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Zadania domowe w perspektywie uczniów na przykładzie przedmiotu geografia

100%
Abramowicz D.
Studia Edukacyjne
|
2019
|
issue 55
245-258
PL
Homework in school education is one of the most important challenges in the educational process. Considerations regarding homework and its efficiency result from various approaches in both academicand school environments. Despite various opinions, discussions and the results of research on education, and at the same time the lack of legal necessity to apply homework, they remain an integral part of the education process in most schools.The aim of the research was to recognize students’ opinions on homework. The study presents the resultsof research on the use of obligatory and non-obligatory home tasks in geography lessons. According to the students, the use of compulsory homework in a Geography lesson adversely affects their mobilization for learning outside of school. Students pay attention to the problem of a small amount of time that they could devote to the pursuit of their interests. In their opinion, the possibility to decide on the form of homework would significantly increase their motivation to learn.
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Edukacja geograficzna jako przestrzeń partycypacji

100%
Abramowicz D.
Annales Universitatis Paedagogicae Cracoviensis Studia Geographica
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2022
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vol. 18
3-19
EN
The subject of the study are forms of school participation relating to school geographic education. Two methods of research were used - a comparative analysis and a survwey method using a geo-questionnaire. As a result of the research, it was possible to identify the most important content of selected core curricula and geography-didactic studies relating to participation, as well as to identify forms of school participation - both by students and teachers. On the other hand, using the geo-questionnaire as an example of Public Participatory Geographic Information Systems, the result of a case study from Poznań, which goal was to develop a digital map by teachers to support the organization of fieldwork. As shown, both students and teachers rarely undertake participatory initiatives. An important rationale for the occurrence of such activities are both the global environmental challenges and the quality of the local natural environment. Among students’ activities of a participatory character are those that involve practical-technical and emotional-artistic, cultural activities. These activities involve the creation of teaching aids, the organization of an event with an ecological theme, but also related to fieldwork. Badly needed is a method (or educational strategy) that would promote an increase in the incidence of participatory initiatives in school geographic education. The research results presented in this paper and the conclusions formulated are parts of the doctoral dissertation by D. Abramowicz, entitled. “Social participation and geographic education - application of Public Participatory Geographic Information Systems in organizing fieldwork (2022).
PL
Przedmiotem opracowania są formy partycypacji szkolnej odnoszące się do szkolnej edukacji geograficznej. Zastosowano dwie metody badań - analizę porównawczą oraz sondaż z wykorzystaniem kwestionariusza geoankiety. Wynikiem tych badań było wyróżnienie najważniejszych treści wybranych podstaw programowych oraz opracowań geograficzno-dydaktycznych odnoszących się do partycypacji szkolnej, a także rozpoznanie form tej partycypacji uczniów i nauczycieli. Wykorzystując geoankietę jako przykład Partycypacyjnych Systemów Informacji Geograficznej zaprezentowano studium przypadku z Poznania: opracowanie przez nauczycieli mapy cyfrowej wspierającej organizację zajęć terenowych. Stwierdzono, że uczniowie i nauczyciele rzadko podejmują inicjatywy o charakterze partycypacji. Istotną przesłanką do podjęcia takich działań są zarówno globalne wyzwania ekologiczne, jak i stan środowiska lokalnego. Wśród działań uczniów o charakterze partycypacji są takie, które wymagają aktywności praktyczno-technicznej oraz emocjonalno-artystycznej (kulturalnej). Ich przykładami są utworzenie pomocy dydaktycznej lub zorganizowanie wydarzenia o tematyce ekologicznej, mającego związek z zajęciami terenowymi realizowanymi poza budynkiem szkoły. Potrzebne jest zaproponowanie metod (lub strategii) kształcenia, która sprzyjałaby zwiększeniu częstości występowania inicjatyw o charakterze partycypacji w szkolnej edukacji geograficznej. Przedstawione w pracy wyniki badań oraz ustalenia stanowią część dysertacji doktorskiej D. Abramowicza pt. „Partycypacja społeczna a edukacja geograficzna - znaczenie Partycypacyjnych Systemów Informacji Geograficznej w organizowaniu zajęć terenowych (2022).
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Daria heJwosz-groMkowska, Edukacja obywatelska we współczesnej Anglii. Studium socjopedagogiczne, Wydawnictwo Naukowe PWN, Poznań 2019, ss. 392

88%
Abramowicz D.
Studia Edukacyjne
|
2019
|
issue 52
345-350
PL
Recenzja  
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Zmiany kierunków użytkowania gruntów ze szczególnym uwzględnieniem użytków rolnych w miastach powiatu poznańskiego w latach 2010 i 2020

63%
Bąk M., Abramowicz D.
Rozwój Regionalny i Polityka Regionalna
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2021
|
issue 57
129-145
EN
The investment pressure observed in Poland contributes to changes in urban land use, which is particularly evident in the loss of agricultural land. In the literature, there are examples of studies carried out in this field in large cities in Poland, but in the case of smaller towns there is a lack of research. An important problem is to identify these changes in smaller towns. The aim of the study is to analyse the changes in the land use with a particular emphasis on the agricultural land in the cities of Poznan county in 2010 and 2020. In this period, the biggest changes occurred in Luboń, Swarzędz and Mosina. The area of agricultural land in these towns decreased by 17.5%, 10.0% and 9.5% respectively.
PL
Obserwowana  w  Polsce  presja  inwestycyjna  przyczynia  się  do  zmian w użytkowaniu gruntów w miastach, co przejawia się zwłaszcza ubywaniem gruntów rolnych. W literaturze istnieją przykłady badań prowadzonych w tym zakresie na terenie dużych miast w Polsce, jednak w przypadku mniejszych miast badań brakuje. Ważnym problemem jest rozpoznanie tych zmian w mniejszych miastach. Celem opracowania jest analiza zmian w użytkowaniu gruntów ze szczególnym uwzględnieniem gruntów rolnych w miastach powiatu poznańskiego w latach 2010 i 2020. W tym okresie największe zmiany zaszły w Luboniu, Swarzędzu i Mosinie. Powierzchnia gruntów rolnych w tych miejscowościach zmniejszyła się odpowiednio o 17,5%, 10,0% i 9,5%.
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PUBLIC INVESTMENT POLICY AS A DRIVER OF CHANGES IN THE ECOSYSTEM SERVICES DELIVERY BY AN URBAN GREEN INFRASTRUCTURE

