Modalny wymiar zadań typu „dlaczego” w edukacji wczesnoszkolnej
A modal dimension of why sentences in early-school education

Summary/Abstract: The basic factors which elicit, direct and most of all form students cognitive activity are didactic tasks. By making specified instruction and asking specified questions the teacher presents his cognitive attitude to the surrounding reality. The elaboration describes issues related to the method of comprehension of the “why” questions made and asked by the teacher. Moreover, it deals witch the consequences resulting from ambiguity and indefiniteness in the teachers comprehension of question functions for cognitive action of primary students.

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