Category — (1) Štúdie / Studies

Anotácia: Štúdia sa venuje problematike využívania interpretácie vizuálneho umenia v predprimárnom vzdelávaní. Uvádza výsledky skúmania zameraného na názory učiteliek materských škôl z okresu Brezno na opodstatnenosť zaradenia témy interpretácie vizuálneho umenia do Štátneho vzdelávacieho programu pre predprimárne vzdelávanie v materských školách (2016), na ich skúsenosti z realizácie vizuálnej interpretácie diela vo vzdelávacom procese, ako aj ich záujem o knižné publikácie zamerané na danú tému. Výsledky skúmania preukázali, že učiteľky prevažne súhlasia so zaradením témy interpretácie vizuálneho umenia do Štátneho vzdelávacieho programu predprimárne vzdelávanie v materských školách (2016), avšak tému nezaraďujú do vzdelávania po jeho zavedení vo väčšej miere ako pred jeho zavedením, napriek tomu, že je zahrnutá vo výkonových štandardoch. Pri analýze výtvarných diel vo vzdelávacom procese učiteľky vyvážene uplatňujú verbálnu aj vizuálnu interpretáciu. Majú záujem o publikácie na danú tému, ktoré by podľa nich mali obsahovať najmä metodické usmernenia a praktické námety ako realizovať interpretáciu vizuálneho umenia v predprimárnom vzdelávaní.

PEDAGOGIKA.SK, 2020, ročník 11, č. 1: 16-37

Kľúčové slová: vizuálne umenie, interpretácia umeleckého diela, predprimárne vzdelávanie, materská škola

The Current State of Using of Visual Art Interpretation in the District of Brezno (Slovakia). The study deals with the issue of using of visual art interpretation in pre-primary education. It presents the research results focused on the opinions of kindergarten teachers fom the district of Brezno on the implementation of the topic into the National Educational Programme for Pre-primary Education in Kindergartens (2016), their experiences with visual interpretation of the artwork in the process of education, and their interest of books related to the topic. The research results show that teachers mainly agreed with the implementation of the topic into the National Educational Programme for Pre-primary Education in Kindergartens (2016). However, they did not implement the topic more intensely after the programme than before the programme, although it is prescribed by educational standards. Teachers also mentioned they used both verbal and visual interpretation when analysing the artwork. They also had an interest in publications related to the topic. They would like to have the publication with methodical guidelines and practical proposes how to realize the visual art interpretation in pre-primary education.

PEDAGOGIKA.SK, 2020, Vol. 11 (No 1: 16-37)

Key words: visual art, the interpretation of the artwork, pre-primary education, kindergarten.

Stiahnuť celý článok v PDF

Anotácia: Informačné a komunikačné technológie, sociálne médiá nevynímajúc, sa stávajú súčasťou moderného vzdelávania. K modernému vzdelávaniu majú mať prístup všetky generácie, vrátane seniorov, a z toho dôvodu je nevyhnutné, aby boli aj seniori začlenení do vzdelávania v oblasti novodobých prvkov komunikácie. Je dôležité inovovať a modernizovať vzdelávanie seniorov v procese aktívneho starnutia a v období aktívnej staroby v súlade s požiadavkami modernej spoločnosti.

PEDAGOGIKA.SK, 2020, ročník 11, č. 1: 38-45

Kľúčové slová: aInformačné a komunikačné technológie, sociálne médiá, seniori, aktívne starnutie, aktívna staroba, vzdelávanie

Information and communication technologies in education of elderly people. Information and communication technologies and social media including are becoming an inevitable part of modern education. All generations including the elderly ought to have an access to modern education. It is necessary to educate senior citizens in the field of modern technologies. The education of the older people in the process of active ageing needs to be inovated and modernized in accordance with the needs of modern society.

PEDAGOGIKA.SK, 2020, Vol. 11 (No 1: 38-45)

Key words: information and communication technologies, social media, elderly people/senior citizens, active ageing, education.

Stiahnuť celý článok v PDF

Anotácia: Didaktické texty spracované v učebniciach pre základné a stredné školy sú častokrát podrobované kritike zo strany učiteľov, rodičov i samotných adresátov, t.j. žiakov, sú posudzované ako náročné, presýtené informáciami, nezaujímavé a označované ďalšími negatívnymi prívlastkami. Na obsahovú analýzu náročnosti sme vybrali tému z organickej chémie Karboxylové kyseliny. Vychádzali sme z dostupných a učiteľmi aktuálne používaných učebníc chémie pre základné školy a gymnáziá na Slovensku. Z tohto dôvodu sa javí ako opodstatnené potvrdiť alebo poprieť kritiku konkrétnymi meraniami a zisteniami. Cieľom bolo preskúmať náročnosť vybraných textov s rovnakým obsahovým zameraním v dostupných učebniciach chémie na Slovensku. Ukázalo sa, že nami analyzované texty sa svojou obťažnosťou zaraďujú do priemerných hodnôt, ktoré uvádzal Průcha (1998) pre učebnice chémie.

