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[Ocelák, Radek. Reemigranti: minulost sedmihradských Slováků a jejich poválečný příchod z Rumunska do ČSR]
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A case of teacher and student mathematical problem-solving behaviors from the perspective of a cognitive-metacognitive framework
Get PDFThis study aims to investigate the problem-solving behaviors of a teacher and his students based on a cognitive – metacognitive framework. The problem-solving behaviors of 6-8th-grade students and a mathematics teacher were recorded and encoded during task-based interview sessions about solving problems, and semi-structured interviews were used to obtain information regarding the mathematics teacher\u27s perceptions of mathematical problem-solving processes. They solved the problems in a learning environment, and their problem-solving processes were investigated using the think-aloud method. The results indicated that the students and the teacher followed a similar path involving reading, understanding, exploring, planning, and implementing. Furthermore, not all episodes occurred in each problem-solving task and the behaviors that represented given episodes changed according to the participants. Students with different problem-solving skill levels were found to exhibit different frequencies of cognitive and metacognitive behaviors while solving problems. The problemsolving behaviors of the teacher and the students revealed information related to metacognitive behaviors that are to be developed in further studies
Greek anti-communism from the perspective of anti-communist legislation (1917–1967)
Get PDFThis article deals with the issue of anti-communism in Greece with a special focus on the anti-communist legislation introduced between 1917 and 1967. These legislative measures were part of a broader anti-communist campaign that affected various areas of public life, including the spheres of education, religion, culture, the media, and state propaganda. Based on the legislative acts as primary sources and some relevant literature, the analysis focuses on the development of the political persecution of the Greek Left and sets it in the contexts of the interwar period (1917–1941), the Greek Civil War (1946–1949), and the post-Civil War era (1949–1967). It attempts to explain the motivations that led Greek political elites to adopt anti-communist legislation and examines the implications for the legal system. The article follows the anti-communist policies of both liberal and conservative political powers as well as those of two dictators (Theodoros Pangalos and Ioannis Metaxas). Furthermore, it considers the new tendencies that took place under the influence of the Cold War and greater US engagement in Greece
The pre-Christian religions of the northern Indo-Europeans : the traditions of the Celts, Germanics and Balts in a critical perspective of the humanities
Get PDFPublikace nabízí analytické vhledy do studia předkřesťanských náboženství nejsevernějších skupin Indoevropanů – Keltů, Germánů a Baltů. Prezentuje aktuální poznatky o starých panteonech, rituálech a mytologiích těchto etnik perspektivami dílčích vědních oborů, které se na jejich rekonstrukci zpravidla podílejí, tj. archeologie, filologie a etnologie. Ústřední pozornost je věnována interpretačním problémům, s nimiž se zde badatelé potýkají, a možnostem a mezím jejich řešení, určeným na jedné straně torzovitou pramennou základnou, na druhé straně rámcem vědeckého diskurzu. Stručně představeny jsou i dějiny výzkumu na těchto polích, jehož počátky se obvykle pojí s romantismem 18.–19. století, mnohde jsou však vysledovatelné až do doby renesančního humanismu o několik století dříve. V této souvislosti jsou připomenuty ideologické motivace a cíle, které formovaly – případně stále formují – obraz těchto náboženství ve vědě nebo populární kultuře. ,The publication offers analytical insights into the research of pre-Christian religions of the northernmost Indo-European groups - Celts, Germanics, and Balts. It presents current knowledge about old pantheons, rituals and mythologies of these peoples from the perspectives of the scientific disciplines that are usually involved in their reconstruction, i.e. archaeology, philology and ethnology. Central attention is paid to the interpretation problems that researchers usually face here, and the possibilities and limits of their solution, determined on the one hand by insufficient information base, on the other hand by the framework of scientific discourse. The publication also introduces into a brief history of the research in these fields, whose beginnings are mostly connected with the Romanticism of the 18th - 19th centuries, but in some regions they can be traced back as far as to the period of Renaissance humanism several centuries earlier. In this context there are emphasized ideological motivations and aims, which shaped - or eventually still shape - the images of these religions in both science and popular culture
[Bridges near and far : one hundred years of the Department of German, Scandinavian, and Netherlands Studies]
No full textSto let germanistiky v Brně, to je sto let zápasu o profil oboru jazykové oblasti, která je nám historicky i geograficky z filologických disciplín nejbližší. I proto se otázky spojené s oborem hned od počátku dotýkaly identity univerzity, města i celé země. Po druhé světové válce pak germanistika vystavěla mosty i ke vzdálenějším oblastem, jako jsou skandinavistika a nederlandistika. Text zachycuje nikdy nekončící snahu realizovat nové a adekvátnější metody výuky či sdílení kompetencí v proměňujících se společenských podmínkách jednoho století tak, jak se odrážejí v medailonech osobností přímo i nepřímo spjatých s germanistikou. Život a dílo zakladatele profesora Antonína Beera a jeho následovníků, aktivity profesora Josefa B. Michla, který otevřel okna germanistiky směrem k severu, stejně jako práce paní Máčelové, na niž navazuje současná nizozemština, pevně zakotvená v evropské síti oboru. Použité fotografie dokumentují také činnost zahraničních lektorů a kontakty s významnými představiteli světové germanistiky. ,One hundred years of Germanic Studies in Brno equates to a hundred years of attempting to define the profile of a philological discipline situated very close, in a historical and geographical sense, to the identity of the university, the city and the whole country. After World War II, the Department of Germanic Studies began to build bridges towards the more distant cultures of Scandinavia and the Netherlands. The text focuses on the search for new and appropriate methods of learning as well as sharing competences as long-term objectives in the developmental process, as captured in the mirror of changing societal conditions during the century. The publication presents portraits of those scientific and pedagogical personalities directly or indirectly connected to Germanic Studies, such as the life and work of Professor Antonín Beer and his successors, the work of Professor Josef B. Michl who opened up perspectives toward the north, and the work of Emmy Máčelová which has had an influence on contemporary Dutch and which is firmly anchored in the European branch of the discipline. The photographs used in the publication document the activities of foreign lecturers and our contacts with outstanding experts from the world of Germanic Studies
Critical perspective taking : promoting and assessing online written argumentation for dialogic focus
Get PDFIn this article, we consider the impact of classroom instruction and an online argumentation tool (AT) on students\u27 written argumentation and 21st century skill development. Drawing on a wider study of 1:1 digital schools in Auckland, New Zealand, we examine the three-way relationship between argumentation teaching, student use of an online discussion board, and evidence of perspective taking. Longitudinal data from six elementary schools are analyzed, including 17 observations (in which the teaching focus was a nominated 21st century skill) and 253 student-written posts. Developmental profiles of student argumentation were determined using Kuhn and Crowell\u27s (2011) taxonomy of argumentation function demonstrating potential for (1) instructional focus and (2) practice or "dosage" effects. Integrated student argumentation profiles acknowledging the benefits of other perspectives were found to co-occur with a higher focus on argumentation instruction, but without increases in students\u27 critical reasoning. In addition to focus effects, repeated use of the AT suggests that stronger dosages positively influence student perspective integration. The implications for perspective taking and critical thinking through argumentation are discussed in relation to citizenship and resilience in 21st century digital contexts