Wyniki wyszukiwania - Biblioteka Nauki

1

Komunikowanie polityczne w ujęciach interpretacyjnych

100%

Marciniak E.

Studia Politologiczne

|

2012

|

tom 25

EN

This article attempts to reconstruct the basic ways of defining political communication, with particular emphasis on interpretative perspective. Indicates the usefulness of a number of qualitative approaches, stressing the fact that they allow to understand the nature of political communication, especially from the point of view the recipients of political messages. The article discusses: symbolic interactionism, constructivism and system-pragmatic concept of communication.

2

Projekt výskumu prírodovednej gramotnosti študentov odboru predškolská a elementárna pedagogika

100%

Beata Akimjakova B. , Ivana Rochovska I.

Scientific Bulletin of Chełm - Section of Pedagogy

|

2011

|

nr 1

137-141

EN

The article presents the project of the research focused on the development of scientific literacy of students of Pre-school and Elementary School Pedagogy through the educational concept using experiential methods. It introduces the current state of the issue, aims and tasks of research, hypotheses, contribution of the project.

3

Nauki prawne – między konstruktywizmem a konstrukcjonizmem

100%

Przybytek P. , Przybytek P.

Przegląd Sejmowy

|

2021

|

nr 3(164)

63-83

EN

The metaphor of constructing, popular in modern science, has gained a distinction into two main streams: constructivism and constructionism. In our article, we try to answer the question of which features of one of these two construction theories are more compatible with the distinguishing features of legal sciences and what this might mean in contemporary scientific practice. We treat our proposals as a starting point for further discussions on this topic.

4

Konstruktywizm i realizm wobec statusu faktów naukowych. Bruno Latour a Ian Hacking

100%

Sikora M.

Studia Philosophica Wratislaviensia

|

2006

|

tom 1

|

nr 1

11-26

EN

The paper addresses one of most important topics in contemporary epistemology, i.e. the controversy between realistic vs. constructivist approach to reality and science. In my article I focus on two representatives of these approaches, on Ian Hacking's realistic view of knowledge, and on Bruno Latour's radical constructivism. In the first part, Latour's idea of anthropological research of the method of sciences is discussed. I argue that Latour's conception boils down to an assertion against there being an universal method of science. In second part I discuss realistic standpoint of Ian Hacking and his view that not all scientific facts are theoretical constructions.

5

Zkušenosti žáka a výuka technických předmětů v současnosti

100%

KROPÁČ J. , PLISCHKE J.

Edukacja-Technika-Informatyka

|

2010

|

tom 1

|

nr 1

61-66

CS

Ve stati jsou předloženy teoretické přístupy k problematice zkušeností žáků a jejich významu v konstruktivistické teorii učení. Následuje posouzení vlivu změn zaměření zájmů žáků a jejich zkušeností na výuku technických předmětů. V závěru jsou nastíněna nezbytná opatření v práci učitele těchto předmětů.

EN

The article presents theoretical approaches to the problematics of pupils´ experience and its meaning in the constructivist theory of teaching. Subsequently, the article reviews the influence of changes in pupils´ interests and their experience on technical subjects training. The final part outlines the necessary steps in the work of teachers of these subjects.

XX

W artykule przedstawiono teoretyczne podejścia do problematyki nabywania doświadczenia przez uczniów jego znaczenie w konstruktywistycznej teorii nauczania. Zaprezentowano również wpływ uczenia się przedmiotów technicznych na zmiany w zainteresowaniach i doświadczeniu uczniów. W części końcowej podano konieczne kroki, jakie trzeba podjąć w pracy nauczycieli realizujących tematy techniczne.

6

Kharkov as a Capital of Soviet-Ukrainian Constructivism

100%

Rychkov P.

Teka Komisji Architektury, Urbanistyki i Studiów Krajobrazowych

|

2008

|

tom T. 4, cz. A

116--133

EN

Today it is clear us, that Soviet Constructivism should be considered not only as an essential fusion of architecture and Bolshevik’s policy, whose leaders at- tempted to balance the “hunger situation” with “a good new regime”. In the world-wide context it should be also considered as an interesting site for hard fundamental debates on relationship between tradition and innovation, between historicism and modernism. In the last sense, the origin and death of Kharkov Constructivism demonstrate itself as an outstanding phenomenon not only in Ukrainian architectural heritage but also in the world context. The failure of Soviet Constructivism at the begin 1930-ies means also, that the modern archi tectural paradigm in the USSR has fallen under the powerful extra-professional influences. But the posterior failure of Stalin’s monumentality as a regressive “wedding-cake style” proved in the middle of 1950-ies, that there are no impene trable and eternal borders in the architectural evolution.

