Search results

1

It and their application in languages

100%

Gluchmanová M.

Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne

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2014

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issue 1(13)

25-29

EN

The term blended learning can be applied to a very broad range of language teaching and learning situations. The paper deals with practising information technologies in foreign language learning and teaching. The author states that traditional forms of foreign language teaching at present are not very attractive for university students. It can be commonly applied to a foreign language course where all the students meet with the teacher in a face-to-face class, but in which the language course includes a parallel self-study components.

2

The learning environment as a space for changes

100%

Nowak J.

Problemy Wczesnej Edukacji

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2016

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vol. 12

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issue 2(33)

143-151

EN

Science is not a simple increase of knowledge, but a change in state of mind. This demands a personalized approach to the teaching/learning process, the consideration of new spaces serving to gain information and experiences, as well as making use of the dialogical nature of man to create a learning community. The child cannot be a background for teachers’ actions but an authentic real creator of his/her development. School should evolve from a socially and culturally authorised knowledge-transferring institution into an agency which will be a community of life and work. This paper focuses on selected aspects of a new culture of learning: constructive, self-regulated, situated and collaborative, that prepares the student for smooth functioning in a world marked by change.

3

Inventory for Measuring Higher-Order Thinking Learning Environment

100%

Bisri H., Rahmawati Y., Ridwan A.

The New Educational Review

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2023

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vol. 73

162-174

EN

The research aims to obtain empirical evidence of the reliability, dimensionality, and validity of instruments of higher-order thinking learning environment inventory (HOTLEI). Data was collected using quantitative methods with the Rasch model analysis. The numbers sample is 1361 students from 15 junior high schools in DKI Jakarta, West Java, and Banten. The research concluded that the measurement reliability was at a good level and excellent in extensive trials. The HOTLEI fulfils unidimensionality adequacy based on raw variance explained of 31.6% and 42.3%, and eigenvalues less than 3.0. A mount of 32 valid items is categorised as productive for HOTLEI measurement.

4

Shaping the Multilingual Learning Environment: The Case of Multilingual Education Pilot Project in Georgia

88%

Grigule L.

Journal of Teacher Education for Sustainability

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2009

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vol. 11

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issue 1

50-64

EN

The multicultural and multilingual nature of the environment creates a necessity to deal with the diversity and social integration, thus making minority education one of the leading themes almost in any education reform today. Georgia, like many other former Soviet republics, experiences the need for multicultural policies. To test the multilingual education model as a tool to respond to urgent needs of the Georgian society in the spheres of education and societal cohesion, an internationally designed and funded Multilingual Education Pilot Project was implemented during the school years 2006 - 2008 in 12 schools in Georgia. During the Pilot Project, 12 research methods and instruments have been devised and implemented. Conclusions from the data analysis have been drawn, and recommendations for a broader implementation of multilingual education in Georgia have been provided. The overall impact of the Project was evaluated as highly satisfactory. The article aims to reflect on project experience, track observable changes in the educational environment, and analyze the pedagogical factors involved in successful implementation of multilingual education and sustainability of the innovations.

5

The Lecturer Coach

88%

Catteeuw P.

Linguaculture

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2013

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vol. 2013

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issue 2

23-40

EN

Teaching has experienced dramatic changes in the last few decades. From ex cathedra lectures to the use of social media in a classroom is a giant leap for both lecturer and students. Paul Catteeuw, lecturer of intercultural communication at Charlemagne University College in Antwerp (Belgium), has explored the boundaries of the newest methods in competence teaching, but did not forget the knowledge component of the tuition process. As he developed a framework of intercultural competence for business students, he rethought his role as a lecturer. He moved from the central omniscient rostrum position to a place at the side of the classroom as a facilitator, coaching students in a new creative learning environment making use of activating learning forms such as zoom sessions, teamwork and many others. At the same time he introduced different forms of assessment. In this article Catteeuw describes the intensive, sometimes laborious process of the lecturer coach.

6

Designing Environment for Research and Learning in Secondary School

75%

Grišāne O.

Journal of Teacher Education for Sustainability

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2008

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vol. 10

17-31

EN

Contemporary pedagogy searches for the ways to reorient teachers' and students' activity towards the aim of sustainable development. The teacher becomes involved both in teaching/learning activities and in researching the environment of his own activities in order to design the environment favourable for students' development. The article presents the analysis of research and learning environment and activities that promote the development of students' research skills in one of Latvia's secondary schools. It displays the research methods and means identified in students' research works, and evaluates the research environment in the school. Several types of environment were identified, which teachers can purposefully use to develop the research skills of their students. The results of analysis can be implemented by educational institutions, which organise students' research activities. The described methods and means can be used in learning environment with no supplementary material resources required and involving teachers in research of school environment therefore re-orientating their professional frames of reference to address sustainable development.

