping the students busy when it comes to organizing the autonomy and self-reliance of learning.

Language: English

Published: Cham, Switzerland: Springer, 2023

ISBN: 978-3-031-20810-2

Series: Transdisciplinary Perspectives in Educational Research

Language: English

Language: English

ISSN: 2637-7179

Language: English

ISSN: 0449-3486

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

Language: English

ISSN: 0519-0959

Abstract/Notes: “The child’s progress does not depend only on his age, but also on being free to look around him.” Maria Montessori. The Montessori Method of education was developed by Maria Montessori at the turn of the 20th century. The first book "Il Metodo della Pedagogia Scientifica applicato all' educazione infantile nelle Case dei Bambini” was published in Italy in 1909, and was soon translated into other languages. This educational philosophy and method has been used worldwide for more than a century, usually educating children from 3 to 12 years old. The proposal of the method includes: mixed age classrooms, freedom of movement within the classroom (a thoughtfully prepared and structured environment), or students´ freedom to choose activities. As Maria Montessori stated: “The essence of independence is to be able to do something for one’s self”. The method consistently seeks to stimulate children to learn voluntarily. Our aim in this paper is to extend the basic philosophy and underlying ideas of the Montessori Method to university classes, to improve outcomes in terms of engagement, motivation, maturity and critical thinking. Our initial hypothesis is that the non-traditional schooling approach of the Method could be positively strengthened with current advances in teaching techniques, such as flipped classrooms or technology-based teaching and learning.

Language: English

Published: Valencia, Spain: International Academy of Technology, Education and Development (IATED), 2020

Pages: 3861-3864

DOI: 10.21125/inted.2020.1079

ISBN: 978-84-09-17939-8

Language: French

Language: French

ISSN: 1244-7161