Éva Borsos
University of Novi Sad
Outdoor educationSociologyMathematics educationPsychologyPedagogyClass (computer programming)Knowledge levelEarly childhoodQuality (business)BlindnessGame based learningOutdoor learningScience instructionNatural resourceUniversity teachingScience teachersEarly adolescentsSchool teachersPhenomenonMedical educationInformation and Communications TechnologyTeaching method
9Publications
3H-index
13Citations
Publications 9
Newest
#1Éva Borsos (University of Novi Sad)H-Index: 3
#2Edita Borić (UNIOS: Josip Juraj Strossmayer University of Osijek)H-Index: 3
Last. Maria PatocskaiH-Index: 2
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Plant blindness is becoming a universal phenomenon among both students and adults. They do not know the names of the plants in their immediate environment, nor are they interested in familiarising ...
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#1Olga CsillikH-Index: 1
#2Éva BorsosH-Index: 3
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A tanulmanykotet előzmenye egy 2019. aprilis 3-an a Karpat-medencei oktatoi szamara rendezett, helyzetfeltarassal, problemakkal, modszertani megoldasokkal foglalkozo workshop. Tanulmanykotetunkben szereplő tanulmanyok ket temakor kore csoportosithatok. Reszben a Karpat-medencei regio bemutatasan keresztul foglalkoznak a regio főbb jellemzőivel, problemaival, lehetseges megoldasaival. Az altalanos A tanulmanykotet masodik reszeben a modszertani paradigmavaltashoz kapcsolodo oktatasi innovaciokrol...
In the 21stcentury pupils learn how to use technological devices from their early childhood. Therefore, the use of Information and Communications Technology (ICT) in teaching and learning processes seems obvious. For the purpose of this research, 305 class teachers from four European countries (Serbia, Spain, Croatia and Hungary) were asked about their experiences and opinions on the use of ICT in biology classes. The aim was to determine whether they consider that this way of teaching is effect...
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ABSTRACTThis study presents a new technique, the “Which plant am I?” game, which helps to increase pupils’ plant knowledge, while motivate them to become familiar with more plants. On the other han...
1 CitationsSource
#1Rita HorákH-Index: 2
#2Lenke MajorH-Index: 2
Last. Éva BorsosH-Index: 3
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#1Éva BorsosH-Index: 3
#2Olga CsillikH-Index: 1
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A XXI. szazadban az ipari forradalom 4.0 hatasara a humantőke es ennek kovetkezmenyekent az oktatas, igy a felsőoktatas is felertekelődik. Ebben a folyamatban a Karpat-medenceben is kulcsfontossagu kerdesse valik – tarsadalmi, politikai, gazdasagi szempontbol egyarant - a felsőoktatas minősege, hatekonysaga. A Karpat-medenceben folyo felsőoktatas tobb elemeben is koveti (a modern ertelmezesű, „nyugati mintak” atorokitesere alapulo) europai felsőoktatas szerkezeti dinamizmusait. A magyar nyelvű f...
#1Éva Borsos (University of Novi Sad)H-Index: 3
#2Szabolcs HalasiH-Index: 3
Last. Anita StajerH-Index: 2
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#1Éva Borsos (University of Novi Sad)H-Index: 3
#2Maria PatocskaiH-Index: 2
Last. Edita Borić (UNIOS: Josip Juraj Strossmayer University of Osijek)H-Index: 3
view all 3 authors...
AbstractElementary school children spend less and less time outdoors in nature. In this way they will neither become familiar with plants and animals in their environment, nor will their environmental awareness develop. The solution for them would be to spend more quality time outdoors. In this work 170 teachers from Hungary and 170 teachers from Serbia shared their experiences and opinions about outdoor education. The aim was to determine whether they thought that outdoor classes were an effect...
7 CitationsSource
Abstract The effectiveness of outdoor education and the effects such education has on pupils, are undeniable, but often, teachers cannot conduct enough classes outdoors due to reasons beyond their influence (lack of time, lack of locations, etc.). The comparative analysis of the National Curricula of Serbia, Hungary and Croatia shows significant similarities. In order to support the teachers, the authors composed a list of viable locations for outdoor learning and categorized these by teaching u...
2 CitationsSource