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 "teaching practices" wg kryterium: Temat

  Lista filtrów
Wyrównaj
Wyświetlanie 1-15 z 21
Tytuł:
HarMA+ Project: European Landscape of Teaching Practices and Pedagogical Innovation in HMEI’s — Harmony and Music Analysis Fields
Autorzy:
Gioveni, Salvatore
Skupin, Renata
Powiązania:
https://bibliotekanauki.pl/articles/2144069.pdf
Data publikacji:
2021
Wydawca:
Akademia Muzyczna im. Stanisława Moniuszki w Gdańsku
Tematy:
HarMA+ project
strategic partnership
music theory
teaching practices
Źródło:
Aspekty Muzyki; 2021, 11; 143-153
2082-6044
Pojawia się w:
Aspekty Muzyki
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Praktyki pedagogiczne i ich rola w rozwijaniu umiejętności interpersonalnych u kandydatów do zawodu nauczycielskiego
Teaching practices and their role in developing interpersonal skills of candidates for the teaching profession
Autorzy:
Żuchelkowska, Krystyna
Powiązania:
https://bibliotekanauki.pl/articles/423969.pdf
Data publikacji:
2017
Wydawca:
Lubuskie Towarzystwo Naukowe
Tematy:
teaching practices
interpersonal skills
praktyki pedagogiczne
umiejętności interpersonalne
Opis:
Teaching practices are an important part of teacher education. They create an opportunity to apply theoretical knowledge in practice, allow candidates to become familiar with the specificity of the teacher’s profession, help develop professional competences, and provide a broader outlook on education. It is possible to say thus that good teaching practices are the best teacher.
Praktyki pedagogiczne są bardzo ważnym składnikiem edukacji nauczycielskiej. Dzieje się tak dlatego, gdyż stwarzają okazje do wykorzystania wiedzy teoretycznej w działaniu praktycznym. Pozwalają też poznać specyfikę zawodu nauczycielskiego, rozwijają kompetencje zawodowe i umożliwiają szerzej spojrzeć na edukację. Dlatego można powiedzieć, że dobra praktyka jest najlepszym nauczycielem.
Źródło:
Rocznik Lubuski; 2017, 43, 1; 231-243
0485-3083
Pojawia się w:
Rocznik Lubuski
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
STRIVE to improve educational outcomes: supporting students with disabilities in the general education classroom
Autorzy:
Schrauben, Kristen
Owen-DeSchryver, Jamie
Cale, Sanja
Powiązania:
https://bibliotekanauki.pl/articles/896496.pdf
Data publikacji:
2019-12-11
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
disability
general education
educational supports
teaching practices
social supports
Opis:
Increasingly, students with a variety of disabilities are being included in general education settings; however, many of these students have academic, behavioral, and social challenges that can interfere with their participation and performance. Teachers and school professionals supporting students with disabilities need effective and efficient strategies that can improve student outcomes. This paper describes a set of six domains of research-supported practices that can be implemented to support students. These practices are organized using the acronym STRIVE: Social supports, Teaching practices, Rewards and motivation, Independence, Visual supports, and Engagement. We include examples of how these practices can be used class-wide to support all students, and how they can be adapted to support specific students with disabilities. Practitioner-friendly applications and resources are included to support implementation within school settings.
Źródło:
Psychologia Wychowawcza; 2019, 58(16); 171-185
0033-2860
Pojawia się w:
Psychologia Wychowawcza
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Adopting Lesson Study to Enhance Pre-Service Teachers’ Pedagogical Knowledge
Autorzy:
Triyanto, -
Handayani, Rif’ati Dina
Powiązania:
https://bibliotekanauki.pl/articles/1968196.pdf
Data publikacji:
2019-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
lesson study
pedagogical knowledge
pre-service teachers
teaching practices
Opis:
Most pre-service teachers work individually in preparing their teaching and learning activities and rarely work closely with others. The purpose of this research was to investigate pre-service teacher pedagogical knowledge through lesson study. Data were collected with the use of an interview and observation. Qualitative data were analyzed in four stages: organizing data, exploring and sorting data, descriptive analysis, invention interpretation, and validation. Results indicated that lesson study enhanced pedagogical knowledge of the pre-service teacher in planning, preparation, teaching strategies, problem-solving, classroom management, questioning skills, and assessment. Lesson study enhanced the pre-service teacher’s experience by comprehensively focusing on all facets of school in learning and teaching settings offering learning experiences.
