Contemporary Didactics Research Articles

Развитие и обучение в контексте социальных взаимодействий: Л. Выготский vs Ж. Пиаже

<p>The article is devoted to the problem of contemporary didactics, touching upon the issue of the structure, transmission and acquisition of knowledge.The focus is on understanding the correlation between the content of knowledge and the way it is translated (transmitted) from one person to another, from an adult to a child. We analyze the initial, joint-distributed form of activity that is specific for efficient teaching of children.</p>

Wątki ekologiczne zwerbalizowane w albumie przyrodniczym Niny Grzelak "Poznajemy las"


 
 
 Ecology, as it is broadly understood, is an integral part of the contemporary life of humankind. Numerous ecology principles stated in various publishing proposals remind us of a human’s duties to the environment around them (including the forest). Acccordingly, the purpose of this article is to discuss selected ecological themes presented in Nina Grzelak’s naturalist album „Poznajemy Las”. The subject of linguocultural considerations, on the other hand, is the verbal content: verbal texts and/or verbal comments complementing the beautiful and carefully selected visual texts; photographs and drawings, which together fit not only into the nowadays fashionable ecological discourse, but also contemporary didactics and, above all, education. A thorough reading of the excerpted ecological and biological proposal makes the following clearer to understand: the peculiarities of the forest ecosystem; the habitat of the dead forest trees; the acoustic qualities of the forest, and it reminds us, among other things, of the pragmatic use of the forest tree, and pro-ecological human activities in the forest in winter. All this „linguistic and visual data” make Nina Grzelak’s proposal an unforgettable ecolecture, which while arousing people’s curiosity, and it has an eco-educational purpose.
 
 

Nauczyciel wobec zmian edukacyjnych. Kształcenie językowe w szkole ponadpodstawowej z wykorzystaniem podręczników Wydawnictwa Pedagogicznego Operon (z doświadczeń praktyka)

The article presents opportunities and challenges connected with teaching the mother tongue in contemporary secondary schools in Poland. The subject of reflection is the concept of language teaching included in the newest core curriculum for high schools, technical schools, and vocational schools as well as its implementation in the series of coursebooks (7 volumes) published by the Operon Publishing House in 2019–2022. Both the school content and the detailed realization in coursebooks as well as additional materials reflect the tendencies in contemporary didactics. The adopted solutions functionalizing the language knowledge and shaping the students’ language skills were analyzed. There have been pointed out difficulties that the authors of coursebooks and Polish teachers encounter while not being able to identify the detailed school content in the core curriculum. The suggested conclusions are to complete the content described in the core curriculum by giving more details about set readings. That way, students would be informed about issues in the areas of language teaching in accordance with the current language scientific knowledge.

CONTEMPORARY DIDACTICS OF THE PROFESSIONAL EDUCATION

General picture of contemporary didactics of informational-digital technologies of the professional education is represented in this Article, like a contemporary structure of the informational educational environment, its key positive and negative sides are determined as well. It is underlined that contemporary didactics of the professional education should be based on culturological approaches and reflect implementation of general tasks of formation of culturology in the educational process. Formation of culturology of the professional activity based on opportunities of digital technologies makes possible to identify key components which may be reflected in a content and technology of organization of the educational process. Recommendations of didactics of the professional education are proposed, that is, from the viewpoint of its content, may be placed within the frames of the educational digital technologies.

PROGRESSIVE WAY OF THINKING ABOUT CONTEMPORARY EDUCATION - PERSONAL DISCUSSIONS

The article presents personal reflections related to the adaptation of education in terms of current social challenges. Selected teaching postulates will be presented in relation to the current experiences and needs of the education system in the period of pandemic restrictions. The questions included are intended to make the reader reflect and public debate on the innovative changes that await contemporary didactics. In addition, the article will present the elements of own research related to the observation of cognitive activity using QEEG electroencephalographic studies. The analysis of cognitive activity is a key element in the assessment of didactic effectiveness. Due to the wide scope of scientific research, only selected sources of the author's publications will be indicated, in which the topic has been presented in detail.

