Wyniki wyszukiwania - Biblioteka Nauki

1

Metódy rozvíjania prírodovednej gramotnosti vo vysokoškolskej príprave pedagógov predprimárneho a primárneho stupňa školy

100%

Ivana Rochovska I. , Ludmila Krajčíriková L.

Scientific Bulletin of Chełm - Section of Pedagogy

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2011

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nr 1

143-147

EN

This paper deals with teaching methods applied in the educational process of students of preschool and elementary education, especially in science teaching . It characterizes teaching methods according to the source of knowledge , by training and motivation of cognitive activity of students and the nature of cognitive activity of students . It emphasizes the use of activating methods , which are based on simulating the work of scientists and having the character of the experiment.

2

Rola czynnika kultury w procesie uczenia się i nauczania

80%

Mazur B.

Prakseologia

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2005

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nr 145

159-169

EN

Nowadays each society as never before in the history is determined by knowledge. The development of every country depends to certain extent on ability to generate and to absorb knowledge. These both activities are always strongly conditioned by societal culture. In the paper the author presented issues of learning and teaching forms and styles strictly connected with used cultural methods of gaining and transfer knowledge.

3

Integracja tradycyjnych i nowoczesnych metod nauczania na przykładzie demonstratora technologii - trenażera morskiego zestawu rakietowo-artyleryjskiego ZU-23-2MR

80%

Kobierski J. W. , Milewski S. , Chmieliński M. , Bielawski K. , Buda T. , Szagała D.

Logistyka

|

2011

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tom nr 5

PL

W 2009 roku, AMW z Gdyni oraz firma AREX Sp.z oo z Gdańska rozpoczęły realizację projektu badawczego, którego celem jest opracowanie oraz zbudowanie trenażera zestawów rakietowoartyleryjskich ZU-23-2MR Wróbel II. Projekt integruje nowoczesne metody kształcenia podchorążych AMW, jak również szkolenia celowniczych oraz spełnia wymagania współczesnego pola walki Artykuł odnosi się do roli trenażerów i symulatorów uzbrojenia w szkoleniu wojsk. Ukazuje ogólną charakterystykę wojskowych i technicznych wymagań stawianych trenażerom uzbrojenia w szczególności w odniesieniu do warunków morskich.

EN

In 2009 Naval Academy of Gdynia and AREX Company Ltd. of Gdańsk started a research project whose aim is to develop and build a simulator and training device of rocket-artillery sets ZU- 23-2MR Wróbel II. The project integrates modern methods of training cadets as well as military staff and meets modern battlefield requirements. The article refers to the role of training devices and simulators armament in the training of troops. It shows the general characteristic of military and technical requirements of training devices and simulators with particular reference to specifically marine conditions.

4

Специфика преподавания русского языка в российской школе: структура курса, проблемы и перспективы

80%

Kasperowa L. T. , Zubakina O. N.

Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia

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2017

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tom 8

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nr 227

47-54

PL

The article is dedicated to the general description of the Russian language teaching system in Russia in the middle (5-9 forms) and senior (10-11 forms) school. This course is based on the system-activity approach underlying the Federal State Standard of the basic general education. Authors present the structure of the Russian Language course (the quantity of hours, variants of textbooks) and the final examination control (BSE, USE, a composition), and determine a range perspectives and problems of the modern education. Статья посвящена общему описанию системы преподавания в России предмета «Русский язык» в основной (5-9 классы) и старшей (10-11 классы) школе. Данный курс строится на основе системно-деятельностного подхода, определенного Федеральным государственным стандартом основного общего образования. Авторы представляют структуру курса «Русский язык» (количество часов, варианты учебников) и итоговый экзаменационный контроль (ОГЭ, ЕГЭ, сочинение), обозначают круг перспектив и проблем современного российского образования.

5

Planowanie jednostek lekcyjnych i metodycznych – modele i schematy

80%

Janowska I.

Postscriptum Polonistyczne

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2015

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nr 2(16)

63-88

EN

The aim of the article is to point out the risk that lies in the uncontrolled freedom of choosing methods and techniques of teaching foreign languages. The author also tries to find solutions to this problem. In the first part of the article the main methodological conceptions are presented. The need to remain coherent is underlined here. Some of the most commonly used schemas of foreign language lessons are presented by the author. Characteristics of CEFR concludes the first part of the article. CEFR is regarded as an element, which links past and present in glottodidactics. The second part of the article contains hints and remarks on planning lessons and methodological units. The author concentrates on task¬ oriented teaching, she explains the specific character of task¬ based lessons and suggests how to keep such lessons coherent.

