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Źródła mitów o twórczości i ich implikacje edukacyjne

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Turska D.
Psychologia Rozwojowa
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2009
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vol. 14
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issue 1
PL
Sources of the myths on creative activity and their educational implicationsThe personological trend inpsychology of creativity has underlined the exceptionality of the creator and the creative process. This point of view forms social attitudes and convictions rela-ted to criteria of selection of human behavior and works worth recording. Opinions appear in literaturę that the aforementioned convictions take on the form of myths about creativity. Mythical comdctions about creativity may be the essence of so-called hidden theories of creativity, which arę employed not only by laymen but also by professionals - like teachers. I intend to explain in this manner the difference between teacher's declarations about their affirmation ofpupiPs creativity and their activity in practice. The article contains a review of current educational research, and its effects on the influence of myths concerning creativity and their negative implications on education.
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Dlaczego tak niewiele? Ocena z matematyki oraz lęk przed matematyką jako predyktory wyboru przez maturzystki studiów ścisłych i technicznych

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Turska D.
Teraźniejszość – Człowiek – Edukacja
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2018
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vol. 21
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issue 4(84)
68-84
EN
The article makes an attempt to explain a phenomenon of a small representation of women on science/ technical degree courses (Why are there so few?). The study focuses on the “paradox” dimension of the phenomenon, showing that female students do not take up such studies also if they have high achievements in mathematics. It is suggested (Trusz 2015) that the reason for that is, amongst others, the fear of mathematics. Own research was carried out in order to empirically show the school notes and the fear of mathematics in the role of predictors for choosing science/technical studies by the secondary school graduates (in relation to their schoolmates). The obtained data indicate that generally, in the case of the female students the role of a positive predictor of the choice is the highest maths note, but the fear of testing the mathematics knowledge is a strong negative predictor. A detailed analysis of the constellation of those both variables in the context of the predicted probability of choosing the science/technical studies by the highest evaluated female students was carried out. The results show that a subjective interpretation of the fear, and not the extent of the fear, has a significant importance. Discussing the results of own research, a reference was made to S.J. Correll’s concept of gender status (2004).
PL
Artykuł stanowi próbę wyjaśnienia zjawiska niewielkiej reprezentacji kobiet na kierunkach ścisłych/technicznych (Dlaczego tak niewiele?). W pracy skoncentrowano się na „paradoksalnym” wymiarze zjawiska, ukazującym niepodejmowanie przez uczennice studiów omawianego typu także w przypadku wysokich osiągnięć z matematyki. Sugeruje się (Trusz 2015), że przyczynę tego stanu rzeczy stanowi m.in. lęk przed matematyką. Badania własne przeprowadzono w celu empirycznego ukazania wysokości szkolnych not oraz lęku przed matematyką w roli predyktorów wyboru przez maturzystki (w relacji do ich kolegów) studiów ścisłych/technicznych. Uzyskane dane wskazują, że generalnie w przypadku uczennic rolę pozytywnego predyktora wyboru odgrywa najwyższa ocena z matematyki, zaś lęk przed testowaniem wiedzy matematycznej jest silnym predyktorem negatywnym. Dokonano szczegółowej analizy konstelacji obu predyktorów w kontekście przewidywanego prawdopodobieństwa wyboru studiów ścisłych/technicznych przez najwyżej oceniane uczennice. Rezultaty ukazują, że w ich przypadku zasadnicze znaczenie należy przypisać nie wysokości lęku, ale jego subiektywnej interpretacji. Dyskutując wyniki badań własnych, odwołano się do koncepcji statusu płci S.J. Correll (2004).
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Kreatywność prymusów gimnazjalnych

