Abstract/Notes: Maria Montessori (1870-1952), doctora i pedagoga, va dedicar la vida a l’estudi de l’infant. A partir de les seves observacions va elaborar un mètode pedagògic en el qual el centre era el nen i propiciava la resolució de les seves necessitats. El seu mètode va estendre’s per tot el món, arribant a Catalunya l’any 1911 a través d’un article a la revista Feminal. L’any 1914 es va dur a terme per primera vegada a la Casa de Maternitat de Barcelona una experiència d’aplicació del mètode Montessori. Des d’aquell moment l’ interès pel mètode va anar en creixement, sent molts els mestres i pedagogs interessats en ell. Aquest fet va provocar que fins i tot la mateixa Maria Montessori va viure durant un període a Catalunya. En aquest treball hem analitzat 95 articles publicats a Catalunya des del 1911 al 2014, any de celebració del centenari de la primera aula Montessori a Barcelona, per tal de valorar la repercussió que aquests articles podien haver tingut en la difusió i impuls del mètode a Catalunya. [Maria Montessori (1870-1952), a doctor and pedagogue, dedicated her life to the study of the child. From his observations he elaborated a pedagogical method in which the center was the child and favored the resolution of his needs. Her method spread all over the world, arriving in Catalonia in 1911 through an article in the magazine Feminal. In 1914, an experiment in the application of the Montessori method was carried out for the first time at the Barcelona Maternity Home. From that moment on, interest in the method grew, with many teachers and educators interested in it. This fact caused that even the same Maria Montessori lived during a period in Catalonia. In this work we have analyzed 95 articles published in Catalonia from 1911 to 2014, the year of the centenary of the first Montessori classroom in Barcelona, ​​in order to assess the impact that these articles could have had on the dissemination and promotion of the method in Catalonia.]

Language: Catalan

Published: Vic, Spain, 2017

Abstract/Notes: The aim of this study is to investigate the effect of the application of MEB education program and Montessori Education method in the first grade mathematics lesson in the field of learning natural numbers on the academic achievement and persistence of learning of the students. The dependent variable of the research is the academic achievement of the students and the independent variable is the Montessori Education method. The participants are 40 first grade students studying at Akçakiraz Yüzbaşı Primary School and Şehit Piyade Binbaşı Zafer Kılıç Primary School and who were matched according to their success prior to the research. In this study, quantitative research method was used.Pretest-posttest control group design was used. Pre-test, post-test, retention test and personal information form were used as data collection tools. Pre-test before application and retention test five weeks after the end of applicationwere applied. In the analysis of the data obtained; Kruskal Wallis H Test, Mann Whitney U Test and Dependent Sample t-Test were applied. As a result of the analysis, it was concluded that the academic success of the students in the Mathematics course Natural Numbers, which was organized by Montessori Education method, was more effective than the Ministry of Education program.It was seen that Montessori Education Method has positive effects on permenant learning. / Bu araştırmanın amacı, ilkokul 1. sınıf matematik dersinde doğal sayılar konusunda Montessori Eğitimi yöntemine göre öğretimin öğrencilerin akademik başarılarına ve öğrenmede kalıcılığına etkisini incelemektir. Araştırmanın bağımlı değişkeni öğrencilerin matematik dersi akademik başarıları, bağımsız değişkeni de Montessori Eğitim yöntemidir. Katılımcılar, 2018-2019 eğitim-öğretim yılının birinci döneminde Elazığ İli Akçakiraz Beldesi Akçakiraz Yüzbaşı İlkokulu ve Yazıkonak Beldesi Şht. Pyd. Bnb. Zafer Kılıç İlkokulunda öğrenim görmekte olan başarı durumlarına göre araştırma öncesinde eşleştirilmiş toplam 40 tane birinci sınıf öğrencisidir. Bu çalışmada, nicel araştırma yöntemi esas alınmıştır. Öntest-Sontest Kontrol Gruplu Desen kullanılmıştır. Veri toplama aracı olarak öntest, sontest, kalıcılık testi ve kişisel bilgiler formu kullanılmıştır. Uygulama öncesi öntest, uygulama sonrası son test, uygulama bittikten beş hafta sonra da kalıcılık testi uygulanmıştır. Araştırmada elde edilen veriler analizinde ki-kare testi, Kruskal Wallis H Testi, Mann Whitney U Testi ve Bağımlı Örneklem T-Testi uygulanmıştır. Yapılan analizler sonucunda Montessori Eğitim yöntemi ile eğitim programı düzenlenen Matematik dersi Doğal Sayılar konusunda öğrencilerin akademik başarılarının MEB eğitim programına göre daha etkili olduğu sonucuna ulaşılmıştır. Ayrıca Montessori Eğitimi yönteminin öğrenmede kalıcılığa etkisinin olumlu yönde olduğu saptanmıştır.

