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10–16 METŲ MOKINIŲ NUOSTATOS DĖL MATEMATIKOS IR METAKOGNITYVAUS SĄMONINGUMO SĄSAJA
Get PDFPoor results in mathematics, negative attitude towards mathematics, anxiety during math lessons and the lack of confidence in the capabilities of solving math problems are the most serious problems in today’s school environment. The aim of this study was to measure the relationship and expression of 10–16-year-old children’s attitudes towards mathematic and metacognitive awareness. In the present quantitative research, 4–9 grade learners took part. The participants filled in a questionnaire which consisted of a measurement of self-efficacy (Pajares, Miller, 1997), Junior Metacognitive Awareness Inventory (Jr. MAI) (Sperling et al., 2002), Attitude towards Math Inventory (ATMI) (Tapia & Marsh, 2004), problems from the “Kengūra“ contest. Firstly, learners tried to predict their ability to solve three mathematical problems. After that they solved these problems. Finally, they filled all the questionnaires. The results have shown that the attitude towards mathematics is positively related with the metacognitive awareness and self-efficacy. Metacognitive awareness is linked with academic achievements. The attitude to mathematics correlates with age, gender and academic achievements. Metacognitive awareness was the same among different grade students. Older learners showed the tendency to have a lower attitude to mathematics, in contrast to younger learners. Younger children are more confident in their abilities in mathematics and enjoy more this discipline. In this research study, the girls had a lower attitude to mathematics than boys. In addition, girls dominated among the learners who had a lower than average attitude to mathematics. Older learners showed the tendency to overrate their capabilities to solve math tasks while younger learners rated their capabilities more accurately. Learners with higher academic achievements showed a more positive attitude to mathematics. According to multiple regression results, the attitude towards mathematics is a predictor of academic achievements, while metacognitive awareness is a predictor of the attitude towards mathematics. According to the results, the positive attitude towards math could be formed by teaching metacognitive awareness.MagistrantėVilniaus universitetoBendrosios psichologijos katedraUniversiteto g. 9/1, LT-01513 VilniusEl. paštas: [email protected]ų mokslų daktarė docentėVilniaus universitetoBendrosios psichologijos katedraUniversiteto g. 9/1, LT-01513 VilniusEl. paštas: [email protected] matematikos mokymosi rezultatai, neigiama matematikos mokymosi nuostata, mokinių nerimas matematikos pamokose ir nepasitikėjimas savo gebėjimais sprendžiant matematikos užduotis yra viena iš rimčiausių šiuolaikinės mokyklos problemų. Tyrimo tikslas – ištirti 10–16 metų mokinių nuostatos dėl matematikos ir metakognityvaus sąmoningumo raišką ir sąsają. Tyrime dalyvavo 168 vienos Vilniaus gimnazijos 4–9 klasių mokiniai. Gauti tyrimo rezultatai parodė, kad nuostata dėl matematikos mokymosi teigiamai susijusi su metakognityviu sąmoningumu, saviveiksmingumu, akademiniais pasiekimais ir statistiškai reikšmingai skiriasi atsižvelgiant i mokinių amžių ir lytį. Daugialypė tiesinė regresija parodė, kad matematikos mokymosi nuostata leidžia nuspėti akademinius pasiekimus, o metakognityvus sąmoningumas – nuostatą dėl matematikos. Remiantis tyrimo rezultatais, metakognityvaus sąmoningumo ugdymu gali būti formuojama labiau teigiama nuostata dėl matematikos mokymosi
LATVIJOS MATEMATIKOS OLIMPIADŲ PROBLEMINIŲ UŽDUOČIŲ POKYČIAI
No full textStudents’ average results in mathematical olympiads in Latvia are quite low, and this is a signal that something is not right. To improve students’ results and motivation, in the last two years some changes were made in the Olympiad problem set. Our goal is to investigate how these changes affected students’ average results and attitude towards mathematical olympiads. In the paper, we describe changes that were made to the mathematical olympiad problem set, consequences and conclusions.Mathematics, LecturerUniversity of Latvia,Address: Zellu Street 29, Riga, LV-1002, Latvia,E-mail address: [email protected], LecturerUniversity of Latvia,Address: Zellu Street 29, Riga, LV-1002, Latvia,E-mail address: [email protected] aptariama matematikos olimpiadų situacija Latvijoje ir gvildenama mokinių, dalyvaujančių šiose olimpiadose, prastėjančių rezultatų ir mažėjančios motyvacijos dalyvauti jose problematika, signalizuojanti, kad kažkas yra negerai. Matematikos olimpiadose dalyvavusių mokinių rezultatai rodo, kad daugumai mokinių kai kurios probleminės užduotys buvo per