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Turska D.
Roczniki Psychologiczne
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2005
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vol. 8
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issue 1
105-120
PL
Rezultaty badań empirycznych wskazują, iż najwyżej oceniani uczniowie są mniej kreatywni niż ich rówieśnicy, cechujący się niższym poziomem osiągnięć szkolnych. Próbę wyjaśnienia przyczyn tego zjawiska oferują koncepcje Bourdieua i Passerona (1990) oraz Bernsteina (1990), które traktują szkołę jako dominującą instytucję transmisji uznanej już wiedzy (adaptacyjna wizja edukacji). Obecnie realizowana w Polsce reforma systemu oświaty wydaje się – w postulatach Ministerstwa Edukacji Narodowej – wykraczać poza przedstawioną wizję. Teza ta dotyczy szczególnie gimnazjum, „szkoły twórczego rozwiązywania problemów po to, by lepiej przygotować do pracy w zmiennych warunkach współczesnego świata” (Biblioteczka Reformy, 1999, s. 11). Opracowane na poziomie gimnazjalnym kryteria przyznawania najwyższych ocen gratyfikują zatem nie tyle umieje ̨tność odtwarzania faktów, ile własną inwencję, niesterowaną aktywność, kreatywność wychowanka. Jeżeli ministerialna koncepcja miałaby stać się treścią praktyki edukacyjnej, to w doświadczeniu najwyżej ocenianych gimnazjalistów powinno pojawić się przeświadczenie o przydatności zachowań kreatywnych. Można byłoby oczekiwać także obiektywnych rezultatów stymulacji myślenia twórczego. Rezultaty badań własnych, przeprowadzonych wśród uczniów klas III (ostatnich) gimnazjum, jednoznacznie falsyfikują obydwa założenia. Artykuł zawiera także próbę wyjaśnienia przyczyn zdiagnozowanego stanu.
EN
The study builds on the results of empirical research demonstrating that highly appraised junior high school students are less creative than their peers with poorer school achievements. Junior high school was supposed to be the school of ‘new education philosophy’ teaching to ‘solve problems creatively in order to prepare students to work in the changeable environment of the modern world’ (assumptions of the Ministry of National Education, The Library of Reform, 1999, p. 11). If the ministerial conception were to come true in the educational practice then the most highly evaluated junior high school students should be convinced about the usefulness of creative behaviours. Objective effects of the stimulation of creative thinking could also be expected to occur. The results of the study unequivocally disprove both these suppositions. The paper suggests a possible explanation for the diagnosed condition.
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Kształcenie gimnazjalne – między postulatami a praktyką edukacyjną

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Turska D.
Psychologia Rozwojowa
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2005
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vol. 10
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issue 1
PL
Education in lower secondary schools. The difference between postulates and educational reality Not only is the reform of educational system oriented towards structural changes (e.g. the introduction, implementation of the lower secondary schools) but it also concerns some changes in educational programmes. The old, conventional aim of acquiring as much encyclopaedic knowledge “as brain capacities allow” (Ricover, 1958) has been gradually replaced by attempts to introduce new routes in the education of children, namely: teaching constructive planning skills, and arranging study and its assessment (Biblioteczka reformy, 1999, p.11). The shift concerns mainly the level of lower secondary schools where there is “the stress laid on various learning techniques, analysing new data and creative approach to the new circumstances in the constantly altering world” (Biblioteczka reformy, 1999, p. 84). In the face of new solutions the following question arises, namely: to what extent do those promising attempts find their confirmation in the educational reality? My research tries to answer this question.  
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Efekt oczekiwań interpersonalnych — sto lat po fenomenie Mądrego Hansa

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Turska D.
Zamojskie Studia i Materiały – Seria Pedagogika
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2012
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vol. 14
129-140
EN
The article presents research on expectancy effect, described as effective attempt to predict the unspecific future. Studies on interpersonal expectancy effect, which have almost a hundred year’s tradition in social sciences, have been analyzed in detail. Due to the review/survey two important implications have been formulated: a methodological one (concerning the research course in social sciences) and a practical one (concerning the responsibility of those, whose expectations have, by definition, stronger prime mover in a given social interaction).
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Najlepszy uczeń a najlepsza uczennica – czyli dziewczęta wciąż mniej zaradne

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Turska D.
Psychologia Rozwojowa
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2005
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vol. 10
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issue 1
PL
The best female student, the best male student – girls are still less inventive than boysPostulated in the literature discussing mechanisms of varied expectations and criteria of gratification towards students considering his/her sexual role finds its confirmation in the research by Dweck and Repucci (1973). The outcome points to the existence of behaviour among girls that is typical for helpless people. We can enumerate the following types of behaviour: low self-evaluation (especially in the sphere of intelligence), regarding boosting effort as utterly pointless, perceiving seeking constructive solutions in the case of failure as aimless, and lack of belief in their ability to control school events. Conversely, “inventive” characteristics and models were found among boys.The reference to the research quoted about potential modifications of the relations mentioned due to high level of school achievements. We are still allowed to presuppose that the best female students do not need to display helpless behaviour. My research seeks to verify the statement I have posited. 
7
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Edukacja jako „impuls do pełnego rozwoju”? W kręgu jungowskich inspiracji