7

Classroom learning environment and its influence on selected aspects of foreign language attainment. Insights from students.

75%

Michońska-Stadnik A.

Theory and Practice of Second Language Acquisition

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2018

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vol. 4

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issue 2

EN

The twenty first-century learning environment, the classroom in particular, is believed to create conditions for a language learner to engage in autonomous and cooperative learning activities. It is also believed to develop and sustain motivation, to foster self-regulation and – last but not least – to facilitate the learning process. The learning environment is composed of the learner, other students, the teacher and the physical environment, i.e. the furniture and equipment. The research presents students’ opinions concerning the positive and negative influences of selected aspects of the classroom environment on their language learning process, motivation, ability to self-assess, self-confidence and attitudes to the target language and culture. As seen from data analysis, it is the teachers whose knowledge, behaviours and attitudes appear to have the biggest influence on students’ learning process. The opinions are collected from students’ written guided interviews and may become an inspiration for teacher educators at the university level.

8

When foreigners join the class. Changes in the university classroom environment – a “cost-benefit” analysis

75%

Marchlik P.

Kwartalnik Pedagogiczny

|

2016

|

issue 3(241)

126-134

EN

The aim of the paper is to examine how university classroom environment changes with the arrival of foreign students, especially those who are participants of international exchange programmes. The learning environment is an important component of higher education, as adult students are often conscious learners, who want to learn and see the purpose in doing so; also, they are often self-conscious, especially in a foreign language class. A multi-cultural classroom can be a beneficial element of university education, for both the students and the teacher, as it provides an opportunity for students to share experiences and bring their insights to the learning process. Conversely, one of the challenges a university teacher faces is to find a way to actively involve all the students in the class, taking into account their various backgrounds, different language skills and learning experiences, styles and preferences. The article is designed specifically to examine the effects of student mobility on the learning environment and the challenges, costs and benefits of education in a multicultural class. It also presents recommendations to make the adult learning environment an effective one, especially when it comes to education in a multicultural environment and learning in a foreign language.

9

Action Research for Creating Knowledge in an E-Learning Environment

75%

Kapenieks J., Salīte I.

Journal of Teacher Education for Sustainability

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2012

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vol. 14

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issue 2

111-129

EN

The paper describes an action research during the implementation of an e-learning course on commercial studies in a bachelor’s programme. The action research study aims to: 1) determine the effectiveness of action research in a technologically-based learning environment and 2) establish how group work in e-learning environment affects students’ interest in, and need for, communication and discourse. Qualitative and statistical methods of data analysis were used in this mixed-methods study. The present paper analyses the experience of students working in three action phases to design their personal frames of reference for evaluation of the content and metacontent of business fundamentals. The study identified several possibilities for improving e-learning environment with techniques that make this form of learning more sustainable.

10

УПРАВЛІННЯ САМОСТІЙНОЮ РОБОТОЮ СТУДЕНТІВ У СИСТЕМІ MOODLE

75%

Железнякова Е., Зміївська І.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 6(60)

31-

XX

The article is devoted to the theoretical issues dealing with the analysis of capacities of a learning management system Moodle to manage the individual work of students in the learning environment. The management of independent work of students is one of the major issues of higher education. It is closely associated with problems of motivation, building of personalized learning path, lifelong learning. Management of independent work of students involves the influence of teachers, departments, dean’s offices of the institution of individual and group independent cognitive activity of students. The new forms of students’ self-study according to the modern tendencies of the development of Ukraine have been outlined in this article. There have been analyzed the conditions of scientific organization of students’ self-study in the Universities and its impact on students’ competencies. The methodological outcome of IT programmes for learning and teaching various academic courses has been evaluated. The system of Moodle has become the largest distribution in the world. The functions of a student’s self-study management can be fulfilled due to Moodle interactive capacities. It gives the possibility to edit a course permanently and makes the learning teaching process flexible and dynamic. It increases the pedagogical efficiency of Moodle as a means of on-line education in the process of constant development of IT sector. On the basis of Moodle it is necessary to create a student-friendly environment for effective perception of theoretical knowledge and its practical implementation. Theoretical grounds and practical implementation of Moodle methodology for blended learning can be considered as a perspective for further investigation. An effective management of students’ independent work when they are taught traditionally, on-line or by using blended learning facilitates the active participation of students in professional communication, promotes the development of their professional skills and propels their desire for lifelong learning.

