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Neformalusis muzikinis švietimas vaikų patirčių kontekste: įtraukusis ar ribojantis?
Get PDFThe article deals with analysis of experiences of music school students through focusing on the threat of involvement and discrimination (in the context of the problem of political and practical dualism) by employing the conception of universal education design. Analysis of the research data revealed students’ primary experiences in music school, identification of teacher’s behavior in the process of teaching and learning which significantly contributed to (non-)involvement and (non-)limitation of students as well as manifestation of formal assessment in the education process. Summing up, an assumption is drawn that non-formal music education of children is still incapable of full-fledged involvement of children and prevention from discrimination while meeting their individual needs; however, it aims at higher integration of children into the system, i.e. not to adjust the system to the learners but rather to adapt the learners to the system.Straipsnyje analizuojamos besimokančiųjų muzikos mokyklose patirtys, dėmesį sutelkiant į įtraukties ir ribojimų problematiką (politinio ir praktinio dualizmo problemos kontekste), remiantis universalaus ugdymo dizaino koncepcija. Tyrimo duomenų analizė atskleidė pirmines besimokančiųjų patirtis muzikos mokykloje, mokytojo elgesio identifikaciją mokymo(si) procese, nes jis yra svarbus dėl mokinių (ne)įtraukties ir (ne)ribojimo. Taip pat atskleidė formaliojo vertinimo raišką ugdymo procese. Apibendrinant tyrimo duomenis keliama prielaida, kad neformalusis muzikinis vaikų švietimas vis dar nepajėgia visavertiškai įtraukti vaikų ir užkirsti kelią ribojimams, atliepiant jų individualius poreikius, bet siekia daugiau integruoti vaikus į sistemą, t. y. ne sistemą pritaikyti prie besimokančiųjų, o besimokančiuosius pritaikyti prie sistemos
16. Europeizacijos įtaka Lietuvos šeimos teisei
No full textThe article analyzes the influence of europeanization as a phenomenon in the family law of the Republic of Lithuania. As the Republic of Lithuania became a Member State of the European Union, the application of European Union regulations, including regulations adopted in the field of family law, has become mandatory in national practice, questions of interpretation and application of such legislation remain of particular relevance. Taking into account that the legal framework of the European Union is constantly changing, the legal system of the Republic of Lithuania must also be adapted to the ever-changing process of europeanization and to be in line with the day-to-day jurisprudence of the Court of Justice of the European Union.
The authors examine the most relevant European Union legislation in the field of family law, revealing their impact on national family law. The article identifies aspects of the interpretation and application of European Union law in national case law in order to highlight the main issues of interpretation and application of law and to propose solutions to them.Straipsnyje analizuojama europeizacijos, kaip reiškinio, įtaka Lietuvos šeimos teisei. Lietuvos Respublikai tapus Europos Sąjungos valstybe nare, nacionalinėje praktikoje tapo privaloma taikyti Europos Sąjungos reglamentus, įskaitant ir reglamentus, priimtus šeimos teisės srityje; aktualūs išlieka tokių teisės aktų aiškinimo ir taikymo klausimai. Atsižvelgiant į tai, kad Europos Sąjungos teisės aktų bazė nuolat kinta, Lietuvos Respublikos teisinė sistema taip pat turi spėti prisitaikyti prie nuolat besikeičiančio europeizacijos proceso ir spėti koja kojon su kasdien besiplėtojančia Europos Sąjungos Teisingumo Teismo jurisprudencija.
Autoriai šiame tyrime nagrinėja aktualiausius galiojančius Europos Sąjungos teisės aktus šeimos teisės srityje, atskleidžia jų poveikį nacionalinei šeimos teisei. Straipsnyje aprašyta, kaip nacionalinėje teismų praktikoje aiškinami ir taikomi Europos Sąjungos teisės aktai, siekiama išryškinti pagrindines teisės aiškinimo bei taikymo problemas, pasiūlyti jų sprendimo būdų
Ikimokyklinio ugdymo pedagogų patirtinio mokymosi raiška organizacijoje: įsitraukimas į procesą ir žinių tipai
Get PDFThe changes in the labour market have stimulated political, scientific and practical discussions about lifelong learning and the demands of a learning society. In such a world knowledge and skills become a product of the highest quality. Individual’s ability to rapidly and effectively employ knowledge important for professional activity in a constantly changing environment is becoming a value. In the article applying the principles of the theories of a learning organization and experiential learning an educational institution is perceived and investigated as an organization implementing the strategy of teachers’ experiential learning in an organization, where child’s high-quality (self-)education becomes an aspiration. Experiential learning in an organization that takes place in the process of teacher’s everyday activity is important both for an employee and for an educational institution if it is purposeful, meaningful and useful for both parties. Teachers while learning want to acquire knowledge, test its importance in improving the quality of professional activity and learning, strive to understand the prospect of change and improvement.
