Philosophical, psychological, organisational and teaching activity of S. L. Rubinshtein in the academic science and university education

University education has all the opportunities for the formation of methodological culture of future teachers of economics as an important characteristic of their professionalism. However, practice shows that not all of them are used to overcome the contradiction between the promising tasks of training a creative specialist and the reproductive nature of the methodological training of teachers of economics. To overcome it, a mechanism of methodological growth is needed for each student, who should be involved in active methodological activities, help to achieve positive growth dynamics of his methodological culture through the realization of goals and tasks that constantly complicate and affect the accumulation of his methodological experience. The success of this process is determined by how clearly students imagine the final product of methodological training in the form of positive dynamics of growth of the level of their methodological culture. The article is aimed to the theme of formation of the future economics teacher’s methodological culture. In accordance with certain structural components of the economics teacher’s methodological culture (motivational-valuable, content-procedural, intellectual-emotional, reflexive-evaluative) we determined the levels of formation of the economics teacher’s methodological culture, the criteria (motivational-axiological, semantic-operational, creative-emotional, evaluative criteria) and the corresponding indicators of this complex personal formation. In connection with the above we can state that the methodical culture of the teacher of economics combines in its content all aspects of methodical activity, methodical baggage of personality, methodical actions and solving methodical problems, without which there can be no optimal professional achievements of the teacher of economics, his innovative actions. methodical sphere of teaching activity. Methodical culture is manifested in two ways: on the one hand, it is an ideal structure that reflects the teacher of economics about the organization and implementation of methodological activities, indicates the readiness of the teacher to fully participate in methodological activities, providing sustainable interests, values, methodological competencies. type of professional pedagogical activity; on the other hand, is a measure and a way of his creative self-realization in methodical activity.

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Escape Room: uma proposta de jogo pedagógica no escopo da educação técnica de nível médio

ForScience ◽

10.29069/forscience.2020v8n2.e851 ◽

2020 ◽

Vol 8 (2) ◽

pp. e00851

Author(s):

Guilherme da Silva Lima ◽

Ederson dos Santos Ramalho ◽

Juliana Ventura de Souza Fernandes ◽

Edio Da Costa Junior

Keyword(s):

High School ◽

Learning Process ◽

Teaching And Learning ◽

Technical Education ◽

Interdisciplinary Approach ◽

University Education ◽

Teaching Methodology ◽

Teaching Activity ◽

Play Activity

Este artigo elabora e discute as etapas de construção de um jogo pedagógico original para aplicações em turmas de cursos técnicos em eletroeletrônica integrado ao ensino médio. Mostra-se que com pequenas modificações, o jogo proposto pode ser desenvolvido em turmas de outros cursos técnicos, bem como em turmas do ensino médio convencional. As adequações necessárias residem na mudança de foco das discussões propostas inicialmente no jogo. É notório que atualmente, diversos jogos pedagógicos são aplicados com êxito no escopo da educação de nível básico e de nível superior, mas o jogo proposto neste artigo se baseia em uma alternativa ainda pouco explorada: o jogo Escape Room. Observando a baixa disseminação desse jogo entre os educadores, torna-se necessário a descrição pormenorizada do itinerário trilhado para o seu desenvolvimento para possibilitar uma eficaz reprodutibilidade. O jogo proposto é mais uma metodologia de ensino que pode ser utilizada por professores que almejam diversificar o processo de ensino e aprendizagem, visto que após uma leve adaptação do jogo para a realidade de sua sala de aula, a atividade lúdica estará pronta, o que otimiza o tempo para o planejamento da atividade de ensino. Além disso, a interdisciplinaridade alcançada pelos desafios do jogo permite uma ampla discussão de conteúdos transversais, o que enriquece a aprendizagem de alunos e professores. Palavras-chave: Escape Room. Jogos pedagógicos. Abordagem interdisciplinar. Escape Room: a proposal of pedagogical game within the scope of basic technical education Abstract This paper elaborates and discusses the construction steps of an original pedagogical game for applications in classes of technical courses in electronics integrated to high school. It is shown that with small modifications, the proposed game can be developed in classes of other technical courses, as well as in classes of conventional high school. The necessary adjustments lie in changing the focus of the discussions initially proposed in the game. It is well known that currently, several pedagogical games are successfully applied in high school and university education scope, but the game proposed in this paper is based on an alternative still little explored: the Escape Room game. Observing the low dissemination of this game among educators, it is necessary to describe in detail the itinerary followed for its development to enable an effective reproducibility. The proposed game is another teaching methodology that can be used by educators who aim to diversify the teaching and learning process, since after a slight adaptation of the game to the reality of their classroom, the play activity will be ready, which optimizes the time for planning the teaching activity. In addition, the interdisciplinarity achieved by the challenges of the game allows a wide discussion of transversal contents, which enriches the learning of students and teachers. Keywords: Escape room. Pedagogical games. Interdisciplinary approach.

