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Styles of teaching Science compared to job seniority and teacher’s education. The student’s perspective12

100%
Czapla M., Rataszewska A.
Kultura-Społeczeństwo-Edukacja
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2019
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vol. 16
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issue 2
PL
Czapla Małgorzata, Rataszewska Agata, Styles of teaching Science compared to job seniority and teacher’s education. The student’s perspective. Culture – Society – Education no 2(16) 2019, Poznań 2019, pp. 95–114, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2019.16.7. The article presents the manner of work of science teachers on the basis of students’ opinions. The research included 870 6th grade primary school students, whose teachers had different work experience and level of education. The authors used the diagnostic survey as the research method. Flander’s analysis category system was used for the analysis of classroom interactions. In order to establish the relationship between the pairs of quality variables, the chi-square test of independence was used. It has been found that the teaching style is consistent with an adopted teaching model. There are two main types of teaching models: a model based on cognitive psychology and behavioural psychology. The model is reflected in the teacher’s teaching style, which might be reactive or directive. In the students’ opinion science teachers, particularly those with the shortest work experience, most often transmit their knowledge to students during classes (directive style). Those with more seniority and experience encourage students to perform certain tasks more frequently (reactive style). Science teacher’s education does not influence the teaching style and the majorityof teachers prefer a syncretic style. Students of the teacherspreferring a directive style revealed lower interest in sciencethan those who were taught in reactive style.As a result of this disinterest, the studied students only occasionallyperformed activities in direct contact with nature.
EN
Czapla Małgorzata, Rataszewska Agata, Styles of teaching Science compared to job seniority and teacher’s education. The student’s perspective. Culture – Society – Education no 2(16) 2019, Poznań 2019, pp. 95–114, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2019.16.7.The article presents the manner of work of science teachers on the basis of students’ opinions. The research included 870 6th grade primary school students, whose teachers had different work experience and level of education. The authors used the diagnostic survey as the research method. Flander’s analysis category system was used for the analysis of classroom interactions. In order to establish the relationship between the pairs of quality variables, the chi-square test of independence was used. It has been found that the teaching style is consistent with an adopted teaching model. There are two main types of teaching models: a model based on cognitive psychology and behavioural psychology. The model is reflected in the teacher’s teaching style, which might be reactive or directive. In the students’ opinion science teachers, particularly those with the shortest work experience, most often transmit their knowledge to students during classes (directive style). Those with more seniority and experience encourage students to perform certain tasks more frequently (reactive style). Science teacher’s education does not influence the teaching style and the majorityof teachers prefer a syncretic style. Students of the teacherspreferring a directive style revealed lower interest in sciencethan those who were taught in reactive style.As a result of this disinterest, the studied students only occasionallyperformed activities in direct contact with nature.
2
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Teaching styles used by teachers in special and integrated schools

88%
Rola B.
Szkoła Specjalna
|
2018
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vol. LXXIX(4)
245-258
EN
School has a special role in developing social skills in students with mild intellectual disabilities. It is often the only place where important behaviors and competencies are shaped, and the teacher plays a key part in this process. In this paper, I analyzed teachers’ assessments of their teaching styles by comparing opinions of teachers in special middle schools and in integrated middle schools. These settings follow different educational paths and, consequently, different teaching styles might be used. In the study, I also took into consideration the location of settings (Warsaw and near Warsaw). I used the Teacher Behavior Questionnaire by Grzegorz Sędek (1995). It includes the following dimensions of teachers’ activities in class: encouraging curiosity and creativity, lack of control over the class, criticizing, pushing, demanding faithful reproduction, clarity of expression and movement, stimulating students’ initiative in class, visualization and concretization of the material, and reminding students of the need to learn. The study covered 121 middle school teachers, including 56 teachers in special schools and 65 teachers in integrated schools. The majority of respondents were women (81%). Most of the teachers had 10 to 20 years of service (30%) and were appointed teachers (47%) or chartered teachers (47%). The frequency of behaviors was presented as a percentage analysis. I assumed that the 0–20% range means that the teachers declare that they never show a given behavior, the 21–40% range – that a given behavior is rarely displayed, the 41–60% range – that the teachers sometimes behave in a given way, and the 61–80% range reveals frequent behaviors. The results above 80% indicate a very high frequency of a given behavior.
3