Źródło:
The New Educational Review; 2019, 56; 244-254
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Great teaching: models and evaluation
Dobre nauczanie: modele i ich ocena
Autorzy:
Webb, Beata
Vallero, Alicia
Powiązania:
https://bibliotekanauki.pl/articles/646441.pdf
Data publikacji:
2017
Wydawca:
Libron
Tematy:
good teaching model
evaluation
frameworks
best teaching practices
ramy określające dobre nauczanie
Opis:
To, czym jest dobre nauczanie, leży w centrum zainteresowań pedagogiki od tysiącleci. Jednakże ostatnie badania (Coe, Aloisi, Higgins i Major, 2014, Kornell i Hausman, 2016, Duke, 2012, Harmer, 2014, Grant, Stronge i Xu, 2014; Silny, Gargani i Hacifazlioglu, 2011; Hamre, Goffin i Kraft Sayre, 2009) sugerują, że ta pozornie dojrzała i dobrze zbadana dziedzina musi zostać ponownie empirycznie przeanalizowana. Coe i in. (2014) sugerują, że ostatnie badania nad najlepszymi praktykami pedagogicznymi stawiają pytania zarówno o elementy dobrego nauczania, jak i o sposoby jego pomiaru. Przeprowadzona ewaluacja próbuje odpowiedzieć na te pozornie oczywiste pytania o to, co tak naprawdę sprawia, że nauczanie jest dobre. Niniejszy artykuł ma na celu znalezienie odpowiedzi na niektóre z tych pytań. Po pierwsze, przedstawiona jest w nim analiza pojęcia dobrego nauczania i jego różnych aspektów, które należy wziąć pod uwagę podczas oceny. Po niej następują wyniki badawczych poszukiwań poświęconych wyznacznikom dobrego nauczania skoncentrowanym wokół różnych badawczych i/lub instytucjonalnych potrzeb, by ostatecznie w oparciu o ocenę ram określających dobre nauczanie zaproponowany został model potrzeb ewaluacji nauczania z perspektywy australijskiego studenta.
What constitutes good teaching has been at the focus of theories of pedagogy for thousands of years. However, recent research (Coe, Aloisi, Higgins & Major, 2014; Kornell & Hausman, 2016; Duke, 2012; Harmer, 2014; Grant, Stronge & Xu, 2014; Strong, Gargani & Hacifazlioglu, 2011; Hamre, Goffin & KraftSayre, 2009) suggests that this seemingly mature and wellresearched concept needs to be reexamined in view of the burgeoning research in the field. Coe et al. (2014) propose that recent research into best teaching practices brings up questions about elements of good teaching and ways of measuring it. The issue of evaluating teaching attempts to answer these seemingly obvious questions about what makes good teaching. This paper aims to address some of these questions. First, it examines the concepts of good teaching and the aspects which need to be considered in its evaluation. Next, it explores the frameworks determining good teaching which are delineated for different research and/or institutional needs. Based on the evaluation of these frameworks, the paper proposes a model for a specific set of needs of evaluating teaching from a student perspective at an Australian university.
Źródło:
Konteksty Pedagogiczne; 2017, 2, 9
2300-6471
Pojawia się w:
Konteksty Pedagogiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
“I feel like it’s giving me a lot as a language teacher to be a learner myself”: Factors affecting the implementation of a multilingual pedagogy as reported by teachers of diverse languages
Autorzy:
Calafato, Raees
Powiązania:
https://bibliotekanauki.pl/articles/2051523.pdf
Data publikacji:
2021-12-26
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
multilingualism
teacher development
foreign languages
metalinguistic knowledge
teaching practices
teacher identity
Opis:
To boost the foreign language learning process, language teachers need to know how to implement a multilingual pedagogy, that is, they should be able to draw on their and their students’ knowledge of other languages during lessons. This qualitative study explored the extent to which 21 foreign language teachers in Norwegian and Russian upper-secondary schools were willing and able to implement multilingual teaching practices and the factors that they thought affected this implementation. The findings revealed three main factors, namely, their language knowledge, their positioning as language learners, and the level of support they received, which the participants reported as strongly influencing the extent to which they were able and willing to draw on their and their students’ multilingualism as a pedagogical resource. The findings also indicated that participants did not implement multilingual teaching practices differently based on the languages they taught, although there were differences between the participants from Norway and Russia concerning the teaching of English. The study has important implications for research on language teaching and learning in multilingual environments, educational institutions, and teacher development programs.
