Мотивация как стимулирующий фактор в изучении иностранных языков взрослыми учащимися

Author(s): Asta Balčiūnaitienė ,Jovita Daukšytė,Larisa Voronova / Language(s): Russian Issue: 4/2014

Learning foreign languages is one of the most important skills intended for all adult learners and lasting all their lives. Because of processes of globalization in the world, knowing foreign languages is perceived as being very valuable. Motivation can be described as an entity of external and internal factors which encourage a person to achieve certain goals. External motivation is influenced by a variety of external factors, i.e. a wish to get a better paid job, a possibility to travel abroad or success at an exam. Internal motivation is largely dependent on a person him/herself. It can be emotions caused by the process of learning or a desire to feel comfortable in multicultural surroundings. There are various factors that emerge when adults learn foreign languges: career, change of job or living place, family reasons, free-time and etc. In addition, every person should be encouraged to learn foreign languages and conditions must be met to achieve that. This paper presents a research carried out in 2012 by Vytautas Magnus University lecturers. Its aim was to determine the factors that motivate adult learners to study foreign languages in the extra-mural studies at Vytautas Magnus University as well as in English and Russian language courses for the general public at the university. For the research, 130 questionnaires were distributed among adult learners. In the questionnaires the respondents were asked to indicate the motivating factors that make them learn foreign languages, their learning experiences and difficulties. Afterwards, the respondents were asked to indicate what skills and competences they expect to acquire and if their expectations and needs for studying were met.

Ogrody szkolne we współczesnej szkole. Znak edukacyjnego zacofania, a może jednak postępu?

Author(s): Ryszard Kowalski,Edward Grott / Language(s): Polish Issue: 1/2015

This article looks at school gardens and their importance in the environmental education of children and young people at all levels, including elementary, junior and senior high schools. The authors raise the question as to whether, in today’s information-driven world, schools should continue to teach biology using natural samples such as the plants and animals available in the school garden, or whether they can be replaced by electronic means (e.g. a computer application), without negatively affecting eduacational quality. In answering this question, they come down resoundingly in favour of retaining the school garden as an essential and fundamental educational tool, which will never lose its relevance and use in the teaching of science. The authors suggest readdressing the existing definition of what a school garden is, so that all teachers will come to understand that, regardless of whether the school is located in an urban environment or in the countryside, its natural environment can always be used in teaching of biology and nature sciences and should therefore be defined as a school garden.

Zarządzanie nauką i edukacją a budowa nowej cywilizacji

Author(s): Franciszek Piontek / Language(s): Polish Issue: 61/2020

The article presents axiological deliberations on the scope of the changes in science and education management which are oriented towards ensuring the condition of the Nation to exercise sovereignty. The issue is examined mainly in the context of Poland, but the discussion is universal and rooted in fundamental values. The objective of the article is to answer the following question: Can science and education be limited to only one sphere of civilisation? And more precisely: Can it be limited to techné? The author hypothesises that science and education are present in – and should integrate – both spheres of civilisation: sophia (Greek for ‘wisdom’) as well as techné (Greek for ‘craft’). The article uses deduction, descriptive and critical analysis and the coherence method. The first part of the paper discusses the theoretical foundations of science and education management and the evolution of science and education. The subsequent part presents selected examples from Polish science and education management practice in the aspect of the current structural order. The author argues that the deregulation in science and education management (the limitation of science and education to one sphere only)is caused by the civilisation code (i.e. the law of contradiction) being broken. In the language of logic, it is: YES = NO = MAYBE. This is the basis for generations of institutional solutions that exclude integrated management. He claims that restoring the attribute of integrity in science and education management requires: the teaching about the basics of the structural order in the sophia sphere as the necessary condition, and the decision-making will to limit the permission to deregulation – as the sufficient condition.

Sergiu Lucian Raiu, Adultul Emergent – Tranziția de la școală la muncă, Presa Universitară Clujeană, Cluj, 2016, 245 p.

