Search results

1

Asking better questions! A review of the pedagogical strategies used in one senior level award in Scotland

100%

Thorburn M., Seatter K.

Journal of Pedagogy

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2015

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vol. 6

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issue 1

123-149

EN

Previous related research on teaching effectiveness in one senior level award - Higher Still Physical Education (HSPE) in Scotland - revealed a number of extended challenges in adopting the practical experiential teaching and learning approaches advised. However, these studies were restricted by lack of observation of teaching and learning in action and of detailed analysis of the types and timings of questions asked. The present study addressed these limitations. Data were collected through observations of teaching, questionnaire responses on the uses of discussions by pupils and teachers and semi-structured teacher interviews. Findings revealed that there were encouraging signs of a broad range of purposeful question techniques being used in practical sessions. However, there was still a lack of full teacher trust in these approaches, despite high pupil endorsement for their usage. We conclude that perceived subject content and external assessment demands continue to constrain pedagogical strategies in HSPE.

2

Question Meaning = Resolution Conditions

100%

Ciardelli I.

Logic and Logical Philosophy

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2017

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vol. 26

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issue 3 Special Issue on Question Processing. Guest Editors: Mariusz Urbański, Michiel van Lambalgen, and Marcin Koszowy

383–416

EN

Traditional approaches to the semantics of questions analyze questions indirectly, via the notion of an answer. In recent work on inquisitive semantics, a different perspective is taken: the meaning of a question is equated with its resolution conditions, just like the meaning of a statement is traditionally equated with its truth-conditions. In this paper I argue that this proposal improves on previous approaches, combining the formal elegance and explanatory power of Groenendijk and Stokhof’s partition theory with the greater generality afforded by answer-set theories.

3

Aktywizowanie rozwoju sprawności słuchania w języku polskim jako ojczystym

89%

Chyb M. U.

Z Teorii i Praktyki Dydaktycznej Języka Polskiego

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2020

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vol. 29

157-171

EN

The aim of the present article is to present the typology of listening comprehension skills activated during Polish language lessons. What the author claims is that in Polish school two types of listening co-exist, namely: natural and activated. The former resembles conditions of natural communication, since a student assumes the role of text recipient, whereas the latter is a process of teaching the skills of listening comprehension. Based on questions and instructions elicited from selected school handbooks shows in what way the activated type of listening comprehension is taught as a part of Polish as a mother tongue lessons.

4

Wh-Movement in Standard Arabic: An Optimality-Theoretic Account

88%

Btoosh M.

Poznań Studies in Contemporary Linguistics

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2010

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vol. 46

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issue 1

1-26

EN

This paper is meant to delineate the syntax of wh-movement in Standard Arabic within the Optimality Theory framework. The scope of this study is limited to examine only simple, relativized and indirect verbal information questions. Further restrictions also have been placed on tense and negation in that only past tense affirmative questions are tackled here.Results show that Standard Arabic strictly adheres to the OP SPEC constraint in the matrix as well as the subordinate clauses. Findings also show that Prep-Strand violation is intolerable in all types of information questions. Furthermore, the phonological manifestation of the complementizer is obligatory when the relative clause head is present or when the relative clause head is deleted and a resumptive pronoun is left behind.

5

Epistemic Erotetic Search Scenarios

88%

Łupkowski P., Majer O., Peliš M., Urbański M.

Logic and Logical Philosophy

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2018

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vol. 27

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issue 3

301-328

EN

The aim of this paper is to introduce erotetic search scenarios known from Inferential Erotetic Logic by using the framework of epistemic erotetic logic. The key notions used in this system are those of askability and epistemic erotetic implication. Scenarios are supposed to represent all rational strategies of an agent solving the problem posed by the initial question where the interaction with an external information source is seen as a series of updates of the agent’s knowledge.

6

IEL-based Formal Dialogue System for Tutorials

88%

Łupkowski P.

Logic and Logical Philosophy

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2017

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vol. 26

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issue 3 Special Issue on Question Processing. Guest Editors: Mariusz Urbański, Michiel van Lambalgen, and Marcin Koszowy

289–320

EN

FFormal dialogue system for tutorials DL(IEL)T is introduced. The system allows for modelling certain behaviours related to questioning agendas observed in tutorial dialogues. Inferential Erotetic Logic is the underlying logic of questions used here. Tutorial dialogues retrieved from the Basic Electricity and Electronics Corpus are presented and analysed with the use of DL(IEL)T.