6

Obrazki z terenu albo oniryczne reminiscencje Laboratoriów etnograficznych

80%

Zowczak M.

Etnografia. Praktyki, Teorie, Doświadczenia

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2021

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nr 7

151-164

EN

I present multi-sensory memories from my field research that keep imbuing encounters with people and other beings with specific meaning. Such memories combine dialogues with pictures, sounds, smells and tastes, and can be conceived of as inspiration underly- ing ethnographic and anthropological research. In this context, I reflect on the method of teaching skills of ethnographic field research within “Ethnographic Laboratories”, a module introduced as part of the teaching curriculum at the Institute of Ethnology and Cultural Anthropology, University of Warsaw.

7

Introduction to Clinical Sciences — self-resolving clinical problems in small groups — perception of course participants — pilot study

80%

Dębicka-Dąbrowska D. , Skrzypek A. , Szeliga M. , Cebula G. , Dębicka-Dąbrowska D. , Skrzypek A. , Szeliga M. , Cebula G.

Folia Medica Cracoviensia

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2021

|

tom 61

|

nr 2

8

Nauczanie języka polskiego na uniwersytecie w Wielkim Tyrnowie

80%

Dankowa S.

Postscriptum Polonistyczne

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2013

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nr 2(12)

321-328

EN

This article presents teaching Polish as a foreign language at the University of Veliko Turnovo. The author analyses the difficulties that students have in learning the Polish language, highlighting the differences between the Polish and Bulgarian language and common mis-takes that students make. She also describes teaching methods.

9

Adaptive Religious Education at the Service of Inventiveness: A scientific way of being creative and effective in Religious Education

80%

Gellel A.

The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II

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2011

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tom 1

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nr 1

PL

Student uniqueness demands that the teacher/catechist is inventive not only in the learning methods and teaching techniques employed but also in the way content is structured. Only in this way can the teacher ascertain that his/her students’ requirements are met and, consequently, student learning facilitated. However, teachers’ creativity should not mean haphazard choice of methods and techniques. Teaching is both an art and a science. The limitless nature of creativity should be used judiciously and made to bear fruit through the application of knowledge of educational psychology and instructional design. By using Adaptive Religious Education, the teacher may be guided to use different techniques in a methodical manner in order to ensure and enhance student learning. In particular, thesystematic use of different symbol systems can help teachers to improve student learning. The paper will put forward a number of principles and practical suggestions that may guide teachers in planning R.E. lessons.

10

Using Innovative Teaching Methods to Promote Sustainable Development among Students of Economics and Management

80%

Bernaciak A. , Kozłowska A.

Studia Periegetica

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2017

|

tom 17(1)

21-33

EN

The article discusses main challenges in teaching adults and focuses on selected educational methods viewed as paths for effective learning. We review results of numerous studies conducted by different authors aimed at examining students’ educational preferences, needs and expectations. The main objective of the article is to analyse selected methods that can be used in academic settings, such as world café, design thinking, micro-learning or games, and describe ways of applying them in education for sustainable development in faculties of economics and management.

11

An Analysis of the Higher Eductional Systems of Teaching Chinese as a Foreign Language in Poland and China

80%

Bańka K. E.

Theory and Practice of Second Language Acquisition

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2017

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tom 3

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nr 1

EN

Nowadays, we witness changing trends in terms of the interest in language learning. In Poland, more and more higher education establishments, not only public, but also private, introduce various types of majors concerning oriental languages, such as Chinese translation programmes.The aim of this paper is to compare the Chinese learning process in China and in Poland. In the first part, a comparative outline of both types of learning processes will be introduced, on the base of author’s few years of experience gained while teaching and studying in both of those countries. Furthermore, the author will investigate the results of teaching Chinese in Poland, a place of very few Chinese native speakers, as compared to teaching Chinese in the mainland of China. In the end, the proposals on what to do to improve the Chinese learning system in non-Chinese speaking countries will be introduced.