11

When foreigners join the class. Changes in the university classroom environment – a “cost-benefit” analysis

75%

Marchlik P.

Kwartalnik Pedagogiczny

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2016

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vol. 61(3 (241))

126-134

PL

The aim of the paper is to examine how university classroom environment changes with the arrival of foreign students, especially those who are participants of international exchange programmes. The learning environment is an important component of higher education, as adult students are often conscious learners, who want to learn and see the purpose in doing so; also, they are often self-conscious, especially in a foreign language class. A multi-cultural classroom can be a beneficial element of university education, for both the students and the teacher, as it provides an opportunity for students to share experiences and bring their insights to the learning process. Conversely, one of the challenges a university teacher faces is to find a way to actively involve all the students in the class, taking into account their various backgrounds, different language skills and learning experiences, styles and preferences. The article is designed specifically to examine the effects of student mobility on the learning environment and the challenges, costs and benefits of education in a multicultural class. It also presents recommendations to make the adult learning environment an effective one, especially when it comes to education in a multicultural environment and learning in a foreign language.

12

Learning Environment in the Optics of Critical Constructivism

75%

Perkowska-Klejman A., Górka-Strzałkowska A.

Lubelski Rocznik Pedagogiczny

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2023

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vol. 42

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issue 2

7-21

EN

Introduction:This article is an attempt to show the constructivist learning environment as a model, as a concept that assumes that the student is an active, not a passive participant in the process of gaining in-depth, flexible and systemic knowledge rather than fragmentary, rigid or mechanically reproduced. The text focuses on the contemporary needs of students based on radical and social constructivism. The main dimensions of critical constructivism and elements of a constructivist learning environment are outlined based on Peter Taylor and Barry Fraser’s concept. Research Aim:The aim is to show critical constructivism as a set of various theories, concepts creating conditions for independent construction of knowledge and creating a friendly-learning environment. Evidence-based Facts:The concept is derived from the teaching imperative (John Dewey, Jean Piaget, Lev Vygotsky and Howard Gardner). It assumes that learning is an active process of constructing knowledge based on the experience of the learner and such construction is usually completed subjectively and metacognitively). The concept of constructivism is quite often used by both theoreticians (academic lecturers and researchers) as well as practitioners (school teachers). Summary: In the article, we analyze the role played by a constructivist learning environment that radically questions the vision of a student as a passive recipient and gives him the status of an active subject contributing to the construction of a learning-friendly environment. Education should be seen as supporting the student in the process of creating meanings that allow to construct your own understanding of the world.

PL

Wprowadzenie: Artykuł jest próbą ukazania konstruktywistycznego środowiska uczenia się jako modelu, koncepcji, która zakłada, że uczeń jest aktywnym, a nie pasywnym uczestnikiem w procesie zdobywania wiedzy pogłębionej, elastycznej i systemowej, a nie fragmentarycznej, sztywnej czy mechanicznie odtwarzanej. W tekście skupiono się na współczesnych potrzebach uczniów w ujęciu konstruktywizmu radykalnego i społecznego. Nakreślono główne wymiary konstruktywizmu krytycznego i zaprezentowano elementy konstruktywistycznego środowiska uczenia się opartego na koncepcji Petera Taylora i Barrego Frasera. Cel badań:Celem jest ukazanie konstruktywizmu krytycznego jako zbioru różnorodnych teorii, pojęć, koncepcji stwarzających warunki do samodzielnego konstruowania wiedzy oraz tworzenia przyjaznego środowiska uczenia się. Stan wiedzy: Pojęcie konstruktywistycznego środowiska uczenia się wywodzi się z imperatywu nauczania (John Dewey, Jean Piaget, Lew Wygotski i Howard Gardner). Zakłada, że uczenie się to aktywny proces konstruowania wiedzy na podstawie doświadczenia uczącego się i taka konstrukcja zazwyczaj jest zakończona subiektywnie i metapoznawczo. Pojęciem konstruktywizmu w kontekście uczenia się w klasie szkolnej posługują się w ostatnich dziesięcioleciach dość często zarówno teoretycy (wykładowcy akademiccy i badacze), jak i praktycy (nauczyciele szkolni). Podsumowanie: W artykule analizujemy, jaką rolę odgrywa konstruktywistyczne środowisko uczenia się, które radykalnie kwestionuje wizje ucznia jako pasywnego odbiorcy i nadaje mu status aktywnego podmiotu mającego wkład w konstruowanie środowiska przyjaznego uczeniu się. Zgodnie z konstruktywistyczną teorią uczenia się edukacja powinna być postrzegana jako wspomaganie ucznia w procesie wytwarzania znaczeń, które umożliwiają konstruowanie własnego rozumienia świata.

