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    Wyświetlanie 1-5 z 5
    Tytuł:
    Threats Related to Patriotic Education. An Analysis of the Primary School Textbooks
    Autorzy:
    Gruntkowska, Dominika
    Powiązania:
    https://bibliotekanauki.pl/articles/2159106.pdf
    Data publikacji:
    2022-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    textbooks
    learning
    citizenship
    patriotism
    school
    Opis:
    The article presents the issue of patriotic discourse in school textbooks for teaching Polish for grades 4–8 of primary schools. At the same time, this issue is placed in the aspect of recent changes in education made and announced by the minister of science and education. The analysis of the textbooks carried out using the KAD method shows that, although we constantly deal with a romantic vision of patriotism due to the canon of reading, it is sometimes broken through reflection on historical events and the past. The martyrdom tendency, formed in the period of Romanticism, is still the dominant one, the presence of which is part of the paradigm of the long duration of Romanticism. The article also addresses what patriotic education at school should be today. Not only today, but for a long time now, we have been dealing with a tendency to produce and reproduce a conservative discourse and be closed within a martyrological narrative. This way of understanding patriotism today may lead young people to consider any form of patriotism as anachronistic and inadequate to our times.
    Źródło:
    Kultura i Edukacja; 2022, 4(138); 216-233
    1230-266X
    Pojawia się w:
    Kultura i Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    How authentic is language included in English and German language textbooks for primary education in Poland? A case study
    Autorzy:
    Budzyńska, Paula
    Powiązania:
    https://bibliotekanauki.pl/articles/913255.pdf
    Data publikacji:
    2018-09-10
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    corpus stylistics method
    early school education in Poland
    English language textbooks
    German language textbooks
    literary materials in textbooks
    Opis:
    This study aims at investigating the authenticity of vocabulary and grammar structures included in two selected English language textbooks (hereafter ELTs) and two German language textbooks (hereafter GLTs) for the first stage of education in Poland. In order to achieve the assumed objective, the author examined literary materials, that is, songs, rhymes, or short stories, included in selected ELTs and GLTs in accordance with the principles of the corpus stylistics method developed, for example, by Semino & Short (2004), Mahlberg (2014), or McIntyre (2015). With the support of BYU-BNC and DWDS corpora, the performed analysis indicated, for instance, that in the case of both types of textbooks studied, the number of authentic words that children are to learn seems to be rather insufficient. The outcomes of the study enable suggesting certain modifications targeted at the increase of the authenticity of language that the analysed textbooks include.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2018, 45, 1; 27-40
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Assumptions vs the reality – a case study on developing writing in a foreign language at the level of early school education in Poland and Lithuania
    Autorzy:
    Budzyńska, Paula
    Mazlaveckiene, Gerda
    Powiązania:
    https://bibliotekanauki.pl/articles/1387073.pdf
    Data publikacji:
    2019-06-30
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    early school education
    English language
    Lithuania
    Polska
    textbooks
    foreign language writing skills
    Opis:
    The study aims at providing a potential answer to the question about the extent to which selected currently available ELTs for early school education in Poland and Lithuania allow developing pupils’ writing skills in English described in the most recent academic studies and official regulations at both European (e.g. the CEFR Volume Companion) and national level (e.g. the Core Curriculain the countries in question). The analysis of selected ELTs is performed with the use of a model created by the authors and based on the scientific background and the aforementioned documents. The study demonstrates changes that should be introduced to the content of the examined textbooks in order to make them possibly the most compliant with researchers’ stands and valid recommendations, for instance, (1) it would apparently be beneficial to diversify the types of writing activities included in the chosen ELTs, and (2) pupils could significantly benefit from introducing to the analysed textbooks more writing activities referring to their experience.
    Źródło:
    Problemy Wczesnej Edukacji; 2019, 45, 2; 102-112
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Toward a new energy paradigm in geography: revisiting the curriculum and teaching practices
    Autorzy:
    Mažeikienė, Natalija
    Norkutė, Odeta
    Powiązania:
    https://bibliotekanauki.pl/articles/1366491.pdf
    Data publikacji:
    2021-06-17
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    school geography
    geography curriculum
    geography textbooks
    energy geography
    energy literacy
    nuclear energy
    Opis:
    Aim. The aim of the article is to investigate how energy topics are presented in the geography curriculum in Lithuania and how school geography becomes an educational response to the current global challenges related to energy production and consumption. Methods. The article presents research using several methods: review of literature on energy geography and energy literacy, analysis of Lithuanian national curriculum for geography, content analysis of 14 geography textbooks for forms 6–12, expert interview with 9 geography teachers. Results. The empirical research reveals that the national curriculum and textbooks still represent the old energy paradigm with a profound focus on fossil fuel and nuclear energy resources. Meanwhile, the new energy paradigm is realised in the teaching of experienced and qualified teachers who, in addition to the new green energy economy, emphasise environmental and social issues of energy use. Conclusions. The conclusions include observations on necessary changes in teaching energy geography: on the one hand, by revising the formal curriculum and textbooks and integrating concepts of energy literature and new energy developments; on the other hand, by initiating changes in primary and continuous teacher education. Professional development of teachers could include new energy topics, new teaching and learning sources (political debates in media, TV, strategic energy development documents), new teaching and learning strategies and methods.
    Źródło:
    Journal of Education Culture and Society; 2021, 12, 1; 131-150
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    “To Educate a Xenophobe”: Outcomes Review of the Advocacy Campaign for Tolerance in Education (Verbal and Visual Contents in Primary School Textbooks) in Bulgaria
    Autorzy:
    Stoychev, Venellin
    Borissova, Sylvia
    Marinova, Ani
    Goleshevska, Nora
    Borissov, Julian
    Powiązania:
    https://bibliotekanauki.pl/articles/1968279.pdf
    Data publikacji:
    2019-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    tolerance toward diversity in society
    intercultural dialogue
    screening of textbooks’ verbal and visual contents
    primary school
    EU educational policies
    Opis:
    In recent years, the problem of methods of education in values of tolerance to difference is subject to increased public attention at the EU level. However, even a sparse reading of the Bulgarian primers and readers shows that the first meeting of children with what is officially “normal” in the social world excludes the “different” people. The main objective of the project “To Educate a Xenophobe” (2015-2016) implemented by the Bulgarian NGO Political Science Center in collaboration with Institute for Creative Civil Strategies was to address the absence of systematic orientation to the initial stage of education as crucial for assimilating a tolerant attitude towards the different people in society. The project aimed to increase public attention and initiate a constructive dialogue with Bulgarian decision makers and stakeholders on the need for conducting reforms in state education requirements and legislation via a package of analyses, surveys and in-depth interviews.
    Źródło:
    Kultura i Edukacja; 2019, 2(124); 157-174
    1230-266X
    Pojawia się w:
    Kultura i Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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