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1

IS RELIGION INDEPENDENT OF STUDENTS’ APPROACHES TO LEARNING?

100%
Muñoz-García A.
Studia Psychologica
|
2013
|
vol. 55
|
issue 3
215 – 220
EN
In the advancement of our understanding of the nature and development of student learning, learning approaches (LA) take centre stage, usually differentiated (Biggs, 2001) as Surface (SA), Deep (DA) and Achieving (AA). These styles are conditioned by aspects of the context and the student, but religion has not been studied. This study was designed ex post facto using correlation, discrimination and regression analysis, and its results indicated an association between religion and LA. DA was associated with an experience of and interest in spirituality. However, SA and AA were related to measurements of religious orientation and beliefs. Existential wellbeing was inversely related to deep approaches and positively to surface and achieving approaches. Religion showed a limited capacity to discriminate among different LAs.
2

ACTION MODELS AND THEIR INDUCTION

100%
Čertický M.
Organon F. medzinárodný časopis pre analytickú filozofiu
|
2013
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vol. 20
|
issue suppl. 2
206 – 215
EN
By action model, we understand any logic-based representation of effects and executability preconditions of individual actions within a certain domain. In the context of artificial intelligence, such models are necessary for planning and goal-oriented automated behaviour. Currently, action models are commonly hand-written by domain experts in advance. However, since this process is often difficult, time-consuming, and error-prone, it makes sense to let agents learn the effects and conditions of actions from their own observations. Even though the research in the area of action learning, as a certain kind of inductive reasoning, is relatively young, there already exist several distinctive action learning methods. We will try to identify the collection of the most important properties of these methods, or challenges that they are trying to overcome, and briefly outline their impact on practical applications.
3

GRAMMAR AND PRAGMATICS IN THE DESCRIPTION OF THE USE OF THE ARTICLE IN SPANISH AND ITS REPRESENTATION IN POLISH (Gramatica frente a pragmática en la descripción del uso del articulo en espanol y su representación en polaco)

100%
Jódar R. F.
Kwartalnik Neofilologiczny
|
2010
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vol. 57
|
issue 2
109-114
EN
With the present article we try to show that the employing or not employing of the articles can be analyzed not only from a strictly grammatical point of view but also there must be borne in mind factors of pragmatic character. That is to say, by means of the pragmatics some cases in which the rule of use of the articles is not fulfilled, can be re-explained. Also the author compares some cases in Spanish and Polish.
4
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"Praktyczny charakter” kompetencji emocjonalnej dorosłych

100%
Renata G.
Rocznik Andragogiczny
|
2012
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vol. R. 2012
154-169
EN
The aim of the article is to present the category of adults’ emotional competence and to show that, due to its specific nature, practice is a very effective way to develop it. The beginning of the article provides the theoretical context for the deliberations, i.e. learning in the socio-cultural perspective, where the adult learning processes are defined in a different, non-traditional way. The perspective clearly emphasizes the emotional character of adult learning. Then, the text presents the essence and the structure of emotional competence. The final part of the article justifies the thesis that due to the unique character of emotional competence the best method to develop it is practice.
5

EFFECT OF COMPUTER-BASED FEEDBACK IN GAME-LIKE FLUID REASONING TASKS

100%
Portešová Š., Jabůrek M., Ťápal A., Straka O.
Studia Psychologica
|
2022
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vol. 64
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issue 2
155 - 172
EN
We focused on the effect of various types of feedback in a game-based fluid reasoning test called Triton and the Hungry Ocean on elementary school students (ages 8-12; total N = 321). The feedback types were four: no feedback (A), simple (correct/wrong feedback; B), elaborated (correct solution shown; C), and learner-controlled feedback (student chooses between feedback types; D). We did not observe an effect of any feedback type on performance (i.e., there were no between-group differences). However, within group D, students overall tended to choose elaborated feedback more often as task difficulty increased (r = .92), and those in group D who generally tended to choose elaborated feedback also tended to perform better even after controlling for intellect.
6
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THE STUDY OF THE AWARENESS AND BACKGROUND OF ECONOMIC KNOWLEDGE (Badanie swiadomosci i podstaw wiedzy ekonomicznej wsród uczestników programów edukacyjnych skierowanych do najmlodszych)

100%
Majewski B.
e-mentor
|
2010
|
issue 2(34)
22-29
EN
The article describes the results of the study of the awareness and economic maturity conducted in the group of 432 participants of educational programs directed to pupils from the highest grades of primary school and initial grades of gymnasium. The research enabled to classify particular categories of economic concepts regarding the level of learners' familiarity with them and the range of their acquisition. It allowed as well to diagnose the students' background knowledge and to point to the areas of ignorance, which are particularly important as they may become in future the source of myths, arising in the awareness of many people, concerning economic issues and may also lead to stereotypical perception of economic phenomena. Therefore, they impede the understanding of real economic mechanisms and processes as well as increase the susceptibility for populist solutions of every kind.
7
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LEARNING ACHIEVEMENTS VERSUS THE PERCEPTION AND PRACTICE OF SHARING KNOWLEDGE AMONG HIGH SCHOOL AND UNIVERSITY STUDENTS (Wyniki w nauce a postrzeganie i praktykowanie dzielenia sie wiedza wsród uczniów i studentów)

