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Wychowanie morskie i jego miejsce wśród koncepcji pedagogicznych

100%
Romaniuk M. W.
Problemy Opiekuńczo-Wychowawcze
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2020
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vol. 590
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issue 5
3-16
EN
In the article, the author recalls the concept of sail training and cites attempts to defi ne it over the last century. He describes the theoretical framework and place of sail training among contemporary pedagogical concepts. Based on the analysis of materials as well as own research and experience, the author proposes his own defi nition of sail training.
PL
W artykule autor przywołuje pojęcie wychowania morskiego oraz przytacza próby jego zdefiniowania na przestrzeni ostatniego stulecia. Opisuje ramy teoretyczne oraz miejsce wychowania morskiego wśród współczesnych koncepcji pedagogicznych. Na podstawie analizy materiałów oraz własnych badań i doświadczeń proponuje własną definicję wychowania morskiego.
2
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Samoocena młodych uczestników pełnomorskich rejsów a różne realizacje Szkoły pod Żaglami

100%
Romaniuk M. W.
Kwartalnik Pedagogiczny
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2020
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vol. 65(2 (256))
177-189
EN
The paper presents the results of research on the level of self-esteem of participants of high seas cruises that implement the idea of sail training and are a non-standard form of informal education. The study involved 124 people, including 65 girls and 59 boys aged 13 to 18 years old, who can be considered as youth with special educational needs. They were participants of the Krzysztof Baranowski School Under Sails in 2015 and 2016, the cruise of the 42nd General Secondary School in Warsaw in 2016 and the Catholic School Under Sails in 2017. The results show a statistically significant increase in the level of self-esteem measured with the SES scale. The level of self-esteem of participants after the cruise is significantly higher than that of their peers from standardisation groups. It can be assumed that various types of Schools Under Sails are an attractive way to educate young people.
3
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Pasja żeglarstwa jako element transferu międzypokoleniowego

63%
Romaniuk M. W., Łukasiewicz-Wieleba J.
Kultura i Edukacja
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2020
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issue 1(127)
180-194
PL
Artykuł podejmuje tematykę żeglarstwa jako pasji będącej elementem transferu międzypokoleniowego. Prezentowane wyniki wywiadów przeprowadzonych wśród osób biorących udział w pełnomorskich rejsach wskazują, że niezależnie od tego, czy przejęli pasję od swoich rodziców, dziadków, osób bliskich, czy też sami podjęli decyzję o rozpoczęciu przygody z żeglowaniem, żeglarstwo jest przez nich uznawane za warte dalszego popularyzowania, głównie ze względu na walory wychowawcze oraz możliwość spędzenia czasu z bliskimi w przyjemny, ale i rozwijający sposób. Ponadto deklarują swoje wsparcie dla innych, szczególnie młodszych członków rodziny w kwestii nauki żeglowania.
EN
The article takes up the subject of sailing as a passion that is part of the intergenerational transfer. The presented results of interviews conducted among people taking part in offshore cruises indicate that regardless of whether they took over the passion from their parents, grandparents or relatives, or whether they decided to start their adventure with sailing themselves, sailing is considered to be worth of further promotion, mainly due to its educational values and the opportunity to spend time with loved ones in a pleasant but also developing way. In addition, they declare their support to others, especially to younger family members, regarding sailing education.
4
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Academic Interpersonal Relations during the Pandemic Remote Education in the Opinion of Academic Teachers

63%
Łukasiewicz-Wieleba J., Romaniuk M. W.
Lubelski Rocznik Pedagogiczny
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2022
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vol. 41
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issue 3
67-81
PL
Wprowadzenie: W trakcie pandemii całe życie akademickie przeniosło się do Internetu. Proces edukacji oraz związana z nim przestrzeń relacji studentów z wykładowcami zmieniły się w marcu 2020, a potem ewoluowały w trakcie pandemii. Cel: Artykuł przedstawia wyniki trzykrotnych badań kwestionariuszowych, przeprowadzonych po każdym semestrze edukacji zdalnej na pedagogicznej uczelni, wśród 178 nauczycieli akademickich, dotyczących relacji ze studentami w trakcie nauczania zdalnego. Metoda: Zastosowano metodę sondażu diagnostycznego on-line. Analiza danych uzyskanych z pytań otwartych miała charakter jakościowy. Wyniki: Główne kategorie, które ujawniły się w wypowiedziach respondentów to indywidualizacja, kontakt, komunikacja, zaufanie oraz dydaktyka i egzaminy. Respondenci wskazywali relacje jako zaletę edukacji zdalnej, brak relacji jako jej wadę, opisywali relacje w kontekście trudności w realizacji edukacji zdalnej, a także podnieśli temat relacji w procesie egzaminowania. Wskazana jest zmiana postrzegania wymienionych kategorii w czasie. Wnioski: Widać znaczny wzrost ważności relacji na przestrzeni czasu, w trakcie realizacji zdalnego nauczania. W dobie dominacji edukacji zdalnej nie jest możliwe pozostanie przy tradycyjnym nastawieniu do budowania relacji opartych na autorytecie wiedzy nauczyciela i gotowości do bezkrytycznego odbioru treści ze strony studentów.
EN
Introduction: During the pandemic, all academic life shifted to the Internet. The education process and the related space for student–lecturer relations changed in March 2020 and then evolved during the pandemic. Research Aim: The article presents the results of triple questionnaire studies carried out after each semester of remote education at a pedagogical university among 178 academic teachers, concerning relations with students during distance learning and teaching. Method: The online diagnostic survey method was used. The analysis of data obtained from open-ended questions was qualitative. Results: The main categories revealed in the respondents’ statements were individualization, contact, communication, trust as well as didactics and exams. The respondents indicated relationships as an advantage of remote education, the lack of relationships as its disadvantage, described the relationships in the context of difficulties in implementing remote education, and raised the topic of relationships in the examination process. There is a significant change in the perception of these categories over time. Conclusions: A significant increase in the importance of relationships over time during the implementation of distance learning can be seen. In the era of the domination of remote education, it is impossible to stick to the traditional approach to building relationships based on the authority of the teacher’s knowledge and readiness to uncritically receive content from students.
5
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Communication of Gifted Students with Teachers at the Stage of Initial Education During Crisis Remote Education from the Perspective of Parents' Survey Results