Author(s): Delia Domnița Rogojan / Language(s): Romanian Issue: 03+04/2017

Computerized School Selection and Placement System in Ghana: Challenges and The Way Forward

Author(s): Pearl Adiza Babah / Language(s): English Issue: 2/2020

The purpose of the paper is to review literature on the challenges and the way forward of the Computerized School Selection and Placement System (CSSPS) in Ghana. Literature informs us that the key challenge to the Computerized School Selection and Placement System was the human factor in terms of refusal of parents and students to accept placement into other schools apart from their chosen high endowed schools. It is also found from the literature of this paper that, there was the challenge of some parents not being able to pay the school fees for their wards who have been placed in private schools due to the high cost of private schools' fees. Methodologically, this paper relied primarily on secondary sources of information such as online literatures on computerized school selection, archives, some excerpts from the daily graphic among others. Parents, Headteachers of Junior High Schools and Senior High Schools, students, policy makers and stakeholders in education were the focus in this study. Finally, the review established that the CSSPS has become fertile grounds for bribery and corruption in our dear country Ghana. From the review, it is therefore recommended that there is the need to revisit the policy of developing some of the senior high schools in each region as model schools, with all the modern facilities required in a standard second cycle school. Also, we recommend that Ministry of Education (MOE) and Ghana Education Service (GES) should provide inputs in time to the least endowed schools and also upgrade the infrastructural facilities in the least endowed schools to make them attractive to students so as to reduce pressure on the highly endowed schools.

Vieta grįstas geografinis ugdymas Paberžės miestelio (Vilniaus r.) pavyzdžiu

Author(s): Marek Mackevič / Language(s): Lithuanian Issue: -/2019

In this article it is analysed how the learning object based on its location may be realized in geography teaching? The questionnaire revealed that most pupils are interested in geography of their birth place and most of them consider that excursions around their homeland are necessary and they would like to travel around Paberžė surroundings in various geographical cognitive trails. Most of the pupils stated that in geography lessons they only seldom discussed about importance of cognition of the homeland. it was concluded that teaching about Paberžė town based on location promotes learning based on location.

Využití konstruktivistických teorií učení v edukačním programu muzea: empirická případová studie

Author(s): Veronika Kolaříková / Language(s): Slovak Issue: 2/2019

Constructivist learning theories bring benefits to the practice of museum education. They perceive learners as active agents of the learning process, building new knowledge and experience on earlier ones. In addition to knowledge, they also focus on developing a range of skills and competencies, such as the development of critical thinking, communication skills, or social skills. Therefore, they form an appropriate pedagogical background for the educational activities of the museum. The question for museum educators remains, however, how to use them in practice. In the study, possibilities of using them will be presented by introducing the research results to the reader. The realized video study was aimed to find out whether the analyzed educational program of the Silesian Museum in Opava applied elements of constructivist learning theories and, if so, by what means they did so.

The educational climate in inclusive classrooms

Author(s): Laura Bochis,Daniela Roman,Carmen Popa / Language(s): English Issue: 25/2020

The goal of this study is to pinpoint the demographic variables that influence the climate of the inclusive classroom. The focus is on the influence that the integration of a SEN child has on the classroom climate, when variables like gender and social background are controlled. The study was conducted on a number of 148 primary school children, from rural and urban areas, among whom there were 15 SEN children. Our research tool was The Classroom Life Instrument designed by Johnson et al. (1983) and adapted for the Romanian population by Popa (2010). The results for the subscales of the research tool partially validated the hypothesis of the study. The integration of a SEN child in a classroom influenced classroom climate, but only under certain aspects that involved teacher support for learning activities and cooperation level of children during school activities. The results for the multiple regression analysis allowed us to understand that the integration of a SEN child has a low influence on classroom climate. But the relation of association between the variables showed an opposite distribution of the two, thus drawing the attention on certain difficulties that arise when integrating a SEN child in inclusive education. They do not feel they have the same amount of teacher support and feel less involved in cooperative learning activities as compared to their colleagues; especially the girls in urban area receive more teacher support and involvement in cooperative learning activities. The study opens the path to further research that aim to study various other different factors that can explain the educational climate of an inclusive classroom, and also to implement activities which would lead to a better integration of SEN children in inclusive classes.

Sebesült a családban (Az első világháború mint a család életét és működését befolyásoló külső tényező – Társadalmi felelősségvállalás és érzékenyítés egy múzeumpedagógiai foglalkozáson keresztül

Author(s): Márta Bokonics-Kramlik / Language(s): Hungarian Issue: 4/2018

The Open Air Ethnographic Museum of Szentendre considers social responsibility as a very important task. In the course of educational lectures the goal is opinion formation, sensitization, transfer of useful, practical knowledge. In museum-pedagogical work, dedicated to the epoch of World War I, we evoke memories of the Kantash family in their former home, using original, old documents and props. Authentically furnitured interior of the museum, or Kantas's living room, will revive with the use of personal narratives – through which we can generate dialogue and interactivity. What could have been a division of family jobs 100 years ago? How did their lives change after their wounded father returned from the front? By asking such questions we will reconstruct the daily life of the family, while the students will provide answers to the questions, learn to accept handicapped people and view them as part of their own community.