7

Another Kind of Octopus

75%

Privitello L. A.

Eidos. A Journal for Philosophy of Culture

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2021

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vol. 5

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issue 1

90-107

EN

Philosophy nurtures its actuality from questions, or a call that comes from and leads to a lived risk. This paper embraces that risk in directly responding to nine of the fifteen questions in the Call for Papers for the issue, Philosophy as a Way of Life in a Time of Crisis. Attentive to the idea of PWL, I listened for each question’s latent (or manifest) placement from seasoned historical thinkers. From that, I assigned the order of the questions. Each question served as a bright opening between the latticework of the authors and issues I revisited. I felt transformed and happy under this pergola. Philosophy as a way of life flourishes in such exchanges, and by what ferries from who writes, nurtured in the gardens from whom we write for. Here, too, there are paths to a genre-in-possible-community. May these paths lead us to “everything so that virtue and phronesis are made life-participating.”

8

Przedmiot i cel pytań i stwierdzeń uczniów w edukacji wczesnoszkolnej w opiniach nauczycieli i uczniów

75%

Oelszlaeger-Kosturek B.

Konteksty Pedagogiczne

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2016

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vol. 1

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issue 6

EN

The text The subject matter and purpose of questions and statements of pupils in early school education in the opinions of teachers and students in years takes up the issue of questions and statements of pupils appearing spontaneously dur-ing cla.ss time. It points to questions and statements as carriers of valuable infor-mation. It suggests that pupils may be initiators of communication acts that are at the core of the educational process. By asking for or saying something they reveal the subject of their interests and the course of action (purpose) to be taken by the teacher. The teacher receiving this information may modify or create the educational process in accordance with their cognitive needs and abilities

PL

W tekście pt. Przedmiot i cel pytań i stwierdzeń uczniów w edukacji wczesnoszkolnej w opiniach nauczycieli i uczniów podjęto wątek pytań i stwierdzeń uczniów zgłaszanych spontanicznie podczas zajęć edukacyjnych. Wskazano na pytania i stwierdzenia jako wypowiedzenia niosące informacje. Zasygnalizowano, że inicjatorami aktów komunikacyjnych znajdujących się u podstaw procesu edu-kacyjnego mogą być uczniowie, którzy o coś pytając bądź coś stwierdzając, od-krywają przed nauczycielem przedmiot swoich zainteresowań i kierunek działań (cel). Nauczyciel odbierający te informacje może zmodyfikować lub wykreować proces edukacyjny zgodnie z ich możliwościami i potrzebami poznawczymi.

9

Bezručův »Kovkop«

51%

Všetička F.

Bohemistyka

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2017

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issue 1

39-45

CS

Petr Bezruč použil při výstavbě básně Kovkop těchto tektonických prostředků: opakování zák ladního slovesa, enumerativního výčtu, kladených otázek a minipříběhů. Závažnou roli má v básni rovněž obraz krve, refrén a titul skladby.

EN

Composing the poem Metal Digger (Kovkop) Petr Bezruč used those tectonic means: repetition of a basic verb, enumerative listing, asked questions and mini-stories. A picture of blood takes an important role as well as the refrain and the title of the poem.

10

Reconsidering philosophical questions and neuroscientific answers: Two pillars of inquiry

51%

Tschaepe M.

Human Affairs

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2013

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vol. 23

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issue 4

606-615

EN

I propose the next steps in the neuropragmatic approach to philosophy that has been advocated by Solymosi and Shook (2013). My focus is the initial process of inquiry implicit in addressing philosophical questions of cognition and mind by utilizing the tools of neuroscientific research. I combine John Dewey’s pattern of inquiry with Charles Peirce’s three forms of inference in order to outline a methodological schema for neuropragmatic inquiry. My goal is to establish ignorance and guessing as well-defined pillars of methodology upon which to build a neuropragmatic approach to inquiry. First, I outline Dewey’s pattern of inquiry, highlighting the initial problematic phase in which recognized ignorance provides the basis upon which to frame a philosophical problem and initiate the trajectory by which philosophical questions may be addressed with the assistance of neuroscientific evidence. Second, I provide an outline of Peirce’s three forms of inference, focusing upon the first phase of abduction: guessing. Third, I explain the transition between ignorance and guessing, urging the benefit of attending to these two aspects of inquiry. Finally, I provide an initial sketch indicating the next steps concerning a pragmatic reconstruction of neurophilosophy, pointing towards the need for a more thorough examination of scientific methodology within and following analyses of philosophical problems and neuroscientific evidence.