Źródło:
Studies in Second Language Learning and Teaching; 2021, 11, 4; 579-606
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Authenticity and awareness of English as a lingua franca in English language classrooms
Autorzy:
TAGLIALATELA, ANTONIO
Powiązania:
https://bibliotekanauki.pl/articles/1395906.pdf
Data publikacji:
2021-07-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Competent intercultural speaker
ELF authenticity
ELF awareness
English teaching practices
translanguaging
Opis:
Research on the incorporation of the emerging English as a lingua franca (ELF) paradigm into English language teaching has flourished in recent years, foregrounding the necessity of translanguaging practices. However, despite the growing awareness of ELF, teachers still struggle to determine whether and how to adhere to the emerging paradigm. In particular, the authenticity of ELF teaching methods in the English language classroom has not been sufficiently addressed, and therefore, needs to be revamped. The aim of this paper is twofold. On the one hand, it explores the aspect of teachers’ ELF awareness in English teaching practices as well as the importance of incorporating authentic ELF materials into the classroom to help learners become ELF-aware and, consequently, competent intercultural speakers. On the other hand, it helps English language teachers, specifically those who have no or marginal exposure to ELF to reflect on the subject they teach, challenging the dominant World Englishes paradigm.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2021, 48, 1; 103-122
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
INTERMEDIATE GREEK EFL LEARNERS’ ATTITUDES TO ON-LINE TEACHING PRACTICES: A BLENDED TASK-BASED ENGLISH LANGUAGE LEARNING APPROACH
Autorzy:
Liontou, Trisevgeni
Powiązania:
https://bibliotekanauki.pl/articles/955333.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
on-line teaching practices
Computer-Assisted Language Learning
English Language Learning
students’ attitudes
Opis:
This paper reports on a one-year longitudinal study that adopted a blended teaching approach based on designing and implementing an online EFL course to be used by Greek students aged 13-14 years old along their more traditional face-to-face lessons. The reason for creating a more dynamic learning environment aligned with the rest of the curriculum was to increase EFL learners’ engagement and motivation through their exposure to authentic online material and participation in a variety of reading, writing, speaking and listening tasks. Data analysis of pre- and post-achievement tests on English language reading comprehension performance along with students’ Computer-Assisted Language Learning (CALL) attitude questionnaire showed that participants generally had a positive attitude toward CALL. At the same time, open online access technologies gave them the opportunity to further develop their EFL reading comprehension skills. The paper concludes by highlighting the fact that online class components were not designed to fit the online tools into a task-based EFL lesson, but rather served the learning objectives of the actual lesson based on a blended teaching approach.
Źródło:
Teaching English with Technology; 2015, 15, 2; 81-93
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
La question du passif en classe de FLE en Tunisie vue à travers l’observation d’une séance de grammaire
Autorzy:
Ben Ammar, Mohamed
Powiązania:
https://bibliotekanauki.pl/articles/1195590.pdf
Data publikacji:
2020-11-03
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
grammar
FLE (French as a foreign language) classroom
the passive (voice)
teaching practices
grammaire
classe de FLE
le passif
pratiques enseignantes
Opis:
La grammaire telle qu’elle se présente dans les manuels scolaires de FLE subit une certaine transformation au moment de son enseignement en classe sous l’influence notamment de la méthode adoptée par l’enseignant et des choix terminologiques que celui-ci endosse. À travers l’observation d’une séance de grammaire portant sur la question du passif en classe de FLE en Tunisie, cet article tente de mettre en lumière certaines pratiques enseignantes ainsi que les défaillances dans la culture grammaticale des élèves. L’écart entre la grammaire destinée à être enseignée et celle enseignée effectivement en classe traduit l’importance des pratiques grammaticales, et témoigne du rôle capital de celles-ci dans le développement de la compétence métalinguistique des apprenants.
Grammar as it appears in FLE (French as a foreign language) textbooks will undergo a certain transformation at the time of its teaching in the classroom under the influence in particular of the method adopted by the teacher and the terminological choices that this one endorses. Through the observation of a grammar session about the issue of the passive (voice) in a FLE classroom in Tunisia, this article attempts to highlight some teaching practices as well as failures in the grammatical culture of students. The gap between the grammar intended to be taught and that actually taught in classroom reflects the importance of grammatical practices and proves to their crucial role in the development of the learners’ grammatical competence.