7

Strategie dydaktyki kognitywistycznej: hyper-konstruktywizm i neo-realizm. Podstawy teoretyczne

100%

Karwasz G.

Studia Edukacyjne

|

2021

|

nr 60

113-134

EN

While the term “cognitivistic pedagogy” appeared already in Polish literature, “cognitivistic didactics” is addressed mainly by foreign authors. We define principles and methods of innovative didactics based on constructivistic and cognitivistic theories. The two main paradigms of such didactics consist in constructing the knowledge (and competences) of pupils (listeners, students) in an interactive narration and in using real didactic objects, preferably pulled out of a pocket. We call these concepts hyper-constructivism and neo-realism.

8

Relations Between Teachers’ Epistemological Beliefs and Teaching Practice in Serbia

100%

Milutinović J. J. , Anđelković A. K.

The New Educational Review

|

2018

|

tom 53

239-249

EN

Theoretical framework within which this paper is set is the conception of teachers’ epistemological beliefs. The author’s attention is focused on the classification of teachers’ beliefs in the realistic, contextual and relativistic approach. The question that permeates this study is whether the teacher’s beliefs are consistent with their work in practice. A questionnaire was made for the purpose of the research and the sample encompasses 420 teachers in Serbia. Results show that the subjects mostly estimate that they belong to a constructivist profile. However, their answers indicate that their acting is different from their self-assessment. Research findings imply a need for an awakening of teachers with regards to personal epistemologies.

9

Konstruktywistyczna perspektywa poradniczej rzeczywistości

100%

Kłodkowska J.

Dyskursy Młodych Andragogów / Adult Education Discourses

|

2013

|

tom 14

165-180

EN

In the article the Author presented the examples of employing constructivism in the analyses of social activities (in pedeutology and theory of organization) and she attempts to consider the direction of changes to counselling practice and theory in the context of a constructivist perspective. Constructivism is treated as a theoretical perspective, giving strong legitimacy to the new counsellor and the counselling activity itself. Counselling is demonstrated to be a social activity, which changes from an activity forcing a model of social reality and personal biography of the participant (counselling activity undertaken by the modernistic adviser) into being the practice allowing him or her to create and reconstruct the knowledge, to construct their own biography (counselling activity undertaken by the constructivist counsellor).

10

The Relationship between Mathematics Teachers’ Teaching Approaches and 9th Grade Students’ Mathematical Self

100%

Briede L.

Journal of Teacher Education for Sustainability

|

2016

|

tom 18

|

nr 1

34-47

EN

The aim of the study is to investigate the relationship between the teaching approach adopted by mathematics teachers and their 9th grade students’ mathematical self. The study searched for the answers to three research questions: 1) the approaches prevailing in mathematics teachers’ beliefs about effective teaching and self-reports about their classroom practices, 2) the qualitative and quantitative features of students’ mathematical self and 3) the relationships between the teaching approaches supported by mathematics teachers, the indicators of their 9th grade students’ mathematical self, teachers’ sociodemographic indicators, and students’ socio-demographic indicators. The outcomes of the study show that because of the complex structure of the phenomena, it is difficult to classify mathematics teachers’ beliefs on teaching and their self-reported practice into theoretically predefined groups though the use of constructivism in a lesson has a more positive influence on students’ mathematical self than mere support of the constructivist beliefs.

11

Pedagogical premises of the use of tablets in the teaching process

100%

Siemieniecki B. , Majewska K.

The New Educational Review

|

2015

|

tom 42

65-76

EN

The article is a summary of one part of the research conducted in the Department of Didactics and Media in Education, regarding the use of tablets in the teaching process. The paper provides an overview of the frequency of use, as well as ways of using the tools by students of the humanities. It presents the relationship between the presence of tablets in the teaching process and the cognitive-constructivist nature of acting. The presented study was carried out among 396 students of the humanities. The study used diagnostic survey methods, as well as the pedagogical crossover experiment.

12

Big data a problem reprezentacji poznawczej

100%

Iwasiński Ł.

Człowiek i Społeczeństwo

|

2022

|

tom 53

241-261

PL

In this article, the author reflects on Big Data analytics in the context of the problem of cognitive representation. There are many voices declaring that the era of Big Data has brought a radical breakthrough in human cognitive abilities. Some – especially in the world of business and marketing, and to a lesser extent in the field of science – argue that for the first time we can reach a clean, objective picture of reality and keep track of its changes. The article is a critical commentary to this thesis. In Big Bata analytics, cognitive activities are assessed not from the point of view of their compliance with reality, but the possibility of achieving set goals. Big Data mining can be, and often is, an important tool for reality control and forecasting – which does not mean it can discover objective truth and create accurate representations of reality.