13

Rodzina jako środowisko uczące się

63%

Wiatr M.

Pedagogika Społeczna

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2013 (R. XII)

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issue 2(48)

7 - 21

PL

Przedmiotem artykułu jest środowisko rodzinne, które omawiane jest w odniesieniu do różnych jego interpretacji i konceptualizacji perspektywie pedagogiki społecznej. Dominująca w literaturze przedmiotu nadmierna ekspozycja obiektywnego, statycznego – a w przypadku rodziny – instytucjonalnego wymiaru środowiska, sprawia, że jego potencjał teoretyczny w opisie i analizie ponowoczesnej egzystencji człowieka zdaje się być niewykorzystany. Celem artykułu jest zatem skierowanie uwagi na ten wymiar środowiska, który akcentuje dynamikę, konstrukcję, zmianę, proces. Poprzez zaakcentowanie procesualnego, subiektywnego wymiaru środowiska, chciałabym wykazać jego niedostrzeganą zdolność i funkcję wyjaśniania życia człowieka w rodzinie. Zadania tego dokonuję poprzez dopełnienie koncepcji rodziny jako środowiska imiesłowem uczące się. Tak sformułowane hasło nadaje środowisku rodzinnemu nowe znaczenie. Staje się ona samokreującym się i odtwarzającym, modyfikującym układem, w którym przebiegają procesy uczenia się. Tak rozumiane środowisko rodzinne pozwala pytać o zaniedbane dotąd aspekty przestrzeni rodzinnej.

EN

The article is devoted to the family environment, which is described through its various interpretations and conceptualizations represented in social pedagogy. The excessive exposure of the objective, static – and in the case of the family - the institutional dimension of the environment that dominates in literature suggests that its theoretical potential present in the elaboration and analysis of the post-modern man's existence is yet not exhausted. The purpose of this article is therefore to focus on the aspect of the environment that highlights the dynamics, structure, change and process. By emphasizing process-oriented, subjective dimension of the milieu, I would like to show its overlooked ability and the function of explaining a person's life within the family. I achieve my objective by augmenting the concept family milieu with the participle “learning environment”. This phrasing allocates new meaning to family milieu. It becomes a self -navigating and reproducing, modifying system in which the learning process takes place. The above construct of family milieu allows us to study aspects of family life that have been neglected to date.

14

ІНТЕРАКТИВНЕ НАВЧАННЯ МАТЕМАТИКИ: КЛЮЧОВІ ПОНЯТТЯ

63%

Федосєєв С.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

|

issue 5(39)

382-391

EN

This paper analyzes the interpretation of the concept «interactive teaching and learning». The definition of «senior pupils interactive teaching and learning of mathematics» is clarified. The author divides it into such key points as: it is such teaching and learning provided with the interaction between senior pupils and their own experiences in teaching-learning activities and between other pupils’ experiences (experience is realized, accumulated, systematized). Moreover, it comprises such teaching and learning grounded on the organization of a joint learning process, characterized by a realization of the natural senior pupils’ needs to dialogue, polylogue (communicative and interactive nature of learning) with artificially constructed system, the structure and content accompanied with the main studying purpose of Mathematics in upper school. The author describes interactive pedagogical interaction and learning environment in the structure of Mathematics. The paper views the learning environment in the study of Mathematics, as a specially created system, accompanied with the achievement of the main Mathematics teaching and learning goals. There is the emergence and development of the processes of informational-educational interaction between the pupils, the teacher and the means of new information technologies, formation of pupils’ cognitive activity in order to fulfill the components of the environment with the content of teaching in Mathematics. The description of the components of the learning environment (school material resources, training and methodological support; model of the educational process, the system interrelationships) is given and a qualitative description of these elements is suggested. The author conducts a systematic and functional analysis of the learning environment structure in the studying process of mathematics by senior pupils. This paper outlines the characteristics of interactive teaching and learning: the relationship between life experiences and pupils’ studying activities based on interaction with a resource of expertise and experience of others. The author offers a model of experience resource intensification through reflection activities, appeal to the dialogue and critical thinking. The author views this critical review by the characteristics of thinking, which is carried out by means of interactive learning means.