Fiatalok elvándorlásának csökkentése pedagógiai szemléletváltással és módszerekkel

Author(s): Mária Hercz / Language(s): Hungarian Issue: 1/2019

A significant issue of our region is the youngsters’ exodus, its handling by major nations and minor communities cannot be delayed in view of the future. Present paper assumes that a relatively rapid and effective solution requires bottom-up innovation, and schools’, teachers’ (and parents’) different approach in order to quicken the changes thus the upcoming generations could become successful and happy citizens who support the progress of their nation. How could this be achieved? What changes are needed in content and aspect? What are those great targets which could be reached through the abovementioned small steps? What are the initial steps and how could it go on? The most relevant strategic objectives of the UNESCO and the EU support those pedagogical substances what the author of the present paper considers essential to sketch the framework of a new pedagogical approach: (1) active, experience-and-challenge-based teaching and education, (2) student-centred assessment, (3) development of the social competency, especially (4) education for becoming entrepreneurs, more precisely the development of the social entrepreneurial competency. Scientific logic and structure of this paper is non-conventional; not one empirical research is discussed but peculiarities of many researches are highlighted to give countenance to its message, to call readers’ attention and make them reconsider the results. Among many others, a research on teachers’ thinking (N=502; questionnaire with Cronbach-α=0.89), the partial result of a large-sampled “children’s voice” research (Grades 4 and 5 N=2472; Grades 7 and 8 N=2533, with Cronbach-α per modules 0.75<x<0.92), and some results of an international social entrepreneurship program (UKids) are covered. The questions of this paper are answered with the help of a theoretical framework of which elements are from the author’s theoretical and practical researches.

Teachers’ Views on Their Digital Competence and Professional Development

Author(s): Laura Furcsa / Language(s): English Issue: 2/2019

In the last few decades, the number of empirical studies focusing on teachers’ digital competence, preparedness and ability to use information and communications technology (ICT) devices has increased. The present study comprises recent pedagogical results on teachers’ digital readiness with special emphasis on its role in their own professional development in an international context. The different views on digital competence are also described. Teachers need a complex set of digital skills (including cognitive, motoric, social and emotional skills) in order to improve their educational practices in the digital environment. A teacher needs to be able to estimate and recognize the consequences of how the use of ICT devices changes the process of education and learning strategies. Adapting new methodological practices leads to teachers’ continuous professional development.

Tanári nézetek digitális kompetenciájukról és szakmai fejlődésükről

Author(s): Laura Furcsa / Language(s): Hungarian Issue: 2/2019

In the last few decades, the number of empirical studies focusing on teachers’ digital competence, preparedness and ability to use information and communications technology (ICT) devices has increased. The present study comprises recent pedagogical results on teachers’ digital readiness with special emphasis on its role in their own professional development in an international context. The different views on digital competence are also described. Teachers need a complex set of digital skills (including cognitive, motoric, social and emotional skills) in order to improve their educational practices in the digital environment. A teacher needs to be able to estimate and recognize the consequences of how the use of ICT devices changes the process of education and learning strategies. Adapting new methodological practices leads to teachers’ continuous professional development.

Teachers’ Digital Competence: Tools for Measure and Self-Assessment

Author(s): Rita Szaszkó / Language(s): Hungarian Issue: 2/2019

The Digital Education Strategy of Hungary (2016) considers it as high priority to develop a proper framework and descriptors to measure teachers ‘digital competences. The relevance of tools to measure and self-assess teachers’ digital competences is also underlined in the Hungarian qualification system of teachers working in public education. The Strategy lays special emphasis on the task to develop fine-tuned digital competence instruments for teachers and school-leaders for self-diagnosis and peer-assessment, too. In this paper, three international and two Hungarian research-based instruments will be focused on to measure teachers’ digital literacy as well as their digital methodological competences. The main findings of a smallscale pilot study will reveal teacher’s beliefs about a discussed digital competence tool to measure their digital literacy.

Pedagógusok digitális kompetenciái: mérő és önértékelő eszközök

Author(s): Rita Szaszkó / Language(s): Hungarian Issue: 2/2019

The Digital Education Strategy of Hungary (2016) considers it as high priority to develop a proper framework and descriptors to measure teachers’ digital competences. The relevance of tools to measure and self-assess teachers’ digital competences is also underlined in the Hungarian qualification system of teachers working in public education. The Strategy lays special emphasis on the task to develop fine-tuned digital competence instruments for teachers and school-leaders for self-diagnosis and peer-assessment, too. In this paper, three international and two Hungarian research-based instruments will be focused on to measure teachers’ digital literacy as well as their digital methodological competences. The main findings of a small-scale pilot study will reveal teacher’s beliefs about a discussed digital competence tool to measure their digital literacy.

