Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "Primary Education," wg kryterium: Temat

  Lista filtrów

Dostawca treści

Wyrównaj
Wyświetlanie 1-15 z 198
Tytuł:
The Use of a Bee-bot in Pre-primary and Primary Education
Autorzy:
Vargová, Mária
Círus, Lukáš
Powiązania:
https://bibliotekanauki.pl/articles/2044127.pdf
Data publikacji:
2021-12-28
Wydawca:
Uniwersytet Rzeszowski
Tematy:
child
robotic toy
pre-primary education
primary education
Opis:
Modern teaching aids are part of the daily education process. Children, pupils use them to deepen the acquired knowledge. A teacher tries to alternate the teaching methods in an interesting way. The Bee-bot, a didactic toy, has been used in education for several years. The teacher decides at what intervals and in which subject he or she can use the Bee-bot. In this article we present one of a group of micro-outputs. Here we used a heuristic method, a method of discovery and observation. Also, we used the cooperation in the application of a robotic toy.
Źródło:
Journal of Education, Technology and Computer Science; 2021, 12, 2(32); 45-50
2719-6550
Pojawia się w:
Journal of Education, Technology and Computer Science
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Outdoor education: perspective of Polish primary school teachers
Autorzy:
Michalak, Renata
Parczewska, Teresa
Powiązania:
https://bibliotekanauki.pl/articles/36806907.pdf
Data publikacji:
2022-07-18
Wydawca:
Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie
Tematy:
teacher
school
outdoor education
primary education
Opis:
The article presents the results of the research showing Polish teachers’ knowledge and experiences concerning organising outdoor education of children. The research searched for answers to the following questions: How do teachers define outdoor education? Where do they derive knowledge about it from? Do they take into account spaces and places other than the school building in the education process? What methods and forms of work with a child do they prefer? What factors facilitate and which make it difficult for them to practise outdoor education? The relationship between the selected aspects of outdoor education practised by teachers and the location of the school (city and village) was also examined. The research used the diagnostic survey method and the questionnaire technique. A proprietary questionnaire for elementary education teachers was developed. 276 respondents, in response to the questions, revealed their knowledge, their own views, and described their own activities related to the practice of outdoor education. Empirical data have shown that in Polish schools, outdoor education is practised extremely rarely, and its frequency is mainly related to the location of the facility. Incidentally conducted, it is characterised by a predominantly didaskalocentric attitude. Respondents indicate that only occasional education outside the school building results mainly from the lack of acceptance of this type of classes by the headmaster of schools and parents, and also from deficit of teachers’ competence in this area. The undertaken studies are important due to their unique nature in Poland. Moreover, they show directions of changes desired in teacher education curricula and the process of shaping parents’ awareness.
Źródło:
Studia z Teorii Wychowania; 2022, XIII(2 (39)); 83-101
2083-0998
2719-4078
Pojawia się w:
Studia z Teorii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The level of reflection in the professional development of pre-primary teachers
Poziom refleksji w rozwoju zawodowym nauczycieli przedszkola
Autorzy:
Syslová, Zora
Powiązania:
https://bibliotekanauki.pl/articles/544438.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Kazimierza Wielkiego w Bydgoszczy
Tematy:
reflection
reflective practitioner
metacognition
mental operations
undergraduate education
pre-primary education
teacher in pre-primary education
Opis:
The presented study brings to the professional discourse a view on the reflection of pre-primary teachers in two phases of their professional development. The level of reflection was ascertained in the period of their study at the Faculty of Education (24) and then after a year of work in a kindergarten (6). The author first considers the necessity to develop reflective thinking among pre-primary teachers, which she has based on existing findings in the area. She presents the reflective model (Korthagen, 2011; Píšová, 2005), which she used in her research. The remaining part of the text deals with the methodology of the research and the findings that resulted from the data analysis. The results show that aimed support directed at reflection helps to develop higher levels of cognitive thinking and also points to the connection with using more effective strategies in pre-primary education.
