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Introduction (Benő Csapó and Valéria Csépe)
1. Leo Blomert and Valéria Csépe: Psychological Foundations of Reading Acquisition and Assessment
2. Wolfgang Schnotz and Edit Katalin Molnár: Societal and Cultural Aspects of the Assessment of Reading Literacy
3. Krisztián Józsa and János Steklács: Content and Curriculum Aspects of Teaching and Assessment of Reading
4. Benő Csapó, Krisztián Józsa, János Steklács, Ágnes Hódi and Csaba Csíkos: Diagnostic Assessment Frameworks for Reading: Theoretical Foundations and Practical Issues
5. Krisztián Józsa, János Steklács, Ágnes Hódi, Csaba Csíkos, Anna Adamikné Jászó, Edit Katalin Molnár, Zsuzsanna Nagy and Beáta Szenczi: Detailed Framework for Diagnostic Assessment of Reading
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Intruduction (Benő Csapó and Mária Szendrei)
1. Terezinha Nunes and Benő Csapó: Developing and Assessing Mathematical Reasoning
2. Csaba Csíkos and Lieven Verschaffel: Mathematical Literacy and the Application of Mathematical Knowledge
3. Julianna Szendrei and Mária Szendrei: Scientific and Curriculum Aspects of Teaching and Assessing Mathematics
4. Csaba Csíkos and Benõ Csapó: Diagnostic Assessment Frameworks for Mathematics: Theoretical Background and Practical Issues
5. Csaba Csíkos, Katalin Gábri, Józsefné Lajos, Ágnes Makara, Julianna Szendrei, Judit Szitányi and Erzsébet Zsinkó: Detailed Framework for Diagnostic Assessment of Mathematics
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Introduction (Benő Csapó and Gábor Szabó)
1. Philip Adey and Benő Csapó: Developing and Assessing Scientific Reasoning
2. Mária B. Németh and Erzsébet Korom: Science Literacy and the Application of Scientific Knowledge
3. Erzsébet Korom and Gábor Szabó: Disciplines and the Curricula in Science Education and Assessment
4. Erzsébet Korom, Mária B. Németh, Lászlóné Nagy and Benő Csapó: Diagnostic Assessment Frameworks for Science: Theoretical Background and Practical Issues
5. Erzsébet Korom, Lászlóné Nagy, Mária B. Németh, Katalin Radnóti, Mariann Makádi, Adorjánné Magdolna Farkas, Revákné Ibolya Markóczi, Zoltán Tóth, Csaba Csíkos and Éva Wagner: Detailed Framework for Diagnostic Assessment of Science
Anna Adamikné Jászó
Professor of Linguistics at Eötvös Lóránd University, Doctor of the Hungarian Academy of Sciences. She received her master’s degree in Hungarian, Russian and Finno-Ugrian in 1996 from the Eötvös Lóránd University. Initially, she taught in a secondary grammar school, then from 1975, at the Budapest Teacher Training College. In 1986-87, she gave lectures in the USA as a Fulbright fellow, and in 1990-91 as a guest professor. She is the editor and co-author of the school-book series Édes anyanyelvünk 1–8., and of the Lexicon of Rhetoric. Her main research interests are the history of language, the history of reading, reading comprehension, and rhetoric.
Emeritus Professor of Science, Cognition and Education at King’s College London, and former director of the Centre for the Advancement of Thinking. He received his BSc diploma in chemistry (1962), his MA degree in education (1968), and his PhD degree in science education (London University, 1979). He received a Doctor Honoris Causa title from the University of Szeged in 2011. He played a major role in the development of the Cognitive Acceleration through Science Education. He was visiting scholar in several countries (Norway, Japan, Luxembourg, China, USA) and guest professor in Hong Kong between 2006 and 2008. His current research interest includes the cognitive impact of science education and the professional development of teachers.
Magdolna Farkas Adorjánné
She obtained a chemistry and physics secondary school teacher’s degree at Loránd Eötvös University. She has taught physics and chemistry in elementary and secondary schools and physics at the University of Óbuda. As a professional consultant, she assisted the teaching of science subjects for years. Her main area of interest is talent nurturing.