13

Eksperymentalne koncepcje infrastruktury społecznej - domy-komuny w ZSRR

100%

Asanowicz K.

Architecturae et Artibus

|

2010

|

tom Vol. 2, no. 2

5-11

PL

W referacie przedstawiono tło polityczne powstania domów-komun w latach 20-tych XX wieku w rosji. Szczególną uwagę zwrócono na idee socjologiczne, które dały podstawy do tworzenia mieszkań dla „nowego socjalistycznego społeczeństwa”. Na powstanie idei domu-komuny wpływ miały utopijne koncepcje socjalistyczne XIX wieku oraz dążenie bolszewików do stworzenia nowej rodziny, która zgodnie z poglądami A. W. Łunaczarskiego miała liczyć od 1000 do 3000 członków. Przeanalizowane zostały rozwiązania funkcjonalne i formalne najwybitniejszych realizacji domów-komun w Petersburgu, Moskwie i Nowosybirsku. Okres rozkwitu tego typu zabudowy mieszkaniowej przypada na późne lata dwudzieste XX wieku. Trwał on krótko i zakończył się w maju 1930 roku wraz z ogłoszeniem postanowienia KC WKP (b) „o przebudowie życia społecznego”, gdzie poddano krytyce ideę domu-komuny.

EN

In the paper the political background of communal houses development in 1920’s in Russia is presented. Particular emphasis was put on the sociological ideas which created the conditions for developing housing for “new socialist society”. The idea of the communal houses was influenced by the utopian socialist conceptions from 19th century and the Bolsheviks’ aim to create a new type of family, which according to A. V. Lunacharsky was to consists of 1000-3000 members. Functional and formal aspects of the most outstanding communal houses in st. Petersburg, Moscow and Novosibirsk were analysed. The golden age of this kind of housing was in late 1920’s. It lasted until may 1930 when the decision of the communist party interrupted the experiment.

14

W stronę Czarnobyla Postpamięć siłą napędową dla medykalizacji czy odwrotnie?

100%

Hoffmann M.

Politeja : Pismo Wydziału Studiów Miedzynarodowych i Politycznych Uniwersytetu Jagiellońskiego

|

2017

|

nr 47

187-199

EN

The article poses a question about relations between practices of medicalization and postmemory ones. The introduction includes the main similarities between two concepts mentioned above in order to explain putting them together within the article. First chapter briefly characterises the concept of medicalization in social science. Another one describes the Chernobyl catastrophe and the way its inhabitants from younger generations „remember” it. Then, the main aspects of „postmemory” are characterised such as epistemological, practical, artistic and political one. The third chapter illustrates thesis that postmemory is the main driving force for medicalization processes. The fourth reverses it and argues that medicalization itself could be the main reason for postmemory practices. Summary tries to answer the question posed in the title.

15

Radical constructivism and methodology of economics

100%

Scheuer B.

Zeszyty Naukowe Wyższej Szkoły Bankowej we Wrocławiu

|

2012

|

nr 28

9-18

EN

The rhetorical approach to the methodology of economics is usually considered to be radical. In fact, compared with a strictly modernist orthodoxy, demand attention almost exclusively on the quality of the argumentation, would mean quite far-reaching change in the perception of economics as a science. However, if we consider the possibility of applying constructivist approach to methodological discourse in economics (and this attempt has been made to this Article), it may be that the issues previously taken for granted (such as the formation of the theory and its relationship to economic reality) will be required to profound redefinition.

PL

Podejście retoryczne w metodologii ekonomii zazwyczaj traktowane jest jako niezmiernie radykalne. Faktycznie, w porównaniu do ściśle modernistycznej orientacji obecnej w głównym nurcie, postulat, by w dyskursie zwracać prawie wyłącznie uwagę na jakość formułowanych argumentów i ich perswazyjną siłę, wydaje się dość daleko idącą zmianą. Jednak jeśli dyskurs ów podda się analizie z perspektywy konstruktywistycznej, okaże się, iż zakres zmian mógłby być znacznie bardziej radykalny, a w konsekwencji, że całkowitemu przewartościowaniu musiałoby ulec postrzeganie tak fundamentalnych kwestii, jak sposób powstawania teorii i jej relacja z tym, co określa się mianem rzeczywistości gospodarczej.

16

The Swing of the Pendulum – Objectivism or Constructivism in Language Education?

100%

Sofronieva E. , Shopov T.