15

АНАЛІЗ СТАНУ І РЕАЛІЗАЦІЇ ВІДКРИТИХ ДИСТАНЦІЙНИХ КУРСІВ В УКРАЇНІ

63%

Бацюровська І., Андрющенко Я.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 2(46)

284-291

EN

This paper investigates the features of the implementation, conduct, analysis and prospects for the use of open distance learning courses in Ukraine.The article deals with the main advantages and disadvantages of massive open distance learning courses, presents a comparative analysis of national and foreign scholars on the issue of implementation of open distance learning courses. The article outlines the basic course requirements. It contains an analysis of the current state of massive open distance learning courses used in higher educational institutions. The article presents a number of recommendations for the development of national education system towards democratization of higher education. Today massive online courses is the only convenient and accessible form of gaining knowledge or extension of qualification. Practice of its implementation has opened up new prospects for spreading of knowledge and giving educational opportunities for millions of people and made an effective instrument of modernization of education systems to meet the new economic and sociocultural conditions. Implementation of the elementsofdistancelearninginschool or in higher educational establishment requires implementation of educationalactivities with the use of newtechnologies, testingandimplementationofnewlearning techniques. It is important for teacher to acquire skills to design his own course and to be able to organize distance learning. Methods and techniques of distance learning are based on self-regulation of students’ speed of learning activities, adjusting the direction of their future self-education and, most importantly, they are based on distance learning forms of interaction. Taking into account the scale and complexity of distance learning as a phenomenon, a wide range of educational services, forms and models of organization for its implementation and building at a high-level we need to solve many difficult conceptual problems. The issue of quality of distance learning is one of the most controversial. The problem of quality of e-learning courses is extremely important.The distance course must correspond to the main didactic principles. They include scientific content, availability, systematic presentation of educational material, adaptability, visibility, connection with practice, completeness (integrity), interactive, self-consciousness, the development of intellectual capacity and so on. Ergonomic quality is one of the main requirements for distance learning courses.

16

Dlaczego dzieci lubią szkołę? Przyjazna szkoła współczesna – wyniki badań własnych

63%

Miler-Ogórkiewicz N.

Kultura i Edukacja

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2023

|

issue 3(141)

91-109

PL

W dyskusji o współczesnej szkole, zarówno w rozumieniu instytucji, jak i budynku, występuje wielu aktorów społecznych o często zróżnicowanych stanowiskach. Coraz częściej, choć nadal rzadko, dopuszcza się głos uczniów. Ich perspektywa, jak wskazuje wiele badań, bywa skrajnie różna od perspektywy dorosłych. Celem moich badań było poznanie i zrozumienie perspektywy uczniów szkół podstawowych w zakresie ich doświadczenia szeroko rozumianej przestrzeni szkolnej oraz opisanie warunków materialnych i niematerialnych przestrzeni, w których dzieci czują się dobrze i lubią się uczyć. Przedstawione w tym artykule badania własne przeprowadziłam na przełomie lat 2021 i 2022, krótko po doświadczeniu pandemii oraz nauki zdalnej z nią związanej. Badania prowadziłam w ujęciu interdyscyplinarnym, jakościowym wśród 12 uczniów funkcjonujących w czterech różnych systemach i środowiskach edukacyjnych: edukacji domowej, szkołach miejskich prywatnych, szkołach miejskich publicznych i szkołach wiejskich publicznych. Wyniki moich badań wskazują, że dzieci potrzebują różnorodności w przestrzeni szkolnej, aby czuć się komfortowo i skutecznie się uczyć. W moim badaniu wypowiedzi respondentów ujawniły kilka kluczowych czynników ważnych w miejscach nauki, które obejmują: poczucie bezpieczeństwa, swobodę w nauce, kompletność miejsca, możliwość zadawania pytań, uwzględnienie warunków domowych i wyznaczenie określonych granic dla miejsca formalnego uczenia się.

EN

In the discussion about the modern school, as an institution and a building, there are many social actors, often with different positions. More and more often, though still rarely, the students’ voice is allowed. Their perspective, as many studies show, can be extremely different from that of adults. The aim of my research was to recognize and understand the primary school students’ perspective in terms of their experience of the broadly understood school space and to describe the material and nonmaterial conditions of spaces in which children feel good and like to learn. I conducted my research in 2021 and 2022, shortly after the pandemic and the remote learning. I conducted the research in an interdisciplinary, qualitative approach among 12 students functioning in four different educational systems and environments: home education, private urban schools, public urban schools and public rural schools. The results of my research indicate that children need variety in the school space to feel comfortable and learn effectively. Respondents’ statements revealed several key factors important in places of learning: sense of security, free learning, completeness of the place, possibility to ask questions, consideration of home conditions and setting specific boundaries for the place of formal learning.