100%
Leja K., Stasiak S.
e-mentor
|
2010
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issue 3(35)
4-11
EN
Respect for a human being and perceiving an employee as a source of knowledge and not only a source of costs are the features of modern organization. Sharing knowledge and its popularizing are the key factors underlying competitive advantage of an organization. Possessing knowledge does not grant an efficient realization of the aforementioned processes. If so, why are the employees so reluctant to share this immaterial substance, which they do not loose by its exchange? Are they evaluated only for possessing knowledge or for sharing it as well? The article describes the results of a pilot study, carried out among the high school and university students, on the consciousness of the significance of sharing knowledge. The preliminary results indicate that the students who achieve the highest marks do not belong to the group of those who are the most eager to share their knowledge with others.
8
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KNOWLEDGE MANAGEMENT AND THE CREATION OF MODERN ENTERPRISE'S INTELLECTUAL CAPITAL (Zarzadzanie wiedza i kreowanie kapitalu intelektualnego wspólczesnego przedsiebiorstwa)

100%
Walczak W.
e-mentor
|
2010
|
issue 2(34)
4-11
EN
In the article the author describes the literature study conducted in order to understand the concept of knowledge management and the structure of intellectual capital, which would allow to build a bridge between academic field of theory and practical application. The particular attention was paid to complex approach to the construction of intellectual capital, identifying its individual components and explaining rates and interactions among them. This paper broadens the understanding of the key role of intellectual capital as an important factor allowing for achieving competitive advantage and value creation.
9
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TEACHING AND LEARNING WITH SOCIAL MEDIA

100%
Cheal C.
e-mentor
|
2011
|
issue 5 (42)
85-90
EN
This article addresses the question of whether specific social media applications will promote student engagement and learning in higher education. After a justification of social media is given and an introduction about terminology, a brief overview will highlight 50 years of technology and education theoretical trends that show their convergence in constructivism, which is followed by examples of specific, beneficial social media assignments in university courses. The conclusion is positive in that faculty findings indicate there is evidence that social media assignments can promote active learning and student engagement.
10
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A COMMENTARY TO THE ASSUMPTIONS OF THE CHANGES PLANNED IN THE VOCATIONAL AND LIFELONG EDUCATION SYSTEMS (Komentarz do projektowanych zmian w systemie ksztalcenia zawodowego i ustawicznego)

100%
Kwiatkiewicz A.
e-mentor
|
2010
|
issue 2(34)
12-17
EN
In February 2010 the Ministry of National Education published the assumptions of changes in the vocational and lifelong education systems. The authoress believes the document is important as it underlines the significance of the level of those types of education for the ability of employability. The aim of the present study is to discuss the changes proposed by the Ministry and to present a short commentary regarding the existing solutions. In the conclusion, the authoress points to the most vital elements of the planned actions.
11

LEARNING BEHIND CURTAINS - BECOMING HEALTH CARE ASSISTANTS IN SWEDEN (Uczenie sie 'za zaslona' - o stawaniu sie opiekunka medyczna w Szwecji)

100%
Thunborg C.
Dyskursy Młodych Andragogów / Adult Education Discourses
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2011
|
vol. 12
39-55
EN
Health care assistants are the most common occupation for women in Sweden. Yet, facts about their learning and occupational identities are quite unknown. The aim of the paper is to deepen the understanding of how health care assistants learn their occupational identities in daily work. In the theoretical framework, the interrelationship between learning and occupational identity are elaborated on. The resulting findings come from case studies of four wards at two hospitals and are based on interviews and self-observations provided in the form of diaries. The results show that the health care assistants' occupational identity is weak when compared to other professional groups, yet strong in sharing the same orientation towards patients. Moreover, the identities are learned at work, where registered nurses and physicians are of great importance to this process. Previous life and work experiences seem to have an impact on health care assistants' motivation to learn in formal settings but learning in formal settings also seems to be crucial for learning in daily work. Four contradictions have been discussed as the potentials for developing the occupational identities: formal versus informal learning, adaptive versus developmental learning, formal versus informal legitimacy and weak status versus strong identity. My conclusion is that assistant nurses seem to learn how to do things they do not talk about, while talking about things they can but are not allowed to do. They learn how to adapt to the informal order by reproducing the formal one, which leads to their learning behind the curtains.
12

