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1
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Rozwijanie myślenia technicznego graficznego uczniów

100%
DŁUGOSZ A.
Edukacja-Technika-Informatyka
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2010
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vol. 1
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issue 1
78-83
PL
Celem nauczania techniki w płaszczyźnie psychologicznej jest rozwijanie myślenia technicznego uczniów. Poszczególne rodzaje myślenia technicznego są rozwijane poprzez rozwiązywanie różnego rodzaju zadań technicznych. W procesie posługiwania się rysunkiem technicznym istotne znaczenie odgrywa myślenie techniczne graficzne, które należy rozwijać poprzez zadania koncepcyjne, graficzne twórcze i odtwórcze.
EN
The aim of teaching techniques is to develop a psychological level of technical thinking students. Various types of technical thinking are developed by solving various technical tasks. In the process of using the diagram it is important that the technical picture thinking, which should be developed through tasks conceptual, creative graphics and shit.
2
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Samostatná činnosť žiakov, prostriedok rozvoja technického myslenia a technických schopností v predmete technika

100%
ŠOLTÉS J.
Edukacja-Technika-Informatyka
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2016
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vol. 7
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issue 4
151-157
SK
Súčasná moderná doba vyžaduje, aby sa v rámci vyučovacieho procesu využívali nielen klasické vyučovacie metódy, ale aj netradičné metódy, postupy a prostriedky, ktoré dokážu žiakov aktivizovať k samostatnej práci a k hľadaniu vhodných riešení problémov, zároveň podporujú rozvoj logického, analytického a tvorivého myslenia. Samostatná práca, ako edukačný prostriedok má výrazný vplyv na prejav a rozvoj ich aktivity, samostatnosti a tvorivosti. Je pravda, že samostatná práca ponúka žiakom rôzne možnosti, čo však neznamená, že každý žiak bude na dané ponuky reagovať rovnako podnetne. Pre pedagogickú prax to znamená nachádzať vzťahy medzi uplatnením samostatnej práce, štýlom učenia sa žiaka a na základe získaných skúseností určiť, resp. zhodnotiť pedagogické situácie, v ktorých bude pôsobiť, ako prostriedok rozvoja technického myslenia a technických schopností žiakov.
EN
Contemporary modern times require that there are not only traditional teaching methods used within the educational process, but also non-traditional methods, procedures and instruments that can mobilize students to work independently and to seek appropriate solutions to problems while supporting the development of logical, analytical and creative thinking. Independent work as an educational resource has a significant effect on the expression and development of their activities, independence and creativity. It is true that independent work offers students a variety of options, but that does not mean that every student will respond to the educational stimuli as well as incen-tivized. For teaching practice, this means finding the relations between usage of independent work and student learning styles. And, based on experience gained, to determine (i.e. evaluate) educa-tional situations in which it will act as a means of developing the technical thinking and technical skills of students.
3
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Wyobraźnia jako komponent myślenia technicznego

84%
Pardej K.
Szkoła - Zawód - Praca
|
2017
|
issue 14
221-239
PL
Celem artykułu było ukazanie fundamentalnej roli wyobraźni w myśleniu technicznym, bez której żaden uczeń szkoły zawodowej nie potrafi wykonać nawet prostego zadania technicznego. Omówiono związek między myśleniem technicznym a czynnościami poznawczymi osoby dążącej do zdobycia kwalifikacji w zawodzie. Przedstawiono też, jak konieczna jest różnego rodzaju wyobraźnia podczas rozwiązywania zadań technicznych przez uczniów szkół zawodowych.
EN
The aim of the article is to present the fundamental role of imagination in technical thinking, without which students of vocational schools are not able to perform any, even the simplest technical task. The article discusses the connection between technical thinking and cognitive activities of people aiming at gaining professional qualifications. It also presents the vocational schools students’ need to possess different kinds of imagination necessary to solve technical tasks.
4
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Digital technology in the context of social science teaching at secondary schools

67%
Vališová A.
Studia z Teorii Wychowania
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2020
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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”.
5
Publication available in full text mode
Content available

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

67%
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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