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Applied Human Sciences

 

1. Name of the Institute

 Applied Human Sciences

2. Name of the researcher(s) and research group (if applicable)

 Sebestyén, Krisztina

3. Research area and keywords of research

Learning and teaching foreign languages

4. Research objectives (in 1-2 sentences)

Focusing on teaching German as a foreign language: motivation and possibilities and how theory related to these topics materialize in practice.

5. Description and results of research (in detail, max. 1500 characters)

English is a „lingua franca” nowadays in the world. One of the EU’s aims is that the people speak in Europe at least 3 languages. It is problem in Hungary, because the country seems to be homogeneous in the view of mother languages, and there is only one schooltype in the educational system that gives an opportunity to learn two foreign languages. Krisztina researchs in these situation how the teachers can motivate the children to learn in the school German (too). She made a research with own questionnaires for children and teachers as well about these topic in two county of Hungary. The analysis of data are in progress yet.

6. Research partners from other institutions (if any)

 -

7. Other information (if any)

Krisztina works on her doctoral thesis.

8. Publications (max. 5)

Sebestyén, Krisztina (2019): Kon-Takt és Schritte international: egy nyelv, két szemlélet. In: Képzés és Gyakorlat. Training & Practice, 17(2): 149-160.

Sebestyén Krisztina (2017): Gimnáziumi és szakközépiskolai kétszintű érettségi eredmények vizsgálata német nyelvből. In: Educatio, 26(1): 121-128.

Sebestyén, Krisztina (2016): Auf den Spuren der rätselhaften Lehrbuchlisten: Was zeigen die Zahlen uns darin? In: Acta Universitatis Sapientiae Philologica, 8(3): 149-168.

Sebestyén, Krisztina (2013): Tangram aktuell oder deutsch.com? Ein Vergleich. In: Theorie und Praxis von Pädagogik, 5(1-2): 55-58.

 

 

 

 

 

1. Name of the Institute

 Institute of Applied Human Sciences

2. Name of the researcher(s) and research group (if applicable)

 Research Group for Cultural Community; Head of the research: Dr.   Róbert M. Drabancz

3. Research area and keywords of research

 national policy; identity politics; Cultural Community

4. Research objectives (in 1-2 sentences)

 In our research, we search for the answer to the question what role the public education events connected to the national culture receive in the process of building a minority nation.

5. Description and results of research (in detail, max. 1500 characters)

 The concept of the state and the nation has recently come to the forefront of the political and scientific interest, because the nation-states that replaced the bipolar political model of the second half of the 20th century are able to represent their interests in a multipolar system more effectively. However, a clear distinction should be made between the two concepts, since it is a historical fact that states were able to emerge without nations and nations were formed without the framework of a state. According to theories interpreting the issue of modernization, the social model of capitalism “gave birth” to national consciousness, while industrialization and urbanization played a key role in this process. Throughout the process, symbols and rites were created that allowed to describe the new borderlines of the “imagined community”. The nation-state, which represents the combination of the state and the nation, is built on the community's need to govern itself within the framework of a state it has established.

In our research, we search for the answer to the question what role the public education events connected to the national culture receive in the process of building a minority nation. Basically, we determine the community-building power of the events connected to the Rákóczi cult. Our question is: what role does the Rákóczi cult play in preserving the identity of the minority Hungarians in Transcarpathia?

During the Transcarpathian study, we have conducted interviews with the persons who organize the culture in the region. While creating the focus group, we do our best to ensure that the complete areas inhabited by the Hungarian community are included in the study. In the first step, the towns and villages are grouped according to their ethnic structure. We plan to develop three types: towns and villages with Hungarian majority, with parity and with Ukrainian majority. We will conduct interviews with the organizers of all three types of towns and villages, and using such interviews, we will be able to reveal the specific problems and results during the research. The primary purpose of the survey is to examine the impact of the events, connected to the Rákóczi cult (celebrations, commemorations), on the preservation of the national system of values and the national identity, and to explore the background factors that affect them.

