scholarly journals Pedagogické přístupy a didaktické postupy zaměřené na volnočasovou kompetenci

2021 ◽  
Vol 9 (2) ◽  
pp. 58-77
Author(s):  
Anna Dudová ◽  
◽  
Richard Macků ◽  

The article offers an overview of the pedagogical approaches and didactic procedures used for leisure education in school facilities (after-school club, school clubs, children's and youth homes) and evaluates them in terms of the development of leisure education, whose general goal is leisure literacy. In the introductory part, the authors explain the basic concepts. The first (most extensive) chapter is focused on education (extra-curricular education, education outside teaching). Information on various methods, mostly traditional, is followed by a section devoted to methods based on constructivist pedagogy. The first chapter concludes with a section devoted to the methods used in so-called open youth work (Offene Jugendarbeit, Open Youth Work). The second chapter is devoted to the concept of leisure competence, and the third chapter contains an evaluation of educational methods in terms of their suitability for education focused on leisure literacy.

2010 ◽  
Vol 22 (2) ◽  
pp. 21-35 ◽  
Author(s):  
Yasmin B. Kafai ◽  
Deborah A Fields ◽  
William Q. Burke

Previous efforts in end-user development have focused on facilitating the mechanics of learning programming, leaving aside social and cultural factors equally important in getting youth engaged in programming. As part of a 4-month long ethnographic study, we followed two 12-year-old participants as they learned the programming software Scratch and its associated file-sharing site, scratch.mit.edu, in an after-school club and class. In our discussion, we focus on the role that agency, membership, and status played in their joining and participating in local and online communities of programmers.


2020 ◽  
Vol 9 (7) ◽  
pp. 125
Author(s):  
Shih-Hsien Tseng ◽  
Huang-Yi Kang ◽  
Tien Son Nguyen ◽  
Meng-Yun Liu

In this study, we investigated the correlations between the attitudes about learning of elementary students who attended after-school clubs and the teaching quality of their educators during school. Previously, scholars have focused on service quality and satisfaction from the point of view of the parents, while overlooking the attitudes of students and teachers. To investigate the correlation between student enthusiasm and teaching quality, we sent out a questionnaire survey, collected 343 valid responses, and tested the related data via regression analysis. From the teacher’s point of view, this study can be divided into five constructs: learning interest, self-regulated learning, completing homework, interaction with the environment, and preparation for examinations. We also examined the correlations between each construct and teaching quality. We found that learning interest, homework assignments, environment interaction, and preparation for examinations had a positive correlation with the teaching quality of the elementary level teachers. Lastly, based on our findings, we made recommendations on how to improve teaching quality and leaning in the classroom.


2015 ◽  
Vol 3 (5) ◽  
pp. 40-45
Author(s):  
Хотько ◽  
E. Khotko

The paper considers the fair culture as being the element of the Russian vernacular and festive folklore, which for the whole existence of domestic education has always used to be a means of upbringing the youth. Acquaintance of schoolchildren with the national folklore helps to aspire their interest in the national traditions and history; to engage them with the origins of the Russian culture. As the author proves, the folklore material can easily be used within the modern primary education to stage mass cultural events and also in the course of after-school activities.


