Wyniki wyszukiwania - Biblioteka Nauki

1

FORMATION OF INTERDISCIPLINARY CONNECTIONS IN SCIENCE TRAINING AS A FACTOR OF THE FUTURE PSYCHOLOGISTS’ EDUCATION SYSTEM OPTIMIZATION AT HIGHER EDUCATION INSTITUTIONS

100%

Valentyna B.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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nr 4(68)

13-24

EN

The article focuses on the importance of interdisciplinary connections of science training of the future psychologists at higher education institutions as one of the major means of forming coherent scientific picture of the world, awareness of the place and role of a human in it, increase of the level of education and professional training. It is stressed that science education in higher education institutions in the first half of the XX century due to the reduction in number of teaching hours and set amount of training material has been subjected to a number of difficulties It is pointed out in the article that professional training of psychologists in higher education institutions is carried out according to the curriculum, which combines three cycles of disciplines: humanitarian and socio-economic, fundamental and science, professional and practical. The author shows the analysis of research and points to insufficient scientific development of content and interdisciplinary connections of the future psychologists’ science training at higher education institutions and allows focusing on the urgency of the issues raised. The author focuses on the relevance of the issues raised. It is substantiated at the example of science training of the future psychologists in M. P. Dragomanov NPU the necessity to establish interdisciplinary connections between disciplines of fundamental, science cycles disciplines and professional and practical training from the perspective of forming an intelligent, educated, highly cultured, competent professionals. The author states that proposed structure of training and work programs in the disciplines of fundamental and science training are based on competence approach taking into account interdisciplinary connections with disciplines of professional and practical Педагогічні науки: теорія, історія, інноваційні технології, 2017, № 4 (68) 24 training which is essentially new to the students studying in the field 0301 “Social and political Sciences” of training direction 6.030103 “Practical Psychology”. It is outlined in the article the prospects for further studies that are seen in identifyingthe ways to improve science training of the future psychologists at higher education institutions.

2

Plants growing on wastes? Classes scenario based on household wastes

100%

Pilichowski S. , Tokarska-Osyczka A.

Edukacja Biologiczna i Środowiskowa

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2017

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nr 1

93-100

EN

„Responsible consumption and production”, „climatic action”, „life below water” and „life on land” – these four issues are only few examples of the sustainable development goals [Sustainable Development – Knowledge Platform] (https://sustainabledevelopment.un.org). To achieve them, however, one should take into consideration another goal – this is namely „quality education”. There is a need to support the process of teaching with practical experiences to awaken the curiosity. In the face of great anthropopression, here we suggest a classes scenario for the primary school students.

3

Learning about biology: challenging the new Biology school curriculum in England

100%

Davies P.

Edukacja Biologiczna i Środowiskowa

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2015

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nr 1

39-50

EN

This opinion piece explains recent changes to the biology curriculum in England and then, meant very much as a starting point for discussion, poses some suggestions as to how some of the problematic changes maybe addressed and challenged. Central to the arguments made are that the new mandatory curriculum is poorly designed in terms of the way content is sequenced, especially with regard that the place that learning about evolution takes, and that opportunities for learning through meaningful practical work and informal learning opportunities have become diminished. Suggestions are made for how biology educators may address these issues and become agencies for change.

4

Elementy środowiska w zadaniach szkolnych

100%

Guziak D.

Edukacja Biologiczna i Środowiskowa

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2012

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nr 4

132-139

EN

The article shows what kinds of physics, chemistry, biology and geography exercises are created by the Science Lab in Educational Research Institute. In the article there are examples of elements of environment that are used in tasks which can serve as ideas for educational projects for students and teachers. These tasks are described as useful ideas for teachers because they include answer keys and ways of solving problems. The article also marks typical mistakes that can be made by students while they work out their tasks. This work can mainly be used by teachers as a teaching tool in the field of science education.

5

Students’ Views on Usefulness of Chosen Physics Formulas

100%

PĘCZKOWSKI P. , BŁASIAK W.

Edukacja-Technika-Informatyka

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2017

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tom 8

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nr 4

201-213

EN

The study examines students' opinions on the usefulness of selected physics formulas from the school curriculum. Students have assessed 16 of the most important physics formulas, chosen by physics teachers. Additionally, eye-tracking examinations were performed. For 52 students divided on two groups: not participating in school competitions in physics and other natural sciences and participating in these competitions. Physics contest winners found over 60% of these formulas useful, whereas the average students’ result was less than 30%. The paper also presents the declarations of students, graduating from middle school, concerning their interests in school mathematics, physics, biology and computer science. Students that showed more interest in the selected subjects also perceived the areas of study presented by them to be much more useful to the society. It has also been concluded that the intention of choosing one’s profession within the area of a given subject depends on one’s interest in the subject.

6

Using Eye-Tracking Technology for the Analysis of Students' Subjective Views on Usefulness of Chosen Physics Formulas

88%

PĘCZKOWSKI P. , BŁASIAK W.