63%
Abramowicz D., Stępniewska M.
Quaestiones Geographicae
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2020
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vol. 39
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issue 1
EN
The presented study considers the impact of public expenditure related to land development on the potential of an urban green infrastructure to provide ecosystem services (ES). The study site (Szachty) is located in Poznań, the fifth largest city in Poland. In the article, we recognised the type of expenditure (permanent infrastructure and ongoing maintenance), the costs and the influence on ES (stimulating, weakening or no relevant). The study shows that the financial policy concerning the study area is focused on creating an infrastructure that enhances cultural ecosystem services (CES). However, the creation of recreational facilities weakens the potential of the area for supplying regulating services concerning maintaining nursery populations and habitats. The results highlight the need for scientific support for policymakers in understanding the synergies and trade-offs between ES, resulting from financial decisions. This is particularly important in the decision-making process in the areas of high natural value, in which full, long-term effects of the decisions may be barely visible and incomprehensible for the society. Showing the impact of financial decisions on the structure and level of ES may provide arguments supporting a more complex and high-quality social dialogue, including balancing the interests of various stakeholders.
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Model wirtualny nauczania zdalnego w edukacji wczesnoszkolnej w nurcie pedagogiki Celestyna Freineta – perspektywa uczniów i nauczycieli

51%
Abramowicz D., Kędra M., Groborz I.
Studia Edukacyjne
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2021
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issue 63
49-64
EN
Remote education is not a new issue discussed in the literature, but in the face of the restrictions introduced by the COVID-19 pandemic, this type of education has developed dynamically. In the conditions of technological progress, it seems that the virtual model is particularly interesting in remote education. It was applied in March-June 2020 at the level of early childhood education at the Cogito Public Primary School in Poznań. In order to identify and evaluate remote education in the virtual model from the perspective of students and teachers, surveys with the use of an on-line questionnaire and focused group interviews were carried out.
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Methodological framework for geodiversity application in geographic education from a case study of Canary Islands, Spain

51%
Abramowicz D., Dóniz-Páez J., Tritt R., Bąk M.
Quaestiones Geographicae
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2022
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vol. 41
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issue 1
79-91
EN
The concept of geodiversity is becoming more widely used every year, beyond its contribution to the development of geotourism. It is estimated that geodiversity is as important as biodiversity in the functioning of Earth’s natural ecosystems. Therefore, an important problem is to recognize the possibilities on integrating geodiversity in geographic education, both formal and informal. The main aim of the study is to identify the subject of educating godiversity, included in the core curricula in Spain and Canary Islands and to identify the forms, didactic tools and methods of geodiversity education existed in selected national, natural parks and geoparks of Canary Islands. The study has shown that the application of geodiversity in educational practice is still unsettled.
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CHALLENGES IN GEOGRAPHY EDUCATION – A REVIEW OF RESEARCH PROBLEMS

51%
Piotrowska I., Cichoń M., Abramowicz D., Sypniewski J.
Quaestiones Geographicae
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2019
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vol. 38
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issue 1
71-84
EN
Scientific research and student education aimed at preparing students to practice their profession under the conditions of civilization and technological changes play a special role in geography teaching. It is important to be aware of the impact of key competences which are necessary for every person to function in the modern world and are needed for self-fulfilment, personal development, social integration, flexible adaptation to any changes and which determine the success in adult life. Proper development of such skills contributes to the correct interpretation of natural and socio-economic phenomena and processes. The aim of the article is to present and discuss research work and teaching activities pursued by the Department of Geography Didactics and Ecological Education at the Faculty of Geographical and Geological Sciences of the Adam Mickiewicz University in Poznań, aimed at the use by students of various educational concepts and the resulting key competences necessary for their future work. Students also have the opportunity to develop soft competences, such as communication, courage of expression, self-esteem or responsibility for the group, to which employers have paid special attention in recent years. Therefore, comprehensive preparation of the student requires the implementation of specific educational concepts. The most important ones include bilingual education; CLIL, inquiry based science education (IBSE), project method, fieldwork, geographical educational trails, participation, as well as the use of geoinformation technologies, GIS and ICT.
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Nauczanie zdalne z perspektywy uczniów i nauczycieli. Przykład zastosowania modelu wirtualnego w nauczaniu zdalnym w klasach starszych w szkole podstawowej Cogito w Poznaniu

45%
Abramowicz D., Banasiak Ż., Kędra M., Hoffman P., Pilna D.
Studia Edukacyjne
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2021
|
issue 62
87-102
EN
Remote education is not a new issue discussed in the literature, but in the face of the restrictions introduced by the COVID-19 pandemic, this type of education has developed dynamically. In the conditions of technological progress, it seems that particularly interesting in remote education is the virtual model, applied in March-June 2020 at the level of primary education at the Cogito Public Primary School in Poznań. In order to identify and evaluate remote education in the virtual model from the perspective of students and teachers, surveys with the use of an on-line questionnaire were carried out.
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