Źródło:
Przegląd Pedagogiczny; 2015, 1; 73-84
1897-6557
Pojawia się w:
Przegląd Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Space for Media and Digital Literacy in the Context of Primary Education
Autorzy:
Karasová, Mária
Uhrinová, Miriam
Powiązania:
https://bibliotekanauki.pl/articles/2043302.pdf
Data publikacji:
2021-12-28
Wydawca:
Uniwersytet Rzeszowski
Tematy:
pupil
media education
teacher
readiness
primary education
Opis:
The contribution focuses on current questions and issues in the area of mass media influence on the behaviour of pupils of a younger school age in Slovakia. It offers partial results of research that appeal not only to the importance of implementing media education into primary education, but also show the real status of teachers’ readiness in the area of digital and media literacy. Research was quantitative-qualitative and in addition to the questionnaire method was realised interviews with headteachers of schools and focus interviews with the pupils. The aim of our research probing was to find out the contemporary state of the implementation of the media education into the education process as well as preparation of the teachers in the educational practices in regard to the specific sphere. Research is currently continuing to diagnose the digital literacy of teachers and future teachers in Slovakia.
Źródło:
Journal of Education, Technology and Computer Science; 2021, 12, 2(32); 23-32
2719-6550
Pojawia się w:
Journal of Education, Technology and Computer Science
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Applying Multicultural Education at School, or How to Lead Pupils to Tolerance
Autorzy:
Vargová, Mária
Powiązania:
https://bibliotekanauki.pl/articles/507053.pdf
Data publikacji:
2013
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
multicultural education
tolerance
Coexistence
primary education
Methodics
Opis:
Multicultural education is a cross-cutting theme in the state educational programme ISCED 1 – primary education. In primary education, multicultural education can be taught as a separate subject or it can be included in other ongoing subjects. When applying multicultural education it is also important that the teacher doesn’t have prejudices against any ethnic group or nationality. He/she should also use appropriate methods that lead to pupils becoming more tolerant.
Źródło:
Journal of Preschool and Elementary School Education; 2013, 3; 137-149
2084-7998
Pojawia się w:
Journal of Preschool and Elementary School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Między poczuciem akceptacji, wsparcia a wykluczeniem – uwarunkowania różnych dróg adaptacji dzieci do szkoły
Between a Sense of Acceptance and Exclusion – Indicators of Different Developmental Paths of Lives in School
Autorzy:
Farnicka, Marzanna
Liberska, Hanna
Powiązania:
https://bibliotekanauki.pl/articles/1071665.pdf
Data publikacji:
2017-03-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
pupils
primary – education
adaptation
exclusion
acceptation
Opis:
The present study includes selected conditions of adaptation to the school. The research question focused on different predictors of sense of acceptanceand self-esteem and a sense of exclusion. The study involved 270 children aged 8-12. Data were collected twice using two tools: a questionnaire SUSPO and QSL. The results showed dynamic processes and differences occurring in the first and the second period of primary education and the opportunity to create conditions for a successful learning environment by the teacher.
Źródło:
Studia Edukacyjne; 2017, 43; 99-112
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Primary school students’ argumentation skills: expression of arguments
Autorzy:
Schoroškienė, Vaiva
Powiązania:
https://bibliotekanauki.pl/articles/1387074.pdf
Data publikacji:
2019-06-30
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
argumentation skills
primary education
language development
Opis:
This study was conducted to analyze the fourth grade students’ linguistic abilities allowing them to express their arguments in oral and written texts: to determine both the number of presented arguments as well as the level of their elaboration, to characterize the expression of the arguments. The recorded number of participants was 117 fourth-graders from 15 Lithuanian schools. Oral and written texts created by the students were explored in the study. The obtained results revealed that the fourth grade students were able to voice their opinion on at least one argument when they created an oral or written text on a familiar topic and context. Approximately one-quarter of the study participants were able to present more than three arguments. No significant differences were found between oral and written argumentations with regard to quantity of the arguments. A qualitative analysis of the spoken and written texts indicates that the fourth grade students can use generalized statements (unelaborated secondary statements), they rely on examples and sources. It has also been observed that the study participants’ abilities to develop arguments differ considerably. Their very diverse, even contrasting abilities demonstrate the necessity for developing/updating the curriculum content that would focus more on argumentation.
Źródło:
Problemy Wczesnej Edukacji; 2019, 45, 2; 91-101
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Stimulation of narration: from Examining Preconceptions to Education
Autorzy:
Klimovič, Martin
Powiązania:
https://bibliotekanauki.pl/articles/507097.pdf
Data publikacji:
2014
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
text production
narration
stimulation
primary education.