sunkios. Siekiant gerinti mokinių pasiekimus ir palaikyti motyvaciją, pastaraisiais metais buvo analizuojamos ir keičiamos probleminės olimpiadų užduotys. Remiantis atlikta matematikos mokytojų apklausa, straipsnyje diskutuojama, kokio tipo probleminės užduotys turėtų būti įtraukiamos į olimpiadų užduotis. Ar olimpiadų probleminės užduotys turi būti panašios į tas, kurias mokiniai mokėsi spręsti per pamokas ankstesniais metais, ar tai turi būti probleminės užduotys, kurių sprendimo patirties olimpiadų dalyviai neturi? Ar matematikos olimpiadų užduotys privalo turėti sąsajų su mokykline matematikos programa? Kaip padėti mokiniams pasirengti olimpiadoms? Paprastai pasirengimo metu mokytojai siūlė mokiniams spręsti ankstesnių metų olimpiadų užduotis. Ieškant atsakymų į minėtus klausimus, nuspręsta keisti matematikos olimpiadų užduotis. Sutarta vietoj anksčiau pamokose išmoktų spręsti probleminių užduočių į olimpiadų probleminių užduočių rinkinį įtraukti temines problemines užduotis, kurios atitinka mokyklos programos tematiką. Tai palengvino rengimąsi olimpiadoms, nes mokytojai galėjo skirti daugiau dėmesio konkrečios temos teoriniam pasirengimui ir išmokyti mokinius įvairių metodų probleminėms užduotims spręsti. Straipsnyje pateikiami empiriniai duomenys, kokią įtaką Latvijos matematikos olimpiadų rezultatams turėjo minėti pokyčiai
EPILEPSIJA SERGANČIŲJŲ SOCIALINĖS ĮTRAUKTIES INICIATYVA: PATIRTINIS MOKYMASIS DALYVAUJANT MUZIKOS TERAPIJOJE
Get PDFThe analysis of scientific literature shows that in Lithuania people with epilepsy face a high risk of social exclusion, and there is a lack of research in which the psychosocial aspects of epilepsy and the possibilities how to optimize the social inclusion of people who suffer from epilepsy would be explored thoroughly. Furthermore, there is no systematic approach to the problem of social exclusion itself, an interdisciplinary work and innovative methods are not integrated into the practice fully. Thus, the problem of the research is actualized by the question – what are the possibilities of applying music therapy in order to optimize the social inclusion of people with epilepsy?A qualitative case study was carried out in order to solve this problem. The results of the study are presented in the form of analysis and interpretation of the social inclusion experiential learning process (a total of 20 sessions) of the music therapy group consisting of 7 adults with epilepsy, and their outcome. The study data consist of the public documents, transcriptions of the group members’ reflections on the activities and audio recordings of the musical improvisations of the group. The data were also collected while observing the process. Musical improvisations were analysed by the application of the phenomenologically inspired microanalysis method and the qualitative content analysis method, was used for the analysis of the reflections.The review of the main theoretical provisions and concepts of the study at the theoretical level allows an assumption that the social inclusion incentive of the people with epilepsy may be encouraged by experiential learning through participation in an experiential learning community (the music therapy group). The amplification of social inclusion shall be attributable to the dynamics of the group members’ participation from the legitimate peripheral towards centripetal (according to Lave, Wenger, 1991). Such a process of change allows the personal development of capacities that help to overcome the participation problems caused by the illness and to realise social agency, thus becoming an active and full-fledged community member. For the purposes of the study, this social inclusion amplification mechanism has been analysed in the context of musical improvisation by attributing to that improvisation the function of community building and consolidation of the membership in it.The interpretation of the microanalysis results of the improvisations (a total of 10 improvisations) confirmed that a sufficiently high degree of social inclusion was reached when improvising in the group. The indications of the above (to be linked with subjective experience while improvising) are as follows: the intensification of positive energy, the feeling of being legitimate and full-fledged members of the group, the sense of solidarity and sociality. Furthermore, the following capabilities demonstrated by the members of the group while improvising were identified: empathy, responsibility, flexibility of the participation, imagination and creativity, tolerance (forbearance), independence and decision-making, proactiveness, solidarity and cooperation, genuine self-esteem and self-confidence. The interpretation of the results of the qualitative