6. Research partners from other institutions (if any)

 Nemzeti Művelődési Intézet

7. Other information (if any)

 drabancz.robert@nye.hu

8. Publications (max. 5)

 Drabancz M. Róbert (2019): „Magyar gyerek magyar iskolába való”— Nemzetépítés, sajtónyilvánosság és a csehszlovákiai kisebbségi magyar iskoláztatás lehetséges összefüggései (1928-1938).  Debrecen, Debreceni Egyetem Kiadó

Drabancz M. Róbert (2019): Kultúrák keresztútján. A kulturális identitás történeti dilemmái. In.:Ukrajna euro-atlanti integrációjának segítése Kárpátalja példáján keresztül. Pallas Athéné Domus Educationis Alapítvány, Kisvárda-Ungvár. 45-55.old.

 

 

 

 

 

1. Name of the Institute

 Institute of Applied Human Science

2. Name of the researcher(s) and research group (if applicable)

 Kerülő Judit PhD

3. Research area and keywords of research

Sociology, mobility, local mobility

4. Research objectives (in 1-2 sentences)

 Motivations for emigration and consequences of immigration of people in rural areas  

 

5. Description and results of research (in detail, max. 1500 characters)

 We explain the relationship between poverty and lack of mobility, review the link between agriculture and local mobility, predominantly through the functions of rural businesses. We explore the return migration of youths, especially those who move back to their village after a long period of education and/or job search. We revisit structural theories that connect migration to different types of capital and shed light on the impact of changing perceptions on rural life

We have analysed the motives, as well as attractive and repulsive factors. The interviews convincingly certify that the decision about moving or staying in one place is a complex, multifactorial process. In this, employment opportunities have an undeniably important, however, not completely exclusive role. It is correlated with the demographic characteristics, gender, age, family status, labour market parameters, education level, financial characteristics, individual peculiarities, health status of the individual, as well as with its attitude towards changes, ethnic background, and its contentment concerning the given settlement.

6. Research partners from other institutions (if any)

 Mobility Research Center of the Hungarian Academy of Sciences

7. Other information (if any)

 

8. Publications (max. 5)

 Kerülő Judit: Az immobilitást növelő és csökkentő települési jellemzők. In: Metszetek, Társadalomtudományi folyóirat. Vol.8 (2019)  No. 3. pp. 184-232.

 

 

 

 

 

 

 

 

1. Name of the Institute

 Institute of Applied Human Science

2. Name of the researcher(s) and research group (if applicable)

 Kerülő Judit PhD, Jenei Teréz PhD

3. Research area and keywords of research

Sociology, Negatíve strereotypes. Roma Minority, Elementary teacher training

4. Research objectives (in 1-2 sentences)

It is Possible to Diminish Preconceptions?

5. Description and results of research (in detail, max. 1500 characters)

 Domestic education practice has a hard time dealing with socialisation of roma children, partly because the lack of cooperation between the school and the family. Most of the pedagogues – unconfessedly though – have latent preconceptions towards roma people: they overestimate their numbers, and in their wording there is an equal sign between the categories of “roma” and “problematic” children. Educationists methodically support and agree with desegregation endeavours in educational politics, however when these are to be implemented in their own institutions, pleading to their lack of competence they would rather leave it to the already overladen schools specialized to the education of children with disadvantages, thus slowly creating or strengthening the practice of segregation. Amongst the students of higher education institutions in Eastern Hungary, preconceptions towards roma people are quite strong. The results of the survey confirmed that students have gained the most profit from meeting roma children and adults, from the recognition of lives of roma people and from working together with them.

Our research results convincingly demonstrate that students gladly face professionally well-built and laid-out challenges even if these incorporate meeting with such social groups, towards which they have preconceptions. These programs are perfectly fit for changing these negative stereotypes.

6. Research partners from other institutions (if any)

 

7. Other information (if any)

 

8. Publications (max. 5)

 Jenei Teréz – Kerülő Judit (2019): Csökkenthető-e az előítélet? In: Ferhévári Anikó, Széll Krisztián (szerk.): Új kutatások a neveléstudományokban 2018. Budapest. L’Harmattan Kiadó. Pp. 324-340.