The effects of the Playing with pictograms package

88%
Dąbrowski M., Kondratek B.
Edukacja
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2017
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issue 5(2017)
84–98
EN
The article presents an analysis of data gathered to assess the package “Playing with pictograms”. The package is intended as support for the development of symbolic language skills by influencing the way teachers teach mathematics during the first years of primary school. The research was conducted using a cluster-randomised repeated measures experimental design with a control group. The main research problem investigated change in the level of relevant student skills, specifically associated with the package. IRT modeling and multilevel regression were employed in the analysis. Results demonstrated significant improvement in the use of symbolic language derived from the package.
4
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Styl kierowania klasą a motywacja uczniów do aktywności fizycznej na lekcjach wychowania fizycznego w klasach IV–VI szkoły podstawowej

63%
Lipowska M., Wojtowicz A.
Rozprawy Naukowe Akademii Wychowania Fizycznego we Wrocławiu
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2019
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vol. 64
33-46
PL
Cel badań. Celem badań było określenie związków pomiędzy motywacją uczniów do ćwiczeń a stylem kierowania lekcją przez nauczyciela wychowania fizycznego, w klasach IV–VI szkoły podstawowej. Materiały i metody. W badaniach udział wzięło 150 uczniów z dwóch szkół podstawowych: 75 dziewcząt oraz 75 chłopców klas IV, V i VI. Wykorzystano dwa kwestionariusze: BREQ-2 (Behavioural Regulation in Exercise Questionnaire) służący do określenia rodzaju motywacji do uczestnictwa w lekcjach wychowania fizycznego, oraz skalę LSS (Leadership Scale for Sports) umożliwiającą określenie rodzajów zachowań nauczyciela w trakcie lekcji. Wyniki. Pozytywna informacja zwrotna była najsilniej związana z motywacją wewnętrzną uczniów. Zachowania autokratyczne nauczyciela wiązały się z brakiem motywacji uczniów do ćwiczeń na lekcji. Odnotowano rozbieżności w stylach pracy nauczyciela pomiędzy klasami IV, V i VI. Liczba zachowań nauczyciela pozytywnie związanych z motywacją autonomiczną zmniejszała się w V i VI klasie w porównaniu z klasą IV. Wnioski. Styl zachowania nauczyciela w czasie lekcji był związany z poziomem motywacji uczniów do uczestnictwa w lekcjach WF.
EN
Background. The purpose of the article was to examine relationship between teacher’s behaviour and motivation of the IV–VI grade children during PE in primary school. Material and methods. Examined group consisted of 150 students (75 girls and 75 boys) from IV, V and VI grade. Two questionnaires were used: the BREQ-2 (Behavioural Regulation in Exercise Questionnaire) and LSS (Leadership Scale for Sports). Results. Positive feedback was most strongly related to the students’ intrinsic motivation. The teacher’s autocratic behaviour was associated with a student’s amotivation to exercise on a PE lesson. There were noticeable differences in the styles of teaching between grades IV, V and VI. The number of teacher behaviours positively associated with autonomous motivation was lower in the fifth and sixth grade compared to the fourth grade. Conclusions. The teacher’s behaviour style during lessons is related to the level of students’ motivation to participate in PE lessons.
5

Analiza efektów zastosowania pakietu edukacyjnego „Gramy w piktogramy”

63%
Dąbrowski M., Kondratek B.
Edukacja
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2015
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issue 3(134)
141–156
PL
W artykule przedstawiono analizę wyników badania sprawdzającego skuteczność zastosowania pakietu edukacyjnego „Gramy w piktogramy”. Jest on przeznaczony do wspierania rozwoju umiejętności posługiwania się językiem symbolicznym na etapie edukacji początkowej. Ma on na celu uruchomienie procesu zmiany sposobu nauczania matematyki. Badanie zostało przeprowadzone w schemacie eksperymentalnym z pomiarem powtarzanym i grupą kontrolną, przy randomizacji przeprowadzonej oddziałami wewnątrz szkół. Głównym problemem badawczym poddanym analizie była zmiana w poziomie ogólnego wskaźnika umiejętności posługiwania się językiem symbolicznym uczniów, związana z wdrożeniem pomocy dydaktycznej. W analizach wykorzystano modelowanie IRT oraz regresję wielopoziomową. Wyniki wskazują na istotny statystycznie wzrost umiejętności posługiwania się językiem symbolicznym w grupie eksperymentalnej, związany specyficznie z zastosowaniem badanego pakietu edukacyjnego.
EN
The article presents the analysis of data gathered to assess the package “We play pictograms”. The package is intended as support for the development of symbolic language skills by influencing the way teachers teach mathematics during the first years of primary school. The research was conducted using a cluster-randomized repeated measures experimental design with a control group. The main research problem investigated change in the level of relevant student skills, specifically associated with the package. IRT modeling and multilevel regression were employed in the analysis. Results demonstrated significant improvement in the use of symbolic language derived from the package.
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