content analysis based on the reflections that were relevant to the study identified the following conditions / situations that were created for the personal development of the above listed capabilities: practical experience, confrontation, community experience, spatiality of the participation, acquiring power, overcoming the fear of making mistakes, involvement in the process, meeting the challenge, breaking stereotypes.The interaction of the capabilities and the conditions / situations for their personal development is synergistic. Its effect is the abolition of the barriers to participation giving rise to the implementation of social agency. The re-implementation of social agency is to be treated as an indication of the amplification of centripetal participation that in turn represents an increase in the degree of social inclusion.The presented research opens a perspective for various initiatives of social inclusion of people with epilepsy and outlines the guidelines for the further research in this area. It would be important to investigate: 1) correlations between capabilities demonstrated by the members of the group and environmental conditions and situations, 2) transferability of the capabilities demonstrated by the members of the group and the conditions and situations created in the group for the development of the identified capabilities to the broader social context, 3) the impact of music therapy on the treatment of epilepsy, including neurophysiological and / or neuropsychological aspects of the disease.Socialinių mokslų (edukologija)doktorantėLietuvos edukologijos universitetoSocialinio darbo ir sociologijos katedraStudentų g. 39, VilniusTel. 8 611 34603El. paštas: [email protected]ė AleksienėSocialinių mokslų (edukologija) daktarė docentėLietuvos edukologijos universitetoSocialinio darbo ir sociologijos katedraStudentų g. 39, VilniusTel. 8 699 01958El. paštas: [email protected] analizuojama epilepsija sergančiųjų socialinės įtraukties patirtinio mokymosi dalyvaujant muzikos terapijoje problema aktualizuojama šiuo klausimu: kokios yra epilepsija sergančiųjų socialinės įtraukties optimizavimo, taikant muzikos terapiją, galimybės? Tyrimo tikslas – atskleisti ir pagrįsti epilepsija sergančiųjų socialinės įtraukties patirtinio mokymosi dalyvaujant muzikos terapijoje vidinių ir išorinių komponentų dermę. Keliami šie uždaviniai: 1) apžvelgti pagrindines tyrimo teorines nuostatas ir sąvokas, pagrindžiančias epilepsija sergančiųjų socialinės įtraukties kaip patirtinio mokymosi, dalyvaujant muzikos terapijoje, prielaidą; 2) nustatyti ir apibrėžti socialinės įtraukties gebėjimus, kuriuos ugdėsi epilepsija sergantieji, dalyvaudami muzikos terapijoje;3) nustatyti ir apibrėžti šių gebėjimų ugdymosi sąlygas / situacijas. Tikslui pasiekti atliktas kokybinis atvejo tyrimas
Konferencijos
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PEDAGOGINIO AUTORITETO SAMPRATOS ONTOLOGINĖS PERSPEKTYVOS LINK
Get PDFIn academic works on authority in the tradition of educational sciences and philosophy, a dual tendency can be noted. Alongside authors who view authority with suspicion and treat it as limiting a person and not allowing the unfolding of his personality, there are those who consider authority as a positive phenomenon. However, the latter also do not always manage to reach the depth of the phenomenon of authority. The paper concentrates on the concepts of authority, formulated by philosophers and education scientists that, going back to the etymology of the word “authority”, not only consider the authority as a positive phenomenon in the vast life of the society and of a person and a positive factor in the process of education, but also give an ontological grounding for it. In this way the authority is considered as “authority that promotes growth”, that corresponds to the human nature because “someone else”, the encounter with “otherness” gives the possibility to be oneself. Three fundamental characteristics of authority have been highlighted: authority that implies an obedience in which men retain their freedom, the transcendental nature of authority, and authority as assuming responsibility and introducing the pupil to the depth of reality. Existential / personal “insight” is presented based on the thoughts of Arendt, Zambrano and Giussani and has shown a new way of looking into the contemporary status of pedagogical authority which is firstly characterized by the educator being lost on the level of Being. This ontological insight of the phenomenon of authority has important implications towards the educator and the pupil. It reminds the educator that the fundamental part of his task is not only the professional actions and functions, that his mission goes