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  1. 2 Problemy Wczesnej Edukacji

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  1. 2 Sadoń-Osowiecka T.

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  1. 1 2010

  2. 1 2009

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The possibilities of early teaching of geography from the Polish National Curriculum perspective

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Sadoń-Osowiecka T.
Problemy Wczesnej Edukacji
|
2010
|
vol. 6
|
issue 12(2)
141-147
EN
The article gives an hermeneutical interpretation of the new Polish National Curriculum, considering the field of environmental issues for classes I–III in primary education. Placing the curriculum in the context of Dorota Klus-Stańska’s concept of educational discourses: functionalistic – behavioral, humanistic – adaptive, constructivist – developmental, critical – emancipatory, the author points to its inconsistencies. Viewing the curriculum in this light, there is also the realization that some postulates of the Curriculum might result in the stereotyping and infantilization of environmental knowledge among students.
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Bricolage jako konstruktywistyczne podejście do badań edukacyjnych. Patchwork o bricolage'u

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Sadoń-Osowiecka T.
Problemy Wczesnej Edukacji
|
2009
|
vol. 5
|
issue 10(2)
72-81
PL
Bricolage as a Constructivisic Research Approach. A Patchwork about Bricolage The author presents bricolage as a multimethodological, multidisciplinary and multidimensional approach to social and educational research. Constructivism is the epistemological base of this approach. The question is not “what the world is?” but “how do people construct their vision of the world in their minds?” and “what is this construction like?”. The author uses the term of bricolage from Levi-Strauss’s “The Savage Mind” as a metaphor for this contemporary research approach. Bricolage connects many interpretative research strategies and individual researcher’s preknowledge for the investigation of numerous relationships and connections that link various forms of knowledge together and is particularly well suited to educational research, as education consists of the interplay of a wide variety of entities and needs multiple ways of seeing.
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