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1

The base of the methodical design and implementation of engineering education process

Lis R., Lenik Z.

Advances in Science and Technology. Research Journal

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2012

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Vol. 6, nr 16

55--59

EN

The article is devoted to the methodology of implementation of European and national qualifications framework in the academic process. It consists of: the methodic of design degree programs and classes and the methodic of the teaching process.

2

Kształcenie z metodologii badań naukowych w opiniach kadry i studentów Akademii Obrony Narodowej. Cz. 2, Studenci

Kajetanowicz J.

Zeszyty Naukowe AON

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2007

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nr 2(67)

214-231

EN

In the article the results of the second stage of researches on education of scientific research methodology of the National Defense University are presented. The second part shows the results of researches among the students of the last year of studies, who expressed their opinions on the basic issues of methodological education at the University. They consisted of: assessment of the level of knowledge and practical skills from scientific research methodology, the level of interest in methodology classes, assessment of their level of difficulty and the quality of didactical materials. The results of empirical researches of the second stage were compared with the first stage, revealing in conclusions and generalizations existing relationships and differences. The final part of the article was devoted to the methodical assumptions of education in scientific research methodology, taking into consideration rules, forms and methods of education.

3

Kształcenie z metodologii badań naukowych w opiniach kadry i studentów Akademii Obrony Narodowej. Cz. 1, Kadra dydaktyczno-naukowa

Cieślarczyk M., Kajetanowicz J.

Zeszyty Naukowe AON

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2007

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nr 1(66)

382-398

PL

Metodologia badań naukowych jest istotnym elementem procesu kształcenia w Akademii Obrony Narodowej. Realizacja tego przedmiotu napotyka jednak szereg istotnych barier wynikających głownie z różnorodnego podejścia metodycznego, preferowania określonych działów wiedzy metodologicznej oraz wytypowanej literatury przedmiotu. Powoduje to powstanie swoistych „szkół metodologicznych” wprowadzających zróżnicowane podejście do problematyki badań w naukach wojskowych już na poziomie założeń ogólnometodologicznych. Niniejszy artykuł stanowi prezentację wyników II etapu badań przeprowadzonych w 2006 roku wśród kadry dydaktyczno-naukowej i studentów w ramach pracy naukowo-badawczej na temat: Uwarunkowania efektywnego kształcenia w zakresie metodologii badań naukowych w AON.

EN

The article is an attempt to present the results of the second phase with regards to research concerning education methodology within the National Defence University. The first part of the article presented methodological assumptions, as well as the concrete data of the faculty survey. The survey focused on: a readiness and capability to conduct scientific research, students’ knowledge of methodology and, finally the faculty’s capability to prepare scientific papers. The research concluded with proposals which could be implemented on daily basis.

4

Realistic Approach Towards Mathematics Teaching

Melichar J.

Scientific Issues of Jan Długosz University in Częstochowa. Mathematics

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1998

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Vol. 4

58-62

EN

Currently four possible approaches are being presented in the methodology of mathematics teaching: 1. Mechanical - The mechanical approach towards teaching corresponds with understanding the teaching as a system of reactions. By means of drill we can programme the pupil as a computer towards exercising arithmetic, algebraic and geometrical operations and solving problems which can be classified according to certain signs and solved further according to certain patterns. 2. Structuralistic - The structuralistic approach towards teaching can l demonstrated by two examples: the traditional geometry organize on a basis of axiomatic construction and the so called modern mathematics based on a theory of sets and logic. For pupils a structured world of sets and relations has been created. 3. Empirical - The empirical approach comes out of the needs of practise and it is supposed to serve those needs. In the teaching process the experience of the pupils is used, but the pupils are not lead to systematic and rational utilization of this experience. 4. Realistic - The real stimuli from the constantly enlarging world oi the pupil are used as well. The pupil becomes a re-discoverer oi mathematics which stimulates and develops his ability. The realistic mathematics education (RME) comes out of the principle that teaching mathematics means constructing mathematics by the own steps of the pupils from informal approaches connected with reality towards something acceptable as formal mathematics.