Journal of Preschool and Elementary School Education

|

2012

|

nr 2

173-189

EN

This paper reviews objectivism and constructivism: the two educational ideologies which underlie different language teaching methods, applied in the classrooms for decades. It reflects on some marked differences among the existing language theories and practices within the two traditions and their impact on early language education. The authors emphasize the changes in the focus of the educational paradigms and the need of working methodologies and classroom practices that are in line with the contemporary requirements of modern education. A shift from learning that to learning how has been observed. Young students should be able to have new experiences in a new language by doing things as autonomous learners within a group that has established a positive learning environment. The focus of research should be on developing and applying effective, age-appropriate approaches which will facilitate the language learning of children and enhance their overall physical and psychological development.

17

The Issue of the Development of Scientific Literacy in the Field of Pre-school and Elementary School Pedagogy

88%

Rochovská I.

Journal of Preschool and Elementary School Education

|

2012

|

nr 2

115-155

EN

The main topic of this paper is the issue of the development of scientific literacy of students in the field of pre-school and elementary school pedagogy. The theoretical part is dedicated to outlining basic terms, such as scientific literacy, education in natural sciences, the field of study of pre-school and elementary school pedagogy. It presents the outcomes of research in scientific literacy of students of the field of pre-school and elementary school pedagogy in Slovakia. It analyses the concept of natural sciences education, designs a development programme of natural sciences education in the given study field. At the empirical level, it presents the results of experimental verification of the designed concepts of education and on the basis of research results, it presents recommendations for the educational reality.

18

Constructivism in the studies of premodern literature

88%

Dąbrówka A.

Nauka

|

2009

|

nr 3

PL

New theories and research methods as applied in the study of premodern literature and other arts as well, tend to ignore their essential differences from works of the modern era, the latter being formatted according to classicist aesthetic and transmitted mostly in one (printed) version. In case of oral and manuscript delivery there is no established unified text and criticism centered on one text is not possible. That is where the constructivist approach helps students of old arts understand the alterity of their research objects – first of all their disappearance in the streams of delivery where they undergo quite different rhetorical treatment, abbreviations and reductions, interpolations and enlargements, transformations up to genre change, modality switch, etc. The awareness to the above, enriched with procedures providing the works an afterlife, such as enarrations, adaptations and translations, may help also students of modern works exceed the narrow frames of traditional text-bound criticism.

19

Beneath the Tip of the Iceberg: The Teacher’s Changing Role in Light of the Israeli ‘Meaningful Learning’ Reform

88%

Fahoum I.

Studia Edukacyjne

|

2019

|

nr 52

329-338

PL

To cope with the challenges of the 21st century, a new Israeli educational reform, “Israel is moving up a grade” (known as Israel Ola Kita), was announced in 2014 by the former Minister of Education, Shai Piron, with the aim of assimilating the principles of meaningful learning in schools. A publication of the Ministry of Education, Something Good is Happening Now (2014) presented the policy and milestones for realizing the reform across the educational continuum.The current article highlights the complexities involved in the underlying reform principles concerning the change in the teacher’s role and argues the urgent need for considerations of these complexities through an expanded view of teachers’ professional development (TPD)with the aim of promoting deep-seated change rather than a superficial ‘signaling’ of the reform.

20

FENOMEN KSZTAŁCENIA. SZKIC O KONSTRUKTYWIZMIE

88%

Błaszczyk M.

Ruch Pedagogiczny

|

2016

|

nr 1

133-141

PL

Artykuł podejmuje – z punktu widzenia filozofii – najważniejsze, jak się zdaje, wątki konstruktywistycznej teorii nauczania. Przedmiotem namysłu czyni więc to, co konstruktywizm może wnieść do refleksji pedagogicznej oraz to, co interesującego proponuje, mówiąc o ludzkim poznaniu i jego ograniczeniach. Zwrócona zostaje uwaga, iż swoiste dla konstruktywizmu idee sięgają kultury starożytnej Grecji i wiążą się z postacią i działalnością Sokratesa, według którego cała wiedza o świecie tkwi już w samym człowieku i wymaga tylko „wydobycia na światło dzienne”. Przypomnienie jawi się zatem jako warunek uczenia się. W dalszych fragmentach tekstu mowa jest o kondycji współczesnego uniwersytetu i o próbach jego odnowienia w duchu konstruktywistycznego modelu kształcenia.

EN

The article is about philosophical point of view on constructivism as a theory of education. Constructivism, as a theory of education, is a part of pedagogical meaning of human cognition. The main idea of constructivism comes from the old Greek philosophy, particularly from Socrates and his philosophical thought concerning human knowledge of the world. The following parts of the article describe the concepts of teaching in modern universities, as well as the attempts of introducing constructivism as a spirit of education.