Az interaktív alkalmazások létrehozásának néhány alapelve

Author(s): ILDIKÓ PŠENÁKOVÁ / Language(s): Hungarian Issue: 2/2019

Creating interactive teaching materials, didactic applications and electronic test/tasks, although there is different software packages for creating them, is not an easy task. Many teachers do not use interactive applications because they are unable to create them, and upload them with appropriate interactive didactic and methodological methods. Creating such applications and teaching materials should be learned by prospective teachers. Within an educational project (KEGA 015TTU-4/2018) we want to develop an appropriate design method for interactive applications, primarily for the teaching of IT subjects. The methodology will be developed in the form of a textbook, which would be used primarily in the teaching of future teachers, but could also be used by experienced instructors. The article deals with some of the principles of the correct creation of electronic didactic materials, which are a partial result of the ongoing project.

Świat wartości w ujęciu Maxa Schelera – konsekwencje pedagogiczne

Author(s): Tomasz Perz / Language(s): English,Polish Issue: 1/2020

Fattori relazionali, personali e ambientali nel benessere scolastico. Un’indagine esplorativa alla luce della teoria bioecologica

Author(s): Anna Menesatti,Zbigniew Szczepan Formella / Language(s): English,Polish,Italian Issue: 1/2020

Il seguente articolo presenta l’iter di un’indagine esplorativa che ha come obiettivo la comprensione della costruzione del benessere scolastico in due classi romane di terza scuola primaria. Tale comprensione si appoggia sui presupposti della teoria bioecologica di U. Bronfenbrenner, secondo cui il benessere scolastico e dato dai 4 pilastri del modello PPCT (persona-processo-contestotempo). L’indagine analizza i primi tre pilastri e si muove a partire da una domanda semplice e rivolta a ciascun bambino di entrambi i campioni: “Ti piace andare a scuola? Perche?”. A questa risposta sono stati correlati i risultati di una scheda osservativa, di alcuni dati sociodemografici e di quattro diversi questionari somministrati ad alunni, insegnanti e genitori. Dall’analisi dei dati di tali strumenti diagnostici e stato possibile dimostrare come la percezione di benessere scolastico dipenda da una molteplicita di fattori.

Nauczyciel - zawód z powołania?

Author(s): Aneta Raczykowska / Language(s): English,Polish Issue: 1/2020

The article contains issues related to the profession of teacher, looking for answers to the questions: 1) Who is the teacher?, 2) Teacher, vocation or profession? and draws attention to 3) Expectations of teachers related to their functioning in the profession. Searching for answers to the questions posed, an attempt was made to position the teacher in professional activity, which may be the basis for wondering whether the teacher's work should be seen in terms of calling.

Działalność Kampinoskiego Parku Narodowego w świetle encykliki Laudato si’

Author(s): Małgorzata Mickiewicz / Language(s): Polish Issue: 1/2017

National parks play a very significant role in the nature conservation system in Poland. The Kampinos National Park situated in immediate vicinity of Warsaw is one of the most valuable protected areas. It stands out for its natural, cultural, social and scientific values. It is important for biodiversity conservation, scientific research and ecological education. Thanks to its attractiveness, it is often visited by tourists. By performing its formal duties, the Park fulfills the Pope Francis’ premise contained in the encyclical Laudato Si’. By preserving wild nature and cultural heritage for future generations, it creates conditions to explore natural, social and economic phenomena. At the same time, it offers excellent conditions for recreation and tourism. A wide offer of educational activities is provided for groups of people of different age and profession. This is how the Park implements Pope Francis’ idea of changing the ecological culture and understanding the responsibility for the natural condition of the environment by all members of the society.

Przyroda jako wartość w edukacji dla zrównoważonego rozwoju

Author(s): Helena Ciążela,Ligia Tuszyńska / Language(s): Polish Issue: 2/2017

The values related to sustainable development are rooted in fundamental threats which are connected with a human being. The imbalance of development of modern civilization entails a threat to the humanity. Concern for the environment which is not taking into account the aspirations and social strivings may become a source of conflicts and tensions that could destabilize the political situation. The article draws attention to the relationship of man with nature from an early age. The formation of values in relation to the surrounding nature and the nearest child’s environment may contribute to the sustainable development.