Wyniki wyszukiwania - Biblioteka Nauki

1

Invariance of regularity conditions under definable, locally Lipschitz, weakly bi-Lipschitz mappings

100%

Czapla M.

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nr 1

1-21

EN

We describe the notion of a weakly Lipschitz mapping on a $C^{q}$ stratification. We also distinguish a class of regularity conditions that are in some sense invariant under definable, locally Lipschitz and weakly bi-Lipschitz homeomorphisms. This class includes the Whitney (B) condition and the Verdier condition.

2

Michael's theorem for Lipschitz cells in o-minimal structures

63%

Czapla M. , Pawłucki W.

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tom 117

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nr 2

101-107

EN

A version of Michael's theorem for multivalued mappings definable in o-minimal structures with M-Lipschitz cell values (M a common constant) is proven. Uniform equi-LCⁿ property for such families of cells is checked. An example is given showing that the assumption about the common Lipschitz constant cannot be omitted.

3

Anthropomorphizing Nature as a Tool for Environmental Education. Opinions of Pedagogy Students in the Context of Represented Environmental Ethics

63%

Kozłowska A. , Czapla M.

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nr 3

55-68

PL

Celem badania było sprawdzenie opinii studentów pedagogiki na temat wykorzystania antropomorfizacji przyrody do rozwijania wiedzy i zachowań proekologicznych w kontekście ich własnych orientacji w zakresie etyki środowiskowej. Jako metodę zbierania materiału, wykorzystano ankietę on-line. Próbę badawczą stanowiło N=221 studentek i studentów pedagogiki z Poznania (Polska), z czego 97% stanowiły kobiety. Opinii studentów na temat wykorzystania antropomorfizmu przyrody w edukacji ekologicznej analizowano za przeprowadzono za pomocą statystyk opisowych. Aby poznać orientacje respondentów w zakresie etyki środowiskowej, zastosowano analizę treści; analizowanymi tekstami były odpowiedzi na pytania otwarte. Klucz do analizy zbudowano w oparciu o kategorie etyki środowiskowej i zastosowano z góry narzucone, wyprowadzone z teorii kategorie analizy (antropocentryzm, biocentryzm). Wyniki pokazały, że w opinii większości respondentów, antropomorfizacja przyrody pomaga w rozwoju zachowań proekologicznych (62,4%) i wiedzy (55,8%). W odpowiedziach na pytania otwarte, większość (63,8%) prezentowała postawy antropocentryczne; 27,5% odpowiedzi było biocentrycznych, a 8,8% - mieszanych eklektycznych. Na poziomie deklaracji, respondenci popierali biocentryczne normy środowiskowe; ich uzasadnienia okazały jednak w większości antropocentryczne (63,2%). Wnioski: Studenci pedagogiki, choć popierają normy biocentryczne, uważają, że antropomorfizacja przyrody będzie właściwym narzędziem edukacji ekologicznej, a w swoich uzasadnieniach używają argumentów antropocentrycznych. W swojej przyszłej praktyce pedagogicznej będą raczej rozwijać u dzieci orientacje antropocentryczne, budując pozytywne postawy wobec przyrody na (fałszywej) wierze w podobieństwa ludzkich i pozaludzkich organizmów żywych, zamiast uznawać ich "inność" i wewnętrzną wartość.

EN

The purpose of the study was to check pedagogy students’ opinions on using anthropomorphizing nature for the development of pro-environmental knowledge and behaviour in the context of their own environmental ethics orientations. An online survey for university pedagogy students from Poznan, Poland, was conducted. N=221 respondents, of whom 97% were women, filled out the questionnaires. Descriptive statistics were used for closed questions on students’ opinions about using anthropomorphizing nature for environmental education. To find out the respondents’ environmental ethics orientations, content analysis of answers to open questions was used, applying theory-based categories of environmental orientations derived from environmental ethics (anthropocentrism, biocentrism). The findings revealed that the majority of students believe that anthropomorphism of nature helps in the development of pro-environmental behaviour (62.4%) and knowledge (55.8%). In justification, most (63.8%) presented anthropocentric attitudes; 27.5% of answers were biocentric, and 8.8% - mixed eclectic. According to the other questions the respondents supported biocentric environmental norms. Their justifications, however, again revealed mostly anthropocentric motivations 63.2%. Conclusion: Pedagogy students, although they support biocentric norms, believe that anthropomorphism of nature will be the right tool for environmental education, and use anthropocentric arguments in their justifications. In their future pedagogical practice, they will rather develop anthropocentric orientations in children, building positive attitudes towards nature on (false) belief in similarities of human and non-human living organisms, instead of recognition of their “otherness” and intrinsic value.

4

Styles of teaching Science compared to job seniority and teacher’s education. The student’s perspective12

63%

Czapla M. , Rataszewska A.

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nr 2

PL

Czapla Małgorzata, Rataszewska Agata, Styles of teaching Science compared to job seniority and teacher’s education. The student’s perspective. Culture – Society – Education no 2(16) 2019, Poznań 2019, pp. 95–114, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2019.16.7. The article presents the manner of work of science teachers on the basis of students’ opinions. The research included 870 6th grade primary school students, whose teachers had different work experience and level of education. The authors used the diagnostic survey as the research method. Flander’s analysis category system was used for the analysis of classroom interactions. In order to establish the relationship between the pairs of quality variables, the chi-square test of independence was used. It has been found that the teaching style is consistent with an adopted teaching model. There are two main types of teaching models: a model based on cognitive psychology and behavioural psychology. The model is reflected in the teacher’s teaching style, which might be reactive or directive. In the students’ opinion science teachers, particularly those with the shortest work experience, most often transmit their knowledge to students during classes (directive style). Those with more seniority and experience encourage students to perform certain tasks more frequently (reactive style). Science teacher’s education does not influence the teaching style and the majorityof teachers prefer a syncretic style. Students of the teacherspreferring a directive style revealed lower interest in sciencethan those who were taught in reactive style.As a result of this disinterest, the studied students only occasionallyperformed activities in direct contact with nature.

EN

Czapla Małgorzata, Rataszewska Agata, Styles of teaching Science compared to job seniority and teacher’s education. The student’s perspective. Culture – Society – Education no 2(16) 2019, Poznań 2019, pp. 95–114, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2019.16.7.The article presents the manner of work of science teachers on the basis of students’ opinions. The research included 870 6th grade primary school students, whose teachers had different work experience and level of education. The authors used the diagnostic survey as the research method. Flander’s analysis category system was used for the analysis of classroom interactions. In order to establish the relationship between the pairs of quality variables, the chi-square test of independence was used. It has been found that the teaching style is consistent with an adopted teaching model. There are two main types of teaching models: a model based on cognitive psychology and behavioural psychology. The model is reflected in the teacher’s teaching style, which might be reactive or directive. In the students’ opinion science teachers, particularly those with the shortest work experience, most often transmit their knowledge to students during classes (directive style). Those with more seniority and experience encourage students to perform certain tasks more frequently (reactive style). Science teacher’s education does not influence the teaching style and the majorityof teachers prefer a syncretic style. Students of the teacherspreferring a directive style revealed lower interest in sciencethan those who were taught in reactive style.As a result of this disinterest, the studied students only occasionallyperformed activities in direct contact with nature.