Pedagogical work of John Amos Comenius as inspiration for modern pedagogy: didactic-methodology approach

John Amos Comenius belongs to the most important thinkers in European theology, philosophy, and pedagogy. His thoughts and ideas, contained in numerous works, over the cen-turies have been the subject of research and study by authors all over the world and have been the basis for the development of pedagogy as a science, as well as many modern understandings about education. We especially emphasize pedagogical work Great Didactic (lat Didaktica magna) as his most significant and famous work, where is presented the whole educational system and organization of teaching, which many parts are still applied today. The most previ-ous authors who deal with analyzing the Comenius thought, in his works mentioned comeniolo-gy, but as a phenomenon, he doesn't have clearly definition and content. Today, scientists tend to point out the need for the existence of comeniology as a science. The aim of this paper is to ana-lyze the pedagogical thoughts and ideas of John Amos Comenius from the aspect of applying his original ideas in contemporary didactics and methodology of pedagogy. For the purpose of this study, we used the method of theoretical analysis and the historical method with the technique of analyzing the content of available pedagogical sources. The content of this paper leads us to emphasize the significant influence of Comenius on developing and the existence of methodolo-gy of pedagogy and to point out the methodology of pedagogy as a possible subject area of the comeniology as a science.

THE ETERNAL QUESTION IN TEACHING METHODOLOGY: WHAT IS THE SITUATION WITH READING INTEREST OF FOREIGN STUDENTS AND RUSSIAN SCHOOL STUDENTS?

The article deals with one of the problems of contemporary didactics and methodology - lack of reading interests of both foreign students and the majority of Russian pupils. The article presents an attempt to explain a number of reasons that led to the decrease of interest in reading in general. Special attention is given to the fact that implementation of EU competences related to the life in a multicultural society is often associated with the process of reading literature in other languages. It is emphasized that the attitude towards reading among foreign students and Russian schoolchildren is significantly different, which is associated with the level of language proficiency. The leading methods in the study were the following: analysis of scientific and bibliographic literature on the topic; direct practical, so-called “field” methods: questioning; monitoring students and teenage pupils who come to the library; data analysis of the library in the institute and at school; mathematical methods of processing the results. The article presents the conclusions made on the acute problem discussed, which are based on the results of the respondents’ interview survey (15 questions in the questionnaire in total) and direct teaching of the Russian language and literature. The article concludes that foreign students often do not distinguish Russian authors from other foreign writers and poets. A number of specific measures are suggested to draw students’ interest to language, literature and reading. It is pointed out that children’s short moralizing stories should be recommended to foreign students for reading, they can arouse interest in the art of using words, provide linguistic and cultural knowledge and skills

Behaviouristic traditions in the relationship between psychology and pedagogy, with particular consideration of learning and teaching motor skills

Aim. In the study, the authors undertook the task of searching for reasons regarding the high impact of behavioural interpretation in behaviourism on theoretical assumptions and practical implications in the field of improving the process of learning and teaching motor (movement) skills. Research questions. 1. To what extent did behavioural interpretation in behaviourism have influence on the formation of the theoretical foundations of didactics and the methodology of learning and teaching motor skills in physical education and in sport? 2. To what extent are the theoretical assumptions and practical implications of contemporary didactics in Poland based on the theoretical foundations of teaching and learning shaped in the 20th century under the influence of behaviourism? Material and methods. The method of document analysis was used in the study. In the research on behaviourism and its influence on the didactics and methodology of physical education and sport, the following were taken into account: monographic studies, which were published by well-known Polish and foreign publishing houses and articles published in scientific journals indexed in reputable databases of scientific periodicals. Results. 1. Analysis of selected documents showed great impact of various paradigms of behavioural interpretation in behaviourism on the dynamics of theoretical foundations and practical implications in terms of learning and teaching motor activities. 2. Despite the recognition of behaviourism in psychology as a historical field, in Poland, it still very clearly reveals itself in sport and physical education within the theory and practice of learning and teaching motor activities. Conclusions. It would be wise to undertake research aimed at estimating the potential of cognitive psychology in the field of modernising the didactic process. 2. There is a need to look for reasons for conservatism in Polish didactics and methodology of learning and teaching motor skills and the basis for justifying necessary reforms in this aspect of school pedagogy and competitive sport.

Nauczanie wielozmysłowe jako strategia wspierająca sensoryczne preferencje percepcyjne uczniów

The text emphasizes the role of multi-sensory teaching, which involves all the senses and channels of students’ perception. Activation of the senses significantly increases the efficiency of learning, as information obtained through various learning channels is better understood and remembered. The didactic process becomes more diverse and attractive, which makes its participants feel positive emotions related to a given activity, and also helps them to better remember this experience and acquire new knowledge. The teacher’s use of diverse methods, strategies, materials and learning contexts creates a rich, varied sensory environment. Contemporary didactics should take into account the individual predispositions of pupils, expand their learning workshop, encourage to use their own potential according to personal preferences of the way of learning.

