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New contributions of multidisciplinary and empirical approach to legal consciousness

100%
Horák F., Lacko D.
The Lawyer Quarterly
|
2019
|
vol. 9
|
issue 3
248-261
EN
This article introduces a legal consciousness construct consisting of six components (i.e., general legal knowledge, legal awareness, ad hoc legal knowledge, opinion about law, trust in law and legal identity) in individual and cross-cultural perspectives. It also offers two separate approaches to examining legal consciousness, namely legal consciousness as an empirical variable and legal consciousness as an input function of the legal system. The theoretical and methodological potential of legal consciousness as an example of multidisciplinary “behavioural legal science” and the possibilities of practical use of legal consciousness research are discussed in this article. The most relevant methodological, practical and ethical issues of legal consciousness research is also inspected.
2
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Digital technology in the context of social science teaching at secondary schools

58%
Vališová A.
Studia z Teorii Wychowania
|
2020
|
vol. XI(4(33))
25-39
EN
The goal of the study is to contribute to the problem in hand regarding the insufficiently developed digital competencies of teachers of social scientific subjects within the secondary education. The solution to it is based on a precondition that if the teachers will not be digitally competent they will not be able to develop the digital competence of students. This fact can negatively affect their ability to find employment at the labour market of the 21st century, preparedness to further professional education and ability to participate at the lifelong learning. The text at issue solves the problem of digital technology integration into teaching of social sciences, emphasizes multidisciplinary approach to the humanities, social and technological sciences, presents the need of development of teachers´ technical thinking relating to social scientific subjects and specifies common features and differences of the pedagogical and technological sciences. The study is the actual output of the project TAČR (PID: TL 01000192, in the period 02/2018 – 02/2021). It is based on the sub-chapter ”Integration of the digital technology into teaching of social sciences” that will be embodied in the currently prepared monograph “Development of teachers´ digital competencies relating to social scientific subjects at vocational schools”.
3
Publication available in full text mode
Content available

Digital technology in the context of social science teaching at secondary schools

58%
Vališová A.
Studia z Teorii Wychowania
|
2020
|
vol. XI(4(33))
25-39
PL
The goal of the study is to contribute to the problem in hand regarding the insufficiently developed digital competencies of teachers of social scientific subjects within the secondary education. The solution to it is based on a precondition that if the teachers will not be digitally competent they will not be able to develop the digital competence of students. This fact can negatively affect their ability to find employment at the labour market of the 21st century, preparedness to further professional education and ability to participate at the lifelong learning. The text at issue solves the problem of digital technology integration into teaching of social sciences, emphasizes multidisciplinary approach to the humanities, social and technological sciences, presents the need of development of teachers´ technical thinking relating to social scientific subjects and specifies common features and differences of the pedagogical and technological sciences. The study is the actual output of the project TAČR (PID: TL 01000192, in the period 02/2018 – 02/2021). It is based on the sub-chapter ”Integration of the digital technology into teaching of social sciences” that will be embodied in the currently prepared monograph “Development of teachers´ digital competencies relating to social scientific subjects at vocational schools”.
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