beyond rendering knowledge, and that he is a representative of “other” (culture, tradition, past...), obliged to transmit to the pupil “the wealth” that he himself has received. It also reminds the pupil that this education is essential because a person grows and becomes himself when “encountering the otherness”.Socialinių mokslų (edukologijos) doktorantėVilniaus universiteto Filosofijos fakulteto Edukologijos katedraUniversiteto g. 1/9, LT-01513 VilniusTel. (8 5) 266 76 25El. paštas: [email protected] literatūrą, skirtą autoriteto temai, remiantis edukologijos ir filosofijos tradicija, galima pastebėti dvejopą tendenciją: šalia autorių, kurie žiūri į autoritetą įtariai ir jį traktuoja kaip ribojantį žmogų, neleidžiantį atsiskleisti jo asmenybei, yra tokių, kurie autoritetą mano esant teigiamu reiškiniu. Tačiau pastarieji taip pat ne visada pasiekia autoriteto fenomeno gelmes. Šio straipsnio tikslas – aptarti filosofų ir edukologų suformuluotas autoriteto sampratas, susitelkiant ties autoriais, kurie, grįždami į autoriteto žodžio etimologiją, ne tik autoritetą mano esant teigiamu reiškiniu visuomenės ir žmogaus gyvenime bei pozityviu ugdymo veiksniu, bet ir pagrindžia jį ontologiškai. Taip apskritai autoritetas konfigūruojasi kaip „auginantis autoritetas“, atitinkantis žmogaus prigimtį, nes „kažkas kitas“, susidūrimas su „kitybe“ suteikia galimybę būti savimi
INFORMACIJA APIE AUTORIUS
Get PDFZITA ABRAMAVIČIŪTĖ – master of music; doctoral student of social science (education) at the Department of Social Work and Sociology, Lithuanian University of Educational Sciences; Junior Researcher of Science Center, Lihuanian Academy of Music and Theatre. Research interests: music therapy/music therapy in neurorehabiliation, social integration of people with disabilities. Address: 39 Studentu Str., LT-08106 Vilnius, Lithuania; e-mail address: [email protected]Ė ALEKSIENĖ – doctor of social sciences (education), master’s degree in music therapy, associate professor at Department of Social Work and Sociology, Lithuanian University of Educational Sciences. Research interests: arts therapy / music therapy, social work / social pedagogy, supervision. Address: 39 Studentu Str., LT-08106 Vilnius, Lithuania; e-mail address: [email protected] ARAMAVIČIŪTĖ – habilitated doctor of social sciences (education), professor at the Department of Education, Vilnius University. Research interests: general educology, education and spiritual development of a personality, methodology of educational research. Address: 9/1 Universiteto Str., LT-01513 Vilnius, Lithuania; e-mail address: [email protected] AVOTINA – master of mathematics, employee in A. Liepas Correspondence Mathematics School; lecturer at the Faculty of Physics and Mathematics, University of Latvia. Research interests: modern elementary mathematics and mathematics didactics, difference equations. Address: 29 Zellu Str., LV-1002 Riga, Latvia; e-mail address: [email protected] BARBIERATO – doctoral student of social science (education) at the Department of Education,Vilnius University. Research interests: philosophy of education, pedagogical authority, educational relationship. Address: 1/9 Universiteto Str., LT-01513 Vilnius, Lithuania; e-mail address: [email protected] DAGIENĖ – doctor of physical sciences (mathematics), habilitation at social sciences (educology), professor at the Institute of Mathematics and Informatics, Vilnius University. Research interests: informatics (computing) education research, didactics of informatics, intelligent technologies for education, programming education, gamification. Address: 4 Akademijos Str., LT-08663 Vilnius; e-mail address: [email protected] DRELINGA – master of education, lecturer at the Faculty of Education and Management, Daugavpils University. Research interests: formation of the mathematical concepts in pre-school, teaching mathematics in primary schools. Address: 13 Vienības Str., LV-5401 Daugavpils, Latvia; e-mail address: [email protected]Ė GERVYTĖ – doctoral student of social science (education) at the Department of Education,Vilnius University. Research interests: school education, catholic education, paradigm of assumption education, moral education. Address: 1/9 Universiteto Str., LT-01513 Vilnius, Lithuania; e-mail address: [email protected] VILMA GESEVIČIENĖ – doctor of social sciences (education), lecturer at Department of Mathematics, Faculty of Science and Technology Lithuanian University of Educational Sciences. Research interests: mathematics didactics. Address: 39 Studentų Str., LT-08106 Vilnius, Lithuania; e-mail address: vilma. [email protected] KARKLINA – doctor of social sciences (education), lecturer at the Faculty of Science and Engineering, Liepaja University. Research