Language: Turkish

Published: Elazığ, Turkey, 2019

Language: German

Abstract/Notes: In this study, it was aimed to determine the effect of STEM activities prepared on the basis of the Montessori education approach philosophy on pre-school teacher candidates' attitudes towards science and science teaching. Mixed method was used in the study. The sample group consists of 50 pre-school teacher candidates in total. In the study, a single group pre-test post-test pattern was created to collect quantitative data. The study lasted 14 weeks in total. In the study, "Science Attitude Scale" and "Science Attitude Scale" were used as quantitative data collection tools. In order to collect the qualitative data of the study, the "semi-structured interview form" prepared by the researcher based on the items of the scales used in quantitative terms was used. The quantitative data obtained in the study were analyzed using the statistical (paired sample t test) method, and the qualitative data were analyzed by content analysis. In the results of working; It has been determined that STEM activities based on Montessori approach have a positive effect on pre-school teacher candidates' attitudes towards science and science teaching. The results obtained from the qualitative data showed that there were positive improvements in teacher candidates' attitudes towards science and science teaching and the quantitative results were of high quality.

Language: Turkish

DOI: 10.26466/opus.831879

ISSN: 2528-9527

Abstract/Notes: Base-10 and place value understanding are important foundational math concepts that are associated with higher use of decomposition strategies and higher accuracy on addition problems (Laski, Ermakova, & Vasilyeva, 2014; Fuson, 1990; Fuson & Briars, 1990; National Research Council, 2001). The current study examined base-10 knowledge, place value, and arithmetic accuracy and strategy use for children in early elementary school from Montessori and non-Montessori schools. Children (N = 150) were initially tested in either kindergarten or first grade. We followed up with a subgroup of the sample (N = 53) two years later when the children were in 2nd and 3rd grade. Although Montessori curriculum puts a large emphasis on the base-10 structure of number, we found that children from Montessori schools only showed an advantage on correct use of base-10 canonical representation in kindergarten but not in first grade. Moreover, there were no program differences in place value understanding in 2nd and 3rd grade. Although Montessori children used different strategies to obtain answers to addition problems in 2nd and 3rd grade as compared with non-Montessori children, there were no program differences in addition accuracy at any grade level. Educational implications are discussed.

Language: English

DOI: 10.17161/jomr.v2i1.5677

ISSN: 2378-3923

Language: Korean

ISSN: 1226-9417

Language: Italian

Published: Trento, Italy: Erickson, 2019

ISBN: 978-88-590-2042-4 88-590-2042-5

Language: English

ISSN: 1071-6246

Language: Romanian

Abstract/Notes: Ushbu maqolada Maktabgacha ta’lim tashkilotlarida Montessori muhitini yaratishning shart -sharoitlari va o’ziga xosligi haqida so’z borgan.Doktor Montessori shunday degan edi: "Bolalar 3 dan 6 yoshgacha, 6 dan 9 yoshgacha va 9 yoshdan 12 yoshgacha bo'lgan guruhga joylashtirilishi kerak. Oddiy maktablarda bo'lgani kabi, faqat o'sha yoshdagi bolalarni sinflarga taklif qilmayman.Ko'pchilik, masalan, 3 yoshdan 6 yoshgacha bo'lgan bolalarni xonaga joylashtiraman, deb hisoblashadi, chunki menda uchta alohida xonani yaratish uchun yetarli xona yoki yetarli darajada bolalar yo'q. Garchi mingdan oshiq bola va juda katta bino bo'lsa ham, men uch yoshga to'lgan bolalarni bir guruhga qo'shib berishni istardim". Bolalar uzluksiz ta'lim va rivojlanish jarayonini amalga oshirish uchun guruhlarga joylashtiriladi.

Language: Uzbek