Opis:
Meaningful development of productive text competence in pupils of primaryschool age should be based on a detailed analysis of their intuitive conceptualisation of particular text models (narration, description, explication,argumentation), their characteristics and the method of creating text. In this paper we, therefore, focus on an analysis of 8-year-old children and their preconceptions of narration. The findings from the interviews with this group of 8 year-old children are presented in relation to the capacity of a particular pupil to create a narrative text. Utilising the intervention program Self-Regulated Strategy Development (Harris & Graham), we point out the pitfalls in developing the narrative competence of children. In doing so, it is essential to take into consideration the pupil’s conceptual, procedural, and metacognitive knowledge of text production.
Źródło:
Journal of Preschool and Elementary School Education; 2014, 6; 85 -102
2084-7998
Pojawia się w:
Journal of Preschool and Elementary School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Effectiveness Of Educational Approaches To Elementary School Pupils (11 Or 12 Years Old) To Combat Fake News
Autorzy:
Helvoort, (Jos) van
Hermans, Marianne
Powiązania:
https://bibliotekanauki.pl/articles/2150848.pdf
Data publikacji:
2020
Wydawca:
Univerzita sv. Cyrila a Metoda. Fakulta masmediálnej komunikácie
Tematy:
Media education
News literacy
Primary education
Literature review
Opis:
The purpose of this literature study is to obtain information about educational approaches to teaching 11 to 12 years old children focusing on how to distinguish between real news and fake news. With this purpose we studied 16 academic papers about learning activities to make primary school children media-literate and able to recognise fake news. What we found is that having children create their own news messages seems to be the most effective approach. News messages that they create can be text messages as well as videos, audios, pictures and animations. Based on this conclusion, students from The Hague University of Applied Sciences Teacher Training Institute (PABO) have been asked to develop a set of learning materials that can be used for instruction in primary schools. The effectiveness of those materials is currently being tested at an elementary school in Rijswijk. The results of the literature and the field study will be shared in the Dutch centre of expertise for media literacy education, Mediawijzer.ne.
Źródło:
Media Literacy and Academic Research; 2020, 3, 2; 38-47
2585-8726
Pojawia się w:
Media Literacy and Academic Research
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Living Things in the Science Education at Primary School - The Video Research on the Current State of Instruction
Autorzy:
Petr, Jan
Powiązania:
https://bibliotekanauki.pl/articles/2031641.pdf
Data publikacji:
2014-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
living things
primary education
science education
video research
Opis:
Results of an analysis of 30 biology classes of integrated sciences taught at primary schools are presented in this article. The research investigated the current state of the use of living things or their substitutes in selected thematic units of the educational area Man and His World. Results were obtained by analysing video recordings via the software Videograph.
Źródło:
The New Educational Review; 2014, 36; 131-143
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
MEMORIZING SONG LYRICS IN PRIMARY EDUCATION DURING THE MUSIC LESSON
Autorzy:
Stramkale, Ligita
Powiązania:
https://bibliotekanauki.pl/articles/628087.pdf
Data publikacji:
2020
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
song lyrics
memorizing
music lesson
primary education
Opis:
Aim. The aim of the study is to identify what techniques students use to memorise song lyrics, how much time is needed to do that, and whether and in what way their parents help them learn the song. The theoretical part of the study analyses previous researches on memorisation in the context of general psychology, age-related psychology, and music psychology. Method. The empirical study involved 47 (N=47) second-grade students of the comprehensive school (25 girls and 22 boys). Three study questions are raised in this paper: what techniques do students use to learn how to memorise song lyrics? How much time does a student need to learn singing a song by heart? Do parents help students memorise the song lyrics and in what way? To answer these questions, after having sung a song by memory each student was asked to write an essay about his/her thoughts on how he/she had learned this song at home. The content analysis was used in order to process the information contained in the essays and thus obtain a concise and detailed description of the song memorising techniques.  Results. As a result of the obtained data analysis, it was determined that the most commonly used memorising techniques were: reading the song lyrics, singing the lyrics, and repeating them several times. The study also revealed that slightly more than half of the students did not get any parental assistance to learn a song by heart. Conclusion. The students who learn to sing a part of a song by heart during music lessons need less time to learn the whole song at home when compared with those students who do not learn parts of the songs in class.
