Search results

1

Innovative solutions in social work

100%

Długi B.

Praca Socjalna

|

2018

|

vol. 33(6)

125-138

EN

The main goal of the article is to show good practices and innovative solutions in the field of providing support to those in need, implemented in a social environment in the form of group social work. Apart from innovative initiatives, the article attempts to reflect on the analysed topic and encourages the use of developed and proven ways to support the family.

2

Effects of PBL Implementation on Teaching of Geography in High School

100%

Herceg Mandić V., Ivkov-Džigurski A.

The New Educational Review

|

2013

|

vol. 33

143-154

EN

Problem-Based Learning (PBL) represents a major development and change in educational practice that continues to have a large impact across subjects and disciplines worldwide. PBL is a successful teaching and learning strategy used to engage students in deep rather than surface learning and where the learning is student focused rather than teacher focused (Biggs,1999). The paper presents the comparison of PBL with traditional learning in the teaching of geography in high school. Comparative analysis of the results of the pedagogical experiment, which included three high schools, 14 classes with 339 students, is carried out. In the statistical analysis of data t-test was used to check the hypothesis on the differences of the arithmetic means. The results of the final test showed that there was a significant difference in the arithmetic means between the students who had taken a PBL course and the students who had taken a traditional course. It can be concluded that PBL has a positive impact on improving student achievement in the learning of geography in elementary and secondary schools.

3

Der Fremdsprachenunterricht in der tertiären Sphäre

88%

Lenka H.

Littera Scripta

|

2009

|

vol. 2

93-105

EN

In this article I deal with cooperation and competing, the various language skills in foreign language teaching in the tertiary sector. The aim is to present the views of students on foreign language teaching. The presentation follows the questionnaire, which was presented to students.

4

Zastosowanie pracy grupowej z rolnikami na przykładzie Warmińsko-Mazurskiego Ośrodka Doradztwa Rolniczego z siedzibą w Olsztynie (WMODR)

75%

Micińska-Wąsik M.

Zagadnienia Doradztwa Rolniczego

|

2020

|

issue 1 (99)

21-29

PL

Wojewódzkie ośrodki doradztwa rolniczego wykonują zadania w zakresie doradztwa rolniczego wykorzystując w tym celu szereg form i metod pracy. Celem artykułu jest przedstawienie istoty i zalet pracy doradczej z grupami problemowymi rolników, zarówno dla jej uczestników, jak i organizatora tego sposobu oddziaływania doradczego, a także propozycja wykorzystania formy grupowej w ośrodku doradztwa rolniczego. W artykule dokonano charakterystyki grup problemowych zawiązanych w Warmińsko-Mazurskim Ośrodku Doradztwa Rolniczego z siedzibą w Olsztynie w roku 2020.

EN

Voivodship agricultural advisory centers perform agricultural advisory tasks using for this purpose a number of forms and methods of work. The purpose of this article is to present the essence and advantages of advisory work with farmers` problem groups, both for its participants and the organizer of this way of advisory impact, as well as to propose the use of group form in an agricultural advisory center. The article describes the problem groups established in the Warmian-Masurian Agricultural Advisory Center based in Olsztyn in 2020.

5

Langweilův model Prahy — od muzejního exponátu k virtuální realitě a zase zpět

75%

Vachková I.

Historie – Otázky – Problémy (History, Issues, Problems)

|

2018

|

vol. 10

|

issue 1

133-152

EN

The article briefly describes the City of Prague Museum, presents examples of digital technologies in its new exhibitions, and points out the limitations of the traditional display of collection items in museum exhibitions. Furthermore, the transformation of museum education programmes for schools in 2017 is presented as well as the need for interaction in educational programmes and the interpretation of collection items, their models, and replicas. The specific example of education programmes Langweil’s Prague and Prague 1848 indicate the possibilities for the interconnection of the physical cardboard model of Prague created by Antonín Langweil with virtual walks through the digitised model on a computer tablet, other collections of the City of Prague Museum, and source texts related to the Czech National Revival period. Finally, other possibilities are indicated, such as the transmission of the virtual model in computer tablets directly to the areas depicted by the paper model.

