Author: The Editors
Year of publication: 2017
Source: Show
Pages: 3-10
DOI Address: -
PDF: tner/201702/tner201702toc.pdf

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Contents ......... 3-5

Contributors ......... 7-10

Author: Stanisław Juszczyk
E-mail: stanislaw.juszczyk@us.edu.pl
Institution: University of Silesia
Year of publication: 2017
Source: Show
Pages: 11-13
DOI Address: -
PDF: tner/201702/tner20170200.pdf

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Author: Natalya Antonova
E-mail: n-tata@mail.ru
Institution: Ural Federal University
Author: Iuliia Shnai
E-mail: iuliia.shnai@lut.fi
Institution: Lappeenranta University of Technology
Author: Mariia Kozlova
E-mail: mariia.kozlova@lut.fi
Institution: Lappeenranta University of Technology,
Year of publication: 2017
Source: Show
Pages: 17-27
DOI Address: https://doi.org/10.15804/tner.2017.48.2.01
PDF: tner/201702/tner20170201.pdf

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This article shows specifics of the transition from conventional educational practice to the Flipped classroom model in modern education system. It is focused on professors’ perception of the video-based teaching approach. Conducted sociological survey involves the teaching staff from one European and one Russian university, namely the Lappeenranta University of Technology (LUT) and Ural Federal University (URFU). The survey investigated professors’ awareness of the Inverted classroom, their readiness to employ it and prime barriers they face. Results reveal that teachers from Russia have less information about the model and practically do not embed it in the education arrangement comparing to professors from Finland. Lack of time, lack of support and assistance are shown to be the prime barriers preventing them from fl ipped classroom implementation. Drawn implications are of use for the integration of the fl ipped classroom.

professors’ perception higher education system flipped classroom

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Author: Viktoriya Levchenko
Institution: Samara National Research University
Year of publication: 2017
Source: Show
Pages: 28-40
DOI Address: https://doi.org/10.15804/tner.2017.48.2.02
PDF: tner/201702/tner20170202.pdf

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The corpus-based approach in language education has driven an array of studies over the past few decades, including its application in developing academic awareness in second-language learners of English for academic purposes. Most publications that show ways of incorporating corpus-based classroom activities (C-BCA) concern concordance lines and lexico-grammatical studies with reference to teacher feedback. The present study examines postgraduates’ perception of C-BCA in English for academic purposes classes. A class of 10 postgraduate students from Samara University, Russia, participated in the research. Questionnaire results showed a positive perception of using C-BCA as a tool for writing assignments. The study also concerns an analysis of the students’ results in the writing assignments as a part of their academic awareness. Specifically, this sample study shows interdependence between the positive dynamics of postgraduates’ perceptions of C-BCA and good results of a writing examination.

language awareness academic awareness writing corpus-based classroom activities corpus

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Author: Luciana F. Damázio
E-mail: luciana.faluba@fdc.org.br
Institution: Fundação Dom Cabral
Author: Marcela Hanriot
E-mail: marcelahanriot@gmail.com
Institution: Fundação Dom Cabral
Year of publication: 2017
Source: Show
Pages: 41-52
DOI Address: https://doi.org/10.15804/tner.2017.48.2.03
PDF: tner/201702/tner20170203.pdf

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This paper presents the process of reviewing a lato sensu postgraduate course in marketing offered at a Brazilian business school. Changes were implemented to adapt the course to the job market demands. The results of the quantitative phase of the research showed that the course had many opportunities for improvement, especially regarding the course methodology. The results of the qualitative stage indicate an opportunity for improvement of the course contents by updating them and ensuring they adhere to professional practice. The redesign process of the course was based on the competency-based curriculum.

business school marketing education competency-based curriculum higher education

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Author: Hardianto Rahman
E-mail: syamsult@yahoo.com
Institution: Universitas Negeri Makassar
Author: Syamsul Bachri Thalib
E-mail: antols.hr@gmail.com
Institution: Universitas Negeri Makassar
Author: Alimuddin Mahmud
E-mail: ali_abkin@yahoo.co.id
Institution: Universitas Negeri Makassar
Year of publication: 2017
Source: Show
Pages: 53-64
DOI Address: https://doi.org/10.15804/tner.2017.48.2.04
PDF: tner/201702/tner20170204.pdf

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The presented study aims at increasing positive attitude of students as good citizens through the integration of character education in social studies with CTL approach. This research was classroom action research and the subjects of this research were 38 fifth-grade pupils of Elementary School SD Negeri 07 Panreng Sinjai. The study involved collaborators that were fifth-grade teachers who acted as the implementing action. Data were obtained through a test scale of attitude as the main data and supporting data were collected through observation and self-report. The research showed some findings. First, the integration of character education in teaching social studies is conducted by instilling the values of character education in learning with the social studies content and applying some of the components in the CTL. Second, there is continuous improvement of the integration of character education in social studies with the CTL approach from the first cycle to the third cycle. Based on the results of attitude tests on the citizenship subject in the first cycle, there was no student classified as very positive (0%), 44.73% of students were classified as positive, 39.47% negative, and 15.76% very negative. In the second cycle, there were 23.68% of students classified as very positive, 44.73% positive, 26.31% negative, and 5.26% very negative. In the third cycle, there were 18.42% of students classified as very positive, 78.94% positive, 2.63% negative and 0% very negative. Thus, the integrated character education in social studies can improve the attitude of a good citizen in fifth-grade pupils of SD Negeri 07 Panreng Sinjai.