Źródło:
Journal of Education Culture and Society; 2020, 11, 1; 273-280
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
EXPLORING THE USE OF EDUCATIONAL TECHNOLOGY IN EFL TEACHING: A CASE STUDY OF PRIMARY EDUCATION IN THE SOUTH REGION OF ECUADOR
Autorzy:
Lida, Solano
Paola, Cabrera
Eva, Ulehlova
Verónica, Espinoza
Powiązania:
https://bibliotekanauki.pl/articles/955865.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
EFL teaching
educational technology
Ecuadorian primary education
Opis:
This study explores the use of educational technology for teaching English as a foreign language (EFL) at 10 state schools in the South of Ecuador. It aims to find out the current state of the use of technology in English classrooms. The research combines both quantitative and qualitative methods to gather information about the use of technology in the teaching-learning process. The main instruments applied were teachers’ and students’ surveys and observation sheets. One hundred and fifty students and fifteen teachers took part in the surveys and were observed once a week during a period of four months. The findings confirm that technology is not commonly used in state schools of the south region of Ecuador or, if used, it is not adequately applied. For this reason, in order to develop students’ performance of all four language skills it is necessary to integrate technology tools combined with appropriate teaching strategies in EFL classrooms.
Źródło:
Teaching English with Technology; 2017, 17, 2; 77-86
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Kompetencje metaforyczne uczniów w wieku wczesnoszkolnym
Autorzy:
Sala-Suszyńska, Justyna
Powiązania:
https://bibliotekanauki.pl/articles/2157727.pdf
Data publikacji:
2015
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
metaphoric competence
metaphors
primary education
pupils
teachers
Opis:
The ability to understand and produce metaphors is thought to reflect an individual’s cognitive level, creativity, abstract reasoning ability and linguistic competence. Unlike early emerging language forms whose acquisition is complete by the time children enter school, the understanding and use metaphors steadily improve throughout childhood, adolescence and into adulthood. Measures od metaphoric competence thus provide a measure of children’s developing conceptual and linguistic abilities throughout the school years (Friemoth, Kamhi 2001: 476). It has been suggested that child metaphors are a reflection on the language of an underlying transfer of knowledge from one conceptual domain to another similar to the kind of transfer of knowledge occurring in adults. Such a view of metaphor is consistent with domain-specific theories of conceptual development which claim that children begin by acquiring knowledge in a few domains which is later differentiated or transferred to other domains (Vosniadou 1986: 52). In the article, I want to present types of metaphors, theories of conceptual development of children and metaphoric competence. Moreover, I emphasize the teacher’s role in forming linguistic competence of pupils.
Źródło:
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne; 2015, 4(19); 201-210
1898-0171
Pojawia się w:
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Mathematical Education and Developing the Emotional and Social Competencies of the Child in Pre-primary and Primary Education in Slovakias
Autorzy:
Scholtzová, Iveta
Šimčíková, Edita
Powiązania:
https://bibliotekanauki.pl/articles/507131.pdf
Data publikacji:
2013
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
pre-primary and primary education
mathematical education
emotional and social competencies
Opis:
Mathematical education at the pre-primary stage sets out its aims which are predominantly focussed on the area of developing the cognitive side of the child’s personality. This area becomes the focus of relevant curricular documents for mathematical education, on the one hand, and influences the actual teaching of mathematics in practice, on the other. Meaningful and effective cross-curricular mathematical education opens a new space for developing the emotional and social skills of the child. The above aspect of mathematical education has the potential to become a determining factor in creating a positive attitude towards mathematics.
Źródło:
Journal of Preschool and Elementary School Education; 2013, 4; 61-79
2084-7998
Pojawia się w:
Journal of Preschool and Elementary School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Educational Programs of Catholic Religion/Religious Education for Preschool Children in Slovakia
Autorzy:
Akimjaková, Beáta
Powiązania:
https://bibliotekanauki.pl/articles/454230.pdf
Data publikacji:
2016
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
pre-primary education
nursery school
Religious Education
educational programs.
Opis:
This paper focuses on the educational programs of Religion/Religious Education within pre-primary education, in Slovakia, outlining the legislative view on the issue. It characterises the curriculum of Religion/Religious Education in pre-primary education and the Framework Educational Program of the subject of Catholic Religion/Religious Education for pre-primary education. It deals with the competencies of spiritual formation in a Catholic nursery school. In the conclusions, it provides its own recommendations and methodological ideas, applicable in the educational programs of Religious Education within nursery schools.
Źródło:
Multidisciplinary Journal of School Education; 2016, 10; 49-68
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 198

Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies