Volume 12 number 1
Published: 31 August 2022
Responsible editor: Kinga Bakk-Miklósi and Csilla Lazsádi
Research articles
Adeneye O. A. Awofala
(Nigeria), Sabainah O. Akinoso (Nigeria),
Ayotunde Adebayo (Nigeria), Exploring
preservice mathematics and social studies teachers’ internet addiction as
connected with gender and grade point average, 1-6, https://doi.org/10.24193/PedActa.12.1.1
Éva Bálint-Svella (Romania), Iuliana Zsoldos-Marchiș
(Romania),
Preservice teachers’ opinion about
developing computational thinking in preschool, 7-15, https://doi.org/10.24193/PedActa.12.1.2
Abdallah
Asli (Romania/Israel), Israeli
post-primariy teacher`s attitudes towards teaching mathematics, 17-26, https://doi.org/10.24193/PedActa.12.1.3
Ágnes Hornyák (Hungary), Gabriella Pusztai
(Hungary), Social and
cultural impacts of becoming an innovative teacher, 27-38, https://doi.org/10.24193/PedActa.12.1.4
László
Szilárd Szilveszter (Romania), Relations
between nonprofessional concept maps, learning efficiency and students` teaching
experiences, 63-69, https://doi.org/10.24193/PedActa.12.1.6
Dalma Jánosi (Romania), Krisztina Iringó Vargancsik-Thörik
(Romania),
Difficulties in
Schooling Children with SEN. Romanian aspects, 71-81, https://doi.org/10.24193/PedActa.12.1.7