In the process of experiential learning teachers gain knowledge of three types: professional, methodical and personal. In the field of professional knowledge the most important knowledge is such knowledge that is focused on the improvement of pedagogical activity (psychological, methodical, ecological, ICT, legal literacy, organizational) and on the improvement of the skills of communication and collaboration with learners’ parents and colleagues and of involving parents into the educational process). The results of the research reveal that preschool education teachers while learning through experience consider the knowledge focused on a child and the improvement of the contents of education as important because in the process of preschool education a child is the main object, therefore, teachers record knowledge that helps them constantly improve the process of education and strive for the quality of everyday activity. In the teachers’ opinion, the least useful is personal knowledge that helps to change personal attitude towards the implementation of innovations in an institution, prioritization in the workplace, ability to appreciate criticism from colleagues, to perceive that before planning to apply new ideas it would be useful to test them himself/herself. The knowledge that reflects the implementation of a child-focused paradigm is especially important for teachers.Straipsnyje analizuojama ikimokyklinio ugdymo pedagogų patirtinio mokymosi organizacijoje žinių reikšmingumo problema, pagrindžiama mokymosi organizacijoje esmė, įsitraukimo svarba. Konceptualizuojant šiuos konstruktus parenkamos tyrimo priemonės, o atlikto tyrimo duomenys leido išskirti įsitraukimo į patirtinį mokymąsi organizacijoje ypatybes, nustatyti žinių tipus ir apibūdinti jų reikšmingumą. Tyrimo išvados yra reikšmingos įgalinant pedagogų patirtinio mokymosi procesus organizacijoje
Fears of Visually Impaired Pre-School Children and Their Parents
Get PDFThe article analyses the fears of preschool age children, with visual impairment, and the fears of their parents. It was aimed to define whether the fears of preschool age children, with vision problems, differ from the fears of the same age children, with no vision problems. The hypothesis was formed that the parental childhood fears can be transmitted to their mature age, and present fears can be transmitted to their children. The results of the research revealed such tendencies as follows: the participating in the research preschool age children, with vision problems, do not have any exceptional fears, comparing to the children of the same age but with no vision problems; the larger number of fears reflected in those children, whose parents have a high educational level, comparing to the parents, with a lower educational level; children from incomplete families have more fears; mothers used to have less fears in childhood than they have now; the fears, children and some parents have, might have been transmitted from parents to children
Technologijomis grindžiamo mokymosi didaktinės galimybės ir dilemos
No full textThe purpose of this research is to identify the didactical characteristics of Technology Enhanced Learning (TEL) and to reveal the main opportunities and dilemmas of TEL didactical solutions in different types of organizations. Didactical characteristics of TEL such as measurable learning outcomes, interactivity, flexibility, experimentation, use of open educational resources (OER) as well as a need for social participation are studied and discussed. Quantitative research method was used to compare didactical characteristics of TEL used for training purposes of employees and teachers in a community, vocational education and training (VET) and business organizations and reveal main opportunities and dilemmas in organising of learning process. Research revealed that a variety of learning methods are used to enhance active learning and that open education resources are used while learning (free access of textbooks, documents, video material), that TEL focuses on practically used teaching/learning outcomes and that TEL curriculum structure creates possibilities for flexible learning and enhances learner mutual cooperation. Problematic areas appeared to be the following: use of technology enhanced assessment and self-assessment tools, clarity of workload.