Wyniki wyszukiwania - Biblioteka Nauki

1

Asking better questions! A review of the pedagogical strategies used in one senior level award in Scotland

100%

Thorburn M. , Seatter K.

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nr 1

123-149

EN

Previous related research on teaching effectiveness in one senior level award - Higher Still Physical Education (HSPE) in Scotland - revealed a number of extended challenges in adopting the practical experiential teaching and learning approaches advised. However, these studies were restricted by lack of observation of teaching and learning in action and of detailed analysis of the types and timings of questions asked. The present study addressed these limitations. Data were collected through observations of teaching, questionnaire responses on the uses of discussions by pupils and teachers and semi-structured teacher interviews. Findings revealed that there were encouraging signs of a broad range of purposeful question techniques being used in practical sessions. However, there was still a lack of full teacher trust in these approaches, despite high pupil endorsement for their usage. We conclude that perceived subject content and external assessment demands continue to constrain pedagogical strategies in HSPE.

2

Question Meaning = Resolution Conditions

100%

Ciardelli I.

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nr 3 Special Issue on Question Processing. Guest Editors: Mariusz Urbański, Michiel van Lambalgen, and Marcin Koszowy

383–416

EN

Traditional approaches to the semantics of questions analyze questions indirectly, via the notion of an answer. In recent work on inquisitive semantics, a different perspective is taken: the meaning of a question is equated with its resolution conditions, just like the meaning of a statement is traditionally equated with its truth-conditions. In this paper I argue that this proposal improves on previous approaches, combining the formal elegance and explanatory power of Groenendijk and Stokhof’s partition theory with the greater generality afforded by answer-set theories.

3

Epistemic Erotetic Search Scenarios

88%

Łupkowski P. , Majer O. , Peliš M. , Urbański M.

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tom 27

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nr 3

301-328

EN

The aim of this paper is to introduce erotetic search scenarios known from Inferential Erotetic Logic by using the framework of epistemic erotetic logic. The key notions used in this system are those of askability and epistemic erotetic implication. Scenarios are supposed to represent all rational strategies of an agent solving the problem posed by the initial question where the interaction with an external information source is seen as a series of updates of the agent’s knowledge.

4

Wh-Movement in Standard Arabic: An Optimality-Theoretic Account

88%

Btoosh M.

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nr 1

1-26

EN

This paper is meant to delineate the syntax of wh-movement in Standard Arabic within the Optimality Theory framework. The scope of this study is limited to examine only simple, relativized and indirect verbal information questions. Further restrictions also have been placed on tense and negation in that only past tense affirmative questions are tackled here.Results show that Standard Arabic strictly adheres to the OP SPEC constraint in the matrix as well as the subordinate clauses. Findings also show that Prep-Strand violation is intolerable in all types of information questions. Furthermore, the phonological manifestation of the complementizer is obligatory when the relative clause head is present or when the relative clause head is deleted and a resumptive pronoun is left behind.

5

QRGS : Question Responses Generation via crowdsourcing

88%

Łupkowski P. , Ginzburg J. , Chmurska E. , Płatosz A. , Kwiecień A. , Adamska B. , Szkalej M.

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2024

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tom Vol. 12, No. 1

213--270

EN

QRGS stands for the Question Responses Generation System. It is an online game-like framework designed for gathering various types of question responses. A QRGS user is asked to read a simple story and impersonate its main character. As the story unfolds the user is con-fronted with four questions and (s)he is expected to answer these in the way the main character would. In this way, we obtain responses to questions of a desired type. The data gathered via QRGS is a useful supplement to the linguistic data already present in language corpora – especially for languages for which such resources are sparse. As such, it opens the possibility for better understanding of the use of questions in natural language dialogues and analysing the response space of such questions. In this paper, we present the main idea of QRGS and the re-sults of five studies (in Polish and in English) that test the framework. Our discussion addresses issues concerning the efficiency and accu-racy of the proposed approach. We also discuss the availability of the QRGS and its potential future improvements.

6

PHILOSOPHICAL ASPECTS OF DEVELOPING CHILDREN'S INQUISITIVENESS IN EARLY SCHOOL EDUCATION – INSPIRATION FOR DIALOGUE, ASKING QUESTIONS, AND CRITICAL THINKING

51%

Karbowniczek J.

Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW

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2021

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tom 13

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nr 2

39-56

EN

The article presents issues related to the development of children's inquisitiveness in a philosophical context. Its essence and purpose is to emphasise the great importance of philosophy as a science that develops wisdom of thinking, independent and critical thinking, cognitive curiosity, introduces to dialogue, discussion and multidirectional communication, which opens the way to multi-intelligent cognition of the world. The period of early childhood education is presented as an open teaching-learning process, in which the teacher creates situations and opportunities to pose varied and variable questions, reasoning, logical thinking, problem-solving, exploratory and searching independence, active action. Student acquires a variety of skills, changes the attitude under the influence of experience, performs tasks, derives reflection from them, critically summarising what has happened, draws conclusions from the analysis, implementing the results of actions, changing the specific understanding of the world and behaviour. Crucial are deliberate and insightful observations, and educational experiments, emphasising creative learning, exercises, tasks, images, multi-faceted activities, and the creation of especially difficult questions by students and the search for answers.

PL

Artykuł prezentuje problematykę związaną z kształceniem dziecięcej dociekliwości w kontekście filozoficznym. Jego istotę i cel stanowi podkreślenie ogromnego znaczenia filozofii jako nauki rozwijającej mądrość myślenia, samodzielne i krytyczne myślenie, ciekawość poznawczą, wprowadzającej do dialogu, dyskusji i wielokierunkowej komunikacji, otwierającej drogę do wielointeligentnego poznania świata przez jednostkę. Okres edukacji wczesnoszkolnej zaprezentowano jako otwarty proces nauczania – uczenia się, w którym nauczyciel tworzy sytuacje i okazje do stawiania zróżnicowanych i zmiennych pytań, rozumowania, logicznego myślenia, rozwiązywania problemów, samodzielności odkrywczo-poszukującej, aktywnego działania. Uczeń nabywa różnorodnych umiejętności, zmienia swoją postawę pod wpływem doświadczenia, wykonuje zadania, wywodzi z nich refleksję, podsumowując krytycznie, co zaszło, wyciąga wnioski z analizy, wcielając w życie wyniki działań, zmieniając swoiste rozumienie świata i zachowań. Kluczowe są celowe i wnikliwe obserwacje oraz edukacyjne eksperymenty, akcentujące twórcze uczenie się, ćwiczenia, zadania, obrazy, wielostronną działalność oraz tworzenie trudnych pytań przez uczniów i poszukiwanie na nich odpowiedzi.