6

Action Research for Creating Knowledge in an E-Learning Environment

75%

Kapenieks J., Salīte I.

Journal of Teacher Education for Sustainability

|

2012

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vol. 14

|

issue 2

111-129

EN

The paper describes an action research during the implementation of an e-learning course on commercial studies in a bachelor’s programme. The action research study aims to: 1) determine the effectiveness of action research in a technologically-based learning environment and 2) establish how group work in e-learning environment affects students’ interest in, and need for, communication and discourse. Qualitative and statistical methods of data analysis were used in this mixed-methods study. The present paper analyses the experience of students working in three action phases to design their personal frames of reference for evaluation of the content and metacontent of business fundamentals. The study identified several possibilities for improving e-learning environment with techniques that make this form of learning more sustainable.

7

(Not So) Dangerous Liaisons: A Framework for Evaluating Collaborative Research Projects

75%

Oztop P., Loesche F., Maranan D. S., Francis K. B., Tyagi V., Torre I.

Avant

|

2017

|

vol. 8

EN

With advances in research environments and the accompanying increase in the complexity of research projects, the range of skills required to carry out research calls for an increase in interdisciplinary and collaborative work. CogNovo, a doctoral training program for 25 PhD students, provided a unique opportunity to observe and analyze collaborative processes. We propose a process-oriented framework for understanding research collaborations along two dimensions: interpersonal and project-related. To illustrate the utility of this process-oriented framework, we apply the framework matrix to several collaborations that emerged within the CogNovo program. The framework that we introduce has several advantages over existing metrics. Firstly, we offer a process-oriented-as opposed to product-oriented-evaluation of interdisciplinary and collaborative endeavors. Secondly, we propose a means of assessment that preserves the distinctive profile (or “fingerprint”) of a given collaborative project, thus capturing the uniqueness of each project and its environment.

8

(Not So) Dangerous Liaisons: A Framework for Evaluating Collaborative Research Projects

75%

Oztop P., Loesche F., Maranan D. S., Francis K. B., Tyagi V., Torre I.

Avant

|

2017

|

issue 8

EN

With advances in research environments and the accompanying increase in the complexity of research projects, the range of skills required to carry out research calls for an increase in interdisciplinary and collaborative work. CogNovo, a doctoral training program for 25 PhD students, provided a unique opportunity to observe and analyze collaborative processes. We propose a process-oriented framework for understanding research collaborations along two dimensions: interpersonal and project-related. To illustrate the utility of this process-oriented framework, we apply the framework matrix to several collaborations that emerged within the CogNovo program. The framework that we introduce has several advantages over existing metrics. Firstly, we offer a process-oriented-as opposed to product-oriented-evaluation of interdisciplinary and collaborative endeavors. Secondly, we propose a means of assessment that preserves the distinctive profile (or “fingerprint”) of a given collaborative project, thus capturing the uniqueness of each project and its environment.

9

STEPS - Skupinový terapeuticko-edukační program pro sourozence dětí s postižením - intenzivní alternativa programu pro sourozence dětí s Williamsovým syndromem

63%

Havelka D., Hrnčířová L.

E-psychologie (E-psychology)

|

2019

|

vol. 13

|

issue 2

33-46

EN

Sibship is one of the most important relationships in life. However, this relationship may be very specific if one of the siblings suffers from a developmental disorder. In such a case healthy siblings are confronted with a similar number of stressful and challenging situations as their parents. These stressors lead to an increased incidence of mental health problems in this population. In order to support and fulfil the needs of healthy siblings, STEPS program (Group Therapeutic Program for Siblings of Children with Disabilities) was developed. Five siblings of children with Williams syndrome have participated in piloting of an intensive alternative of this program. The aim of this article is to provide basic information on the pilot of this program and provide suggestions for further development of support for at-risk and in our country neglected population – siblings of children with disabilities.