63%
Trzcińska-Król M., Romaniuk M. W.
e-mentor
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2025
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vol. 109
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issue 2
37-44
EN
The introduction of remote education during social isolation caused by the Coronavirus pandemic changed the way communication takes place during the learning process. This article describes the results of a survey conducted among parents of gifted pupils aged 7-11. Parents (N = 712) completed an electronic questionnaire containing open and closed questions. The research aimed to analyze the process of communication between a gifted student and a teacher in distance education during the pandemic. The study examined the possibilities, conditions, and forms of communication as well as how parents perceive and assess the communication process. The results show that only 26.4% of students have comfortable conditions for communicating in distance learning. The activity of students, contact with teachers and peer relations have deteriorated significantly in relation to traditional education. There was no indication of any systemic support for gifted students, nor any attempts to improve the process of communication between students and teachers.
6
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Selected Factors Determining the Adaptability of the Gdańsk School Under Sails Participants and Their Temperamental Correlates

63%
Romaniuk M. W., Niewiarowski J.
Multidisciplinary Journal of School Education
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2024
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vol. 13
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issue 1 (25)
317-347
EN
Research objectives and problems: The purpose of the study was to test the impact of a high seas cruise on a traditional sailing ship, during which sail training is implemented, on selected characteristics of the participants. It was thought that significant, positive changes would emerge in terms of decision-making, perception of the future, resistance to change, and proactivity – and that these changes would be related to temperament. Research methods: Using the General Decision Making Style instrument, the Consideration of Future Consequences Scale, the Resistance to Change Scale, and the Proactivity Scale, a questionnaire with repeated measurement was administered to two groups of adolescents taking part in a sea cruise (Group 1: 14-day cruise, 11 boys, 8 girls, M age=17.1; Group 2: 7-day cruise, 13 boys, 7 girls, M age = 21.9). Measurements were taken on the first and last day of the cruise and one month after the cruise. Multilevel modeling was used to examine how temperament moderates changes in decision-making style, consideration of future consequences, resistance to change, and level of proactivity. Structure of the article: The text provides information on sail training, including the historical context, previous research, and impact on youths’ development. The role of temperament in shaping behavior and its relevance to sail training are introduced. The theoretical constructs investigated, and the tools used in the research are described. The research objectives are stated and the sample and procedure are explained. The results are presented and discussed. Limitations and conclusions are indicated. Research findings and their impact: Emotional reactivity significantly moderated the increase in dependent and avoidant decision-making styles and short-term focus, while it decreased cognitive rigidity and proactivity. Activity counteracted growth in avoidant decision-making style, reduced resistance to change, routine seeking, and emotional reactivity to change, lowered short-term focus, and supported growth in proactivity. Resilience counteracted the positive development of proactivity. Conclusions and recommendations: Temperament traits can be mediators of change in terms of the constructs discussed herein. The results allow us to look at sail training from a new perspective, though further research on a regular School Under Sails and aboard other sailing ships is needed to formulate indisputable conclusions.
7
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Opportunities, Possibilities and Limitations of the Development of a Gifted Student During a Pandemic in the Opinion of Parents

63%
Trzcińska-Król M., Romaniuk M. W.
Multidisciplinary Journal of School Education
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2022
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vol. 11
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issue 2 (22)
97-116
EN
The introduction of remote learning during the coronavirus pandemic has changed the way of working with gifted students. The article presents the results of a survey conducted among parents of gifted students aged 10–15 years. The parents filled out an electronic questionnaire containing both open- and closed-ended questions. Data were collected on 1,477 gifted children. The aim of the research is to diagnose the opportunities, possibilities, and limitations of the development of gifted students aged 10–15 (grades 4–8, secondary education) under the distance learning during the pandemic. The subject of the study is an analysis of selected elements of educating gifted students during the pandemic. The results indicate that 36.8% of students had comfortable conditions for remote learning (their own computer and room and a good Internet connection). The students’ involvement in learning and independence were differentiated by their ability. The girls were significantly more involved than the boys and were statistically significantly more independent. The students’ involvement correlated positively with their independence. The main themes of the parents’ statements regarding the possibilities and advantages of remote education were saving time, developing and strengthening academic competences, developing existing or acquiring new skills, maintaining children’s safety and using IT tools during online learning. The students mainly developed their interests and abilities on their own, often with the support of the family, using the media or referring to online resources. No systemic support for gifted students was indicated.
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