Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 3

first rewind previous Page / 1 next fast forward last

Search results

help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Content available remote

(Re)konstruování školního vědeckého slovníku

100%
Šalamounová Z.
Studia paedagogica
|
2014
|
issue 1
9-42
EN
The present paper describes the way in which a school scientific vocabulary is (re)constructed – the process of mediation and acquisition of school scientific concepts and search for their meanings through speech. The process of school vocabulary (re)construction is viewed as a part of socialization in the school language, i.e. as a part of a more complex process where students learn to use language in a specific and culturally conditioned way in accordance with habitual teaching activities of a given school subject – Czech Grammar in the case of this study. The study is framed as qualitative research built upon principles of the linguistic ethnography. Based on data analysis, it presents and describes four stages (the clash of languages, the bilingual stage, the explicit scientific stage, and the implicit scientific stage) that teachers and students go through in the process of school scientific vocabulary (re)construction. Further, it defines “translation strategies”, which teachers use in order to elucidate the content of concepts currently used in instruction to students.
2
Content available remote

Žákovská gestika ve vyučování jako proces zviditelňování myšlení

100%
Šalamounová Z.
Studia paedagogica
|
2013
|
issue 1
37-55
EN
This empirical study examines the capacity of pupils´ gestures to mediate information and make processes of pupils´ thinking visible. The study understands pupils´ gestures as the visual processing of information or as thinking made visible. Based on an analysis of pupils´ gestures recorded during sixteen lessons of Czech language and literature at lower secondary schools, the study shows that pupils´ gestures appear in classes in the form of explanatory talks which the pupils use to (re)construct the patterns of their thinking. However, pupils´ gestures can not only highlight ongoing cognitive processes, but they also reveal the individual steps that comprise pupils´ cognitive operations. The study therefore introduces pupils´ gestures as a tool for making cognitive processes - their presence, content and structure - visible.
3
Content available remote

Vizuální akty ve výukové komunikaci

63%
Švaříček R., Šalamounová Z.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
|
2013
|
vol. 23
|
issue 1
48-71
EN
This empirical study describes the functions of visual acts of meaning in the educational communication between teachers and their pupils. The study understands visual acts to be visual messages that have meaning for participants of communication. The data was gathered through direct observation of 32 classes of humanities subjects at lower secondary schools. Visual acts were firstly divided into topic visual acts (which convey events, objects or thoughts directly related to the topic of conversation) and interactive visual acts (which can be characterized as contact messages). In the context of lessons, topic visual acts are presented as a tool for conceptualisation of educational content. On the other side, interactive visual acts are described as a mechanism which participates in establishing the setting of educational communication. Although visual acts of meaning often have the same functions and structure, it transpires that their nature is highly individualized and it can be seen as a sign of a teacher’s professional identity.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.