17

Encouraging dialogue between teachers and students in the environment of elementary school education: the sociocultural conceptions of Vygotsky and Bruner.

51%

Kamińska A.

Edukacja Elementarna w Teorii i Praktyce

|

2013

|

issue 3(29)

23-32

EN

Current technological, economic and social developments are having a significant impact on the process of teaching and learning. The landscape of childhood and early-childhood education is also changing. This paper suggests that this transformation can influence adult-child interactions and the way children learn. Nowadays, children have farreaching access to both the internet and other media. However, the fact that they can acquire a great deal of information so easily does not guarantee that they will be able to make effective use of it. Some of them may also have personal and social difficulties. Therefore, the social background of the teaching-learning system is very important. This article advocates rethinking the role of pupils and teachers in the didactic pro31 cess, and seeking out the most efficient psychological, pedagogical and social conceptions that will support both the dialogue between teacher and pupil and young learners’ development more generally. It cannot be doubted that the selection of a particular conception of teaching and learning will have implications for how the didactic process is organized, and so will help to define the role of young learners and teachers. The sociocultural theory of Vygotsky and Bruner furnishes us with a suitable basis for understanding both the teaching-learning process itself, and the dialogue that this involves. The principal features of the model provide a coherent theoretical foundation and point of view, regarding how and what pupils should learn, and how teachers ought to go about creating the didactic structure needed in the classroom if a particular style of learning is to be successfully implemented. The aim of this paper has been to present the central premises of the theories of Vygotsky and Bruner as these pertain to dialogue, learning and the generating of information, to specific strategies for teaching and learning, to how the role of young learners in that process is to be viewed, and to the significance of motivation for building up and fulfilling the desire to learn. The sociocultural model, as this article has sought to demonstrate, offers a valuable formative structure for preparing teachers to think about what is involved in creating a suitable learning environment, and why this is necessary.

PL

Obecny technologiczny, ekonomiczny i społeczny rozwój ma znaczący wpływ na proces nauczania i uczenia się. Pejzaż dzieciństwa i wczesnej edukacji również się zmienia. Niniejszy artykuł sugeruje, że ta transformacja może wpływać na relację dorosły – dziecko i sposób uczenia się dziecka. W dzisiejszych czasach dzieci mają szerszy dostęp do Internetu i innych mediów. Jednakże fakt, że mogą szybko uzyskać wiele informacji, nie gwarantuje, że będą potrafiły nimi skutecznie manipulować. Poza tym niektóre dzieci mogą mieć również pewne osobiste i społeczne trudności. Dlatego też społeczne tło systemu nauczania-uczenia się jest bardzo ważne. Ten artykuł proponuje przemyślenie roli uczniów i nauczycieli w procesie dydaktycznym i poszukiwanie najbardziej efektywnych pedagogicznych i psychologicznych koncepcji wspierających dialog między nauczycielem i uczniem i rozwój młodych uczących się. Niewątpliwie szczególny dobór koncepcji nauczania i uczenia się implikuje organizację procesu dydaktycznego oraz określa rolę uczniów w młodszym wieku szkolnym i nauczycieli. Społeczno-kulturowe teorie Z. Wygotskiego i J. Bruner przyczynią się do właściwego rozumienia dialogu i procesu nauczania-uczenia się. Twierdzenia tych modeli tworzą spójny teoretyczny fundament i punkt widzenia na to, jak uczniowie powinni uczyć się i jaką nauczyciele powinni stworzyć strukturę dydaktyczną w klasie, aby uzyskać własny styl uczenia się. Celem tej publikacji jest przedstawienie założeń teorii Z. Wygotskiego i J. Bruner dotyczących: dialogu, nauki i generowania informacji, konkretnych strategii nauczania i uczenia się, postrzegania roli uczniów w młodszym wieku szkolnym w tym procesie, znaczenia motywacji do budowania i realizacji zamiaru uczenia się. Modele społeczno-kulturowe, które charakteryzuje ten artykuł, stanowią przygotowanie nauczycieli do myślenia o konieczności budowania odpowiednich warunki do nauki i dialogu.

18

COGNITIVE AND AFFECTIVE DIMENSIONS OF FOREIGN LANGUAGE LEARNING ENVIRONMENTS: A POLISH-TURKISH COMPARATIVE STUDY

51%

Gabryś-Barker D.