2019 ◽  
Vol 18 ◽  
pp. 327-464 ◽  
Author(s):  
Michał Kokowski

This article investigates the forgotten achievements of Władysław Natanson (1864–1937) related to the creation of Bose-Einstein statistics. The introductory part of the article presents considerations regarding the methodology of history and the history of exact sciences, and then the divergent research perspectives that can be taken in the description of the history of Bose-Einstein statistics, as well as the author’s integrated approach to this issue, which eliminates the disadvantages of these divergent views. This integrated approach is then used to describe the achievements of Władysław Natanson related to the creation of Bose-Einstein statistics. These achievements are presented against the background and in the context of discussions which – relatively sporadically – took place among various groups of researchers: historians and philosophers of science, physicists, sociologists of scientific knowledge in the 20th and 21st centuries. These discussions have now been reordered here. They are followed by a presentation of the complete list of Natanson’s publications regarding the subject. Also shown is his strategy to quote reliably the bibliography with regard to the explanation of the distribution of blackbody radiation and related issues. Additionally, a list of scientists who knew Natanson’s publications has been supplemented in the article and the precursorship of Natanson’s achievements is explained. This is followed by a rebuttal of many erroneous or simplified statements about him and his achievements. The already well-known terminological conventions have been recalled: “Bose statistics” and “Bose-Einstein statistics”, as well as recently introduced: “Planck-Bose statistics” (1984), “Natanson’s statistics” (1997)”, “Natanson-Bose-Einstein statistics” (2005), “Planck-Natanson-Bose-Einstein statistics” (2011), and “Natanson statistics” (2013). New terminological conventions have been introduced: “Boltzmann-Planck-Natanson statistics” and “Boltzmann-Planck-Natanson-Bose-Einstein statistics”. A side effect of this research is a discovery that Robert K. Merton – the author of the label ‘Matthew effect’ – chose the name of the effect using erroneous premises and the effect should therefore be named after its actual discoverer. The article is accompanied by four appendixes: the first presents reflections on the methodology of historiography and historiography of exact sciences, the second – a commentary on the use of the terms: “Bose statistics”, “Bose-Einstein statistics”, “Einstein-Bose statistics” and “Planck-Bose statistics”, the third – a very important letter by Max Planck to Władysław Natanson (of 25 January 1913), and the fourth – the excerpts of two letters from Sommerfeld to Rubinowicz (of 1 October 1919 and 1 November 1919). Rozbieżne historie statystyki Bosego-Einsteina i zapomniane osiągnięcia Władysława Natansona (1864–1937) Abstrakt Artykuł bada zapomniane osiągnięcia Władysława Natansona (1864–1937) związane z powstaniem statystyki Bosego-Einsteina. W części wstępnej artykułuwskazano rozbieżne perspektywy badawcze, jakie przyjmowano w opisie historii statystyki Bosego-Einsteina, a także autorskie zintegrowane ujęcie tego zagadnienia, które eliminuje wady tych rozbieżnych perspektyw. Wspomniane zintegrowane ujęcie zastosowano następnie do opisania osiągnięć Władysława Natansona (1864–1937), związanych z powstaniem statystyki Bosego-Einsteina. Dokonania Natansona przedstawiono na tle i w kontekście dyskusji, jakie toczyły się (stosunkowo sporadycznie) wśród różnych grup badaczy: historyków i filozofów nauki, fizyków, socjologów wiedzy naukowej w XX i XXI w. Dyskusje uporządkowano oraz przedstawiono kompletną listę publikacji Natansona dotyczących omawianego zagadnienia. Wskazano także strategię rzetelnego cytowania przez Natansona bibliografii dotyczącej wyjaśnienia rozkładu promieniowania ciała doskonale czarnego i pokrewnych zagadnień; uzupełniono listę naukowców, którzy znali publikacje Natansona; skorygowano wiele błędnych lub uproszczonych stwierdzeń na temat Natansona i znaczenia jego publikacji, wyjaśniono kwestię prekursorstwa jego osiągnięć etc. Przypomniano już znane konwencje terminologiczne: „statystyka Bosego” i „statystyka Bosego-Einsteina”, jak również niedawno wprowadzone: „statystyka Plancka-Bosego” (1984), „statystyka Natansona” (1997, 2013), „statystyka Natansona-Bosego-Einsteina” (2005) oraz „statystyka Plancka-Natansona-Bosego-Einsteina” (2011). Wprowadzono nowe konwencje terminologiczne: „statystyka Boltzmanna-Plancka-Natansona” i „statystyka Boltzmanna-Plancka-Natansona-Bosego-Einsteina”. Skutkiem pobocznym tych badań jest odkrycie, iż socjolog Robert K. Merton – autor określenia „efekt św. Mateusza” – wybrał tę nazwę, posługując się błędnymi przesłankami i dlatego należy nazywać ten efekt nazwiskiem jego faktycznego odkrywcy. Do artykułu dołączone są cztery dodatki: pierwszy – przedstawia rozważania z zakresu metodologii historii i historii nauk ścisłych, drugi – komentarz dotyczący użycia terminów: „statystyka Bosego”, „statystyka Bosego-Einsteina”, „statytyska Einsteina-Bosego” oraz „statystyka Plancka-Bosego, trzeci – bardzo ważny list Maxa Plancka do Władysława Natansona z 25 stycznia 1913 r, a czwarty – fragmenty dwóch listów Sommerfelda do Rubinowicza z 1 października 1919 i 1 listopada 1919.