interests: mathematics education. Address: 4 Valdemara Str., LV3400 Liepaja, Latvia; e-mail address:vaira.kar[email protected]ĪDA KRASTIŅA – doctor of social sciences (education), professor at the Faculty of Education and Management, Daugavpils University. Research interests: mathematics methodology and personalization of learning, design of textbooks and methodological materials for primary school. Address: 13 Vienības Str., LV-5401 Daugavpils, Latvia; e-mail address: [email protected] LEPIK – PhD, associated professor of mathematics education at the Department of Mathematics, Tallinn University. Research interests: mathematics teachers’ beliefs and professional development, textbook studies, and proof and proving. Address: Narva road 25, 10120 Tallinn, Estonia; e-mail addres: [email protected] MAZĖTIS – associate professor at the Department of Didactics of Mathematics and Informatics, Faculty of Mathematics and Informatics, Vilnius University. Research interests: mathematics didactics. Address: 24 Naugarduko Str., LT-03225, Vilnius; e-mail address: edmundas.maze[email protected] PĖLIKIS – specialist at the Institute of Mathematics and Informatics, Vilnius University. Research interests: introductory programming education, education data analysis, gamification. Address: 4 Akademijos Str., LT-08663 Vilnius; e-mail address: [email protected]Ė POCIŪTĖ – Doctor of Social Science ( Psychology), Associate Professor at the Department of General Psychology, Vilnius University. Research interests: cognitive psychology, career development and counselling, educational psychology. Address: Universiteto Str. 9/1, LT-01513 Vilnius; e-mal: [email protected] SENIŪNAITĖ – master student at Department of General Psychology, Vilnius University. Research interests: cognitive psychology, family psychology. Address: Universiteto Str., 9/1, LT-01513 Vilnius; e-mail: [email protected] SONDORE – doctor of mathematics, associate professor at the Faculty of Natural Sciences and Mathematics, Daugavpils University. Research interests: teaching probability theory at secondary school and university level. Address: 13 Vienības Str., Daugavpils, LV-5401, Latvia; e-mail: [email protected]Ė STUPURIENĖ – doctoral student (informatics engineering, technological sciences) at the Institute of Mathematics and Informatics, Vilnius University. Research interests: informatics (computing) education research, informatics concepts, constructionism. Address: 4 Akademijos Str., LT-08663 Vilnius; e-mail address: [email protected] ŠUSTE – master of mathematics, employee in A. Liepa’s Correspondence Mathematics School, lecturer at the Physics and Mathematics Faculty, University of Latvia. Research interests: modern elementary mathematics and mathematics didactics, difference equations. Address: 29 Zellu Str., LV-1002 Riga, Latvia; e-mail address: [email protected] ABRAMAVIČIŪTĖ – muzikos magistrė, Lietuvos edukologijos universiteto Socialinės edukacijos fakulteto socialinių mokslų (edukologijos) doktorantė, Lietuvos muzikos ir teatro akademijos Mokslo centro jaunesnioji mokslo darbuotoja. Mokslinių interesų sritys: muzikos terapija / muzikos terapija neuroreabilitacijoje, neįgaliųjų socialinė integracija. Adresas: Studentų g. 39, LT-08106 Vilnius. El. paštas: zita.abrama[email protected]Ė ALEKSIENĖ – socialinių mokslų (edukologijos) daktarė, Lietuvos edukologijos universiteto Socialinės edukacijos fakulteto Socialinio darbo ir sociologijos katedros docentė. Mokslinių interesų sritys: muzikos terapija, menų terapija, socialinis darbas / socialinė pedagogika, supervizija. Adresas: Studentų g. 39, LT-08106 Vilnius. El. paštas: [email protected] ARAMAVIČIŪTĖ – socialinių mokslų (edukologijos) habilituota daktarė, Vilniaus universiteto Filosofijos fakulteto Edukologijos katedros profesorė. Mokslinių interesų sritys: bendroji edukologija, ugdymas ir asmenybės dvasinis brendimas, ugdymo tyrimų metodologija. Adresas: Universiteto g. 9/1, LT-01513 Vilnius. El. paštas: aramaviciute@ gmail.comMARUTA AVOTINA – matematikos magistrė, A. Liepas matematikos mokyklos darbuotoja, Latvijos universiteto Fizikos ir matematikos fakulteto lektorė. Mokslinių interesų sritis: šiuolaikinė elementarioji matematika ir matematikos didaktika. Adresas: Zellu g. 29, LV-1002 Riga, Latvija. El. paštas: [email protected] BARBIERATO – Vilniaus universiteto Filosofijos fakulteto Edukologijos katedros doktorantė. Mokslinių interesų sritys: ugdymo filosofija, pedagoginis autoritetas, pedagoginiai santykiai. Adresas: Universiteto g. 1/9, LT-01513 Vilnius. El. paštas: [email protected] DAGIENĖ – fizinių mokslų (matematikos) daktarė, atlikta socialinių mokslų (edukologijos) habilitacija, Vilniaus universiteto Matematikos ir informatikos instituto