Neofilolog

|

2019

|

issue 52/1

139-157

EN

The term learning environment is a construct perceived by researchers as embracing different aspects of the teaching-learning continuum. It can be described as the physical location where learning occurs: learning in class versus learning beyond it, learning in a home country (with focus on the effects of a learning environment on outcomes of teaching) versus learning abroad (Dewey, 2004, Diaz-Campos, 2004), the latter constituting a fast-growing area of study. Learning environment also means the physical space where formal instruction is carried out (Gabryś-Barker, 2010). But above all, learning environment studies focus on interactions between adults (teachers, parents) and students and show how these relations can affect the latter’s achievement and more generally well-being at school and outside. Thus, it can be seen as mostly affective. This chapter aims to comment on the perceptions pre-service teachers have of a foreign language learning environment, as expressed in their narrative texts on the topic. The data obtained in this study will be compared with the result of a similar study carried out with a group of pre-service EFL teachers in a different cultural setting, in Turkey (Sağlam, Sali, 2013). This should shed some light on whether the trainees’ perceptions are in some way culture-specific and therefore grounded in the educational policies of a given country. The conclusions drawn from the study will hopefully contribute to the ongoing discussion on how to improve FL teachers’ training programmes.

19

Nauczyciele, którzy nie uczą. Być nauczycielem w przygotowanym do uczenia się otoczeniu elementarnej szkoły Montessori

51%

Salassa M.

Edukacja Elementarna w Teorii i Praktyce

|

2018

|

vol. 13

|

issue 1(47)

29-67

PL

Po krótkim omówieniu modelu edukacji Marii Montessori (podstawy psychologiczne, zasady postępowania, cechy wyróżniające) autorka stara się zaprezentować wyczerpujący opis roli nauczyciela Montessori, zwłaszcza na poziomie szkoły elementarnej. Opracowane w tym celu ramy opisu obejmują selekcję materiałów należących do trzech źródeł: oryginalnych pism M. Montessori, materiałów wizualnych (ikonograficznych) oraz danych empirycznych z badań własnych. Każdy z wymienionych działów zbiera materiały o wysokiej jakości z intencją skoncentrowania na nich uwagi czytelnika i poddania ich szerszej refleksji z różnych punktów widzenia. Triangulacja proponowanych treści i danych jest tu postrzegana jako metoda badania złożonej, lecz fascynującej charakterystyki profilu nauczyciela, zarówno w aspekcie jego teoretycznych właściwości, jak i operacyjnych cech działania ujawnianych w kontekście procesu nauczania-uczenia się. Głównym celem analizy jest głębsze skoncentrowanie się na profilu i roli nauczyciela Montessori w szkole elementarnej, a także umożliwienie czytelnikowi samodzielnej, pogłębionej refleksji nad zagadnieniem i niezależnego formułowania własnych wniosków.

EN

After a brief introduction to the Montessori model of education (psychological foundations, guiding principles, distinctive features), the Author’s contribution is aimed at giving a satisfactory representation of the Montessori teacher, in particular the one dealing with learners at the elementary school stage. The framework is developed using a selection of sources belonging to three different types: Montessori’s writings, visual materials, empirical data. Each section collects specific material with the intention of bringing it to the attention of the reader, allowing wider reflection from different points of view. The triangulation of the proposed contents and data is seen as a method for considering this complex but fascinating teacher profile both in its theoretical specificities and in its operational qualities in the context in which the teaching-learning process takes place. The desired overall results should allow a greater focus on the profile and role of the Montessori teacher in the elementary school as well as giving the reader himself the opportunity to elaborate further reflections and conclusions independently.

20

Організація освітнього простору в зарубіжних Монтессорі-школах

45%

Прибора Т.