La didáctica del problema puente y los talleres integrados como medio de aprendizaje efectivo de las ciencias

A current problem was presented, caused by the constant social changes, which is reflected in theacademic apathy that is evident inside the classrooms, a product of the increasingly notoriousdistancing of the classroom processes from the reality that our students. The lack of positive resultsevidenced in the failure of both standardized and partial written evaluations demonstrate the urgencyof profound methodological changes that tend to create learning environments more coherent with thecharacteristics proposed by the pedagogical model of Ecuador. Hence, a proposal for a solution to theproblems described was presented in The Didactics of the Bridge Problem and the integratedworkshops as a means of effective science learning, an innovative methodological proposal that,based on the eclectic integration of effective contemporary didactics such as Problem-based learning,Teaching for Understanding and the Inverted Classroom, proposes its own didactic structure,coordinating among themselves the benefits of each one. The methodological process is dynamic, andis based on the constructivist and cognitivist currents, since it establishes the principles of Learningby doing, enhancing the pedagogical mediator role of the teacher and promoting the development ofcritical thinking in students. Theoretical and empirical level research methods were used, thefollowing stand out: Induction-Deduction, Analysis and Synthesis, Theoretical Systematization,Systems Theory, Scientific Observation, Interviews, Surveys and Expert Criteria to validate theproposal of scientific research. The application of a coherent methodology allowed a closer approachto the theoretical and methodological foundations of the research.

La didáctica del problema puente y los talleres integrados como medio de aprendizaje efectivo de las ciencias

El constante cambio social, la apatía académica que se evidencia en el interior de los salones de clases, producto del cada vez más notorio alejamiento de los procesos de aula de la realidad que viven nuestros estudiantes, la falta de resultados positivos evidenciados en el fracaso de las evaluaciones escritas tanto estandarizadas como parciales; demuestran la urgencia de cambios metodológicos profundos que propendan a crear ambientes de aprendizaje más coherentes con las características que propone el modelo pedagógico de nuestro país. El tema del presente estudio es La Didáctica del Problema puente y los talleres integrados como medio de aprendizaje efectivo de las ciencias, una propuesta metodológica innovadora que, basada en la integración ecléctica de didácticas contemporáneas efectivas como el Aprendizaje basado en problemas, la Enseñanza para la Comprensión y el Aula Invertida, propone su propia estructura didáctica, coordinando entre sí las bondades de cada una. El proceso metodológico es dinámico, y está basado en las corrientes constructivista y cognitivista, ya que establece los principios del Aprender haciendo, potenciando el rol mediador pedagógico

Contemporary Didactics in Higher Education in Russia

Contemporary Didactics in Higher Education in Russia

Contemporary Didactics of History in the Czech Republic

Fundamental changes in Czechoslovakia after 1989 naturally had an impact on the educational system, and this impact was particularly pronounced in the subject history. This study presents a basic chronological overview of the changes made in terms of the content, didactics and methodology of history teaching at Czech schools, with a particular view to the adoption and implementation in school practice of the Framework Education System and School Education System. The implementation of these changes was far from simple and encountered frequent misunderstanding and much comment from teachers. Attention is also devoted to changes in the concept of school history textbooks. In conclusion, a number of basic notes are added on the didactics of the subject as an academic field and to new trends in particular.

Practice-based Approach to Teaching University Students: Trends in Foreign Didactics

The article deals with current trends in teaching University students by means of Practice-based approach. The approach that is based on practice is widely represented in contemporary Didactics in foreign countries because of the shift of educational priorities. The Practice-based approach is described from theoretical position. The author makes the wide presentation of Practice-based approach functions, as well as of educational practices that are recommended for application in practical training of University undergraduates. The paper lists the parameters of best educational practices that provide the efficiency of lifelong learning (LLL).

Heuristic educational model in contemporary teaching

This paper is on heuristic teaching as a model of teaching and its basic determinants are defined. We are discussing the term of heuristic teaching through the work of the prominent pedagogues and didacticism and its models in contemporary didactics are presented. Further on, the author deals with the classification of methods used in application of this model of teaching, and some specific methods of heuristic models of teaching are clarified. The review is on the type and structure of classes, as well as heuristic requirements which subject teachers should apply. The review of types of teaching was given as well as technological map for teaching planning. In the end of the paper, the author gives the review of the up to date research of the heuristic map. Results of the relevant research show that applying heuristic teaching, quality and continuity of knowledge are improved, the degree of engagement in work of weaker students, ability for work and motivating for school learning.