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Wyszukujesz frazę "Ciżkowicz, Barbara" wg kryterium: Wszystkie pola


Wyświetlanie 1-5 z 5
Tytuł:
Metodologiczne aspekty zasady komplementarności
Autorzy:
Ciżkowicz, Barbara
Powiązania:
https://bibliotekanauki.pl/articles/2045772.pdf
Data publikacji:
2015-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
pedagogics
complementarity
methodology
indeterminism
holism
realism
Opis:
The development of quantum physics and formulation of complementarity and uncertainty principles gave rise to numerous interpretational problems. For the first time microworld laws were formulated in probabilistic rather than deterministic language. In the philosophy of nature there was a need for revision of views on realism, determinism, reductionism and the role of the observer in the conduct of research. However the question whether the perceived boundaries of knowledge are the result of the nature essence or of actual cognitive abilities remains open. In the social sciences, after years of dispute about the research methodology, the need for a complementary use of quantitative and qualitative approaches has been accepted. Qualitative researchers, however, continue to criticize legitimacy of quantitative research. At the same time the assumptions of qualitative approach build on neo-positivist interpretation already outdated in the light of naturalists new discoveries. The article aims to demonstrate that the changes that have taken place in the theory of knowledge as a result of naturalists discoveries lead to convergence between the two research approaches. Taking into account these changes will end the polemic with assumptions already outdated in the natural sciences.
Źródło:
Kultura i Edukacja; 2015, 1(107); 113-128
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Obraz polskiej szkoły w badaniach 15-latków
Picture of Polish School in the Studies of 15-Year-Olds’
Autorzy:
Ciżkowicz, Barbara
Powiązania:
https://bibliotekanauki.pl/articles/2142058.pdf
Data publikacji:
2013-12-31
Wydawca:
Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej
Opis:
The need for education system to keep up with changes on the labor market resulted in delegation of authority regarding curriculum from central level to schools and universities. It is strictly related to the necessity of monitoring educational effects aimed at ensuring high quality of education. Assessment of educational quality is facilitated by creation of different frames of reference. Polish participation in PISA researches allows for longitudinal and cross sectional comparisons of key competencies of Polish 15year-olds’ both across different educational environments as well as in comparison to their peers from other countries. Analyses conducted in this paper give picture of Polish school emerging from studies based on representative sample. The results of Polish students keep improving in consecutive studies (mathematics remain the area of worst results). Students’ assessment of school is satisfactory. The discrepancy between social assessment of schools and the results of studies remains to be explained.
Źródło:
Teraźniejszość – Człowiek – Edukacja; 2013, 16, 4(64); 117-130
1505-8808
2450-3428
Pojawia się w:
Teraźniejszość – Człowiek – Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Zastosowanie SEM do oceny różnic w uwarunkowaniach osiągnięć matematycznych polskich 15-latków w badaniach PISA 2003 i 2012
Autorzy:
Ciżkowicz, Barbara
Powiązania:
https://bibliotekanauki.pl/articles/1789911.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
achievement in mathematics
motivation
anxiety
self-esteem
the impact of family and school
structural equation modelling
Opis:
The article compares the learning environments in the years 2003 and 2012 in order to clarify the reasons for the significant increase in the mathematical skills level of Polish 15-year-olds in those years as pointed by PISA studies. We studied the effect of school and family factors as well as students’ non-cognitive achievements on mathematics scores in PISA. In addition, SEM was used in subgroups in order to check whether the role of investigated factors changed over time. The research model adopted allowed to explain a large part of variability of students’ mathematical achievements. Analyses carried out on a sample of 8,966 people revealed significant, positive changes in the students’ family environment: conditions at home improved and parents’ educational level increased. The impact of home factor on non-cognitive student achievement intensified. School principals pointed to the favourable changes in the school environment. In turn, students’ attituds towards school became less optimistic and their sense of belonging weakened. Also the non-cognitive performance of pupils deteriorated over time.
Źródło:
Kwartalnik Pedagogiczny; 2015, 60(4 (238)); 172-190
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Validation of Theoretical and Measurement Model of the Generalized Problematic Internet Use Scale 2 in a Polish Sample
Autorzy:
Ciżkowicz, Barbara
Powiązania:
https://bibliotekanauki.pl/articles/2125135.pdf
Data publikacji:
2022-04-26
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
Generalized Problematic Internet Use (GPIU)
the cognitive-behavioral model of GPIU
Caplan GPIUS2
measurement invariance
Opis:
The Generalized Problematic Internet Use Scale (GPIUS2) was developed to operationalize the theoretical cognitive-behavioral model of GPIU.  The aims of the study were to examine the theoretical model of GPIU, analyze the psychometric properties of the GPIUS2 among Polish adolescents, study measurement invariance across gender and method of data collection (offline vs. online). The sample comprised of 1,621 participants (52% men, Mage = 20.3). Some participants completed an online version of the GPIUS2 (n = 707, 73% men, M = 17.9), and others filled in a pencil and paper version (n = 914, 35% men, M = 22.1). Reliability was assessed (Cronbach’s α; McDonald’s ω). The factor structure and nomological, convergent, and discriminant validity were tested. The findings of this study supported the reliability and the factor structure of the GPIUS2. The factor similarity in Polish sample and the original US sample was high (Tucker’s congruence coefficients were range: .99–1.00). The structural relationships between the constructs of the model, convergent and discriminant validity were confirmed. The strong measurement invariance of the model across gender and method of data collection was confirmed. The Polish version of the GPIUS2 is a reliable and valid instrument that can be used for Polish adolescent samples. The scale showed measurement invariance across gender and method of data collection. Furthermore, the results support the cognitive-behavioral model of problematic Internet use in adolescents.
Źródło:
Roczniki Psychologiczne; 2022, 25, 1; 67-85
1507-7888
Pojawia się w:
Roczniki Psychologiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Zastosowanie SEM do oceny różnic w uwarunkowaniach osiągnięć matematycznych polskich 15-latków w badaniach PISA 2003 i 2012
Autorzy:
Barbara, Ciżkowicz,
Powiązania:
https://bibliotekanauki.pl/articles/892053.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
achievement in mathematics
motivation
anxiety
self-esteem
the impact of family and school
structural equation modelling
Opis:
The article compares the learning environments in the years 2003 and 2012 in order to clarify the reasons for the significant increase in the mathematical skills level of Polish 15-year-olds in those years as pointed by PISA studies. We studied the effect of school and family factors as well as students’ non-cognitive achievements on mathematics scores in PISA. In addition, SEM was used in subgroups in order to check whether the role of investigated factors changed over time. The research model adopted allowed to explain a large part of variability of students’ mathematical achievements. Analyses carried out on a sample of 8,966 people revealed significant, positive changes in the students’ family environment: conditions at home improved and parents’ educational level increased. The impact of home factor on non-cognitive student achievement intensified. School principals pointed to the favourable changes in the school environment. In turn, students’ attituds towards school became less optimistic and their sense of belonging weakened. Also the non-cognitive performance of pupils deteriorated over time.
Źródło:
Kwartalnik Pedagogiczny; 2015, 60(4 (238)); 172-190
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-5 z 5

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