2021

Inkeri Ruokonen
Chair, ICEEPSY 2021

Ph.D.; Professor, Vice Dean
Faculty of Education
University of Turku
Adjunct Professor and Fellow of Teachers’ Academy
University of Helsinki

 


ICEEPSY 2021 Online Program and Abstract Book 

Abstract Book is here

ICEEPSY 2021 took place on Zoom.

All presentations will be available online via http://videolectures.net

Sessions will start at 10:00 (GMT), UTC +1 (UK Time).

DAY 1: 6th of October, Wednesday

Title

Thematic Section

Presenter

PDF

Video

10.00 - 10.15

Opening Speech

 

 

 

 

10.15 - 10.45

Keynote speech: Exclusion - Integration – Inclusion – What is the difference?

 

Ann-Katrin Swärd
University of Gothenburg, Sweden

 

Link

10.45 - 11.00

Break

 

 

11.00 - 11.15

Czech Native Speakers Expressing Someone Else´s Opinions in German

Second Language Teaching

Jana Ondrakova
University of Hradec Králové, Czech Republic

Link

Link

11.15 - 11.30

Cognitive Learning in Relation to Foreign Languages with the Support of Music

Second Language Teaching

Petra Besedová
University of Hradec Králové, Czech Republic

Link

Link

11.30 - 11.45

English Indirect Questions Taught to Czech Native Speakers

Second Language Teaching

Vera Tauchmanova
University of Hradec Králové, Czech Republic

Link

Link

11.45 - 12.00

Break

 

 

12.00 - 12.15

Graphic Novel "Belonging" (2018) by Nora Krug in Flt

Second Language Teaching

Nadezda Heinrichova
University of Hradec Králové, Czech Republic

Link

Link

12.15 - 12.30

Individual Differences in Early Stage English Learners in Japan

Second Language Teaching

Mika Igarashi
Toyo Eiwa University, Japan

Link

Link

12.30 - 12.45

Break

12.45 - 13.00

Risk Behavior of University Students in the Online Environment During the Pandemic

Education and Technology

Jana Miková
Palacký University Olomouc, Czech Republic

Link

Link

13.00 - 13.15

The Use of Digital Technologies in Distance Learning at Primary Schools

 ICT

Hana Hyksova
Palacký University Olomouc, Czech Republic

Link

Link

 

 

 

 

 

 

 

 

 

 

DAY 2: 7th of October, Thursday

Title

Category

Presenter

 PDF

 Video

10.00 - 10.15

Adolescents With and Without Problems: Ratings About Prosocial Behavior and Empathy Concern

Adolescent Growth and Development

Kristi Kõiv
University of Tartu, Estonia

Link

Link

10.15 - 10.45

Composer Milan Uherek. His Influence on the Repertoire of Children's Choirs

Performing Arts Education Drama, Theater Dance

Silvie Langrová
University of Hradec Králové, Czech Republic

Link

Link

10.45 - 11.00

Czech University Language Teachers’ Perspectives on the 2020 Pandemic

Distance Learning

Hana Pavlisova
Palacký University Olomouc, Czech Republic

Link

Link

11.00 - 11.15

Break

 

 

 

 

11.15 – 11.45

Keynote speech: A Developmental Approach for Infusing Career-Related Issues in An Undergraduate Psychology Curriculum: COVID-19 Impacts on Student Learning

 

Loretta Simons & Sara Schonemen
Widener University, PA, US

 

Link

11.45– 12.00

Break

 

 

 

 

12.00 – 12.15

Preschool Education During the Covid-19 Pandemic in the Czech Republic and Sweden

Teacher Education

Veronika Gajdová
Palacký University Olomouc, Czech Republic

Link

Link

12.15 – 12.30

The Research in the Interpretation of Literary Texts at Secondary Schools

Higher Education

Alena Zachová
University of Hradec Králové, Czech Republic

Link

Link

12.30 – 12.45

Break

 

 

 

 

12.45 – 13.00

Transformation of the Supply of Nonformal Education for Adults

Adult and Continuing Education

Jan Kalenda
Tomas Baťa University, Czech Republic

Link

Link

13.00– 13.15

Validated Interpersonal Confidence Questionnaire to Measure the Impact of Improvisation Training

Assessment and Evaluation

Sirke Seppänen
University of Helsinki, Finland

Link

Link

13.15– 13.30 

The Attitude of Kindergarten Specialists and Parents Towards Inclusive Education in Preschools in Russia

Inclusive Education 

Alexandra Alekseeva
Russia 

Link

Link

 

 

 

 

 

 

DAY 3: 8th of October, Friday

Title

Category

Presenter

 PDF

 Video

10.15 - 10.45

Keynote speech: Adapting to the Ubiquitous Learning During the Pandemic

 

Fezile Ozdamli
Near East University, Cyprus

 

Link

10.45 - 11.00

Break

 

 

 

 

11.00 - 11.15

Coherence Between Verbal, Mathematic, Nonverbal and Motor Skills of Children

Basic Education – basic skills

Zdeněk Rechtik
Palacky University in Olomouc, Czech Republic

Link

Link

11.15 - 11.30

Literary Lessons at Czech Higher Secondary Schools in Gender Perspective

Adolescent Growth and Development

Michala Mikolášíková
University of Hradec Králové, Czech Republic

Link

Link

11.30 - 11.45

An Italian Pilot Study On Epigenetic Factors In Early Children’s Eating Disorders