CS

Sourozenectví je jedním z nejvýznamnějších vztahů v lidském životě. Tento vztah může být velmi specifický, má-li jeden ze sourozenců vývojové postižení. Zdraví sourozenci potom, stejně jako jejich rodiče, bývají konfrontováni s řadou stresových a náročných situací, které u nich vedou ke zvýšenému výskytu psychických obtíží. Za účelem podpory a naplnění potřeb této skupiny byl vytvořen program STEPS – Skupinový terapeuticko-edukační program pro sourozence dětí s postižením. Pilotním během intenzivní alternativy tohoto programu prošlo pět sourozenců dětí s Williamsovým syndromem. Cílem článku je podat základní informace o prvním běhu programu a poskytnout tak podnět pro další rozvoj podpory rizikové a v naší zemi doposud opomíjené skupiny – sourozenců dětí s postižením.

10

Wybrane aspekty pracy grupowej w edukacji wczesnoszkolnej

63%

Kocot A.

Eruditio et Ars

|

2023

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vol. 6

|

issue 1

115-126

EN

Modern man performs more and more tasks together with others. Collaborative learning is important because effective team communication is crucial in many areas of life. In addition, group work allows students to complement each other and share knowledge and skills, leading to better performance and understanding of the material. Group work by early childhood education students can be very beneficial, but it requires conscious planning and preparation by teachers. Future teachers should be trained to organise and manage group work of students. Such activities will have positive effects as students will be able to interact well with each other and solve curriculum problems in groups. Employers want graduates who can work in teams. In addition, students who engage in collaborative learning achieve better grades and are more satisfied with their education. This article will discuss group work in education with a particular focus on early childhood education.

PL

Współczesny człowiek wykonuje coraz więcej zadań wspólnie z innymi. Uczenie się przez współpracę pozostaje ważne, ponieważ efektywna komunikacja w zespole jest kluczowa w wielu dziedzinach życia. Ponadto praca w grupie pozwala uczniom na wzajemne uzupełnianie się, dzielenie się wiedzą i umiejętnościami, co prowadzi do lepszych wyników i zrozumienia materiału. Praca grupowa uczniów edukacji wczesnoszkolnej może być bardzo korzystna, ale wymaga świadomego planowania i przygotowania przez nauczycieli. Przyszli nauczyciele powinni być przeszkoleni w zakresie organizacji i kierowania grupową pracą uczniów. Takie działania przyniosą w przyszłości pozytywne efekty, ponieważ uczniowie potrafią ze sobą współdziałać i rozwiązywać problemy programowe w grupach. Pracodawcy chętnie widzą u siebie absolwentów szkół wyższych umiejących pracować w zespołach. Uczniowie, którzy angażują się we wspólne uczenie się, osiągają lepsze oceny i są bardziej zadowoleni ze swojej edukacji. W artykule omówiona zostanie praca grupowa w szkolnictwie ze szczególnym uwzględnieniem edukacji wczesnoszkolnej.

11

ЗАСТОСУВАННЯ ДОСЛІДНИЦЬКОГО МЕТОДУ В НАВЧАЛЬНО- ПОШУКОВІЙ ДІЯЛЬНОСТІ МОЛОДШИХ ШКОЛЯРІВ

63%

Парфілова C.

Педагогічні науки: теорія, історія, інноваційні технології

|

2016

|

issue 4(58)

143-150

EN

The purpose of this paper is to study possible ways to include younger students in research that is in the process of converting the acquired knowledge and independent “discovery” of new. Methodological basis of research are the psychological and pedagogical research provisions of the laws of development of the personality; theories of scientific knowledge and development of learning; principles of interrelation of theory and practice, activity, development, determinism, unity of consciousness and activity. Conducted research showed that the success of the implementation of the research method in the learning process largely depends on the optimal combination of group and individual forms of employment. The main advantage of individual training is that it allows you to fully adapt content, teaching methods and rate of retrieval of the child to its features; watch her every action and operation in solving specific problems; promotion from ignorance to knowledge; in time to make the necessary adjustments to operations as of the student and teacher; adapt them to the situation that is constantly changing. The general thrust of the child to interact with peers gradually develops into a conscious desire to work together with others well and quickly that is the most appropriate way to do the job, get all the desired result. The feasibility of such application of research method in primary school due to the fact that the age encourages the younger pupils to independent search for new knowledge, promotes personal self-realization and self-determination of each student, forms a general positive attitude towards teaching. The use of group forms of education contributes to the emergence, development and establishment of motive cooperation. Thus optimizes the process of search activity, which is absorbed by the pupils, is creative and develops pupils of elementary school as a subject of teaching, promotes the formation of the new cognitive learning motives. Search of the theoretical results allowed concluding about the importance of constant efforts of teachers, aimed at identifying productive forms and methods of implementation of research method that would provide occurrence pupil in the learning process consciously and actively. Prospects for further research are related to the extension of age limits of the studied contingent and coverage of other subject areas.