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OKRES DWUDZIESTOLECIA MIĘDZYWOJENNEGO A ROZWÓJ NAUKI PRAWA RZYMSKIEGO W POLSCE

Zeszyty Prawnicze ◽

10.21697/zp.2011.11.4.07 ◽

2016 ◽

Vol 11 (4) ◽

pp. 161

Author(s):

Bożena Czech-Jezierska

Keyword(s):

Interwar Period ◽

Legal System ◽

Legal Education ◽

Legal Culture ◽

Scientific Discipline ◽

Scientific Activity ◽

University Education ◽

Roman Law ◽

Teaching Activity ◽

The University

The Period of the Interwar Period – The Development of Roman Law StudiesSummary The interwar period was a historical stage that was full of events in a world of science. The scientific activity reflected patriotism at the time. The energy engaged by the Polish scholars in developing and popularizing all the fields of science seemed to be the energy engaged in rebuilding of Polish State. Despite the difficulties with building up a consistent legal system, the interwar period is said to be respectful to ancient legal culture and rules. Legal education and the place of Roman law in it were indicators of significant role of this science. At the same time they statued an excellent school of juridical thinking and introduction into the modern law. University education of jurists was held in the six universities in: Cracow, Lviv, Warsaw, Lublin, Vilnius and Poznan. Roman law was taught at these universities partucularly by: Stanisław Wróblewski, Ignacy Koschembahr- Łyskowski, Leon Piniński, Marceli Chlamtacz, Wacław Osuchowski, ks. Henryk Insadowski, Franciszek Bossowski, Włodzimierz Kozubski, Zygmunt Lisowski. Apart from teaching activity, Roman law specialists also developed scienitific initiative. The author described development of Roman law science and studies during the rebuilding of Polish statehood. Therefore she analysed the place of Roman law in the university legal education system and the tendencies of Roman law scholar’s studies to whom it owed the significant position of scientific discipline. This issue is still waiting for a complex description and analysis. This will help to investigate multidirectional character of Polish Roman law scientists studies during the interwar period and their contribution to the global Roman law studies. The interwar period was stage unusually rich in events in the word of science. The scientific activity became the word of the patriotism then, the energy put by Polish scholars into the development and popularizing all fields of science was an energy put into the reconstruction of you Polish. In spite of the difficulties building the consistent legal system up caused which, the period between wars was characteristic of a respect to principles of the legal culture. A legal education was one of her indicators, and in it – the place of the Roman law, constituting the excellent school of the legal thinking and leading into the contemporary law. University educating jurists was held then in six universities: in Cracow, Lviv, Warsaw, Lublin, Vilnius and Poznan. They laid the Roman law out there among others: Stanisław Wróblewski, Ignacy Koschembahr-Łyskowski, Leon Piniński, Marceli Chlamtacz, Wacław Osuchowski, rev. Henryk Insadowski, Franciszek Bossowski, Włodzimierz Kozubski, Zygmunt Lisowski. Apart from teaching activity specialists in Romance studies also developed the scientific initiative. The author described the development of the learning, including teachings, of Roman law in times of the reconstruction of the statehood. She analysed the place of the Roman law therefore in the university legal education and lines of enquiry of professors which the Roman law owed holding in the university item due to him of the scientific discipline to. This issue is waiting for a complex scientific description and analysis, that will help to investigate the multidirectional character of their interests and also the place of their scientific output in the global Roman studies.

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Teaching tourism: urban routes design using GIS Story Map

Investigaciones Geográficas ◽

10.14198/ingeo2020.m ◽

2020 ◽

Author(s):

María Del Carmen Mínguez García

Keyword(s):

Collaborative Work ◽

University Education ◽

Satisfaction Survey ◽

Geospatial Technologies ◽

Teaching Activity ◽

Tourism Sector ◽

Story Map

The different degrees on Tourism seek to train experts capable of managing changes and stimulating the necessary improvements to be able to maintain and enhance the dynamic tourism sector. This paper provides the design of a teaching activity for students of tourism degree. With it, it is intended that students, through collaborative work methodology and through the use of geospatial technologies, especially the GIS Story Map, acquire essential competencies in their training and are capable of creating a tourist product according to the characteristics of the destination. The didactic experience consists of creating an original and innovative tourist route in Madrid. This way, a collaborative map and a series of individually presented routes are obtained that are co-evaluated by the students themselves. The results of a satisfaction survey about the activity answered by the participants are also presented. It appears that the activity has been considered positive, since the students claim to have acquired skills of great interest in their training as future professionals, while feeling motivated. We conclude by pointing out that it is necessary to include this type of initiative in university education and that this methodology can be extrapolated to other subjects and places.

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