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Students’ self-learning activates the cognitive interest in science and creates active creative individuals capable of making autonomous decisions in unusual situations and being responsible for this. The production of posters, models and the presentation of project proposals develop and build upon the creative abilities of learners. The purpose of this communication is to show some possibilities for developing students’ creative abilities in chemistry and environmental education through the project method.
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Sarajevo je u prvoj polovini devedesetih godina prošlog veka bilo jedna od gorućih međunarodnih tema. Opsada grada od 1992. do 1995. godine je šokirala svetsko javno mnjenje i pokrenula građane, intelektualce i umetnike, ganute sukobom koji su shvaćali evropskim, a pobunjene zbog nemoći koju su pred njim ispoljavale zapadne sile i Organizacija ujedinjenih nacija. Čini nam se potrebnim da više od dvadeset godina nakon ovih događaja istražimo kako se oni obrađuju u udžbenicima istorije evropskih zemalja, posebno onim sa starijim demokratskim nasleđem kao što je Francuska. Neočekivani pad komunizma na Istoku i nerazumevanje krvavog raspada Jugoslavije odredili su uspomenu na te događaje i način na koji se oni danas upisuju u evropsku istoriju.
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The literature can be used as a means of teaching during History lessons. It illustrates different kinds of facts and events from the past and helps to create problem situations which require searching for solution. In conjunction with the active teaching methods, it helps in the independent inquiry into knowledge. Fairy tales could be analysed during teaching History and Society in the secondary school. They contain the image and experience of the past pointing to the typical practice of the era. In addition, the information on how children were brought up and how the adult character was tried to be shaped allows in a good way to trace ideals and goals which were pursued.
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The Bernardines, as one of the Minor Brothers Order provinces, were founded in 1453 as a result of St. John Kapistran’s activity in Cracow. They focused mainly on pastoral work among low and middle social classes. Their activity was realized by celebrating Holy Masses and services, administering holy sacraments, preaching the word of God and leading the Tertiary Order for lay people, fraternities and religious associations. The historical events, which were described as a ‘national bondage’, made the monks start their educational and social work in numerous Bernardine schools whose total number was close to 45. Most of those schools were elementary, only 10 were the secondary ones. This article presents the secondary schools in the Bernardines’ Lithuanian Province, namely the schools in Traszkuny, Datnów, Telsze, Mścisław and Bienica. The author’s aim was to show the activity of those schools with a special focus on their curricula and educational methods.
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According to the contemporary Polish catechetics, the key dimensions of catechesis are such fundamental ones as e.g. the ecumenical, the biblical, the ecclesiastical, the moral, the liturgical, the cultural and the existential ones. They determine the main topics and the ways of analyzing them during religion lessons. This paper aims to present the existential dimension of religion teaching in the context of the Polish catechetic curricula adopted in 2010: “Core curriculum of the Catholic Church catechesis in Poland” and “Curriculum of Roman-Catholic religion teaching in nurseries and schools”. One shall begin with presenting the issue in question, i.e. the terms “existence”, “existentialism in teaching” and “existentialism in catechetics and catechesis”. Next, the origins of the existential dimension of religion teaching shall be described with references to, among other things, the statements made by the Magisterium of the Church, by Popes and by catechetic teachers. Then, one shall move on to a synthetic characteristics of the existential issues in the new curricula of religion education. In this context, one shall point to methodological suggestions, designed to provide the existential direction to religion education. The last part of the paper contains the summary and the suggestions for the authors of new series of textbooks and religion education materials as well as for religion teachers.
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L’article intitulé “Education et formation dans les écoles régionales de la Congrégation de la Mission en XVIIIe/ XIXe siècles” est la continuation de mes recherches sur l’histoire de la Congrégation de la Mission de St. Vincent de Paul sur le territoire de la Pologne du XVIIe au XIXe siècle. J’y présente l’histoire des écoles régionales des missionnaires à Krasław, Łysków et Iłłukszta. L’analyse englobe une liste d’enseignants dans chaque établissement, complétée par la description des curricula et des manuels utilisés pour le polonais, le latin, l’allemand, l’histoire, la géographie, l’algèbre, l’arithmétique, la botanique et le jardinage. L’article est basé sur les matériaux des Archives de la Congrégation de la Mission de Stradom, de la Bibliothèque de l’Académie Polonaise des Sciences à Cracovie, ainsi que sur d’autres ouvrages traitant de ce sujet.