Mária B. Németh
Research associate of the Research Group on the Development of Competencies (Hungarian Academy of Sciences) and of the Centre for Research on Learning and Instruction. She obtained a biology and chemistry secondary school teacher’s degree at the Faculty of Sciences of Attila József University in 1984. In 1994, she graduated in educational evaluation and in 2009 obtained her PhD in Educational Sciences at the University of Szeged. Her major research area is scientific literacy and the assessment of the application of knowledge.
Professor of Cognitive Neuroscience at Maastricht University in the Netherlands. He was a research fellow at the Max Planck Institute for Psycholinguistics in Nijmegen, at the Max Planck Institute for Neurological Research in Cologne, and a research professor at the University of California Irvine. He was the founding chair of the Cognitive Neuroscience Department at the Psychology and Neuroscience Faculty at Maastricht University and founding member of the Maastricht Brain Imaging Institute, where he started his research group on Brain and Literacy in 2000. His major research interests are the development of brain networks for reading and the role of multisensory processing in reading and mathematics development. He very recently proposed a new multisensory theory to account for successful and failing (dyslexia) reading development. He also developed digital diagnostic tests for the cognitive profiling of the developmental disorders dyslexia and dyscalculia.
Professor of Education at the University of Szeged, the head of the Graduate School of Educational Sciences, the Research Group on the Development of Competencies (Hungarian Academy of Sciences), and the Center for Research on Learning and Instruction. He graduated in chemistry and physics and obtained a PhD in Educational Sciences. He was a Humboldt research fellow at the University of Bremen, and a fellow at the Center for Advanced Study in the Behavioral Sciences, Stanford. His major research interests are cognitive development, longitudinal studies, educational evaluation, test theories and technology-based assessment.
Professor of Cognitive Psychology, the head of the Cognitive Psychology PhD Program at the Eötvös Loránd University, and head of the Developmental Psychophysiology Research Group she established in 2000 at the Institute of Cognitive Neuroscience and Psychology, Research Center of Natural Sciences of the Hungarian Academy of Sciences. She is a corresponding member of the Hungarian Academy of Sciences. She got her degree in psychology at the Eötvös Loránd University in 1976. She was a Humboldt scholar at the University of Münster in 1990–1991. Her main research fi eld is cognitive neuroscience; her interest includes basic auditory perception, auditory event analysis, language, reading and other complex cognitive processes.
Associate Professor of the Institute of Education, University of Szeged. Graduated in mathematics, geography and educational evaluation and obtained his PhD in Educational Sciences. Between 2002 and 2005 he was awarded a György Békési post-doctoral fellowship. His major research interests include the strategic thinking of 10-12-year age-group. His publications focus on mathematical thinking and reading comprehension of this particular age-group.
She graduated in mathematics, informatics and educational evaluation. She worked as a teacher for ten years. Later she became an advisor at the Pedagogical Institute of Nógrád County then in the Hungarian Gallup Institute. She conducted local and national surveys, school efficiency studies and research into the measurement of the added value in education. She regularly gives talks in in-service training on the evaluation of learners and institutes.
Research fellow at the Center for Research on Learning and Instruction, University of Szeged and a doctoral student at the Graduate School of Educational Sciences. She holds a master’s degree earned at the Department of English Studies, University of Szeged and a postgraduate degree in EU studies and project management. Her fields of research include the psychological and socio-cultural dimensions of reading and the analysis of the impact of text-type and text-form on students’ reading performance.
Associate Professor at the Institute of Education, University of Szeged. He earned his degree in 1996 as a teacher of mathematics and physics. Following this, in 2000, he qualified as an expert of educational assessment, and received his PhD in 2003. Between 2004 and 2007, he was awarded the Bolyai János Post-Doctoral Fellowship of the Hungarian Academy of Sciences. In 1997 he received the Pro Scientia Gold Medal; in 2008 he was granted the Award of Young Researchers. In 2011 he was a visiting researcher at Colorado State University; in 2012 he has become a grantee of the Fulbright Scholarship Program. His major fi elds of research include mastery motivation, reading comprehension, preschool and elementary school skills improvement and general learning disability.