12

Czy warto organizować zajęcia poza salą lekcyjną?

63%

Świątek B.

Edukacja Biologiczna i Środowiskowa

|

2014

|

issue s1

113-

PL

Zgodnie z założeniami podstawy programowej kształcenia ogólnego, część zajęć z biologii powinna odbywać się poza salą lekcyjną. Zajęcia te mogą być prowadzone w różnej formie: wycieczek przedmiotowych, zajęć terenowych, lekcji muzealnych. Głównym ich celem jest kształtowanie zmysłu obserwacji oraz twórczego myślenia. Ukierunkowane są na zdobywanie umiejętności ponadprzedmiotowych. Uczą praktycznych umiejętności, np. dokonywania pomiarów, orientacji w terenie, posługiwania się przewodnikami, rozpoznawania zwierząt, a także atrakcyjnego pędzania wolnego czasu. W czasie tego typu zajęć uczniowie uczą się zastosowania zdobytych na lekcjach wiadomości w praktyce. Rozwijają umiejętność współpracy w grupie i odpowiedzialności. Pokazanie uczniom, że samodzielnie mogą poznawać prawa rządzące przyrodą potęguje ich motywację uczenia się i sprzyja kształtowaniu zaangażowanej postawy wobec zmian, jakie człowiek poczynił w środowisku, wyrabia krytyczny stosunek do osiągnięć cywilizacyjnych. Przeprowadzenie takich zajęć wymaga od nauczyciela starannego ich przygotowania m.in. dostosowania odpowiedniego miejsca realizacji do tematyki, metody pracy i zaplanowania omawianych treści. Faza realizacji opiera się przede wszystkim na samodzielnej pracy uczniów, obejmuje zapoznanie się z omawianymi treściami oraz zjawiskami. Rola nauczyciel na tym etapie polega na koordynacji pracy i pomocy uczniom. W podsumowaniu powinno znaleźć się sprawdzenie i ocena wykonanych zadań, a także sposoby wykorzystania zebranych materiałów w dalszej pracy. Należy przewidzieć sposób robienia notatek, szkiców, pomiarów w czasie zajęć oraz określić zadania, które uczniowie wykonują po zajęciach w ramach pracy lekcyjnej i domowej (Berne, 1984). Ważne jest, aby nauczyciel znał teren, w którym planuje zajęcia oraz zadbał o potrzebne pomoce dydaktyczne i ekwipunek (apteczka!). Na zajęciach uczniowie mogą pracować zespołowo lub indywidualnie. Dobór przez nauczyciela metody pracy powinien sprawić, że uczeń na takich zajęciach jest aktywny, zdobywa wiadomości, nawyki i umiejętności oraz ma możliwość rozwoju zdolności poznawczych i zainteresowań. Dlatego nauczyciel powinien tak zorganizować pracę uczniom, aby każdy z nich miał ściśle określone zadania do wykonania.

