Microsoft Word - editorial


 
 
 
International Electronic Journal of Elementary Education  
Vol. 2, Issue 3, July, 2010. 
 
 

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Dear IEJEE readers, 
IEJEE presents four articles in this number. Kristína Žoldošová and Iveta 
Matejovičová from Trnava University, Slovakia adress the issues of 
objectively evaluation of development of skills by elementary school children 
in science education. They discuss and present sound ideas about 
development and evaluation of basic science process skills, causal thinking 
and  empirical thinking, 
 
Child’s right to education is an universal important topic. Glenda Jackson, 
Monash University, Australia and Sonia Allan from University of Adelaide. 
Australia take up a the fundamental elements in examining a child’s right 
to education. They present an informative paper about several aspects of 
home education.  
‘Out of school education’ will be the main theme of the next special issue of 
IEJEE.  
Jackson and Allan’s paper gives us the scientific, social and legislative 
frames surrounding the home education in Australia.  Their paper is a 
valuable contribution to the field, particularly for those researchers who are 
interested in highligting the home education-movement from a comparative 
and international  perspective.  
 
Gökhan Baş and Ömer Beyhan from Selcuk University, Konya, Turkey 
investigated in an experimental studied the impact of multiple intelligences 
supported project-based  teaching method and traditional foreign language-
teaching environment on 5th graders’ achievement and their attitude 
towards the English as a foreign language subject. Their experimental 
research has shown that children taught in English through multiple 
intelligences supported project-based teaching outperformed the students 
who were taught in a traditional foreign language-teaching environment 
with regard to the development of English language skills, attitudes 
towards teaching and motivation to English teaching.  
 



 
International Electronic Journal of Elementary Education Vol.2, Issue 3, July, 2010 

 
 

v 
 

Eyyup Coşkun and Murat Alkan of Mustafa Kemal University, Hatay, 
Turkey conducted a small-scaled study on the impact of the Turkish 
national curriculum reform of 2005 on teaching-learning processes in the 
classroom. According the offical Turkish national curriculum document the 
teaching-learning processes must be based on a constructivistic and child-
centered educational perspectives. The study revealed that despite the 
teachers’ lack of loyalty to the official curricular prescriptions, their 
teaching practices are child-centered and the students considered central 
elements of the national curriculum as positive.  
 
As the reader may see, Coşkun and Alkan address important issues related 
to the discrepancy between the formal, practiced and experienced 
curriculum. The gaps between different curriculum levels are educationally 
challenging and need to be addressed more broadly and in a way that can 
give the practioners and the policy makers informative feedback.  
 

Prof. Dr. Kamil Özerk 
Editor-In-Chief