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  1. 3 Problemy Wczesnej Edukacji

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  1. 3 Kruk J.

  2. 1 Karwasz G.

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  1. 2 2011

  2. 1 2010

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W poszukiwaniu źródeł dydaktyki interaktywnej

100%
Kruk J.
Problemy Wczesnej Edukacji
|
2010
|
vol. 6
|
issue 12(2)
80-88
PL
The article is an attempt to introduce interactive didactics as an element of the debate on learning conditions and teaching. The sources of interactive didactics are diverse, and apart from playing a role in the New Upbringing movement, progressivism and constructivism, it has also been introduced into environmental aesthetics and symbolic interactionism. There are also examples of the practical application of the rules of interactive didactics; rules which are given a general formulation in the final part of the article.
2
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Model dydaktyki interaktywnej w centrach i muzeach nauki i możliwości jego stosowania w szkolnej edukacji

100%
Kruk J.
Problemy Wczesnej Edukacji
|
2011
|
vol. 7
|
issue 15(3)
54-62
PL
The article concerns learning in museums. A previous article (PWE 2/12 2010) outlined the conditions under which interactive learning can be expected. The current article concerns the possibility of applying an interactive model in schools with special focus on early education. Rules (examples from practices) and forms of didactic work suitable for the interactive model are also presented.
3
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Od didaskalocentrycznego do interaktywnego rozumienia metod kształcenia w dydaktyce – przykład fizyki

63%
Karwasz G., Kruk J.
Problemy Wczesnej Edukacji
|
2011
|
vol. 7
|
issue 15(3)
63-77
PL
In the paper we discuss learning and teaching with activising methods, referring in particular to physics. From the perspective of the representational theory of mind and the classic authors in didactics, it is possible to define active learning as a process which is primarily a result of the personal readiness of the student and his activity, and to a smaller extent, of the teacher’s actions. Didascalocentrism – the focus on the actions of the teacher, rather than on the student and his environment, is the main obstacle to interactive learning and the acceleration of the cognitive process. We conduct the analysis in the context of learning physics and corresponding natural concepts in schools and other educational institutions.
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