ASKING BETTER QUESTIONS! A REVIEW OF THE PEDAGOGICAL STRATEGIES USED IN ONE SENIOR LEVEL AWARD IN SCOTLAND

88%
Thorburn M., Seatter K.
Pedagogický časopis (Journal of Pedagogy)
|
2015
|
vol. 6
|
issue 1
123 – 149
EN
Previous related research on teaching effectiveness in one senior level award - Higher Still Physical Education (HSPE) in Scotland - revealed a number of extended challenges in adopting the practical experiential teaching and learning approaches advised. However, these studies were restricted by lack of observation of teaching and learning in action and of detailed analysis of the types and timings of questions asked. The present study addressed these limitations. Data were collected through observations of teaching, questionnaire responses on the uses of discussions by pupils and teachers and semi-structured teacher interviews. Findings revealed that there were encouraging signs of a broad range of purposeful question techniques being used in practical sessions. However, there was still a lack of full teacher trust in these approaches, despite high pupil endorsement for their usage. We conclude that perceived subject content and external assessment demands continue to constrain pedagogical strategies in HSPE.
13
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BLACK MOUNTAIN COLLEGE CASE: TRANSFORMATION TRENDS IN ART EDUCATION IN THE FIRST HALF OF THE 20TH CENTURY

88%
Migašová J.
ESPES
|
2019
|
vol. 8
|
issue 2
51 – 58
EN
In the 19th century, a gradual reform of art education began, which achieved its peak in the 1930s. This process manifested itself in the form of schools with an explicit anti-academic spirit – the Bauhaus in Europe and Black Mountain College in the United States. In this paper, I contend that such attempt at reform has never repeated again after the Black Mountain College case, where the combination of John Dewey’s educational principles, Josef Albers’ peculiar conception of art instruction, and the college founders’ ideas concerning the essentiality of art for contemporary democratic societies created a unique environment for the development of an experimental form of art education. Examining this innovation with regard to the current situation of teaching art and the humanities, I argue that - despite a process of reform lasted more than a hundred years - art education still manifests residues of the old, conservative academic spirit, while art schools show features of exclusivity or even elitism. The pursuit for a wholesome social position of art, on the other hand, was the most striking endeavour of many brilliant thinkers in 19th and 20th century (e.g. Semper, Morris, Lichtwark, Dewey, Albers), something that art educators and art theoreticians of the 21st century must take this into a serious consideration.
14

ENACTING TEACHING AND LEARNING IN THE INTERACTION PROCESS : "KEYS" FOR DEVELOPING SKILLS IN PIANO LESSONS THROUGH FOUR-HANDS IMPROVISATIONS

88%
Laroche J., Kaddouch I.
Pedagogický časopis (Journal of Pedagogy)
|
2014
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vol. 5
|
issue 1
24 – 47
EN
Embodied mind theories underline the role of the body in the act of knowing. According to the enactive approach, we learn to perceive and to know through our bodily interactions with the world (Varela, Thompson & Rosch, 1991). However, such an approach remains incomplete as long as sociality is not taken into account (Froese & Di Paolo, 2009). Indeed, learning mainly takes place in intersubjective contexts (e.g. by the effects of teaching). Recently, an inter-enactive approach has been proposed accordingly. Social interactions are seen as processes of coordinated sense-making that emerge from the dynamics of the inter-action process itself (De Jaegher & Di Paolo, 2007). Teaching settings are a special case though: cognitive interactions are reciprocal but asymmetrically guided by the teacher. We first sketch the phenomenological and theoretical contours of embodied intersubjectivity~intersubjective embodiement. Then, we present an interactive pedagogical method for musical learning (free spontaneous four-hands improvisations in the context of the Kaddouch pedagogy) and discuss it through illustrative case studies. The role of the teacher appears to operate directly on the dynamics of the interaction process, a source of knowing and skill enaction for the learner.
15

POSTAUDITY INVESTIČNÍCH PROJEKTŮ JAKO NÁSTROJ UČENÍ SE

88%
Fotr J., Švecová L., Špaček M.
Ekonomický časopis (Journal of Economics)
|
2009
|
vol. 57
|
issue 7
633 – 652
EN
Results of field research and experience from economic praxes demonstrate failures of many investment projects and inability of many firms to learn from mistakes and successes. The article is oriented on the one important tool supporting this learning, which is Post Project Appraisal. The first possible causes of failures of investment project are discussed and further content. Post Project Appraisal and experience from its implementation in companies British Petroleum and Česká rafinerská is characterised. Attention is further paid to results of field research regarding approaches used by Czech enterprises for evaluation of investment project after their completion (brief evaluation of costs, brief evaluation of economic effects, detail Post Project Appraisal) and testing hypotheses of statistical dependencies of these approaches on selected factors (size of enterprise, ownership, existence of strategy, implementation of controlling).
16

