Search results

1

The possibilities of developing theoretical thinking in children of early school age – the approach of Lev S. Vygotsky

100%

Filipiak E.

Studia Pedagogiczne

|

2015

|

vol. LXVIII

2

Zdolności wytwarzania konwergencyjnego i dywergencyjnego uczniów szkoły podstawowej i gimnazjum

100%

Filipiak E.

Kwartalnik Pedagogiczny

|

2015

|

vol. 60(4 (238))

155-171

PL

The article presents the results of research regarding the diagnosis of primary and secondary school students’ abilities in respect of two operations identified by Joy P. Guilford: convergent production and divergent production. The research used a set of SOI-Learning Abilities Tests by Mary Meeker and Robert Meeker. The research was conducted on 516 students (323 primary school students and 193 secondary school students; 259 students were boys). In divergent production tests students at all levels of school education (1st and 2nd stage of primary school and secondary school) experienced difficulties with tests requiring the application of non- -standard solutions and new approaches. This tendency grows in the consecutive years of education. Very good results of primary school students as regards convergent production – which involves the ability to combine and synthesize information relevant for the purpose of solving a given problem – do not continue for secondary school students. The age and sex proved to be differentiating factors for the level and properties of learning abilities as regards the abovementioned operations. In all age groups girls scored better than boys. Third grade students achieved the most scores assessed as above average, outstanding and talented.

3

Sieci współpracy i samokształcenia nauczycieli – pozory zmiany czy przestrzeń możliwości rozwoju kultury szkoły i jej uczestników

100%

Filipiak E.

Kwartalnik Pedagogiczny

|

2019

|

vol. 64(1(251))

33-46

PL

Setting up cooperation and teachers’ self-education networking has been determined by a top-down regulation of the Minister of Education. It seems that in the course of implementation activities, legislative and administrative interventions related to this recommendation, one has lost the thinking of the nature and special characteristics of this type of learning and knowledge. The article analyses the special features of the collective learning process, and presents the fundamental theories constituting the interpretive and paradigmatic framework for the learning interpreted in such a way: Lev S.Vygotski’s cultural-historical theory, Jerome S. Bruner’s socio-cultural theory, Yrjö Engeström’s expansive learning theory and learning by expanding, Jack Mezirow’s transformative learning, Etienne Wenger’s situated learning theory and Jean Lave and Etienne Wenger’s community of practice concept, a participant of “teaching conversation”, the specific tools and strategies necessary to equip the cognitive box with teachers’ tools, have been selected and characterised. An example of a network of learning professionals is shown. In conclusion, one highlights the apparent activities of the created networks, projecting a certain understanding and instrumental understanding of the practice on practitioners, which hinders Bruner’’s challenge of transforming the school into a culture of learning communities.

Refine search results

2 Kwartalnik Pedagogiczny

1 Studia Pedagogiczne

3 Filipiak E.

1 2019

2 2015

The possibilities of developing theoretical thinking in children of early school age – the approach of Lev S. Vygotsky

Zdolności wytwarzania konwergencyjnego i dywergencyjnego uczniów szkoły podstawowej i gimnazjum

Sieci współpracy i samokształcenia nauczycieli – pozory zmiany czy przestrzeń możliwości rozwoju kultury szkoły i jej uczestników