11

PHILOSOPHICAL ASPECTS OF DEVELOPING CHILDREN'S INQUISITIVENESS IN EARLY SCHOOL EDUCATION – INSPIRATION FOR DIALOGUE, ASKING QUESTIONS, AND CRITICAL THINKING

51%

Karbowniczek J.

Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW

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2021

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vol. 13

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issue 2

39-56

EN

The article presents issues related to the development of children's inquisitiveness in a philosophical context. Its essence and purpose is to emphasise the great importance of philosophy as a science that develops wisdom of thinking, independent and critical thinking, cognitive curiosity, introduces to dialogue, discussion and multidirectional communication, which opens the way to multi-intelligent cognition of the world. The period of early childhood education is presented as an open teaching-learning process, in which the teacher creates situations and opportunities to pose varied and variable questions, reasoning, logical thinking, problem-solving, exploratory and searching independence, active action. Student acquires a variety of skills, changes the attitude under the influence of experience, performs tasks, derives reflection from them, critically summarising what has happened, draws conclusions from the analysis, implementing the results of actions, changing the specific understanding of the world and behaviour. Crucial are deliberate and insightful observations, and educational experiments, emphasising creative learning, exercises, tasks, images, multi-faceted activities, and the creation of especially difficult questions by students and the search for answers.

PL

Artykuł prezentuje problematykę związaną z kształceniem dziecięcej dociekliwości w kontekście filozoficznym. Jego istotę i cel stanowi podkreślenie ogromnego znaczenia filozofii jako nauki rozwijającej mądrość myślenia, samodzielne i krytyczne myślenie, ciekawość poznawczą, wprowadzającej do dialogu, dyskusji i wielokierunkowej komunikacji, otwierającej drogę do wielointeligentnego poznania świata przez jednostkę. Okres edukacji wczesnoszkolnej zaprezentowano jako otwarty proces nauczania – uczenia się, w którym nauczyciel tworzy sytuacje i okazje do stawiania zróżnicowanych i zmiennych pytań, rozumowania, logicznego myślenia, rozwiązywania problemów, samodzielności odkrywczo-poszukującej, aktywnego działania. Uczeń nabywa różnorodnych umiejętności, zmienia swoją postawę pod wpływem doświadczenia, wykonuje zadania, wywodzi z nich refleksję, podsumowując krytycznie, co zaszło, wyciąga wnioski z analizy, wcielając w życie wyniki działań, zmieniając swoiste rozumienie świata i zachowań. Kluczowe są celowe i wnikliwe obserwacje oraz edukacyjne eksperymenty, akcentujące twórcze uczenie się, ćwiczenia, zadania, obrazy, wielostronną działalność oraz tworzenie trudnych pytań przez uczniów i poszukiwanie na nich odpowiedzi.

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Asking better questions! A review of the pedagogical strategies used in one senior level award in Scotland

Question Meaning = Resolution Conditions

Aktywizowanie rozwoju sprawności słuchania w języku polskim jako ojczystym

Wh-Movement in Standard Arabic: An Optimality-Theoretic Account

Epistemic Erotetic Search Scenarios

IEL-based Formal Dialogue System for Tutorials

Another Kind of Octopus

Przedmiot i cel pytań i stwierdzeń uczniów w edukacji wczesnoszkolnej w opiniach nauczycieli i uczniów

Bezručův »Kovkop«

Reconsidering philosophical questions and neuroscientific answers: Two pillars of inquiry

PHILOSOPHICAL ASPECTS OF DEVELOPING CHILDREN'S INQUISITIVENESS IN EARLY SCHOOL EDUCATION – INSPIRATION FOR DIALOGUE, ASKING QUESTIONS, AND CRITICAL THINKING