Jenei Teréz – Kerülő Judit (2014): Kísérlet a pedagógusképzésben résztvevő hallgatók előítéleteinek csökkentésére. In Juhász Erika, Kozma Tamás (szerk.) Oktatáskutatás innen és túl. Szeged, Belvedere Meridionale, pp. 210-231.

Kerülő Judit (2014): „Good Start” – azaz a jó kezdet. In Hüse Lajos, Kerülő Judit (szerk.): Roma társadalomismereti szöveggyűjtemény. Nyíregyháza, Roma Evangélikus Szakkollégium, pp.207-221.

 

 

 

 

 

1. Name of the Institute

 Óvó- és Tanítóképző Intézet

2. Name of the researcher(s) and research group (if applicable)

 Dr. Nagy Balázs, Sebestyén Krisztina, Szabó József

3. Research area and keywords of research

 LEGO® Education kits as learning solutions

algorithmic thinking, LEGO® Education method, creativity, collaboration

4. Research objectives (in 1-2 sentences)

 How to use LEGO® Education method in different subjects and with students different ages.

5. Description and results of research (in detail, max. 1500 characters)

 On the basis of appropriate theoretical knowledge and as widely as possible after practical testing, we will be familiar with the current and future users of LEGO® Education kits. LEGO® Education Kits motivize learners not only through the game, the "grazing" experience, but also help to improve communication, algorithmic thinking, and emotional, social, and creative competences. The essence of the LEGO® Education method is that the children make an exploring, creative activity. Our aim is to present the pedagogical background of the LEGO® Education method, in that we focus on the children’s exploring and play activity, the method and some thematic sets. The ongoing and increasingly rapid change in the world implies, among other things, the need for a continual renewal of education. As one of the tools in education and training, LEGO® Education kits are used to help not only mathematics and science subjects, but also native and foreign language education, but even history can diversify be. In early learning solutions we investigate, how to help prepare young children for school and life by building their social skills and for them to begin their STEAM journey early on. For primary school students LEGO® Education provide the engaging, hands-on experiences students need to explore core STEAM concepts and link them to the world. Solutions grow with students as they problem-solve and discover how science, technology, engineering, and math affect their everyday life. In secondary schoool hands-on experiences stimulate communication, creativity, collaboration, and critical thinking skills. We want to explore, which are the best ways to develop this skills.

6. Research partners from other institutions (if any)

 

7. Other information (if any)

 

8. Publications (max. 5)

 Sebestyén Krisztina – Nagy Balázs – Szabó József Mihály (2019): Opportunities of development with LEGO® sets in the early childhood, Gyermeknevelés (DOI 10.31074).

 

 

 

 

1. Name of the Institute

 University of Nyíregyháza 

2. Name of the researcher(s) and research group (if applicable)

 Teréz Jenei – Judit Kerülő 

3. Research area and keywords of research

 Reduce Prejudice 

prejudice, education, pedagogues, Roma children 

4. Research objectives (in 1-2 sentences)

 We present the changes we could observe in the attitudes of students participating in an international programme helping early childhood socialisation, aiming to diminish preconceptions of students taking part in educationist training. 

5. Description and results of research (in detail, max. 1500 characters)

Domestic education practice has a hard time dealing with socialisation of roma children, partly because the lack of cooperation between the school and the family. Most of the pedagogues – unconfessedly though – have latent preconceptions towards roma people: they overestimate their numbers, and in their wording there is an equal sign between the categories of “roma” and “problematic” children. Educationists methodically support and agree with desegregation endeavours in educational politics, however when these are to be implemented in their own institutions, pleading to their lack of competence they would rather leave it to the already overladen schools specialized to the education of children with disadvantages, thus slowly creating or strengthening the practice of segregation. Amongst the students of higher education institutions in Eastern Hungary, preconceptions towards roma people are quite strong. The results of the survey confirmed that students have gained the most profit from meeting roma children and adults, from the recognition of lives of roma people and from working together with them. 