profesorė. Mokslinių interesų sritys: informatikos mokymo tyrimas, informatikos didaktika, išmaniosios ugdymo technologijos, programavimo mokymas (is), žaidybinimas. Adresas: Akademijos g. 4, LT-08663 Vilnius. El. paštas: valentina.da[email protected] DRELINGA – pedagogikos magistrė, Daugpilio universiteto Švietimo ir vadybos fakulteto lektorė. Mokslinių interesų sritys: matematinių sąvokų ikimokykliniame amžiuje formavimas, matematikos mokymas pradinėje mokykloje. Adresas: Vienības g. 13, LV-5401 Daugpilis, Latvija. El paštas: [email protected]Ė GERVYTĖ – Vilniaus universiteto Filosofijos fakulteto Edukologijos katedros doktorantė. Mokslinių interesų sritys: mokyklinis ugdymas, katalikiškas ugdymas, asumcionistinė ugdymo paradigma, vertybinis ugdymas. Adresas: Universiteto g. 9/1, LT-01513 Vilnius. El. paštas: [email protected] GESEVIČIENĖ – socialinių mokslų (edukologijos) daktarė, Lietuvos edukologijos universiteto Gamtos, matematikos ir technologijų fakulteto Matematikos katedros lektorė. Mokslinių interesų sritis: matematikos didaktika. Adresas: Studentų g. 39, LT-08106 Vilnius. El. paštas: [email protected] KARKLINA – socialinių mokslų (pedagogikos) daktarė, Liepojos universiteto Tiksliųjų mokslų ir inžinerijos fakulteto lektorė. Mokslinių interesų sritis: matematikos ugdymas. Adresas: Valdemara g. 4, LV-3400 Liepoja, Latvija. El. paštas: [email protected]ĪDA KRASTIŅA – socialinių mokslų (pedagogikos) daktarė, Daugpilio universiteto Švietimo ir vadybos fakulteto profesorė. Mokslinių interesų sritys: matematikos metodologija ir mokymosi individualizavimas, vadovėlių ir metodinės medžiagos pradinei mokyklai rašymas. Adresas: Vienības g. 13, LV-5401 Daugpilis, Latvija. El. paštas: [email protected] LEPIK – Talino universiteto Matematikos katedros docentas. Mokslinių interesų sritys: matematikos mokytojų įsitikinimai ir profesinė raida, vadovėlių analizė. Adresas: Narvos kelias 25, 10120 Talinas, Estija. El. paštas: [email protected] MAZĖTIS – matematikos mokslų daktaras, Vilniaus universiteto Matematikos ir informatikos fakulteto Matematikos ir informatikos metodikos katedros docentas. Mokslinių interesų sritis: matematikos didaktika. Adresas: Naugarduko g. 24, LT-03225 Vilnius. El. paštas: edmun[email protected] PĖLIKIS – Vilniaus universiteto Matematikos ir informatikos instituto specialistas. Mokslinių interesų sritys: pradedančiųjų programavimo mokymas (is), švietimo duomenų analizė, žaidybinimas. Adresas: Akademijos g. 4, LT-08663 Vilnius. El. paštas: [email protected]Ė POCIŪTĖ – socialinių mokslų daktarė, Vilniaus universiteto Filosofijos fakulteto Bendrosios psichologijos katedros docentė. Mokslinių interesų sritys: kognityvinė psichologija, karjeros raida ir konsultavimas, edukacinė psichologija. Adresas: Universiteto g. 9/1, LT-01513 Vilnius. El. paštas: [email protected] SENIŪNAITĖ – Vilniaus universiteto Filosofijos fakulteto Bendrosios psichologijos katedros magistrantė. Mokslinių interesų sritys: kognityvinė psichologija, šeimos psichologija. Adresas: Universiteto g. 9/1, LT-01513 Vilnius. El. paštas: ramin[email protected] SONDORE – matematikos mokslų daktarė, Daugpilio universiteto Gamtos mokslų ir matematikos fakulteto docentė. Mokslinių interesų sritis: tikimybių teorijos vidurinėje mokykloje ir universitete mokymas. Addresas: Vienības g. 13, LV-5401 Daugpilis, Latvija. El. paštas: anita.sondo[email protected]Ė STUPURIENĖ – Vilniaus universiteto Matematikos ir informatikos instituto informatikos inžinerijos (technologijos mokslai) doktorantė. Mokslinių interesų sritys: informatikos mokymo tyrimas, informatikos konceptai, konstrukcionizmas. Adresas: Akademijos g. 4, LT-08663 Vilnius. El. paštas: [email protected] ŠUSTE – matematikos magistrė, A. Liepas matematikos mokyklos darbuotoja, Latvijos universiteto Fizikos ir matematikos fakulteto lektorė. Mokslinių interesų sritys: šiuolaikinė elementarioji matematika ir matematikos didaktika. Adresas: Zellu g. 29, LV-1002 Riga, Latvija. El. paštas: [email protected]
VAIZDUOJAMOJO MENO KRYPTIES STUDENTŲ DISPOZICINĖS EMPATIJOS IR KŪRYBIŠKOS ASMENYBĖS SAVYBIŲ SĄSAJOS
