Abstract/Notes: In this second edition of her educational text, Noddings suggests that if we make the responsiveness characteristic of caring more basic than accountability, we can accommodate both traditional and progressive preferences in one school system to the benefit of all... especially the children.

Language: English

Published: New York, New York: Teachers College Press, 2005

Edition: 2nd

ISBN: 978-0-8077-4609-7

Abstract/Notes: What people gain through sensation and cognition make up the individuals’ experiences and knowledge. Individuals benefit from previous experiences when resolving problems. Knowledge is constructed from the meanings one attributes to nature and the environment. In theories, it means that constructers depend on observation and when directly translated, the theory has the meaning of observation. In other words, we construct our own reality with those belonging to our social circle. For us, there is the world and we can’t disregard that; however, the relationship between us and the outside world is a joining as materialistic and structural as in a social environment. In this article, while the foundation of constructivism is being thoroughly analyzed, Vico’s ideas in the 18th century and the neurobiological studies of scientific knowledge have been utilized. In light of constructivist learning, Dewey’s opinion on “Experience and Education”, Piaget’s cognitive schema theory in “cognitive development”, and Montessori’s ideas on “Decentering the Teacher” have been examined. Finally, the ideas of the three names on constructivist learning have been interpreted.

Language: English

ISSN: 1308-1470, 1694-609X

Abstract/Notes: Montessori approach is mostly used in the kindergarten and elementary school, especially in Indonesia. To explore the approach in the higher level of education, the research took place in a private Montessori Junior High School in Yogyakarta, Indonesia. This study is intended to investigate the students’ perceptions on the implementation of Montessori approach to improve their vocabulary due to the fact that vocabulary is central to language learning. The research participants are students in grades seven and eight. There were three research instruments in this study, namely observations, questionnaire, and Focus Group Discussion (FGD). Three different research instruments were used to make sure that the data obtained was valid. The researchers crosschecked the results from each instrument to triangulate data consistency. Based on the findings, the students have positive perceptions on the implementation of Montessori approach for vocabulary learning. The implementation of Montessori approach promotes its unique learning activities, teacher’s personal guidance, and students’ learning awareness, internal motivation, and interest. The students perceived that the implementation of Montessori approach can improve their vocabulary.

Language: English

ISSN: 2503-4405

Language: English

DOI: 10.2307/800976

ISSN: 0013-8274

Abstract/Notes: This study aims to emphasize that the realization of effective educational approaches depends on the design of spaces suitable for the determined philosophy, and to reveal the design decisions required by the Montessori educational approach. A three-step method was followed in the line of the aim of this study. The first step is to acquire theoretical knowledge about the Montessori educational approach. The second step is to perform a spatial analysis based on the obtained plan schedules and visual materials from the school samples that have adopted the Montessori educational approach and designed by the designers according to this approach and the final step is to bring design decisions to designers and educators in order to create educational environments for the Montessori educational approach, depending on the literature and school analysis. In the study, it is observed in Montessori educational approach that the relationship between interior and exterior spaces is very important, that the circulation spaces and classrooms are designed as flexible multipurpose spaces depending on the basic principles of freedom, socialization, and that child-scale design and natural light are extremely important for all of the areas in question. It is seen that the Montessori approach is influential on educational spaces and the presence of spaces embodying this approach has a correspondence in architecture. In this context, this study, which reveals the relationship between learning environments and learning efficiency, is considered to be a source of data for the schools to be designed in this direction.

Language: English

DOI: 10.12973/ejmste/79799

ISSN: 1305-8215, 1305-8223

Abstract/Notes: In this study, it is aimed to examine the mathematical conceptual skills of 48-72-month-old children attending pre-school education institutions providing a Montessori Approach and Ministry of National Education Pre-school Program (MoNE PSP). The study group consisted of 20 children, who were trained by the Montessori Approach, and 20 children, who continued to attend pre-school education institutions applying the MoNE PSP. The research was carried out in accordance with the state study design of the qualitative research methods, and the data of the study was collected by the structured observation method at the free play/individual work time in the learning centers of the children constituting the study group. A structured observation form was used as the data gathering tool, and mathematical concept skills such as counting, matching, grouping, comparison, positioning, measurement, pattern, part-whole, transactions and creating a graphic were included. Research data were analyzed with descriptive analysis method, and the frequency and percentage values of the obtained data were calculated. As a result of the study, it was observed that the students trained with the Montessori Approach and MoNE PSP could not create graphics in both groups, while the rhythmic counting and patterning skills were the most observed skills in children. It has been determined that children trained with the Montessori Approach perform more studies, especially on matching, grouping, comparison/ranking, and part-whole skills, compared to the children trained with MoNE PSP. In the light of the results obtained in this research, it is suggested that the play materials that had to be in classes where MoNE PSP was applied should be standardized, and children should be able to get through these materials; also mathematics center should be established in the class level.