Our research results convincingly demonstrate that students gladly face professionally well-built and laid-out challenges even if these incorporate meeting with such social groups, towards which they have preconceptions. These programs are perfectly fit for changing these negative stereotypes. 

 

6. Research partners from other institutions (if any)

 -- 

7. Other information (if any)

 -- 

8. Publications (max. 5)

Jenei Teréz – Kerülő Judit (2019): Csökkenthető-e az előítélet? In: Ferhévári Anikó, Széll Krisztián (szerk.): Új kutatások a neveléstudományokban 2018. Budapest. L’Harmattan Kiadó. Pp. 324-340. 

Kerülő Judit -- Jenei Teréz: (2016): Kísérlet a pedagógus- és andragógusképzésben részt vevő hallgatók előítéleteinek csökkentésére az AGS I-III. programokban való részvétel alapján. Kézirat. Budapest. Roma Education Fund 

Jenei Teréz – Kerülő Judit (2014): Kísérlet a pedagógusképzésben résztvevő hallgatók előítéleteinek csökkentésére. In Juhász Erika, Kozma Tamás (szerk.) Oktatáskutatás innen és túl. Szeged, Belvedere Meridionale, pp. 210-231. 

Kerülő Judit (2014): „Good Start” – azaz a jó kezdet. In Hüse Lajos, Kerülő Judit (szerk.): Roma társadalomismereti szöveggyűjtemény. Nyíregyháza, Roma Evangélikus Szakkollégium, pp.207-221. 

 

 

 

 

 

 

1. Name of the Institute

 AHI

2. Name of the researcher(s) and research group (if applicable)

Dr. habil. Erika Vassné Figula

Dr. habil. Ferenc Margitics

Dr. habil Zsuzsa Orsika Pauwlik

3. Research area and keywords of research

 school bullying, bully, victim, bystander, intervener participant and helper participant

4. Research objectives (in 1-2 sentences)

 We are examining the background factors, which help to understand the process of the development of bully, victim, participant and bystander behavior patterns, as well as they allow the development of the options of efficient mentalhygiene

5. Description and results of research (in detail, max. 1500 characters)

 In case of the primary school students (11-14 year old students), from the given reactions on school bullying the most frequent  behavior  pattern-  without  reference  to  genders  -was  helper  participant.  From  the components of helper participant, reconciling interposition seemed to be the most commonly used behavior pattern. From the reactions on school bullying, victim behavior pattern was the least typical of the sample. At the age of 11-12, both the girls and the boys became victims of school bullying approximately at the same level. From the age of 13-14, we found this behavior pattern more typical of girls, which was not significant in the case of either of the age groups.  Examining the individual components of victim behavior pattern, the situation was different. In case of affective reaction (emotional effect of the insult) we find significant differences in all age groups, the girls seem to be more liable to it than the boys.   The primary school boys seemed to be more liable to physical reaction (bodily reaction  
to the insult) than the girls.

6. Research partners from other institutions (if any)

 -

7. Other information (if any)

 -

8. Publications (max. 5)

  1.  Figula E, Margitics F, Pauwlik Zs. (2019): The Questionnaire on School Bullying /handbook/. KeryPub.
  2. Ferenc, Margitics ; Erika, Figula ; Zsuzsan, Pauwlik (2019): The Victim and Bully-Victim: Background Factors of School Bullying Behaviour. Kery Publishing.
  3. Margitics Ferenc, Figula Erika, Pauwlik Zsuzsa (2019): Iskolai erőszak: cyberbullying az iskolában. Az internetes zaklató és internetes áldozat skála. Kerypub.
  4. Erika, Figula ; Ferenc, Margitics ; Zsuzsa, Pauwlik (2019): School Bullying in Hungarian Primary Schools. EDUSER: revista de educação, ,11/2.
  5. Figula Erika, Margitics Ferenc, Pauwlik Zsuzsa, Szatmári Ágnes (2010): Iskolai erőszak: az áldozat-, támadó- és provokatív áldozat-magatartásminta családszocializációs háttértényezői. Mentálhigiéné és Pszichoszomatika, 12. 1: 47-72.

 

 

2016, Nyiregyhaza