Wyniki wyszukiwania - Biblioteka Nauki

1

Cyfrowe projekty w praktyce polonistycznej

100%

Kopacz A.

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tom 8

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nr 2

101-117

EN

Even though distance learning intensified the tools, unfortunately, school practice shows that it is used as an analogue of analog instruments. The student is still not the creator, but only recreates the content learned in the lesson. There is not enough space in the classroom – stationary and remote office – to recover digital tools. The introduction of this type of activity is not easy – it is introduced with the need to fully use the area of application, methods, it also gives student and teachers development. The paper deals with one of the methods that enable creative and creative thinking – a project and how to implement it in Polish lessons. In the first part, the author presented a theoretical approach (research to date, strength) along with a methodical commentary and the purposefulness of using the method of working in the lessons. The details of the experience of the project and the benefits of its implementation were detailed. The author, as a working practitioner, shows in her observations on the specifics of the subject, corrections, possible modifications and supplements to existing studies. The second part is practical – it shows how to effectively implement a project at school, as well as examples of student work with an overview. The emphasis is on the appropriate sparring tools and what to consider in the planning plan. It shows where to look for inspiration and good practices, which can be expected for young teachers. The paper is not a compendium of knowledge about Polish studies projects. The most important issues, questions, questions that arise in connection with remote education and presents examples of – often proven – solutions. Non-standard observations are the added value of the text, look at the theory from the point of view of the everyday teacher at school.

2

Effectiveness and attractiveness of gamification carried out during the COVID-19 pandemic in the perception of high school students

63%

Jasiński K. , Kopacz A.

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tom XIII(4 (41))

371-388

EN

The gamification method has gained in popularity in recent years. Theoretical works in this field emphasize its attractiveness, which also affects the effectiveness of the implementation of tasks considered stereotypically as tedious and requiring concentration. By introducing game-specific elements into the learning process, participants usually engage in activities more, feel more motivated and remember the content discussed better. In the article, the authors attempt to answer the question of how the method of gamification is understood and assessed by high school students. To this end, they conducted surveys in two research groups: in the first, which participated in lessons based on gamification, and the second, in which such activities were not carried out. The text presents the theoretical assumptions related to the topic and the research part, presenting the aforementioned research process.

3

Dydaktyka technologiczna i ukryty program kształcenia na łamach czasopism „Polonistyka” i „Matematyka” z lat 1945–1961

63%

Jasiński K. , Kopacz A.

Biuletyn Historii Wychowania

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2022

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tom 46

161-173

EN

The text presents an analysis of two magazines: “Polish Studies” and “Mathematics”, from the point of view of technological teaching and hidden concealed curriculum of the authorities of the Polish People’s Republic in 1945–1956. As previous studies indicate, the assumptions of both concepts are consistent with the educational policy in that time but an analysis of the specific titles in this regard has been rarely carried out. The article consists of a theoretical part with a definition of the concepts necessary to understand the topic, and outlines the historical context. It is followed by a research part presenting the methodology of the research and a description of selected texts. They open the way for the development of subsequent annuals and a systematic comparative analysis.

4

„Nowi poloniści” i „nowi matematycy”. Z problematyki urabiania światopoglądowego nauczycieli socjalistycznej szkoły polskiej na łamach wybranych czasopism pedagogicznych

63%

Jasiński K. , Kopacz A.

Przegląd Historyczno-Oświatowy

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2022

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tom LXV

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nr 3-4

75-89

EN

Aim: An analysis and comparison of selected journals in terms of the tools used to create and influence the worldview of the two most numerous groups of teachers: Polish philologists and mathematicians. Methods: An analysis of selected pedagogical and subject journals from the analyzed period. Results: Indication of the types of texts used for the indoctrination of teachers’ worldview and a short description of them. Conclusions: There are many materials prepared for the Polish language teachers. Moreover, their subject was considered as useful for creating a “new man”. On the other side, mathematics is the subject that rarely appears in texts in the context of ideological indoctrination.

5

Grywalizacja w percepcji uczniów szkoły ponadpodstawowej

63%

Jasiński K. , Kopacz A.

Przegląd Pedagogiczny

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2023

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nr 1

117-140

EN

The gamification method has gained in popularity in recent years. Theoretical works in this field emphasize its attractiveness, which also affects the effectiveness of the implementation of tasks considered stereotypically as tedious and requiring concentration. By introducing game-specific elements into the learning process, participants usually engage in activities more, feel more motivated and remember the content discussed better. In the article, the authors attempt to answer the question of how the method of gamification is understood and assessed by high school students. To this end, they conducted surveys in two research groups: in the first, which participated in lessons based on gamification, and the second, in which such activities were not carried out. The text presents the theoretical assumptions related to the topic and the research part, presenting the aforementioned research process.

PL

Metoda grywalizacji w ostatnich latach zyskała na popularności. W pracach teoretycznych z tego zakresu podkreśla się jej atrakcyjność, która również wpływa na skuteczność realizacji zadań uznawanych stereotypowo za żmudne, wymagające skupienia. Wprowadzenie elementów typowych dla gier do procesu nauki sprawia, że zazwyczaj uczestnicy bardziej angażują się w działania, odczuwają wyższą motywację i lepiej zapamiętują omawiane treści. W artykule autorzy podejmują próbę odpowiedzi na pytanie, w jaki sposób metoda grywalizacji jest rozumiana i oceniania przez uczniów szkół ponadpodstawowych. W tym celu przeprowadzili ankiety w dwóch grupach badawczych: w pierwszej, która uczestniczyła w lekcjach opartych na grywalizacji, oraz drugiej, w której nie zrealizowano tego typu zajęć. Tekst przedstawia założenia teoretyczne związane z tematem oraz część badawczą, prezentującą wspomniany proces badawczy.