Get PDFThe aim of this research was to establish the linkage of a creative personality of students of visual arts and cognitive and emotional empathy and whether the assessment of empathy is related to the gender. 1st–4th year students of two art profile higher schools participated in the research, their age was 18–32 years. The traits of a creative personality were evaluated in accordance with the “Questionnaire on assessment of characteristics of a creative personality” (Туник E. E., 2003). The cognitive and emotional aspects of empathy were evaluated on the basis of the “Interpersonal reactivity index” questionnaire (Davis M. H., 1983). The instrument consists of four seven-item subscales: the perspective-taking scale, contains items which assess spontaneous attempts to adopt the perspectives of other people. Items on the fantasy scale measure the tendency to identify with characters from movies, novels, plays and other fictional situations. The empathic concern scale inquires about respondents‘ feelings of warmth, compassion, and concern for others, while the personal distress scale measures the personal feelings of anxiety and discomfort which result from observing another‘s negative experience. It has been revealed that with the decrease of the assessment of predisposition to risk, personal distress assessment increases. Also, it has been established that with the decrease of complexity assessment, personal distress assessment decreases. With the increase of imagination assessment, fantasy assessment also increases. The assessment of creativity did not differ among males and females; however, the assessment of personal distress in females was higher. Perspective taking and fantasy assessments did not differ among males and females.Vystymosi psichologijos magistrantėLietuvos edukologijos universitetoUgdymo mokslų fakultetoPsichologijos didaktikos katedraStudentų g. 39, LT-08106 VilniusEl. paštas: [email protected]ė socialinių mokslų (psichologijos) daktarėLietuvos edukologijos universitetoUgdymo mokslų fakultetoPsichologijos didaktikos katedraStudentų g. 39-328, LT-08106 VilniusEl. paštas: [email protected] pristatomas vaizduojamojo meno krypties studentų dispozicinės empatijos ir kūrybiškos asmenybės savybių sąsajų tyrimas. Menininkai jautriau reaguoja į aplinką, o empatija suteikia jiems galimybę geriau įsijausti ir suprasti problemą. Tyrimo rezultatai parodė, kad, didėjant emocinio empatijos aspekto – asmeninio distreso – įverčiams, mažėja kūrybiškos asmenybės savybės – polinkio rizikuoti – įverčiai, o kūrybiškos asmenybės savybės – sudėtingumo – įverčiai mažėja. Kognityvaus empatijos aspekto įsivaizdavimo įverčiai statistiškai reikšmingai teigiamai koreliuoja su vaizduotės įverčiais
APGINTA ŠARŪNĖS NAGROCKAITĖS DISERTACIJA „LIETUVOS BENDROJO UGDYMO MOKYKLOS TURINIO SAMPRATA: DISKURSO ANALIZĖ“
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MOKYTOJŲ POŽIŪRIS Į INTEGRUOTĄ SVEIKATOS UGDYMĄ IR VAIDMUO JĮ ĮGYVENDINANT
Get PDFThe purpose of integrated health education is to ensure a successful child health education in school, to contribute to the child’s physical, mental and social well-being, capacity development. Integrated health education is based on the mobilized work of school community: cooperation among different subjects’ teachers and other specialists, the integrated efforts of school, families, and a variety of health care and health education institutes. The health education of schoolchildren is one of the main priorities of health policy in Lithuania. As far as the health education in emphasized in the Law on Education of the Republic of Lithuania (2011), the Primary and Basic Education General Programs (2008), and the Secondary Education General Programs (2011), General Health Education Program (2012), it is relevant to focus on and analyse the role of teachers in integrated health education.This paper aims to highlight the importance of an integrated health education and the teachers’ role in the application of this education in practice. The following research objectives were raised: 1) to describe the role of teachers as health educators; 2) to reveal the importance of an integrated health education using as the basis the teachers’ reflections. The methods applied in the study: theoretical –analysis, interpretation, synthesis and generalization of scientific literature and laws; empirical – summarization of professional experience (teachers’ reflection); and content analysis. Fourteen teachers of general subjects, participating in the study of integrated education, presented their reflection on the conducted educational activity by answering open-ended questions. Teachers were asked to express their opinion on the following aspects: what they think about integrated health care; what the integrated health education advantages are; what is the role of the health educator. The teachers’ reflections were analysed employing the qualitative content analysis method.The integrated health education is affected by the level of the preparation of teachers and in general by his or her professional competences. On the other hand, believing in the importance of health educator’s role as well as the ability to evaluate the theoretical and practical preparation, the ability to reflect on the health education activities and to share best practices with colleagues are also very important aspects. For