contextual teaching character education social sciences

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Author: Darjo Felda
E-mail: darjo.Felda@pef.upr.si
Institution: University of Primorska
Author: Mirjam Bon Klanjšček
Institution: National Assembly of the Republic of Slovenia
Year of publication: 2017
Source: Show
Pages: 65-75
DOI Address: https://doi.org/10.15804/tner.2017.48.2.05
PDF: tner/201702/tner20170205.pdf

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In math classes solving statistical tasks by using procedures which the student learned by heart is usually used. The authors, thus encouraged learning and teaching statistics on the basis of realistic problems and problem situations, so that the student gets to know statistical concepts within the experience of resolving a real-life problem situation. With this approach to learning and teaching statistics, students acquired a better knowledge and were able to grasp, interpret and make critical evaluations of the statistical information, which was confirmed by the experiment that involved 269 first-grade high school students.

statistical reasoning problem-solving approach teaching statistics mathematics teachers

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Author: Sultan
E-mail: sultan@unm.ac.id
Institution: Universitas Negeri Malang
Author: Ahmad Rofiuddin
E-mail: rofi udin@um.ac.id
Institution: Universitas Negeri Malang
Author: Nurhadi
E-mail: nurhadi.fs@um.ac.id
Institution: Universitas Negeri Malang
Author: Endah Tri Priyatni
E-mail: endah.tri.fs@um.ac.id
Institution: Universitas Negeri Malang
Year of publication: 2017
Source: Show
Pages: 76-86
DOI Address: https://doi.org/10.15804/tner.2017.48.2.06
PDF: tner/201702/tner20170206.pdf

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Critical reading awareness can empower readers through critical reading skills used to understand ideological messages and domination act in language practice. The aim of this research was to develop and test a critical reading learning model to enhance university students’ critical awareness. This Research and Development study was carried out by following three main steps that were product development, product validation, and examination of product effectiveness. 56 students participated in this study. They came from the Indonesian Language Department, Negeri Makassar University, Indonesia. The qualitative data was analyzed with the use of domain analysis and the quantitative data was analyzed using t-test. The developed learning model was proven valid and feasible through experts’ validation. In addition, the results of the effectiveness test indicated that the learning model could improve students’ critical reading skills and students’ critical reading awareness of understanding, evaluating, and responding to texts.

language learning critical awareness critical reading

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Author: Monika Wiśniewska-Kin
Year of publication: 2017
Source: Show
Pages: 87-99
DOI Address: https://doi.org/10.15804/tner.2017.48.2.07
PDF: tner/201702/tner20170207.pdf

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This article demonstrates the results of the educational project “Word Art Awareness,” which was established in some primary schools in a metropolitan environment (Lodz, Poland). The aim of the study was to identify 8 – 9 and 9 – 10-year-old children’s knowledge of the following topic: target domain of the metaphorical mapping (JOY, SADNESS, LOVE, HATRED, FEAR) as well as childlike metaphorical accomplishments related to identification of similarities and diff erences between destination domain and source metaphor domain through the process of educational environment construction. In designed didactical intervention operations, research data resulted from participant observation, focus interview, and children’s production analysis (graphical visualization, paired-associate learning tasks and tests of unfinished tasks). Research findings show children’s preferences related to the translation of one metaphor discipline through another one as well as construction strategies related to children’s knowledge about the emotional aspect and feelings. Moreover, findings suggest the need for a broader understanding of educational environments in Polish educational culture.

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Author: Martina Kekule
Author: Vojtěch Žák
Author: Zuzana Ješková
Author: Katarína Kimáková
Year of publication: 2017
Source: Show
Pages: 100-114
DOI Address: https://doi.org/10.15804/tner.2017.48.2.08
PDF: tner/201702/tner20170208.pdf

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The study focuses on the implementation of inquiry-based science education (IBSE) within the 7FP ESTABLISH project and its impact on pupils. The project included the creation of education units and realization of courses for teachers with the goal of educating teachers on IBSE. This was then followed by the implementation of IBSE education units into the teaching schedule of teachers who completed the respective courses. The impact of IBSE on pupils was evaluated using adopted and adjusted evaluation tools. The evaluation focused on the impacts on pupils’ intrinsic motivation for learning natural sciences, understanding the importance of natural sciences for society and pupils’ epis- temological beliefs. The study discusses the results obtained in Slovakia and focuses especially on gender differences.

ESTABLISH project inquiry-based science education (IBSE) questionnaire evaluation

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