Šio straipsnio tikslas yra nustatyti technologijomis grindžiamo mokymosi (TGM) didaktines charakteristikas ir atskleisti galimybes bei dilemas priimant didaktinius sprendimus skirtingo tipo organizacijose. Autorės technologijomis grindžiamą mokymą(si) apibrėžia kaip organizacinę formą, pritaikytą mokyti(s) nuotoliniu, elektroniniu, virtualiuoju ir kitu būdu, pasitelkiant technologijas. TGM apima nuotolinį, virtualųjį, elektroninį ir mobilųjį mokymąsi socialiniuose tinkluose. Straipsnyje analizuojamos didaktinės TGM charakteristikos kaip mokymosi pasiekimai, mokymosi lankstumas, tarpusavio sąveika, atvirųjų švietimo išteklių naudojimas, socialinis dalyvavimas. Tyrimas atliktas bendruomeninėse, profesinio mokymo ir verslo organizacijose. Tyrime taikytas kiekybinio tyrimo metodas atskleidžia TGM didaktinių charakteristikų skirtingose organizacijose esmę išskiriant jų tarpusavio sąsajas. Tyrimas atskleidė, kad pasitelkus TGM taikomi įvairūs mokymo(si) metodai, orientuojamasi į praktiškai pritaikomus mokymosi pasiekimus, ugdymo turinio struktūra sudaro galimybes skatinti besimokančiųjų tarpusavio bendradarbiavimą. Visoms tyrime dalyvaujančioms organizacijoms, įdiegusioms TGM, būdinga mokymo(si) metodų įvairovė ir aktyvusis mokymas(is). Lyginant didaktines charakteristikas rasta, kad respondentai iš verslo organizacijų visais atvejais geriau vertina didaktinius sprendimus, palyginti su bendruomenių ir profesinio mokymo organizacijų atstovais. Visose organizacijose respondentai išryškino TGM lankstumo, eksperimentavimo, socialinės sąveikos, atvirųjų švietimo išteklių naudojimo galimybes. Pagrindinės dilemos yra susijusios su vertinimo ir įsivertinimo priemonių naudojimu, mokymosi pasiekimų apibrėžtumu, mokymosi apimtimi ir tinkamu tvarkaraščiu besimokantiesiems. Rezultatai rodo, kad profesinio mokymo organizacijose mokytojai ir kiti darbuotojai menkiau suvokia ir vertina TGM didaktines galimybes, tai rodo esamą TGM taikymo ribotumą tokio tipo organizacijose, bet taip pat sudaro galimybes tobulėti ir patraukliai integruoti TGM į ugdymo procesą
Matematikos sąvokų vizualizacijos pradiniame ugdyme didaktiniai principai
No full textIllustrations are traditionally used in primary education to explain mathematical reasoning, however, not every visual representation facilitates understanding of mathematical ideas. Therefore, the search for effective forms of visual representation of concepts is a topical issue of didactics. The purpose of the research, the results of which are presented in this article, is the development, substantiation of the didactic principles of concept visualization through the use of educational modeling and their implementation in the educational materials in Mathematics for primary school.Matematinių sąvokų vizualizacijos idėją tiria psichologijos ir pedagogikos mokslas nagrinėdamas įvairius matematinio ugdymo etapus. Vizualizacija yra ypač efektyvi pradiniame matematikos ugdymo etape, nes ji atitinka 6–10 metų amžiaus kognityvių procesų ypatumus. Todėl pradinio ugdymo vadovėliuose dažnai pasitelkiamos iliustracijos, siekiant paremti matematinius argumentus. Tačiau pastarieji teoriniai tyrimai ir mokyklinio ugdymo praktika liudija, kad ne kiekvienas vizualus pateikimas padeda geriau suvokti matematines idėjas. Todėl, norint tinkamai įvykdyti didaktinius tikslus, šiuolaikiniai matematikos vadovėliai, skirti pradiniam ugdymui, turi pateikti tinkamą matematinių idėjų vizualizaciją.
Šiame straipsnyje pateikiami penki didaktiniai principai, kuriais grindžiamas matematikos idėjų vizualinis pateikimas: 1) modeliu grindžiamos ir nemodeliu grindžiamos edukacinės matematinės medžiagos vizualizacijos funkcinė diferenciacija; 2) prioritetas teikiamas vizualiems ugdymo moduliams supažindinant su nauja edukacine matematine medžiaga; 3) kelių modelių perkėlimas edukacinės matematinės medžiagos konsolidavimo etape; 4) statinės ir dinaminės vizualizacijos derinimas mokymo procese; 5) laipsniškas gebėjimo valdyti vizualaus modelio formavimas. Šie principai tapo pagrindu naujiems Baltarusijos pradinio matematinio ugdymo vadovėliams
Mokytojų teikiamo grįžtamojo ryšio ir mokinių ketinimų palikti mokyklą sąsajos: esminių psichologinių poreikių vaidmuo
Get PDFTeacher’s feedback is one of the most important factors in educational domain and is crucial in students’ academic motivation, performance and well-being at school. Students’ dropout from school is a common problem in many educational settings. Students who form dropout intentions can in the future act on these intentions. Self-determination theory is useful in explaining the ways how teacher’s feedback can influence the dropout intentions through satisfaction and thwarting of basic psychological needs for autonomy, competence, and relatedness.