Language: English

DOI: 10.12973/eu-jer.8.1.9

ISSN: 2165-8714

Abstract/Notes: The objective of this case study is to offer a new perspective on innovation in higher education pedagogy by exploring how Montessori principles can be applied in an elective upper-level undergraduate marketing analytics course. Innovation in higher education is crucial for preparing students for the ever-changing challenges they will face in the workplace and in society. Montessori education offers a unique perspective for addressing many of the shortcomings identified in current approaches to undergraduate instruction. This study involved designing a course that incorporated well-established principles of Montessori education—which has demonstrated success in fostering deep learning, engagement, intrinsic motivation, and adaptability particularly among adolescents. The methodology leverages the naturalistic approach to gathering real world evidence using an inductive design based on data from instructor field notes, weekly student response submissions, and an end-of-semester student survey. In conclusion, results of the study suggest Montessori education, particularly experiential learning elements and direct connections to industry, should continue to be explored for its potential to inspire innovation in higher education. However, successfully changing the instructional paradigm requires efforts beyond a single course. Truly shaping undergraduate education for the 21st century involves broad and integrated change across departments and even universities to empower students to take control of their own learning, to be inspired and motivated by their own intrinsic values, and to expand their thinking beyond narrow expectations of textbook learning.

Language: English

DOI: 10.3389/feduc.2022.1033752

ISSN: 2504-284X

Abstract/Notes: The main purpose of this research is to examine the effect of Montessori education approach on 4-6-year-old children’s concept acquisition such as school readiness, direction/position, self/social awareness, texture/material, quantity and time/sequence. The method of this research was pre-test/post-test, experimental and control group. Pre-test/post-test was carried out to examine the effect of the Montessori education on 4-6 year-old children who are the experimental group and the control group was formed to compare the effect of Montessori education on the experimental group. Sample of research consisted of 24 children who were educated with Montessori education at Gazi University Faculty of Vocational Education Department of Child Development and Education Application Preschool and 24 children who were educated at Ankara University Application Preschool and Child Club, where MoNE’s curriculum was carried out. For children’s acquisition of concepts such as school readiness, direction/position, self/social awareness, texture/material, quantity and time/sequence Bracken Basic Concept Scale-Revised was used as data collecting instruments. Comparing both groups for pre-test and post-test mean score obtained from Bracken Basic Concept Scale-Revised results show that statistical differences were found between the experimental and the control group and these differences were in favor of the experimental group. There are differences between children who got education through Montessori approach and MoNE’s curriculum in school readiness, direction/position, self/social awareness, texture/material, quantity and time/sequence areas.

Language: English

ISSN: 1305-3515

Abstract/Notes: The present study examines the convergence between anthropology and education business giving rise to the field of anthropology of education. The early works of Hewett, Boas and Montessori paved the way for the foundations of the application of anthropological contents and methods to the study and practices of educative processes and systems for better understanding and improvement of learning. School settings and classroom life provide relevant environment for anthropological inquiries. The application of anthropological contents and methods in various aspects of the study of education is significant. The business function of education in terms of the leadership and management of human, material and financial resources for optimal outcomes calls for anthropological insights and underpinnings in educational systems. Anthropological concepts and principles are applied in the areas of the foundations of education, curriculum development, culture studies, classroom interactions, multicultural education, business education, policy implementations, educational research and educational administration. Ethnographic methods have greatly contributed to the understanding of complex educational issues and challenges. Ethnographic methods of grounded theory, documentary content analysis, and action research are employed to study educational problems through the use of the techniques of purposive sampling, interview, observation, constant comparison, triangulations, key incident, narration, interpretive stance, and other tools of data gathering, interpretation and analysis.

Language: English

DOI: 10.33423/ijba.v2i2.1184

ISSN: 2155-6237

Abstract/Notes: This study investigated the effect of using activities based on the Montessori approach in science academic achievement of the fourth grade students. A quasiexperimental design was used wherein the students were equally divided into two groups: the experimental and the control group. Both groups consisted of 31 students. To achieve the aim of the study, Montessori Hall has been set up with six dimensions, and each corner has several shelves comprised different materials used for conducting the science activities. In addition, a teacher guide was prepared to be used by the teacher to implement the Montessori approach for the experimental group. Finally, an achievement test that consisted of seven multiple choice questions (MCQs) and five short answer questions was constructed and administered to both study groups. The results of the study indicated that there were statistically significant differences at the level of significance (P ≤ 0.05) between the mean values of the experimental and the control groups in the academic achievement in favor of the experimental group. In light of the study results, the study recommends holding training workshops for teachers on how to use the Montessori approach in teaching science classes.

Language: English

DOI: 10.29333/iji.2019.12244a

ISSN: 1308-1470, 1694-609X