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Neuroscience and Didactic Principles and Implications of Brain-Based Teaching and Learning

100%
Schachl H.
Acta Technologica Dubnicae
|
2013
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vol. 3
|
issue 2
55-65
EN
The article deals with the role of neuroscience in education. For educational purposes, it is crucial to know how the brain works as learning is a brain-based activity. In the article, the reader can also find the basic brain-based teaching principles
2
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Neurodidactics and Its Perception by Teachers in Slovakia

63%
Petlák E., Schachl H.
The New Educational Review
|
2019
|
vol. 57
161-172
EN
In our report we briefly describe the existing state and tendencies in teacher training for primary schools. It is important to state that we are implementing a vital reform effort in our educational system. If we really want to emphasize the nature of changes in our school system, we need to be focused mainly on the use of those methods by beginner teachers that are not forming just knowledge, but also leading to creative use of knowledge in learning and life.
3
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Typology of Adolescents in Terms of Risk Behavior - Differentiation in Terms of Parental Conditions

51%
Kohútová K., Petlák E., Schachl H.
The New Educational Review
|
2021
|
vol. 63
69-84
EN
The aim of the study is to identify the typology of adolescents in terms of manifestations of risk behavior and to find out the differences between them from the perspective of parental conditions. The research tools are the E.M.B.U Questionnaire - My memories of upbringing, ECR - Experience in Close Relationship, the author’s questionnaire aimed at identifying substance use and selected items of the Questionnaire on belonging to a Delinquent Group. The research sample consisted of 850 adolescents. Cluster analysis identified three types of adolescents in terms of manifestations of risk behavior. Differentiations between groups in the parental conditions were identified.
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