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K TEORETICKÝM VÝCHODISKŮM MUZEJNÍ PEDAGOGIKY

100%
Jůva V.
Studia Historica Nitriensia
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2014
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vol. 18
|
issue 2
323 – 331
EN
The current museum pedagogy is “rocket science” – an established and dynamically evolving scientific discipline that could actually respond to the changing needs of the museum audience and to new international events and also appropriately reflects the findings of extensive empirical research of museum education. The aim of this paper is to recall the selected theoretical foundations of museum pedagogy and also the importance of systematic empirical research of museum education. This research is needed to further theoretical and practical development of museum education. At the same time provides an objective and necessary data to museums and society's legitimate need to justify further development and wider support museum education.
2
Content available remote

Virtuální muzeum a nové možnosti vzdělávání

100%
Jůva V.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2008
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vol. 18
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issue 4
2-18
EN
Since the beginning, museums are institutions that closely links the development of research, science, human learning and education. Information and communication technology facilitates the development of the modern museum. By means of this technology, cybermuseums are formed that are independent of the existing space; they reside in the cyberspace and offer new possibilities of museum communication and education for general public. A necessary condition for the integration of museums and other institutions preserving cultural heritage is the digitalization process of cultural objects. The understanding of this process is very important for formal, non-formal and informal education. Virtual museums are based on scientifically and aesthetically plausible virtual reality. The visitors communicate with such computer-generated virtual reality and thus gain new experience that enhances the learning processes.
3
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Učitelé a faktor času: o proměnách pracovního sebepojetí

63%
Lazarová B., Jůva V.
Studia paedagogica
|
2010
|
issue 2
43-60
EN
The text is focusing on teachers in the late stage of their careers. Presented are partial results of a questionnaire survey aimed at the identification of various aspects of their work, commenting mainly on the subjectively perceived changes in what shapes the professional self-concept: the sense of security, responsibility, usefulness, success and satisfaction. Attention is also directed to what is perceived as relational changes and the motivation for the continuance in the profession, as seen from of the viewpoint of the teacher respondents.
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