The goal of this study is to analyze the mediating role of basic psychological needs satisfaction and frustration in the relationships between positive and negative teacher’s feedback and student’s dropout intentions. The participants were 682 (aged 14–18; 49.1% females) students of I–III gymnasium grades from 7 schools.
The results showed that only negative teacher’s feedback and the frustration of need for relatedness predicted dropout intentions. When teachers provide negative feedback, the students’ need for relatedness is frustrated and they are more likely to form dropout intentions. Even though the positive teacher’s feedback increases the satisfaction of students’ needs for autonomy, competence and relatedness, it does not predict dropout intentions. Finally, the results provided support for the assumed meditational role of one of the basic psychological need thwarting in teachers’ behavior as social factor to negative educational outcomes.Remiantis savideterminacijos teorija, straipsnyje analizuojamos mokytojų teikiamo teigiamo ir neigiamojo grįžtamojo ryšio bei mokinių ketinimų palikti mokyklą, atsižvelgiant į mokinių esminių psichologinių poreikių patenkinimą, sąsajos. Tyrime dalyvavo 682 I–III gimnazijos klasių mokiniai. Rezultatai parodė, kad tik suvoktas mokytojų teikiamas neigiamas grįžtamasis ryšys prognozuoja mokinių ketinimus palikti mokyklą tiek tiesiogiai, tiek per mokinių sąryšingumo poreikio frustraciją
V–X klasių mokinių fizinio aktyvumo ir sportinės orientacijos kaitos ypatumai
Get PDFThe second half of the 20th and the beginning of the 21st centuries mark the third and the beginning of the fourth technical revolutions, which have changed the socio-economic and household conditions of humans, and have an unambiguous impact on the health, physical and mental capacities of all persons, especially children and teenagers. Hence, there is a growing demand for scientific studies that would help to answer the main question – how can young and elderly people be motivated to change their lifestyle seeking to ensure physical activity? This is especially significant when exploring the motivation, value-based orientations and provisions of children and teenagers. The problem is formulated as a question – how can the lack of physical activity, which is particularly significant for a growing organism in childhood, adolesce and mature age, be compensated?
The object of the research is the educational factors determining teenagers’ physical activity and sport orientation. The aim of the research is to explore the factors determining the physical activity and the choice of a sport branch of the fifth-tenth grade boys.
According to the research conducted by Raskilas (2011), boys play computer games 18.8 hours on average per week in Lithuania. The results of our research comply with the findings of the aforesaid author. Most learners spend 2–3 hours per day in front of the computer or TV; however, the time spent in front of the TV or computer increases with age. This may be conditioned by the abundance of information on the internet and learning load related to the tasks of other school subjects. Strukčinskienė et al. (2011) maintains that approximately 16.5% of school boys walk outside for more than an hour a day. 40.6% of the boys walk outside for more than half an hour per day. More than a third of the respondents (33.3%) walk outside for less than 15 minutes per day. Pano and Marcola’s (2011) research findings reveal that the main reason preventing from sports is the lack of time. 59% of the respondents claim having no time for doing sports. The authors indicate another important reason that prevents 14–18-year-old boys from doing sports, namely the shortage of nearby sport centres. Such a tendency is also confirmed by our research. The research carried out by Smalinskaitė (2002), which aims at revealing the reasons that prevent the cultivation of different sport branches, demonstrates that the learners’ attitude to sports has the greatest impact, since the majority of the repondents (18.8% of boys, and 32.7% of girls) claim having no desire to do sports. Besides, they do not have enough time (6.6% of boys and 18.1% of girls). The current research reveals that the majority of teenagers (boys) believe that they are relatively physically active and nothing prevents them from being active. However, a number of reasons are revealed that prevent the teenagers from physical activity and confirm the findings of other authors’ studies. They include laziness, lack of time, lack of concreteness in parents’ approach to sports, the belief that learners are not physically fit enough, as well as health problems.
