Wyniki wyszukiwania - Biblioteka Nauki

1

Factors Shaping the Historical Consciousness of Pupils, Students and Teachers in Czech Schools

100%

Labischová D.

The New Educational Review

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2012

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tom 29

148-161

EN

This study presents the partial results of empirical research on historical consciousness among pupils, students and teachers in Czech schools implemented in 2011. Mixed qualitative and quantitative research was performed (focus groups, questionnaires, in-depth interview) with a group of 2524 respondents from 9 regions in the Czech Republic. This article clarifies its theoretical and methodological basis, and presents findings related to the factors shaping historical consciousness, especially incentives leading to interest in history, preferred sources of information about history, subjective evaluation of influences determining the development of human history, and respondents’ concepts of historical development. Research results are being compared with the results of previous studies, including international studies.

2

Doktorské studium didaktiky dějepisu na Katedře historie Filozofické fakulty Ostravské univerzity

100%

Gracová B. , Janková J.

Acta historica Neosoliensia Vedecký časopis pre historické vedy

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2024

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tom 27

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nr 1

82-96

EN

On the occasion of the significant jubilee of Professor Miroslav Kmet as an expert in the field of history didactics, the text reflects the areas of didactic research, which have received attention at the Department of History of the Faculty of Arts at the University of Ostrava, as well as the current focus of research. It presents the research topics of the graduates of the doctoral studies in didactics of history at the Department of History of the Faculty of Arts at the OU presented in their dissertations and a number of journal studies, studies published in collective monographs and journals. The themes of two current students of the study programme were also not omitted.

3

Město — prostor — dějepis. Didaktický potenciál městského prostoru ve výuce dějepisu (příklad Českých Budějovic)

75%

Kurz M.

Historie – Otázky – Problémy (History, Issues, Problems)

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2018

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tom 10

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nr 1

89-121

EN

The teaching potential of urban space in history teaching (case study of České Budějovice)

4

Možnosti využití metody eyetrackingu ve výzkumu kompetencí historického myšlení na příkladu analýzy ikonografického materiálu

75%

Labischová D.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

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2015

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tom 25

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nr 2

271–299

EN

The empirical study focuses on perspectives in using eyetracking method which is based on tracking eye movements in the process of visual perception of verbal or iconic text and presents the results of a pilot study carried out in 2014. The aim was to test adequacy of research instrument to find out how a particular way of structural analysis of historical cartoon influences the quality of information produced by respondents in the process of its interpretation. Theoretical background is presented in the first chapter (the meaning of historical sources in the process of the development of historical thinking competence) and eyetracking possibilities in pedagogical research are outlined. Methods of data collection and their processing are described in the second chapter. Mixed research method was used, including audiorecording analysis of students’ verbal answers and statistic and visualized data processed by electronic measurement. 23 university students from the Moravian-Silesian region were used as a sample. Research results are presented in the third chapter – a suggestion of categorial system for cartoon interpretation, data visualization in heatmaps, gaze opacity maps a gaze plots and the most important quantitative data (differences in frequency and length of eye fixations during the test). Pilot study has shown that eyetracking can provide information about perception strategies applied in text interpretation, which may hardly be detected by other methods of research. The results indicate that respondents reach higher level of interpretation in case of structural analysis of historical cartoon than in case of unstructured analysis, in which verbal answers were limited to displayed personalities; important symbols, picture codes and wider historical context were neglected.

5

Historické prameny ve školní výuce dějepisu ve světle empirických šetření

75%

Gracová B.

Historica: revue pro historii a příbuzné vědy (Historica: Review in history and related sciences)

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2014

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tom 5

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nr 2

150-160

EN

The study examines the means by which historical sources are used in the school teaching of history (all within a historical context), as well as the transformation of student activities associated with these sources of information. It also touches on the state of research aimed at the teaching practice of history within German history didactics, which is the most advanced in this region, in the Czech and Polish milieu. Furthermore, it presents certain findings from the latest empirical investigations of this topic (2011–2014), in which the author either took part or initiated them. The text focuses on the analysis of three questionnaires that inquired about the sources which history teachers use most often in their lessons, information sources used for the selection of specific questions, the frequency of their inclusion and the level of assigned activities, with emphasis on modern media.

6

Krytyczne bycie w świecie edukacji historycznej – antropologiczny i kulturoznawczy głos o edukacji historycznej w polskich szkołach

63%

Piasek W.

Łódzkie Studia Etnograficzne

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2020

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tom 59

PL

Artykuł jest prezentacją badań nad historią i nacjonalizmem w polskiej edukacji szkolnej. Badania te prowadzone były przez zespół badaczy, który analizował podręczniki szkolne, podstawy programowe oraz przeprowadził wywiady z nauczycielami i uczniami. Praca stanowi krytyczny antropologiczny i kulturoznawczy głos w dyskusji o edukacji historycznej w polskich szkołach.

EN

The article is a presentation of the research carried on history and nationalism in Polish school education. Researchers have analyzed school textbooks and curricula, as well as conducted interviews with teachers and students. The work is a critical anthropological and cultural studies voice in the discussion on historical education in Polish schools.