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Z doświadczeń uczestników projektu THRIECE – perspektywa dziecka i dorosłego

100%

Nowak-Łojewska A.

nr 2

103-114

The text is a description of the international project THRIECE (Agreement 2017-1-IE01- KA201-025698) realised as Erasmus+ Programme in 2017-2020. Experiences of its participants (teachers and children 3 to 10 years old) were reconstructed. In this article a qualitative analysis of teachers’ utterances was applied and children’s narrations with mosaic approach were used. Classes observations, children’s utterances and their pieces of work were helpful. As a result of the research, an innovative approach was revealed with elements of holistic, relational and inclusive education, which are the three basic pillars of the project. These innovative ideas resulted in examples of new interesting educational practices.

Knowledge in the teaching-learning process – from meeting standards to reflecting on standards

63%

Ryan A. , Nowak-Łojewska A.

Problemy Wczesnej Edukacji

2014

tom 25

nr 2

73-85

The paper concentrates on knowledge from the perspective of constructivism. We review several concepts (Dewey, Gordon, Bruner and others), with an emphasis on those for whom understanding knowledge is crucial and who focus their attention not so much on the external manifestations of student activity but on their mental significance and the processes involved. The discussion presented in the paper is of a theoretical nature, while the analysis of knowledge is not conducted from the psychological (individualized) perspective, but exposes the social consequences of education. Thus, the analysis does not deal with the mind as such, but what the school system does with students’ minds and what consequences this may have. As a result of the analysis undertaken the paper is in two parts. The first part reflects the approach of teachers to knowledge when pragmatic constructivism is the point of reference. The second presents knowledge from the learner’s perspective, as a participant in the educational process. Finally, the conclusions list the social consequences of education derived from specific (positivist/anti-positivist) concepts of knowledge.

Dimorphic Outlook on Children’s Creative Attitudes on the Verge of Education Application of Creative and Re-constructive Attitudes Rating Scale (SPTO)

32%

Krasoń K. , Bonar J. , Garbula J. , Jaszczyszyn E. , Nowak-Łojewska A. , Łączyk M. , Kopaczyńska I. , Olczak A. , Różańska A. , Tyl A.

The New Educational Review

2015

tom 42

285-299

This study has been devoted to creative attitudes represented by 6-7-year old children, evaluated by the creative and re-constructive attitudes rating scale (SPTO)1. The central focus was to relate differences in attitudes among children commencing their education at the age of 6 to those who had started their school attendance before the reform (at the age of 7). An attempt was made to answer the question whether pupils differing in the year of birth, joined within one school form, would generate any disruption of their potential creativity. A complementary issue was to evaluate the level of creative attitudes along the dimorphic pattern.