EN

According to the establishment of the school curricula a part of biology lessons should take place outside the classroom. These classes can have a form of biology trips, local country trips or lessons in the museums. The main aim of organizing such kinds of classes is to shape and develop observation senses and creative thinking of pupils. They are aimed to develop various skills from different subjects. These lessons also teach students some practical skills such as measurement accuracy, the sense of direction, usage of guidebooks, identifying animals and plants; students can also learn about the proper ways of spending their free time. During such classes students learn how to use the knowledge they had gained in the lessons in normal life. They also develop their responsibility and social skills such as cooperation with others. It is good to show students that they can learn about nature laws themselves. It motivates them to learn more and encourages to be engaged in the environmental issues. It also makes them more sensitive to ecological matters. Leading such classes forces the teacher to prepare them very carefully. It is especially essential to choose: the place for the classes in such a way that it is adequate to the topic of the lesson, the teaching methods and the teaching material correctly. The realization phase is mostly based on students’ work. But it also concerns the introduction to the contents and phenomena which the teacher wants their students to acquire. At this stage the teacher only coordinates students’ activities and helps them if they have any problems. In the summary the teacher should check and evaluate the tasks and materials that students have collected. Teacher should also think about the way of taking notes, making sketches, measuring things after classes as a homework. It is very important for the teacher to know the area where he or she is going to organize the classes. The teacher shouldn’t also forget about the teaching aids and all equipment (especially first-aid kit). During the classes students are allowed to work individually or in groups. But it is the teacher’s role to choose such teaching methods which will make the students active. The method should also involve the students in such a way that they will gain both knowledge and skills which can develop their cognitive skills and interests. Students’ tasks should be prepared in a way that every student has a precise task to do.

13

САМОСТІЙНА РОБОТА ЯК ОДНА ІЗ ФОРМ РОЗВИТКУ ІНТЕЛЕКТУАЛЬНИХ УМІНЬ МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ

63%

Тягай І.

Педагогічні науки: теорія, історія, інноваційні технології

|

2014

|

issue 5(39)

376-382

EN

The development of intellectual skills of future teachers of mathematics is revealed in the article. The concepts of intelligence and intellectual skills are defined. It is noted that mental operations lie in the basis of intellectual skills. Therefore, intellectual skills is a set of activities and operations on reception, processing and use of information in educational activity. It is asserted that these skills are formed effectively in future teachers of mathematics in interactive teaching. The examples of students’ intellectual skills development during individual work in mastering discipline material of «Practical course of solving non-standard tasks» for the speciality «Mathematics» are given. It is known that this discipline deals with the methods of non-standard tasks solution, the consideration of which is necessary for mastering modern mathematical set with the purpose of its further application in the study of mathematics and carrying out an independent research. It is found out that student’s individual work is a form of mastering educational material beyond compulsory training lessons. The article offers checking students’ individual work to conduct in the form of a conversation between a teacher and students. Interviews can be conducted both individually and collectively. It is known that the activities which provide an individual decision of educational problems causes an active mental work and conversely, activities for mechanical execution, memorization and reproduction lead to passivity. We propose to move away from a traditional survey and to build checking of individual work using interactive technology in the form of presentations of collective projects in the article. The combination of individual and group forms of work with the purpose of ensuring the quality and efficiency control of each student individual work is considered. The author argues that such testing of individual work will assist not only the educational-cognitive activity of students, but also the development of their intellectual abilities.

14

A more equal canon: Bringing American minority voices to Polish classrooms

51%

Lamar L.-M.

Beyond Philology: An International Journal of Linguistics, Literary Studies and English Language Teaching

|

2011

|

issue 8

139-151

EN

In this paper I will discuss the importance of introducing minority voices when teaching American literature in Polish universities, and explore the multi-layered process necessary in doing so. I will argue that an interactive approach is essential in giving students a real understanding of diversity in America through literature. As examples of diverse American literature I will consider some writers already included in the standard American canon, such as William Faulkner and James Baldwin, and others who, though not canonical, represent important perspectives in the fabric of the American literary landscape, including Zadie Smith and David Sedaris. I will explore the ways in which these texts represent aspects of American diversity that are necessary for Polish students seeking to understand the American experience. Into this discussion of multiple voices, I will interweave my own account of the teaching process, beginning with choosing writers who accurately represent the complex cultural experience of America, to referencing the cultural background of the students, to offering concrete information about the cultural context of the writing under discussion. I will conclude with a discussion of the ways in which accurate readings of American literary diversity inform students’ broader understanding of American literature, and provide suggestions for others interested in teaching such a course.