Assessment and Evaluation

Michela Erriu
University of Rome Sapienza, Italy

Link

Link

11.45 - 12.00

Break

 

 

 

 

12.00 - 12.15

Socio-Demographic and Cultural Determinants of Student Youth Morality

Educational Psychology

Svetlana Merzlyakova
Astrakhan State University, Russia

Link

Link

12.15 - 12.30

Suicidal Behavior at School from the Perspective of Teachers

Educational Psychology

Marie Herynková
University of Hradec Králové, Czech Republic

Link

Link

12.30 - 12.45

Break

 

 

 

 

12.45 - 13.00

Stress Conceptualizing in Students of Different Cultures

New approaches in Psychology

Elena Volkova
Ural Federal University, Russia

Link

Link

13.00 - 13.15

Victories Over Losses During Cancer Treatment

Guidance and Counselling Psychology

Monika Ulrichova
Charles University, Czech Republic

Link

Link

13.15 - 13.30

Closing Speech

 

 

 

 











2021 KEYNOTE SPEAKERS

  

A Developmental Approach for Infusing Career-Related Issues in An Undergraduate Psychology Curriculum: COVID-19 Impacts on Student Learning

Lori Simons & Sara Schoneman
Widener University, PA, US

Educators propose that career issues should be embedded in psychology courses throughout the curricula, specifically addressed in professional development seminars, and explored in capstone courses as best practices for assisting undergraduate students transition to the workforce (Halonen & Dunn, 2018). The practicum/internship program is a developmental-sequential model that exposes students to career issues in beginning, middle, and ending psychology courses. A total of 306 students participated in a practicum/internship (P/I) program. Of these students, 37 of them were immersed in fieldwork during the outbreak of the pandemic. COVID-19 created new learning opportunities. Students shifted from in-person to telehealth and other online activities at their placement sites. An explanatory mixed-methods research design was used to detect student learning outcomes from the beginning to the end of the P/I program. This cohort of students did not make improvements in student learning outcomes, but they did acquire confidence and other types of soft skills by the end of the program. In contrast, student learning outcomes were detected for the aggregate sample of students. Students made improvements in their racial-cultural identity development, racial, cultural, and social justice attitudes, and problem-solving, civic responsibility, and community engagement skills from the beginning to the end of the program. Retention and employment outcomes further suggest that students remain at the university after being exposed to career issues in beginning and obtain gainful employment in ending psychology courses. Implications for infusing career issues in beginning, middle, and ending courses in an undergraduate psychology curriculum are discussed.



 





Exclusion - Integration – Inclusion – what is the difference?

Ann-Katrin Swärd, Ph.D. in Special Education, Ass. Prof.
University of Gothenburg, Sweden

Often, we talk about exclusion, integration, and inclusion in relation to preschool and school. These concepts can also be seen in relation to society, from childhood to adulthood. What is the definition of these concepts and how are they used? Giving birth to a child is naturally connected to having one healthy child with typical development. Sometimes life takes another way and the child is born with some sort of disability. Sometimes the child seems to have a typical development but after some year the parent or teacher in preschool/school discover that the child has some difficulties and develops in another way. No matter when the child´s difficulties will be discovered there are of course different reactions in relation to parents' understanding, background, and feelings. But also, to other people’s reactions, like siblings, grandparents, friends, and colleagues.

Their reaction can be like sympathy, they feel sad for you. Or it can be more of empathy, try to understand and being more engaged in the situation for the parents. This can be the same with teachers in preschool or school. The more they have of empathy the more engaged and interesting they might be. Only showing sympathy, feeling sad for the child can be obstacle for development and learning but also help the child to feel what we called “learned helplessness”. Every child needs to feel that you believe in his or her possibility to learn and develop.

In this presentation, I will try to define exclusion, integration and, inclusion from different perspectives and also in different context.



 

 

Adapting to the Ubiquitous Learning During the Pandemic

Fezile Özdamlı, Prof. Dr.
Near East University, Nicosia, Cyprus

“The Only Thing That Is Constant Is Change”

Heraclitus

When we look at the change in information technologies, the development started with the abacus and moved towards mixed reality. Nowadays, laptops and tablets are used widely because of the pandemic. Individuals around the world continue to be significantly affected by the ongoing coronavirus. Projects were postponed; workplaces and educational institutions were closed for a long time. In this perspective, the availability of online learning platforms currently in use is an important consideration, primarily due to the absence of physical classes.  E-Learning is learning or teaching based on digital tools and technology rather than printed material and classroom teaching.

With the traditional approach, students were learning in classes where they were quite passive. However, today, learning environments are supported by active learning. In the traditional approach, students were learning by listening, but today in ubiquitous learning, students learn by doing and living. Ubiquitous learning can be defined as an everyday learning environment supported by mobile and embedded computers and wireless networks in our everyday lives. It is aimed to provide learners with content and interaction anytime and anywhere. During the pandemic period, the usage rate of mobile devices in education has increased extraordinarily.

In this speech, I would like to discuss with you what digital materials are and how they can be used to adapt to the ubiquitous learning process.