Language: English

Abstract/Notes: includes photo

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1054-0040

Abstract/Notes: Maria Montessori appreciated the technology of her time, including air travel and the cinema. She also saw the potential for innovations such as maps, models, charts, gramophone, film, slides, and photographs to enhance educational experiences. However, Montessori’s openness to technological advances did not detract from her commitment to the foundational concepts of her pedagogy. Montessori educators have differing views on the role of technology in their classrooms and have been asking what Maria Montessori would say about the expansion of technology and digital media in education today. This chapter describes the foundations of educational technology in Montessori education, examines the historical background of educational technology in the field of education, and outlines current perspectives on integrating technology into Montessori environments by age level.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

Abstract/Notes: Based on the results of the research data, it shows that the learning activities of students in class 3 at the beginning of the meeting can be categorized as low and the teaching materials used by class 3 teachers are very conventional, less effective and the teacher still uses lecture, discussion and assignment methods. based on some of the problems that occurred in the research, the researchers decided to make observations at Kalisalam 1 Elementary School regarding the Application of Montessori-based 2-dimensional learning media with the aim of knowing how Montessori-based 2-dimensional learning media can improve learning outcomes in science learning in class 3 students of Kalisalam Elementary School 1 Probolinggo Regency. The type of research used was Classroom Action Research (CAR) with the subjects in this study being grade 3 students at SDN Kalisalam 1, Probolinggo Regency, consisting of 28 students, namely 10 male students and 18 female students. The data collected in this study were student activities, student learning outcomes, observation, interview, test, and documentation during learning activities. Data analysis used by researchers is descriptive qualitative, namely data obtained from an analysis of student activities during teaching and learning activities and comparing student learning outcomes in the initial conditions before improvement with learning outcomes obtained after taking action in the first cycle. Based on the details of the results of the implementation of the action as much as 2 cycles in science learning. It can be concluded that learning science on the subject of weather, climate, season and its influence on the lives of living things using 2-dimensional montessori-based learning media can improve learning outcomes with mastery learning by 79.00% in cycle 2 where this figure is very significant when compared to the level of learning completeness in cycle 2. 1 which is 66.6%.

Language: Indonesian

DOI: 10.47233/jpst.v2i1.661

ISSN: 2963-5373

Language: English

Published: [S.I.]: [s.n.], 1997

Abstract/Notes: Monographic number of Vita dell'infanzia, 41 (lugl./ago. 1992), n. 7-8.

Language: Italian

Published: Roma, Italy: Vita dell'infanzia, 1992

Language: Italian

Published: Siena, Italy: Università di Siena, Istituto di Matematica, 1979

Abstract/Notes: This chapter reports on a study that investigated how a three-stage multimodal dialogic pedagogy first described by Montessori in 1909 is applied in present-day high-fidelity Montessori classrooms. This three-part lesson is a multimodal dialogic routine through which young children learn to perceive and label phenomena in ways that lead them incrementally into the domains of educational knowledge. The study comprised an analysis of recordings of two qualified and experienced Montessori teachers, one a preschool teacher and one a teacher of a multigrade (Years 1, 2, 3) class, both of whom apply this pedagogy in a suburban Montessori school in Australia. The analysis compares the application of this century-old approach to 21st-century understandings of dialogic pedagogy and provides insights into how teachers apply and adapt the original lesson blueprint in 21st-century Montessori settings.

Language: English

Published: New York, New York: Routledge, 2023

Edition: 1st ed.

ISBN: 978-1-03-228409-5 978-1-03-228410-1 978-1-00-329674-4

Series: Routledge Research in Education

Language: English

Published: Cincinnati, Ohio, 2013