15

Social practices in providing social services for families in Lithuania: day care centers approach

51%

Pivorienė J., Sungkono S. A.

Acta Universitatis Lodziensis. Folia Sociologica

|

2019

|

issue 71

31-39

PL

Pomimo znacznej liczby opracowań naukowych dotyczących znaczenia interakcji między pracownikami społecznymi a dziećmi w literaturze światowej, to na Litwie niewiele jest takich badań i artykułów naukowych, które koncentrują się na doświadczeniu pracowników socjalnych w zakresie interakcji z dziećmi wrażliwymi. Celem tego artykułu jest zatem przeanalizowanie metod interakcji pracowników socjalnych z dziećmi podatnymi na zagrożenia w ośrodkach opieki dziennej. Sformułowano dwa pytania badawcze: Jakie są najskuteczniejsze, a jakie najmniej skuteczne metody interakcji z dziećmi wrażliwymi w ośrodkach opieki dziennej w Wilnie? W badaniu zdecydowano się na wybór podejścia jakościowego. Dane zebrano za pomocą częściowo ustrukturyzowanych wywiadów, które przeanalizowano za pomocą analizy tematycznej, co pozwoliło na wyodrębnienie trzech głównych kategorii: typowe metody interakcji, najskuteczniejsze metody i najmniej skuteczne metody. Analiza jakościowa danych umożliwiła z kolei wskazanie w ich obrębie podkategorii odnoszących się do różnych działań i aktywności, aby móc orzekać o skuteczności i funkcjonalności terapii grupowej i indywidualnej.

EN

Despite the considerable number of scientific papers on the importance of interactions between social workers and children in world literature, there are only a few studies and scientific papers in Lithuania that focus on the experience of social workers to interact with vulnerable children. The aim of this article is therefore to analyze the methods of interacting social workers with vulnerable children in daycare centers. Two research questions were formulated: what are the most effective and the least effective methods of interacting with sensitive children in the Vilnius daycare centers. The qualitative methodological approach was applied in the study. The data were collected through semi-structured interviews, which were analyzed using thematic analysis, which allowed for the separation of three main categories: common interaction methods, the most effective methods, and the least effective methods. The qualitative analysis of the data enabled, in turn, to indicate within the subcategories of the various activities to be able to rule on the effectiveness and functionality of group and individual therapy.

Refine search results

Innovative solutions in social work

Effects of PBL Implementation on Teaching of Geography in High School

Der Fremdsprachenunterricht in der tertiären Sphäre

Zastosowanie pracy grupowej z rolnikami na przykładzie Warmińsko-Mazurskiego Ośrodka Doradztwa Rolniczego z siedzibą w Olsztynie (WMODR)

Langweilův model Prahy — od muzejního exponátu k virtuální realitě a zase zpět

Action Research for Creating Knowledge in an E-Learning Environment

(Not So) Dangerous Liaisons: A Framework for Evaluating Collaborative Research Projects

(Not So) Dangerous Liaisons: A Framework for Evaluating Collaborative Research Projects

STEPS - Skupinový terapeuticko-edukační program pro sourozence dětí s postižením - intenzivní alternativa programu pro sourozence dětí s Williamsovým syndromem

Wybrane aspekty pracy grupowej w edukacji wczesnoszkolnej

ЗАСТОСУВАННЯ ДОСЛІДНИЦЬКОГО МЕТОДУ В НАВЧАЛЬНО- ПОШУКОВІЙ ДІЯЛЬНОСТІ МОЛОДШИХ ШКОЛЯРІВ

Czy warto organizować zajęcia poza salą lekcyjną?

САМОСТІЙНА РОБОТА ЯК ОДНА ІЗ ФОРМ РОЗВИТКУ ІНТЕЛЕКТУАЛЬНИХ УМІНЬ МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ

A more equal canon: Bringing American minority voices to Polish classrooms

Social practices in providing social services for families in Lithuania: day care centers approach