Źródło:
e-Scripta Romanica; 2020, 8; 22-35
2392-0718
Pojawia się w:
e-Scripta Romanica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
BETWEEN DIDACTICS, THE MENTOR AND THE PUPILS: TRAINEE REFLECTIONS CONCERNING THEIR TEACHING PRACTICES
Autorzy:
Blaszk, Martin
Powiązania:
https://bibliotekanauki.pl/articles/1036617.pdf
Data publikacji:
2019-03-22
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
praktyka nauczycielska
refleksja dialogowa
ważni inni
badania jakościowe
badania pilotażowe
teaching practices
dialogical reflection
significant others
qualitative research
pilot study
Opis:
Reflection in teacher development is important as it can help both experienced and novice teachers to better understand the processes they are involved in. It can also be used to aid evaluation processes. This paper presents a small scale study that involved undergraduate English philology students from Gdańsk University who were studying for the teacher specialisation. One of its purposes was to trial a strategy for feedback that could be used to mediate an already existing model of assessment for students’ taught lessons, which previous to the study used only a prescribed set of assessment criteria. Another purpose was to promote a reflective turn in both the student-teacher and academic mentor (myself), which would then inform the discussions that took place after each observed lesson. In addition to this, I was interested to find out if this strategy would generate a suitable quality and quantity of information, so that it might be used for further research. Overall, the strategy proved a useful aid to reflection in relation to the students’ teaching practices. As a research tool, it also generated usable data.
Źródło:
Neofilolog; 2015, 45/1; 9-25
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Czy pojawienie się technologii informacyjno-komunikacyjnych w klasie szkolnej oznacza zmianę praktyk nauczania i uczenia się?
Does the appearance of digital technologies in the classroom mean a change within teaching and learning practices?
Autorzy:
Kopciewicz, Lucyna
Powiązania:
https://bibliotekanauki.pl/articles/1386970.pdf
Data publikacji:
2020-11-18
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
early education
teacher
information and communication technologies
teaching and learning practices
student
Opis:
Research on technology integration in school classrooms convinces that digital technologies are closely related to the discourse of educational change. What really changes when digital technology is used in the classroom? This is the driving question for the present study. This research contributes knowledge on learning and teaching practices in 19 early education classrooms observed over two school semesters. The design of teaching and learning with tablet technology was explored using the didactical design framework. This perspective focuses on both teachers’ practices and students’ learning activities in the classroom and how tablet technology is integrated into teaching and learning practices. Although the research project was performed on a small scale, it can be defined as one that documents the changes to learning and teaching practices happening in the traditional educational culture of the schools under analysis. These changes were identified through the data collected by means of structured classroom observation (283 teaching hours) and interviews with classroom teachers. The analysis resulted in three distinct sets of emergent teaching and learning practices and a series of conflicts and tensions teachers experience in their everyday tablet-mediated teaching practices.
Źródło:
Problemy Wczesnej Edukacji; 2020, 50, 3; 66-85
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The possibility of teaching practices as a community of practice based upon the experiences of student-teachers
Autorzy:
Blaszk, Martin
Powiązania:
https://bibliotekanauki.pl/articles/442822.pdf
Data publikacji:
2020-06-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
English teaching
teaching practices
teaching practice journals
community of practice
collaborative practice
non-collaborative practice
cooperative development
nauczanie języka angielskiego zawodowe praktyki nauczycielskie dziennik praktyk nauczycielskich wspólnota praktyków
współpraca praktyków
praktyka bez współpracy
współpraca w rozwoju
Opis:
In pre-service training for teachers of English opportunities for dialogic interaction (Skidmore and Murakami, 2017) with a mentor are seen to play an important role in professional awareness and development (Wallace, 1993; Gabryś-Barker, 2012; Howard and Donaghue, 2015). To fulfil the demands of their practices student-teachers work with a number of different people: a school teacher (mentor), aca-demic supervisor and the academic staff who lead the English teach-ing methodology course (Blaszk, 2015). This being the case, it was hypothesized that teaching practices might exist as a community of practice within which student-teachers in interaction with these different people would be supported in their professional development. The aim of the qualitative research reported in this paper was to discover how the student-teachers in a particular institution perceived their teaching practices and whether or not those practices could be viewed as a community of practice that supported the students.