Viae Educationis

|

2022

|

issue 2

51-59

UK

У статті досліджуються Монтесорі-заклади, які спрямовані на догляд, розвиток, виховання і навчання дітей від 8 тижнів до 18 років відповідно до положень педагогічної моделі М. Монтессорі. Подається класифікація Монессорі-закладів відповідно до освітніх програм: 1) іnfant – програма спрямована на холістичний розвиток дитини від 8 тижнів – 18 місяців; 2) toddler– в основі освітньої програми лежить сенсорне навчання, спрямоване на розвиток практичних, мовленнєвих, математичних навичок і навичок підготовки до письма дітей від 18 місяців – 36 місяців; 3) primary school – освітня програма для дітей 3–6 років, яка ґрунтується на всіх сферах офіційної навчальної програми: наука, математика, література, розвиток мови, практичні навички життя, музика, рух, мистецтво; 4) elementary school – мультивікова освітня програма сприяє спільному навчанню, притаманному для цієї вікової групи, і створює соціальну динаміку, яка підтримує зростання доброзичливої та інклюзивної спільноти учнів, виховує інтерес та допитливість, сприяє природньому переходу до абстрактного мислення і дозволяє дітям тренуватися на основі інтелектуальних вправ, необхідних для академічного поступового навчання учнів 6–11 років; 5) middle school – освітня програма, розроблена спеціально для розвитку академічних, соціальних та емоційних потреб дітей від 11–14 років. Детальна характерника приділяється організації освітнього простору тільки в двох із них: «Раннє дитинство» та «Початкова школа». Досліджено, що мета підготовленого освітнього простору полягає в підтриманні та зміцненні почуття самостійності дитини та формуванні мотивації прагнення до знань. Вперше на основі аналізу діяльності сучасних іноземних Монтессорі-закладів виділено три види освітнього простору в них: освітньо-розви- вальне зовнішньошкільне середовище закладу, внутрішньошкільне середовище закладу, освітньо-розвивальне середовище класу. З’ясовано, що у сучасних Монессорі-закладах освітній простір ґрунтується на правилах організації «підготовленого» середовища, запропонованих ще М. Монтессорі. Він умовно поділяється на зони, які відповідають розділам програми кожної вікової групи, враховуючи сенситивні періоди розвитку дитини: 1) зона практичного життя; 2) зона сенсорного розвитку; 3) зона мовленнєвого розвитку; 4) зона математичного розвитку; 4) космічна зона або зона культури. У кожній з цих зон навчальні матеріали легкодоступні і розташовані в послідовності від найпростіших до найскладніших, щоб вихованці могли вибрати матеріали, які відповідають їхнім потребам.

EN

The article presents the look into Montessori schools whose aim is to provide care, development, upbringing and teaching of children from 8 weeks to 18 years old in correspondence with Maria Montessori’s theory and philosophy of education. In modern pedagogical literature there is no single distinct classification of Montessori schools though in Western European countries and the USA Montessori educational establishments are distinguished by the curriculum they use and the age of children studying there. Thus, there has been made an attempt to generalize and summarize their distinctive features and make up an age-curriculum Motnessori schools classification which includes: 1) infant schools, whose curriculum focuses on the holistic development of children from 8 weeks to 18 months old, 2) toddler schools aiming at sensory development of 18 to 36-month-old kids and their acquisition of practical life, language, Math and writing readiness skills, 3) primary schools for 3-to-6- year-olds with the curriculum in correspondence with all areas of formal curriculum, 4) elementary schools (6–11 y.o.) with multi-age school curriculum which contributes to social dynamics and facilitates pupils favorable inclusion in collective learning peculiar of this age group, develops their academic interest and curiosity and based on intellectual exercises supports their easy and natural transition to abstract thinking, 5) middle schools whose curriculum is specially composed to develop 11–14 years old children academically, socially and emotionally. More detailed attention is paid to the creation of learning environment in the early childhood and primary educational establishments. It is stated that the main aim of the created learning environment is to sustain and strengthen the child’s feeling of independence and form their motivation to seek knowledge. Having analyzed the work of modern foreign Montessori schools, it’s for the first time that three kinds of the learning environment have been distinguished among them school area developmental learning environment, in-school and classroom learning environments. As it has been found out, learning environment in modern Montessori schools is based on the initial rules of formation the “prepared” environment by Maria Montessori. It can be conditionally divided into zones which correspond with the chapters of curriculum for each age group taking into account children sensory development stage. These zones include a practical life zone, a zone of sensory development, a speech learning zone, a Math zone and a cosmic or culture zone. In each of them learning materials are easy to reach and ordered from the simplest to more complex so that the children could pick up the ones which satisfy their current needs.

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Encouraging dialogue between teachers and students in the environment of elementary school education: the sociocultural conceptions of Vygotsky and Bruner.

COGNITIVE AND AFFECTIVE DIMENSIONS OF FOREIGN LANGUAGE LEARNING ENVIRONMENTS: A POLISH-TURKISH COMPARATIVE STUDY

Nauczyciele, którzy nie uczą. Być nauczycielem w przygotowanym do uczenia się otoczeniu elementarnej szkoły Montessori

Організація освітнього простору в зарубіжних Монтессорі-школах