SLEEP AND MEMORY CONSOLIDATION DURING SLEEP

88%
Clemens Z., Halasz P.
Magyar Pszichologiai Szemle (Hungarian Psychological Review)
|
2008
|
vol. 63
|
issue 1
19-28
EN
The study surveys the arguments concerning the specific role of different sleep stages in memory and learning consolidation. There are several contradictory theories regarding the role of REM sleep. At the same time the topographically specific role of sleep spindles in consolidation was clarified. Left frontal spindles for example do play a central role in verbal retention according to data obtained by the authors.
17

Głód w czasach obfitości. Źródła informacji w podręcznikach do zajęć komputerowych

88%
Jabłońska-Stefanowicz E.
Bibliotekoznawstwo
|
2011
|
vol. 30
145-155§
EN
According to the General education curriculum for primary schools, seven most important skills to be acquired by pupils include “the ability to use modern information and communication technologies, also for the purpose of finding and applying information”. The recommendations accompanying these provisions, concerning the conditions and the method of curriculum implementation, leave us in no doubt: classes should take place in rooms in which each pupil has a computer connected to the internet at his or her disposal. This reflects commonly expressed postulates of opening the education system to the real problems of the modern world and to sources of information outside school. The article analyses contemporary computer course books with regard to the use by the pupils of internet resources: education portals and websites. The author tries to answer the question what today, in an era of unavoidable technology, hampers its effective introduction into the teaching and learning processes.
18

EFFECT OF LEARNING IN THE PRISONER’S DILEMMA GAME

88%
Veselý Š.
Studia Psychologica
|
2012
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vol. 54
|
issue 2
143 - 156
EN
The task of this experimental study is to examine the existence of an effect of learning when initial and further encounters (i.e., iterated games) with undisclosed predetermined strategies are compared. This is one of the first systematic empirical studies of the inter-game learning in the Prisoner’s Dilemma game. Effect of learning in terms of higher gains in repeated encounters was found for the whole set of five strategies taken together (Tit for Tat, Deterrent, Bully, Benevolent and Random), and individually for three of the strategies employed (Tit for Tat, Deterrent, and Bully). We also tested whether there was an effect of learning both in women and in men as a group. 45 subjects (18 males, 27 females) participated in the study each subject played 15 iterated games of at least 30-trial duration.
19

VYUČOVANIE SLOVENČINY V ČASOPISE SLOVENSKÁ REČ

88%
Liptáková Ľ.
Slovenská reč (Slovak Language)
|
2022
|
vol. 87
|
issue 3
564 – 587
EN
The aim of the paper is to summarize and characterize the contributions in the Slovenská reč journal that have covered the issue of Slovak language teaching in the journal’s 90-year history. We analyse 82 contributions related to the teaching of Slovak at all stages of school education. This mostly comprises teaching Slovak as a mother tongue; scant attention is also paid to Slovak as a foreign language. The analysis shows that the development of opinions on Slovak language teaching reflects not only the linguistic and pedagogical thinking of the time, but also the historical milestones that Slovak society has gone through over the past ninety years. This is also related to the intensity of interest in the issue of teaching. In the Slovak Language journal, the issues of teaching Slovak were most intensively addressed in the period from the founding of the journal in 1932 to 1955, when a total of 69 articles were published. Only 13 articles have been published in the past sixty-seven years. The interest or rather the lack of interest in teaching issues has had specific causes and manifestations in each period.
20

Ile techne, ile praxis? W poszukiwaniu koncepcji praktyki jako elementu kształcenia nauczycielskiego profesjonalizmu

88%
Czerepaniak-Walczak M.
Teraźniejszość – Człowiek – Edukacja
|
2012
|
issue 3(59)
7-22
EN
The text poses a question about teachers’ workplace. It sounds like a heresy, but it is extremely important from the point of view of this profession. School is only one of venues of teachers’ work and students’ learning. Information openness and diversity of situations that create a learning possibility significantly distant teachers’ workplaces from a classroom or an after-school club. This, in turn, forces us to view the practice from a wider perspective than ever and perceive it as an integral element of teachers’ education. That means seeking concepts of such practices which will become a real source of teachers’ competences, i.e. the knowledge about learning determinants and mechanisms, practical and cognitive skills used in the process of professional practice, abilities of autonomic and responsible performance of undertaken tasks and reflective self-evaluation. In this understanding the practices of teachers-to-be have not only educational functions, i.e. are a source of knowledge and skills that are necessary to be a teacher in various situations, but they are also a crucial circumstance of evaluating the appropriateness and candidates’ success/failure in their future teaching job. This role of teachers’ practices is often underestimated, neglected or simply unnoticed both by the organisers and students.
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