The purpose of this study is to understand teachers' experiences in-depth on distance education activities held urgently during the pandemic and holistically reveal them. For this purpose, the interlocking single event pattern from case study designs was used to have depth meanings from the teachers' views. In the study, a semi-structured questionnaire was created as a data collection tool and applied to sixty-six teachers with snowball sampling. Teachers participating in the study generally work at primary, secondary and high schools. At the end of the study, it was revealed that the interaction between students, student-teacher, and teacher-parent in urgent distance education processes was generally insufficient; there was no socialization. In addition, it was revealed that both teachers and students experienced various positive and negative emotions, the teaching content was insufficient, and there was a lack of technological equipment and knowledge. However, as an alternative, urgent education activities had some positive aspects for the teachers. As a result of the study, it is recommended to design distance education better, provide a better communication channel between teacher-student-parent, eliminate technological infrastructure problems, and provide technical and psychological support to teachers during urgent distance education practices.
The present work supports the possibility of connecting exhibits of the Museum of Ali Pasha on the island of Ioannina with the Natural Sciences through an educational scenario in the light of the Theory of Activity and the SciEPIMGI design framework. In this way the educational programs designed for Museums of general interest gain added value by supporting the cooperation of formal and non-formal education. The script was designed during the training program of the University of Ioannina and was implemented in November 2021 by students of the Kindergarten of Ioannina. Through selected exhibits of the Museum, bridges with themes were detected from the Curriculum for Natural Sciences in the Kindergarten, focusing specifically on the theme "water". Theoretically, it is based on the approach of Hein's constructivism, Gardner's multiple intelligences and the active participation of Simon's student, with particular emphasis on the student's individual peculiarities regarding the ways of perceiving reality and the personal meanings he forms. The Museum-pedagogical activities that are designed apply a variety of methodologies such as students' oral expression, visual creations, hidden treasure game, writing, experimentation, creating connections, problem solving, interpretation and expression of crises, etc. Special emphasis was given to of students' senses and in experiential and exploratory learning. The museum space was utilized as a constructed environment for learning and application of museum-pedagogical methods and as an invisible educational framework that allows effective learning processes, mobilizes curiosity, evokes emotions and impressions.
The current study investigates the reason for parents and children's paradoxical perceptions of online learning, determining factors, and the impact of these differences on their relationships. This research employs qualitative data collection and analysis approaches. Twenty-five parents and their children studying at an elementary school and participating in mentoring activities in Malang, Indonesia, were recruited based on the school principal's recommendation. The data were collected using in-depth interview techniques with parents and their children and observations during the counselling sessions and continuous mentoring sessions. The results show that parents and children perceived online learning paradoxically in three aspects: time, implementation process, and online learning media. Parents tend to perceive online learning negatively, while children perceive it positively. The difference in perception is caused by different expectations and attitudes towards online learning and the family's socioeconomic conditions during the Covid-19 pandemic. The differences in perceptions trigger parent-child conflicts indicated by poor communication, negative labelling, and physical violence. Three policy recommendations are proposed to address the issue during times of crisis, including the Covid-19 pandemic.
Over the last few years, rapid technological progress has developed our lives in all areas. The adoption of technology in the everyday lives of both adults and children through smart mobile devices has led to the foreseeable integration of digital tools in the educational process. Smart mobile devices and the applications that accompany them have been proven effective in the educational field since they allow students to acquire knowledge through activities with an interactive and playful character. A technique that has gained popularity among technology users in the last decades is gamification. Gamification combines mechanisms and elements of games, enhancing students' learning, motivation, and interest in various educational fields, such as mathematics and science. The usage of game elements in education is not encountered for the first time due to the spread of gamification in technology, but it has been mentioned since the early ancient Greek years. However, technology has reinforced gamification through components and techniques that provide students with all the necessary supplies leading to positive learning outcomes. This bibliographic review presents the literature findings on gamification through smart mobile devices in science teaching in preschool education.
Mathematical illusions and concepts can be more easily visualized and understood with the help of information and communication technologies (ICT). On the contrary, ICT development in Nepali classrooms (from elementary school to university) moves glacially. This study examines the role of ICT tools in mathematics and their features and importance in promoting meaningful learning in mathematics. Based on the literature available, this study found that GeoGebra, Google SketchUp, and Microsoft Mathematics are excellent ICT tools for visualizing mathematical concepts, creating 3D models, and discovering solutions and graphical representations of more complex mathematical concepts and/or illusions. This study also demonstrates the importance of these ICT tools in promoting mathematics teaching and learning from elementary school to the university level. Incorporating the ICT tools mentioned above for teaching and learning mathematics has positively impacted students' achievement in mathematics.