Associate professor of the Institute of Education, University of Szeged, deputy head of the Centre for Research on Learning and Instruction, and member of the Research Group on the Development of Competencies (Hungarian Academy of Sciences). She graduated in biology, chemistry and educational evaluation and obtained her PhD in Educational Sciences. Her research interests are knowledge representation, misconceptions, conceptual development and conceptual change, assessment of the scientifi c knowledge, teaching for conceptual change.
She is an expert in educational management, evaluation and accreditation. She graduated in mathematics and physics from Loránd Eötvös University. She has been involved in several mathematical development projects in public education including the National Core Curriculum, devising educational tools and organizing competitions. She is a member of the Board of the Foundation for Hungarian Science Education.
She is a senior lecturer at the Department of Mathematics, Faculty of Primary and Preschool Teacher Training of Loránd Eötvös University. She graduated in mathematics, physics and descriptive geometry from Loránd Eötvös University. She had been working in public education for two decades. Her major research interest is the development of problem-solving in teaching geometry.
Associate professor of the Institute of Geography and Earth Sciences of Loránd Eötvös University, expert of professional methodology, curriculum developer, textbook author, and president of the Educational Methodological Section of the Hungarian Geographical Society. She graduated in biology and geography from the Budapest Teacher Training College, then in geography teaching from József Attila University. Her research areas are: curriculum theory, methods of developing the acquisition of geographical-environmental knowledge and spatial intelligence, assessment of geographical knowledge.
Edit Katalin Molnár
Assistant Professor at the Institute of Education, University of Szeged. Having graduated as an English major and an American studies minor, she taught foreign language skills improvement courses and gained expertise in the field of curriculum studies. She earned her PhD in Educational Sciences. Her dissertation focused on mother-tongue writing performance and factors influencing it, while her present research interests include the development of reading and writing.
Assistant professor and head of the Biology Teaching Methods Group of the University of Szeged. She obtained her secondary school teacher’s degree in biology and chemistry and a master’s degree in education at the University of Szeged. Her major research area is science education focusing on the teaching of biology, the development of biological concepts and analogical reasoning.
Doctoral student at the Graduate School of Educational Sciences, University of Szeged, and part-time lecturer at the Institute of Education. She graduated in Hungarian grammar and literature, and educational sciences at the University of Szeged. Her PhD research focuses on the influence of different curricula on the development of written compositions of primary school students and on the effects of teaching methods on students’ writing ability.
Professor of Education at the University of Oxford, Fellow of Harris Manchester College and head of the Child Learning Research Group. Her research analyses how hearing and deaf children learn literacy and numeracy and considers cognitive and cultural issues. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal mathematical knowledge and is regarded as a classic in mathematics education. Her books include Street Mathematics, School Mathematics; Children Doing Mathematics; Teaching Mathematics to Deaf Children; Improving Literacy by Teaching Morphemes; and Children’s Reading and Spelling: Beyond the First Steps.
Professor of the Institute of Physics of Loránd Eötvös University. She also obtained her chemistry-physics secondary school teacher’s degree at this institution. Her research areas are the teaching of physics and sciences, conceptual development, conceptual change, the disorders of understanding the basic concepts of physics and the formation and the possibilities of correction of misconceptions.
Markóczi Ibolya Revákné
Assistant professor of the Department of Ecology of the Faculty of Science and Technology of the University of Debrecen, head of Biology and Environment Research Group. She obtained her secondary school teacher’s degree in biology and chemistry from Lajos Kossuth University in Debrecen in 1986. Her research fi eld is science education focusing on the teaching of biology and the development of problem-solving skills in science.
Professor of General and Educational Psychology at University of Koblenz- Landau. Head of the Multimedia Research Centre and head of the Graduate School on Teaching and Learning Processes at University of Koblenz-Landau. Received his PhD from the Technical University Berlin. He was Chief Editor of Learning and Instruction, and is editorial board member of numerous journals. His main research interests focus on comprehension of text and pictures, knowledge acquisition with conflicting information, learning with multimedia and hypermedia, learning with animation. He currently runs various research projects on text-picture integration skills and coherence formation from conflicting information, funded by the German Science Foundation.
