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Analiza rzetelności artykułów śledczych jako forma edukacji medialnej

100%

Zaremba M.

nr t 23, nr 4 (91)

1373-1383

artykuł zawiera omówienie autorskiej metody analizowania rzetelności publikacji prasowych. Przedstawione zostały etapy sporządzenia takiej analizy. Wskazano też na kwestie sprawiające najwięcej trudności studentom. Jako załącznik do publikacji dołączono też instrukcję typu "krok po kroku". Metoda badawcza: badanie terenowe. Wnioski: proponowana metoda wydaje się zarówno łatwa do opanowania przez studentów, jak i skuteczna dla celów analizy rzetelności złożonych publikacji prasowych. Wartość poznawcza: w zależności od złożoności analizowanego materiału może być ona użyta na różnych poziomach edukacji jako element nauczania krytycznego.(abstrakt oryginalny)

The article discusses the author's method of analyzing the fairness of press publications.The preparation stages of such an analysis were presented. The issues that were mostdiffi cult for students were also pointed out. As an attachment to the publication, a "step bystep" instruction was also included. Research methods: Field research. Conclusions: The proposed method seems to be both easy to learn by students and effective for the purpose of analyzing the reliability of complex press publications. Originality and cognitive value: Depending on the complexity of the analyzed material, it can be used at various levels of education as an element of teaching critical thinking.(original abstract)

Critical Thinking Skill Development: Analysis of a New Learning Management Model for Thai High Schools

100%

Changwong K. , Sukkamart A. , Sisan B.

tom 11

nr nr 2

37-48

Under the vision outlined in Thailand 4.0, critical thinking skills have become one of the key pillars of a new, knowledge-based economy. However, the 2015 Thailand Research Fund study that evaluated the logical thinking and analytical skills of 6,235 students in ten provinces of Thailand, found that the average score was 36.5%, with only 2.09% of all students passing. Recognizing the severity of the crisis, nine experts met in August 2017 as a focus group and were tasked by the researchers to help with the development of a new critical thinking learning management model. From this, a five-step learning management model was conceptualized, which the authors called the 'PUSCU Model'. By means of cluster random sampling, 69 students were selected, from which two sub-groups were formed. One group of 35 experimental studies students, and one group consisting of 34 traditional learning students. The PUSCU model was tested for 16 weeks, from November 2016 through February 2017. The Statistical Package for the Social Sciences (SPSS) 21 software was used to conduct a one-way Multivariate Analysis Of Variance (MANOVA) to determine whether there were any differences between the control and the experimental groups. The results indicated that the experimental group had higher average scores in terms of critical thinking ability and academic achievement, and its members were satisfied with a high level of the model performance, particularly, with the instructor's use of the developed learning materials. (original abstract)

Integrating Service Learning into the Online Classroom: The Development of Collaboration, Critical Thinking, Empowerment, and Leadership

100%

Sommers D. K.

nr nr 3

99-102

Online teaching and learning has grown exponentially in the past decade which has transformed higher education globally. The body of research related to online teaching effectiveness has grown over the past few decades as well. Many faculty understand and use the online format and pedagogy to teach courses centering on knowledge and awareness. The challenge facing faculty new to online teaching and learning is in part maximizing engagement beyond the abstract nature of the online environment. One method of moving beyond the abstract or theoretical is creating applied assignments. However, creating online pedagogy that facilitates the development of applied skills in course content is not easy to envision. Using experiential activities that are within the confines of the virtual environment can be limited in scope and fall short of fully integrating assignments or products that are applicable to practice. Likewise, one-shot exposure does not necessary result in skills gained and appropriately used in the field. Perhaps characteristic of this dilemma, some faculty may not consider an assignment that occurs over the entire term and uses the community rather than the virtual classroom as the context of learning. However, experiential learning pedagogy such as service learning can be a viable component of the online classroom.(fragment tekstu)

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