the successful integration of health education, it is important that the teacher would become a member of developing school community, capable to convey health education knowledge, to develop healthy living skills and values of schoolchildren as well as the create the educational environment that supports and strengthens healthy living.The qualitative study has revealed that teachers believe that integrated health education contributes to the development of schoolchildren’s health and healthy living building competences as well as to other general and subject-specific competences; it enables to change and direct schoolchildren attitudes and motivation towards the healthy living lifestyle, encourages and supports teachers in cooperation with each other and with the whole school community, the motivation to improve one’s competences as a health educator. The study disclosed that teachers have different perceptions of responsibilities and their role in the process of integrated health education: some teachers perceive it as their duty, while the others emphasise the shared teachers and parents’ responsibility for health education. Some teachers believe that this field is the responsibility of health education teachers – the assigned personnel. Profesorė socialinių mokslų (edukologijos) daktarėMykolo Romerio universitetoEdukologijos ir socialinio darbo institutasAteities g. 20, LT-08303 VilniusTel. (8 5) 271 4716El. paštas: [email protected]ų mokslų (edukologijos) daktarėLietuvos edukologijos universitetoSveikatos ir fizinio ugdymo katedraStudentų g. 39, LT-08106 VilniusTel. (8 5) 279 0542El. paštas: [email protected], remiantis mokslinės literatūros analize, atkreipiamas dėmesys į bendrojo ugdymo mokytojų vaidmenį, įgyvendinant integruotą mokinių sveikatos ugdymą. Pateikiami kokybinio tyrimo rezultatai atskleidžia, kad mokytojai įžvelgia integruoto sveikatos ugdymo svarbą ne tik mokinių bendrosioms kompetencijoms ugdyti (is), motyvacijai rūpintis savo sveikata skatinti ir palaikyti, bet ir savo pačių kompetencijų tobulinimosi aspektu. Subjektyvus mokytojų požiūris atskleidžia jų atsakomybę integruojant sveikatos ugdymą
JAUNESNIŲJŲ PAAUGLIŲ POŽIŪRIS Į DOROVINES VERTYBES
Get PDFIn modern society, frequently more attention is given to the economic efficiency and the added value created by the public members more than moral dilemmas, human relationships and the meaning of life. However, the sustainability of the development of society largely depends on the dominant values. Therefore, it is important not only to help a child to understand the main and undisputed values and to follow them, but also to analyze the modern teenagers’ approach to values – what values are important for them and how they are able to define the content of moral values.This study has revealed that the knowledge of contemporary younger teens about moral values is frequently average. However, more than half of the surveyed students were able to explain and properly reveal a chosen moral characteristic. The most obvious differences among separate groups of students were set while assessing the following factors: gender, involvement in non-formal education activity, students’ learning achievements. Students’ wellbeing at school is a significant but not the most important factor: during the study, a similar level of moral knowledge was shown by students who felt good at school as by well as those for whom school was not always good.After review of values that are most important for younger teens, it has been found that to every fourth student most valuable is friendliness, to every seventh kindness, to every eighth mutual assistance, to every tenth sincerity and goodwill. Honesty is important only to the every twenty- eighth student who participated in the study.The survey data suggest that schools should be attentive particularly to the socially and culturally marginalized adolescents – to teach them a positive assessment of the environment, to promote their interests to choose the formal and non-formal education activities. Also, the education of honesty, responsibility, dignity, authenticity which are emphasized in the General Education Curriculum and other educational documents, should be accounted for. Edukologijos doktorantėLietuvos edukologijos universitetoUgdymo mokslų fakultetoEdukologijos katedraStudentų g. 39, LT-08106 VilniusEl. paštas: [email protected]ės vertybės svarbios kiekvieno žmogaus gyvenime ir profesinėje veikloje. Ypač jos aktualios paauglystėje, kai kinta santykiai su bendraamžiais ir suaugusiaisiais, gilėja moralinės dilemos. Šiame straipsnyje aptariama, koks dabartinių jaunesniųjų paauglių požiūris į dorovines vertybes ir kokie veiksniai turi daugiausiai įtakos jų formavimuisi