Edukacja-Technika-Informatyka

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2017

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tom 8

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nr 4

192-200

EN

This paper is the second part of research concerning students' view on usefulness of physics formulas. In the first part we examined subjective students' opinions on the usefulness of selected physics formulas from the school curriculum. No we concentrated on eye-tracking experiments. Students have assessed 16 of the most important physics formulas, chosen by physics teachers. For deeper understanding of student's choices on eye-tracking has been conducted. For 52 students divided on two groups: not participating in school competitions in physics and other natural sciences named “ordinary students” and participating in these competitions named “extraordinary students”, a relationship was observed between their eyes’ fixation time (divided into Area of Interest) on 16 displayed formulas and the frequency of recognizing these as useful. We compared also saccade duration time between these two groups of students. Physics contest winners found over 60% of these formulas useful, whereas the average students’ result was less than 30%. We observed a positive correlation between the number of eye-fixations on a given formula and the frequency of selection by the students as useful. Students that showed more interest in the selected subjects also perceived the areas of study presented by them to be much more useful to the society. It has also been concluded that the intention of choosing one’s profession within the area of a given subject depends on one’s interest in the subject.

7

Reforma edukacji przyrodniczej we Francji: intencje i realia

88%

Cariou J.-Y.

Edukacja Biologiczna i Środowiskowa

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2012

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nr 4

92-97

EN

Research on science teaching in France began thirty years after the student movement in 1968 and, like in Poland, was accompanied by the questions of educational policy. Today, a comprehensive plan of the science education reform at various levels of education, which takes into account the results of research studies is not implemented. Will necessary changes have a lasting impact on the quality of education? The author undertakes the vast reflection connected with the perspectives of science education.

8

An example should be just an example. Which tasks really check skills?

88%

Grajkowski W. , Ostrowska B.

Edukacja

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2013

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nr Edukacja. An interdisciplinary approach 1

70–83

EN

The new core curriculum for natural sciences (biology, chemistry, physics and geography) at lower secondary school level details each topic and the teaching goals involved, defining the generic skills that a lower secondary school graduate should possess. The aim of the lower secondary school leaving examination is, therefore, not only to assess memorisation of specific material but also mastery of more universal skills. The authors of the article advocate the use of test questions that check the skills included in the core curriculum and employ unfamiliar examples. In this way, it should be possible to distinguish between cases in which the student knows the example (remembers the facts), and the one in which they know the principle (have mastered the skill and know how to apply it in different situations). In addition, an analysis of example tasks of this type and the results obtained by students solving them, invites the thesis that embedding a task in an unusual context does not lead to significant increase in its difficulty.

9

СИСТЕМА ФОРМУВАННЯ ДОСЛІДНИЦЬКИХ УМІНЬ МАЙБУТНІХ УЧИТЕЛІВ ПРИРОДНИЧИХ ДИСЦИПЛІН

75%

Грубінко В. , Степанюк А.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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nr 2(56)

227-235

EN

The object of the article is to substantiate the formation of the system of research skills of future sciences teachers that promotes the integration of ensuring quality of scientific and educational activity of students in the process of acquiring their professional competences. There have been used the complex of theoretical and empirical methods of pedagogical research. There has been proposed the innovative system of formation of research skills of future sciences teachers according to which the research component is included in the training activities of learning subject as a constant organic component. It is implemented by the following stages: motivation and target; information and procedure; organization and activity; reflexive and correction; result and evaluation. The specificity of the system lies in the features of the biological knowledge of the object and methodology, as well as in the combination of direct and indirect ways of formation of research skills as a hierarchical structure. Research conditions of higher biological education have been determined: the use of innovative learning technologies through a combination of research, simulation and activity-elements; ensuring the formation of rational thinking, reflexivity; innovativeness of students and teachers in the system of partnership in the process of carrying out research and educational activities; updating content and activity components. The practical significance is to develop: the functional structure of the interpenetration of academic and research activities; methods of diagnosis and consideration of results of scientific activities in the assessment of academic achievements of students; the forms of stimulation of scientific activity – honors, awards (scholarships, grants), the scientific business trips, etc. Research conditions of the biological education parameters have been determined: the use of innovative learning technologies through a combination of research, simulation and activity-elements; ensuring the formation of rational thinking, reflexivity; implementing the innovation policy by both a teacher and a student (updating and development of content and activity components of education, media, develop skills simulation of natural processes. The further study of the parameters are promising to solve the problem of integrating science and education.

10

Symulując przyszłość. Gry komputerowe w edukacji klimatologicznej

75%

Zaród M.

Edukacja Biologiczna i Środowiskowa

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2013

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nr 3

29-39

EN

The paper presents use of computer games for enhancing the didactics of a science education. Subjects of the analysis are: Electro City, BBC Climate Challenge and Fate of the World. Scientific models used in those games are also discussed and evaluated. Paper also proposes high-school lesson scenario based on those new tools. The article also presents baseline knowledge on climate changes.