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Turska D.
Psychologia Rozwojowa
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2011
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vol. 16
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issue 2
PL
Within the field of Jungian inspirations: Education as an “impulse to full development”? The educational aims of the educational reform which is now well underway come in the form of measurable and material indicators such as the results of the external test, educational added value or test pass rate with respect to the secondary school final examinations. There is no doubt that until recently such terminology was reserved for economics. It is worth remembering that the primary aim of education, as declared in the Education Act, is “to provide an impulse to full development of each student”. By its nature, such an aim is non-measurable and intangible. The paper shows that education subordinated to external examinations is a barrier to the comprehensive development of the young as defined in Jung’s theory. Basic functions concerning reception and valuation of information in relation to the formal requirements laid down for the secondary school final examination in Polish were analysed. The nature of these requirements may lead to the dominance of sensing-thinking type in the comprehensive cognition of a human personality. Other preferences may prove useless or simply harmful. Jung’s theory helps point out that educational requirements subordinated to measurable indicators are painfully one-sided. Consequently, they pose a serious risk of developmental fragmentation.
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Sprawozdanie

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Turska D.
Psychologia Rozwojowa
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2011
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vol. 16
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issue 2
PL
Sprawozdanie z Międzynarodowej Konferencji Naukowej „Edukacja matematyczna dzieci (Children’s Mathematical Education – CME 2010). Motywacja poprzez naturalne zróżnicowanie”. Iwonicz-Zdrój, 24–29 sierpnia 2010
9
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Poczucie autoskuteczności w matematyce uczniów i uczennic

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Turska D.
Kultura i Edukacja
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2013
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issue 3(96)
98-115
EN
Women’s underrepresentation in strictly technical fields of study closely linked to mathematics is a universal phenomenon, registered not only in Poland. Conclusions from numerous educational reports are worldwide as well – it is girls who preponderate over boys in math grades at every stage of education. Furthermore, in Polish conditions, the results of external exams are not significantly diversified by gender. Thus, the consequences of different evaluation systems do not explicate the so-called „women gender gap” in terms of women academic and vocational choices. In Poland, for a few years there has been attempts to counteract the prevailing trend through „The Girls for Engineers” programme or systems of scholarships for female students of technical and scientific studies. Such activities are claimed to be legitimate, though still insufficient, because they focus on diminishing the symptoms of the phenomenon, regardless of its exact causes. The explanation proposed in the article refers to the effects of stereotype that „maths is a domain for males”. It has been assumed that such stereotype has an adverse impact on the perception of one’s competences of stigmatized people – i.e. girls. Such facet of analysis has not been adopted in Polish educational research so far. Theoretical background of own research constitute self-efficacy theory by Albert Bandura, which emphasizes cultural context of its formation process. The obtained results indicate that gender is a significant factor contributing to the sense of efficacy formed on the basis of specific achievements in mathematics. It indicates that a typical female student – in relation to similarly assessed typical male student – registers lower trust to her own mathematical competences. Discussion depicted the way in which unfavourable self-perception corresponds to motivation for learning mathematics and consequently to educational choices. The direction for further research has been indicated.
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Efekt oczekiwań interpersonalnych w edukacji. Implikacje dla nauczycieli

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Turska D.
Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
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2018
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vol. 31
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issue 3
EN
The article presents research on the effect of interpersonal expectations. The mechanism of transforming expectations into the phenomenon of self-fulfilling prophecy in education (Pygmalion effect) is presented. As implications of the presented knowledge for teachers, the Teacher Expectation and Student Achievement (TESA) program was analyzed, and a “list of questions for reflection” was included as an aid in self-evaluation.
PL
W artykule zaprezentowano badania nad efektem oczekiwań interpersonalnych. Przedstawiono też mechanizm przekształcania się oczekiwań w zjawisko samosprawdzającej się przepowiedni w edukacji (efekt Pigmaliona). Implikację ukazanej wiedzy dla nauczycieli stanowi analiza programu Oczekiwania Nauczyciela i Osiągnięcia Ucznia (TESA). Ponadto uwzględniono tzw. listę pytań do refleksji, stanowiących pomoc w samoewaluacji.
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Sprawozdanie

100%
Turska D.
Psychologia Rozwojowa
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2011
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vol. 16
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issue 1
PL
Czym jest semiotyka? Sprawozdanie z X Światowego Kongresu Semiotyki “Culture of Communication, Communication of Culture” La Coruña, Hiszpania, 22-26 września 2009
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A Stigmatising Stereotype or a Universal Gap in Expectations? Lessons in Mathematics in the Perception of Polish and Ukrainian Students

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Turska D.
The New Educational Review
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2013
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vol. 31
263-272
EN
Referring to the results of the authors’ own research published in The New Educational Review (Turska, Bernacka 2010; Turska 2011), this article attempts at competitive verification of a hypothesis that explains differences in the perception of a mathematics teacher by Polish male and female students in view of a popular stereotype that Mathematics is a domain for males. It was assumed that diverse perceptions may result from different interpersonal expectations of the two genders. A comparative study carried out on a group of Ukrainians, established in accordance with the principles of ecological validity, seems to further substantiate the stigmatising effect of the stereotype in Poland.
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