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EXPERIENTIAL LEARNING - PROJECT METHOD IN TRAINING OF CULTURAL FACILITATORS (Uczenie sie przez doswiadczenie, czyli metoda projektów w ksztalceniu animatorów kultury)

100%
Slowinska S.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2010
|
vol. 11
43-52
EN
The paper aims to present the use of the project method in the training of cultural facilitators at the University of Zielona Góra. As far as preparing for the profession is concerned, the authoress underlines the importance of students' practical experiences in the field of cultural work. Cultural facilitating study programs should include both theoretical and practical courses, as well as provide the opportunity to learn by doing. Therefore, the use of the project method is recommended as it consists in solving practical problems and applying the knowledge that students gain during the courses. The authoress presents an example of using this method and - referring to Knud Illeris' views about experiential learning - describes the concept of a bachelor's seminar in cultural facilitation based on the project work. The goal of this seminar is to give students the opportunity to execute their own culture facilitation projects and to learn by doing. Afterwards, they should describe and analyse this process in their diploma papers. The authoress concludes by describing some difficulties that arose during the seminar when using the method in question.
2
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Projekt innowacyjnego programu nauczania i symulacyjnej gry decyzyjnej do przedmiotu „ekonomia w praktyce”

100%
Wardaszko M.
Homo Ludens
|
2013
|
issue 1(5)
289-306
EN
In order to improve the low level of economic knowledge of Polish teenagers, the Ministry of National Education introduced a new teaching program together with a new course: “economics in practice”. An additional course in high schools, it will be treated as an extension of the course “basics of entrepreneurship”. The aim of the new course is to teach students how to use economic knowledge in practice. This is to be achieved through a group undertaking, of their own invention, of an economic nature – from idea, to business plan, to its application and the analysis of its effects. The Center for Simulation Games and Gamification at Kozminski University in Warsaw is preparing a simulation platform for high school students. The game will help implement the core curriculum in a user-engaging way. Research started from conducting a focus group with teachers. Based on that, the authors created a questionnaire for students to define the barriers on the organizational and implementation side. After completing the focus group’s work, the respondents, from 8 schools in north-east Poland, received 45 questionnaires each, consisting of three sections – information about the students and their access to the internet, student game preferences and expectations about the final product and the classes. In the article the authors present the idea behind the game being developed and the results of the research.
3

POROVNANIE PREFERENCIÍ POHYBOVÝCH A ŠPORTOVÝCH AKTIVÍT ŽIAKOV VO VZŤAHU K ZÁŽITKOVÉMU UČENIU V PRÍRODNOM PROSTREDÍ

88%
Babiar M.
Motus in verbo: časopis mladej vedeckej generácie
|
2012
|
vol. 1
|
issue 1
64 – 73
EN
The paper compared the preferences of motion and sport activities of pupils in a relation to outdoor experiential learning after a completion of an outdoor experiential education programme in the co-educated physical education classes. The main method used in the research was an experiment and a questionnaire on the basis of which we explored the pupils’ preferences. The research showed that the pupils like all compared activities evenly in average, only the gymnastics is a less preferred activity. The paper can only confirm two out of three our hypotheses.
4
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EXPERIENTIAL HOLOCAUST EDUCATION – WHAT ARE THE OPTIONS?

87%
Davidovitch N.
Studia Europaea Gnesnensia
|
2013
|
issue 8
29-54
PL
:  Experiential learning of the Holocaust was initiated in Israel through youth trips to Poland in the late 1980s. The young age of participants harbors both advantages and disadvantages. In this article we attempt to analyze the benefits and effectiveness of this method of experiential Holocaust education.    
EN
Experiential learning of the Holocaust was initiated in Israel through youth trips to Poland in the late 1980s. The young age of participants harbors both advantages and disadvantages. In this article we attempt to analyze the benefits and effectiveness of this method of experiential Holocaust education.  
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