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„Ich bin der Meinung, dass Religionsunterricht in unseren heutigen Zeiten eher wichtiger als weniger wichtig ist.“ Das sagte Frau Dr. Angela Merkel zu Anfang des Jahres bei einem Vortrag zum Thema „Verbundenheit in offener Gesellschaft: Pluralität und Identität – Herausforderung und Chancen“1. Ein säkularer Staat bietet Religionsunterricht an, Religionsunterricht in einer Gesellschaft, die stolz ist auf Religionsfreiheit – ist das sinnvoll? Es gibt eine Reihe von Argumenten gegen Religionsunterricht: So wird behauptet, dass Religionsunterricht die Schulen spalte; ebenso wird behauptet, dass Religionsunterricht indoktrinierend sei und dass Religionsunterricht nicht wissenschaftlich gesichert sei. Ist Religionsunterricht gefährlich oder im besten Falle Zeitverschwendung?
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This paper investigates issues relating to religious education in public school system in the Republic of Croatia. It focuses mainly on Catholic Catechism in public school, due to the fact that population of Croatia is predominantly Catholic and the fact that Croatia has entered into international accords with Holy See. Paper particularly analyzes and describes instances of discrimination of nonreligious school children and criticizes the fact that no alternative education is provided to such children, at least in the first three grades of elementary schools. Finally, the paper offers certain recommendations to mitigate existing problems and to eliminate discrimination from public school system of the Republic of Croatia.
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Based on the content analysis of the elementary school religion textbooks and literature readers used in the private institution Catholic School Centre “Sv. Josip” in Sarajevo, the paper points to deviations from the proclaimed goals of education (that is), legalized by the incorrect interpretation of the legal provisions of the secular state, and contrary to the Agreement between Bosnia and Herzegovina and the Holy See.
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Budując nowy ustrój Polski, komunistyczne władze już od 1945 r. próbowały rozbić Kościół katolicki i podporządkować go sobie. Kościół postrzegano jako swego największego wroga, „ostoję reakcji polskiego nacjonalizmu”. Kościół w ówczesnej Polsce był jedyną niezależną instytucją, wielu duchownych występowało otwarcie z krytyką komunistycznych aktów gwałtu na sumieniu narodu, za co płacili najwyższą cenę.
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The purpose of this article is to test the contact hypothesis among self-identifying Bosniak, Croat, Serb, and Bosnian high school seniors in Bosnia and Herzegovina, using the Other-Group Orientation Scale (Roberts et al., 1999). This article finds that attending a ‘non-appropriate’ ethnic school statistically increases tolerance of out-group members, which conforms to the predictions of the contact hypothesis, originally put forth by Allport (1958). This field research also found that secondary schools are largely homogenous in the country, thus preventing high levels of cross-ethnic contact in schools, which was expected. This article represents the first post-war, countrywide quantitative testing of the contact hypothesis.
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After the conquest of the Balkan Peninsula and the expansion of the Ottoman Empire to this part of Europe, the education system is being established and through it the culture, religion, language and ideology of the imperial state and in our region are being developed. Through the complex system of religious and world schools, the Ottoman state shows the extent to which education is an important segment of its society, and in that way a large part of the local population is involved for the first time in the education system in general. First, through the system of religious schools, mektebas and medresas, and then through the system of world schools that make up the iptidias, roses and idioses, education includes children from the earliest age, both sexes, to the age when they are ready to go to college in Istanbul. Teachers and teachers who taught at schools in the Novi Sad-based Sandzak during the Ottoman rule were educated people sent from the highest schools in Istanbul, and their task was to literate the local population and prepare future educated subjects. According to Evliya Celebija from the 17th century, there were five medres and 11 sibijin mektebas at that time in Novi Pazar. What can be detrimental to the educational system in Novi Pazar's Sandžak in this period is the inequitable position of the poor and the children of rich families, which in the course of education made the education a privilege of the rich.
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In the past twenty years, there has been growing interest in the role of translation in foreign language teaching. At the same time, throughout the world, language teaching is dominated by the communicative approach, which prefers to avoid translation during language classes. This means that when an unknown word appears, the teacher and students attempt to construct its meaning with the assistance of the foreign language only. Interaction in language classes is more than merely verbal expression. There are many ways of constructing meaning – in addition to words, meaning can be constructed with the help of gestures, as well as by using space and objects. There are still few studies on the meaning construction for new words in the multimodal communication of foreign language classrooms. The aim of this paper is to study the use of translation in the process of constructing word meaning in multimodal classroom interaction. The research is based on Estonian and French classes at a university in Estonia. The results draw on audiovisual material and the questionnaire responses of class participants. 110 communicative episodes have been chosen from video recordings and studied with the help of micro-level multimodal discourse analysis. The research results show that translation was used during the French classes on thirty occasions, but only once during the Estonian classes. Besides translation, target language and gestures are used to construct meaning for the new words. Translation is applied in communicative episodes in two ways: it is either the only resource that constructs meaning for a word or it presents itself in combination with other resources.