PEDAGOGIKA.SK, 2020, ročník 11, č. 1: 46-57

Kľúčové slová: analýza textu; náročnosť chemického textu, učebnice chémie

Content analysis of a textual matter difficulty in the topic Carboxylic Acids in chemistry textbooks for the primary and secondary grammar schools in Slovakia. The pedagogical texts in the textbooks for the primary and secondary grammar schools are very often critisised by teachers,, parents and pupils as well. The texts are evaluated as difficult, overburdened and uninteresting etc. There was chosen the content analysis of a textual matter for the organic chemistry topic Carboxylic Acids. The groundwork was an analysis of the accessible and currently used chemistry textbooks at the primary and secondary schools in Slovakia. From this point of view it seems resonable to validate or to disprove the critics with factual measuring and findings. The aim was to explore the difficulty of chosen textual matter with the same content in the accessible Slovak chemistry textbooks. We found out that the texts we analysed were in average values, that Průcha (1998) determined for chemistry textbooks.

PEDAGOGIKA.SK, 2020, Vol. 11 (No 1: 46-57)

Key words: analysis of textual matter, chemistry textbook, difficulty of chemical textual matter.

Stiahnuť celý článok v PDF

Abstract:This paper addresses the issue of individual (home) education in Slovakia, the Czech Republic and Poland. It compares the education systems of the countries with a similar tradition of the education system – Slovakia, the Czech Republic and Poland, from the point of view of the legislative options for providing homeschooling to children. The study describes the theoretical basis of homeschooling and the opinions of professionals on the studied issue. It defines the basic concepts associated with homeschooling and, through a document review and interviews with professionals, compares the homeschooling system in these countries. It is possible to state that the conditions for the provision of individual (home) education in Slovakia, the Czech Republic and Poland are similar. It differs mainly in the age category of learners, the requirements for guarantor with qualification for (primary) teaching, and the recommendation from pedagogical and psychological counseling.

PEDAGOGIKA.SK, 2019, Vol. 10 (No 4: 254 – 273)

Key words: individual education, home education, homeschooling, Slovakia, the Czech Republic, Poland.

Stiahnuť celý článok v PDF

Abstract:Authors point to “potential educational inequalities generated by technological change” as factors limiting the rise of the information society (Arntz et al. 2016, p.25). Not only lack of access to digital technologies but also lack of positive attitudes towards the use of digital teaching aids can be identified as a risk factor of digital literacy development, particularly among students from socially disadvantaged backgrounds. (Livingston-Helsper 2007; Zevenbergen 2007; Czerniewicz – Brown 2013). The empirical findings of a slightly negative attitude towards the acquisition of digital skills as well as lack of access to Internet that remained at level 25% in 2018 to compare 26% in 2015 according to Velšic (M. Velšič, 2018) declare the persistence of digital divide in sociodemographic comparison in Slovakia. Based on the analysis of foreign and domestic studies (PIAAC, PISA ICILS) and empirical surveys in Slovakia, we monitor the persistence of the sociodemographic digital divide in Slovakia. Whereas the digital socialization takes place not only in nonformal and informal way but also within formal education system, we present findings of the use of digital teaching aids in formal education Based on empirical findings on the sample of Slovak primary schools‘ teachers in towns Spišská Nová Ves, Nitra a Lučenec we followed a) the perception of digital pupil access by teachers, the ways of compensation for the lack of digital access of students in the school environment, b) examines the teachers‘ views on benefits and limits of using digital educational aids in schools with students from socially disadvantaged backgrounds a c) identifies ways of compensation for a insufficient digital access of students. According to teachers‘ statements, not only the lack or insufficient digital access but also the insufficient digital pedagogical ethos of students and parents (that covers the attitudes towards the use of digital teaching aids) can be classified as a barrier to the use of digital teaching aids. Introduction of free computer lessons in after school club in schools, the use of digital teaching aids in preparing for school at a school club, are perceived by teachers as a way of compensation for the lack of digital access for students from a socially disadvantaged environment.

PEDAGOGIKA.SK, 2019, Vol. 10 (No 4: 274 – 294)

Key words: Digital access, digital ethos, digital teaching aids, students from socially disadvantaged environment, digital divide.

Stiahnuť celý článok v PDF