Smalinskaitė (2002) also reveals why learners cultivate a selected branch of sports, i.e. the motifs for their sport activity. It appears that the main motifs why the learners undertake sports include their willingness to develop character (18.7%), as well as health promotion and care of appearance (18.2% of all the respondents). Pano and Marcola’s (2012) research demonstrates that 41.29% of the respondents do sports as they wish to improve their physical appearance, whereas 27.31% claim that they want to have a good time. While doing sports, teenagers also strive to improve their physical activity (23%), improve their health (24.94%), control their weight (20.86%) and stay with friends (20.64%). The results of our research confirm that the main and most important factors determining teenage boys to do sports is their willingness to stay healthy, to achieve good results in sports and to do something meaningful in their leisure time. Such reasons as willingness to be attractive, recognised and famous, as well as a wish to enter the national team are rare.
According to the results of the current research, the boys claim that their parents are glad that the children meaningfully spend their free time doing sports and believe that they can achieve good results in sports. However, a minor part of parents still claim that the physical load for their children is too big, as well as too much time is allotted to doing sports, whereas sport facilities are poor. Nevertheless, it is assumed that parents perceive the benefit and significance of sports for their children. The carried out research allows generalising the value-based provisions and attitudes of teenagers towards the reasons affecting their physical activity. The obtained results deal with the learner needs in the system of non-formal physical education, as well as reveal the necessity to further explore various motifs for physical activity and development of motivation for sports in both the system of education and family.
The analysis of the research results reveals that the learners of grades 5–10 do not have firm attitudes regarding the diversity and choice of motifs for physical activity, as well as opportunities for sport activity.
According to the learners that do sports, parents and teachers of physical training do not have a decisive impact on the choice of sport activity, which leads to the conclusion that the impact of these factors should be promoted at this age.
The analysis of the questionnaire survey results reveals the peculiarities of the period of adolescence that is influenced by the processes of growing and development. It is assumed that at this period, learner activities can be promoted by educating parents and teachers, deepening their knowledge about and competencies of teenagers’ physical education, as well as considering the peculiarities of teenagers’ biological and psychological maturation.Straipsnyje aptariamas V–X klasių mokinių fizinis aktyvumas, sportavimo motyvai ir jų kaita skirtingais amžiaus periodais. Gauti tyrimo rezultatai rodo, kad dalis mokinių sportuoja sporto klubuose, sporto mokyklose, šokių būreliuose. Dauguma sportuojančių V–X klasių mokinių mano, jog jie yra pakankamai fiziškai aktyvūs ir jiems niekas netrukdo užsiiminėti norima veikla. Tačiau gilesnių tyrimų rezultatai rodo, kad didelė dalis mokyklinio amžiaus mokinių vidutiniškai per dieną prie kompiuterio ar televizoriaus praleidžiamas laikas su amžiumi ilgėja. Taip pat įvairaus amžiaus mokinių fizinio aktyvumo tyrimų rezultatai rodo, kad amžius neturi įtakos paauglių berniukų pasirinkimui lankyti pasirinktos sporto šakos treniruotes. Tai reiškia, kad privalu ieškoti motyvacijos svertų, kurie turėtų įtakos įvairaus amžiaus vaikų ir paauglių fiziniam aktyvumui skatinti
Šiuolaikinio curriculum aspektų raiška pamokoje
Get PDFRecently the concept of curriculum has been expanded: the curriculum implementation in a constantly changing environment was included alongside with a teaching program and its outcomes. In addition, an informal learning as well as implementing of learner’s former experiences became an important curriculum research target. The concept of learning program has also changed: it is now considered to be open, having no clear objectives and constantly developing one. That is the reason why curriculum planning and implementation became more an innovative process rather than a predetermined activity.
Despite these changes, the content of the lesson, time, the resources are determined strictly enough by public documents and established traditions in Lithuania.
The essays written by two gymnasium teachers describing their activities while planning and performing lessons were analyzed. There was a great number of modern curriculum aspects included by informants while planning and implementing curriculum during their lessons. Although, low motivation of some students, restrictions in time, material, etc. and set requirements for the achievement do not allow those curriculum aspects to be revealed stronger.
Keywords: contemporary curriculum, curriculum planning, curriculum implementation, education in lesson, learning program.Curriculum planavimas ir diegimas šiandienėje mokykloje tampa inovaciniu procesu, tačiau Lietuvoje pamokų turinio, laiko, išteklių galimybės yra gana griežtai apibrėžiamos valstybinių dokumentų ir nusistovėjusių tradicijų. Dviejų gimnazijos mokytojų esė analizė parodė, kad jos įtraukia į pamokas nemažai šiuolaikinio curriculum aspektų, o stipriau jiems pasireikšti trukdo žema mokinių mokymosi motyvacija, laiko, materialiniai apribojimai bei nustatyti privalomi pasiekimų reikalavimai