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The article aims at showing how the author’s intention may be utilized for the purpose of interpretation in high school. The guiding thought of the present deliberation is the reflection by Umberto Eco stating that the empirical author has the right to react as a model reader. By using the modern song „Umarł mi. Notatnik żałoby” (2013) in the lesson, it is possible to demonstrate to students that the meaning of the text is independent of the author’s will, and that the interpretation may be in opposition to their intentions. However, what is the most important is that such a school reading of works make the interpretation seem to be in constant motion.
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This case study examines the perspective of plurilingual primary school students on three aspects of their language use: code switching, positive language transfer and translation. In other words, the research question attempted to be answered in this paper is whether plurilingual primary school students use their communicative repertoires purposefully and strategically for their communication, acquisition, and learning of the languages. The research was conducted in a class of eighteen third-graders who attended an international primary school in Zagreb, with the average age of 9. Two questionnaires and a semi-structured interview were used to collect data about the students’ language background, their language use, and their motives for engaging in code-switching, positive language transfer, and translation. In this research, the majority of the participants reported code-switching, the use of positive language transfer and translation. The findings also suggest the students are aware of the benefits that accompany plurilingualism, and that most of the participants possess significant metalinguistic awareness regardless of their young age. To sum up, this case study brings a valuable insight into the plurilingual world of primary school children and the development of their metalinguistic awareness.
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The aim of the article is to show the reception of the Chechen wars in contemporary Russian history textbooks in order to answer the question how nowadays contemporary Russian society looks at these traumatic events. Analyzed in the article fragments of Russian history textbooks, historical studies and the results of public opinion polls convince that the Chechen wars are events still associated with numerous controversies and contradictions. The textbooks present a criticism of Russian government and military incompetence, but there are also frequent attempts to justify the actions of the federal authorities. Particular attention should be paid to the omission of the issue of Russian war crimes. Instead, the Chechen wars are located in the context of the international fight against terrorism. Mentioned remarks lead to the conclusion that the creation of cultural memory based on the textbooks is directed to the reformulation of the extremely negative memories of the Chechen conflicts. This is done through deliberate concealment and highlighting the problem of the fight against Islamic extremism. In this way the gradual purification of the Russian collective memory from the memories of war mistakes takes place and at the same time including in the collective memory the additional justification of military actions in Chechnya is done, which should strengthen the collective identity of the Russians.
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The paper focuses on the Hungarian minorities in Transylvania and their educational system at the high school level. More specifically, the analysis covers the motivational factors circumscribing their education. The examined elements in this paper include: the factors that determine student choices for higher education, the resources available when choosing the institution of higher education, and how future plans are structured by level of study and social background. The paper provides an overview regarding the sociodemographic characteristics of the examined population (Hungarian high school students from Transylvania). After that, my main goal is to present the widely varying aspects of higher education plans, the motivational factors that contribute the most when students choose higher educational institutions, and, finally, how all of these choices correlate with social background and the resources available to the students. The empirical part of the paper is based on a secondary data analysis, collected through a representative survey among 1108 Hungarian high school students in Transylvania. The interviews were conducted in 2015.
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The art of portrait painting is the best way to reflect the inner world of human, and it had acquired a large place itself in human history. At the same time, the artist's self-portrait has also a great importance in terms of reflecting the internal emotions, motives, and insights. Portrait aroused curiosity in terms of reflecting the inner feelings via the external appearance for centuries. In portraits made by children, getting to know their own images and describing them through the portraits are extremely important to understand the feelings and emotions of children. In this respect, the purpose of this research is to implement the portrait and self-portrait studies in the Visual Arts lesson and to use it as a means of expression. The study sample consisted of 50 students studying in a primary school in Istanbul. The first week, comments about the art of portraits had been made to the students and the samples of portraits had been shown. Questions about examples of the portraits shown to the students and comment on their impressions had been asked. The second week, making a portrait were asked from the students. As a result of this study, mental state and skills of the students were in the forefront. This study, emphasizes that in terms of its benefits on the paintings of the children and the psychology of art, the portraits and self-portrait had how significant a role in the paint art in the Elementary Art Education.
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