Źródło:
Neofilolog; 2020, 54/2; 305-316
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Foreign language trainee teachers’ concerns and preparedness to implement inclusive instructional practices with learners with special educational needs: training induced changes
Autorzy:
Nijakowska, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/16464220.pdf
Data publikacji:
2022-08-26
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
special educational needs
foreign language teacher education
inclusive teaching practices
teacher concerns
teacher preparedness
kształcenie nauczycieli języków obcych
włączające praktyki w nauczaniu
przygotowanie nauczycieli
obawy nauczycieli
specjalne potrzeby edukacyjne
Opis:
The study was conducted in a group of second year university students – pre-service teachers of English as a foreign language (EFL). The aim of the study was to investigate how the trainee teachers’ participation in a compulsory SEN-dedicated course delivered online impacted their self-reported concerns and preparedness to implement inclusive teaching practices with foreign language (FL) learners with special educational needs (SEN). A semester-long course was designed and conducted as part of emergency remote instruction during the COVID-19 pandemic. Data was collected online via before and after course questionnaires. Principal component analysis of the preparedness and concerns scales led to a two-factor (F1 – self-efficacy beliefs and knowledge and F2 – attitudes) and a single factor solution (concerns) respectively. The pre- (N=113) and post-course (N=86) online survey responses were compared with regard to all the factors. The analysis showed that the participants’ post-course attitudes were more positive than at the beginning of the course, but the difference was not statistically significant. We observed a statistically significant increase in the trainee teachers’ post-course self-efficacy beliefs and knowledge of inclusion and SEN, with a large effect size. This change was paired with a statistically significant increase in their post-course concerns, with medium effect size for the change. A series of one-way MANOVAs showed that the effect of demographic variables (gender, teaching experience other than during practicum, experience with learners with SEN) on all factors across the two datasets was not statistically significant.
Źródło:
Neofilolog; 2022, 58/2; 161-178
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Czy pojawienie się mobilnych technologii w klasie szkolnej oznacza zmianę?
Does the Emergence of Mobile Technologies in the Classroom Mean Change?
Autorzy:
Kopciewicz, Lucyna
Powiązania:
https://bibliotekanauki.pl/articles/2139988.pdf
Data publikacji:
2019-09-30
Wydawca:
Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej
Tematy:
wczesna edukacja
nauczyciele
technologie mobilne
praktyki nauczania i uczenia się
uczeń
early education
teacher
mobile technology
teaching and learning practices
student
Opis:
W artykule zostały przedstawione i omówione wyniki badań empirycznych prowadzonych podczas dwóch semestrów nauki w polskich szkołach podstawowych. Celem badań, w których wykorzystano jakościowe podejście, jest prześledzenie procesu implementacji tabletów w projektowanie dydaktyczne w szkole podstawowej oraz zmian w wyłaniających się praktykach nauczania i uczenia się. Wyniki badań wskazują na obecność dominujących schematów dydaktycznych rozwijanych przez nauczycielki wczesnej edukacji: progres, napięcie i regres.
This article presents and discusses results of empirical research conducted during two school semesters in primary schools in Poland. This study, using a qualitative approach, aims at the tracing of the process of the implementation of tablets into the didactic design in primary schools and changes in the emergent teaching and learning practices. The results show the dominant didactic schemes developed by early education teachers, which are progress, tension and regress.
Źródło:
Teraźniejszość – Człowiek – Edukacja; 2019, 22, 3(87); 47-69
1505-8808
2450-3428
Pojawia się w:
Teraźniejszość – Człowiek – Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dydaktyka geologii w Polsce : głos w dyskusji. Część 2
Teaching geology in Poland : an opinion in the discussion
Autorzy:
Wysocka, A.
Żylińska, A.
Marcinowska, A.
Powiązania:
https://bibliotekanauki.pl/articles/2075525.pdf
Data publikacji:
2016
Wydawca:
Państwowy Instytut Geologiczny – Państwowy Instytut Badawczy
Tematy:
geological studies
teaching
field practices
diploma
Opis:
The paper is an opinion in the discussion on the reconversion of uniform 5-year studies in geology. Our teaching experience, coupled with the opinions of our students, indicate that both models of teaching (2-level studies within the Bologna system and uniform 5-year studies) contain elements favouring the development offuture graduates. We postulate putting more emphasis on practical courses and individualized teaching methods.
Źródło:
Przegląd Geologiczny; 2016, 64, 9; 754--757
0033-2151
Pojawia się w:
Przegląd Geologiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 21

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