12

SCIENCE EDUCATION IN V4 COUNTRIES AND THE FORMATION OF SCIENTIFIC LITERACY

80%

IVANA R.

Scientific Bulletin of Chełm - Section of Pedagogy

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2016

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nr 1

143-155

EN

The article deals with the science education in V4 countries from the lowest levels of school to university preparation of students, including interest in science activities. The issue of the formation of scientific literacy is also discussed. In the final part of the article the most effective teaching methods appropriate for the science education are characterized.

13

Effects of PBL Implementation on Teaching of Geography in High School

80%

Herceg Mandić V. , Ivkov-Džigurski A.

The New Educational Review

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2013

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tom 33

143-154

EN

Problem-Based Learning (PBL) represents a major development and change in educational practice that continues to have a large impact across subjects and disciplines worldwide. PBL is a successful teaching and learning strategy used to engage students in deep rather than surface learning and where the learning is student focused rather than teacher focused (Biggs,1999). The paper presents the comparison of PBL with traditional learning in the teaching of geography in high school. Comparative analysis of the results of the pedagogical experiment, which included three high schools, 14 classes with 339 students, is carried out. In the statistical analysis of data t-test was used to check the hypothesis on the differences of the arithmetic means. The results of the final test showed that there was a significant difference in the arithmetic means between the students who had taken a PBL course and the students who had taken a traditional course. It can be concluded that PBL has a positive impact on improving student achievement in the learning of geography in elementary and secondary schools.

14

Jak wytrenować noblistę. Rzecz o społecznym odbiorze tutoringu w grupie studentów i tutorów Uniwersytetu Wrocławskiego; badanie pilotażowe

80%

Chruszczewski P.

Academic Journal of Modern Philology

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2021

|

nr 14

69-90

EN

It is one of the oldest and most effective methods of working with a student – a method which builds upon the growing relationship between the teacher and the student, often called the master‒student method or simply tutoring – and yet, it is still not common in Polish universities.One may say that from the view of the general public this method is considered elitist, because for various reasons it has been understood that only a small group of selected students can be taught this way, and only a few can use this method. Hence, in order to make certain how it is actually understood, a survey was prepared and presented to two groups of people: a group of students and graduates of the College of Interdisciplinary Studies, University of Wrocław, and a group of 125 employees of the University of Wrocław who worked as tutors in the past. It remains to be hoped that tutoring will be introduced into the education system in Poland not only in higher education – as has already begun to happen – but also on a larger scale in secondary and primary education. Regardless of how tutoring is actually perceived fortunately it is becoming an increasingly popular teaching method in Poland.

15

The educational role of the Jesuit school system

70%

Gejdoš M.

Journal of Modern Science

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2015

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nr 1(24)

303-319

EN

Th e author presents in his contribution Jesuit educational system, their educational role, study schedules, teaching time, method.

16

Evaluation of the Teaching Methods Used in Secondary School Biology Lessons

70%

Porozovs J. , Liepniece L. , Voita D.

SIGNUM TEMPORIS

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2015

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tom 7

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nr 1

60-66

EN

The teacher’s skills in conducting the lesson and choice of teaching methods play an essential role in creating students’ interest in biology. The aim of the research was to study the opinion of secondary school students and biology teachers regarding the most successful teaching methods used in biology lessons and viable options to make biology lessons more interesting. The research comprised polling students and biology teachers from several schools, namely: 2 secondary schools in Jelgava, 2 in Riga and 1 in Vecumnieki. The responses revealed that 58% of students find biology lessons interesting. 56% of students indicated that their ability to focus attention during biology lessons depends on the task presented to them. Most of all they prefer watching the teacher’s presentations, listening to their teacher telling about the actual topic as well as performing laboratory work and group-work. Many students like participating in discussions, whereas a far smaller number would do various exercises, individual tasks, fill out worksheets or complete projects. Least of all students wish to work with the textbook. The methods most frequently applied by teachers are as follows: lecture, explanation, demonstration, and discussion. Teachers believe that their students prefer laboratory work and discussions as well as listening to their teacher and watching presentations or films. They also indicate at the necessity to link theory with practice and to involve information technologies. While teaching their subject biology teachers try to establish relationship between theory and real life in order to develop their students’ interest in natural processes.

17

Peculiarities of „social pedagogy” teaching methodics in pedagogic higher educational institutions with using interactive teaching methods

70%

YAKOVLEVA V. , SAMARIN I.

Edukacja-Technika-Informatyka

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2013

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tom 4

|

nr 1

305-309

EN

In this research paper it is exploring the need of providing interactive teaching methods into methodological complex of teaching activities of „Social pedagogy” subject for students getting „master” degree in specialty „Pedagogy of higher education” on the pedagogic faculty of National University of Life and Environmental Sciences. The problem of high dynamics of professional scientific knowledge amount growing is mentioned. Also there is an attempt to find the way of the problem solving by encouraging the using of modern, interactive teaching methods

18

Children's University of Interesting History - learning the history of Poland and the history of the world

70%

Przybyłek Ł.

e-mentor

|

2018

|

nr 4 (76)

68-72

EN

The article presents educational activities of the Children’s University of Interesting History. The various methods that allow effective teaching of the history are analyzed. The Children’s University of Interesting History has been a part of Warsaw educational market for six years. The case study included in the paper illustrates the university’s unique methods and attitude towards students. The author analyzes different teaching methods and educational goals concerning every university group, from the youngest students – Observers and Explorers, by Travelers and Researchers up to the oldest – Creators. Such a diversified approach allows building the coherent vision of history. Teaching this vision is the basic concept of the Children’s University of Interesting History, which is also visible in practice. Referring to what Leszek Kołakowski says, one may call such approach a translation project.

19

Deep and Shallow Water Effects on Developing Preschoolers' Aquatic Skills

70%

Costa A. , Marinho D. , Rocha H. , Silva A. , Barbosa T. , Ferreira S. , Martins M.

Journal of Human Kinetics

|

2012

|

tom 32

211-219

EN

The aim of the study was to assess deep and shallow water teaching methods in swimming lessons for preschool children and identify variations in the basic aquatic skills acquired. The study sample included 32 swimming instructors (16 from deep water programs and 16 from shallow water programs) and 98 preschool children (50 from deep water swimming pool and 48 from shallow water swimming pool). The children were also studied regarding their previous experience in swimming (6, 12 and 18 months or practice). Chi-Square test and Fisher's exact test were used to compare the teaching methodology. A discriminant analysis was conducted with Λ wilk's method to predict under what conditions students are better or worse (aquatic competence).Results suggest that regardless of the non-significant variations found in teaching methods, the water depth can affect aquatic skill acquisition - shallow water lessons seem to impose greater water competence particularly after 6 months of practice. The discriminant function revealed a significant association between groups and all predictors for 6 months of swimming practice (p<0.001). Body position in gliding and leg displacements were the main predictors. For 12 and 18 months of practice, the discriminant function do not revealed any significant association between groups. As a conclusion, it seems that the teaching methodology of aquatic readiness based on deep and shallow water programs for preschoolers is not significantly different. However, shallow water lessons could be preferable for the development of basic aquatic skills.

20

Methodology and Teaching Methods of the Study Course: Theory of Cooperation in Education

70%

ZHURAVSKA N. , MARIIA L.

Edukacja-Technika-Informatyka

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2017

|

tom 8

|

nr 3

38-42

EN

Scientific methods that are part of knowledge – it is whole arsenal of accumulated research methods and stage of scientific activity (techniques, methods) used in the process of scientific activity in this particular cycle. In particular, problems and hypotheses is scientific knowledge also, but they are more significant than stages of scientific activity. Scientific activity – intellectual creative activity aimed at obtaining and use of new knowledge. It comprises the steps of obtaining scientific production: 1) formulation (appearance) of the problem; 2) construction of hypotheses and using those that already exist; 3) creation and implementation of new methods of research aimed at proving the hypotheses; 4) summary the results of scientific activity. It is necessary to mean that the main product that meets the objectives and problems which are resolved, science gets only at the end of the cycle in the form of laws and theories. In the intermediate stages the science gets a by-product a part of which is used in the same cycle, and part goes to replenish the knowledge and the formation of new cycles. Scientific activity exists in various forms, such as: scientific and research activity; scientific and organizational activity; scientific and educational activity; scientific and information activity; scientific and support activity, etc. (Розвиток науки…).