College professor, dean of Kecskemét College Teacher Training Faculty, director of Institute of Human Studies. Graduated in language and literature at the Janus Pannonius University, Pécs Faculty of Philosophy. He received his PhD at the same university, in the Applied Linguistic Doctoral Program. The topic of his dissertation was functional illiteracy in Hungary. His main fields of research are the process of learning and teaching of reading, functional illiteracy, reading and eye tracking.
Professor of Physics, member of the Hungarian Academy of Sciences, head of the Graduate School of Physics, and chairman of the of the Hungarian Innovation Association. He obtained his degree in physics from the Faculty of Sciences of Attila József University in 1978. In the 1980s, he was guest researcher of the Max Planck Institute in Göttingen for more than four years, then guest professor of the Rice University (Houston, 1990–95), the University of Osaka (1995–96) and the University of Jena (1997–98). His main research areas are optics, laser-physics and applied physics.
Assistant lecturer at the Bárczi Gusztáv Faculty of Special Education of Eötvös Lóránd University. She earned her master’s degree in English and Educational Sciences at the University of Szeged. Between 2008 and 2011, she was a PhD student at the Graduate School of Educational Sciences with a scholarship from the Hungarian state. The topic of her PhD thesis is reading motivation and its relation to reading achievement among children aged 8–14.
Head of the Department of Mathematics, Faculty of Primary and Preschool Teacher Training of Loránd Eötvös University. She graduated in mathematics and physics and obtained a PhD degree in mathematical statistics. She was awarded Széchenyi professor fellowship between 2002 and 2004. She is a founding member of the mathematics didactics PhD school at the University of Debrecen, chairperson of the CIEAEM, the international organization of teaching mathematics for two periods. Her research topics are concerned with the kindergarten and young learners and also the mathematical thinking of their teachers.
Professor of Mathematics and head of the Department of Algebra and Number Theory at the University of Szeged. Member of the Doctoral School of Mathematics and Computer Science. Her area of research is abstract algebra. She has been asked to give plenary talks at international conferences and has been member and also head of international research projects. She obtained Humboldt fellowship at the University of Darmstadt and Kassel. She is a member of the editorial board of various international journals committees aiming at the improvement of the training of mathematicians and mathematics teachers.
Senior lecturer in the Department of Mathematics, Faculty of Primary and Preschool Teacher Training of Loránd Eötvös University. She graduated from the Teacher Training College of Budapest and worked as a primary school teacher for eight years. She majored in mathematics at the Loránd Eötvös University. Her research interest is the probabilistic reasoning of preschool children and young learners. She has been involved in development of competency-based mathematics education. She is an active member of the Bolyai Society.
Associate professor of the Institute of Chemistry of the University of Debrecen, and head of the Chemistry Teaching Methods Group. He obtained a degree in chemistry research, and later in teaching chemistry from Lajos Kossuth University. His research areas are the examination of the development of the structure of knowledge, conceptual development, conceptual change, science misconceptions focusing on chemistry.
Professor at the Faculty of Psychology and Educational Sciences of the Katholieke Universiteit, Leuven. His main research interest is psychology of mathematics education, with a particular interest in arithmetic strategies and problem-solving processes. He is a member of the editorial board of various international journals and editor of the books series New Directions in Mathematics and Science Education. He is the coordinator of the international scientific network on “Stimulating Critical and Flexible Thinking” sponsored by the Fund for Scientific Research Flanders, and of the concerted Research Action “Number Sense: Analysis and Improvement” sponsored by the Research Fund of the Katholieke Universiteit, Leuven.
Vice-principal and physics teacher of the Deák Diák Elementary School in Budapest. She obtained her teacher’s degree in mathematics and physics from the Faculty of Sciences of Loránd Eötvös University. Her main research areas are the formation of scientific thinking in 6–14 year-olds and fostering concept development and conceptual changes in elementary school.
Associate professor of the Department of Mathematics, Faculty of Primary and Preschool Teacher Training of Loránd Eötvös University. She is the author of several textbooks and is a participant of curriculum development programs. She has been involved in research and development projects on teaching and learning mathematics, including competency-based mathematics education. She was a member of a working group which devised a four-year training program for primary school teachers.