Author(s):  
Cem Kagar ◽  
Teslime Kagar

In this report, we investigated the impact of after-school STEM clubs on children’s attitudes to STEM-related subjects. 236 children aged 8-12 took part in this study. For the purpose of this study, a quantitative research method was adopted where a survey prior to the STEM activities and at the end of 30 weeks of the after-school club have been used to make sense of children’s perspectives on STEM-related subjects. The study also explored whether the age and gender of the children would influence their attitudes towards these subjects.Keywords: STEM, Engineering, Cross-curricular, Computer Science, Primary education


2020 ◽  
Vol 4 (2) ◽  
pp. 173
Author(s):  
Deni Sutisna ◽  
Ashar Pajarungi Anar ◽  
Dyah Indraswati ◽  
Nursaptini Nursaptini ◽  
Arif Widodo

This study aims to examine how strategies to strengthen student morale through school programs. In analyzing the problem, this study used a descriptive method with observation, interview and documentation study techniques. Some of the findings obtained from the research show that students' moral strengthening strategies are implemented in several aspects; first on the vision and mission of the school where the school sets the vision and mission and goals of the school that imply the values of faith, piety and religion in order to strengthen student morale, secondly in activities both in activities within the school environment or activities outside the school environment related to activities religious values in order to increase religious value, the third application of teacher exemplary aims to provide good moral examples for students so that students learn from existing models, namely teachers, fourth on school facilities and infrastructure, fifth on school rules arranged based on vision mission and school objectives. The results of the research show that this strategy is quite successful in strengthening student morale. There are several findings that can hinder the success of the application of students' moral values, such as: the number of students who are not balanced with the number of classes, the number of teachers who are less than ideal, the utilization of facilities is not optimal, the lack of commitment of the school community, especially the lack of cooperation between parents in strengthening efforts. student morale


2018 ◽  
Vol 221 (1) ◽  
pp. 183-206
Author(s):  
Prof. Assist. Dr. Mohammed Dhia Udin Khaleel Ibrahim

The holy prophetic sunna has provided the Islamic education with great principals and many sources taking into consideration the building of child personality, and preventing risks and preventing him. Not only that but it also provided remedy methods to overcome the defencieneis. In what the prophet (Peace be upon him and his lineage) has narrated of sayings and behaviors, the prophetic education discourse has been sublime in all its cases and the addressing of the children of companions. This had the impact in their upbringing and the formation for their personality. For that, the study tackles the educational methods which the prophet (PBUH) has used in his address of children. The research has required to be divided an introduction and three inquiries as follows: First inquiry: is entitled (Islamic education concept and Indication) in which we tackled the meaning in language and reform, the importance of education, and he factors affecting. Chapter Two: is entitled (the concept of childhood) which tackles the meaning of language and reform and the importance of childhood and the care of Islamic education in Childhood. The third inquiry is entitled (the educational style which included in the Educational method) in which we tackled we tackled in this research about the prophetic discourse the intellectual,  physiological and linguistic styles.


EDIS ◽  
2019 ◽  
Vol 2019 (3) ◽  
Author(s):  
Vanessa Spero

Family engagement in 4-H programs allows family members, youth, and the community to become more aware, cohesive, and invested in youth development. This 4-page fact sheet, written by Vanessa Spero-Swingle and published by the UF/IFAS Florida 4-H Youth Development Program, discusses how to incorporate family engagement into your 4-H school programming. For the purposes of Florida 4-H, a school-based program can be defined as school enrichment (offered to groups of youth, taught by Extension staff or trained volunteers, and designed to support the school curriculum), an in-school club following a more traditional club approach during school hours, or an after-school club operating directly after school hours. https://edis.ifas.ufl.edu/4h401


2020 ◽  
Vol 11 (2) ◽  
pp. 353-354
Author(s):  
Veneta Bogdanova ◽  
◽  
Cvetomila Doncheva ◽  

This report aims to present the integration of electronic educational resources into pre-school education by applying a convenient electronic form (e-book) for remote pedagogical interaction with children and parents. The introduction of modern educational methods and technologies enriches the learning content and increases the quality of education. The main concept on which the report is based is pedagogical interaction through interactive forms of training to build skills for cooperation between teachers and parents. Thus, the activities in the group create an aspiration for teachers to improve their competencies. By adapting these resources, opportunities are presented for provoking the child’s interest in an unconventional and emotional form of educational and educational activities in the third preparatory group „Smile“ for the expansion of competences in preschool.


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