PL

Artykuł przedstawia zastosowanie gier komputerowych do wspomagania dydaktyki przyrody. Przedmiotem analizy są gry: Electro City, BBC Climate Change i Fate of the World. Pokazano fundamenty naukowe tworzące modele klimatologiczno-społeczne w każdym z tych tytułów. Zaproponowano również scenariusz lekcji przyrody w szkole ponadgimnazjalnej, wykorzystującej nowe narzędzia. Artykuł zawiera również przegląd podstawowych źródeł danych o zmianach klimatycznych.

11

Przykład powinien być tylko przykładem, czyli jakie zadania naprawdę sprawdzają umiejętności

63%

Grajkowski W. , Ostrowska B.

Edukacja

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2012

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nr 3(119)

31-45

PL

Nowa podstawa programowa przedmiotów przyrodniczych (biologii, chemii, fizyki i geografii) na poziomie gimnazjum zawiera sprecyzowane dla każdego przedmiotu treści nauczania oraz nadrzędne w stosunku do nich cele kształcenia, czyli ogólne umiejętności, które powinien nabyć absolwent gimnazjum. Zadaniem systemu egzaminacyjnego jest zatem sprawdzanie nie tylko przyswojenia konkretnego materiału, ale również opanowania bardziej uniwersalnych umiejętności. Autorzy artykułu postulują stosowanie pytań testowych, które sprawdzają ujęte w podstawie programowej umiejętności, wykorzystując przykłady nieznane uczniom. W ten sposób możliwe jest rozróżnienie pomiędzy sytuacją, kiedy uczeń zna przykład (pamięta fakty), a taką, gdy zna zasadę (opanował umiejętność i umie posługiwać się nią w różnych sytuacjach). Analiza kilku przykładowych zadań tego typu oraz wyników uzyskanych przez rozwiązujących je uczniów skłania ponadto autorów do postawienia tezy, że osadzenie zadania w nietypowym kontekście nie powoduje istotnego wzrostu jego trudności.

EN

The new core curriculum for natural sciences (biology, chemistry, physics and geography) at lower secondary school level details each topic and the teaching goals involved, defining the generic skills that a lower secondary school graduate should possess. The aim of the lower secondary school leaving examination is, therefore, not only to assess memorisation of specific material but also mastery of more universal skills. The authors of the article advocate the use of test questions that check the skills included in the core curriculum and employ unfamiliar examples. In this way, it should be possible to distinguish between cases in which the student knows the example (remembers the facts), and the one in which they know the principle (have mastered the skill and know how to apply it in different situations). In addition, an analysis of example tasks of this type and the results obtained by students solving them, invites the thesis that embedding a task in an unusual context does not lead to significant increase in its difficulty.

12

Błędne przekonania w nauczaniu przedmiotów przyrodniczych

63%

Markowska A. , Lechowicz M. , Grajkowski W. , Chrzanowski M. , Spalik K. , Borgensztajn J. , Ostrowska E. B. , Musialik M.

Edukacja Biologiczna i Środowiskowa

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2014

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nr 4

56-66

PL

Głównym celem artykułu jest przybliżenie nauczycielom przedmiotów przyrodniczych pojęcia błędnych przekonań. Przedstawiona jest funkcjonalna typologia błędnych przekonań, a także ich przykłady z biologii, chemii, fizyki i geografii, z którymi mogą się zetknąć nauczyciele gimnazjalni i licealni. Podane są także przykłady zadań, które mogą posłużyć do diagnozy wybranych błędnych przekonań.

EN

The aim of this paper is to show the importance of misconceptions in the process of science education. The functional typology of misconceptions is illustrated with examples from biology, chemistry, physics and geography at ISCED levels 2 and 3. Examples of tasks that are given in the article may be used for the diagnosis of some misconceptions.

13

Projekt? Tak! Ale czy inteligentny?

51%

Provine W. B.

Filozoficzne Aspekty Genezy

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2005/2006

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tom 2-3

217-237

PL

Autor porusza różne tematy związane z teorią inteligentnego projektu. Przedmiotem jego rozważań są: naukowa wartość teorii inteligentnego projektu; rozróżnienie naturalizmu metafizycznego od naturalizmu metodologicznego oraz jego rola w praktyce naukowej i znaczenie dla wierzących naukowców; relacja między nauką a religią na przykładzie zasady NOMA, której twórcą jest Stephen Jay Gould; oraz zagadnienie nauczania nauk przyrodniczych - na przykład, czy dopuszczać, by na lekcjach przyrody dyskutowano także koncepcje kreacjonistyczne.

EN

Author takes into account various themes concerning intelligent design theory. The subject of his considerations are: scientific value of intelligent design theory; distinction between metaphysical and methodological naturalism and its role in the scientific practice as well as its meaning for the scientists who believes in God; relationship between science and religion on the example of NOMA (Non-Overlapping MAgisteria) principle which was formulated by Stephen Jay Gould; and finally the issue of teaching science – for example, whether also creationist concepts should be discussed in science classes.