Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 3

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  Educational content
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Content available remote

Reprezentace obsahu: psychologická východiska a didaktické souvislosti

100%
Janko T.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
|
2012
|
vol. 22
|
issue 1
23-40
EN
This theoretical study concerns the issue of representations. Representation is a concept used when analysing and explaining human perception, cognition, communication, and learning. Firstly, we introduce the psychological foundations of the concept. Secondly, we clarify the concept of representations and its division in cognitive psychology. We define two basic forms of external representations – verbal and visual. In social psychology, the concept is used for explaining of how much individual cognition is determined by socio-cultural factors. Further, we mention the concept of representations that draws on the Theory of social representations (Moscovici) and Vygotsky´s ideas. The author seeks to develop a concept of representations usable in didactic discourse. The importance of representations for content-oriented didactics is clarified. We also define the levels on which a teacher reasons when using representations during instruction. Representations of curricular content, which are believed to play an important role when presenting the content to students, are also mentioned.
2
Content available remote

Dětské čtenářství v didaktických souvislostech a perspektivy neurovědních poznatků

80%
Jindráček V., Škoda J., Doulík P.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
|
2013
|
vol. 23
|
issue 5
691-716
EN
The goal of this review is to look up research studies, that have by using the functional or electrophysiological methods investigated the activation of cortical parts of brain during reading or narrating a story (narrative or discourse), and by using reviews give the overview of the results which the selected works achieved. The first part of the report is devoted to the contemporary children reading in educational contexts in literary education. In the second part an overview of research studies mapping the activation of cortical parts of the brain during the process of reading and the understanding of narrative/discourse is provided. As a source of data, the following databases were used (2007–2012): Medline, Bibliomedica, Science Direct, Web of Science, Google Scholar. 16 studies were included in the analysis. It has come to light, that the identified works considered the specifics of pubescent and prepubescent readers only in few isolated cases, yet in spite of that, gave extensive overview about the options that can be used to clarify the mechanisms of the process of reading a narrative text on the level of cortical activation of the brain. Sixteen research studies were included in the analysis. In the evaluated articles, great importance has been given to the research of activity of brain parts/hemispheres in the process of construction of the so called situational models (during the segmentation of the narrative into individual parts/events) and defining contrasts that characterize neural correlates of inferential processes.
3
Content available remote

Obory ve škole a jejich enkulturační funkce

61%
Janík T., Slavík J.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
|
2009
|
issue 2
5-21
EN
One of the key functions of the school is the enculturative function. The school presents one of the systematic organizations in which the members of the society meet cultural contents. These cultural contents take the form of subject matter which is systematised through curricular documents into educational fields, areas, subjects, etc. The overview study concentrates on the relationship between (scientific) fields and school subjects. The authors discuss selected curricular issues, namely the problem of (non)correspondence between intended, realised and achieved curriculum. They also consider possible causes of the success/failure of Czech pupils in the international comparative surveys TIMSS and PISA. Towards the end of the paper, the necessity is argued to perceive educational research as the “critical friend” of the current curricular reform.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.