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1

KĽÚČOVÉ POJMY HISTORIOGRAFIE TRANSFORMOVANÉ DO PRIMÁRNEHO VZDELÁVANIA

100%
Danišková Z.
Historický časopis (Historical Journal)
|
2023
|
vol. 71
|
issue 1
147–160
EN
The manuscript deals with primary history education as a part of integrated subjects at primary education level (ISCED1) in Slovakia. This level of education requires deeper interest and attention from the perspective of the didactics of history, because it forms the basis for the understanding of historical time. It involves rethinking a set of tasks that stimulate the student to understand time relationships. Later, at the higher level of education, we need the conceptual structure with clear educational aims, towards which the historical content of the primary level of elementary school should be directed.
2

HISTORICAL REGIONS IN HISTORIOGRAPHY, HISTORY DIDACTICS AND SCHOOL-LEVEL EDUCATION. OUTLINE OF POSITIONS AND DELIMITATION PROPOSALS (Polish title below)

100%
Konieczka-Sliwinska D.
Klio. Czasopismo poświęcone dziejom Polski i powszechnym
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2011
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issue 1(16)
17-42
EN
(Polish title: Region historyczny w historiografii, dydaktyce historii i edukacji szkolnej. Przeglad stanowisk i propozycji delimitacji). The first discussions on the deginition of a historical region date back to the beginning of the interwar period. It was when the regional movement and the scientific circles noticed the need to additionally specify the basic category, so far used for regional research and across various forms of popularization of regional history. Some circles, at certain times, would understand the interest in historical regions differently. Regionalists engaged in organizational activities and would pay less attention to the issue of precise definition of borders and criteria dor distinguishing regions. For historians researching regional history, the question of what historical regions were was of primary importance, as was consequently the adoption of tolerably unambiguous rules for delimination of such regions. A similar situation could be observed across education circles - a teacher simply had to know what areas were actually historical regions and what criteria had to be used to distinguish them. Unfortunately, historians could not agree on the criteria for delimination of historical regions and there were numerous competing proposals for historical regionalization. This led to a degree of freedom in regional research and had impact on regional education. The fundamental point of reference for educational activities across schools consisted mainly of ministerial guidelines and curricula that contained more or less specific proposals of understanding the idea of historical region for schooling purposes.
3

CONSTRUCTIVISM, CONNECTIVISM, AND A MODERNISATION OF HISTORY TEACHING IN POLAND (Konstruktywizm i konektywizm a mozliwosci modernizacji edukacji historycznej w Polsce)

100%
Osinski Z.
Klio. Czasopismo poświęcone dziejom Polski i powszechnym
|
2011
|
issue 1(16)
3-16
EN
Polish education system that covers teaching History does not provide efficient training for young people' living in informational society and knowledge-based economics of the 21st century. Skills important for further education and many modern occupations are weak points of many Polish graduates. Teaching History in a way adequate to present needs (that is, establishing necessary skills and competencies) should focus not as much on choosing problems with which pupils have to acknowledge, as on guaranteeing possibility for acting, that would result in increase of knowledge and skills. Learning of History in a present form is condemned for a slow marginalization because of its uselessness for pupils in their everyday life. Author states, that among various contemporary theories in pedagogy, two - constructivism and connectivism - seem to face challenges of present times and give the pupils chance to gain all above mentioned skills. Nevertheless, the problem is that noticeable failures of traditional teaching of History do not convince Polish Ministry of National Education to focus on new theories and implement them to a teaching plan, which should be done. In the article can be found propositions of subjects, that can be taught according to above mentioned theories.
4

EDUCATION AND TEACHING METHODS IN MISSIONARY SCHOOLS IN PROVINCE OF LITHUANIA IN THE TURN OF THE 18TH AND 19TH CENTURY (Ksztalcenie i wychowanie w szkolach powiatowych misjonarzy prowincji litewskiej na przelomie XVIII i XIX wieku)

100%
Wieczorek A.
Klio. Czasopismo poświęcone dziejom Polski i powszechnym
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2011
|
issue 1(16)
43-76
EN
The article is a continuation of author's research on a history of St. Vincent of Paul's missionaries from the Polish territory in the 17th to 19th centuries. There are presented schools established by missionaries in the region of Kraslav, Lyskow and Illukszta. Author analyses lists of pupils in every school, as well as the manuals used by them for learning languages (i.e. Polish, Latin, German) and History, Geography, Algebra, Arithmetic, Botany and Gardening. Sources used for writing this article come, among other, from Archives of the Missionaries Congregation from Stradom and the Library of Polish Academy of Science in Cracow.
5

NÁVŠTEVA MÚZEA V DIDAKTIKE STREDNEJ ŠKOLY (POHĽAD STREDOŠKOLSKÉHO UČITEĽA)

88%
Mezeiová A.
Muzeológia a kultúrne dedičstvo
|
2013
|
vol. 1
|
issue 1
65 – 74
EN
The author highlights the core competencies from secondary school curricula which can be developed further by the visit of museum. We are introduced to non-traditional methods and ways of education that visiting museum can provide and distinguishes the difference between working at a school and a museum. It focuses on the close cooperation between the museum and the school teacher and the need to develop methodology and worksheets for activities at the museum.
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